The Future of Distance Education

From its roots in correspondence study to its growth and development in the open universities of Europe, distance education has evolved and is impacting American organizations in the most fundamental ways (Simonson, Smaldino, Albright, and Zvacek, 2009).  Naysayers denigrate it as disruptive and inefficient, but repeatedly studies have shown that there is no significant difference in outcomes between distance education programs and those conducted on-the- ground (Siemens, 2010; Russell, 1999).   Still others incite fear by labeling online programs as diploma mills (Noble, 2002).  Of course, accreditation should be a factor in the decision to attend any program, whether traditional or online.   Moreover, when investigating, it’s important to note that regional accreditation is the most stringent (Siemens et al., 2009).   Look for university programs that have both regional and national accreditation.   

For universities,  distance education programs serve as a means to expand the student population so that it includes non-traditional students.  For corporations and government, it serves as a bridge for dispersed employee populations to learn collectively and with consistency across physical boundaries.   More importantly, corporations  are motivated by return on investment.  Distance learning is often less expensive to produce, record, and store for future use (Simonson et al., 2009).    

Between the years 2000 and 2008, the number of undergraduate students enrolled in distance education rose from  8% to 20% of the total student population.  In all 4.3 million students were enrolled in at least one online course (U.S. Department of Education, 2011).   This number does not include graduate students enrolled in online degree programs.  A national study of all degree granting universities found that as  of the 2006-2007 academic year,  the total number of students enrolled in distance education courses was 12.2 million(Basmat & Lewis, 2009).  As referenced earlier, the proliferation of distance education extends beyond academia to business and government.    Instructor-led classroom training is still the primary delivery method for corporate training, but virtual classrooms and computer-based methods account for roughly  40%  of training in businesses (Training Magazine, 2010).   

George Siemens (2010) attributes the growing acceptance of distance education to several factors:

·         An increase in online communication

·         Practical experience with new tools

·         Growing comfort with online discourse

·         The ability to communicate with diverse and global groups

·         Lack of geographic constraints

Further, Siemens projects that distance education is tending toward a  “triple helix” model of education where government, businesses, and educational institutions interact to provide support and equip students working in online environments (Siemens, 2010).   

There is no doubt that distance education is more widely accepted and pursued now than in the past.  Based on previous patterns – 12% growth in distance education enrollment at the undergraduate level in this decade alone – it’s safe to expect the same kind of growth going forward.   At this rate, one third of all college students would be enrolled in online courses by the year 2016.  I’m not suggesting that distance learning will replace traditional environments, but universities agree that their facilities cannot accommodate growing demand as the number of high school graduates seeking secondary education increases.  Further, there is a need for more continuing education in the adult population (Howell, Williams, & Lindsy, 2003).    As we become more familiar with online communication in our personal and work lives, learning on line will become less austere and more of a given in our pursuits to increase our knowledge base.

Negative perceptions of distance education are largely due to unfamiliarity with the learning format. Those who might consider a distance education program wonder how they will communicate with their peers and with the professors.   How does feedback happen?  Does face-to-face communication ever happen, and how would that be coordinated?  What about testing?  How does the institution know that the student is not cheating?  Rest assured, today’s course management systems provide for robust communication in both asynchronous (threaded) and synchronous (real-time) formats.   Discussions, small group projects, presentations, and reviews from both instructors and classmates are all possible with the appropriate use of technology.  Some of this technology includes discussion board forums, chat rooms, document sharing, mind mapping, wikis, blogs, etc.  Additionally, browser lock down programs and question databases support secured testing environments. 

