The Impact of Open Course

Origins

OpenCourseWare, or OCW, is a term applied to course materials created by universities and shared freely with the world via the Internet. (Wikipedia, 2012).  Massachusetts Institute of Technology was a pioneer in distributing private education course offerings online for free without credits earned.  The OCW movement only took off, however, with the launch of MIT OpenCourseWare at MIT in October 2002. (Wikipedia, 2012).

OpenCourseWare emerged from a cluster of strategic activities overseen by the MIT Council on Educational Technology, a group whose charter is “to provide strategic guidance and oversight of MIT efforts to develop an infrastructure and initiatives for the application of technology to education.” (Abelson, 2007, p. 2). 

MIT's reasoning behind OCW was to "enhance human learning worldwide by the availability of a web of knowledge." (Wikipedia, 2012).  MIT believed that OCW would allow students to become better prepared for classes so that they may be more engaged during a class.  They further believed that OCW would provide a means for students to review previous course material, enhance the capabilities for faculty to use materials from courses they are not currently participating in, and it could work with faculty in using this to promote coherence across the curriculum. (Abelson, 2007). 

 MIT Open Course Ware

I selected to review the Entrepreneurship Courses at MIT Open Course.  The syllabus is found when you click on the first core course.  The first core course introduces the instructor via video, where he elaborates on what will be covered in his course.  The online syllabus provides the course meeting times and description, and information about the instructor.  The syllabus for this course was appropriate for this environment.  Information such as grading, assignment due dates, etc. have no relevance since this course does not render grades.  As an extension to the syllabus, the instructor of the first core course provided a separate page outlining the course pedagogy.  According to Simonson, the syllabus is the overall structure for content, delivery, and evaluation of the course. (Simonson, et. al., 2012). 

Pre-planning

This course appears to have been well-planned as it clearly was organized using the ADDIE Model.  The lectures, resources, videos, and calendar items all address the amount of time and effort that the designer utilized when building each course.  Site maps were possibly used to simulate navigation through the online environment. The course offerings are easy to locate, the navigation is consistent and resources are available to download. According to Developing Online Courses (multimedia program), when a designer has a clear map of how both the class and the course website will break down, its time to collect or create any of the assets that is needed for the course.

Course Activities

A calendar is available for each course which is used in various ways by the instructors.  Some calendars list all of the course lectures sequentially, others list specific activities and timeframes by day, and still others list the topic and a session overview of the topic.   All course readings are found on a separate webpage, which range from allowing you to download the entire book or individual chapters, to purchasing books online at Amazon.   Lecture notes are downloadable and assignments include assigned readings, class discussion topics, written assignments, and extra credit. Study questions are also available for some courses.  Each course provides its features, descriptions, and often the highlights of the course on the course homepage. Hosted videos are listed separately. 

Conclusion

The advantage of offering courses previously taught F2F include prior knowledge of the learner and the educational outcome or experience of the learner. The courses offered initially were four or five years old which allowed the instructor to tweak assignments based on objectives met and learner engagement.  OCW appears to be a great supplement to distance education.  Distance education classes in the future can include as additional resources, specific course lectures, sessions, and resources found in OCW environments.

References:

Abelson, H., (2007). The Creation of OpenCourseWare at MIT. Retrieved July 27, 2012 from http://dspace.mit.edu/bitstream/handle/1721.1/37585/ocw-creation-preprint.pdf

Developing Online Courses (n.d). [Multimedia Program]. Walden University. Laureate Education, Inc. Retrieved July 25, 2012 from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1341293_1%26url%3D

MITOPENCOURSEWARE. http://ocw.mit.edu/courses/entrepreneurship/

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

Wikipedia. Retrieved July 27, 2012 from  http://en.wikipedia.org/wiki/OpenCourseWare

Collaborative Training Environment Solution

  

Scenario:

A new automated staff information system was recently purchased by a major corporation and needs to be implemented in six regional offices. Unfortunately, the staff is located throughout all the different offices and cannot meet at the same time or in the same location. As an instructional designer for the corporation, you have been charged with implementing a training workshop for these offices. As part of the training, you were advised how imperative it is that the staff members share information, in the form of screen captures and documents, and participate in ongoing collaboration.

