Blog—The Impact of Open Source

Blog—The Impact of Open Source

MIT OpenCourseWare (OCW) is a web-based publication of virtually all MIT course content. OCW is open and available to the world and is a permanent MIT activity (Massachusetts Institute of Technology Open Course ). Open Course sites provides learning opportunities for users through using downloadable course materials, lecture videos, and lecture materials that is available for anyone to locate on the MIT OCW website. Utilizing the MIT OCW proved to be very user-friendly and easy to navigate for learners like I that is new to the site. I chose to explore Introduction to Lean Six Sigma Methods available on the OCW. Six Sigma is “The basic principles have been applied to a wide range of organizations and sectors to improve quality, productivity, customer satisfaction, employee satisfaction, time-to-market and financial performance” (Murman, McManus , Weigel, & Madsen, 2012, para. 1).

Reviewing the course, it appears to be carefully pre-planned and designed for a distance learning environment. The navigation of the site is self-explanatory for anyone who has every surfed the internet or who has utilized any computer software system before. It even has the added touch to help the learner has everything in one area that will be needed to navigate through the course. For example, on the left-side of the site is the navigation panel that displays the important information of the course such as Course Home, Syllabus, This Course at MIT, Lecture Notes, Lecture Videos, and Download Course Materials. It has everything that the learner needs to be successful in learning the material. Through navigating each section the learner can become familiarize with the course content as well as the instructors of the course.

The course follows the recommendations for online instruction as it is listed in our course textbook. In our textbook it pinpoints that “instructors of online courses must make the course organization, calendar activities, and expectations as clear as possible” (Simonson, Smaldino, & Zvacek, 2015, p. 114). Considering that crucial information one can see that the syllabus, lecture notes, videos, activities, and outcomes displayed throughout the course ensure the learners are clear with the expectations. It has an in-depth layout that is easy to understand and stay focus on the material at hand, thus avoiding unnecessary distractions in the course.

The course designer implemented activities that maximize active learning for the students. Such activities could be viewed under the lecture notes sections. The learners have the opportunity to review simulations that are comprised from Lego, review papers, and presentations. The designer ensured that the learner has all the materials available to them to learn about the topic. There are tours and video session that students can watch during class.

To concluded, throughout any course whether it is an online environment or a traditional setting the learners achieving the goals should be a main point. The MIT OCW should be carefully pre-planned and designed for a distance learning environment. The recommendations for online instruction should align with key concepts of the fundamentals of teaching online as well as have activities that maximize active learning for the students.

References:

Murman, E., McManus , H., Weigel, A., & Madsen,B. (2012). Introduction to Lean Six Sigma Methods. Retrieved from http://ocw.mit.edu/courses/aeronautics-and-astronautics/16-660j-introduction-to-lean-six-sigma-methods-january-iap-2012/index.htm#

Massachusetts Institute of Technology Open Course (n.d.). About OCW. Retrieved from http://ocw.mit.edu/about/

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6th ed.) Charlotte, NC: Information Age Publishing. 

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Selecting Distance Learning Technologies

Selecting Distance Learning Technologies

Example 1: Collaborative Training Environment

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. (Blog—Selecting Distance Learning Technologies, n.d.)

As technology changes, instructional designers are challenged to embrace the changes and implements ways to effectively utilized technology in their projects. It is important for instructional designers to be able to collaborate with partners or clients to meet their needs. Instructional designers must first focus and determine the underlying needs for the learning (Jonassen, 2006). For example, in the above real-world example the underlying needs of the major corporation are identified as:

  1. Accessible from various locations
  2. Accessible anytime
  3. Accessible on the go via mobile devices or other communication devices
  4. Ability to utilize document sharing
  5. Ability for multiple users to make comments, add screen captures, add documents, or revise at the exact same time within the same document
  6. User-friendly
  7. Customizable

After an instructional designer have determine the needs of the client, it is now time to determine if the partners or clients have an existing course management systems that will meet theirs.

Course management systems (CMS) are software systems designed to track and manage distance education courses (Simonson, Smaldino, & Zvacek, 2015). In the real-world example, the major corporation needs have been identified and it is known that they’ve recently purchased a new automated staff information system to support their needs. In the example, it did not disclose any pertinent information about the system or its feature. Therefore, I have two CMS recommendations that will contribute to providing contextual information to learners which are COURSEsites and Moodle.

COURSEsites as well as Moodle can be used from anywhere, anytime, and on the go with supported mobile compatibility. Each system allows adjustments and is flexible so that learning objectives and learners’ needs are met. CourseSites is basically a no-cost online learning environment that you can set up to match your personal teaching style, curricula, and student needs” (COURSEsites, n.d.). Moodle is a free system that “…can be customised in any way and tailored to individual needs. Its modular set up and interoperable design allows developers to create plugins and integrate external applications to achieve specific functionalities” (Moodle, 2015).