As practitioners of education, it’s incumbent upon us to remain grounded in proven practice.  Whether online or face-to-face,  people attend to, process, store, and transfer information the same way they always have.   In short, technology cannot drive instructional design simply because it is available.  Equivalency theorists posit  that the use of electronic communication creates a virtual classroom that is similar to the traditional one, and that distance learning outcomes should be equivalent, not identical to its local counterparts (Simonson et al., 2009).   Recognizing the unique features of distance learning environment – separation of instructor, student, and peers in space and time – educators should seek to diminish the negative effects of distance while maintaining integrity in the course design.   For instance, instructional designers should always start with learning objectives.  Assessments and strategies derived from these objectives should be rooted in proven practice. As an example, Bloom’s Revised Taxonomy ( Churches, 2008)is an excellent guide for drafting learning objectives.  Technology supports instructional strategies and should be used to delivered content in a manner that actively engages the student (Simonson et al., 2009; Durrington et al., 2006; Dede, 2005).   Active engagement is especially important because passive learning is not an option in online or other distant learning environments.  In fact, activity is the heart of any good instructional design (Piskurich, n.d.).

 

The distance education initiative is advanced with a commitment to foster greater understanding of methods and means with the general public.  In daily conversation, this means correcting misconceptions as well as proactively sharing the benefits of distance learning.  Best practices evolve with greater experience, so what we consider optimal today may be obsolete tomorrow.  As such, we have an imperative to continuous improvement and ongoing contribution to a broader community of practice.  Hands-on applications in this regard might be as simple as participating in an online forum for distance education professionals.  More formal participation might involve undertaking and publishing research.  Whatever the contribution, we all have a responsibility to practice and proclaim with the goal of improving learning for all students involved in distance education. 

References

Basmat, P. & Lewis, L. (2009)   Distance Education at Degree-Granting Postsecondary

Institutions: 2006–07. National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2009/2009044.pdf

Churches, A. (2008). Bloom’s Digital Taxonomy. Retrieved October 7, 2011 from: http://montgomeryschoolsmd.org/uploadedFiles/departments/techtraining/homepage/BloomDigitalTaxonomy2001.pdf

Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly, 28(2), 7–12.

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/

Howell, S., Williams, P., & Lindsy, N. (2003). Thirty-two trends affecting distance education: An informed foundation for strategic planning. Online Journal of Distance Learning Administration, 6 (3) Retrieved from http://www.westga.edu/~distance/ojdla/fall63/howell63.html

Noble, D. (2002). Digital diploma mills: The automation of higher education. New York, NY: Monthly Review Press

Piskurich, G. (n.d.). Planning and designing online courses. Retrieved October 5, 2011 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5693697&Survey=1&47=7555398&ClientNodeID=984650&coursenav=1&bhcp=1

Russell (1999). No significant difference phenomenon. Raleigh, NC: North Carolina State University.

Siemens, G. (2010). The future of distance education. Lecture presented for Laureate Education Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5693697&Survey=1&47=7098459&ClientNodeID=984650&coursenav=1&bhcp=1

Training Magazine (2010).  Training Industry Report.  Retrieved from http://www.cedma-europe.org/newsletter%20articles/Training%20Magazine/2010%20Training%20Industry%20Report%20(Nov%2010).pdf2

U.S. Department of Education,National Center for Education Statistics. (2011).The Condition of Education 2011(NCES 2011-033), Indicator 43. Retrieved from http://nces.ed.gov/fastfacts/display.asp?id=80

Best Practices: Converting to a Distance Learning Format

For the most seasoned trainers, making the move from a face-to-face learning environment to an online format can be a daunting.   More frequently, these days, corporate trainers, secondary, and K-12 educators are faced with a need to incorporate web-based instruction into their courses.  In many cases, the demand is for conversion of existing courses to complete and effective online solutions.  Fortunately, the body of information from both practitioners and researchers is growing.  With a little guidance, the transition doesn’t have to be disruptive.   Click here for a summary of the best advice from e-learning experts.  

