Selecting Distance Learning Technologies-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.
A needs analysis reveals that a biodiesel manufacturing plant desires to improve on its poor safety record through a series of safety training modules (Laureate Educate, 2011). The availability of the module (the same content) to all shifts at the plant calls for an asynchronous training to address the needs of the professional operators (who work at different time) of the heavy machinery on the plant floor. The sophistication of information technology provides various course management systems (CMSs) to many universities, colleges, and other institutions to manage learning-related materials and processes (Malikowski, Thompson, and Theis, 2007). One to two distance-learning technologies I think provide the best solution for the given challenge will consist of Desire2Learn (D2L) and Adobe Captivate 5, to ensure participants to engage and demonstrate their learning from the modules.
CMS such as D2L seems to be one of the most powerful technology tools available and yet is often the least used (Textley and Adelstein, 2006). D2L offers statistical tools that can track learner’s interaction with any information the instructor transmitted (Malikowski et al., 2007). D2L provides many opportunities for good instruction. It provides more latitude and is suitable for any subject. Its tools feature gradebook, threaded (asynchronous) discussion, real-time chats, online assessment, and student work. The tools can allow teachers to enrich their programs for many diverse learning styles and establish more efficient and meaningful teacher-student and student-student communication. Malikowski et al (2007) declared:
The primary strength of D2L is the breadth and adaptability of its features. It
is a fully integrated learning management system that has evidently evolved
through close relationships between the software developer and educational
institutions. Because D2L is XML standard-based, it is relatively easy to
integrate it with other database systems (p. 173).
Indeed, D2L is an effective CMS and LMS tool for learning teaching with its limitations. When it supports links to other sites, it could be expensive but biodiesel manufacturing plant can afford the start-up cost. Please check out the following sites:
http://www.desire2learn.com/fusion/video/
http://www.desire2learn.com/fusion/video/
Adobe Captivate 5 (Cp) is an authoring tool that can integrate different digital media elements such as text, graphic, sound, animation and video into a coherent interactive application in a computer to convey a message or information. It consists of software packages that allow the user to perform the authoring. Cp is suitable for use in this scenario for sequencing and synchronization of digital media elements to the target audience via the Web (Pomales-Garcia, Lopez, and Liu, 2010). Cp provides clarity, organization, simplicity, structure, visual/aesthetical attractiveness, and Excitement. The following sites exemplify the qualities of this business solution software:
Http://www.adobe.com/products/captivate/
http://blogs.adobe.com/captivate/tag/free-demo
http://www.youtube.com/watch?v=S5AVYjSoxag
Pomales-Garcia et al. (2010) declared: “By using Adobe Captivate software’s simple point-and-click user interface and automated features, teachers can easily record on-screen actions, add e-learning interactions, create interactive questions and complex branching scenarios with feedback options” (p. 23). Gunawardena, Linder-VanBerschot, LaPointe, and Rao (2010) conducted a study on online courses that were designed using a problem-centered (like the one with the biodiesel manufacturing plant) and case-based approach to learning. These courses utilized technologies including learning management systems such as well as instructional design tools such as Captivate, and PowerPoint and concluded that “online self-efficacy emerged as the strongest predictor of learner satisfaction; collegial support was the strongest predictor of transfer of learning” (p. 225). Adobe Captive 5 has a start-up cost of $599, which is insignificant for biodiesel manufacturing plant.
Many colleges, universities, and other institutions use D2L and Cp as CMS/LMS. The instructional designer, James Falkofske (2005) used D2L at the Metropolitan State University of Minnesota and University of St-Paul in Minneapolis to dispense an online course and presented step-by step-by-step tutorials for both faculty and students’ population, for overview ( http://faculty.metrostate.edu/FALKOFJA/vids/D2L_IntroductionLogin2.htm), ceating templates using Microsoft Word (http://faculty.metrostate.edu/FALKOFJA/vids/TemplateUseIntroduction.htm}, gradebook (http://faculty.metrostate.edu/FALKOFJA/vids/GradesSetupFall2005_Part2.htm), quizzes, final exams (http://faculty.metrostate.edu/FALKOFJA/vids/QuizzesRandomQuizCreation.htm), and anything that has to do with institution’s policies, and others. Please follow the links for an exciting journey (http://faculty.metrostate.edu/FALKOFJA/Tutorials.htm).
Blogging becomes more fun with Cp ( http://blogs.adobe.com/captivate/for_blog_02.swf). Adobe Captivate 5 improves workflow. The online trainer for the biodiesel machinery plan can easily screen capture to help at risk learners (http://www.adobe.com/products/captivate/features/?view=topnew).
In general, CMS features can address a complex learning goal, which involves declarative, conceptual, and procedural knowledge (Textley and Adelstein, 2006). D2L and Adobe Captivate 5 tools feature the transmission of course content, the evaluation of students, courses and instructors, the creation of class discussions and computer-based instruction. They offer opportunities such as interactive Flash activities, streaming videos, photos, and audio.
References
Falkofske, J. (2005). D2L training: Center for online learning. Retrieved from http://faculty.metrostate.edu/FALKOFJA/Tutorials.htm
Http://blogs.adobe.com/captivate/tag/free-demo
Http://www.adobe.com/products/captivate/
Http://www.desire2learn.com/
Http://www.desire2learn.com/fusion/video/
Http://www.youtube.com/watch?v=S5AVYjSoxag
Laureate Education. (2011). Application: Blog—Selecting Distance Learning Technologies. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6623504&ClientNodeID=984650&coursenav=1&bhcp=1.
Malikowski, S.R., Thompson, M., & Thesis, J.G. (2007). A model for research into course management systems: Bridging technology and learning theory. Journal of Educational Computing Research, 36(2), 149-173.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Boston, MA: Pearson.
Textley, J., & Adelstein, D. (2006). A platform to stand on. Science Teacher, 73(7), 30-32.
Tuesday, January 25, 2011
Sunday, January 23, 2011
Selecting Distance Learning Technologies
Selecting Distance Learning Technologies-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.
A needs analysis reveals that a biodiesel manufacturing plant desires to improve on its poor safety record through a series of safety training modules (Laureate Educate, 2011). The availability of the module (the same content) to all shifts at the plant calls for an asynchronous training to address the needs of the professional operators (who work at different time) of the heavy machinery on the plant floor. The sophistication of information technology provides various course management systems (CMSs) to many universities, colleges, and other institutions to manage learning-related materials and processes (Malikowski, Thompson, and Theis, 2007). One to two distance-learning technologies I think provide the best solution for the given challenge will consist of Desire2Learn (D2L) and Adobe Captivate 5, to ensure participants to engage and demonstrate their learning from the modules.
CMS such as D2L seems to be one of the most powerful technology tools available and yet is often the least used (Textley and Adelstein, 2006). D2L offers statistical tools that can track learner’s interaction with any information the instructor transmitted (Malikowski et al., 2007). D2L provides many opportunities for good instruction. It provides more latitude and is suitable for any subject. Its tools feature gradebook, threaded (asynchronous) discussion, real-time chats, online assessment, and student work. The tools can allow teachers to enrich their programs for many diverse learning styles and establish more efficient and meaningful teacher-student and student-student communication. Malikowski et al (2007) declared:
The primary strength of D2L is the breadth and adaptability of its features. It
is a fully integrated learning management system that has evidently evolved
through close relationships between the software developer and educational
institutions. Because D2L is XML standard-based, it is relatively easy to
integrate it with other database systems (p. 173).
