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.