Selecting Distance Learning Technologies

Selecting Distance Learning Technologies

Background

This week, we were asked to choose one of three examples to examine and determine which technologies to provide a solution. I chose to consider the first example, which involves implementing a training workshop on a new automated staff information system for six regional offices of a major corporation (Application: Blog - Selecting distance learning technologies, nd).

Examination of Scenario

The information we are given indicates that the staff is located "throughout all the different offices and cannot meet at the same time or in the same location" (Application: Blog - Selecting distance learning technologies, nd). Simonson, Smaldino, Albright, and Zvacek (2012) referred to a framework developed by Dan Coldeway to give insight into the various ways time and place can be combined and which type of learning is served by each. Simonson et al. states, "Combinations of time and place result in four approaches to education: same-time, same-place education (ST-SP); different-time, same-place education (DT-SP); same-time, different-place education (ST-DP); and different-time, different-place education (DT-DP)" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 9). Since the scenario indicates that the staff is not able to meet at the same time or in the same place, it would fit into the DT/DP portion of the framework. This portion of the framework is best served by either an online or a blended hybrid approach. Face-to-face training (used as a part of the blended/hybrid approach) is not an option in this scenario therefore, the situation calls for an online training approach.

Additionally, ongoing collaboration is desired and is to include such things as screen captures and sharing documents. These are adult learners and as such, "Active participation should be encouraged, such as by the use of workgroups or study teams" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 51). As this is a major corporation, collaborating in a team environment is likely commonplace and expected among the staff.

The learning outcome is for the staff to become familiar with the new staff information system and to understand their roles as they relate to the new system. The staff will demonstrate they understand the new system by correctly using the system with some fictitious training IDs that will be removed later. According to Simonson et al., "Learning outcomes are those observable, measurable behaviors that are a consequence of online instruction" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 116).

Suggested Solutions

The proposed solution is to take advantage of two different technologies. One is the use of videos for instruction and the other is the use of Google Docs to allow document collaboration.

Instructional Videos

The use of videotapes to distribute learning materials dates back to 1975 (Distance Learning Timeline Continuum, n.d.). It has evolved through the years to include VHS, laser-discs, CD-ROMs, DVDs, and streaming video. Video training can be delivered several ways depending on the preferences of the company and the available technology. Near the low-tech end, video can be distributed on prerecorded media such as VHS, CDs, and DVDs. Provided that the company's network is technologically capable of supporting it, a preferred method would be to stream the video training content over the network to the computer stations (users desktops or lab computers if available). If the company has a fiber-optic network it may also be possible to schedule some live, synchronous sessions where questions can be answered immediately. According to Simonson et al., "Whereas the initial cost of fiber-optic systems may be high, the long-term savings and benefits of the technology outweigh the initial costs" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 40). These instructional videos would be used to illustrate the new staff information system functions to the staff. According to Simonson et al. (2012) this is similar to individualized instruction as it, "… uses audio tapes [or video] to guide the distant learner through a series of learning events" (Simonson, Smaldino, Albright, & Zvacek, 2012, pp. 96-97).

Regardless of whether the instructional videos are physically delivered on media or streamed over the network, they will be created in a logical progression to lead the user through the new staff information system. An important aspect of creating the videos is using a program to capture the desktop so that the user can see and hear the steps involved in using the new staff information system. This is in keeping with Mayer’s (2008) approach of dual channels. According to Mayer (2008) dual channels is "the idea that humans possess separate channels for processing visual and verbal material" (Mayer, 2008, p. 761). It is further indicated that each channel has a limited capacity regarding how much information can be processed at one time (Mayer, 2008). With this in mind, the videos will be in short (8 to 10 minute) segments with controls to allow the learner to pause, play, stop, rewind, and fast-forward. To capture the on-screen video a program such as Captivate (Adobe, 2012) or Camtasia (TechSmith, 2012) will be used. These programs allow for the inclusion of audio with video and can be delivered in a variety of formats to ensure compatibility with the company's technology.

Collaborating with Google Docs

In order to allow multiple users to collaborate as a team, Google Docs (Google, 2012) could be used. This allows users to work together on one document rather than each work separately on a copy of the document. It also makes it easier to determine which version of the document is the most current. In order to assess whether the staff understands the new staff information system, a scenario could be delivered requiring the staff to utilize the system to search for answers regarding fictitious staff. Furthermore, the scenario could require them to alter certain fields appropriately as further evidence they understand the new staff information system.