The Open Course Option

     Continuing education doesn’t have to break the bank if you don’t need a degree!  In 2002, MIT offered its first open courses free of charge, but not for credit.  Since then several universities have joined the initiative to extend the community of learners on a not-for-credit, not-for-profit basis.   The benefit for the institution is increased visibility as a community servant and the provision of a gateway to higher enrollments in paid courses.  For those of us who really like to learn, the benefits of open courseware are immeasurable. While the courses may be free, they should still reflect the quality expected in paid distance learning programs, especially when it comes to pre-planning and design. 

     Planning for successful learning requires a significant investment of time in any environment.  Whether the arrangement is face-to-face or distant, an instructor needs to plan the events of an instructional period.  In traditional situations, the instructor has the benefit of being able to adapt and respond based on non-verbal cues from the learning group.   With many forms of asynchronous distance learning, this immediate feedback is not possible, so planning becomes even more critical.  Further, considerations like technology and materials distribution need to be addressed well in advance of the course start date.  Among others, Simonson, Smaldino, Albright, and Zvacek (2009) offer the following recommendations for designing and planning distance learning:

·         Avoid “dumping” a face-to-face course onto the web

·         Think about course outcomes, and create course activities that activate higher   order thinking skills

·         Organize the course and make the requirements clear by repeating them throughout.  

·         Detailed assignment instructions (rubrics) are imperative. 

·         Give examples of acceptable and unacceptable work

·         Define due dates, point values, grade weighting

·         Provide instructions for submitting assignments

·         Keep students informed.  Constant feedback is essential

·         Assess students at the analysis, synthesis, and evaluation levels

·         Use questions pools and randomization with objective tests to minimize cheating

·         Apply adult learning principles: relevance, options for customization, building on personal and professional experience, etc.

·         Make sure materials arrive on time.

·         Always have a back-up plan for technology failures

     I explored several open course ware classes this week and found one of particular interest that clearly exemplifies distance instructional design principles:       

CAPP 30523 - Applied Multimedia Technology (Clark, 2008)

http://ocw.nd.edu/computer-applications/applied-multimedia-technology

     The Applied Multimedia course is available in the Notre Dame Open Course Ware Collection.   The course is set-up for students to complete the class in 75 minute sessions twice weekly.   It has 6 projects including a blog, a website review, image portfolio,  movie screensaver, podcast, and exploration in a virtual world.   The blog runs concurrently with the other projects and is used to showcase work as it is completed.   Students have the option to work on projects in whichever order they deem necessary, but the instructor suggests an order.  One of the principles of adult learning is to allow for student choice and participation in planning (Conlan, Grabowski, & Smith, 2003).  The choice to select the order of project completion demonstrates respect for student’s prior learning, interest, and need for relevant information in a timely manner.   It’s also an example of hypercontent- designed instruction.  With this type of design, the instructional designer provides units, modules, and topics, but the student determines sequencing (Simonson et al., 2009) 

Undoubtedly, the instructional designer for the Multimedia course has avoided the tendency to “dump” information from a face-to-face course. 

     The most compelling evidence that the course is designed for self-paced online learners is the course calendar.   As opposed to due dates, the calendar gives an alignment for activities and the number of hours that should be spent on each one.   To absorb the content and complete the application projects, the  student would expect to spend roughly 26 hours.   On another link from the navigation bar, the course content is organized into sessions which equate to roughly one hour a piece.  Content outlined here includes readings and assignments.   For convenience, readings are listed on a separate tab by session.  This is an excellent example of good organization and clearly stated expectations with redundancy.  Additionally, the course syllabus concisely outlines learning goals, assignments, exams, and grading policies.   A reasonably priced textbook is identified, and projects are listed in a table including an overview, learning objectives, and rubrics for each one.   

     Finally, purposeful planning for online instruction is evident in the listing of minimum technology requirements in the syllabus.   George Piskurich, an instructional design guru, cautions that access to technology is something not to be taken for granted (Piskurich, n.d).   In this case, minimum technology requirements are specified including hardware, software, and online accounts.    

