Tech Notes

In the book  ‘Powering Up,’ Barrett and Greene refer to the term “scope creep” when speaking of a project that grows and grows due to failure to clearly define the scope at the outset (Barrett et al, 2001).  It is important to identify one’s scope, so as not to fall into a state of flux of constantly adding to or modifying my scope.  I recently witnessed a situation in which scope creep became evident and required a few key steps to reign the project back in.

Evidence of Scope Creep

The original project’s scope was abandoned due to the perceived need for the client’s requests to be met, regardless of whether they fit the original plan or not; this included fixing problems that appeared to be unassociated with the goals of the current project.  Measure devices for the project were not clear, so it was difficult to tell whether requests were indeed outside the immediate scope of the project.  Also, the relationship of the project manager and client were more of a retainer relationship than a project relationship, meaning the project manager was afraid of losing business, and therefore reluctant to say no to unreasonable requests.

Addressing Scope Creep

A few key measures might have adequately addressed the issues of scope creep that occurred, perhaps the most important being to establish clear objectives and tight measurement.  The tighter the objectives, the less chance of scope creep occurring.  Another solution would be to have disengagement mechanisms in place to ensure that once the project’s objectives were met, even if completed earlier than the estimate, that the project is finalized.  This would occur in the form of final management briefings, delivery of project summary information, and so on.

REFERENCE

Barrett, K. & Green R. (2001). Powering up: how public managers can take control of information technology. Washington, D.C.: Congressional Quarterly

Post your interpretation of the message as it was delivered in different modalities.   Pause after receiving the communication in each modality, and reflect upon what you interpret the message to mean. Think about the content and tone of the message. Record your interpretation of the message after receiving it in each modality. Then reflect upon the experience by considering the following: , pointing out what, if anything, changed about your interpretation from one modality to the next.

I recently developed a training module called Blogs as Learning Tools.  The training was designed to introduce a group of 3^rd grade teachers to the process of setting up and maintaining a classroom blog to extend student learning. The adult learners of this module were to demonstrate these competencies by setting up and maintaining a grade-level classroom blog for 3^rd grade students.

At the conclusion of the module, learners collaboratively set up a grade level blog to include at least one blog post with an embedded educational link, and received instruction on how to edit and approve comments. This summative assessment aligned specifically to the three established instructional objectives, as the learners applied their skills to real life tasks.

Highlights of the training included sharing in the excitement of teacher enthusiasm regarding extending student learning beyond the classroom via a grade-level blog.  It was quite an experience to develop an avenue for students and parents to interactively engage in extending academic opportunities.

Challenges included dealing with inclement weather, which altered the training schedule, but which provided an opportunity for teachers to engage in self-paced learning.  Also, with teacher workloads at a high during that time of year, and with the primary focus being on preparing students for the spring state (TCAP) test, it was essential to tie the training in to the teachers’ existing goals.  As Morrison points out in “Designing Effective Instruction,” it is important to “recognize that systematic planning can make an important contribution to education or training (Morrison, 2007).  As such, the “role of the instructional designer varies between consultant and proactive designer and leader.  This role is affected by the time frame of the problem, the form of instructional delivery, and the resources available. Economic and time constraints also influence the amount of instructional design a designer can contribute to a project (Morrison, 2007).  It was essential to keep these factors in mind when employing flexibility in facing the above challenges.

To further address successes and challenges, I developed a trainee evaluation form, much like the Post Mortem review questions recommended by Greer (2010), to assess the project’s success. While the learner commitment and evaluation ratings were both excellent, it was noted that the learners might have benefited by being exposed to additional blog sites.  Also, while the session was completed within the anticipated time frame, it was pointed out that time might have been saved by limiting the blog design options to only a few choices. Also, the evaluation process might have been even more helpful, had I held a meeting to discuss the findings in order to avoid repeating any identified shortcomings.  This omitted step might have been handy for developing future training.

References:

Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! (Laureate custom ed.). Baltimore: Laureate Education, Inc.

 Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2007). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

According to McFarlane (2011), while we have been wholly accommodating and technology-friendly as a society, there are still many controversial debates and philosophical contemplations and questions that emerge. These controversies stem from misconceptions that students who attend virtual schools lose their ability to engage in social interactions and build social skills, that the curriculum in virtual schools is not as challenging as it would be in traditional brick-and-mortar schools, and that virtual schools have poor quality and lower standards. In addition, McFarlane (2011) believes many have failed to see virtual schools as complements as well as alternatives to traditional schools, rather than replacement, and this fuels opposition and negative perceptions of virtual schools.  The idea of a complemen­tary relationship between virtual and traditional schooling, as opposed to an either or modality, is supported by the research of Lowes (2008), who studied the impact of virtual teaching experiences on teachers’ pedagogical practices, and the changes they reported making in their classrooms, once they returned to the traditional set­ting.  The findings suggest that “giving more teachers the opportunity to teach online, as well as deliberately encouraging those who do teach online to share what they have learned with their fellow classroom teachers, provides an opportunity to strengthen teaching in both environments.”  Embracing such a perspective contributes to meaningful reflection regarding ways in which instructional designers and facilitators can promote distance education as a valid means of reaching the ever-evolving learner of today. To reach these learners involves looking ahead and constantly finding ways to improve distance learning effectiveness, thereby raising societal confidence.

 Future Perceptions

As new technology makes consistent gains in popularity, the use of elearning tech­nologies is expected to increase dramatically in the next decade.  As stated by Simonson, et. al (2009), “students of all ages are engaging in distance education.  As more technology resources are becoming available to educational settings, more students are becoming more involved in learning at a distance.  There are similari­ties among the learners, but differences do exist and those differences need to be addressed when planning instruction.”  Developing the strategies necessary to teach and learn online successfully requires an understanding of learning styles and how they may be best addressed in the online environment.  Content ought to be presented using various technologies and formats.  In the future, student products will often involve products based on new forms of media” (Dede, 2005).

 How can an instructional designer, be a proponent for improving societal perceptions of distance learning?

 As the use of technology to communicate becomes more readily accepted, and as individuals become more familiar with the various tools available to bridge geo­graphical distances, societal perceptions of distance learning will inevitably change (Laureate Education, Inc.) Still, it is important that instructional designers of dis­tance education courses do their part to achieve effective distance education outcomes, thereby contributing to more positive societal perceptions.  Sound instructional design is integral to this process. To design an effective online course, the instructional designer must understand the motivation, goals, and level of understanding of entering students. He or she must develop clearly defined goals and objectives built on knowledge of entering behavior. Objectives should be designed to produce behavioral change, and planned to generate application of knowledge.

Distance learner characteristics, needs, and expectations, all influence motivation to learn, and ultimately learner success, and therefore should be taken into consider­ation when designing and facilitating any learning environment.   In addition to factors that should be considered for designing effective instruction in general, several unique elements exist when considering the diversity of the distance learner. When planning online instruction for the distance learner, factors of diversity to consider include differences in age, experience, attitude, general abilities, prior knowledge, personal responsibilities, and learning styles.  In order for an instructional designer to be a proponent for improving societal perceptions of distance learning, she must consider these factors.

 Final Thoughts: An Impetus for Improvement

In considering factors of diversity, as well as prevailing perceptions of distance education, I have increasingly come to realize how distance education has become integral to the learning process of a wide spectrum of learners, ranging from young children to adults (including myself and the students I currently teach online). From the standpoint of an online instructor, as well as an instructional designer, this realization calls for addressing perceptions of distance learning as well as combining best practices in education with sound instructional design principles, to meet the needs of diverse learners.  To accommodate diverse learners, and thus to be a positive force for continuous improvement in the field of distance education, I will keep in mind that the skills and knowledge that are necessary to be an effective instructional designer or online instructor include the ability to extend the know­ledge, skills, and experiences of the student.  To achieve this, I will encourage stu­dent-teacher interactions and develop independent learning activities.  Moreover, I will apply what I have learned in this program to future design projects, such as training more teachers and students to use various technology-based tools to enhance student learning.  I envision student-led technology teams within schools, promoting innovative learning beyond traditional classroom methods.  While pur­suing this vision, I will keep in mind the importance of clear and open communica­tion between myself and all stakeholders, and adherence to a strategic design process which includes critical elements of analysis, design, assessment, and evaluation. 

 References:

 Dede, C. (2005). Planning for Neomillennial Learning Styles. EDUCAUSE Quarterly, 28(1), 7-12. Retrieved from EBSCOhost.

