Reflection and Future of Distance Learning

When thinking of the future of distance learning, I can see it being more accepted and understood as a more reliable and accountable way of learning.  With more people enrolling and learning in a distance environment, more learners will understand.  With that said, many people believe it will take over and be the only way that education will be taught in the future.  I do not believe this will ever be the case.  I know that society relies on the importance of the social interaction.  In a distance-learning environment, there are social aspects, but not the same as having face-to-face interactions. Between the next 5-20 years, more and more distance learning will be incorporated in K-12 environments and even more in higher education. 

As an Instructional Designer we will have to stand up for our beliefs on how distance learning can be just as effective and equal as a traditional learning method.  

By incorporating aspects of distance learning into our designs, we can show students how distance learning can provide them with insight and opportunities to continue their education.  Distance learning can give those who do not have the time or means to travel or attend a school and opportunity to still reach their goals in life.  Kaufman and Watkins define the future of distance learning, as “The delivery of useful learning opportunities in that is responsive to the learners requirements at a time and place convenient for the learner.” (Kaufman, Watkins, 2000).  Then they go one to explain “Further it allows the learner to master the skills, knowledge, attitudes and abilities that will help them be successful not only on the job and in further training or continued educations, but in their life outside of work as well.” (Kaufman, Watkins, 2000).   As an instructional designer, we need to spread the word and prove to those who do not understand or agree, that it can work.

            The way in which I can contribute is by creating engaging and meaningful learning experiences. As an Instructional Designer I can support faculty in their transition from traditional learning styles to distance learning styles.  I can also make sure I am utilizing the ADDIE Model to create effective courses.  By incorporating and utilizing new technologies into my designs, I can keep distance learning on the edge and an important force to be reckoned with.  

            As an Instructional Designer I can contribute to this profession by supporting and promoting this new field of work.  As this career develops and is needed in the future, I can assist others in their goal of becoming an Instructional Designer themselves.  By keeping a positive and supportive attitude about this profession, it will help other to see the importance that an Instructional Designer has. 

            Overall, I think we are going to see a continue growth and demand for distance learners.  Along with any change, at first Instructional designers are going to have to support and prove how effective this way of learning can be.  But with time,  distance learning will become more accepted and utilized in the years to come. 

References

Kaufman, R. Watkins, R. 2000.  Assuring the Future for Distance Learning. The Quarterly Review of Distance Education. Pp. 59-68. Information Age Publishing. Retrieved from: http://megaplanning.com/articles/DEfuture.pdf

Analysis of an Open Online Course

Open Yale Course MUSI112- Listening to Music

URL: http://oyc.yale.edu/music/musi-112

The open course that I choose to analyze is one from Yale University. The class is MUSI112 Listening to Music. This course is designed for people to take to learn the basics of what to listen for when listening to music. This online class checked off most of the recommendations for an online class from within the textbook Teaching and Learning at a Distance: Foundations of Distance Learning written by Simonson, Smaldino, Albright and Zvacek.

It looks as the course was very well thought out and presented in a prepared fashion. Mr. Wright had music samples to be played; he had some sort of document or presentation for his use. I guessing this acted as flashcards so that he hit and reached all of the learning outcomes for the class session. Mr. Wright also seemed very knowledgeable and familiar with music.

Many of the positives were that the goals and objectives were clearly stated and established at the beginning of the lecture. The main goal or objective of the course is “How to listen to music.” The Professor, Mr. Wright, mentioned have handed out a syllabus that went over all of the expectations for the course. He also explained the course as “The most basic course the music department offered.” (Wright, 2008). Also, the professor identified with the student audience by mentioning, that students did not need any prior music knowledge and that they would walk out of the course knowing all the basics.

When first visiting the site, you see a well-organized and clean learning environment. There are navigating tabs underneath the course name that lead you to the syllabus, sessions, surveying and a link to the campus store to buy any materials needed for the course. The syllabus lists all grading policies, learning objectives, course materials and requirements that students need to know. When watching the videos from classroom discussions, a time line is provided letting the learner know different concepts or important ideas that the learner can instantly navigate to in the video.

           

There were a few points from the checklist that are not addressed anywhere within the learning environment. A few were examples of acceptable and unacceptable topics, caveats and instructions for completing and submitting assignments. Simonson, Smaldino, Albright, Zvacek, 2012). It looks to me as though this or was not originally designed for an online environment. I believe it was created for a classroom environment and then made available online. The videos are recorded from lectured given in a classroom. You can see and hear the interaction between students and professor. There seem to be no areas where students, who just wanted to further their knowledge, could submit and turn in course work.

The course assignments are listed and seem to provide a resource for students to use. Many of the assignments look to be listening activities. After completing the assignment, materials assigned would be further discussed in the next class session video. Musical concepts and objectives are being reached and taught through the assignments. The assignments seem to be extensions of the classroom.

The idea of an open online course is a wonderful one. Those who cannot afford an education can still gain access to terrific learning environments. At the same time, the learner is completely responsible for his or her outcomes when completing the course. The learner cannot receive feedback from the professor or even receive a degree or certificate for completing. It is a wonderful way for a person to continue their knowledge or learn about a new subject.

References

Wright, C. 2008.  Session One: Introduction (Video File). 

Retrieved from: http://oyc.yale.edu/music/musi-112/lecture-1

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.