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.

Zamzuu

EDUC 6135 Distance Education

Welcome to my Blog! I am looking forward to and exciting eight weeks with everyone taking EDUC 6135.

Learner Motivation Reflection

A few things that stood out at me during this course. I learned that being inspirational and stimulating provides idealized influence. By providing learners with specific context and perspective you compress learning and bypass erroneous information and provide more goal oriented learning. I learned about Vygotsky’s zone of proximal development and how to produce thought in students that require them to move themselves from one zone to the next increasing their development throughout each lesson. The one theory that stood out most would have to be the theory of multiple intelligences. Before this course I was able to naturally change gears throughout any lesson in order to engage my students more effectively. This course enabled me to put labels on the tools I utilize, along with this, I have been given the definition and main purpose for each tool. Before this class I was a natural practitioner and now I am becoming a formally educated practitioner. Imagine if you were taught to play the piano before you learned how to read or write music. Well that was me. I am learning how to more effectively engage each student by targeting audiences familiarity with the subject or reaching them by “rescuing lived experiences” (Foley, 2004). By doing this I am able to facilitate a greater measure of cognitive, psychological and political empowerment, which in turn causes my students to own the lesson and effect change in our industry. Most importantly, I learned that no one theory of learning is better than the others. At times one may be more appropriate than any other but they are all useful and relevant given the right circumstance and need of the students. I also learned that learning is continuous and the future of education will reside with our ability to engage students beyond traditional lesson plans and exercises. By learning how I excel in learning has caused me to place myself in the students shoes. Knowing that I thrive when learning is fun and my teacher is empathetic and feels responsible for my development to some degree forces me to step up to each challenge.
The connection between learning theories, learning styles, educational technology and motivation is very similar to the connection a chef has with produce and the design of his/ her kitchen. These are ingredients from which we will mix together to create a special blend for each class. As I mix these ingredients I have to be sure to not over do any one particular thing just for the sake of adding “bells and whistles”. I have learned how to balance the use of these tools to create an environment and lesson which is just right. Another interesting bit of information came from educational expert Marc Pensky when he coined the phrase “digital immigrant and digital native”. I have been empowered through his explanation to really create an environment that challenges every student and puts them on level playing fields. Many times my older students have complained about the talking or the younger students surfing the web during class. I was never bothered with the younger students doing this as long as they were keeping up with the work. Now I can tell my older students that there is nowhere they are going to work that will be silent in our industry and I can encourage them to try and improve their multitasking capabilities, all while being able to quote a very influential expert in our field. I have learned to appreciate my network from which I learn and have come to see how dependent I am on it. In addition to this, I want to enhance my network and have found more value in my classmates.
My learning in this course will definitely help me further in my career in the field of Instructional Design because I now have the words and expert opinions to understand and explain what goes on in my classroom. I have the tools to operate and communicate more effectively with my students and my administration. I am also more aware of the pitfalls and obstacles educators need to avoid, for example, educators and ID professional should not categorize students by their current strengths and/or weaknesses. I now see my students as more unique individuals that want to be there and desire more control and stimulation as they aim for mastery in each course. I also intend to further the field of instructional design through research in the understudied area of intuition and the role it plays in instruction.

References:
Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global era. McGraw-Hill Education.