After the instructional designer has determined the needs of the partners or clients and has reviewed existing system or made a recommendation, it is now time to further examine the features of the system. The features of both CourseSites and Moodle satisfy the needs of the major corporation. It has been expressed that “CourseSites can be accessed through Blackboard Mobile” (COURSEsites, n.d.) and Moodle users are granted the opportunity to “share files and media” as well as create “collaboration” (Moodle, 2015). Both systems allow different types of teaching and learning needs to be addressed and supported.

To conclude, whether you are an ID or a major corporation with a new system, you must embrace the needs of the learner. You must actively participate and address the learners’ needs in order to ensure a successful system (as cited in Beldarrain, 2006). Having the appropriate system that aligns with the need of the learner will enhances the learner’s ability to understand the training.

References:

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2),139–153.

Blog—Selecting Distance Learning Technologies [Application]. (n.d.) Retrieve from https://class.waldenu.edu/webapps/blackboard/content/listContent.jsp?course_id=_11212692_1&content_id=_28859281_1

COURSEsites (n.d.). Frequently Asked Questions. Retrieved from https://www.coursesites.com/webapps/Bb-sites-course-creation-BBLEARN/pages/faq.html

Jonassen, D. (2006). Modeling with technology: Mindtools for conceptual change (3rd ed.). Upper Saddle River, NJ: Pearson Education.

Moodle (2015). About. Retrieved from https://docs.moodle.org/29/en/About_Moodle

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6th ed.) Charlotte, NC: Information Age Publishing.

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EDUC-6135-1 Distance Learning

Blog Assignment: Defining Distance Learning

Distance education is another term used in the educational field (Simonson, Smaldino, & Zvacek, 2015). Distance learning is the latest trend throughout the world and should be embraced. In today’s generation, it is important that the educational industry keeps up with the changes in technology to ensure a successful distance learning program. Understanding how the role of distance learning affects the learning process in every work or school environment is the key to ensuring that the learning process continues to flourish.

In this week’s lesson, we have discovered that distance learning provides a convenience to learners. In addition, we have learned the impact it has on everyone that seeks use this convenience. In this blog I will discuss my personal thoughts on distance learning especially in the work field. I will inform my previous thoughts on distance learning, my new/revised thoughts, and my view on the vision of distance learning.

Before this course distance learning to me was defined as the opportunity to learn instructional material without attending a physical location. I had prior knowledge that shaped my mind to know that distance learning allow me as a learner to attend courses via web-based or self-pace without attending a traditional classroom setting. For example, during my undergrad I completed some courses via web-based. Originally, I thought that web-based allowed students to set up their own schedule for completing assignments however, it did not happen that way. In most of the distance learning courses that I’ve encountered the program had a strict schedule for completing the assignments.

On the other hand, in the work field distance learning does allows me the opportunity to set up training courses based on my scheduling needs. As an employee, it is convenient for me to complete trainings via distance learning rather than attending an actual classroom setting because it allows me the chance to assist more clients. With the help of distance learning, I can now complete scheduled training via web on topics such as safeguarding confidential information and effective customer service.

Since this week’s lesson my view on the distance learning definition has expanded. I now consider distance learning more than a convenient way to complete course. I have determined that there are many more advantages besides convenience that is associated with distance learning. I have discovered that there are advantages and disadvantage (as seen below within the mind map). Some advantages are cost efficient, scheduling needs, pace of course, and reduced travel to attend a class (NJVU,2011). The advantages and disadvantages work together to help ensure distance learning success is achieved. The vision of distance learning can be applied to any environment if it’s fully analyzed for costs, quality of course instructions, convenience, and the overall need for the learner.

References:

NJVU, (2011). Top 10 Advantages and Benefits of Distance Learning. Retrieved from: http://www.njvu.org/top-10-advantages-and-benefits-of-distance-learning/

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6th ed.) Charlotte, NC: Information Age Publishing.

 mindmap

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Reflection

Reflection

I have learned that every individual have different approaches to their learning styles. I have learned from this course there are many ways of thinking and learning despite a person’s age. I found it striking that Problem-solving methods are one of most frequently used technique in the learning process. According to Mayer and Wittrock (as cited in Mayer, 2009), explained problem solving as a “cognitive processing directed at achieving a goal when no solution method is obvious to the problem solver” (para.5). Using problem solving techniques opens up different views on an issue at hand. I learned that my approach to solving a problem will be different from others; however the conclusion could be the same.

This course has deepened my understanding of my personal learning process. I now know why I enjoy self-directed teaching styles. I believe that self-directed information allows me to think and apply my knowledge with limited guidance from others.  I have witnessed that myself and most of my peers apply self-directed nature to virtual classrooms because of our limited time to attend a traditional campus class (Foley, 2004).

