The Next Generation of Distance Education

After reading the three articles by Moller, Huett, Foshay and Coleman, and listening to the Simonson video programs, compare and contrast the reasons these authors believe there is a need to evolve distance education to the next generation. Do you agree with their positions? Why or why not?

I agree with the positions of all five of these authors in one way or another. For example our education system needs to evolve. Our students are no longer traditional students and the traditional school does not work for everyone. With the inclusion of No Child Left Behind we need more options for our students. In the article titled The evolution of distance education: Implications for instructional design on the potential of the web the following quote was available: Ideally, by offering online courses, a small school can provide rich and varied options normally available only at larger schools (Pape, 2005). Moller, Huett, Foshay, Coleman and Simonson all agreed that our learners are more advanced than they used to be in the past. They also believe that distance education has to evolve.

Simonson believes that distance education has been widely accepted by society and this is great because this is one of the major barriers that usually stand in the way of innovations. He also believes that there must be a blending of the traditional learning environment and distance learning for students to be successful. I agree more with this idea because there are lots of benefits to having both settings. In the traditional classroom there is more face to face interaction and when it comes to distance education there is convince and the aspect of lower cost that must come into the equation. Cost has become a major factor in lots of decisions in education in the recent years because of the recession. Distance learning can help fix overcrowded classrooms and provide twenty first century skills that all of our students will need.

Sadie Rodgers

Resources

Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70-75. Use the Academic Search Premier database, and search using the article's Accession Number: 33281719.

Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66-70. Use the Academic Search Premier database, and search using the article's Accession Number: 33991516.

Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5). 63-67.

Final Reflection

My personal theory of learning consisted of my students learning through repletion. I still believe this but I would modify that theory buy saying that my students need to be taught the proper way to do things. Practice doesn’t make perfect but it does make permanent. I plan on using technology that gives my students feedback. They need this to be successful.


An immediate change that I will make when it comes to technology integration is to make sure that I model the aspects I want my students to grasp. To many times I have assumed that my students knew what to do. I now realize that this was a source of my major frustration with major projects. Not all students are technology proficient. Students need to see teachers modeling so that they can learn. My long term goals include continuing my education in this program and going to any technology professional development sessions my district may offer. I am already signed up to work on learning iPad technology and other Apple applications.

Social networking

Collaboration and social networking go together. Dr. Orey suggested jigsawing. In my classroom I Have used wikis. I had my students work in pairs to research and create a wiki based on the Holocaust. My students were given a rubric and they also did peer editing on each others wikis. It was a great experience for everyone. It required a lot of work and time but in the end it was well worth the skills that my students acquired.




Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

VoiceThread

Here is the url for my voicethread: http://voicethread.com/#q.b2302742.i12207994.

Constructivist/Constructionist Learning Theories

Dr. Orey mentioned that something as simple as PowerPoint would correlate with the principles of constructivist/constructionist learning. When a student creates a PowerPoint they are building something. They do not realize that a lot of work must go into a PowerPoint to make it successful. Good Power Points include visuals, audio and maybe a video clip. This is an activity that gets the students actively engaged in their work. They have to research the information and find different methods to present the information. I do not tell my students how to design and present the information on their Power Point. It is simply their own creation. I act as a facilitator and answer questions here and there and maybe give my suggestions when I see students moving in the wrong direction but they are the ones who are holding the reigns.




Resource

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Cognitive Learning in the Classroom

The strategies that I explored this week correlate with the principles of cognitive learning theory because they create learning situations that have an impact on the students information processing.  When it comes to cognitive learning it talks about how students retain information in the classroom.  I have used virtual field trips and concept maps to create episodic experiences with my students.  I have found that my students retain more information when they can recall an image to associate with a concept.  I like to incorporate a lot of audio and visual components into my lessons.  I have found that these are the lessons that my students remember the most.  When my students have to read a story and I do not have a visual connection to show them they do not do as well as they would have if I had showed them something to make a connection with the text.  Personally I find it easier to retain information myself when I have something to make a visual connection with. 

Behaviorism Part II

In our textbook Using Technology with Classroom Insturction That Works we looked at "Reinfrocing Effort" and "Homework PRactice".  Both of these concepts relate to behaviorism in the classroom.  One very important concept of reinforcment is that there are consequesces that should immediately occur after a certain behavior is performed.  Positive and negative reinforcement are used to encourage or discourage specific behavior inside of the classroom.  It is important that students know which behaviors will be rewarded and which behaviors will recieve punishment. 

Homework is a great way for students to get practice and shape their learning.  "Multimeida allows students to shape experiences to their own learning style and provides immediate feedback and scaffolding" (Pitler, 2007).   I have used several internet resources and software programs that allow my students to get the interactive practice that they need.  Incorporating multimedia and internet into homework allows students more opprotunities for students to challenge themselves and get the practice that they need. 

References:

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.