Sunday, June 26, 2011

Perceptions

When I was in high school, my mother brought home a computer. My sister sat in front of it almost every day after school, doing what I then thought “who knows what!” I remember saying: “I rather be in front of people, than in front of a machine”. I have considered myself a “people person” and find great value in listening to, talking to and sharing with people.

I did not know that twenty and some years later I would be studying through a computer with the use of the Internet. Throughout this time, I have made and nurtured friendships through the use of the computer and I have stayed in contact with family members who live in my home country (and with those close by as well!). Geographical distance is not an issue anymore to communicate, or to learn.

Online education will become mainstreamed as people get more comfortable with the technology (as I did) (Siemens, G., n.d.). There are already various paths to acquiring an education, from GED’s to technical schools, to community colleges and four year colleges. Presently we add online degrees to the list, which are becoming a real option not only for adults, but for children also. See below for links to options for children. I another decade or so, online education might be a totally “normal” way of getting an education for some, and still provoke skepticism for others.

One way to have online education reach the same level of acceptance than other existent forms of education is to make it available by sharing information. In doing so, it would help the field to portray online education not as the answer in the field of education but merely as another viable option for their education. An option through which educational technologies are used as tools to convey content and contribute to meaningful learning (Jonassen, D., Peck, K., & Wilson, B. (1999).

Furthermore, professionals who continue to record and publish the short term and long term impact of online courses will confirm the validity and reliability that online education is already providing (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009). To contribute to the improvement of distance education as an instructional designer or instructor, I would continue to put emphasis on quality of instruction and go on with my own training on the use of technology as valuable tools to facilitate learning.

Resources

Jonassen, D., Peck, K., & Wilson, B. (1999). Learning with technology: A constructivist perspective. Special Education Technology (Vol. 16, p. 0). Prentice Hall. Retrieved from http://www.mendeley.com/research/learning-with-technology-a-constructivist-perspective/

Siemens, G. (n.d.). "The Future of Distance Education." Video Program.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Online Education for Children

http://www.k12.com/
http://www.connectionsacademy.com/free-online-public-school.aspx
http://distancelearn.about.com/od/onlinepublicschools/a/OnlinePS.htm
http://www.onlineschools.com/elementary-school/list



Sunday, June 19, 2011

Considerations for Converting Face-to-Face Course to Online Environment

I. Pre-Planning Strategies to Consider Before Converting A Program To Online Environment
In view of the differences between face-to-face and online instruction, these are some of the considerations one has to take when transferring a course to online delivery:
        a. Course Management System vs. Learning Management System
Crucial for an effective delivery of instruction is the platform chosen to deliver it to the learners. In deciding which platform to chose, consider the differences between both, a Course Management System and a Learning Management System.
Both systems provide a series of components and tools which are used in effective online education courses. These include: Syllabus, calendar, announcements, assignment instructions, etc. But the main focus of a Course Management System is to deliver courses (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009). Learning Management Systems on the other hand are used to keep track of individual needs and performances over time (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009).
        b. Syllabus
Similar to face-to-face, the syllabus of the course should be as detailed as possible, showing the sequence of content, timeline, forms of evaluations and student’s expectations for a successful course. The syllabus should reflect the blended nature of the course as well. Great emphasis should be put into the syllabus as this one will provide the student with details of the course which also includes information about how to approach difficulties with the technology being used and where to seek help (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009) 
        c. Technology        
Technology tools which promote participation and collaboration will increase trainees’ engagement on the content being delivered (Minocha, S., 2009). Availability of technology for the trainees should also be considered.
Beyond having access to the technology, an orientation module for the use of the technology is of great importance. Palloff and Pratt (2000) as referred to by Valentine, D. (2002) make a point that they way technology is used is what it’s important. One cannot simply add technology and expect trainees to figure it out if the course is to be successful. And just as well, the use of technology should go hand in hand with attaining the objectives, if it does not contribute to that goal then there is no need to include it.
For the purpose of transferring a face-to-face training to online, the use of the following technologies within a CMS is suggested:
·         Podcasts: Creation of podcasts can increase trainees interest and ongoing training as they can subscribe to them and receive updates whenever they are uploaded (Minocha, S., 2009).