We have learned Behaviorist Theory, Cognitive Theory, Constructivist Theory, Social Learning Theory, Connectivism, and Adult Learning. Learning theories, learning styles, educational technology, and motivation are intertwined within an individual’s brain and they rely on one another. They help the learner grasp the overall concept being presented. Motivation is the driving factor for learning theories, learning styles, and educational technology. Without motivation understanding an individual’s learning style or educational technology needs would be impossible. “Understanding what motivates online learners is important because motivated students are more likely to engage in activities that help them learn and achieve” (Keller, 2012, para.1). Furthermore, it will be extremely difficult to identify the most suitable learning theory to aid the individual learning process.

Learning in this course help me further my career in the field of instructional design. I learned that as instructional design tool, it is important to personalize teaching points on an individual basis. I’ve learned the use of personal web can be utilized as an instructional tool in an online environment to allow students and teachers to communicate. I have learned that there is an always new research or technology innovation that creates new paths for learning in the field of instructional design. The role of instructional design is continuously evolving as new ways to communicate between teachers and students occurs.

 

 

References:

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

Kelly, R. (2012). Five factors that affect online student motivation. Retrieved from http://www.facultyfocus.com/articles/online-education/five-factors-that-affect-online-student-motivation/

Mayer, R. (2009). Problem solving. Retrieved from http://www.education.com/reference/article/problem-solving1/

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Blog Assignment: Fitting the Pieces Together

Blog Assignment: Fitting the Pieces Together

Over the previous generations, it was not important for individuals to understand that effective communication is the key to success. However, in today’s generation it is one of the biggest requirements in the field of instructional design and technology. Over this course, we have learned various learning theories. We have learned Behaviorist Theory, Cognitive Theory, Constructivist Theory, Social Learning Theory, Connectivism, and            Adult Learning.

We have explored the different theory and applied them to everyday life of an instructional design and technology student. Now that I have a deeper understanding of the different learning theories and learning styles, my previous view has changed. Prior to this course, I considered my learning style to be self-lead with the ability to rationalize situations. Of the learning theories and perspectives previously presented, I once believed cognitive theory describe my learning techniques.

According to Ormrod, Schunk, and Gredler (2009) stated, “…cognitive theories describe rational processes whereby learners acquire new information and problem-solving skills” (p.14).  I considered myself an analytical thinker that analyzed all possible outcomes whether it is rational and not rational.

Since then, I now feel that the learning theory that fits my self-lead learning styles is the connectivism theory. The connectivism theory allows me to gather and lead my own learning from numerous data sources. Connectivism allows me to connect information from previous experiences or learning sources and apply it to my current knowledge.  Through connectivism I am able to pull relevant information learned and stored in my brain to expand on a new subject or topic. I still believe both cognitive theory and connectivism allows me to step out of my comfort zone and draw from different aspects.

I have learned about the various learning theories and learning styles over the past weeks that can further explain my own personal learning preferences as well as others. I have learned the reason I channel previous experience and apply to current situation. I have learned by individual’s behavior in a certain manner. I have learned that social surrounding contributes to an individual’s experience and their ability to learn.

Technology control many aspects in a learner’s performance. Information has served its purpose once we have accurately performed our duties in making changes in the work field (Few, 2009). The role of technology is a major component to my learning. With technology, I am able search online databases to gather research. Technology allows me to communication with teachers, peers, and others to brainstorm or get feedback from. It also allows me to track my challenges of different manners.

 

References:

Few, S. (2009). Now you see it: Simple visualization techniques for quantitative analysis. Oakland, CA: Analytics Press.

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

 

 

 

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Mapping Your Learning Connections

Mapping Your Learning Connections

My network changed the way I learned by allowing me to have flexibility. I recalled when I was growing up it was only traditional courses offered at school. However, nowadays there are many online environments that allow an individual to further their education. I have sat in the traditional course to learn which I discovered that it hindered my schedule. I realized that my network change allowed me to reap the benefits for enrolling in online programs.

With technology advances it amazing that we have various digital tools available to be used. I have used different devices such as IPad, IPod Touch, Laptop, smartphones, and other digital tools that allowed me to enhance my learning. All those tools required the use of the internet to surf and research different topics. I have used those tools to gather peer review information as well as read scholarly articles and experts’ opinions. I am extremely glad that it is more efficient to gather research from online library versus the local library in my community.

I learn new knowledge from conducting research on the top at hand. I learned from reading various sources that will provide a wide view of information. I select my information by ensuring that it is free from basis opinions and is backed by facts. I have looked at debates that pose opposing views that will allow me to reach my own conclusion. I also learn from my teachers, peers, coworkers, family, friends, and anyone else willing to provide their view on a topic. I learned that everyone learns differently so it is to be expected that the way others acquired new knowledge will differ from mines.

My personal network supports the central tenets of connectivism because it allows me to analyze my thought process. My mind map allowed others to view where I collect information and allow the audience insight into my mind.

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Connectivism

Connectivism

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