 Laureate Education, Inc. Walden University. (2011) “The Future Of Distance Education [Video Webcast]. Retrieved from:

http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4894962&Survey=1&47=7389572&ClientNodeID=984650&coursenav=1&bhcp=1

 Lowes, S. 2008. Online teaching and classroom change: The trans-classroom teacher in the age of the internet. Innovate, 4(3). Retrieved from http://www.innovateonline.info/index.php?view=article&id=446

 McFarlane, D.A. (2011). A comparison of organizational structure and pedagogical approach: Online versus face-to-face. Journal of Multidisciplinary Research 8(1), January 2011, 1-43.  http://www.thejeo.com/Archives/Volume8Number1/McFarlanepaper.pdf

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

Converting to a Distance Learning Format

In order to convert a traditional face-to-face program to a distance learning environment or even a blended learning class, an instructional designer must first consider what differentiates online learning from face-to-face learning.  An important point to consider is that one cannot directly convert traditional training to online training simply by dumping information from face to face training into a web format.  Rather, the Equivalency Theory posits that the online learning environment needs to be equivalent in achieving the same learning outcomes as traditional learning.  A variety of equivalent instructional approaches should be provided for students (Solomon et al., 2009).  In determining which instructional approaches will be most effective, the instructional designer should engage in preplanning strategies, which take into account differences between distance learning and traditional methods; he or she should then plan a structured course delivery, using a Course Management System (CMS); and the facilitator and student roles must always be a factor, when planning for interactivity, engagement, and thus effective distance learning.

Preplanning Strategies: Considering Differences in Course Delivery Methods

There are four key differences between traditional and online facilitation (Piskurich, n.d.). It is important to be aware of these differences as you plan your online or blended class.

1. Online is more difficult to know what your learners are doing and how they are doing. Connecting with them is even more important.

2. Activities and applications are the heart of an online course.

3. Content is critical, but in the end it’s the activities that will help students learn the content.

4. You must build time into the implementation phase to think about and practice the role you will play in facilitating the online portions of your class.

Matrix: Distance Learning Models

Keeping in mind the distinct characteristics of online learning, the instructional designer structures the online learning, usually with the aid of a course management system (CMS).  a  CMS will provide the online tools needed to facilitate student activities and online discussions. There are many free CMS choices available such as Ectolearn (www.ectolearning.com ), Moodle (www.moodle.org) and Lecture Share (www.lectureshare.com).  Once a CMS has been selected, it is time to decide what activities, assignments and other parts of the coursework should be face-to-face and what should be online. You need to consider your learners, the content, the method and materials, and the environment, including the technology (Simonson, 2009). Each of these components must interact both efficiently and effectively to produce quality learning experiences.

Consider the following bulleted items as you are considering the online portion of your class:

• The focus of the instruction shifts from classroom lecture and presentation to visual presentations, engaged learners, and careful timing of presentations of information.
• Illustrate key concepts, or topics, using tables, figures, and other visual items.
• Plan activities that encourage interactivity. The students may require some training to participate actively in online activities.
• Plan activities that allow for student group work. This builds and supports a social environment. You may want to present case studies which the students could discuss and collaborate on a solution.
• Be prepared in the event technical problems occur. Discuss with students ahead of time alternative plans in case there is a technical problem to avoid confusion and loss of class time (Herring & Smaldino, 1997 as cited by Simonson, 2009).

Assuming the students do not know one another,  the first week of class is a good time to use an ice breaker or self introduction activity. You could have each student provide an online introduction of themselves in the blog or discussion area of your class. Use this activity to allow students to form a connection with one another.

When selecting your content you should follow this guideline. It may be necessary to reduce the amount of information delivered and to increase the interactive value of the learning experience (herring & Smaldino, 1997 as cited by Simonson et al., 2009).  Some of the content that had been included in your traditional class format might need to be reduced or deleted. Make sure the instructional goals and expectations are clear and they should be defined and shared with your students

 The Threaded Discussion

“The threaded discussion is one of the most powerful techniques used in distance education” (Simonson et al., p. 186).  Online discussions provide students with the opportunity to improve and apply critical thinking skills and enable students to form a community with their fellow learners. The facilitator’s role in threaded discussions is to read each post and evaluate the quality of the scholarly responses. The facilitator can expect to respond to about 1 of every 4 posts by students as a general rule of thumb.  This can become less as the course progresses and students begin to teach and learn from each other.  (Simonson, 2009). Throughout the discussions, the facilitator can promote engagement by adding additional questions to consider and providing additional resources.

