Week 3 - Selecting Distance Learning Technologies: Interactive Tours

Week 3 Blog Post: Selecting Distance Learning Technologies
Example 2: Interactive Tours
James Landon

Week 1 Application - The Evolution of Distance Learning

The Evolution of Distance Learning

Before I began this course, I thought the concept of “distance learning” involved online courses designed primarily for high school and college students. To me, these courses are for students who, for a number of reasons, are looking for an alternative to a traditional “brick and mortar” institution. Reasons may include schedule conflicts, geographic location issues, disabilities, time constraints, etc.  These courses could be asynchronous or synchronous and include a number of different technologies available. Synchronous courses might include live audio/video streaming and chat features. Asynchronous or hybrid courses could include viewing pre-recorded media, posting to discussions, and processing online resources.

As I read through the resources this week, my mind opened to a whole world of distance learning, dating back to correspondence courses beginning in the 1830’s (Simonson, Smaldino, Albright, & Zvacek, 2012). I was also amazed at how much distance learning has changed over the last few centuries, especially the last few decades. It seems clear to me that the change has been in direct relation to advances in technology through radio, TV/video, satellite TV, computer programs and electronic communications, the Internet, and finally Web 2.0 tools. As I read the through the thorough analysis of distance learning definitions by Simonson et al. (2012), I determined that my original definition of distance learning had been too narrow and focused on only a small fraction of what it should.

I also found that my idea of distance learning as it relates to my current position in K-12 education also changed. Before this class, my understanding of distance learning in K-12 education referred to alternative education for students that were not able to meet standards in a traditional school because of a variety of reasons such as behavior problems, disabilities, remote geographic locations, etc. Huett, Moller, Foshay, & Coleman (2008) make an excellent point that students that have problems functioning in a traditional environment are the “exact opposite population the research says tends to thrive in the distance environment” (p. 64). They go on to describe a huge variety of populations that can benefit from distance learning.

In addition, as a K-12 educator, my understanding of distance learning completely ignored one of the fastest-growing and most effective forms of distance learning: corporate training and development. Moller, Forshay, & Huett (2008) describe a number of benefits to “e-learning” as it relates to customers and employees in the business world.  The benefits include reductions in training delivery costs, timely and on-demand learning access, and training that is instantly available to a large population. According to Moller et al. (2008), these benefits outweigh the costs of developing distance learning programs.
My definition of distance learning will probably change many more times over the next eight weeks. However, as I combine my personal experiences and the resources I have read this week, my current definition of distance learning is:

Distance Learning is the transfer of knowledge through interactive communications and the sharing of resources, facilitated by an instructor that is separated from the learner.

Finally, definitions of distance learning seem to be changing at rates that mirror advances in technology. As technology advances, so does the way a person learns. The resources and delivery of those resources also changes.  My vision of the future of distance learning involves advancements in the quality of delivery to include much more web-based instruction that is interactive and deeply engaging. Moller et al. (2008) describe ways e-learning is evolving through new models and theories that include knowledge building, problem solving, social collaboration, and deeper interaction with content. Distance learning will continue to evolve through the use of Web 2.0 tools and innovative strategies that build 21st Century skills (P21.org, 2011). As these strategies are implemented along with advances in personal mobile devices and increases in media quality and speed of delivery, I believe distance learning will evolve into a strategy used in almost all learning experiences in all subject areas to supplement and improve instruction.

- James Landon

References:
Huett, J., Moller, L., Foshay, W. R., & Coleman, C. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. Techtrends: Linking Research & Practice To Improve Learning, 52(5), 63-67. doi:10.1007/s11528-008-0199-9

Moller, L., Forshay, W. R., & Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. Techtrends: Linking Research & Practice To Improve Learning, 52(3), 70-75. doi:10.1007/s11528-008-0158-5

P21.org. (2011). Partnership for 21st century skills: Overview. Retrieved from http://www.p21.org/overview

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

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Week 1 - Application Part 2 - The Evolution of Distance Learning

Week 1 - Application 1 on Prezi

James Landon's Instructional Design Blog

Welcome to my Instructional Design blog. This is part of a Distance Learning course in the MS in Instructional Design and Technology degree at Walden University. Thanks for visiting!

- James