     Online instruction should employ interaction to compel the learner to active participation.   Moreover,  learners have to engage in active procession of information in order for it to become meaningful (Mayer, 2007).   Simonson et al. (2009) concur with their recommendation to think about course outcomes, and create course activities that activate higher order thinking skills.  Notre Dame’s  Multimedia course has an obvious emphasis on applying knowledge beyond simple comprehension and understanding.  The content throughout the course focuses on the application of the four dimensions of multimedia:

·         Functionality

·         Aesthetics

·         Content

·         Usability

     The course has a page dedicated to each dimension and includes online articles for each topic.   Tests include essays which usually require some level of evaluation and synthesis. 

     I’ve already taken a multimedia course at Walden University and found it to have more depth than the Notre Dame free course; however, projects provide opportunities to expand your skills or keep them fresh.   If I had more time, I would take the Notre Dame course.   The class offers an opportunity to join a study group, but does not offer access to the professor.  For the purpose of gaining multimedia skills in Adobe Flash, Photoshop, movie making, and Second Life, the course is a viable option.  Aside from having very minimal feedback from the instructor, the only drawback would be the fact that time and energy would be invested without receiving college credit.  

References

Clark, G.C. (2008). Applied Multimedia Technology. University of Notre Dame Open Courseware. Retrieved from http://ocw.nd.edu/computer-applications/applied-multimedia-technology

Conlan, J., Grabowski, S., Smith, K. (2003). Adult learning. In M. Ored (Ed.), Emerging perspectives on learning, teaching, and technology.  Retrieved from  http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning#Andragogy

Mayer, R. E. (2007). Five features of effective multimedia messages: An evidence-based

             approach. In Fiore, S. M., & Salas, E. (Eds.), Toward a science of distributed learning. 171- 184

Piskurich, G. (n.d.). Planning and designing online courses. Retrieved October 5, 2011 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5693697&Survey=1&47=7555398&ClientNodeID=984650&coursenav=1&bhcp=1

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

Selecting Learning Technologies

     Distance learning technologies abound, but the job of a good instructional designer is to discriminate between what is available and what is useful for instruction.  For each training need, the process involves assessment, design, development, implementation, and evaluation.  I revisit the process of instructional design because often it’s too easy to allow technology to drive strategy rather than vice versa.  Here’s an example of how the process would inform strategy in a specific situation:

Manufacturing Plant Needs to Improve its Safety Record

     In an effort to improve its poor safety record, a biodiesel    manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.

Training & Technology Solution

      In this situation, there is no need for some of the Web 2.0 technologies that we’ve become familiar with.   Employees don’t need to collaborate via discussion board forums, Wikis, or document sharing sites.   What they need is an opportunity to observe the desired outcomes.   The tasks to be learned are psychomotor functions that are best mastered through observation, followed by an opportunity to practice (Morrison, Ross, Kalman, & Kemp, 2011).  A thorough task analysis with input from a subject matter expert (SME) would reveal appropriate sequencing of steps for the safe operation of each machine which would need to be demonstrated.    

Videocast &  Job Aid

     The strategy for instruction could involve technology in this wise – as opposed to on-site training that is repeated for large groups on each shift, the manufacturing plant could work with a few supervisors to record demonstrations of best practices for operating each machine.   The video could then be edited including a voice over with clear and concise instructions for each step of operation.    The video would be made available as a videocast for distribution to management and supervisors on an intranet and archived in a training library for future use.    The video series would also be available for anyone who might need to access training remotely.  When dealing with learning technologies, it’s important to either determine or prescribe the lowest common technologies (Simonson, Smaldino, Albright, & Svacek, 2009).  Considering that everyone in a manufacturing plant may not have a personal computer, instructional videos should made available in a learning lab where employees could reserve time to use a shared computer.   The major advantage of a video presentation is that training becomes asynchronous so everyone doesn’t need to be in the same place at the same time.  Managers, supervisors, and employees can work together, considering workload and production requirements, to determine when it’s best for an individual to be off the floor for training.    With stand-alone modules, the employees could complete the training at their own pace. 