Roles of the Facilitator and Students

The Facilitator

As the instructor of an online course, your role is more facilitator than trainer. To allow your students to be actively engaged in the online segments, you must not be the lead presenter. Rather your role as a facilitator is to monitor their online activity, make sure they are engaged, and keep them on task with the discussions and assignments.

As the facilitator follow these tips for your class to be effective.

1) Thoroughly review the lesson plan and know how the material will be taught and what problems the students will work on.

2) Learn the software that you and your students will be using

3) As the instructor, make sure you are prepared and not fumbling through the lesson plan as you are attempting to teach it.  Nothing loses the students attention faster (Psikurich, n.d.)

4) You must participate in all synchronous and asynchronous discussions, constant monitoring the discussion and following the student progress

5) Show the learners that you care about their success

The Students

“They [students] will need to be motivated to participate and to engage in the types of learning experiences in which they may have little experience” (Simonson, Smaldino, Albright, & Zvacek, p. 162).  Provide an opportunity for collaboration for the students.  “Although many distance students are cited as being independent learners, they derive value from collaborative experiences… working together creates a richer learning experience for the individual participant”  (Simonson, Smaldino, Albright, & Zvacek, p. 165). However, the students need to take responsibility for their own activity and learning in the class. They need to understand the software and technology that will they will be using. They must participate in all online discussions and assigned group activities.

Summary

Providing an opportunity for students to learn at a distance can be both challenging and rewarding.  The instructional designer needs to understand key differences between traditional class environments and blended environments. Keeping these differences in mind, the designer must invest time in his or her own understanding of the most effective technology and methods for the particular course to be delivered at a distance.

Considering the content that will be taught and deciding which pieces lend themselves best to the online portion of your class is very important. Through online learning you can create a very engaging learning experience. One of the most effective activities used in online learning is the discussion thread. A discussion thread is an engaging and effective learning tool.

The role of the trainer or instructor is to be a facilitator. It is critical that the instructor guide and monitor the learning and realize the students are the main players and their role is to be engaged and actively involved in the online activities and discussions.

Online learning has been found to add a higher level of learning to students if the class is developed using best practices. By following these guidelines, and investing the time to understand and develop material to suit a distance education environment, it is possible to effectively engage students at a distance.

References:

Piskurich, Dr. George. (2010) Video Program: “Facilitating Distance Learning”, Walden University, L aureate Education.

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

Open Source, also referred to as Open Course, is a trend in distance learning in which “software is intended to be freely shared and can be improved upon and redistributed to others” (Simson et al, 2009).  More detailed descriptions can be found on the site  www.thefreesource.com (http://www.thefreeresource.com/opencourseware-definition-resources-and-list-of-universities-offering-opencourseware-collections), which describes open courseware as a collection of free, non-credit courses often in the form of audio, video, and PDF files which are open to access via the internet. 

While courses offered in this manner do not offer college credit, many are of high quality, and are offered on a wide range of topics, often in collaboration with colleges and universities.

The open course I chose to explore is offered through Massachusetts Institute of Technology, and is called “The Mathematics in Toys and Games.”  The course appears to be carefully preplanned and designed for the intent in which MIT makes clear regarding its open courseware, which is to serve as a repository of coursework used in its face-to-face coursework (MIT News, April 1 2001).

Course Design

The course follows a well-defined format that appears to be consistent among open courseware offered at MIT.  This is undoubtedly the result of a well-arranged course management system (CMS), which includes links to the course syllabus, calendar, lecture notes, assignments, and projects.  As such, the course follows some recommendations for online instruction cited in the text, “Teaching and Learning at a Distance: Foundations of Distance Education.” In this text, Simonson recommends the Unit-Module-Topic (UMT) model for course design, with the unit being the largest component of a course (or a unit can refer to the course itself); modules are combined to form the unit; and units are broken down into topics (Simonson, et al, 2009).  The MIT course is divided into weekly modules, consisting of topics related to the overall unit, making ease of learner-content interactivity quite evident; however, little opportunity exists for learner-to-learner or learner-to-instructor interactivity.  Of interest to note is the myth that interaction is needed and should always be available.  Simonson warns that interaction is not the “end all and be all” of learning, and forced interaction can be as strong a detriment to effective learning as is its absence (Simonson, et al, 2009). Keeping this in mind, lack of learner-instructor interactivity in the MIT courseware could be supplemented with tools such as wikis, blogs, or asynchronous and synchronous chat feature, but this would go beyond the original intent of the courseware, which is simply to serve as a resource of information used in traditional course delivery.