As an instructional designer I would use CISCO WebEX Meetings in order to host the training workshop for the new automated staff information system.  WebEX is a web conferencing tool which combines file and presentation sharing with voice, HD video and Meeting Spaces. Initially I would send an email with a range of dates to attend the WebEX meeting.  I can either schedule several meetings based on the response of the staff and send out invites to each meeting or I can schedule one meeting and record the session for future viewing.  WebEX gives me the option to record the training session and provide a link on my Meeting Space or on my WebEX site.  As the host, WebEX allows me to share my desktop with the participants at the meeting and conduct the training with the staff at each of the six regional offices.  Documents and other files can be shared by the staff members as well.  Collaboration can be implemented using the chat feature to ensure ongoing collaboration.  Collaboration can take place before, during, and after the WebEX training.  "Although many distance students are cited as being independent learners, they derive value from collaborative experiences... working together creates a richer learning experience for the individual participant" (Simonson, Smaldino, Albright, & Zvacek, p. 165)

Reference:

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

 

Defining Distance Learning  

I remember the concept of Distance Learning being introduced to me in the late 1990s.  As I recall, traditional colleges and universities under-graduate programs were the preferred route and distance learning programs were an alternative for graduate school.  I defined Distance learning as online courses which provided the learner with course materials and access to an instructor virtually.  The instructor and learner could be located anywhere in the nation, and the internet provided the medium for them to communicate.  I visualized isolated assignments and timelines with little to no interaction with classmates.

                The resources provided this week, has totally changed my personal definition before enrolling at Walden.  The video and vodcast provided by Dr. Simonson had me revisit my definition.  Simonson defined Distance learning as “as formal education in which the learning group (teachers, students, resources) are separated by geography, and sometimes, by time.”(Simonson, 2012)  As I read the vodcast I found out that Distance learning dates back to the early 1800s.  It might seem strange, but I never associated correspondence courses as distance learning.  As I read the information on the timeline, it occurred to me that decades ago, I use to see advertisements in magazines and on the back of match-books for correspondence courses.  Unconsciously, I had framed Distance learning into the specific period of computers, modems, and internet access. 

                In the vodcast I learned that Anna Eliot Ticknor and her organization,The Society to Encourage Studies at Home started in Boston, MA.encouraged women to pursue their educational passions through mail correspondence courses, many of whom having limited traditional education opportunities. I also learned that a number of telecommunication technologies emerged such as Marconi’s Black Box, courses offered through radio and standard television, satellite and cable television broadcasts, courses via video tapes, and lastly through the internet, Web 1.0 and Web 2.0 technology.

                In the three-part article, The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web, the authors point out that very little, if any potential of e-learning is recognized or valued.  Corporate motivating factors are economic and in many cases effectiveness is not valued or measured.  According to the article, “Evaluation of any kind beyond the “smile sheet” is not planned, and often, there is no provision for the measurement of learning outcomes or utilization.” (Moller et al., 2008, p.70) Following ID approved methodologies is recommended to make sure that our field is not diminished by disappointing results.  Although the business climate insists on speedy solutions, ID professionals must fully define the training need before design and implement quality solutions.

“The challenge for ID professionals is not only to evolve the field, but also to assure that the products of sound professional design practice lead the e-learning enterprise.” (Moller et. al, 2008, p.66)

 In the higher education environment, adoption of a “craft approach” is not an effective way to approach distance learning.  Taking the materials, strategies, and approaches from a traditional classroom environment and putting it on the web may offer limited positive results. ID faculty members should outline the standards, policies, and accreditation for distance learning.  In K-12 environment, research is ongoing to determine the effectiveness of distance learning for younger students.  Many age dependent characteristics have not developed in younger learners which are necessary for online learner’s success.

                Finally, after reading the material provided this week, I now define Distance learning as formal education, which achieves learning outcomes by utilizing research- based, clear, measurable modules in spite of learners and instructors being separated by time and location.  I envision that distance learning will continue to grow exponentially as new technologies continue to emerge, as businesses, colleges and universities become more competitive, and as additional research is conducted for the effectiveness of distance learning and younger students.

References:

Moller, L., Forshay, W.R., & Huett, J. (2008). Linking Research & Practice to Improve Learning. TechTrends, 52(3), p.70-75

Moller, L., Forshay, W.R., & Huett, J. (2008). Linking Research & Practice to Improve Learning. TechTrends, 52(4), p. 66-70.