·         Wikis: For specific group projects, wikis are ideal in that every member of a group can contribute to the development of a project, there is a record of modifications and all members can access their group wiki anytime, anywhere (Boulos, M. N. K., Maramba, I., & Wheeler, S. , 2006).

·         Blogs: The use of blogs will expand the commitment and collaboration of trainees within a CMS (Boulos, M. N. K., Maramba, I., & Wheeler, S. , 2006).
II. Aspects to Be Enhanced In the Distance Learning Format
Changing the venue of instruction requires revision of content, which might be modified, revised or added to (Kampov-Polevoi, J., 2010). The one aspect of any instruction in an online setting that is enhance in comparison to any face-to-face is writing. Writing becomes the means of communication in an online course and even though written assignments might not vary from a face-to-face courses (Kampov-Polevoi, J., 2010), written communication increases and requires references to resources for it to be part of an online course.Specific guidelines are required for trainees to engage on topic scholarly discussions which would contribute to further understanding of content (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009). Through encouraging written discussion in the online setting, trainees might become more involved in the content as trainees would have more time to analyze, reflect, and share insight with co-workers. This would be one way of creating a community of learners where meaningful learning would take place (Wegner, E.,

III. Change of Trainers Role In A Distance Learning Environment
The role of trainers, as that of teachers varies depending on their situation. In a distance learning environment, facilitators not only have to be subject matters experts (SME) but also have to be trained in best practices for distance learning which include the use of technology (O’Neil, TDG, 2006).
Some of these best practices include figuring out how far to go in sharing expertise, and holding back to let students explore and learn from each other also (Siemens, G., 2008). Siemens (2008) also refers to the online instructor as a concierge or curator in that the instructor holds all the already known expertise on the subject, but gives learners the resources, respecting their autonomy and letting them reach personal conclusions (Siemens, G., 2008). In doing so, the instructor provides information but not necessarily imposes its own ideas. Instead, lets learners become innovators of their own ideas.
IV. Steps for Trainer to Take For Encouraging the Trainees to Communicate Online
Completion of assignments relative to content and evaluation measures should include online collaboration. The trainer should take the following steps:
·         Include specific guidelines for the use of wikis, blogs, and discussion forums   
·         Model discussion forum communication (Markel, S. L., 2001).
·         Use real-life problems as examples for encouraging co-workers to contribute to their solutions.
Aside from the technical issues of delivering an online training module, the students’ or trainees’ responsibilities are different from in an online environment. For an online class, trainees may be advised on the following:

1. Being Prepared a. Technically b. Emotionally c. Learning Environment
2. Taking Responsibility
3. Expecting Differences with  
       a. Online Classes Etiquette    b. Using Resources    c. Self-Regulation    d.Evaluation Methods

Furthermore, as included in the content differences, and pre-planning strategies, in online instruction the factor technology is one which should be addressed first. For with the knowledge of the technology at all levels, from using the computer, to familiarization of software, the trainees are going to be encouraged and motivated to continued training sessions using the online environment.

The best way to embark on these changes would be to use an instructional design model such as ADDIE. In completing this model, the trainer may have a clear view of what the course would look like and even test it out for its effectiveness.

Resources
Boulos, M. N. K., Maramba, I., & Wheeler, S. (2006). Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education. BMC Medical Education, 6(1), 41. BioMed Central. Retrieved from http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1564136&tool=pmcentrez&rendertype=abstract
Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190–193. Retrieved from http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/
Etienne Wenger, during presentation on Digital Habitats and Community Practice http://mediasite.ics.uwex.edu/mediasite5/Viewer/?peid=08fd5f11580c476ab1da01afe92a7aaa

Kampov-Polevoi, J., (2010). Considerations for Supporting Faculty in Transitioning a Course to Online Format Online Journal of Distance Learning Administration, Volume XIII, (II). As found in http://www.westga.edu/~distance/ojdla/summer132/kampov_polevoi132.html

Markel, S. L.(2001). Technology and Education Online Discussion Forums: It's in the Response Online Journal of Distance Learning Administration, Volume IV, (II). As found in http://www.westga.edu/~distance/ojdla/summer42/markel42.html
Minocha, S. (2009). New Review of Hypermedia & Multimedia;, Vol. 15 Issue 3, p245-265, 21p, 2 Charts