Indeed, D2L is an effective CMS and LMS tool for learning teaching with its limitations. When it supports links to other sites, it could be expensive but biodiesel manufacturing plant can afford the start-up cost. Please check out the following sites:
http://www.desire2learn.com/fusion/video/
http://www.desire2learn.com/
Adobe Captivate 5 (Cp) is an authoring tool that can integrate different digital media elements such as text, graphic, sound, animation and video into a coherent interactive application in a computer to convey a message or information. It consists of software packages that allow the user to perform the authoring. Cp is suitable for use in this scenario for sequencing and synchronization of digital media elements to the target audience via the Web (Pomales-Garcia, Lopez, and Liu, 2010). Cp provides clarity, organization, simplicity, structure, visual/aesthetical attractiveness, and Excitement. The following sites exemplify the qualities of this business solution software:
Http://www.adobe.com/products/captivate
http://blogs.adobe.com/captivate/tag/free-demo
http://www.youtube.com/watch?v=S5AVYjSoxag
Pomales-Garcia et al. (2010) declared: “By using Adobe Captivate software’s simple point-and-click user interface and automated features, teachers can easily record on-screen actions, add e-learning interactions, create interactive questions and complex branching scenarios with feedback options” (p. 23). Gunawardena, Linder-VanBerschot, LaPointe, and Rao (2010) conducted a study on online courses that were designed using a problem-centered (like the one with the biodiesel manufacturing plant) and case-based approach to learning. These courses utilized technologies including learning management systems such as well as instructional design tools such as Captivate, and PowerPoint and concluded that “online self-efficacy emerged as the strongest predictor of learner satisfaction; collegial support was the strongest predictor of transfer of learning” (p. 225). Adobe Captive 5 has a start-up cost of $599, which is insignificant for biodiesel manufacturing plant.
In general, CMS features can address a complex learning goal, which involves declarative, conceptual, and procedural knowledge (Textley and Adelstein, 2006). D2L and Adobe Captivate 5 tools feature the transmission of course content, the evaluation of students, courses and instructors, the creation of class discussions and computer-based instruction. They offer opportunities such as interactive Flash activities, streaming videos, photos, and audio.
References
Http://blogs.adobe.com/captivate/tag/free-demo
Http://www.adobe.com/products/captivate/
Http://www.desire2learn.com/
Http://www.desire2learn.com/fusion/video/
Http://www.youtube.com/watch?v=S5AVYjSoxag
Laureate Education. (2011). Application: Blog—Selecting Distance Learning Technologies. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6623504&ClientNodeID=984650&coursenav=1&bhcp=1.
Malikowski, S.R., Thompson, M., & Thesis, J.G. (2007). A model for research into course management systems: Bridging technology and learning theory. Journal of Educational Computing Research, 36(2), 149-173.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Boston, MA: Pearson.
Textley, J., & Adelstein, D. (2006). A platform to stand on. Science Teacher, 73(7), 30-32.
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.
A needs analysis reveals that a biodiesel manufacturing plant desires to improve on its poor safety record through a series of safety training modules (Laureate Educate, 2011). The availability of the module (the same content) to all shifts at the plant calls for an asynchronous training to address the needs of the professional operators (who work at different time) of the heavy machinery on the plant floor. The sophistication of information technology provides various course management systems (CMSs) to many universities, colleges, and other institutions to manage learning-related materials and processes (Malikowski, Thompson, and Theis, 2007). One to two distance-learning technologies I think provide the best solution for the given challenge will consist of Desire2Learn (D2L) and Adobe Captivate 5, to ensure participants to engage and demonstrate their learning from the modules.
CMS such as D2L seems to be one of the most powerful technology tools available and yet is often the least used (Textley and Adelstein, 2006). D2L offers statistical tools that can track learner’s interaction with any information the instructor transmitted (Malikowski et al., 2007). D2L provides many opportunities for good instruction. It provides more latitude and is suitable for any subject. Its tools feature gradebook, threaded (asynchronous) discussion, real-time chats, online assessment, and student work. The tools can allow teachers to enrich their programs for many diverse learning styles and establish more efficient and meaningful teacher-student and student-student communication. Malikowski et al (2007) declared:
The primary strength of D2L is the breadth and adaptability of its features. It
is a fully integrated learning management system that has evidently evolved
through close relationships between the software developer and educational
institutions. Because D2L is XML standard-based, it is relatively easy to
integrate it with other database systems (p. 173).
Indeed, D2L is an effective CMS and LMS tool for learning teaching with its limitations. When it supports links to other sites, it could be expensive but biodiesel manufacturing plant can afford the start-up cost. Please check out the following sites:
http://www.desire2learn.com/fusion/video/
http://www.desire2learn.com/
Adobe Captivate 5 (Cp) is an authoring tool that can integrate different digital media elements such as text, graphic, sound, animation and video into a coherent interactive application in a computer to convey a message or information. It consists of software packages that allow the user to perform the authoring. Cp is suitable for use in this scenario for sequencing and synchronization of digital media elements to the target audience via the Web (Pomales-Garcia, Lopez, and Liu, 2010). Cp provides clarity, organization, simplicity, structure, visual/aesthetical attractiveness, and Excitement. The following sites exemplify the qualities of this business solution software:
Http://www.adobe.com/products/captivate
http://blogs.adobe.com/captivate/tag/free-demo
http://www.youtube.com/watch?v=S5AVYjSoxag
Pomales-Garcia et al. (2010) declared: “By using Adobe Captivate software’s simple point-and-click user interface and automated features, teachers can easily record on-screen actions, add e-learning interactions, create interactive questions and complex branching scenarios with feedback options” (p. 23). Gunawardena, Linder-VanBerschot, LaPointe, and Rao (2010) conducted a study on online courses that were designed using a problem-centered (like the one with the biodiesel manufacturing plant) and case-based approach to learning. These courses utilized technologies including learning management systems such as well as instructional design tools such as Captivate, and PowerPoint and concluded that “online self-efficacy emerged as the strongest predictor of learner satisfaction; collegial support was the strongest predictor of transfer of learning” (p. 225). Adobe Captive 5 has a start-up cost of $599, which is insignificant for biodiesel manufacturing plant.
In general, CMS features can address a complex learning goal, which involves declarative, conceptual, and procedural knowledge (Textley and Adelstein, 2006). D2L and Adobe Captivate 5 tools feature the transmission of course content, the evaluation of students, courses and instructors, the creation of class discussions and computer-based instruction. They offer opportunities such as interactive Flash activities, streaming videos, photos, and audio.
References
Http://blogs.adobe.com/captivate/tag/free-demo
Http://www.adobe.com/products/captivate/
Http://www.desire2learn.com/
Http://www.desire2learn.com/fusion/video/
Http://www.youtube.com/watch?v=S5AVYjSoxag
Laureate Education. (2011). Application: Blog—Selecting Distance Learning Technologies. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6623504&ClientNodeID=984650&coursenav=1&bhcp=1.
Malikowski, S.R., Thompson, M., & Thesis, J.G. (2007). A model for research into course management systems: Bridging technology and learning theory. Journal of Educational Computing Research, 36(2), 149-173.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Boston, MA: Pearson.
Textley, J., & Adelstein, D. (2006). A platform to stand on. Science Teacher, 73(7), 30-32.
Sunday, January 16, 2011
Defining Distance Learning
The definition of distance learning is always changing due primarily to the political aspirations, economics, Internet, communication technologies, and to the application of learning theories to some extent. Persons’ profession and experiential technical knowledge influence changes in definition of distance learning, though Simonson et al (2009) considered technology as a ‘mere vehicle’. In 1980, my cousin used to come to me with some printed materials entailing some problems in mathematics. I was in high school then and he was working; he would finish the study and mail it back to the institution. He was taking ‘cours par correspondance’ in French (correspondence courses). Distance learning helped my cousin to both work and to educate himself; today he is running his own school.
Distance learning provides an amazingly interactive learning platform that makes it possible for me to pursue my education on my own terms wherever and whenever it is convenient for me to do so. As a teacher, though I had a BSc in mathematics and a MBA in International Business Management, I had no credits in education courses. Online distance learning from the University of Phoenix and American Intercontinental University, coupled with courses from Queens College helped me to gather the necessary required credits in 2005 to remedy my deficiency. Facts revealed that distance learning provided the opportunities to complete most of the classes in less time than at a traditional college.
The asynchronous learning experiences encountered with the University of Phoenix online and Walden University online, coupled with both synchronous and asynchronous methods of learning gained from the American Intercontinental University online characterize the following definition of distance learning. Distance learning is a system that provides learning synchronously and asynchronously. The instructional environment is composed of learners, regardless of culture, time, and space, interacting with their facilitators, where materials include but are not limited to text, video, audio, wikis, and blogs that make learning more interactive and rewarding.