Moller, L., Forshay, W.R., & Huett, J. (2008). Linking Research & Practice to Improve Learning. TechTrends, 52(5), p. 63-67.

 Simonson, M. (n.d.) Distance Education: The Next Generation [study video]. Retrieved June 27, 2012, from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1341293_1%26url%3D

Distance Learning

I am very excited to learn the nuiances of Distance Learning over the next 8 weeks.  According to Schlosser and Simonson,

"Distance Education is institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors."  (Simonson et al., 2012)

As a distance learner, I am very interested in the dynamics from the instructor's point of view as we matriculate through this course.

Reference:

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

Reflection

Striking Knowledge about How People Learn

Over the years, I never questioned why I remembered little mnemonics that elementary and middle school teachers taught me years ago.  Gaining a basic understanding of the anatomy and physiology of the brain and familiarizing myself with the findings from brain-based research changed how I thought about how people learn.  I found the information about the brain to be striking.  When I consider how the brain’s information processing functions it will benefit me as an instructional designer.  Dr. Ormrod (Ormrod, 2011) compares the brain to a computer.  Information can be placed in long term memory by relating it to information you already know, some information is in a verbal form, as words or language.  Information can also be stored as images.  This is a highly effective way to remember information.  Encoding information in more than one method, visual and auditory for example, is the most effective way to remember information.  I never thought about how the brain stores and retrieves information.  This information made me much more aware of differentiating instruction for learners and presenting it in a way which allows the learner to make meaningful connections.

My Personal Learning Process

I’ve learned that most learners have a combination of learning styles.  I also have found that learning styles might shift depending on the concept or material being introduced. I learned from reflective constructivist like Piaget and Vygotsky that as learners we construct, through reflection, a personal understanding of relevant structures of meaning derived from our actions in the world (Foley, 2004).  Originally I considered myself a visual/tactile learner.  I now fall under the constructivist theory of learning as well.

Connection between Learning Theories, Learning Styles, Educational Technology, and Motivation

Learning occurs across all learning styles and theories.  A common connection between all theories is previous experience, background knowledge, or interactions and networking. Feedback is the common connection between behaviorists and cognitivists. Environment and cultural impacts influence learning according the social learning theorists, connectivists, and adult learners.  Memory plays a very similar role in learning between connectivists, adult learners, constructivists, and social learning theorists.  These theorists all note that memories are developed, defined, and recalled by social interactions, patterns, and self construction.  Technology is a common connection between all learning theories. Various learning tools meet the needs of each learning style.  Online games and quizzes provide immediate feedback to connect learning according to the behaviorists and the cognitivists.  Kinesthetic learners appreciate technology as they manipulate the keys to perform functions on screen.  Visual learners are engaged by the images, auditory learners by sounds such as a book talks, etc.  Motivation is an act of giving somebody a reason or incentive to do something. Keller’s ARCS model addresses motivation through a specific model; ARCS in an acronym that represents attention (A), relevance (R), confidence (C), and satisfaction (S) (Keller, 1999).  Behaviorists and cognitivists use extrinsic motivators initially, wean the extrinsic rewards, and stimulate the learner by intrinsic motivators.  The primary focus for the other theorists would be intrinsic motivators.  A majority of adult learners are self motivated. Capturing the learners’ attention can be achieved using several methods, a video clip, lyrics to a song and the music, graphic organizers, a picture book or story, etc.  Class discussions, real world connections, and videos can bring relevance into the lesson.  Confidence can be addressed by scaffolding the content, and providing many opportunities for the students to feel successful, (Ormrod, Schunk, & Gredler, 2009).  Confidence is directly aligned with satisfaction.  When the confidence of the learner is built or improved, satisfaction becomes the outcome of providing the other parts of the ARCS model.

Future as an Instructional Designer

An old cliché says that knowledge is power.  I beg to differ with this statement.  Power is not attained by knowledge alone.  Applied knowledge is power.  This course has supplied me with valuable information about how the brain processes, stores, and retrieves information.  This course reviewed some and introduced other theorists and their research on learning behaviors.   We were presented information on learning styles and multiple intelligences, and Keller’s ARCS model.  This information by itself will prove meaningless if I do not apply this information when designing instruction.  I plan to build a checklist and using the backwards design of beginning with the end in mind, develop lessons which take into account the needs of the learner, appropriate technological tools, and the ARCS model.  Collaborative planning with peers will be able to constructively critique any tweaks which need to be made.   