     A quick Google search for, “equipment demonstration training.,” reveals that video demonstrations are being used for heavy equipment from cranes to tractor trailors.  Organizations like Industrial Training International (ITI) have developed full computer based curricula using video and interactive content (ITI, 2011). 

     According to Simonson et al. (2009), one of the best ways to eliminate noise is to send information through multiple channels.  Video accomplishes this by utilizing the audio and visual channels.   I would also encourage the use of a job aid with pictures and text so that learners who have a preference for text can read through instructions.   

Simulation

     Edgar Dale’s Cone’s of Experience tells us that real experiences have the greatest impact (Dale, 1946); however, the critical job of the educator . . . is to be only as realistic as needed in order for learning to effectively occur (Simonson et al., 2009).  While it may not be practical for every employee to individually demonstrate best practices for each piece of heavy equipment, it is more feasible for them to practice and demonstrate their understanding through a simulation, especially if the employee does not work with the equipment daily.   A simulation experience reinforces what was observed in the video while compelling the learner to active participation and practice.   Simulations can now be developed using programs like Second Life, Active Worlds, and Simlog (Socond Life, 2011; Active Worlds, 2011; Simlog, 2011).   These kinds of programs employ VRML  standard programming language for virtual reality (Ausburn & Ausburn, 2007).  The Caterpillar Company is an excellent example of an organization that successfully uses  simulations for heavy equipment training (Holton, Coco, Lowe, & Dutsch, 2006).  A video Caterpillar's simulation training is also available on YouTube  (Caterpillar,2010) .  An alternate solution to virtual reality would be an interactive multimedia presentation where the user selects the correct approach for various functions from multiple options.     

Assessment

     After observing the best practices for operating equipment and engaging in a simulation, plant employees would need to demonstrate their learning.   Yes, the interactive multimedia presentation could serve as an assessment if the user responses are recorded, but the learner should have practice time without assessment.    Live assessments in this scenario would involve taking machines offline to allow employees to demonstrate competence.   Whether this is necessary is up to the company.  If so, this test would need to be scheduled and the supervisor should be required to assess according to a check-list that directly corresponds to the video and simulation experience.     If not, computer-based assessment might involve an electronic test where the learner views clips of best practices and is forced to identify the correct rationale for the practice.    The assessment might also include true or false questions with wrong answers leading to video reviews and explanations about why the answer is wrong.   When the employees has reached a predetermined level of mastery, a certificate of completion could be provided.   

References

Active Worlds (2011, Sept. 25). Retrieved from http://www.activeworlds.com/

Ausburn, L.J. & Ausbutn, F. B.(2007). Desktop virtual reality: a powerful new technology for teaching and research in industrial teacher education. Journal of Industrial Teacher Education. 41 (4), 1 - 16.  Retrieved from http://scholar.lib.vt.edu/ejournals/JITE/v41n4/ausburn.html

Bloom B. S. (1956). Taxonomy of Educational Objectives : Handbook 1. New York: David McKay Co Inc.

Caterpillar (2010). Cat® simulators track type tractor software. Retrieved from http://www.youtube.com/watch?v=PQCBwqchASA

Dale, E. (1946). Audiovisual methods in teaching. Hinsdale, IL: Dryden Press.

Holton, E.F., Coco M.L., Lowe, J.L., & Dutsch, J.V., (2006).  Blended delivery strategies for competency-based training. Advances in Developing Human Resources , 8,  210-228

Industrial Training International (2011). E-learning demo videos. Retrieved from http://iti.com/crane-rigging-resources/e-learning-demo-videos/?Tag=iti+e-learning

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Second Life (2011, Sept. 25). Retrieved from http://secondlife.com/

Simlog (2011, Sept. 25). Retrieved from: http://www.simlog.com

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

Distance Education Today

I finished undergraduate studies in 1991, at which time I would have thought it impossible to earn a graduate degree in a distance education program.  In all honesty, the concept of distance education had not occurred to me and if I were queried on the subject, I would have conjured up images of instructional television programs like cooking shows.   I might have thought of some pre-recorded video being integrated into the classroom as a form of distance education, but the idea of me actually participating in a full blown distance education program didn’t occur to me until recent years.   I had to experience the benefits of internet communication and interaction in my business and personal life before I ever considered that it might be a viable solution for continuing my education.   I’m not advocating that technology and distance learning are one in the same.   I will say that existing internet and Web 2.0 technologies, when used effectively, support learning in a manner that is at least as effective as traditional classroom environments.  Blogging, mindmapping, chatting, and interactive gaming are examples of applications that enhance distance learning.   For me, distance education has to involve the student(s), a qualified instructor who knows the subject matter, some structure, and a means for timely communication to bridge the gaps in spacial and temporal presence.  The foundation of distance education is that students and instructors are absent from one another, but have agreed to achieve certain learning goals together.  Click here for a visual of distance education today. 

The concept and practice of distance education is not new.   Holmberg (2005, p.14) cites the Apostle Paul’s letters as evidence of the existence of distance education in the first century.    Paul’s students were many in his lifetime and even more through the years.   Letter writing for the purpose of instruction can also be found in other cultures dating back centuries.   This type of instruction was the beginning of distance education and it has evolved over time.    The recent history of distance education begins in the late 1800s with European correspondence schools like Hermods Teaching organization and Anna Ticknor’s Boston based Society to Encourage Studies at Home (Simonson et al., 2009). 

As technology evolved, it was apparent that the integration of this technology into distance learning settings enhanced communication and provided a better means for dialog in both directions – from teacher to student and student to teacher.  Through the years, use of the telegraph, radio, telephone, television, and now the internet, have all contributed to the gradual transformation of distance education.   In the 20^th century distance education, in every form – correspondence, broadcast instruction, satellite delivery, etc. – was embraced by major universities, industry, and in some cases primary schools.  For instance, the University of Chicago had a thriving distance education program in the early 1900s and radio broadcast courses for college credit were offered by Iowa State.   (Simonson et al., 2009).  In 1906, The Calvert School was the first primary school to offer distance education. (Laureate, n.d.).    As with other fields, the internet has brought exponential growth for distance education.  In addition to timely student-teacher communication, learners are able to communicate from student to student so that the barriers that had previously existed for distance learners are greatly diminished.   Simonson et al. (2009, p. 35-36) posits that, “the virtual classroom can no longer be viewed as something quasi or pseudo . . . Rather, distance education is about as real and actual as education can be.”      

As the demand for distance education increases, and institutions realize the benefits of being able to attract part-time students, and increase revenue, there is a need to clearly define distance education and associated theory.   With such broad participation in distance education, it makes sense to extract from historical experience so that we know what works, and we can proceed to design, instruct, and learn with confidence.   One of the most widely cited scholars on the topic of distance education is Desmond Keegan who formulated a definition of distance education encompassing 5 essential elements (Keegan, 1990):

1.    Quasi-permanent separation of teacher and learner

2.    Influence  of an educational organization in planning preparation and support

3.    Use of technical media to unite teacher and learner and carry out course content

4.    Two-way communication where the student benefits from intimate dialogue

5.    Quasi-permanent absence of the learning group from the teacher through the learning process so people are generally taught as individuals.

According to Simonson et al. (2009), other scholars have offered similar definitions.  Most agree that separation is essential; that distance education must be institution based, and that telecommunications should be used to foster two-way communication.   

