Distributed
Learning:
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Virtual Classes-instruction
in a learning environment where teacher and student are separated by time or
space, or both, and the teacher provides course content through the use of
methods such as course management applications, multimedia resources, the
Internet, and videoconferencing. Students receive the content and communicate
with the teacher via the same technologies. For example: The
Global Virtual Classroom (GVC) is a collection of free, online educational
activities and resources. It aims to complement the efforts of
governments and educators around the world to integrate technology into their
classrooms and curricula and to link their schools to the Internet in educationally
productive ways.
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Corporate Distributed Learning-Distributed
learning is gaining ground in corporate contexts as businesses strive to
reach the learners of today in ways that engage and achieve desired business
outcomes, including budgetary requirements. To meet these needs, many
corporations are changing their training (educational) environment from the
traditional face-to-face, or Instructor-lead, model and are making effective
use of technology by applying it more in their educational training courses. For example: by adding a discussion
forum or reflection blog section to a learning module the corporation allows
learners to extend the learning beyond the event.
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Hybrid
Classes-Hybrid
courses involve a mixture of Instructor-lead and Web-based learning, offering
both synchronous and asynchronous learning. In addition many of these models
may include participants from remote locations. Hybrid courses often include
asynchronous tools such as Forums, Blogs, and Wikis for participants to
engage in discussions that extend the learning through collaborative
interaction. For example:
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Academic Distributed Learning-Distributed
learning in an elementary setting would look much like distributed learning
anywhere, simply modified for the level of the students. For example: younger students who have yet learned to read or
write could use tools like voice thread to record their voice as they share
their knowledge. Instead of individually blogging a class blog might be
created where student’s thoughts are entered by an adult. Photos and scans of
student work could be posted for other’s to learn from. In general the
distributed learning would be much more visual and auditory and less text
based.
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Distributed Learning via Virtual
Institutions-
Distributed learning in higher education takes a very hands-on approach, and
instead of just learning, the students have the opportunity to not just
participate, but look deeper answering the "how" and
"why" to use such learning methods. Many universities are also offering
hybrid courses, which is a combination of face-to-face and internet-based
learning. In addition to that, some students are able to participate in
programs such as Study Abroad, which offers the students the chance learn
"on-location." For example: If a group of
students have a group project and aren't able to meet in the same area, they
might use instant messenger to meet in their varied locations. Students are
given the opportunity to learn at their own pace and contribute to a wiki on
their own time. Students at the Pepperdine University Online Master's of
Educational Technology are distributing their learning through a "gift
giving project". Each student distributed a resource or "gift"
through the sharing and presentation of online tools. Each student learned a
new tool to use in their daily lives.
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Resource: http://mindmaps.wikispaces.com/Distributed+Learning+Examples#corpex
Reusability:
The technology department in our district created a
forum for the Technology Integration Coaches on each campus to upload artifacts
that teachers had created from each of their schools. The forum was supposed to
be a place that TICs could share ideas about using technology, present cool
technology ideas teachers integrated into the classroom, ask questions about different
technologies, and discuss ways they could help their teachers incorporate more
technology. They offered a 3 hour course on how to navigate and utilize G-Forum
(that was the name) to all the TICs at the beginning of the year.
Unfortunately, as the year progressed, G-Forum was not being utilized to its
potential. Very few artifacts were uploaded and interaction between the TICs
was not occurring. The main reason being, the TICs did not receive any
follow-up training on G-Forum and they felt that the 3 hour course was not
sufficient in providing knowledge on how to access and navigate it from their
home schools computers. Also, they had no directions or manual to refer to on
how to accomplish certain task. This really affected the reusability of G-Forum.
The course could be redesigned by making it a 6 hour course and allowing the
TICs more time to review how to navigate G-Forum as well as get some hands-on
practice. This will eliminate some of the issues the TICs have been having with
the forum and give them an opportunity to start building the learning
community. Also, there should be a step by manual about how to use functions
within G-Forum for the TICs to refer to as well establishing a contact person
for troubleshooting.
Nanotechnology:
Traveling across a vast district is one of the
criteria for my job. Driving a Ford F-150 Crew Cab is not the ideal vehicle to
have when it comes to the gas prices of late. I really love my job but one of
the drawbacks is the constant driving. In our office, from year to year, that
has to be the number one complaint. Of course it is not our employers fought
that most us drive gas guzzling automobiles. In an attempt to ease the pain,
our employer now provides us with a yearly gas stipend. Our course it doesn’t
even began to cover the total amount we spend but it better than nothing at
all. I know a lot of people face this dilemma. Nanotechnology, however, could
be the solution to our problem. Cars are being manufactured with nanomaterial
so that less metal and fuel is needed to operate vehicles. As research in
nanotechnology grows, I see it becoming a big part in helping students and
educators who spend a lot of their time trying to solve problems like fuel
consumption in the future. Section of our science curriculum is devoted to
students developing creative ways to solve problems facing humanity.
Nanomaterial could be used in the classroom to give students a real opportunity
to work with material that could change our lives and possibly solve my little
gas issue completely.
Direction
of the Field:
If instructional design and technology should find
itself at a crossroad between the straight and narrow road and the broad and
inclusive road, than I believe it should cruise in the direction of broad and
inclusive. Instructional design should always be looking to the future,
adapting and changing with the times. As an instructional designer your clients
want someone who is innovative, cutting edge and presents solutions to their
problems. If you keep the same type of thinking and ideologies than how can you
meet there ever changing needs? Becoming predictable and static is not the way
for instructional design and technology. In order for the field to continue
growing and succeeding, it must continue to meet the needs of a progressive and
changing society.
