The Impact of Open Source

The “Open-Course” concept offers excellent opportunity to learners who seek to acquire new, useful information without the need of college credit.  Materials from these courses could not only be used for distance learners, but by online instructors as a resource to support their students (Simonson et al., 2012).  The stark reality of an open course is that they won’t provide what most adult learners seek when attempting to improve their education for career purposes, which are college credentials (Parry & Young, 2009).  I definitely see the benefits of open courses being used as resources for distance education, but I cannot uphold the conjecture that they are designed completely with the distance learner in mind. 

The course that I reviewed is The Open Yale Course, EEB122: PRINCIPLES OF EVOLUTION, ECOLOGY, AND BEHAVIOR (Stephen C. Stearns, Spring 2009). Some components of distance education do peek their heads out; however, the course is merely transference of the traditional classroom online using videos.  The course does provide the following:

ü  A brief course syllabus

ü  Access to the resources  used in the on-campus course (the book is not free)

ü  Lecture notes

ü  Access to videos with transcripts

ü  A survey to “evaluate” the course for its usefulness (There is a need for instructors to examine what worked and what the problems are in a course (Simonson et al., 2012)).

ü  Assessments in the form of mid-term exams to measure students’ knowledge

The course materials provided do give some opportunity for active learning.   Learners may choose to respond to several essay questions that may push them to search for their own supporting resources outside of the course, but learners will not receive any feedback from the instructor that lets them know if the fruits of their efforts are successful. 

According to Simonson et al. (2012), one of the most important features of distance education is the need for the student to interact.  Lynda Ginsburg (1999) states, “The challenge in designing distance education courses is to build in the need and opportunity for learners to communicate, collaborate, and build a community with fellow learners (pg. 13).  Success in distance education is built on the foundation of the learning community achieving similar goals and interacting.  Open courses provide the information, but not a sense of community.  Yet, learners who participate in an open course should not expect to interact with others in the learning community, unless they are a part of a group participating in the same open course. 

Open course opportunities are a great option for any person seeking higher-level knowledge without gaining credit.  Learning will take place if the participant is motivated to complete the course and seek activities that allows for the application knowledge. 

Sources

Yale Open Course URL

http://oyc.yale.edu/ecology-and-evolutionary-biology/eeb-122#overview

 Ginsburg, L. (1999)  Educational Technology: Searching for the Value Added. Adult Learning, 10(4), 12.

Parry, M., & Young, J. R. (2009). Open Courses: Free, but Oh, So Costly. Chronicle Of Higher Education, 56(8), A1-A20.

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 Learning Technologies

Selecting Distance Learning Technologies

Web 2.0 applications offer extensive opportunity to incorporate learning tools for distance learning.  These tools provide opportunity for learner-centered instruction where the needs of engaging the learner apply in the traditional classroom, but can’t be implemented in the same way (Simonson et al., 2012).  Instructional designers should recognize that all learning experiences will need to be designed differently, and they will need to possess knowledge of the available tools that cater to synchronous and asynchronous learning experiences.  The technology used will need to support a learning community with resources, foster interaction between students and teachers with various time constraints, as well as catering to students with varying levels of ability and intelligence (Beldarrain, 2006). 

The scenario I choose to provide distance solutions for is:  

"Example 2: Interactive Tours

A high school history teacher, located on the west coast of the United States, wants to showcase to her students new exhibits being held at two prominent New York City museums. The teacher wants her students to take a "tour" of the museums and be able to interact with the museum curators, as well as see the art work on display. Afterward, the teacher would like to choose two pieces of artwork from each exhibit and have the students participate in a group critique of the individual work of art. As a novice of distance learning and distance learning technologies, the teacher turned to the school district’s instructional designer for assistance. In the role of the instructional designer, what distance learning technologies would you suggest the teacher use to provide the best learning experience for her students?”

