Technology in Distance Education (OMDE603)
The Early Stages of Distance Education
Studying the early development of DE inspires me to embrace change. With each generation change is inevitable. I do not want to become one of the many who fight against technology, and settles into the status quo. With each stage of distance education, I want to be open to the possibility that it will
enhance education.
Defining Distance Education:
(New Terminology)
Distance Education is teaching and planned learning in which teaching normally occurs in a different place from learning, requiring communication through technology as well as special institutional organization.
Distance education must answer the call of supply and demand within the era it is being used. The key factor in distance education is the notion of revolution. Distance education must answer the call of supply and demand addressing the psychological, social and cultural period in which it is experienced. In studying the definition of distance education, my enthusiasm about MDE has been re-ignited.
enhance education.
Defining Distance Education:
(New Terminology)
Distance Education is teaching and planned learning in which teaching normally occurs in a different place from learning, requiring communication through technology as well as special institutional organization.
Distance education must answer the call of supply and demand within the era it is being used. The key factor in distance education is the notion of revolution. Distance education must answer the call of supply and demand addressing the psychological, social and cultural period in which it is experienced. In studying the definition of distance education, my enthusiasm about MDE has been re-ignited.
Becoming Familiar with DE Terminology
Learning collaboratively, especially with an older age group has allowed me to gain from a wide range of experiences. In this course, I am able to hear the various experiences of using technology from a teacher and student point of view. There are no boundaries to distance education. It's exciting to be on the cutting edge of technology.
I am excited about learning the tech lingo. I can't wait to see the looks on the faces of my colleagues when I breakout with all this new terminology.
Also, it's interesting to see how the use of technology is making teaching and learning more relevant to the novice digital learner. Distance education can be used as a mechanism for transformation and I am excited to be a part of it !!!!!
I cannot tell you how many time I have had to look up the definitions of asynchronous and synchronous to distinguish the difference. I think I have found a way to quickly recognize the difference. Here is my trick: The "S" in synchronous stands for "same time" and the "A" in asynchronous stands for "anytime".
I am excited about learning the tech lingo. I can't wait to see the looks on the faces of my colleagues when I breakout with all this new terminology.
Also, it's interesting to see how the use of technology is making teaching and learning more relevant to the novice digital learner. Distance education can be used as a mechanism for transformation and I am excited to be a part of it !!!!!
I cannot tell you how many time I have had to look up the definitions of asynchronous and synchronous to distinguish the difference. I think I have found a way to quickly recognize the difference. Here is my trick: The "S" in synchronous stands for "same time" and the "A" in asynchronous stands for "anytime".
Social Media as A Educational Tool
I am really trying to appreciate using social media as an educational tool. I think I am so overwhelmed right now with life, that I'm not enjoying or utilizing it as I should. I realize the purpose is to gain experience in the asynchronous world, HOWEVER...... (I regress). The blog is a nice tool for voicing opinions, expressing ideas, and revealing discoveries. I've enjoyed reviewing classmates entries. It makes this asynchronous existence a bit more real-world-like.
Here is the introduction to an assignment I wrote entitled Exploring the Perception of the Effectiveness of LMS
The perception of the effectiveness of Learning Management Systems (LMSs) has been a concern in academia since the inception of distance education. The acceptance of technology is proportional to its perceived usefulness and satisfaction. This acceptance varies depending upon whether the user is a student or instructor. Learning managements systems facilitate an active learning environment while addressing the learning styles of the tech savvy student; and the needs of the instructor. Although LMSs have a number of strengths, there are weaknesses that expose the necessity to further investigate methods to enhance and support the online learning environment. This essay will discuss the various perceptions of a LMS, and the associated strengths and weakness.
Here is the introduction to an assignment I wrote entitled Exploring the Perception of the Effectiveness of LMS
The perception of the effectiveness of Learning Management Systems (LMSs) has been a concern in academia since the inception of distance education. The acceptance of technology is proportional to its perceived usefulness and satisfaction. This acceptance varies depending upon whether the user is a student or instructor. Learning managements systems facilitate an active learning environment while addressing the learning styles of the tech savvy student; and the needs of the instructor. Although LMSs have a number of strengths, there are weaknesses that expose the necessity to further investigate methods to enhance and support the online learning environment. This essay will discuss the various perceptions of a LMS, and the associated strengths and weakness.
F2F Instructor and the DE Instructor
A major difference between a F2F instructor and the DE instructor is not only technology d but the functions of instructors have changed drastically. The F2F instructor has become a facilitator of information more so than an educator. The paradigm shift is from teacher-centered to learner-centered. For example, the study guide in DE course replaces the explanations normally given by an instructor in a classroom. I’m surprised to learn an instructors’ personality maybe imitated in a DE course to give a more social feel. Furthermore, in a DE course, interaction has to be carefully planned and manipulated; interaction is an ordinary response in the classroom. Because of the lack of interaction, the DE instructor must impart considerable thought into questions to determine whether the students comprehend the learning objectives. The teachers’ role no longer entails creation of course materials, this task is completed by a team of designers, and content experts. The system provides a structure for the creation of the course material, and instructors decide which of the options provided they want to use. Lastly, the use of a learning management system is rapidly changing both F2F and DE course design. Although it takes a little time to get use to creating courses via a LMS, administrative mandate or desire for efficiency urges more instructors to utilize technology.
Moore & Kearsley, Chapter 5, "Course Design and Development, pp.97-122.
Anderson. & F. Elloumi (Eds.), Theory and practice of online learning (Second Edition). The Quality Dilemma in Online Education Revisited. Retrieved July 29, 2008, from http://cde.athabascau.ca/online_book/second_edition.html.
Stages in Instructional System Design (ISD)
Analysis
Development- designers and producers create the instructional material that communicate what is needed for achieving the learning objectives. (webpages, film, study guides, books, audio tapes, teleconferences)
Implementation - register, instructional materials are delivered, and they interact with their instructors and perhaps other students
Evaluation- The results of this formative evaluation can lead to intervention to change the analysis, design, or development procedures; but mainly it leads to changes in implementation.
Moore & Kearsley, Chapter 5, "Course Design and Development, pp.97-122.
Read any one of the 4 chapters, Part 3, Design and development of online courses
Moore & Kearsley, Chapter 5, "Course Design and Development, pp.97-122.
Anderson. & F. Elloumi (Eds.), Theory and practice of online learning (Second Edition). The Quality Dilemma in Online Education Revisited. Retrieved July 29, 2008, from http://cde.athabascau.ca/online_book/second_edition.html.
Stages in Instructional System Design (ISD)
Analysis
- Analyze content to identify the specific skills that are involved in the task or to identify performance that would demonstrate mastery of subject matter.
- Identify characteristics of the learner and the learning environment, and to find out what these students need to know if they are to be able to perform the desired behavior.
- Learning objectives – the required performance of the students as a result of the course and each of its components.
- Consists of a behavior, the conditions under which it should be evaluated, and a criterion for its measurement.
Development- designers and producers create the instructional material that communicate what is needed for achieving the learning objectives. (webpages, film, study guides, books, audio tapes, teleconferences)
Implementation - register, instructional materials are delivered, and they interact with their instructors and perhaps other students
Evaluation- The results of this formative evaluation can lead to intervention to change the analysis, design, or development procedures; but mainly it leads to changes in implementation.
Moore & Kearsley, Chapter 5, "Course Design and Development, pp.97-122.
Read any one of the 4 chapters, Part 3, Design and development of online courses
Criteria for Assessing Technology Integration
1. Are there champions with power and influence in the institution who recognize the importance of technology for conducting the business of the institution?
2. Does the institution have an advanced, comprehensive technology infrastructure that enables all staff, students, and faculty to access computers, networks, software and services as required?
3. Has the institution digitized its administrative systems, and can staff, students, and faculty access administrative information and services easily over the web?
4. Has the institution identified a clear, strategic rationale for the use of technology within the institution?
5. Has the institution identified additional financial resources or reallocated resources to support the integrating of technology within the institution?
6. What proportion of staff, student and faculty are using technology and for which activities?
7. How innovative is the use of technology, particularly for teaching?
8. What level of support and training is given to instructors to ensure good-quality teaching when using technology?
9. Are students learning better and getting better services as a result of technology integration?
Bates & Sangra, Chapter 3, "Tracking Existing Strategies for Technology Integration," pp. 52-76.
2. Does the institution have an advanced, comprehensive technology infrastructure that enables all staff, students, and faculty to access computers, networks, software and services as required?
3. Has the institution digitized its administrative systems, and can staff, students, and faculty access administrative information and services easily over the web?
4. Has the institution identified a clear, strategic rationale for the use of technology within the institution?
5. Has the institution identified additional financial resources or reallocated resources to support the integrating of technology within the institution?
6. What proportion of staff, student and faculty are using technology and for which activities?
7. How innovative is the use of technology, particularly for teaching?
8. What level of support and training is given to instructors to ensure good-quality teaching when using technology?
9. Are students learning better and getting better services as a result of technology integration?
Bates & Sangra, Chapter 3, "Tracking Existing Strategies for Technology Integration," pp. 52-76.