References:

Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global era.  McGraw-Hill Education. P. 60 & 189

Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning

Ormrod , J. Information Processing and the Brain. Laureate Education, Inc. (Accessed 2011). [Video Program]. Walden University Resources.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Fitting the Pieces Together

Originally I considered myself a visual/tactile learner.  Over the past six weeks I have a deeper understanding of the different learning theories and styles and my view has changed.  I now see that I fall under the constructivist theory of learning as well.  Constructivist learners are actively attempting to create meaning. I see now how I attempt to create meaning when learning new concepts. 

I’ve learned that most learners have a combination of learning styles.  According to Karl Kapp, (Kapp, 2007) “All learning theories have a place and all are required for certain tasks.” I also have found that learning styles might shift depending on the concept or material being introduced. I learned from reflective constructivist like Piaget and Vygotsky that as learners we construct, through reflection, a personal understanding of relevant structures of meaning derived from our actions in the world (Foley, 2004).  Reflections are a powerful tool which allows adult and adolescent learners to concentrate on the objectives set, the frameworks provided, and the connections made.  Cercone states (Cercone, 2008, p. 143) “it is recognized that not all adults are self-directed and that some may need help to become more self-directed. Some students need some type of structure to assist them in becoming more self-directed. “People change behaviors to satisfy the desires they have learned to value” (Standridge, 2001).

Technology plays a paramount role in my learning. Learning Theories and Instruction has challenged and expanded my interaction with technological tools that I had no experience with.  The insightful articles, research, and discussions have reenergized my desire to find engaging and meaningful tools to use with my own students.  The more comfortable I feel with using technology, the more apt I am to teach it, encourage it, and advocate for it.

References:

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design, Retrieved July 26, 2011, from AACE Journal, 16(2), 137-159.

Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global era.  McGraw-Hill Education. P. 60 & 189.   

Kerr, B. (2007). Blog. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Standridge, M. (2001). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism

Connectivism

     This week as we studied Connectivism we were instructed to develop a mind map which illustrates our network connections.  Connectivism is defined as the integration of principles explored by chaos, network, and complexity and self-organization theories (Simmons, 2004). My network is divided into four different connections:

1. Social Interactions
2. Spiritual Interactions
3. Personal/Hobbies
4. Educational

     This network illustrates the way in which I learn.  I know longer write letters or have lengthy conversations with friends and family to keep up with their lives.  I now utilize social websites such as Facebook to stay plugged in to the people who matter to me.  I listed Google as a digital tool I use as a search engine and mail server.  I use the email server to have personal conversations with friends or family.  Several retailers send coupons and promotions to me by way of emails.  The need to purchase subscriptions to newspapers, mail-order catalogs, etc. has been replaced with the convenience of signing up with the vendor of choice to stay abreast of news or information of interest.

     The way in which I learn spiritually has also changed due to my network connections.  Traditionally, Sunday morning worship services required me to physically attend a service in a cathedral or church.  With the advent of streaming video, my church and several others of interest utilize streaming faith as a digital tool.  This network connection affords me the ability to experience my worship service from any place that I can access the internet.  Daily devotionals and other inspirational tools are readily accessed using this connection also. 

    

     Twenty years ago when I decided to go back to college the online option was not available to me.  Colleges and universities like Walden University now offer all learners the option of attending classes on campus sites or virtually from any location.  As more and more online classes are designed and made available, the way my nine year old will learn in the future will be fascinating; technology classes in India, China, and Japan will be easily accessible. Professionally I utilize several sites to extend my content knowledge, attain resources from other professionals in my field, and expose my students to visually stimulating videos and information.  Several teacher sites and blogs are used for finding the answers to questions I might have.

     Personal connections for my family are made using websites which have replaced the local travel agent.  Comparison shopping for the best hotel rates, flights, and vacation packages can now be accessed and selected within minutes.  

Technology and the connections we make have impacted every area of our lives.  What took human capital, extended time, and greater effort and expense, is now common practice for most of us.  It’s virtually impossible to imagine what our connections will look like in the next 5 years.

References:

Simmons, G. (2004, December, 12) Connectivism: A learning theory for the digital age.   Retrieved from http://www.elearnspace.org/Articles/connectivism.htm