O’Neil, T.D. (2006) How distance education has changed teaching and the role of the instructor.E-Leader, Slovakia, 2006. As found in http://www.g-casa.com/download/ONeil_Distance_Education.pdf

Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. ITForum. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education. Boston, MA: Pearson.
Valentine, D. (2002). Distance Learning: Promises, Problems, and Possibilities. Online Journal of Distance Learning Administration, Volume V, (3) As found in http://www.westga.edu/~distance/ojdla/fall53/valentine53.html

Differences between Face-to-Face and Online Environments

With increasing number of courses being offered online, differences among face-to-face courses and online courses need to be clarified. It is certainly not appropriate to simply put information delivered through face-to-face classes, into an online venue to declare that a course has become an online course (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009).
To make the change from a face-to-face environment to an online environment, one has to first review the differences among the two environments. After doing so, a trainer may consider the changes which will provide for an effective online module of instruction.
Below are a few of the differences between the two environments. There are four aspects which are considered within both delivery environments (face-to-face and online):  Content, Students, Instructor, and Evaluation Methods. Please see below for a comparison:
I.                    Content

Face-to-face
Online
Content








·         Instruction of content focuses on learning objectives, activities and evaluation related to content delivered.
·         Usually, visual and auditory senses are the most common senses used in face-to-face instruction.
·         Content is presented in each class.





(Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009).
·         Ideally, two venues of instruction occur with effective online deliveries:
·         Instruction of content focuses first in the methodology of delivery of content, including instruction on technology to be used for delivery of content.
·         Once methods of instruction of how content will be delivered are complete, begins instruction of content based on learning objectives, activities and evaluation.
·         All senses are involved in learning content online as the way it is delivered involves videos, text, presentations, interactive activities, etc.
·         Students can access all content from the beginning of the course and are able to move ahead.
(Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009).

II.                  Students

Face-to-face
Online
Students
·         Students’ participation in learning experiences ideally include the following (with no specific order except the first point):
a.       Being present in classroom at specific times, once or twice a week.
b.       Being prepared to engage in learning experiences which are usually geared to the individual, though group projects are also included.
c.        Group projects are commonly worked on during class time.
d.       Participating in class discussions were not all classmates participate. Usually it is the professor who gives out information and students stay quiet.
e.        Read content resources.




(Markel, S. L., 2001)
·         Students’ participation in learning experiences ideally include the following (with no specific order except the first point):
a.       Log in the classroom platform as necessary, anytime, anywhere.
b.       Read content resources
c.        Research further resources
d.       Participating in class discussions, as a focus for the whole class. Participation not only focuses on responding to classmates input, but making own statements also.
e.        Participation in class NEEDS to be backed up with resources.
f.        Completing projects geared to a group or individually requires great coordination if synchronous meetings are necessary.
g.        Students are time managers of their own course.
h.       Students’ characteristics also include being tolerant for ambiguity, autonomous and flexible
(Valentine, D., 2002).

III.               Instructor

Face-to-face
Online
Instructor
·         Face-to-face education occurs mostly within instructor-centered environments.
·         Traditionally, instructors are the ones who deliver content, guide activities, and evaluate progress.
·         Leaving *education* in the hands of the instructor.

·         Instructor becomes a facilitator of learning instead of the focus of content delivery.
·         Instructors engage in:
a.        Maintaining focus on content.
b.        Modeling learning process with own participation within the online environment.
c.        Addressing students posts on a regular basis.
(Durrington, V., Berryhill, A., & Swafford, J., 2006).

IV.                Evaluation Methods


Face-to-face
Online
Evaluation Methods
·         Student is responsible for his/her education, but it commonly happens that they transfer the responsibility to teachers or professors focusing on grades to represent how much they learn.
·         Written tests and oral presentations are common.
·         Focus on writing only for Research paper evaluations.

Effective online education is almost always student-centered as it sometimes is in face-to-face instruction. Student is responsible for his/her education and if he/she does not know that, will find it out soon enough
·         Rubrics are commonly used for specific learning assessments.
·         Writing is greatly valued as it is the means of communication.
·         Traditional tests are used, but completions of projects are more common.

(Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009).


Resources
Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190–193. Retrieved from http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/
Markel, S. L.(2001). Technology and Education Online Discussion Forums: It's in the Response Online Journal of Distance Learning Administration, Volume IV, (II)
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education. Boston, MA: Pearson.
Valentine, D. (2002). Distance Learning: Promises, Problems, and Possibilities. Online Journal of Distance Learning Administration, Volume V, (3) As found in http://www.westga.edu/~distance/ojdla/fall53/valentine53.html

Saturday, June 4, 2011

Open Course Analysis

One of my assignments for this week was to select a course from a free open course site and analyze it from the perspective of an instructional designer. The analysis is to be done based on the new information acquired from our resources of the week and in reference to planning for effective instruction.

An open course (or Open Courseware – OCW) is defined as the publication of course materials on the web which are created in higher education institutions and are free of charge (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009). These publications are increasingly common and used by learners who want the knowledge but not necessarily the credits which accompany a program within a degree.

One of the institutions which have more than 1400 online courses as open courses is the Massachusetts Institute of Technology (MIT) (Simonson, M. et. al., 2009). My personal interest guides me to review a Spanish open course and I have chosen Spanish I open course from MIT. This course can be found at here.

As I accessed the course, I found myself with the overview of the class and right away began to see flaws on the layout of the course. This one does not have indications to the learner about where to go from that point, there is no platform description as well as no background information of previous learners except from being beginner learners of the language.

The Syllabus is the first encounter to the content of the course and this one presents an overview of the course including evaluation methods. However, the description of the course is not detailed, does not include learning objectives and only describes activities related to the workbook and videos which are to be watched. According to Simonson, M. et. al. (2009) a distance education syllabus should include course goals, course objectives and a topic list.

Within the syllabus, there are embedded links to access videos related to the course. The first link gives access to another page. This one is MIT’s Foreign Language & Literature Resources. However, it is not a direct link to the video resources listed on the class. While searching for the exact video in this page, I found resources but these are available only at location, not downloadable.

The reliability of course materials and resources for distance education courses is an important requirement to consider for an effective online course (Simonson, et. al., 2009). The second link is the one which gives direct access to the videos used for this course. For this to be an effective online course there should be more clear directions.

On the other hand, the Related Resources list of the course is ample and contains very valuable links to the learner. Once again, this course is another example of how learning on line is not only about the content of a specific course, but the value of learning information beyond that content. Further research is encouraged within this course by presenting such array of resources.

For the purpose of viewing online course formats, this was a good resource. However, as a learning experience of the Spanish language I do not see a greater value other than the Related Resources page. This course was taught in 2003 and though it is on a list of Open Courses for MIT, it does not specify anywhere whether this course is an asynchronous or synchronous course. It is not clear on the course description if the access given is for anybody to take the class online, or just a record of a face-to-face class previously given.

It really seems as if this course was designed for a face-to-face class and only uploaded “as is”. In order for this course to be effective through distance learning some adaptations are needed. I would suggest the following:

a. Specify learner’s characteristics. The course states that it is designed for beginners, but no specific background is given or what does it entail to be a beginner.

b. Specify course goals and objectives. Stating completion of a workbook page and video watching does not qualify as either a goal or objective.

c. The course should specify content of each video and how watching the video will help the learner achieve a specific goal through the course. Likewise with the use of the workbook, specifying content of the pages to work on will give the learner more information as to the value of completing such pages.

d. If this course was to be graded, it should include rubrics for students to know ahead of time how they will be graded. The creation of rubrics also gives the instructor a framework on how to grade the individual learner with a fair score (Simonson, et. al., 2009). There are various free online sites for the creation of rubrics such as one found here.

Finally, this course could use a space for collaboration. There are not many studies done on the value of collaborative work for language learning. However, as found by Hoffman, S. (2011), students who use collaboration learn greater amount of second language vocabulary than those who work on their own.

Resources

Hoffman, S. (2011). The role of collaboration in Developing l2 vocabulary Knowledge through computer assisted Language quests. CALICO Conference 2011 as found in https://calico.org/Podcasts2011/Sat/HuffmanCALICO2011.pdf

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson