Application: Blog—Selecting Distance Learning Technologies

I am in the third week of my Distance Learning course at Walden University as part of my MS in Instructional Design and Technology and have been asked to look into an opportunity to use distance learning technology to fit the needs of a specific learning context in a particular scenario. The scenario I chose is presented below and I will present a short narrative explaining a possible technology tool that will present a training or educational solution to the scenario.

Example 3: Asynchronous Training
In an effort to improve its poor safety record, a biodiesel manufacturing plant
needs a series of safety training modules. These stand-alone modules must
illustrate best practices on how to safely operate the many pieces of heavy
machinery on the plant floor. The modules should involve step-by-step processes
and the method of delivery needs to be available to all shifts at the plant. As
well, the shift supervisors want to be sure the employees are engaged and can
demonstrate their learning from the modules. (Walden University, 2010).

In researching possible solutions for this scenario I chose to use Moodle.com as a distance learning tool that would present a potential learning solution through technology. This Course Management System (CMS) is a great example of a CMS that has the capabilities that allows designers to create and install pedagogical content, whether it is a teacher or other technical staff member as the designer (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 239). Moodle can be used to design stand-alone modules intended to address a variety of educational solutions. In this case, How to operate vital pieces of equipment within a business’ safely or according to prescribed safety protocols. In this scenario there is an obvious need for an asynchronous environment that will allow multiple shifts to access the training module(s).

Moodle.com is an open source CMS that “can increase real-time collaboration between learners, especially in courses that are fully asynchronous” (Beldarrain, 2006, p. 143). For this solution system, it is vital to have various components in place to include but is not restricted to course management elements like syllabi, calendars, announcements, various instructions, objectives, rosters, and gradebooks (Simonson, et al., 2009). To further enhance the experience, the solution should include course readings, presentations, communications, project space, assessments, assignment submissions, evaluation, and any of the various Web 2.0 tools currently available(Simonson, et al., 2009). In doing so Moodle.com satisfies any and all of these requirements by allowing designers to create “activity modules (such as forums, databases and wikis) to build richly collaborative communities of learning around their subject matter (in the social constructionist tradition)” or simply to present content and traditionally “assess learning using assignments or quizzes” (http://moodle.org/about/). In utilizing Web 2.0 technology available in the design of a Moodle site, designers can facilitate “high levels of student Intellectual engagement – with content, with their instructors, and with each other – that hallmark the learner-centered instructional paradigm (Simonson, et al., 2009, p. 244). Ultimately, “collaboration in either asynchronous or synchronous learning environments allows learners to practice real-world skills that are applicable to the workplace” and for this scenario I believe Moodle can provide this (Beldarrain, 2006, p. 144).

In order to further support my assertion that Moodle would be a viable CMS solution for training/educating employees on safe equipment operation protocols I offer up testimonials, critiques, or reviews of Moodle in the real world. For example, arguably Moodle is user friendly with “lots of functionality” and it has “instructor control over look and features available within a course” (Taylor, 2006). Another positive aspect of Moodle illustrates how “novice users can spend two hours or less and have their Moodle classroom sites up and running with ease—including modifying the site colors, educational modules, navigation systems, and features” (Driscoll). In another review of Moodle it was illustrated in an online English as a Second Language course in Japan, it was noted that “the lesson module allows you to provide information to the students in small chunks, ask a comprehension question about what they have just learned and then conditionally branch out depending on their response” (Robb, 2004).

On a personal note I have used Moodle to take part in an asynchronous learning module for the school district I work for. In this learning module intended to introduce the faculty countywide district to an new initiative to be implemented in the schools, we were asked to navigate through various readings and simulations then take a series of quizzes, which we had opportunities to fix our mistakes and resubmit our answers. All of which was time stamped for the administrators to track student participation time and time spent on tasks. Not only were we exposed to a real time example of the initiative but we were assessed on the knowledge gained in doing so and through various reading selections. In fact there was a final exam that assessed the outcomes in comparison to the learning objectives of the exercise. Simply because of this personal experience and the evidence presented in this posting, I would advocate the use of Moodle to design a learning solution in a this CMS or Virtual Learning Environment (VLE) to provide an asynchronous learning situation for the target audience.