            Distance learning theories are many and varied, but they can be classified in three categories (Simonson et al., 2009):  theories of independence, theories of industrialization, and theories of interaction and communication.   Keegan’s theory would fall into the independence category.  Otto Peters is the most notable industrialization theorist.  His work involved analysis of distance teaching organizations from the 1960s.   Concepts introduced by Peters are still relevant in distance education today.   For instance, he knew that “change of function” was important for the lecturer.   In distance education, the lecturer becomes more of a consultant or guide and more emphasis is placed on planning than day-to-day delivery.   Peters also recognized that cost efficiencies in distance education are generally realized when resources are centralized.   Fordism, Neo-Fordism, and Post-Fordism are extensions of industrialization theory where the focus is on modifying practices for greater efficiency.  Holmberg’s Theory of Interaction and Communication focuses on social and affective elements in distance education like student motivation, student participation in decision making.

Having studied the many definitions of distance education and considered theory, my perspective is that in order for education to be considered distance education, it must involve student(s), teachers, an institution (structure), quality subject matter, engaging design , and two-way communication.  When institutions move forward with subject matter experts collaborating with instructional designers, distance education products are more likely to meet learner needs, and learners are more likely to succeed. Because learning activities are designed to both disseminate information and engage the learner, the student is likely to enjoy learning while attaining specified objectives.   The appropriate application of theory and technology afford us many opportunities to make distance education rewarding and enjoyable.      

References

Holmberg, B. (2005). The Evolution, Principles and Practices of Distance Education.  BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Retrieved September 7, 2011 from: http://www.mde.uni-oldenburg.de/download/asfvolume11_eBook.pdf

Keegan, D. (1990). Open learning: Concepts and costs, successes and failures. In R. Atkinson and C. McBeath (Eds.), Open Learning and New Technology: Conference proceedings, 230-243. Perth: Australian Society for Educational Technology WA Chapter. Retrieved September 11, 2011 from: http://www.aset.org.au/confs/olnt90/keegan.html

Laureate Interactive Media (n.d.). Distance Learning Timeline Continuum.  Available from Walden University.

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

Greetings classmates! It’s great to be starting another journey with you all. I’m excited about our subject matter for this course, especially since we’ve been experiencing it for quite some time now. I’m sure there is a lot to be learned about the evolution of Distance Learning as well as principles that foster success in this area. I’m glad to see familiar names as well as new ones, and I look forward to following some of your blogs.

A little bit about me -- I work in medical sales, and I’m transitioning to a new career in education and instructional design. I have about two years of experience as a curriculum designer and facilitator for a high school in the Milwaukee Parental Choice Program. I enjoyed that work tremendously, so when the opportunity ended, I decided to get formal training through Walden’s Instructional Design Program. On a personal note, I just sent my youngest son off to college. Empty nesting is a whole new reality for me, but I’m sure this course will keep me busy enough to shift my attention away from how much things have changed around here.

Thanks for checking in and I hope you’ll follow my blog by clicking on the blue “Join this Site” button to the left. You can also follow the blog by subscribing at the very bottom of the page.

Integrating Audio in Multimedia for Learning

As we engage with a new generation of technologically savvy learners, we find that mobile learning is an emerging trend. Podcasting or “audiocasting” learning content is making its way into mainstream and online education (Campbell, 2005). Duke University is a case in point where all freshmen received an IPod in preparation for the inclusion of the technology in the University’s curriculum (Cebeki & Tekdal, 2006). Audio in learning can function independently or in conjunction with other modalities.

Research has proven that multimedia learning objects are more effective when presentation modalities are integrated rather than separated (Mayer, 2009; Kim & Gilman (2008). In general, text, graphics, and speech complement one another to foster deeper learning. As instructional designers, we need to carefully consider which modalities should be incorporated in multimedia development and at what stage. According to Mayer (2007), when used properly, narration can play a tremendous role is enhancing learner transfer. In fact, narration in a conversational tone can increase the sense of social responsibility in the learning process. It can also reinforce graphics and /or text in the right combinations.
Based on research and proven practice, I’ll attempt to dissect the following scenarios relative to audio integration in learning.

