Collaboration at a Distance

Selecting Distance Learning Technologies

As an exercise in distance learning, I would like to present two distance learning solutions to one example scenario. This will illustrate the variety of options available for remote or non-traditional learners within a specific scenario.

 

Scenario: Collaborative Training Environment

A new automated staff information system was recently purchased by a major corporation and needs to be implemented in six regional offices. Unfortunately, the staff is located throughout all the different offices and cannot meet at the same time or in the same location. As an instructional designer for the corporation, you have been charged with implementing a training workshop for these offices. As part of the training, you were advised how imperative it is that the staff members share information, in the form of screen captures and documents, and participate in ongoing collaboration.

 

An LMS Based Solution

 

A significant part of this scenario is the collaboration aspect and finding a resource technology that will facilitate this type of communication. By using a LMS designed for training in a corporate environment, all of the requirements needed to accomplish the training tasks are available in one location. Typically, a LMS provides discussion boards which could be used to asynchronously bring together different user perspectives from all six offices involved in the learning experience. Discussion technologies allow students to be actively engaged in their learning process (Laureate, 2012). The discussion forums would also need to have rich text editors to enable the ability for users to add screen shots, tables, and hyperlinks. Included in this LMS would be step by step tutorials with screen shots and video casts showing how to use the new system, these would include narration, which combined with the visual can increase understanding and retention for students (Laureate, 2012).

 

To further encourage collaboration, each location could participate in a WebEx with the trainer or instructor. Technology, like WebEx, allows for users to see the screen on a remote computer in real time while also reserving a section of the screen for instant messaging communication. Additionally, this can be supplemented with phone conference calls (Brokerage, 2009). These phone conference calls utilize synchronous videocasts, with a conference call setup to encourage questions and feedback from the learners. This enables a more consistent training across multiple divisions or locations anywhere in the world (Brokerage, 2009).

 

Instructor-led Video Tutorials

 

A second option for this scenario would be to have video tutorials created specifically for the company training.  The staff from each location will meet in groups to supervise the learners viewing the video tutorials. Concept maps, designed and incorporated into the tutorials, will assist learners in understanding relationships and broad ideas. The groups would immediately go to simulation stations to practice using the new system.

 

The next step would be for the group to meet and discuss what was learned and identify interface differences.  In a case study on distance education in Vietnam, evaluation methods included in-person, focus groups to reflect on the online training they received (Materi & Fahy, 2004). They found this method to have a successful impact on learning retention for distance education students.

 

Providing a variety of tasks such as audio and video tutorials, simulation assignments, and discussion groups enable the students with different learning styles to find an activity that suits them best (Simonson, Smaldino, Albright, & Zvacek, 2012).

 

 

 

References

 

Brokerage Delivers Innovative 24-hour Global Event Online. (2009). Cisco. Retrieved from www.static-cisco.com/assets/prod/webex/cases/IBG.pdf

Laureate Education (Producer). (2010). The Technology of Distance Education. [Online]. Retrieved from Walden University eCollege.

Materi, R., & Fahy, P. (2004). Interim Report: A Case Study of Internet-based Distance Education Program Development in Vietnam. The International Review of Research in Open and Distance Learning. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/167/249

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

 

 

 

 

 

Distance Education: An Evolution

 
Distance learning has been around a long time. Currently, a widely accepted definition of distance education as "institution based, formal education where the learning group is separated and where interactive telecommunications systems are used to connect learners, resources, and instructors,"  (Simonson, Smaldino, Albright, & Zvacek, 2012, pg.32). For centuries, correspondence schools have been in existence, and I would consider correspondence school to be distance education, however, the telecommunications aspect of the current definition of distance learning excludes correspondence classes. Although most distance education today uses technology of some sort, I am doubtful that telecommunications should be an absolute within the definition.
 
According to Hilary Perraton (Simonson, et al, 2012), distance education is an educational process where the majority of the instruction is by someone removed in time and space from the learner. Part of this definition appeals to me, in it's generality, as separated by time and space, which would allow the definition to include by telecommunications and correspondence. As an advocate for innovative technology and its used within the educational environment, I would still prefer the definition to be general in the sense that it can utilize technology. In 2007, Michael Moore (Simonson, et al, 2012) created a definition for distance education that appeals to my own sense of distance learning. The definition by Moore says that communication between the instructor and learner will be facilitated by print, mechanical, electronic, or other devices. Moore also, uniquely, puts emphasis on the idea that instructional design methods for distance learning differ from traditional brick and mortar instructional design.
 
If we were to ask why the definition of distance learning has changed so much over the years given that it has been around for so long, we will likely discover that changes in technology have changed the width of breadth of distance education. The use of correspondence schools could only be used for certain types of learners, but today's technology allows for distance learning to provide tools for nearly every learning style. For many distance learning courses, technical knowledge is a big factor in the success of the student, however, there are ways to create instruction, utilize technology, and not have the student be technically knowledgeable beyond knowing how to use a mouse and keyboard, and still have success with the learning. Looking at the instructional design methods for distance learning over the last decade will showcase the improvements and effectiveness of distance education. These improvements in the design of distance instruction are distinctly different from traditional instructional design. Different contexts for learning, such as online learning and traditional schools, require much different instructional design strategies.
 
Before beginning my examination of distance learning and education, I would have defined it as a method for uniting teacher and learner via correspondence or technology in the educational context.

 
My newly revised personal definition of distance learning would include the following:
1. Institutionally based.
2. That student, teacher, and classmates are separated by time and space.
3. This element is counteracted by the use of communication facilitated by print, electronic, mechanical, or other devices
4. Instructional design methods are created specifically for the three preceding factors.
 
The biggest alteration in my personal definition of distance education would originate around the inclusion of specific and distinguishable instructional design methods for distance learning. This helps us to draw a line between instructional design for brick and mortar and instruction designed for online or distance learning. As I learn strategies that work ideally for learning at a distance, I am more convinced that teaching strategies need to be systematic, as well as scientifically and critically examined to be truly effective. Good design doesn't happen by accident or by having good instincts about teaching, those are only the starting point for understanding and creating effective instructional design.
 
I believe the future will allow for effective instructional design methods and models to be established, increasing the quality of distance education.
 
 
References:
 
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.
 

Journey through Distance Education

After taking a break from my Instructional Design blog, I will be creating a series of posts related specifically to distance learning. Distance Education is the subject of my 7^th course in my master’s program in Instructional Design and Technology at Walden University. The last half of my bachelor’s program was taken completely online, so I have firsthand experience as a distance learner.  My master's program is also completely online. I hope to one day be able to use these skills to create distance learning programs for others. I look forward to sharing my journey through understanding distance education on a deeper level!