Sunday, August 21, 2011

Reflection


Taking into account the societal forces, such as, the triple helix (university-industry-and government interactions) and the level of comfort among learners, I think the perceptions of distance learning will be positive in the future. Over the next five to ten years, I anticipate perceptions to continue the positive upward climb as universities and business realize the benefits of convenience, the reduced cost and overhead to implement specific courses and/or programs, in addition to, its practicality in relation to the equivalency theory (Simonson & Zvacek, 2009).

Our government is going through a recession and recovery. For many, the need for jobs, as a large percent of the workforce is returning to school in order to retool for the expected jobs opportunity in the very near future. Individuals are doing their part to gather the needed skills, networks and tools in order to be ready and at the forefront when these expected jobs show up. It is now up to government to put these individuals to work.

One dimension of this societal force often overlooked is the professional community of traditionally educated die hard resistors. I would like to focus on them for a moment because they will be at the forefront of establishing a division among the acceptance of distance education graduates credentials. These communities of resistors continue to be significantly reduced as corporations require its employees to participate in some form of distance learning, but I believe they will be at the forefront when jobs are more available to challenge the validity of distance education, by targeting institutions. We might see a crusade similar to the overhaul of medical education in our country many years ago as exhibited in the “Flexnor report”. We may not see such tragic outcomes, however we should prepare for this intense scrutiny. Following this, the ten to twenty year timeline should be with smooth progression; by this time more employees and students will embark on the workforce with a heightened exposure to distance education than ever before. Traditional education will be less common considering the growth of distance education within the “triple helix” and “the bridging of the gap of comfort” (Siemens, 2011).

As an instructional designer I can be both a positive force and a proponent for improving societal perceptions of distance learning by continuing with the foundation that has been laid by all of the recognized educators before me, my colleagues, and subject matter experts and by the continuance of my own education in the field of education and instructional design. In addition to this, I can on my own be proactive and work at my craft and improve my understanding and command of the technologies I have been and will be introduced to. I will always accept feedback and criticism knowing it will improve my practice of instructional design. I will never shy away from the negative perceptions but will seek them out, engage them and look for ways to debunk them. I will also do everything in my ability to be an ambassador of instructional design in my place of work, among friends and associates, as well as, in the classes I serve. One day I hope to serve as a mentor, anything beyond this would be a testimony to education, hard work and positioning.



References:

Flexnor, A., (1972). The Flexnor Report. A report to the Carnegie Foundation for The Advancement of Teaching. Retrieved August 19, 2011 from http://www.carnegiefoundation.org/sites/default/files/elibrary/Carnegie_Flexner_Report.pdf
Gambescia, F., S., & Paolucci, R.(2011) Academic Fidelity and Integrity as attributes of University Online Degree Program Offerings

Schmidt, E, & Gallegos, A (2001) Distance Learning: Issues and Concerns of Distance Learners. Journal of Industrial Technology. Vol 17,Number 3. Retrieved on August 15, 2011 from www.nait.org
Siemens, G. “The Future of Distance Education”. Walden University. [Video]. Baltimore, Maryland: Laureate Education, Inc. Available: EDUC-6135-2 Distance Learning. Week#8 Resources

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

Sunday, August 14, 2011

Converting to a Distance Learning Format




This week’s assignment involved creating a best practices resource for a trainer planning to move from the traditional face-to-face environment to a blended format. The paramount concern was whether or not the trainer was doing this for the right reasons and if the course in its current design and objectives would be effective in a blended format. The theory I found most appropriate is the “equivalency theory” this theory is based on the definition of distance education as formal, institutionally based education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors”(Simonson & Zvacek, 2009). According to the instructor the distance is apparent even during face-to-face communication. The real challenge is going to be to ensure the interaction is engaging. Below is the attached link to the pdf file for your review.

http://www.scribd.com/doc/62300490