Success Stories

While there are, undoubtedly many success stories of using videos to provide training, I would like to call your attention to the video training offered by Lynda.com (Lynda.com, 2012), as we have had the opportunity to access and use these videos firsthand. The videos on this site are organized according to course of study. Then, there are multiple segments within each course of study. The segments are not usually more than 8 minutes long and provide the user the ability to control the display of the video. Personally, these have been extremely valuable as I worked through them to learn much about the Adobe products we use. The Lynda.com site lists Nordstrom, Google, Coca-Cola, Microsoft, Verizon, and many others as being amongst there clients (Lynda.com, 2012).

Another example of using videos to deliver training is the company Pixologic Inc. According to the Camtasia Studio (TechSmith, 2012) website this company uses the Camtasia program to deliver training to its customers. Additionally, Martin Knapp (from Pixologic, Inc.) indicates that they use the videos for internal training in the company as, “It’s much easier to show someone from our team who isn’t in the office what I mean than to try to explain it over the phone” (TechSmith, Camtasia Studio: Turning Artists into Magicians, 2012).

According to the folks at Google, “More that 4 Million businesses run Google Apps” (Google, Google Apps for Business: Google Docs, 2012).The site contains several customer stories including the airline company Virgin America who stated, “Google answers our data and connectivity needs better than any other system. Google apps allow us to stay ahead of the competition by remaining flexible and efficient and not be confined by budget or staffing to out of date systems" (Google, Google Apps for Business: Google Docs, 2012). As another testimonial, National Geographic indicated, "Google Apps provides enhanced collaboration and flexibility, allowing users the ability to do their jobs anytime, anywhere" (Google, Google Apps for Business: Google Docs, 2012).

Conclusions

By combining the flexibility of video training in various formats with the collaborative power of Google Docs, it should be possible to deliver the training for the staff. These technologies allow asynchronous training to be useful and effective. As an additional advantage, the videos can remain available, either in a physical media format or stored on a video streaming server, allowing existing staff to review when necessary and new staff to go through the program as required to understand the staff information system.

References:

Adobe. (2012). Adobe Captivare 5.5 - ELearning authoring software. Retrieved March 17, 2012, from Adobe.com: http://www.adobe.com/products/captivate.html

Application: Blog - Selecting distance learning technologies. (nd). Laureate Education, Inc. Retrieved March 11, 2012, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493362&Survey=1&47=8983971&ClientNodeID=984650&coursenav=1&bhcp=1

Distance Learning Timeline Continuum. (n.d.). Laureate Education, Inc. Retrieved February 27, 2012 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493362&Survey=1&47=8983971&ClientNodeID=984650&coursenav=1&bhcp=1.

Google. (2012). Google Apps for Business: Google Docs. Retrieved March 18, 2012, from Google.com: http://www.google.com/apps/intl/en/business/docs.html

Google. (2012). Google Docs. Retrieved March 17, 2012, from Google: https://accounts.google.com/ServiceLogin?service=writely&passive=1209600&continue=https://docs.google.com/?tab%3Dwo%23&followup=https://docs.google.com/?tab%3Dwo&ltmpl=homepage

Lynda.com. (2012). Lynda.com. Retrieved March 17, 2012, from Lynda.com:

http://www.lynda.com.ezp.waldenulibrary.org/

Mayer, R. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist , 63 (8), 460-769.

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

TechSmith. (2012). Camtasia Studio. Retrieved March 17, 2012, from Techsmith.com:

http://www.techsmith.com/camtasia.html

TechSmith. (2012). Camtasia Studio: Turning Artists into Magicians. Retrieved March 18, 2012, from Techsmith.com: http://www.techsmith.com/camtasia-interview-pixologic.html

Defining Distance Learning

There has been a plethora of definitions offered for distance learning. For the most part, the definition is usually related to, or connected in some way with, the current technology being utilized for the delivery of the distance learning. Distance learning has been accomplished with a variety of technologies including correspondence courses taught through the mail, telegraphy, radio broadcasts, television, telephone, early Internet predecessors such as ARPANET, video tapes, satellite television, cable television, the Internet, and Learning Management Systems (LMSs) (Distance Learning Timeline Continuum, n.d.).

Earlier Components and Thoughts on Distance Learning

Prior to starting this course, my definition would be one that focused primarily on Computer Based Instruction (CBI) delivered over a distance and available for the learner on a somewhat flexible schedule. In the not-too-distant past (mid-1990s), I took an online course from another institution. The course consisted of the learner being asked a question (delivered in Outlook Express) and responding to the question in a discussion type format. Additionally, assignments were made requiring the utilization of tools such as PowerPoint to create some basic presentations on the topic. While interesting as a starting point, the coursework did not seem to be organized around any learning theory and, other than meeting a required number of posts and being in class a required number of days, the evaluation was very vague. At the time, I thought it was a decent way to gain some knowledge but was a bit confused regarding expectations. According to Moller, Foshay, and Huett, "most learners are not currently able to distinguish between well-designed and poorly designed e-learning; nor can they recognize the relative value of one school of learning theory over another" (Moller, Foshay, & Huett, 2008, p. 71).

