The Impact of Open Source

Before reading about Open Source courses in our readings this week, I had never heard of such a thing. Simsonson, Smaldino, Albright & Zvacek (2012) defined open source courses as “course management systems that are free educational software that are maintained by users who implement, even modify, and ultimately support their system to meet local, specific needs” (2012, pg 162). I reviewed an open source course offered by Yale University, Roman Architecture, taught by Diana E. E. Kleiner, Dunham Professor of History of Art and Classics at http://oyc.yale.edu/history-art/hsar-252#overview.

Does the course appear to be carefully pre-planned and designed for a distance learning environment? How so?

This particular course was “taught on campus twice per week for 75 minutes” and was recorded for “Open Yale Courses in Spring 2009” (Yale University, 2012). I do not believe this course was edited much for the online/distance learning format. This seems to be a case of “dumping a face to face course onto the web” (Simsonson, Smaldino, Albright & Zvacek, 2012, pg 134).  I find this to be the case because the online sessions include multiple video lectures for viewing, along with transcripts with which to use for following along or making notes. For this course it would be necessary to view the lectures as the images are not included in the transcript file.

Does the course follow the recommendations for online instruction as listed in your course textbook?

The course does not follow the all recommendations for online instruction listed in our text. While the requirements for the reading assignments for each session are clearly listed, some areas are unclear. Because this is an online free course with no credit, I’m confused with the “requirements”. In the syllabus, the course grading system is listed

“Midterm examination 1: 30%
Midterm examination 2: 30%
Final paper: 30%
Participation in online forum: 10%” (Yale University, 2012).

With no explanation as to where these items are turned in, or for what purpose other than learning new information. Also while the requirements are listed, there is no explanation as to when these assignments should be completed. Our text does suggest “one of the most effective techniques to promote interaction in distance education is the threaded discussion-instructors post questions related to reading, viewing, and/or listening assignments, then students post comments in a discussion area” (Simsonson, Smaldino, Albright & Zvacek, 2012, pg 156). This is implemented to some extent, a discussion board is available for students to use, however I checked the status of it, and no one was currently signed up to use the board. It was also apparent this board was used only by students, with no input from the instructor.

Did the course designer implement course activities that maximize active learning for the students?

This course was designed to be teacher centered, rather the distance learning norm of student centered learning. We typically see “the trend to reduce the amount of information delivered and to increase the interactive value of the learning experience” in distance learning, this class was missing this component. The course activities or lack thereof did not maximize active learning, only checked to see if the students were “paying attention” during class instead of applying what they have learned to improve the transfer of this new information.

While this course wasn’t created with the best distance learning design, the course itself would serve its purpose for someone looking to learn about roman architecture without needing a “grade” or course credit. It seemed to be very informative and the videos were rich with interesting information and images.

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

Yale University. (2012). Roman architecture. Retrieved from http://oyc.yale.edu/history-art/hsar-252

Selecting Distance Learning Technologies

Example 2: Interactive Tours

A high school history teacher, located on the west coast of the United States, wants to showcase to her students new exhibits being held at two prominent New York City museums. The teacher wants her students to take a "tour" of the museums and be able to interact with the museum curators, as well as see the art work on display. Afterward, the teacher would like to choose two pieces of artwork from each exhibit and have the students participate in a group critique of the individual work of art. As a novice of distance learning and distance learning technologies, the teacher turned to the school district’s instructional designer for assistance. In the role of the instructional designer, what distance learning technologies would you suggest the teacher use to provide the best learning experience for her students?

My suggestion would be for the teacher to either make a video tour of the museums or find a tour online. The curators could be involved in the creation of this video. This prerecorded media/podcast would provide the students with a chance to “tour” the museums without the need of the curators at the time. The students could participate in a group critique of the two pieces of artwork and then participate in a discussion with the curators. The students could take notes during their “tour” and ask the curator questions in an email format or something similar. The teacher should keep in mind that podcasts should be “3 to 10 minutes long” (Simonson, Smaldino, Albright & Zvacek, 2012, pg 97). To keep the podcast short the teacher could segment the tour into sections according to time period or art type. An example of this scenario can be found at http://www.mnh.si.edu/panoramas/flashVersion/index.html

The second option the teacher could use would be a two way audio/one way video OR two-way audio/video. In this scenario the learner and the subject would be required to participate at the same time. The curator could take the class on a live tour of the museum and answer questions along the way. It wouldn’t be necessary for the curator to see the student; this is why two-way video is optional. An example of this scenario can be found at http://www.cartermuseum.org/learn/distance-learning

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

• Your personal definition and observations of distance learning before starting this course. Consider what you learned about distance learning this week and how this learning has influenced your personal definition.

Before starting this course I was unsure of what would be expected of me. I have had two experiences with distance learning in my educational endeavors. The first experience was a synchronous AutoCad class taken as an elective my junior year of high school. During this class we were essentially 3 geographically separate classrooms with 1 geographically separate instructor. We had two way television sets, we could see ourselves and our teacher, and occasionally one of the other groups. While working on our individual projects we were able to receive real time assistance and the instructor was able to see our computer screen via some “fancy” software. While this class was part of an interesting experience, there were many flubs along the way. Many times we would come in to class and the network would be down, or the other school would have a snow day, etc and this made some days rather difficult.

The other experience I have had with distance learning has been with Walden University. Even after the less than stellar performance of my first distance learning class, I felt that Walden would be the best fit for me. It’s asynchronous style allows me to work at my own pace during times of my choosing.

These distance learning coursework experiences allowed me to develop my own definition of what distance learning is. Before this week’s readings I would have defined distance learning as:

            Learning, geographically separate. Uses technology including: computers, television,    and internet. Must allow for some instructor/student interaction.

• Your revised definition, which combines your previous thoughts about distance learning with new information you learned this week.

With the new information that was presented in this week’s readings I would make a few changes to my prior definition. I’ve since learned that distance learning must include four distinct characteristics.  As stated by Simonson, Smaldino, Albright, & Zvacek (2012), these 4 characteristics are as follows:

“1.First, distance education was carried out through institutions; it was not self-study or a nonacademic learning.

2.Second, geographic separation was inherent in distance learning, and time might also separate students and teachers.

3.Third, interactive telecommunications connected the learning group with each other and with the teacher.

4. Finally, distance education established a learning group, sometimes called a learning community, which was composed of students,  a teacher, and instructional resources.”

(pg 33).

           

My new definition would be:

Institution based learning, that may be geographically separated or separated by time. Interactive technology would allow for the learning group to interact, either synchronously or asynchronously.

 

• A summary of your vision for the future of distance learning as it continues on a path of evolution and change.

I’ve seen major changes in distance learning in less than a decade. I see distance learning becoming a more popular choice for adult students or students with commitments that do not allow for the typical brick and mortar schools. Distance learning is still somewhat of a scary notion, many of my colleagues make reference to my experiences at Walden and say things like “I don’t know if I could do that”. It will be important for those of us with positive experiences to encourage people to challenge themselves and participate in distance learning, just to give it a try.

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