Learning takes place in ordinary communication, so a culture could define, accept, and justify knowledge when the society culturally shares that knowledge. Individual’s philosophy characterizes education and determines the course of each individual’s life. The Aristotelian philosophy of education based on the intellectual basis for the living and the future gives rise to constructivism, which “is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own rules and mental models, which we use to make sense of our experiences” (Siemen, 2004, p.1). Moreover, through mobile computing, Internet, and communication technologies, information is readily available at any time and any place. Access to virtual libraries is easier than ever. I was browsing with my Samsung Epic 4G and accessed Walden library; it was amazing to see how technology is making learning easier. Right tools and right policies will help shape the way we learn.
Like my own needs, distance education accommodates many students' individual circumstances and educational needs. Asynchronous environment (different time, different place) characterizes my definition of distance learning where pedagogy (teacher-centered method) gives way to andragogy (adult learner-centered method). The teacher becomes the facilitator. The revised definition is as follows: Distance learning consists of asynchronous internet- based learning, where connectivism permeates the shift of power from instructor-centered to learner-centered favorable learning, thanks to the available and emerging technologies. Learning, the process of adjusting mental models to accommodate new experiences, becomes a way of life (Vaill, 1996). The pervasiveness of technology and the characteristics of andragogy help learners to experience lifelong learning and equip them to interact in the global market.
By now, it should be clear to everyone that too many traditional schools are failing to provide lifelong learning opportunities to learners (Moller, Foshay, and Huett, 2008). This week’s readings suggest that even the developing countries that lack the technological and financial resources sense the need for distance learning (Simonson et al., 2009). The real future of distance learning lies on the institutions’ ability to analyze the global market systems where the competitions lie to detect what works and what does not. The policy makers’ vision and wisdom to release the appropriate and suitable technology that fuels effective and efficient education has a great impact on the future of distance learning. Many factors will play an important role in the survival of distance learning. Such factors include, but are not limited to, the nation’s political aspirations in interacting in the global market, the ability of institutions to communicate effectively the benefits of distance education, the vision, and emancipation of institutionalized culture to respond to the needs and demands of the society. The understanding and application of the innovative and emerging technologies, the effective and efficient use of these vehicles for the highest common goal play an important role in sustaining the effectiveness and the survival of distance learning.
References
Brown, J. S., (2002). Growing Up Digital: How the Web Changes Work, Education, and the Ways People Learn. United States Distance Learning Association. Retrieved from http://www.usdla.org/html/journal/FEB02_Issue/article01.html.
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.
Siemen, G. (2004). Connectivism: A learning theory for the digital age.
Retrieved from http://www.funderstanding.com/content/constructivism.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Vaill, P. B., (1996). Learning as a way of being. San Francisco, CA, Jossey-Blass Inc.
The definition of distance learning is always changing due primarily to the political aspirations, economics, Internet, communication technologies, and to the application of learning theories to some extent. Persons’ profession and experiential technical knowledge influence changes in definition of distance learning, though Simonson et al (2009) considered technology as a ‘mere vehicle’. In 1980, my cousin used to come to me with some printed materials entailing some problems in mathematics. I was in high school then and he was working; he would finish the study and mail it back to the institution. He was taking ‘cours par correspondance’ in French (correspondence courses). Distance learning helped my cousin to both work and to educate himself; today he is running his own school.
Distance learning provides an amazingly interactive learning platform that makes it possible for me to pursue my education on my own terms wherever and whenever it is convenient for me to do so. As a teacher, though I had a BSc in mathematics and a MBA in International Business Management, I had no credits in education courses. Online distance learning from the University of Phoenix and American Intercontinental University, coupled with courses from Queens College helped me to gather the necessary required credits in 2005 to remedy my deficiency. Facts revealed that distance learning provided the opportunities to complete most of the classes in less time than at a traditional college.
The asynchronous learning experiences encountered with the University of Phoenix online and Walden University online, coupled with both synchronous and asynchronous methods of learning gained from the American Intercontinental University online characterize the following definition of distance learning. Distance learning is a system that provides learning synchronously and asynchronously. The instructional environment is composed of learners, regardless of culture, time, and space, interacting with their facilitators, where materials include but are not limited to text, video, audio, wikis, and blogs that make learning more interactive and rewarding.
Learning takes place in ordinary communication, so a culture could define, accept, and justify knowledge when the society culturally shares that knowledge. Individual’s philosophy characterizes education and determines the course of each individual’s life. The Aristotelian philosophy of education based on the intellectual basis for the living and the future gives rise to constructivism, which “is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own rules and mental models, which we use to make sense of our experiences” (Siemen, 2004, p.1). Moreover, through mobile computing, Internet, and communication technologies, information is readily available at any time and any place. Access to virtual libraries is easier than ever. I was browsing with my Samsung Epic 4G and accessed Walden library; it was amazing to see how technology is making learning easier. Right tools and right policies will help shape the way we learn.
Like my own needs, distance education accommodates many students' individual circumstances and educational needs. Asynchronous environment (different time, different place) characterizes my definition of distance learning where pedagogy (teacher-centered method) gives way to andragogy (adult learner-centered method). The teacher becomes the facilitator. The revised definition is as follows: Distance learning consists of asynchronous internet- based learning, where connectivism permeates the shift of power from instructor-centered to learner-centered favorable learning, thanks to the available and emerging technologies. Learning, the process of adjusting mental models to accommodate new experiences, becomes a way of life (Vaill, 1996). The pervasiveness of technology and the characteristics of andragogy help learners to experience lifelong learning and equip them to interact in the global market.
By now, it should be clear to everyone that too many traditional schools are failing to provide lifelong learning opportunities to learners (Moller, Foshay, and Huett, 2008). This week’s readings suggest that even the developing countries that lack the technological and financial resources sense the need for distance learning (Simonson et al., 2009). The real future of distance learning lies on the institutions’ ability to analyze the global market systems where the competitions lie to detect what works and what does not. The policy makers’ vision and wisdom to release the appropriate and suitable technology that fuels effective and efficient education has a great impact on the future of distance learning. Many factors will play an important role in the survival of distance learning. Such factors include, but are not limited to, the nation’s political aspirations in interacting in the global market, the ability of institutions to communicate effectively the benefits of distance education, the vision, and emancipation of institutionalized culture to respond to the needs and demands of the society. The understanding and application of the innovative and emerging technologies, the effective and efficient use of these vehicles for the highest common goal play an important role in sustaining the effectiveness and the survival of distance learning.
References
Brown, J. S., (2002). Growing Up Digital: How the Web Changes Work, Education, and the Ways People Learn. United States Distance Learning Association. Retrieved from http://www.usdla.org/html/journal/FEB02_Issue/article01.html.
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.
Siemen, G. (2004). Connectivism: A learning theory for the digital age.
Retrieved from http://www.funderstanding.com/content/constructivism.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Vaill, P. B., (1996). Learning as a way of being. San Francisco, CA, Jossey-Blass Inc.