Blog Assignment: Fitting the pieces together

Six weeks ago I explained in a discussion board post that I learn new material best by learning the principles and theory first, then by moving on to the practical hands on application. This would mean that I prefer to use the behaviorist approach and gradually the cognitive and constructivist style. After having completed the majority of this course I have come to the conclusion that I like my professor to utilize each one of the learning theories when appropriate. When information is new to me for example at the beginning of a course I like to understand what is expected of me along with the why’s and how’s. After some time to digest this information I would like to be able to demonstrate my understanding through performance from which I receive feedback. Once the information is more familiar then the cognitive approach is most effective. I can then be expected to apply my instruction to my former experiences and commit the material to information which is permanently retrievable (Ermert & Newby, 1993). During this course, social learning came sooner and is evident is this blog, as well as, the weekly discussion board. Social learning and connectivism will occur longer as I continue into the field of instructional design. “Bandura’s Social Learning Theory posits that people learn from one another, via observation, imitation, and modeling. The theory has often been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation.” (Learning-Theories.com, 2008). I have learned over the past few weeks that I am able to learn through all of the various learning styles and theories discussed with the exception of nature. I do not like the great outdoors and so any theory or lesson that would require me to be near insects and plants unprotected will end with little to no transfer of knowledge or retention. It is true we all have a unique combination of the “multiple intelligences” and I have discovered my deficiency. So I have learned that I prefer to learn in a highly social setting with the use of traditional theory and practical for a while then I like to move to hands- on demonstrations. I naturally add new information to stored memories. For example I was able to remember the constructivist theory by attaching both the word and definition to an image in my mind of scaffolding and a building under construction. With connectivism I have attached this to my network from which I brainstorm and share ideas via the use of today’s technology to stay connected to everyone everywhere.

Technology plays a major role when it comes to how I learn in my pursuit of this degree. I chose to pursue a Masters degree in instructional design and technology with a concentration on online learning. If this does not just scream out technology nothing will. This is the first college course in twenty years that requires me to focus on technology beyond a watered down application or crash course. I have learned how to search databases and locate information more effectively. I am now able to have information come to me via google reader. I learned how to use the voice recorder on my blackberry to create my PowerPoint presentation. I have learned how to create blogs, slide show and mind maps to name a few. I would say technology has played a major part in my learning and this will only increase along side traditional learning. I cannot express how enthused I am to be able to develop my teaching skills for the next generation of education.

Reflection

My network has changed the way I learn over the years parallel to my personal development and how it has changed. The associates I have are quite different than they were ten years ago. Out of these changes have emerged specific networks that provide me with certain information and insight satisfying my drive to acquire knowledge. My mind is at the center of my network from there I look to family, more specifically my father because he is the smartest man I know bar none. My dad earned his PhD in Education by the age of twenty seven. Next, I look to my friends and co-workers for information surrounding personal concerns, politics, business, sciences and industry. After many discussions and debates I like to turn my attention to researching data. I rely on the world wide webs various search engine, for example, google.com, delicious.com, ask jeeves, bing, ask.com, yahoo and more to locate information on subjects of interest. I also attend Walden University, which has become a major part of my learning network. Walden has put me in touch with so many classmates or future collegues which share my drive and desire to learn and share knowledge with the world around us. My classmates have been added to my network via discussion boards, blogs and e-mail. Google reader has been another tool that has changed or should I say increased my network and my learning. Since I began coursework at Walden my network has changed by having more information come to me. I am now able to filter through and target the information that I want to research and have it delivered to me.

Digital tools such as google, PowerPoint, Multimedia presentations, Video conferencing at work, Online text publishing sites like Elsevier, and through blogging and blog surfing I am able to better facilitate my learning experience. I find that I can have many different aspects of one subject made available to me in a variety of ways and I do not easily exhaust the subject before it becomes part of my permanent memory.

I gain new knowledge when I have questions by fielding them throughout my network. Many times after asking my first line of resources, reading and then searching my favorite search engines I am quite satisfied. Depending on the question I may be able to locate one or two experts and ask them for insight.

My personal learning network completely supports the central tenets of connectivism utilizing George Siemens components of connectivism (Davis & Bateman, 2008). I learn so many different things daily, whether it be for personal use or required for school or work because it comes from so many different avenues I would say the chaos theory applies. The importance of network theory is also relevant because I share my thoughts, questions and newly acquired knowledge with many of the resources in my network thus “cross pollinating the learning environment” (Davis & Bateman, 2008). The final component of complexity and self - organization is the result of my learning network joins together with other well organized structures and how my input helps to further morph and affect the conditions changing them because of my participation. I see more ways my personal learning network supports the principles of connectivism than not. Every forum in which I participate welcomes debate and insight. Resources have to be nurtured in order to keep them relevant, and while what you know today is “currency” what you are open to learning and in search of will become more valuable”(Davis& Bateman,2008).
References:

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Conectivism. Emerging perspectives on learning, teaching and technology. Retrieved on February 3, 2010 from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism