WK7AssgnLucasM

Click the link below to see the Checklist Form created to help designers use best practices when converting face-to-face learning environments into distance learning formats:

https://adobeformscentral.com/?f=%2An46NCiMbkjMpAYYgjcAPQ

The trainer needs to consider what aspects of the course would be best suited for the online portion of the course and what aspects would be good for the face-to-face portion of the training. “Keep in mind that courses previously taught in traditional classrooms may need to be retooled. The focus of the instruction shifts to visual presentations, engaged learners, and careful timing of presentations of information” (Simonson, Smaldino, Albright, & Zvacek, 2012 pp.153). The trainer also needs to consider the budget, time restraints, materials, and what type of course management software and technologies will be used. “To Date, however, no clear and verified process for determining whether face-to-face instruction, distance instruction, or a combination of the two is best” (Simonson, Smaldino, Albright, Zvacek, 2012 pp.151).
The discussion/communication portion of the original training program could be enhanced in the online format. He would need to use engaging activities, discussions, and projects that would foster participation among learners. The steps that the trainer should take to encourage learners to communicate online are that he should create discussion forums that will require learners to respond and then give insight to other learners as well. There should also be group work and activities that also encourage interactivity. “Not only does the instructor have to plan for interaction but students may require training to participate actively in these types of activities” (Simonson, Smaldino, Albright, & Zvacek, 2012 pp.153).
Dr. Piskurich states, “It’s the same role the difference is it’s more difficult in an online environment to really make the role happen, to do the communications” (Piskurich & Chauser). Technically his role as a trainer will not change the only difference will be that it is online, and he will have to come up with more innovative ways of getting learners to actively participate in the online format of the course. Since it was difficult to get learners to participate in the face-to-face format, it will be just as difficult online but if he chooses tools that will foster active participation then it will work.
References
Adobe Systems Inc. (2013). Adobe Forms Central Checklist. https://formscentral.acrobat.com/app.html#d=*n46NCiMbkjMpAYYgjcAPQ
https://adobeformscentral.com/?f=%2An46NCiMbkjMpAYYgjcAPQ
Piskurich, G. & Chauser, J. (n.d.). Facilitating Online Learning. Lecture presented for Laureate Education, Inc.
Piskurich, G. & Chauser J. (n.d.). Planning and Designing Online Courses. Lecture presented for Laureate Education, Inc.
Simonson, M., Smaldino, S., Albright, M., Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th Ed.) Boston, MA: Pearson.

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WK3Assgn-Distance Learning Technology Solutions

Example 1: Collaborative Training Environment

Challenges:

1. The learners for this training are not able to meet at the same time or the same place.
2. The training workshop implemented must be feasible for different offices.
3. Staff members must be able to share information in the form of screen captures and documents, and participate in ongoing collaboration.

Distance Learning Technology Solutions

1. Web-conferencing (www.anymeeting.com)
2. Blackboard
3. Adobe Captivate

Anymeeting.com

A distance learning technology that I believe would be good for this collaborative training environment is web-conferencing tools. I found the resource http://www.anymeeting.com , and I believe it would be feasible for the training program. This web-conferencing tool has a free version and a paid version to choose from. It is geared towards small business use. The paid version is very cost-efficient making it very affordable for small businesses and individuals that may want to use it. Here are the features listed below:

Anymeeting.com Features

Examples:
http://www.anymeeting.com/WebConference-beta/RecordingDefault.aspx?c_psrid=EA53D886874A
http://www.anymeeting.com/WebConference-beta/RecordingDefault.aspx?c_psrid=E957D780814B

Blackboard

Blackboard is a tool used by many distance learning programs. There are many platforms, such as Blackboard learn, transact, connect, engage, mobile, collaborate, and analytics. Blackboard collaborate is the tool I will be discussing as a possibility to create the interactive training program with. Collaborate was designed specifically for education. “It is helping thousands of higher education, K-12, professional, corporate, and government organizations worldwide, deliver a more effective learning experience through online, blended, and mobile learning. And it will help you open up all new aspects of real time, or anytime, learning to engage more students and improve outcomes (Blackboard, 2013).”

Blackboard Collaborate Features

Examples:

http://www.brainshark.com/blackboardinc/vu?pi=zIKzqrsiYz35Sgz0
http://www.blackboard.com/Platforms/Collaborate/Resources/Recorded-Demos.aspx
http://www.brainshark.com/blackboardinc/vu?pi=zFnz4tp24z35Sgz0
Link to other platforms of Blackboard:
http://www.blackboard.com/Platforms.aspx

Captivate

Captivate software has the ability to do screen captures, multimedia and interactive presentations with a lot of user/learner control. The new version allows you to create courses that meet accessibility standards. I believe that this program would be good to create an interactive training program because it gives you the ability to “add more interactivity to your courses with drag-and-drop modules, YouTube video streaming and in-course web browsing (Adobe Systems Inc., 2013).”

Captivate Features

Examples:
http://library.osu.edu/headhunt/game/click-zone
https://kb.osu.edu/dspace/bitstream/handle/1811/34035/orgflash.htm;jsessionid=08C1B7192575399CFE580286EE994C76

Open Course Website

The Open Course website that I examined was Yale University’s Listening to Music course. In this course the instructor talks about and explains the syllabus provided to the learners in the beginning or intro. He talks about expectations, the course lay out, tools that will be used, and he even gives a pre-test/evaluation that will let learners know whether or not this particular course is for them. It has the lecture chapters listed so that learners can go to specific topics to watch, listen, and learn about it.
This course seems like it has a very, good carefully planned out foundation. It has the necessary components for learning to take place. It is very well-organized and I think the lay out of the course was designed to be effective. I think it would be an excellent resource to use in collaboration with an online music course that has discussions on music theory and the different genres.
I believe the learner audience that this Open Course is addressing is Adult learners who are interested in learning about music or just simply loves music. The course was created at a university for adult learners in a face-to-face learning environment. MIT gives two reasons for creating Open Course websites. One is to “enhance human learning worldwide by the availability of a web of knowledge,” and the other reason is “that it would allow students (including, but not limited to its own) to become better prepared for classes so that they may be more engaged during a class” (Wikipedia, 2013). The theories being employed are Borje Holmberg’s Theory of Interaction and Communication. In this theory, “The core of teaching is interaction between the teaching and learning parties; it is assumed that simulated interaction through subject-matter presentation in pre-produced courses can take over part of the interaction by causing students to consider different views, approaches, and solutions and generally interact with a course. Emotional involvement in the study and feelings of personal relation between the teaching and learning parties are likely to contribute to learning pleasures” (Simonson, Smaldino, Albright, & Zvacek, 2012 pp. 48).

References
Open Yale Courses. (2013). MUSI 112: Listening to Music. Retrieved from http://oyc.yale.edu/music/musi-112#overview
Simonson, M., Smaldino, S., Albright, M., Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th Ed.) Boston, MA: Pearson.
Wikipedia. (2012). OpenCourseWare. In Wikipedia Encyclopedia online. Retrieved from http://en.wikipedia.org/wiki/OpenCourseWare

Reflection

I have learned a whole lot from this course. I have a little bit of a better understanding of the many different learning strategies, learning theories and learning styles. This course has not only taught me a lot of things that I did not know, but it has also refreshed my memory about the different learning styles and theories that I originally learned about six years ago. I learned that a learning style, learning theory, and learning strategy are all different things. I first thought that they were all the same just with different names, but I now understand the differences.

Howard Gardner’s Multiple Intelligence is a model that I remember talking about and evaluating during my undergraduate years, but I had forgotten some of the dimensions of the intelligences and what they mean. I now remember that it consists of visual/spatial, musical, verbal/linguistic, logical/mathematical, interpersonal, intrapersonal, and bodily/kinesthetic intelligence. It was very shocking to me to find out that there is a lot of controversy about learning styles. My educational psychology teacher drilled us about being able to address all the learning styles and incorporating them into our lesson plans, and now some educational psychologist are saying that they are not valid and there is no scientific evidence to support learning styles. I have learned about the process of storing information, and how the information must be meaningful in order for it to be stored into long-term memory. If the information is meaningful then a person can recall the information and connect it to current situations.

Motivating students was one of my favorite topics. Being able to motivate students that you have no physical contact with and that you know nothing about can be a difficult task, but after reading some of the resources provided, I know that it is possible to motivate students without physically seeing them every day. I have always thought that in order to be able to help motivate students the teacher must be able to see them to make a connection.

I learned that ARCS has four steps and they are attention, relevance, confidence, and satisfaction. I have never heard of this motivational design before until taking this course. ARCS can be used to boost the motivational level of online learners. It was very interesting addressing all the steps to create a plan that will be beneficial to students in helping to promote and sustain motivation. It made me think about my needs as an online learner and what things can be used to motivate me and keep me focused on successfully completing my program. I was also refreshed on the difference between intrinsic and extrinsic motivation. Intrinsic is motivation that comes from within yourself and is something you do because you enjoy doing it. Extrinsic is motivation that has desirable consequences or is done because something valuable will be given for completing the tasks.

Overall I have thoroughly enjoyed this class. I have learned so much new information that will be useful in my classroom as an instructional designer, whether it be online or in a physical classroom environment. I have also learned that students can receive the same attention and motivation online and in a classroom. Although some psychologist don’t believe that learning theories are valid, I will still address them and if they prove not to be beneficial to my students then I will adjust the learning environment to better fit my students. My ultimate goal is to make sure that my students are learning and that every lesson taught will be valuable to them. I believe learning should be fun.

Fitting the Pieces Together

My view still has not changed about how I learn. I still believe that the behaviorist and cognitive learning theories best describe the way I learn. Honestly, I could probably take bits and pieces from each learning theory to explain how I learn but I believe that cognitive and behaviorist theories are more closely related to my learning experiences. I have learned a lot about the different learning theories and learning styles discussed over the past weeks that can help me explain my own personal learning preferences. I may be wrong, but from what I have read and comprehended the cognitive and behaviorist theories best describe how I process information. Behaviorist use positive rewards and punishment to influence learning and the Cognitive theory uses previous experiences. Behaviorist learning occurs through observable behavior that can be measured and cognitive learning occurs through association and repetition. If I am going to learn a new concept and actually store it in my long-term memory, the information must be meaningful to me. I have a bad habit of learning information to get through a test and then after the test is over I won’t remember hardly any of it. I believe this happens because I did not believe the information was meaningful or that I would need to use or recall the information again in the future. Technology plays a major role in my learning experiences. It has become a great tool that makes learning, communicating, sharing ideas, and researching information an easier task that can be completed in the comfort of my home. I use social networks, blogs, blackboard, online classes, online libraries, PowerPoint, and many other resources to enhance my learning experience. I no longer have to drive to my local library to research information because most libraries have resources that you can download and read or listen to online. I use the internet to research topics and share my thoughts with other people. I can also communicate with people all over the world through video conferences. Technology is awesome!

Connectivism

Waldenu.edu helps to facilitate learning by providing me with resources on the different topics my professor asks questions about and provides an opportunity for me to collaborate with my colleagues and professor. G-mail and yahoo allows me to send a receive information from people that are all over the world. I can use Google, online libraries, and dictionary.com to look up anything and learn as much as I want about anything. WordPress.com, Blogger.com, and Edublog.com allows me to share my thoughts on different topics and also allows me to learn about many different topics and the views of other people. Twitter and Facebook allows me to connect with people all over the world, learn things about them, collaborate with them, and share my ideas. Groupme allows me to create groups and share messages about many different things with a group of people at the same time. Thebox allows me to share all types of files with people and learn the information that is being shared among everyone. I believe that online search engines, such as Google, online libraries, such as Walden University’s, Thebox, and the blogs I use help to facilitate my learning better. I can research any questions I may have and collaborate with other people using blackboard on Walden University’s website, e-mail applications, and through Thebox. I believe that my personal learning network supports the tenets of connectivism because when collaborating with the digital tools I use, I am able to learn from others, there is diversity of opinions, some of my tools are non-human, the materials are up-to-date and mostly accurate, and I can make connections with work, everyday life, and my resources.

How People Learn: Brain, Mind, Experience, and School is a very valuable resource that discusses learning and the transfer of knowledge very well. It talks about children and learning, technology that supports learning, how teachers should teach in order to be effective, and many strategies for teaching learning. The article Information processing theory briefly discusses the information processing model, how information is recieved, processed and then retrieved. This resource is good because it is a brief, simple breakdown of the information processing model and what it looks like. The Information Processing Approach to Cognition article discusses the organization of knowledge, how information is processed and stored in three stages, and strategies on how to use the information processing approach in the classroom. This article is very useful because it explains what the information processing model is and how to use it adequately.

Instructional Design blog contribution

After reading the blog 3 Reasons why Students Don’t Participate in Online Discussions I realize that I can relate to the retince student.The lack of motivation is a huge problem with most learners in general but especially adult learners. It is definitely hard trying to work full-time, have a family, and be motivated to do online work as well. I find myself trying to relax my mind so that I can concentrate long enough to read resources and be able to contribute intelligently to the discussion board within my class. This is directly related to reticent students and how they are basically nervous about contributing to online discussions for fear of being wrong.  I sometimes struggle with reticence because I have a hard time understanding the information provided in the resources. In order for me to contribute sometimes I try to directly relate the information provided in the resources to my life. I try to understand how the information provided can work for me or if it is not something relatable.This helps me to process the information and make an intelligent conclusion.

Instructional Design

The post How-to Encourage Online Learners to take Responsibilty for their Learning, is very informative. It gives details on how online learners should take responsibility of their learning experiences and how institutions post specific guidelines, learner responsibilities, and expectations. Instructors also outline what they expect from the students or their responsibilities. All these things aide in the success of the students. It helps to better prepare them for the courses they will be taking.

Internet Time Blog post I am a designer is a very good source for Instructional Designers. It gives specifics on what is useful for setting up online classrooms, and uses quotes to explain the role of an effective designer. It also gives specifics on what will and won’t work when designing an online classroom. It’s basically a how-to blog that gives guidelines for online learning.

Edublogs is a blog that gives details about how to use edublog and how it compares to other blogs. It also talks about the usefulness of it for a school, and how friendly the community of people that use this resource are.

All three of these blogs will be very useful for me as an Instructional Designer because they all describe and give examples of how an online community or classroom should be set-up to create a positive, conducive environment for learning.