Friday, January 14, 2011
Defining Distance Learning The definition of distance learning is always changing due primarily to the political aspirations, economics, Internet, communication technologies, and to the application of learning theories to some extent. Persons’ profession and experiential technical knowledge influence changes in definition of distance learning, though Simonson et al (2009) considered technology as a ‘mere vehicle’. In 1980, my cousin used to come to me with some printed materials entailing some problems in mathematics. I was in high school then and he was working; he would finish the study and mail it back to the institution. He was taking ‘cours par correspondance’ in French (correspondence courses). Distance learning helped my cousin to both work and to educate himself; today he is running his own school. Distance learning provides an amazingly interactive learning platform that makes it possible for me to pursue my education on my own terms wherever and whenever it is convenient for me to do so. As a teacher, though I had a BSc in mathematics and a MBA in International Business Management, I had no credits in education courses. Online distance learning from the University of Phoenix and American Intercontinental University, coupled with courses from Queens College helped me to gather the necessary required credits in 2005 to remedy my deficiency. Facts revealed that distance learning provided the opportunities to complete most of the classes in less time than at a traditional college. The asynchronous learning experiences encountered with the University of Phoenix online and Walden University online, coupled with both synchronous and asynchronous methods of learning gained from the American Intercontinental University online characterize the following definition of distance learning. Distance learning is a system that provides learning synchronously and asynchronously. The instructional environment is composed of learners, regardless of culture, time, and space, interacting with their facilitators, where materials include but are not limited to text, video, audio, wikis, and blogs that make learning more interactive and rewarding. Learning takes place in ordinary communication, so a culture could define, accept, and justify knowledge when the society culturally shares that knowledge. Individual’s philosophy characterizes education and determines the course of each individual’s life. The Aristotelian philosophy of education based on the intellectual basis for the living and the future gives rise to constructivism, which “is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own rules and mental models, which we use to make sense of our experiences” (Siemen, 2004, p.1). Moreover, through mobile computing, Internet, and communication technologies, information is readily available at any time and any place. Access to virtual libraries is easier than ever. I was browsing with my Samsung Epic 4G and accessed Walden library; it was amazing to see how technology is making learning easier. Right tools and right policies will help shape the way we learn. Like my own needs, distance education accommodates many students' individual circumstances and educational needs. Asynchronous environment (different time, different place) characterizes my definition of distance learning where pedagogy (teacher-centered method) gives way to andragogy (adult learner-centered method). The teacher becomes the facilitator. The revised definition is as follows: Distance learning consists of asynchronous internet- based learning, where connectivism permeates the shift of power from instructor-centered to learner-centered favorable learning, thanks to the available and emerging technologies. Learning, the process of adjusting mental models to accommodate new experiences, becomes a way of life (Vaill, 1996). The pervasiveness of technology and the characteristics of andragogy help learners to experience lifelong learning and equip them to interact in the global market. By now, it should be clear to everyone that too many traditional schools are failing to provide lifelong learning opportunities to learners (Moller, Foshay, and Huett, 2008). This week’s readings suggest that even the developing countries that lack the technological and financial resources sense the need for distance learning (Simonson et al., 2009). The real future of distance learning lies on the institutions’ ability to analyze the global market systems where the competitions lie to detect what works and what does not. The policy makers’ vision and wisdom to release the appropriate and suitable technology that fuels effective and efficient education has a great impact on the future of distance learning. Many factors will play an important role in the survival of distance learning. Such factors include, but are not limited to, the nation’s political aspirations in interacting in the global market, the ability of institutions to communicate effectively the benefits of distance education, the vision, and emancipation of institutionalized culture to respond to the needs and demands of the society. The understanding and application of the innovative and emerging technologies, the effective and efficient use of these vehicles for the highest common goal play an important role in sustaining the effectiveness and the survival of distance learning. References Brown, J. S., (2002). Growing Up Digital: How the Web Changes Work, Education, and the Ways People Learn. United States Distance Learning Association. Retrieved from http://www.usdla.org/html/journal/FEB02_Issue/article01.html. 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. Siemen, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from http://www.funderstanding.com/content/constructivism. Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson. Vaill, P. B., (1996). Learning as a way of being. San Francisco, CA, Jossey-Blass Inc.
Defining Distance Learning
The definition of distance learning is always changing due primarily to the political aspirations, economics, Internet, communication technologies, and to the application of learning theories to some extent. Persons’ profession and experiential technical knowledge influence changes in definition of distance learning, though Simonson et al (2009) considered technology as a ‘mere vehicle’. In 1980, my cousin used to come to me with some printed materials entailing some problems in mathematics. I was in high school then and he was working; he would finish the study and mail it back to the institution. He was taking ‘cours par correspondance’ in French (correspondence courses). Distance learning helped my cousin to both work and to educate himself; today he is running his own school.
Distance learning provides an amazingly interactive learning platform that makes it possible for me to pursue my education on my own terms wherever and whenever it is convenient for me to do so. As a teacher, though I had a BSc in mathematics and a MBA in International Business Management, I had no credits in education courses. Online distance learning from the University of Phoenix and American Intercontinental University, coupled with courses from Queens College helped me to gather the necessary required credits in 2005 to remedy my deficiency. Facts revealed that distance learning provided the opportunities to complete most of the classes in less time than at a traditional college.
The asynchronous learning experiences encountered with the University of Phoenix online and Walden University online, coupled with both synchronous and asynchronous methods of learning gained from the American Intercontinental University online characterize the following definition of distance learning. Distance learning is a system that provides learning synchronously and asynchronously. The instructional environment is composed of learners, regardless of culture, time, and space, interacting with their facilitators, where materials include but are not limited to text, video, audio, wikis, and blogs that make learning more interactive and rewarding.
Learning takes place in ordinary communication, so a culture could define, accept, and justify knowledge when the society culturally shares that knowledge. Individual’s philosophy characterizes education and determines the course of each individual’s life. The Aristotelian philosophy of education based on the intellectual basis for the living and the future gives rise to constructivism, which “is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own rules and mental models, which we use to make sense of our experiences” (Siemen, 2004, p.1). Moreover, through mobile computing, Internet, and communication technologies, information is readily available at any time and any place. Access to virtual libraries is easier than ever. I was browsing with my Samsung Epic 4G and accessed Walden library; it was amazing to see how technology is making learning easier. Right tools and right policies will help shape the way we learn.
Like my own needs, distance education accommodates many students' individual circumstances and educational needs. Asynchronous environment (different time, different place) characterizes my definition of distance learning where pedagogy (teacher-centered method) gives way to andragogy (adult learner-centered method). The teacher becomes the facilitator. The revised definition is as follows: Distance learning consists of asynchronous internet- based learning, where connectivism permeates the shift of power from instructor-centered to learner-centered favorable learning, thanks to the available and emerging technologies. Learning, the process of adjusting mental models to accommodate new experiences, becomes a way of life (Vaill, 1996). The pervasiveness of technology and the characteristics of andragogy help learners to experience lifelong learning and equip them to interact in the global market.
By now, it should be clear to everyone that too many traditional schools are failing to provide lifelong learning opportunities to learners (Moller, Foshay, and Huett, 2008). This week’s readings suggest that even the developing countries that lack the technological and financial resources sense the need for distance learning (Simonson et al., 2009). The real future of distance learning lies on the institutions’ ability to analyze the global market systems where the competitions lie to detect what works and what does not. The policy makers’ vision and wisdom to release the appropriate and suitable technology that fuels effective and efficient education has a great impact on the future of distance learning. Many factors will play an important role in the survival of distance learning. Such factors include, but are not limited to, the nation’s political aspirations in interacting in the global market, the ability of institutions to communicate effectively the benefits of distance education, the vision, and emancipation of institutionalized culture to respond to the needs and demands of the society. The understanding and application of the innovative and emerging technologies, the effective and efficient use of these vehicles for the highest common goal play an important role in sustaining the effectiveness and the survival of distance learning.
References
Brown, J. S., (2002). Growing Up Digital: How the Web Changes Work, Education, and the Ways People Learn. United States Distance Learning Association. Retrieved from http://www.usdla.org/html/journal/FEB02_Issue/article01.html.
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.
Siemen, G. (2004). Connectivism: A learning theory for the digital age.
Retrieved from http://www.funderstanding.com/content/constructivism.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Vaill, P. B., (1996). Learning as a way of being. San Francisco, CA, Jossey-Blass Inc.
The definition of distance learning is always changing due primarily to the political aspirations, economics, Internet, communication technologies, and to the application of learning theories to some extent. Persons’ profession and experiential technical knowledge influence changes in definition of distance learning, though Simonson et al (2009) considered technology as a ‘mere vehicle’. In 1980, my cousin used to come to me with some printed materials entailing some problems in mathematics. I was in high school then and he was working; he would finish the study and mail it back to the institution. He was taking ‘cours par correspondance’ in French (correspondence courses). Distance learning helped my cousin to both work and to educate himself; today he is running his own school.
Distance learning provides an amazingly interactive learning platform that makes it possible for me to pursue my education on my own terms wherever and whenever it is convenient for me to do so. As a teacher, though I had a BSc in mathematics and a MBA in International Business Management, I had no credits in education courses. Online distance learning from the University of Phoenix and American Intercontinental University, coupled with courses from Queens College helped me to gather the necessary required credits in 2005 to remedy my deficiency. Facts revealed that distance learning provided the opportunities to complete most of the classes in less time than at a traditional college.
The asynchronous learning experiences encountered with the University of Phoenix online and Walden University online, coupled with both synchronous and asynchronous methods of learning gained from the American Intercontinental University online characterize the following definition of distance learning. Distance learning is a system that provides learning synchronously and asynchronously. The instructional environment is composed of learners, regardless of culture, time, and space, interacting with their facilitators, where materials include but are not limited to text, video, audio, wikis, and blogs that make learning more interactive and rewarding.
Learning takes place in ordinary communication, so a culture could define, accept, and justify knowledge when the society culturally shares that knowledge. Individual’s philosophy characterizes education and determines the course of each individual’s life. The Aristotelian philosophy of education based on the intellectual basis for the living and the future gives rise to constructivism, which “is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own rules and mental models, which we use to make sense of our experiences” (Siemen, 2004, p.1). Moreover, through mobile computing, Internet, and communication technologies, information is readily available at any time and any place. Access to virtual libraries is easier than ever. I was browsing with my Samsung Epic 4G and accessed Walden library; it was amazing to see how technology is making learning easier. Right tools and right policies will help shape the way we learn.
Like my own needs, distance education accommodates many students' individual circumstances and educational needs. Asynchronous environment (different time, different place) characterizes my definition of distance learning where pedagogy (teacher-centered method) gives way to andragogy (adult learner-centered method). The teacher becomes the facilitator. The revised definition is as follows: Distance learning consists of asynchronous internet- based learning, where connectivism permeates the shift of power from instructor-centered to learner-centered favorable learning, thanks to the available and emerging technologies. Learning, the process of adjusting mental models to accommodate new experiences, becomes a way of life (Vaill, 1996). The pervasiveness of technology and the characteristics of andragogy help learners to experience lifelong learning and equip them to interact in the global market.
By now, it should be clear to everyone that too many traditional schools are failing to provide lifelong learning opportunities to learners (Moller, Foshay, and Huett, 2008). This week’s readings suggest that even the developing countries that lack the technological and financial resources sense the need for distance learning (Simonson et al., 2009). The real future of distance learning lies on the institutions’ ability to analyze the global market systems where the competitions lie to detect what works and what does not. The policy makers’ vision and wisdom to release the appropriate and suitable technology that fuels effective and efficient education has a great impact on the future of distance learning. Many factors will play an important role in the survival of distance learning. Such factors include, but are not limited to, the nation’s political aspirations in interacting in the global market, the ability of institutions to communicate effectively the benefits of distance education, the vision, and emancipation of institutionalized culture to respond to the needs and demands of the society. The understanding and application of the innovative and emerging technologies, the effective and efficient use of these vehicles for the highest common goal play an important role in sustaining the effectiveness and the survival of distance learning.
References
Brown, J. S., (2002). Growing Up Digital: How the Web Changes Work, Education, and the Ways People Learn. United States Distance Learning Association. Retrieved from http://www.usdla.org/html/journal/FEB02_Issue/article01.html.
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.
Siemen, G. (2004). Connectivism: A learning theory for the digital age.
Retrieved from http://www.funderstanding.com/content/constructivism.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Vaill, P. B., (1996). Learning as a way of being. San Francisco, CA, Jossey-Blass Inc.
Tuesday, January 11, 2011
My Definition of Distance learning and Mind Map
Defining Distance Learning
The definition of distance learning is always changing due primarily to the nation’s political aspirations, economics, Internet, and communication technologies and due to the application of learning theories to some extent. Person’s profession and experiential technical knowledge influence changes in definition of distance learning, though Simonson et al(2009) considered technology as a ‘mere vehicle’. Back in 1980, my cousin used to come to me with some printed materials entailing some problems in mathematics. I was in high school then and he was working; he would have finished the study and mailed it back to the institution he enrolled. He was taking ‘cours par correspondance’ in French (correspondence courses) known today as distance learning. Distance learning helped my cousin to both work and to educate himself; today he is running his own school.
Distance learning provides an amazingly interactive learning platform that makes it possible for me to access and pursue my education, on my own terms wherever and whenever it is convenient for me to do so. As a teacher, though I had a BSc, in mathematics and a MBA: International Business Management, I had no credits in education courses. Online distance learning from the University of Phoenix and American Intercontinental University, coupled with courses from Queens College helped me to gather the necessary required credits, in 2005, to remedy my deficiency and to gain more differentials that I ever needed. Facts revealed that distance learning provided the opportunities to complete most of the classes in less time than at a traditional college.
The asynchronous learning experiences encountered with the University of Phoenix Online and Walden University Online, coupled with both synchronous and asynchronous methods of learning gained from the American Intercontinental University Online characterize the following definition of distance learning. Distance learning consists of synchronous and asynchronous Internet based learning. The instructional environment comprises learners, regardless of culture, time, and space, interacting with their facilitators, where materials include but are not limited to text, video, audio, wikis, blogs make learning more interactive and rewarding.
Learning takes place in ordinary communication, so a culture could define, accept, and justify knowledge when the society culturally shares that knowledge. Individual’s philosophy characterizes education and determines the course of each individual’s life. The Aristotelian philosophy of education based on the intellectual basis for the living and the future gives rise to constructivism, which “is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own rules and mental models, which we use to make sense of our experiences” (Siemen, 2004, p.1). Moreover, through mobile computing armed with android, Internet, and communication technologies, information is readily available at any time and any place. Access to virtual library is easier than ever. I was browsing with my Samsung Epic 4G and got access to Walden library; it was amazing to see how technology is making learning easier. Right tools and right policies will help shape the way we learn
Like my own needs, distance education accommodates many students' individual circumstances and educational needs. Asynchronous environment (different time, different place) characterizes the pure definition of distance learning where pedagogy gives way to andragogy. So, my revised definition is as follows: Distance learning consists of asynchronous internet based learning, where connectivism permeates the shift of power from instructor centered to student centered favorable learning, thanks to the available and emerging technologies. Learning, the process of adjusting mental models to accommodate new experiences becomes a way of life (Vaill, 1996). The pervasiveness of technology and the characteristics of andragogy help learners to experience lifelong learning experiences and equip them to interact in the global market.
By now, it should be clear to everyone that traditional schools are failing to provide lifelong learning opportunities to learners (Moller, Foshay, and Huett, 2008). This week’s readings suggest that even the developing countries that lack the technological and financial resources sense the need for distance learning (Simonson et al, 2009). The real future of distance education lies on the institutions’ ability to analyze the global market systems where the competitions lie to detect what works and what does not, the nations’ visions and the policy makers’ wisdom to release the appropriate and suitable technology that fuels effective and efficient education. Many factors will play an important role in the survival of the distance education. Such factors include, but they are not limited to the nation’s political aspirations in interacting in the global market, the ability of institutions to communicate effectively the benefits of distance education, the vision, and emancipation of institutionalized culture to respond to the needs and demands of the society. The understanding and application of the innovative and emerging technologies, the effectively and efficiently use of these vehicles for the highest common goal play an important role in sustaining the effectiveness and the survival of distance learning.
Please follow the link to access the mind map.
http://www.mywebspiration.com/publish.php?i=694917a34e3a
References
Brown, J. S., (2002). Growing Up Digital: How the Web Changes Work, Education, and the Ways People Learn. United States Distance Learning Association. Retrieved fromhttp://www.usdla.org/html/journal/FEB02_Issue/article01.html.
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.
Siemen, G. (2004). Connectivism: A learning theory for the digital age.
Retrieved fromhttp://www.funderstanding.com/content/constructivism.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Vaill, P. B., (1996). Learning as a Way of Being. San Francisco, CA, Jossey-Blass Inc.
The definition of distance learning is always changing due primarily to the nation’s political aspirations, economics, Internet, and communication technologies and due to the application of learning theories to some extent. Person’s profession and experiential technical knowledge influence changes in definition of distance learning, though Simonson et al(2009) considered technology as a ‘mere vehicle’. Back in 1980, my cousin used to come to me with some printed materials entailing some problems in mathematics. I was in high school then and he was working; he would have finished the study and mailed it back to the institution he enrolled. He was taking ‘cours par correspondance’ in French (correspondence courses) known today as distance learning. Distance learning helped my cousin to both work and to educate himself; today he is running his own school.
Distance learning provides an amazingly interactive learning platform that makes it possible for me to access and pursue my education, on my own terms wherever and whenever it is convenient for me to do so. As a teacher, though I had a BSc, in mathematics and a MBA: International Business Management, I had no credits in education courses. Online distance learning from the University of Phoenix and American Intercontinental University, coupled with courses from Queens College helped me to gather the necessary required credits, in 2005, to remedy my deficiency and to gain more differentials that I ever needed. Facts revealed that distance learning provided the opportunities to complete most of the classes in less time than at a traditional college.