Recent Components and Thoughts on Distance Learning

Since starting this course, I have begun to modify and reconsider my thoughts on defining distance learning. I now focus on the "distance learning" AND "distance teaching" components of the definition (Simonson, nd). Previously, I did not think about including the teaching part of distance learning in my definition. However, it does make sense to include that component since formal learning requires some form of teaching. In addition to including distance teaching in my definition, I see the need to include the concept of evaluation in the definition. These evaluations need to be well thought out and does authentic as possible. Wiggins stated, "A move toward more authentic tasks and outcomes thus improves teaching and learning: students have greater clarity about their obligations (and are asked to master more engaging tasks), and teachers can come to believe that assessment results are both meaningful and useful for improving instruction" (Wiggins, 1990, p. 3). As a final consideration for my new working definition of distance learning, I now realize that instruction can be delivered by methods other than the Internet. The use of other methods such as radio, correspondence, and television, are still viable alternatives to deliver distance instruction. According to Simonson, Smaldino, Albright, and Zvacek, "Distance education provides the opportunity to widen intellectual horizons, as well as the chance to improve and update professional knowledge" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 39). Certainly, the use of radio, correspondence, and television as educational mediums provides for the possibility of reaching people in places where the Internet or other sources may be scarce.

The Only Constant is Change

The definition of distance learning is one that changes often. One reason for the change is that the available technology is constantly changing. I still remember my first personal computer from the early 1990s. It had an 80286 processor, a 20 MB hard drive, and ran DOS. Technology has rapidly progressed and, with new technology, new ways to utilize it emerge. While improvements in technology are important, perhaps more important is the vision of individuals to take full advantage of the technology and push it to develop further. Simonson et al. states, "Whereas the initial cost of fiber optic systems may be high, the long-term savings and benefits of the technology outweigh the initial costs" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 40). This is a good example of the push to use current technology. However, with new emerging technologies, I imagine that it will be a short while before something "bigger, better, and faster" comes along. By seeking to find innovative ways to utilize the existing technology to its fullest extent, both the use of the technology and the innovation of new technologies are pushed to develop.

Vision for the Future

I envision the future of distance learning evolving to take advantage of the social connections of the new learner. With the improvements in cell phone technology, today's learner can carry with him or her a device that can access information on just about any imaginable topic. Additionally, these learners are connected with each other so that they do not feel the need to "know everything" as long as they can access someone or something that contains the knowledge. This is very much in keeping with the ideas that Siemens expressed when he stated, "Information abundance requires that we offload our cognitive capacity onto a network of technology and people" (Siemens, nd). Distance learning will need to evolve to take better vantage of these connections. For example, some courses may be created where the student is responsible to find and develop connections to data sources that provide information rather than being given a textbook from which to glean information.

Conclusion

In conclusion, my current working definition of distance learning is as follows:

Distance learning is learning that utilizes available technology to deliver formally designed information to the learner who may be separated from the teacher by distance and/or time. The learning involves both distance learning and distance teaching as it is based on formal principles and theories of learning that include appropriate evaluation. Additionally, distance learning can include training as a form of education designed to improve the knowledge or skills of the learner.

References:
Distance Learning Timeline Continuum. (n.d.). Laureate Education, Inc.

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 , 42 (3), 70-75.

Siemens, G. (nd). Connectivism. Video lecture presented for Laureate Education, Inc.

Simonson, M. (nd). Distance education: the next generation. Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493362&Survey=1&47=8983971&ClientNodeID=984650&coursenav=1&bhcp=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.

Wiggins, G. (1990). The case for authentic assessment. Practical Assessment, Research & Evaluation , 2 (2), 1-5. Retrieved September 11, 2011 from http://PAREonline.net/getvn.asp?v=2&n=2.

My Distance Learning Mind Map

Welcome to My Blog

Hi classmates and (technically) the world. Just a quick note to welcome you to my blog and to give you someplace where you can leave comments. I was trying to find a way to have a "comment gadget" but could not seem to find that. For now, if you wish to leave a comment please just comment to this post. As we go through the class it will make more sense to comment to the post you are referring to, but for now, this should work.


Happy Learning!


-jeff