Setting Goals for Student Improvement using NWEA.

Last year, in my Professional Learning Community, we set goals for student improvement, using North West Evaluation Assessment (NWEA). It was a struggle, as it was our first year of implementation. I was wondering if anyone else had used the student goal setting for student improvement. If so how did it go for you? Also did you have negative growth and if so how did you approach the student with their negative growth? As we had some students with negative growth and teachers were wondering how should they approach their students with this information?

Reflection

 What do you think the perceptions of distance learning will be in the future (in 5–10 years; 10–20 years)?

   

 The perceptions of distance learning will change in 5-10 years through the use of virtual learning environments. As technology has evolved and right along education has evolved. “The newer technologies dominate what the older technologies…can’t fill (Simonson et al. 2012).” I can see that in the future that education will eventually a more personalized education and more virtual learning environments, where learners will have a strong sense of a virtual presence (Dede, 2005).  In 5 to 10 years distance will become more popular and more of a normal way to attend classes and augmented realities will become more popular.

     According to Dede, “Mirroring with virtual environments that replicate physical settings but also provide magical capabilities for immersive experience.” So this means that in 10 to 20 years educational environment will be more of an environment that will be replicated through the use of technology. This technology will give the appearance of holograph face-to-face classroom environment that will use an asynchronous concept that will provide open access for students to attend a class around their busy schedule.

How can you as an instructional designer be a proponent for improving societal perceptions of distance learning?

    

An instructional designer can be proponent for improving societal perceptions through the use of positive engaging trainings and through the use of keeping up with technology and embracing this technology and not being afraid to use it, as so many people are. As instructional designer I will also improve societal perceptions by being the forerunner of using and fostering “emergent” technology in developing my trainings (Dede 2005).  

     Also, as an instructional designer I need to be alert for “Naïve managers and subject matter experts that do not recognized that there are specialized e-learning designs and development skills”, this will help improve the perceptions of distance learning through creating impressive design content (2008).

How will you be a positive force for continuous improvement in the field of distance education?

     Since my first distance education class, I have been a positive force in field of distance education. I believe that distance education is changing the face of education and the way that we think about learning and learning environments. As a student and an instructional designer, I can use both my learning experiences and career to be a positive for continuous improvement. I will also design content that is aligned to standards and providing resources to high-risk students (Huett et al, 2008).

  

Resources

Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly, 28(2), 7-12.

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. Part 3: K-12. Techtrends:Linking Research And Practice To Improve Learning, 52(5), 63-67.

Moller, L., Foshay, W. R., & Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. Techtrends: Linking Research And Practice To Improve Learning, 52(3), 70-75.

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

Converting to a Distance Learning Format

Converting to a Distance Learning Format

Consider the following scenario: A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.

·       What are some of the pre-planning strategies the trainer needs to consider before converting his program?

When converting a traditional classroom to a distance education course, several elements will need to be considered while in the pre-planning stages. First in the preplanning the trainer should check the server to insure there is enough space and enough bandwidth to insure smooth flowing content is presented. Next, there are several types of learning that can be used in a distance education course: synchronous, asynchronous, and blended, in this case we will be using blended e-learning environments in this situation (Simonson et al, 2012). It is important to consider the audience and their characteristics and any type of learning limitations. Next in preplanning it is important to understand which of the delivery options that the instructor will want use and which learning content the instructor wants to be delivered face to face verses training materials that will need to be uploaded to the server. The trainer will need to preplan the time line to insure completion. Next the trainer will need to create systematic objectives in order to meet the trainer’s completion goal.

·       What aspects of his original training program could be enhanced in the distance-learning format?

The aspects of the original training program could be enhanced by the distance-learning format through the use of interaction in the form of an asynchronous discussion forum on the content assigned by the trainer, students could respond to the discussion. Then the trainer could continue the discussion in class using synchronous discussion, as the students will then have prior knowledge of the content and this could create a greater quality of content discussion the trainer is wanting (Simonson et al, 2012).

·       How will his role, as trainer, change in a distance learning environment?

The role of the trainer will change in a blended e-learning, first the cost of replication of all of the training materials, once developed the trainer can reach many more employees and create a faster and more efficient training program that employees can begin using immediately, thus reducing the overhead cost of employ training programs. The trainer will also be able to create trainings geared towards is department of the business.

·       What steps should the trainer take to encourage the trainees to communicate online?

The trainer should encourage communication through a learner- centered environment that promotes collaborative activities by designing pre-determined discussion threads requiring a set determined number of student posts that is graded by rubrics. This threaded discussion is one of the most powerful techniques used in distance education (Simonson et al, 2012).” Also through the discussions the trainer could use difference interfaces that compliment the “desktops” with the use of augmented realities, virtual realities with the use of avatars (Dede, 2005).

Resources

Culatta, Richard. (2013) Instructional design.ADDIE. Retreived from http://www.instructionaldesign.org/models/addie.html

Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly, 28(2), 7-12.

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

The Impact of Open Source

     In researching an Open Course to select for this weeks assignment I finally found one that was interesting to me. I choose Communicating in Cyberspace through MIT Open Course Ware URL http://ocw.mit.edu/courses/comparative-media-studies-writing/21w-785-communicating-in-cyberspace-fall-2003/index.htm. In reviewing the questions of the pre-planning I would have to say that under the preplanning of course management, I noticed that the MIT course met some of the “components of a course management system,” through the use of a dashboard that presents the contents of a syllabus, and the assignments, however to fully meet the preplanning requirements each assignment needs to be listed with learning the objectives and an ongoing announcement area.  This does not meet the full “components of a course management system (Simonson et al, 2012).” 

      Also, I did not notice a student roster and maybe I needed to enroll before I could see that. In the recommendations for online instruction are mostly met. The required coarse readings are posted in a designated area and I noticed that the discussion boards, group projects, are set up to be selected through the student group choice, which all meet the “components of a course management system (Simonson et al, 2012).” As an instructional designer I would also add a course evaluation tool for my students in order to meet the requirements of Simonson and et al, list of “components of a course management system (2012). According to Beldarrian, through the use of emerging technologies, which this course does, to individualize each level of instruction and interaction, (2008).  

     In answering the question did the course designer implement course activities that maximize learning for the students; I would have to say yes. The learner’s needs were the focus in the early stage of the designing (Simonson et al. 2012). The course designer in this MIT course knows that experienced technology users would be enrolling in this course and are familiar with how to use technology and the designer provides several options for group choices. The designer knows that the more the needs of the learners are met, the more they can feel confident in their engagement and their learning. Through the ability to recognize the needs of our learners we can build and create more efficient designs.

Resources

Beldarrain, Y. (2006). Distance Education Trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153. doi:10.1080/01587910600789498

Edward Barrett. 21W.785 Communicating in Cyberspace, Fall 2003. (Massachusetts Institute of Technology: MIT OpenCourseWare), http://ocw.mit.edu (Accessed 7 Apr, 2015). License: Creative Commons BY-NC-SA

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