The asynchronous learning experiences encountered with the University of Phoenix Online and Walden University Online, coupled with both synchronous and asynchronous methods of learning gained from the American Intercontinental University Online characterize the following definition of distance learning. Distance learning consists of synchronous and asynchronous Internet based learning. The instructional environment comprises learners, regardless of culture, time, and space, interacting with their facilitators, where materials include but are not limited to text, video, audio, wikis, blogs make learning more interactive and rewarding.
Learning takes place in ordinary communication, so a culture could define, accept, and justify knowledge when the society culturally shares that knowledge. Individual’s philosophy characterizes education and determines the course of each individual’s life. The Aristotelian philosophy of education based on the intellectual basis for the living and the future gives rise to constructivism, which “is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own rules and mental models, which we use to make sense of our experiences” (Siemen, 2004, p.1). Moreover, through mobile computing armed with android, Internet, and communication technologies, information is readily available at any time and any place. Access to virtual library is easier than ever. I was browsing with my Samsung Epic 4G and got access to Walden library; it was amazing to see how technology is making learning easier. Right tools and right policies will help shape the way we learn
Like my own needs, distance education accommodates many students' individual circumstances and educational needs. Asynchronous environment (different time, different place) characterizes the pure definition of distance learning where pedagogy gives way to andragogy. So, my revised definition is as follows: Distance learning consists of asynchronous internet based learning, where connectivism permeates the shift of power from instructor centered to student centered favorable learning, thanks to the available and emerging technologies. Learning, the process of adjusting mental models to accommodate new experiences becomes a way of life (Vaill, 1996). The pervasiveness of technology and the characteristics of andragogy help learners to experience lifelong learning experiences and equip them to interact in the global market.
By now, it should be clear to everyone that traditional schools are failing to provide lifelong learning opportunities to learners (Moller, Foshay, and Huett, 2008). This week’s readings suggest that even the developing countries that lack the technological and financial resources sense the need for distance learning (Simonson et al, 2009). The real future of distance education lies on the institutions’ ability to analyze the global market systems where the competitions lie to detect what works and what does not, the nations’ visions and the policy makers’ wisdom to release the appropriate and suitable technology that fuels effective and efficient education. Many factors will play an important role in the survival of the distance education. Such factors include, but they are not limited to the nation’s political aspirations in interacting in the global market, the ability of institutions to communicate effectively the benefits of distance education, the vision, and emancipation of institutionalized culture to respond to the needs and demands of the society. The understanding and application of the innovative and emerging technologies, the effectively and efficiently use of these vehicles for the highest common goal play an important role in sustaining the effectiveness and the survival of distance learning.
Please follow the link to access the mind map.
http://www.mywebspiration.com/publish.php?i=694917a34e3a
References
Brown, J. S., (2002). Growing Up Digital: How the Web Changes Work, Education, and the Ways People Learn. United States Distance Learning Association. Retrieved fromhttp://www.usdla.org/html/journal/FEB02_Issue/article01.html.
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.
Siemen, G. (2004). Connectivism: A learning theory for the digital age.
Retrieved fromhttp://www.funderstanding.com/content/constructivism.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Vaill, P. B., (1996). Learning as a Way of Being. San Francisco, CA, Jossey-Blass Inc.
Defining Distance Learning
The definition of distance learning is always changing due primarily to the nation’s political aspirations, economics, Internet, and communication technologies and due to the application of learning theories to some extent. Person’s profession and experiential technical knowledge influence changes in definition of distance learning, though Simonson et al (2009) considered technology as a ‘mere vehicle’. Back in 1980, my cousin used to come to me with some printed materials entailing some problems in mathematics. I was in high school then and he was working; he would have finished the study and mailed it back to the institution he enrolled. He was taking ‘cours par correspondance’ in French (correspondence courses) known today as distance learning. Distance learning helped my cousin to both work and to educate himself; today he is running his own school.
Distance learning provides an amazingly interactive learning platform that makes it possible for me to access and pursue my education on my own terms wherever and whenever it is convenient for me to do so. As a teacher, though I had a BSc, in mathematics and a MBA: International Business Management, I had no credits in education courses. Online distance learning from the University of Phoenix and American Intercontinental University, coupled with courses from Queens College helped me to gather the necessary required credits, in 2005, to remedy my deficiency and to gain more differentials that I ever needed. Facts revealed that distance learning provided the opportunities to complete most of the classes in less time than at a traditional college.
The asynchronous learning experiences encountered with the University of Phoenix Online and Walden University Online, coupled with both synchronous and asynchronous methods of learning gained from the American Intercontinental University Online characterize the following definition of distance learning. Distance learning consists of synchronous and asynchronous internet based learning. The instructional environment comprises learners, regardless of culture, time, and space, interacting with their facilitators, where materials include but are not limited to text, video, audio, wikis, blogs make learning more interactive and rewarding.
Learning takes place in ordinary communication, so a culture could define, accept, and justify knowledge when the society culturally shares that knowledge. Individual’s philosophy characterizes education and determines the course of each individual’s life. The Aristotelian philosophy of education based on the intellectual basis for the living and the future gives rise to constructivism, which “is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own rules and mental models, which we use to make sense of our experiences” (Siemen, 2004, p.1). Moreover, through mobile computing armed with android, Internet, and communication technologies, information is readily available at any time and any place. Access to virtual library is easier than ever. I was browsing with my Samsung Epic 4G and got access to Walden library; it was amazing to see how technology is making learning easier. Right tools and right policies will help shape the way we learn.
Like my own needs, distance education accommodates many students' individual circumstances and educational needs. Asynchronous environment (different time, different place) characterizes the pure definition of distance learning where pedagogy gives way to andragogy. The revised definition is as follows: Distance learning consists of asynchronous internet based learning, where connectivism permeates the shift of power from instructor centered to student centered favorable learning, thanks to the available and emerging technologies. Learning, the process of adjusting mental models to accommodate new experiences, becomes a way of life (Vaill, 1996). The pervasiveness of technology and the characteristics of andragogy help learners to experience lifelong learning experiences and equip them to interact in the global market.
By now, it should be clear to everyone that traditional schools are failing to provide lifelong learning opportunities to learners (Moller, Foshay, and Huett, 2008). This week’s readings suggest that even the developing countries that lack the technological and financial resources sense the need for distance learning (Simonson et al, 2009). The real future of distance education lies on the institutions’ ability to analyze the global market systems where the competitions lie to detect what works and what does not, the nations’ visions and the policy makers’ wisdom to release the appropriate and suitable technology that fuels effective and efficient education. Many factors will play an important role in the survival of the distance education. Such factors include, but they are not limited to the nation’s political aspirations in interacting in the global market, the ability of institutions to communicate effectively the benefits of distance education, the vision, and emancipation of institutionalized culture to respond to the needs and demands of the society. The understanding and application of the innovative and emerging technologies, the effectively and efficiently use of these vehicles for the highest common goal play an important role in sustaining the effectiveness and the survival of distance learning.
Please follow the link to access the mind map.
http://www.mywebspiration.com/publish.php?i=694917a34e3a
References
Brown, J. S., (2002). Growing Up Digital: How the Web Changes Work, Education, and the Ways People Learn. United States Distance Learning Association. Retrieved from http://www.usdla.org/html/journal/FEB02_Issue/article01.html.
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.
Siemen, G. (2004). Connectivism: A learning theory for the digital age.
Retrieved from http://www.funderstanding.com/content/constructivism.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Vaill, P. B., (1996). Learning as a Way of Being. San Francisco, CA, Jossey-Blass Inc.
The definition of distance learning is always changing due primarily to the nation’s political aspirations, economics, Internet, and communication technologies and due to the application of learning theories to some extent. Person’s profession and experiential technical knowledge influence changes in definition of distance learning, though Simonson et al (2009) considered technology as a ‘mere vehicle’. Back in 1980, my cousin used to come to me with some printed materials entailing some problems in mathematics. I was in high school then and he was working; he would have finished the study and mailed it back to the institution he enrolled. He was taking ‘cours par correspondance’ in French (correspondence courses) known today as distance learning. Distance learning helped my cousin to both work and to educate himself; today he is running his own school.