Course Mastery Assessment

Although at first, I was a bit unclear about the manner in which a student would assess him or herself for mastery, especially given that the course contains no quizzes, I found that the course does outline checkpoints and grading percentages for various activities.  A quick review of their overview video revealed that the courses offered are those taught on campus at MIT, and therefore the grading/assessment simply does not apply when one is completing the coursework online. While I can appreciate the accessibility of the courseware for potential or current MIT students, in general, the courseware does not include a means to assess mastery of the material.

Conclusion

While MIT is to be commended for providing such a comprehensive resource of information to support its face-to-face courses, it is clear that the courseware itself does not serve as an effective stand-alone distance learning vehicle, due to the lack of student-to-student and student-to-instructor interactivity that needs to exist.  Furthermore, the courseware does not offer a valid means to assess course mastery, which is essential to gauge distance education effectiveness.

 MIT Open Courseware Video Link

 REFERENCES

Li, Jing, Erik Demaine, and Melissa Gymrek. SP.268 The Mathematics in Toys and Games, Spring 2010. (Massachusetts Institute of Technology: MIT OpenCourseWare), http://ocw.mit.edu (Accessed 27 Jul, 2011). License: Creative Commons BY-NC-SA

MIT News (April 01, 2001, Retrieved from:  http://web.mit.edu/newsoffice/2001/ocw-facts.html

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

Massachusettes Institute of Technology Courseware (Spring 2010) SP.268 / ESG.SP268 The Mathematics in Toys and Games. Retrieved from: http://ocw.mit.edu/courses/special-programs/sp-268-the-mathematics-in-toys-and-games-spring-2010/index.htm

Website: http://www.thefreeresource.com/opencourseware-definition-resources-and-list-of-universities-offering-opencourseware-collections

Consider the following scenario:

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?

The Solution:  I would recommend Skype Conferencing used in conjunction with the teacher’s virtual field trip to enable students to communicate as a class with the museum’s curator.  Also, students at their own computers could engage in synchronous discussions about particular museum pieces, or asynchronously at various times, as Skype has the ability to save typed chat messages to be responded to at various times.

These features are aligned with Mayor’s Multiple Representation Principle, which posits that it is better to represent information using two modes of delivery, rather than one (2007).  Furthermore, the importance of student [or employee] interaction on the quality of online learning is supported by Moller, L., et al (2008), who describe the type of learner to learner communication that should occur in web based instruction. They describe collaboration between learners, construction of knowledge, and the broadening of perspectives that ideally happen as students exchange ideas.  The conference calling features of Skype, as outlined on its web site, are shown below, along with a demonstration video for further information.

 

Features offered through Skype’s Highspeedconferencing.com include:

• You can have up to 500 people on a HighSpeed Conferencing call (including Skype users and non-Skype users)
• A bridge number for others to phone to join the conference call.
  • Local dial in access provided in 6 countries. (USA + EU)
  • Toll-free access provided in 8 countries
• Call Recording
• Hand Raising – run a Q&A/Seminar session without needing an operator
• Invite by email non-Skype users to join

 HighSpeed Conferencing is the only audio conferencing service available to Skype users that offers high-definition (HD) voice quality. There’s no degradation of audio quality, no matter how many Skype users participate in a conference call. And with unlimited usage during a conference call, you can talk as much as you want.

The HighSpeed Conferencing plug-in is available from the ‘Do More/Get Extras’ section of the Skype ‘Tools’ menu. There is a free 30-day trial of the HighSpeed Conferencing premium service.

REFERENCES

Mayer, R. E. (2007). Five features of effective multimedia messages: An evidence-based approach. In S. M. Fiore & E. Salas (Eds.), Toward a science of distributed learning (pp. 171-184). Washington, D.C.: American Psychological Association.

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

Skype Video Calls (2011). http://www.skype.com/intl/en/features/allfeatures/video-call/

     Before starting this course, my definition of distance learning was geared more toward the experiences of the learner, focusing primarily on the convenience and flexibility that distance learning offers to the typical online learner.  Hence, in the past, I defined distance learning as gaining knowledge outside the traditional classroom, whereby some form of technology is used to transfer information to the learner.  While my definition has not drastically changed, this course has facilitated a broadening of my perspective on the topic, through an exploration of the evolution of distance learning, as well as by exchanging information with classmates with regard to instructional design.

     My previous definition of distance learning is quite similar to my current definition, given the information I have studied this week.  For example, now that I have delved deeper into the evolution of distance education, I have discovered historical research that substantiates my perception regarding the typical online learner.  The typical profile of the online learner can be traced to classic distance education settings (e.g. correspondence or home study), in which most learners were described as adults with occupational, social, and family commitments (Hanson et al., 1997).  The National Home Study Council (NHSC), founded in 1926, collected information about its students and described them as self motivated, goal oriented, and disciplined self starters (Lambert, 2000).  Additionally, Purdy (2000) described the demographic profile of the classic distance education learner as follows:  “Average age of 35; mostly women (or more women than men); most have had some college education but have not completed a college degree; full or part-time employed; mostly middle class” (p. 19). This profile is becoming much more diverse, however, as more widespread use of technology is evident among both the adult and P-12 learner. In the book, “Teaching and Learning at a Distance,” Simonson supports the view that “as more technology resources are becoming available to educational settings, more students are becoming more involved in learning at a distance” (2009). Hence, I have expanded my view of distance learning to include a growing younger audience.

     Similarly, I also still hold to my past definition of distance learning as it involves gaining knowledge outside the traditional classroom, using technology…but I am now more aware of the many tools available to engage the online learner.  I agree with Simonson’s definition, which includes students, teachers, and resources within the learning group, and emphasizes a separation by geography, and, sometimes, time. Technologies such as Skype, allow learners to interact synchronously (with real time chats), as opposed to asynchronously, such as via chat board discussions, thereby minimizing the separation of time; however the majority of distance education still involves some separation of time.  Students of higher education online courses, for example, log in at various times to explore resources, post discussion responses, and upload assignments.

     The evolution of distance education is directly tied to the advent of new technologies.  To illustrate, I developed a mind map, shown below, which traces distance education from its earliest inception, as correspondence courses, through the use of audio visual equipment, to today’s use of web-based tools, including the Internet and social networking tools, such as blogs, wikis, and podcasts. 

     As new technology makes consistent gains in popularity, distance education is expected to increase dramatically in the next decade.  Technology, and, specifically, distance education, is changing learning in grade schools, high schools, colleges and universities, by allowing students increased access to learning opportunities outside the traditional classroom.  Another trend is that face-to-face instruction is being combined with new training technologies in order to maximize learning. Along with new trends, the definition –and effectiveness, of distance learning will continue to evolve. With this continued evolution, it is critical that educators/instructional designers stay abreast of the latest technology tools and resources, and utilize them in ways that support best practices in education.

References:

Hanson, D. Maushak, N.J., Schlosser, C.A., Anderson, M. L., Sorensen, C., & Simonson, N. (1997). Distance Education: Review of the literature (2^nd ed.). Bloomington, IN: Association for Educational Communications and Technology.

Lambert, M. P. (2000).  The home study inheritance. In M. G. Moore & N. Shin (Eds.). Speaking personally about distance education:  Foundations of contemporary practice (pp. 7-11). University Park: The American Center for the Study of Distance Education, The Pennsylvania State University.

Purdy, L. N. (2000). Telecourses in the Community College. In M. G. Moore & N. Shin (Eds.), Speaking personally about distance education:  Foundations of contemporary practice (pp. 7-11).  University Park:  The American Center for the Study of Distance Education, The Pennsylvania State University.

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

Thank you for visiting the blog site that I use primarily for extending the learning of my 3rd grade students.  I am also excited to use this site in conjunction with the Distance Learning graduate course in which I am currently enrolled.  I look forward to collaborating with my fellow classmates as we post information on our respective blogs as follows:

Week 1: Defining Distance Education

Week 3: Selecting Distance Learning Technology Tools

Week 5: The Impact of Open Course Offerings

Week 7: Converting to a Distance Learning Format

Freda Neely

Thank you, DonorsChoose.Org!

Students will now have access to digital cameras and media storage that will inspire them to take charge of their own learning through technology!

A special thanks also, to Best Buy, “Waiting for Superman,” Starbucks, and the many individuals who donated through these entities, as well as those who gave individual donations! 

For more information, visit our Donorschoose page (completed projects tab)!

UPDATE 4/13/11-Our Web 2.0 project has also been funded, and our “Book Nook” project for an e-reader is now posted!