               There are several tools to meet the learning objectives for this history teacher. As an instructional designer, I would recommend a learning experience that combines asynchronous and synchronous learning.  The module would include a virtual tour of the museums through Second Life® (secondlife.com).  Virtual worlds like Second Life® offer the potential for students to experience places and times that would otherwise be unavailable to them (Simonson et al., 2012).  According to the YouTube video, “Educational Uses of Second Life”, (MaryAnnCLT, 2007), after learners are taught how to navigate the virtual world they can:

1.  interact with others who have the same learning goals (classmates or other students)
2. participate in scavenger hunts where they locate information relevant to what they’re studying
3. co-create  3-D objects
4.  have a sense of “being there”
5.   take control of their learning in an environment that is student-centered and accessible when they    need it

Many universities have recognized the endless possibilities in using Second Life® and have created 3-D “copies” for their students to navigate on the website.  Take look at this video to see how Duke University has incorporated Second Life® into its nursing program: http://www.youtube.com/watch?v=sL3D-59MbnY.

My avatar, MsBeePSM, at a virtual Holocaust Museum

To meet the instructor’s need for students to collaborate on critiquing two pieces of artwork, I would suggest the use of a wiki such as, Wikispaces (wikispaces.com).  Wikis students allow students to collaborate in a group to complete a task while adding graphics, videos, links, etc. at no cost to schools.  Students can participate asynchronously in different places at different times (Simonson et al., 2012).  The teacher in the example could have students post an image of the artwork on the wiki and students could sign in on their own time to post their critique.  They could also upload podcasts or videos to the wiki to assist them in the task.   In my opinion, wikis create a sense of accountability for individuals and a group as a whole. 

Instructors in distance learning settings often use Wikis.  Recently, I had the opportunity to participate in a wiki assignment at Walden University where my classmates and I had to create an instructional module.  We were all assigned parts of the assignment and had to upload our contribution by the due date.  The collaboration allowed us to vote on a logo, add and delete items we felt were needed or unnecessary, and learn from one another.  It also allowed a projected that would seem laborious and intimidating to one person, manageable to us as individuals. 

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2),139–153.

MaryAnnCLT (2007). Educational uses of Second Life. YouTube.  http://www.youtube.com/watch?v=qOFU9oUF2HA

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

Defining Distance Education

Distance learning is an ever changing entity and with the advancement of new technology and forms of communication, it will continue to change.  Every year, I am amazed at the new ways we are able to learn and gather information from around the world at an instant.  I can remember communicating in AOL instant messenger in the late nineties and now communicating live through Skype on my mobile phone.  Learning communities will always seek resources and technology that allow for effective communication, accessing resources, and meeting objectives. 

I feel the force that drives distance education today is the progression of the internet and all its capabilities.  As Dr. Simonson (2012) discusses in the video, “Distance Education: The Next Generation”, distance learners are separated by time and geography.  However, the internet allows the learners to communicate asynchronously and synchronously, and the learners have access to the same required resources.   

The learner also plays a major role in the evolution of distance education.  Distance education requires a great deal of self-study and motivation from the learner because the traditional forms of teaching are not included, yet the outcome is expected to be the same (Simonson et al., 2012).  Learners also have the opportunity to interact with those in the learning community through email, forums, and live chat.  Moller et al. (2008) state “meaningful learning is more likely to occur when learners have access to a supportive community that encourages knowledge building and social reinforcement” (pg. 74: Part 1).   The student also chooses which school they will attend and which course they will take.  With the increase of learners deciding to go to school online, competition for those learners increases and leads to better quality programs (Moller et al., 2008: Part 2).  

Distance education will continue to grow with the introduction of new technology that is supported by the internet.  As the standard for quality education for those who seek to meet goals through distance education rises, schools will be faced with the challenge of meeting those needs for learners. 

My definition of distance education has changed because I believed distance education was a relatively new form of study.  Now I am aware that distance education has been around for decades in various forms (Laureate Eduation, 2011).  I am familiar with the public education “virtual school”, but I had not considered it a form of distance education, as well as the need for distance education for job training. 

References

Laureate Education, Inc. (2012). [Podcast]. “Distance Education: The Next Generation”.

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75.

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66-70.

Reflection

I must admit that in the beginning of the Learning Theories and Instruction course, I was not excited about learning about the various learning theories that I loathed to study in undergrad.  However, I have gained a great amount of knowledge about these theories, and I can now apply them to my current career as a middle school teacher, as well as the field of instructional design.  The knowledge of these theories provides explanation to how and why learning takes place in my classroom, as well a framework to build off to provide solutions for learning in case what I am doing is not working.   Without a clear understanding of the learning theories, I will not be able to reach students effectively with different learning styles and goals. 