Distance learning provides an amazingly interactive learning platform that makes it possible for me to access and pursue my education on my own terms wherever and whenever it is convenient for me to do so. As a teacher, though I had a BSc, in mathematics and a MBA: International Business Management, I had no credits in education courses. Online distance learning from the University of Phoenix and American Intercontinental University, coupled with courses from Queens College helped me to gather the necessary required credits, in 2005, to remedy my deficiency and to gain more differentials that I ever needed. Facts revealed that distance learning provided the opportunities to complete most of the classes in less time than at a traditional college.
The asynchronous learning experiences encountered with the University of Phoenix Online and Walden University Online, coupled with both synchronous and asynchronous methods of learning gained from the American Intercontinental University Online characterize the following definition of distance learning. Distance learning consists of synchronous and asynchronous internet based learning. The instructional environment comprises learners, regardless of culture, time, and space, interacting with their facilitators, where materials include but are not limited to text, video, audio, wikis, blogs make learning more interactive and rewarding.
Learning takes place in ordinary communication, so a culture could define, accept, and justify knowledge when the society culturally shares that knowledge. Individual’s philosophy characterizes education and determines the course of each individual’s life. The Aristotelian philosophy of education based on the intellectual basis for the living and the future gives rise to constructivism, which “is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own rules and mental models, which we use to make sense of our experiences” (Siemen, 2004, p.1). Moreover, through mobile computing armed with android, Internet, and communication technologies, information is readily available at any time and any place. Access to virtual library is easier than ever. I was browsing with my Samsung Epic 4G and got access to Walden library; it was amazing to see how technology is making learning easier. Right tools and right policies will help shape the way we learn.
Like my own needs, distance education accommodates many students' individual circumstances and educational needs. Asynchronous environment (different time, different place) characterizes the pure definition of distance learning where pedagogy gives way to andragogy. The revised definition is as follows: Distance learning consists of asynchronous internet based learning, where connectivism permeates the shift of power from instructor centered to student centered favorable learning, thanks to the available and emerging technologies. Learning, the process of adjusting mental models to accommodate new experiences, becomes a way of life (Vaill, 1996). The pervasiveness of technology and the characteristics of andragogy help learners to experience lifelong learning experiences and equip them to interact in the global market.
By now, it should be clear to everyone that traditional schools are failing to provide lifelong learning opportunities to learners (Moller, Foshay, and Huett, 2008). This week’s readings suggest that even the developing countries that lack the technological and financial resources sense the need for distance learning (Simonson et al, 2009). The real future of distance education lies on the institutions’ ability to analyze the global market systems where the competitions lie to detect what works and what does not, the nations’ visions and the policy makers’ wisdom to release the appropriate and suitable technology that fuels effective and efficient education. Many factors will play an important role in the survival of the distance education. Such factors include, but they are not limited to the nation’s political aspirations in interacting in the global market, the ability of institutions to communicate effectively the benefits of distance education, the vision, and emancipation of institutionalized culture to respond to the needs and demands of the society. The understanding and application of the innovative and emerging technologies, the effectively and efficiently use of these vehicles for the highest common goal play an important role in sustaining the effectiveness and the survival of distance learning.
Please follow the link to access the mind map.
http://www.mywebspiration.com/publish.php?i=694917a34e3a
References
Brown, J. S., (2002). Growing Up Digital: How the Web Changes Work, Education, and the Ways People Learn. United States Distance Learning Association. Retrieved from http://www.usdla.org/html/journal/FEB02_Issue/article01.html.
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.
Siemen, G. (2004). Connectivism: A learning theory for the digital age.
Retrieved from http://www.funderstanding.com/content/constructivism.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Vaill, P. B., (1996). Learning as a Way of Being. San Francisco, CA, Jossey-Blass Inc.
Monday, January 10, 2011
Distance Learning
Defining Distance Learning
The definition of distance learning is always changing due primarily to the nation’s political aspirations, economics, Internet, and communication technologies and due to the application of learning theories to some extent. Person’s profession and experiential technical knowledge influence changes in definition of distance learning, though Simonson et al (2009) considered technology as a ‘mere vehicle’. Back in 1980, my cousin used to come to me with some printed materials entailing some problems in mathematics. I was in high school then and he was working; he would have finished the study and mailed it back to the institution he enrolled. He was taking ‘cours par correspondance’ in French (correspondence courses) known today as distance learning. Distance learning helped my cousin to both work and to educate himself; today he is running his own school.
Distance learning provides an amazingly interactive learning platform that makes it possible for me to access and pursue my education on my own terms wherever and whenever it is convenient for me to do so. As a teacher, though I had a BSc, in mathematics and a MBA: International Business Management, I had no credits in education courses. Online distance learning from the University of Phoenix and American Intercontinental University, coupled with courses from Queens College helped me to gather the necessary required credits, in 2005, to remedy my deficiency and to gain more differentials that I ever needed. Facts revealed that distance learning provided the opportunities to complete most of the classes in less time than at a traditional college.
The asynchronous learning experiences encountered with the University of Phoenix Online and Walden University Online, coupled with both synchronous and asynchronous methods of learning gained from the American Intercontinental University Online characterize the following definition of distance learning. Distance learning consists of synchronous and asynchronous internet based learning. The instructional environment comprises learners, regardless of culture, time, and space, interacting with their facilitators, where materials include but are not limited to text, video, audio, wikis, blogs make learning more interactive and rewarding.
Learning takes place in ordinary communication, so a culture could define, accept, and justify knowledge when the society culturally shares that knowledge. Individual’s philosophy characterizes education and determines the course of each individual’s life. The Aristotelian philosophy of education based on the intellectual basis for the living and the future gives rise to constructivism, which “is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own rules and mental models, which we use to make sense of our experiences” (Siemen, 2004, p.1). Moreover, through mobile computing armed with android, Internet, and communication technologies, information is readily available at any time and any place. Access to virtual library is easier than ever. I was browsing with my Samsung Epic 4G and got access to Walden library; it was amazing to see how technology is making learning easier. Right tools and right policies will help shape the way we learn.
Like my own needs, distance education accommodates many students' individual circumstances and educational needs. Asynchronous environment (different time, different place) characterizes the pure definition of distance learning where pedagogy gives way to andragogy. So, my revised definition is as follows: Distance learning consists of asynchronous internet based learning, where connectivism permeates the shift of power from instructor centered to student centered favorable learning, thanks to the available and emerging technologies. Learning, the process of adjusting mental models to accommodate new experiences, becomes a way of life (Vaill, 1996). The pervasiveness of technology and the characteristics of andragogy help learners to experience lifelong learning experiences and equip them to interact in the global market.
By now, it should be clear to everyone that traditional schools are failing to provide lifelong learning opportunities to learners (Moller, Foshay, and Huett, 2008). This week’s readings suggest that even the developing countries that lack the technological and financial resources sense the need for distance learning (Simonson et al, 2009). The real future of distance education lies on the institutions’ ability to analyze the global market systems where the competitions lie to detect what works and what does not, the nations’ visions and the policy makers’ wisdom to release the appropriate and suitable technology that fuels effective and efficient education. Many factors will play an important role in the survival of the distance education. Such factors include, but they are not limited to the nation’s political aspirations in interacting in the global market, the ability of institutions to communicate effectively the benefits of distance education, the vision, and emancipation of institutionalized culture to respond to the needs and demands of the society. The understanding and application of the innovative and emerging technologies, the effectively and efficiently use of these vehicles for the highest common goal play an important role in sustaining the effectiveness and the survival of distance learning.
Please follow the link to access the mind map.
Brown, J. S., (2002). Growing Up Digital: How the Web Changes Work, Education, and the Ways People Learn. United States Distance Learning Association. Retrieved from http://www.usdla.org/html/journal/FEB02_Issue/article01.html.
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.
Siemen, G. (2004). Connectivism: A learning theory for the digital age.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Vaill, P. B., (1996). Learning as a Way of Being. San Francisco, CA, Jossey-Blass Inc.