Scenario A: Instructor Smith always creates very detailed PowerPoint presentations, which he reads aloud verbatim as he presents them to his students.

Mr. Smith is likely using the PowerPoint as a guide for himself rather than his students. No-one appreciates a lecture that they can read for themselves on the screen. In developing presentations for learning, it’s important to remember that the goal is to help the student achieve learning objectives. To that end, a picture (graphic) might go a long way in reinforcing the content that Mr. Smith has in the PowerPoint Presentation. He might also want to consider offloading some of the text so that his students do not experience cognitive overload. According Richard Mayer’s theory of Multimedia Development, human’s process information trough two channels: visual and verbal. Text and graphics are both visual while narration is verbal (Mayer, 2007). If Mr. Smith moves his text detail from the screen to the notes section of the PowerPoint and prints them for his own personal use, he relieves his students of unnecessary cognitive processing in the visual channel while allowing them to better absorb the same content as it is delivered through both the visual and verbal channels.

Scenario B: A website you have always relied on in the past for information recently reformatted their content. Now, whenever you go to the site, very intense music automatically begins and you cannot turn it off.

Dual coding research consistently proves that the use of multiple modalities in media improves learning (Mayer, 2007; Kim & Gilman, 2008; Mayer & Anderson, 1991). However, it’s important to consider relevance in gaining and maintaining the learner’s attention. In the case of the reformatted website, the intense music might not be relevant. If it is annoying, it’s detracting from the user’s motivation to stay on the site. It’s non-essential and should be eliminated. Concerning motivation, Keller (1999) proposes a model of motivational design considering the following key areas: attention, relevance, commitment and satisfaction.

Scenario C: In an online course on software utilization, a screencast is used to showcase step-by-step instructions. In addition to written directions on the screen, the screencast contains narration used to highlight the most important steps of the software function. This narration can be paused, rewound, and fast-forwarded.

At first glance, I’d be inclined to think this scenario would work because it uses multiple modalities; however, depending on the length of the written directions on the screen, the set-up could be a disaster. If the learner is engaged in reading while trying to listen to narration and the content from both channels is the same, he/she is doing unnecessary cognitive processing. The designer should rethink this arrangement and off-load written directions to a handout or user guide. If the written content is complex and necessary, it might be prudent to employ some techniques for managing essential cognitive processing. In the Laureate Video, The Triarchic Model of Cognitive Load, Richard Mayer advocates the off-loading technique (principle of modality) in addition to the following methods:

• segmenting the presentation so that the learner has an opportunity to pause and digest information
• pre-training to orient the learner to key concepts and/or components.

As we continue to integrate audio and web-based syndication into the development of learning objects, we need to remember that there is a difference between designing for commerce and designing for learning. Cebeki & Tekdal (2006) remind us that not all podcasts are learning objects. They become learning objects when they are designed to match learning needs and have associated learning objectives. While a major advantage for podcasting in education is portability, we can also benefit from the value in reusability. As such, we need to think in terms of tagging and describing objects for future use.

References:

Campbell, G. (2005). There is something in the air: Podcasting in Education, Educause, 40, 6, p.33 – 46, Retrieved from:

Cebeci, Z., & Tekdal, M. (2006). Using podcasts as audio learning objects. Interdisciplinary Journal of Knowledge and Learning Objects, 2, 47–57. Retrieved from

Keller, J.M. (1999). Aplying the ARCS model of motivational design in distance learning. Retrieved May 25, 2011, from

Kim, D., & Gilman, D. A. (2008). Effects of text, audio, and graphic aids in multimedia instruction for vocabulary learning. Educational Technology & Society, 11(3), 114–126. Retrieved May 24, 2011, from

Mayer, R.E. (n.d.). Triarchic Model of Cognitive Load: Parts 1 and 2, Lecture presented for Laureate Education, Inc. Retrieved May 23, 2011 from: