Selecting Distance Technologies

Scenario: 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?

“Teaching with technology to learners who are not physically located in the same site where instruction is taking place requires a different set of skills and competencies than traditional classrooms” (Simonson, Smaldino, Albright & Zvacek, 2009, p. 119). In this scenario, the instruction will take place in two prominent museums. The students in attendance are housed in a high school on the west coast.

The first thing to address in this scenario is how to get the students “in to” the museum. One distance learning technology I feel would be beneficial for this is two-way audio, one-way video. This piece of technology is just as the name implies. Two-way audio means audio communication is transmitted two ways – instructor to learner and learner to instructor. On the other hand, one-way video means video signals are sent one way only – instructor to learner. In this scenario, the importance of the instructor being able to see the learner is nonexistent. This technology offers synchronous (live) instruction in which the students will be able to see and listen to the museum curators as they “tour” the museum and display art work. In addition, this technology will allow the students to interact with the museum curators by dialing in to ask questions and offer comments. An external resource that showcases how the use of two-way audio, one-way video is used in distance learning may be found at http://www.educationnews.org/political/political_releases/93750.html. This, being only one resource, discusses how this technology is used to bring distance learning to Indian Nations schools.

Also, in the scenario, the teacher has plans to choose two pieces of art work from each exhibit for group critique. Hopefully, a picture of the art pieces to be shared will be sent to the learners before the group critiquing begins. A distance learning technology I feel would aid in this group discussion is two way audio. Two-way audio is a form of technology in which audio transmissions are sent through telephone hookups, radio broadcasts with telephone call-in, or short wave radio. The use of this technology will allow the teacher to introduce the piece of art work up for critiquing and the students may begin their group discussion through audio.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: P

Web Representation of Distance Learning

http://mywebspiration.com/view/534981ab07a

The Evolution of Distance Learning

As technology takes over and more people are striving to attain higher degrees, distance learning is becoming more and more popular. This is especially true among working individuals. Distance learning affords learners the opportunities to receive degrees without sitting in traditional classrooms. One of the main positives about distance learning is that learners are able to learn at their own pace in convenient locations.

My personal definition of distance learning before viewing this week’s resources was very basic. To me distance learning was studying and receiving a degree from a traditional educational institution by receiving instruction from an instructor or institution from a distance, collaborating with peers through discussion, receiving assignments, completing them, and waiting for feedback.

My revised definition after viewing our class textbook is a little more in depth than my definition before starting this course. Not only is distance learning an outlet for receiving higher degrees, it is also an outlet for professionals to receive training at more advanced levels. According to Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009), “Businesses, companies, and corporations are offering instruction at a distance” (Simonson et al. 2009, p. 32). This statement provided light to my personal definition. Distance learning is not limited to instruction through traditional educational institutions, but it encompasses nontraditional institutions as well.

Although the concept of distance learning is not new, the concept changes as the world changes. As more institutions offer more distance learning classes and programs of study, the competition increases. Since the age of distant learners range from young to old, every learner does not approach distance learning with the same amount of technology skills. This fact alone is forcing many institutions to constantly research ways to make the use of distance learning interactivity for their program less trivial. Less trivial distance learning interactivity means that the learners may be successful with less knowledge about technology.

This week’s multimedia program, Distance Learning Timeline Continuum, chronicles the evolution of distance learning from 1833 – 2009. Distance learning has evolved from mail correspondence, radio broadcasts, television broadcasts, telephone distribution, video broadcasts through video tapes, course delivery through computer and Internet technology, satellite television, etc., all the way to the course management system that expands distance learning options through the creation of new and emerging Web 2.0 technologies. The future of distance learning is incomprehensible as it continues on its path of evolution and change.

References:

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.