References:

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

Driscoll, D.L., Message posted to Review of Moodle Course Management System. Archived at
http://www.bgsu.edu/cconline/Web_2_0_Reviews/Moodle_Driscoll/practicality.html

Robb, T.,( September 2004). Moodle: a virtual learning environment for the rest of us. Message posted to TESL-EJ, Teaching English as a Second Language or Foreign Language, archived at http://tesl-ej.org/ej30/m2.html

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Taylor, V., (2006). Moodle - faculty review. Retrieved September 26, 2010, from
http://faculty.deanza.edu/taylorvalerie/stories/storyReader$489

What is Moodle? (2010). Retrieved from http://moodle.org/about/

Walden University. (2010). Application: Blog—Selecting Distance Learning Technologies. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4442081&Survey=1&47=6201564&ClientNodeID=984650&coursenav=1&bhcp=1

Distance Learning Mind Map

Definitions of Distance Learning:

In my own experience with distance learning I have come up a couple of personal definitions and have also learned a few textbook definitions over the course of the last five years. However, since the realm of distance learning is constantly evolving so to should the definitions, be based on personal experience or observation or even accepted textbook definitions. I believe distance learning is and always will evolve as technology continues to improve. Who knows, distance learning might even become a virtual 3-D experience like you would see on the holodeck of the Starship Enterprise.

In the past I would strictly describe distance learning only as “online” coursework, utilizing the internet or some form of intranet, in order to garner some required knowledge as an employee or as a student in a collegiate endeavor. As a high school teacher I have witnessed distance learning in my school applied as a means of credit recovery for those students that have not performed well in a traditional classroom, specifically to insure the student another avenue to a high school diploma, while not dropping out of school. Forming another part of my personal definition of distance learning, in the past (prior to me starting my Masters degree online) I knew people who worked toward advanced degrees through online programs or hybrid programs. This avenue provided (as it does me) greater flexibility around family and occupational obligations, as well as the restrictive nature of not being close to a physical institution of higher learning. My perception of distance learning has been influenced by what I have witnessed, but as I work in my own program of MS in Instructional Design and Technology, my definition is ever evolving.

Coincidently, as I progress further into the realm of distance learning, either as a student or as a traditional classroom instructor watching students engage in distance learning, I have learned more of the medium. For example, in the past, a simple textbook definition of distance learning would have been an “institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors” (as cited in Simonson, Smaldino, Albright, & Zvacek, 2009, p. 32). The aforementioned textbook definition, fully encompasses what I traditionally saw as distance learning defined, but as I learn more of the medium I am gradually changing my definition to include informal training situations within corporations using the medium to provide training for their employees in a multitude of subjects and content areas as a cost effective and flexible means while not losing productivity. In other words, many companies offer “timely on- demand learning access impossible in a traditional training center” (Moller, Forshay, & Huett, May/June 2008, p. 70). Another reality of my own personal definition includes the fact for all of this to occur, in the majority of cases distance learning will most certainly be conducted in an asynchronous environment.

As we progress and evolve in the medium of online or distance learning, I see a growing need for different skill sets to achieve and be successful. This may not be true with some people of the digital generation, but these people in particular will need to remain focused on time management skills, alternative communication means, while maintaining an academic standard (like the idea of professionalism), and learning and developing skills for utilizing e-learning resources. Technology will always change, but people, whether they are the student or the teacher will need to change and evolve as the medium of distance learning continues to change due to technology. In an e-learning environment student and teachers (Instructional Designers – ID’s) will all need to focus on “cognitive processes of knowledge building and problem solving” within a distance learning method, regardless of the technology advances themselves (Moller, Forshay, & Huett, May/June 2008, p. 74). I see distance learning growing based on the collaborative nature of the process and method and advances the theory of constructivism in the educational world.

In conclusion, the future of distance learning, online learning, or e-learning must continue to strive towards not only improving the delivery system, but the students, teachers, ID’s, administrators, institutions, and corporations must employ sound educational practices with standards and accountability. Without trained professionals developing and administering the medium and fully prepared students or employees seeking the medium out, distance learning will never see its’ full potential.

Reference,

Moller, L., Foshay, W., & Huett, J. (2008B). 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.

Simonsen, N., Smaldino, S., Albright, N., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.