Sunday, January 9, 2011
Distance Learning
Defining Distance Learning
The definition of distance learning is always changing due primarily to the nation’s political aspirations, economics, Internet, and communication technologies and due to the application of learning theories to some extent. Person’s profession and experiential technical knowledge influence changes in definition of distance learning, though Simonson et al (2009) considered technology as a ‘mere vehicle’. Back in 1980, my cousin used to come to me with some printed materials entailing some problems in mathematics. I was in high school then and he was working; he would have finished the study and mailed it back to the institution he enrolled. He was taking ‘cours par correspondance’ in French (correspondence courses) known today as distance learning. Distance learning helped my cousin to both work and to educate himself; today he is running his own school.
Distance learning provides an amazingly interactive learning platform that makes it possible for me to access and pursue my education on my own terms wherever and whenever it is convenient for me to do so. As a teacher, though I had a BSc, in mathematics and a MBA: International Business Management, I had no credits in education courses. Online distance learning from the University of Phoenix and American Intercontinental University, coupled with courses from Queens College helped me to gather the necessary required credits, in 2005, to remedy my deficiency and to gain more differentials that I ever needed. Facts revealed that distance learning provided the opportunities to complete most of the classes in less time than at a traditional college.
The asynchronous learning experiences encountered with the University of Phoenix Online and Walden University Online, coupled with both synchronous and asynchronous methods of learning gained from the American Intercontinental University Online characterize the following definition of distance learning. Distance learning consists of synchronous and asynchronous internet based learning. The instructional environment comprises learners, regardless of culture, time, and space, interacting with their facilitators, where materials include but are not limited to text, video, audio, wikis, blogs make learning more interactive and rewarding.
Learning takes place in ordinary communication, so a culture could define, accept, and justify knowledge when the society culturally shares that knowledge. Individual’s philosophy characterizes education and determines the course of each individual’s life. The Aristotelian philosophy of education based on the intellectual basis for the living and the future gives rise to constructivism, which “is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own rules and mental models, which we use to make sense of our experiences” (Siemen, 2004, p.1). Moreover, through mobile computing armed with android, Internet, and communication technologies, information is readily available at any time and any place. Access to virtual library is easier than ever. I was browsing with my Samsung Epic 4G and got access to Walden library; it was amazing to see how technology is making learning easier. Right tools and right policies will help shape the way we learn.
Like my own needs, distance education accommodates many students' individual circumstances and educational needs. Asynchronous environment (different time, different place) characterizes the pure definition of distance learning where pedagogy gives way to andragogy. So, my revised definition is as follows: Distance learning consists of asynchronous internet based learning, where connectivism permeates the shift of power from instructor centered to student centered favorable learning, thanks to the available and emerging technologies. Learning, the process of adjusting mental models to accommodate new experiences, becomes a way of life (Vaill, 1996). The pervasiveness of technology and the characteristics of andragogy help learners to experience lifelong learning experiences and equip them to interact in the global market.
By now, it should be clear to everyone that traditional schools are failing to provide lifelong learning opportunities to learners (Moller, Foshay, and Huett, 2008). This week’s readings suggest that even the developing countries that lack the technological and financial resources sense the need for distance learning (Simonson et al, 2009). The real future of distance education lies on the institutions’ ability to analyze the global market systems where the competitions lie to detect what works and what does not, the nations’ visions and the policy makers’ wisdom to release the appropriate and suitable technology that fuels effective and efficient education. Many factors will play an important role in the survival of the distance education. Such factors include, but they are not limited to the nation’s political aspirations in interacting in the global market, the ability of institutions to communicate effectively the benefits of distance education, the vision, and emancipation of institutionalized culture to respond to the needs and demands of the society. The understanding and application of the innovative and emerging technologies, the effectively and efficiently use of these vehicles for the highest common goal play an important role in sustaining the effectiveness and the survival of distance learning.
Please follow the link to access the mind map.
ReferencesBrown, J. S., (2002). Growing Up Digital: How the Web Changes Work, Education, and the Ways People Learn. United States Distance Learning Association. Retrieved from http://www.usdla.org/html/journal/FEB02_Issue/article01.html.
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.
Siemen, G. (2004). Connectivism: A learning theory for the digital age.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Vaill, P. B., (1996). Learning as a Way of Being. San Francisco, CA, Jossey-Blass Inc.
Distance Learning
Defining Distance Learning
The definition of distance learning is always changing due primarily to the nation’s political aspirations, economics, Internet, and communication technologies and due to the application of learning theories to some extent. Person’s profession and experiential technical knowledge influence changes in definition of distance learning, though Simonson et al (2009) considered technology as a ‘mere vehicle’. Back in 1980, my cousin used to come to me with some printed materials entailing some problems in mathematics. I was in high school then and he was working; he would have finished the study and mailed it back to the institution he enrolled. He was taking ‘cours par correspondance’ in French (correspondence courses) known today as distance learning. Distance learning helped my cousin to both work and to educate himself; today he is running his own school.
Distance learning provides an amazingly interactive learning platform that makes it possible for me to access and pursue my education on my own terms wherever and whenever it is convenient for me to do so. As a teacher, though I had a BSc, in mathematics and a MBA: International Business Management, I had no credits in education courses. Online distance learning from the University of Phoenix and American Intercontinental University, coupled with courses from Queens College helped me to gather the necessary required credits, in 2005, to remedy my deficiency and to gain more differentials that I ever needed. Facts revealed that distance learning provided the opportunities to complete most of the classes in less time than at a traditional college.
The asynchronous learning experiences encountered with the University of Phoenix Online and Walden University Online, coupled with both synchronous and asynchronous methods of learning gained from the American Intercontinental University Online characterize the following definition of distance learning. Distance learning consists of synchronous and asynchronous internet based learning. The instructional environment comprises learners, regardless of culture, time, and space, interacting with their facilitators, where materials include but are not limited to text, video, audio, wikis, blogs make learning more interactive and rewarding.
Learning takes place in ordinary communication, so a culture could define, accept, and justify knowledge when the society culturally shares that knowledge. Individual’s philosophy characterizes education and determines the course of each individual’s life. The Aristotelian philosophy of education based on the intellectual basis for the living and the future gives rise to constructivism, which “is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own rules and mental models, which we use to make sense of our experiences” (Siemen, 2004, p.1). Moreover, through mobile computing armed with android, Internet, and communication technologies, information is readily available at any time and any place. Access to virtual library is easier than ever. I was browsing with my Samsung Epic 4G and got access to Walden library; it was amazing to see how technology is making learning easier. Right tools and right policies will help shape the way we learn.
Like my own needs, distance education accommodates many students' individual circumstances and educational needs. Asynchronous environment (different time, different place) characterizes the pure definition of distance learning where pedagogy gives way to andragogy. So, my revised definition is as follows: Distance learning consists of asynchronous internet based learning, where connectivism permeates the shift of power from instructor centered to student centered favorable learning, thanks to the available and emerging technologies. Learning, the process of adjusting mental models to accommodate new experiences, becomes a way of life (Vaill, 1996). The pervasiveness of technology and the characteristics of andragogy help learners to experience lifelong learning experiences and equip them to interact in the global market.
By now, it should be clear to everyone that traditional schools are failing to provide lifelong learning opportunities to learners (Moller, Foshay, and Huett, 2008). This week’s readings suggest that even the developing countries that lack the technological and financial resources sense the need for distance learning (Simonson et al, 2009). The real future of distance education lies on the institutions’ ability to analyze the global market systems where the competitions lie to detect what works and what does not, the nations’ visions and the policy makers’ wisdom to release the appropriate and suitable technology that fuels effective and efficient education. Many factors will play an important role in the survival of the distance education. Such factors include, but they are not limited to the nation’s political aspirations in interacting in the global market, the ability of institutions to communicate effectively the benefits of distance education, the vision, and emancipation of institutionalized culture to respond to the needs and demands of the society. The understanding and application of the innovative and emerging technologies, the effectively and efficiently use of these vehicles for the highest common goal play an important role in sustaining the effectiveness and the survival of distance learning.
ReferencesBrown, J. S., (2002). Growing Up Digital: How the Web Changes Work, Education, and the Ways People Learn. United States Distance Learning Association. Retrieved from http://www.usdla.org/html/journal/FEB02_Issue/article01.html.
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.
Siemen, G. (2004). Connectivism: A learning theory for the digital age.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Vaill, P. B., (1996). Learning as a Way of Being. San Francisco, CA, Jossey-Blass Inc.
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