Reflections

Distance education has slowly become popular at universities in the past couple of years. Many still think that traditional courses are the best way to learn and refuse to even try an online course. However, you see individuals who will take nothing else but an online class because it is much more convenient for their busy life. In the years to come technology will definitely change the minds of the skeptics. Many instructional designers will begin changing electronic tools that will make many of the tasks for online courses easier for those that prefer traditional courses. Finally, you will begin to see distance education promoted more by schools as an easier way to get a higher education.

In the future, distance education course will be the most popular way to obtain a degree in higher education. First of all, online courses will become more convenient for many users. Currently, only some degrees can be obtained online; mainly because the curriculum is hard to teach online. With the improvements in technology, in the coming years, this boundary is sure to be fixed. This is sure to decrease the number of traditional courses and those that once were fans of the traditional class will be forced to migrate to an online course. Once, they see differences they are sure to continue on to distance education. Finally, in the future, perceptions of distance education will start being the norm and a lot of the technology that is created will be used not just for online courses but for everyone. This software will start being used in the classroom and the professors will use them as teaching tools. This will make it easier for students to take these courses and spend less money. Overall, I feel in the future distance education will be the most popular choice.

Overall and instructional designer must be a supporter for improving societal perception of distance education learning by making sure that the electronic tools that are used for tasks are still up to date. Every year technology changes, if the technology that is used in the online courses do not stay current the students will not stay focused, just as in traditional courses. For example, try using social media tools that many students use daily to get them interested in the course. They must also make sure that their courses are outlined clearly so that students are not confused while taking their courses. This will help when you have those in your course that are not familiar with taking an online course. This is how an instructional designer can be supporter for improving the perception of online education.

George Siemens states that growing acceptance of distance education is fueled by the increase in online communication (ex. video tools), practical experience with new tools, growing comfort with online discourse, and ability to communicate with diverse and global groups (Siemens, 2012).

In order to be a positive force for the improvement in the field of distance education, you must continue to promote the benefits of online courses. It is extremely convenient, saves time and money, and strengthens technology. You must also continue to improve technology so that distance education continues to improve and becomes easier for the teachers and students. The easier it becomes for everyone, the more it will be the norm for all. Soon traditional courses will only be known in the history books.

            

References

Siemens, G. (2012). The Future of Distance Education. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_549515_1%26url%3D.

Week 7 Assignment: Best Practices Guide Converting to a Distance Learning Formating

Week 7 Assignment: Best Practices Guide Converting to a Distance Learning Formating

One key to effective distance education is correct instructional design, a systematic process that applies research-based principles to educational practice. If the design is effective, instruction will also be effective (Simonson, Smaldino, Albright, & Zvacek, 2012).
The online learning class should be equal but not matching to the face-to-face class material. Whether it is online or face-to-face, the learning objectives is expected to be the same (Simonson, Smaldino, Albright, & Zvacek, 2012).

Pre-Planning Strategies

• Start planning early- use a instructional design model such as the ADDIE model.
• Get to know your learners- deterimine the information the learners will need to know (ex. roles and responsibilities).
• Create a storyboard outline- plan activities that is center of a variety of intellect and diverse learning styles.
• Support- get support from other instructors or designer that have taught related blended course.
• Technology- ensure learners can use the technologies incorporated in the online class. Instructor should anticipate problems; be sure you can navigate, interact, and troubleshoot in case of difficulties.
• Create a syllabus that reflects the instructional plan details.
• Type of method that will be used- base method on the individuality of the instructor, learner, content,and delivery system. Make sure that the learning outcome defines the objectives.
• Course information and organization for learners (ex. class schedule, expectations, and structure of course).

 

Aspects of Training Program Enhanced in Distance Learning Formating

The Role of Trainer/Instructor

The trainer/instructor responsibility involves organizing the course, including such items as class schedule, grouping for activities, and expectations for interaction (Simonson, Smaldino, Albright, & Zvacek, 2012).
As the trainer/instructor, these are some steps that need to be followed:

• Create a learning enviroment to encourage learners interactivity that is open, supportive, and respectful
• Communicate with learners frequently; this will show the learners that you care
• Provide a detailed syllabus
• Select instructional techniques and strategies that engaged the learners to be active in their learning experiences (ex. discussion forum)
• Create Q & A discussion post for learners to post their questions and instructor will give them feedback

 

Steps to Take to Encourage Trainees to Communicate Online

Conclusion

Distance learning can be a challenge as well as rewarding. It is crucial that the trainer/instructor are prepared and trained before teaching in a distance learning environment. The trainer/instructor need to have a clear understanding of the different elements in a distance learning environment and traditional face-to-face class. Learners need to understand their responsibility to ensure a successful learning experience (Simonson, Smaldino, Albright, & Zvacek, 2012).

Teaching at a distance is a challenge. It is important that the trainer/instructor be creative with the content that they are creating. Discussion boards are considered as one of the most effective activities in distance learning. Some traditional face-to-face class may require inventiveness and innovation for interactive learning experience. The key thing to remember as a trainer/instructor that teaching at a distance can be a pleasurable experience for everyone that is involved (Simonson, Smaldino, Albright, & Zvacek, 2012).

Reference
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education. 5th Ed. Pearson, MA.

Week 5 Assignment: The Impact of Open Source

The key to success in an online classroom is not which technologies are used, but how they are used and what information is communicated using the technology (Simonson, Smaldino, Albright, & Zvacek, 2012). There are several steps that should be considered when selecting appropriate technologies for online instructions: (1) assessing available instructional technologies, (2) determine how the outcome will be for the learner, (3) identify learning experiences and match each to the most appropriate available technology, and (4) prepare the learning experiences for online delivery (Simonson, Smaldino, Albright, & Zvacek, 2012).

This course on Game Design is well thought of and the course is easy to navigate. This course is planned behind the ADDIE model. The course description is well written for any learner to understand. It gives a description of all aspects in this course from what type of text, tools, references, technology that will be used throughout the course. Dr. Piskurich discussed in his video how you can get students into small groups and collaborate with each other about working on different activities (Chauser & Piskurich, 2012). In the description of this course, the instructor will have learners to come together and design, develop, and methodically test their game. This will allow the learners to brainstorm different ideas together about the game they will design. Communication is a key factor in distance learning.

The Game Design course has a self explanatory syllabus of what is required for the entire course (ex. course credits, grading system). The study material for this course is easy find. There is a tab for each topic and a section where the reading and gaming labs are located. Also, there are tabs for different audios, related resources, and course material downloads. If you have comments about this course, there is a feedback tab to leave your comment about the course.

It is clear in this course Design Game that the detailed assignment instructions were used to create this course. Some of the steps that were used are: (1) purpose of assignment, (2) instruction created for attended audience, (3) hot links to pertinent online resources, (4) identification of required components of the assignment, (5) grading criteria, (6) due date, (7) instructions of how to submit assignment, and (8) any other special instructions (Simonson, smaldino, Albright, & Zvacek, 2012).

If I was interested in taking this course it would be easy for me to navigate through each tab without any problem. This course offers the necessary tools such as audios and resources, I should be able to complete this course without difficulty.

References

Tan, P. & Begy, J. (2010). Game Design (Massachusetts Institute of Technology: MIT OpenCourseWare). Retrieved from http://ocw.mit.edu/.

Piskurich, G., Chauser, J. (2012). Planning and Designing Online Courses [Video]. Laureate Education, Inc. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_549515_1%26url%3D

Simonson, M., Smaldino, S., Albright, M., & Zvcek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education (5th Ed.). Bost, MA: Pearson.