I initially began this course viewing the learning theories as distinct bodies where the principles of one theory reigned supreme over another.  I found in my studies, however that these theories build off one another and they are best applied according to the desired learning goal.  Throughout this course, the attribute of learning that I found the most surprising was the effect of socialization on learning as explained by the social constructivist and social learning theory.   The cognitive learning theory explains how the brain works in storing, processing, and retrieving information to allow learning.  Humans have a time limit for short-term memory, and through chunking, rote rehearsal, and repetition of concepts we learn and retain information (Huitt, 2003).  Consistent with the cognitive theory, learning is gained from making inferences, expectations, using prior knowledge, and forming connections between ideas (Smith, 1999).  Surprisingly, I have learned (well it is my opinion) that these connections and inferences created in cognitive learning cannot be achieved without social influence. In reference to Beaumie Kim (2001), knowledge is socially and culturally constructed, and individuals create meaning through their interactions with each other and with the environment they live in.  Learning about this theory immediately brought an image of an early human learning initially learning the use of fire and passing on what he or she knew to others.  Those social interactions lead to more connections and discoveries that were passed down through generations. I agree with Mark Smith (1999) in his statement that “learning is in relationship between people and environment.”

This course has also allowed me to get an improved understanding of the differences in how I learn as an adult versus how my adolescent students learn.  The theories of cognitivism, behaviorism, and constructivism explain transference and learning of knowledge without regards to one’s age.  The adult learning theory explains how I currently learn and what factors affect me as a learner.  My prior knowledge, age, and experiences help determine my direction for learning.  Andragogy explains my self-directed nature as an adult.  I choose learning situations that will help further my career or meet goals.  I also have a better understanding of how being self-direct can be detrimental to learning; distractions and situations can impede is a progress and motivation.  (Conlan et al., 2003).

                Understanding learning styles is a key component in designing and implementing instruction.  Gilbert et al. (2008) theorize learners acquire and process information according to their learning styles; these styles may embody learning through hearing and seeing, reflecting and acting, reasoning logically and intuitively, and analyzing and visualization.  Educational technology allows learners to access large amounts of information and process it almost immediately, no matter the learning style (Semple, 2000).  Technologies allow learners to access resources and engage in various activities that can reach any learning style and fit any situation.  Motivation is nurtured through technology by fostering distance learning, social interactions, and resources. 

Knowledge of each learning theory provides instructional designers the tools to design instruction according to the needs of the learner.  Ertmer and Newby (1993) express that instructional designers have to be competent in recognizing problems in learning and instruction and proposing a solution; this task cannot be accomplished without an understanding of the human learning theories.   This course has helped me in my journey to becoming an instructional designer by forcing me to focus on the qualities of the adult learner in an online environment, the effects of learning style in various learning situations, and how we all influence each other’s learning socially. 

In the final analysis, understanding the purpose and use of learning theories provides a skeleton for me to build on as an instructional designer and as a teacher.  I have a valuable grasp on what strategies encourage learning in regards to learning style and situation.  I feel this course has provided a sturdy base for me to build upon as I pursue a career in the field of instructional design.

Conlan, J., Grabowski, S., & Smith, K.. (2003). Adult Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <2011 October 5>, from http://projects.coe.uga.edu/epltt/

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.

Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal [vol. l]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf

Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date] from, http://www.edpsycinteractive.org/topics/cognition/infoproc.html

Kim, B. (2001). Social Constructivism.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt

Smith, M. K. (1999) 'The cognitive orientation to learning', the encyclopedia of informal education, www.infed.org/biblio/learning-cognitive

Fitting the Pieces Together

My view of how one learns has morphed tremendously over the past seven weeks.  During my first week in the Learning Theories and Instruction Course at Walden University,  I had a narrow view on how others and I learn.  I initially categorized myself as a constructivist learner because I learn best by relating new information with experiences; however, after learning about the various learning theories, I become aware that learning is situational, and it would not be accurate to label myself because the way I learn based on context.   I understand what limitations I had learning as a child and the limitations that affect me as an adult.  On the word of Conlan et al. (2003), factors that influence my learning now are:

1.       Life experiences,

2.       Work experience,

3.       Cognitive abilities,

4.       Previous learning experiences, and

5.       Aging factors

The behaviorist theory best explains outward responses to stimuli, and the cognitive learning theory explains how I store and process information. Of course, the behaviorist theory and cognitive learning theory is as equally important in explaining how I learn, but I do not believe learning is possible without some influences of others. I feel that the learning strategies that support cognitive learning processes are necessary.  Concept mapping, comprehension checks, and semantic mapping are helping in organizing and storing information (Ormrod, et al., 2008).  Many of the theories, such as the Social Learning Theory, Constructivism, and Connectivism, seem to share similar ideas. All the learning theories discussed in this course can aid in describing how I learn, but the two that I feel has the greatest impact because they encompass the others are Social Constructivism and Connectivism.  I have learned that due to my zone of proximal development, social influences are crucial  in allowing learning opportunities.  Social interactions are critical, and knowledge is co-constructed between two or more people (Ormrod et. al, 2008).  In order for me to gain knowledge, I have to interact with others in some way whether it is printed works, conversation, or some other form of media. 

 Learning is maintained and nurtured through maintaining connections (Davis, et. al. 2008).  I have learned that my learning network is vast, yet it is facilitated through today’s available technology.  I am able to the connect with the work of experts on any given topic through the internet via my laptop, gaming, device, and mobile phone.  Videos, presentations, and other forms of media are a click away. Technology makes it easy for me to learn concepts that I don’t understand and teach my students; I rarely have to reinvent the wheel when designing lessons because teachers and experts in the field have created lessons and posted them online. 

My understanding of the way we learn has impacted my performance as a teacher, and I now pay close attention to what strategies I incorporate that will help my students learn.  I believe that these theories are necessary in being an effective instructional designer to be sure that students can apply new knowledge across contexts.

Conlan, J., Grabowski, S., & Smith, K.. (2003). Adult Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <2011 October 09>, from http://projects.coe.uga.edu/epltt/

Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <October 3, 2011>, from http://projects.coe.uga.edu/epltt/

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Unlimited Connection: The Impact of Connectivism on My Learning Network

Technology has always been a part of my learning network in one form or another; I can recall several mornings learning numbers with The Count from Sesame Street or catering to my love of all things science through The Crocodile Hunter on Animal Planet. In his discussion of Connectivism, George Siemens (2008) states “information abundance requires that we offload our cognitive capacity onto a network of people and technology.”  Although learning occurs within the individual, Vygotsky emphasized the importance social interactions and co-construction of learning through social interactions (Timeline of the History of Learning, 2008).  Even though I was born in the eighties and could be considered a “digital native” because I grew up using the internet and using various forms of technology, I have witnessed my learning network grow more intricate over the last twenty-seven years.  Before using the internet for the first time in 1998, my learning network was mainly built around my teachers, family, friends, books, and television.  Now it includes these resources and many more.

            The instantaneous accessibility to knowledge has affected my network the greatest.  I can remember going the library and going through the card catalog to find the resources I needed to complete a research assignment.  A few years later, I began looking for printed resources in the electronic database in the library and combining those resources with information found online.  Now with the inclusion of scholarly databases, pdf files, and eBooks, I rarely leave the comfort of my own home to find knowledge on any given topic.

The internet has been my greatest instrument for learning because it provides the opportunity for distance learning.  I am able to connect to my classes through my gaming device at home, my cell phone, and laptop. Without it, I would not have been able to conveniently further my education and balance my work and home life.   In the digital age, it is very rare to have unanswered questions on a topic because the retrieval of knowledge is at my fingertips.  If one author can make—let’s say the behaviorist theory—understandable, I have the option to read discussions about the theory from classmates, email my instructor for clarity, or research the topic online and see the opinions and research of other scholars in the process.  The options are endless due to Connectivism.  

Flash Media Program: Timeline of the History of Learning. http://mym.cdn.laureate-media.com/Walden/EDUC/6115/01/mm/tec_timeline.html

Siemens, G. (2008). Connectivism. Laureate Education

Connectivism: My Learning Networks