The Impact of Open Source

For this week’s assignment I am supposed to analyze the impact of open source courses. In order to do this I decided to look at Yale Universities open Yale courses. I chose PHIL 176- Death with Professor Shelly Kagan (spring, 2007). The reason for choosing such a subject is because the course project I am completing at Walden University this term requires me to create an orientation for a similar topic “philosophy” a subject I truly enjoy. Not many people are aware of these open courses. Since this course began I have shared this information with several people throughout my network, especially anyone interested in bachelor and graduate degree studies online. This is a great way for them to audit the environment of online learning and become familiar with the expectations and offerings.

As I audited the course, the first thing I noticed was the design of the site. The font was large enough to read but did not crowd out the balance or color scheme. The tabs to the right of the page are positioned there and like Walden give a more formal impression, as opposed to this blog which features the tabs to the right of the page and a much less formal feel. The image and title at the intro to the course impress upon the learner several things. First, the instructor has a relaxed appearance but behind him is the image of an Ivy League educational classroom setting. Below professor Kagan are his credentials and they are impressive including but not limited to Princeton University and the University of Pittsburgh. The course is structured like a pyramid, using” blooms taxonomy in the cognitive domain” (Simonson & Zvacek, 2009). Here ideas are presented in question format then answers each with research, concepts and principles.

The only limitation I can identify would be the lack of instant feedback and group interaction for social development. It appears that there will only be feedback at the convenience of the professor whose schedule is quite busy. The course contains many of the components discussed in our text, from readings which are available on the site and do not require the purchase of any text, course presentations, evaluation tools and for enhancement features there are podcasts supported by iTunes (Simonson & Zvacek, 2009). This course does follow all of the recommendations highlighted on page 249 of our text from syllabus, course requirements and expectation to grading percentages “grading criteria” (Simonson & Zvacek, 2009). I found the course activities to maximize individual learner interaction while integrating the appropriate amount of technology for the subject. At the same time it “trains students to use the course’s website” (Simonson & Zvacek, 2009). The course progresses by clicking on the descending tabs as it does in many online learning environments, taking the guesswork out of what comes next and allows students to naturally refer back to previous pages for supporting resources. This course is also aligned with the five “abilities”, which include “interoperability, re-usability, manageability, accessibility and durability” (Simonson & Zvacek, 2009). It is apparent plenty of thought went into the development, design and implementation of such a course. I believe open courses challenge the very fiber of for – profit CMS platforms and online education. For-profits are challenged to raise the bar in its offerings to the learner and “force them to improve their product quality, change their pricing models, and bolster customer relations, will be the focus of much interest over the next few years” (Simonson & Zvacek, 2009).

Reference:

Kagan, S. (2007). Yale University. Open courses. Death with Professor Shelly Kagan. Retrieved July 29,2011 from http://oyc.yale.edu/philosophy/death

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and Learning at a Distance: Foundations of Distance Education. Boston MA. Pearson/Ally & Bacon

EDUC 6135 Week 3 Application: Blog- Selecting Distance Learning Technologies

For this week’s application I chose example 1 the collaborative training environment. To provide you will some background the position is that of instructional designer for a major corporation charged with the responsibility of implementing a training workshop for employees in six regional offices via asynchronous yet collaborative participation that maximizes the opportunity for sharing information, “in the form of screen captures and documents…” (Waldenu.edu, 2011). The learning context is training for a new automated staff information system. The requirements stipulate the workshop will run in an asynchronous environment, but screen capture and document sharing are imperative, as well as, the ongoing collaboration of each employee.

The first technology I would use in this scenario would be a wiki by wikispaces. “A wiki is an online writing space designed to be created and edited by groups of persons. A wiki can be an excellent tool for collaborative online writing assignments and group activities compiling information in a single online resource” (Simonson & Zvacek, 2009). Here I could set up discussions, modular sections where groups of employees by department could be given specific projects and collaboration occur within each group and across regions. The added advantage is trainees can always return to this site and utilize the ongoing follow up questions section located in the top along the navigation tabs.

The second technology I would incorporate would be the use of YouTube for pre- recorded video lectures. “Many faculty are uploading video-based lecture recordings and other course materials for convenient viewing by students” (Simonson & Zvacek, 2009). This added feature would allow step-by-step instruction throughout the workshop. See sample below.

1. How to use screen capture in Windows

• Using your mouse

• screen capture 1






• Using your keyboard (Warning!!!Turn your volume down before selecting this link)
  




• screen capture 2

2. How to use the new automated staff information system

• automated info system lecture link

Reference:

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and Learning at a Distance: Foundations of Distance Education. Boston MA. Pearson/Ally & Bacon

EDUC 6135 Defining Distance Education

Visual mind map & definition

The Evolution of Distance Education: As it relates to my own personal experiences

Distance learning by definition has changed and will continue to change as humans evolve. Currently, I find the factors driving this change to be human evolution and globalization. In ancient times, distance learning occurred through travel. People had to travel in order to acquire and share knowledge. It can be difficult to realize how from Egyptian hieroglyphs, writings on papyrus paper to newspapers, books and even the news were at one time considered technological advancements which educated and continues to educate individuals’ near and far.

My original definition of distance education might have come from something I read or from the statement of a scholar, which I believed to be a classroom without walls. This definition is a short one but it rings true throughout each era and generation. My personal definition is undergoing reconstruction as I learned this week one component missing from my definition and according to Simonson & Zvacek, (2009) “distance education is institutionally based”. I am certain the term classroom implies institution based but there is room for negative interpretation. My original definition considered every other component from the sharing of data, separation of teacher and student (intellectually, socially, by space…etc.) and interactive telecommunications. The interactive telecommunications is also implied. After examination my definition will have to be reconstructed.

As I develop my skills as an instructional designer I am learning that distance education removes the “walls” to create a learning experience. The use of interactive telecommunications via the internet, web 2.0 and more allow for us to create learning experiences without the constraints of space or time. As an instructor in a classroom I use elements of distance education, which is increasing every year. I use ActivSim by McGraw-Hill which host the entire course online with the addition of real life like simulation. Another textbook publishing company Pearson offers students a virtual medical office experience. According to Simonson & Zvacek (2009) “distance education has begun to enter the mainstream”.

Such changes to the definition of distance education are not solely based on a person’s profession or by how much technological knowledge he/ she has. Grant it answers will vary by profession and skill set or lack thereof. The definition continues to change based on the blend of components by percentage. At this time the separation of teacher and student with an emphasis on presence via the use of interactive telecommunications to share data and increase the quality of presence is the right blend and current definition’s foundation. Telecommunications as a vehicle to “correspond”, create presence, share and deliver instruction is what separates institutionally based distance education programs from “private study and teach yourself programs” Simonson & Zvacek, (2009). My revised definition of distance education is an institutionally based classroom without walls which uses the appropriate blend of telecommunications to maximize this newer learning environment so that it is conducive to high quality interaction, correspondence and knowledge transfer.

My vision for the future of distance education would be similar to movie Surrogates, starring Bruce Willis where learning and working are done virtually. The focus will be on the quality of education and correspondence. I agree with William Rainey Harper a former Yale professor “The day is coming when the work done by correspondence will be in greater amount than that done in the classrooms of our academies and colleges; when the students who shall recite by correspondence will far outnumber those who make oral recitations” (Simonson & Zvacek, 2009). This week I learned the definition of distance education has changed and will continue to change as we change our perspectives and technological capabilities of the defining components.

References:

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and Learning at a Distance: Foundations of Distance Education. Boston MA. Pearson/Ally & Bacon.

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