Open Courseware Evaluation

Open Culture
http://www.openculture.com/

 

My Walden University masters course provided the above open course resource link for evaluation  and I was blown away by this index of extraordinarily valuable resources in all content areas and in various methods of delivery:  podcasts, video casts, PDFs, course sites, etc.  This link is well worth anyone’s time in exploring for any area of interest.  However, I wanted to evaluate a specific open course so I went straight to the LINK for the single Journalism course listed since I teach two Journalism classes. This link goes directly to a YouTube video lecture of a UCLA professor teaching one of his college classes in Journalism and there are several more recorded lectures from this course in the YouTube sidebar.  While the lecture is very informative, it is not the best practice for an online course according to the criteria established in our course text. It does not appear to be carefully pre-planned and designed for a distance learning environment at all.  It does not provide any of the following nine fundamentals of teaching online recommended in chapter four of our text on pages 134-137:

• Avoid “Dumping” a Face-to-Face Course onto the Web

• Organize the Course and Make the Organization and Requirements Clear to Students

• Keep Students Informed Constantly

• Think about Course Outcomes

• Test Applications, Not Rote Memory

• Integrate the Power of the Web into the Course

• Apply Adult Learning Principles with Nontraditional Students

• Extend Course Readings Beyond the Text

• Train Students to Use the Course Website    

(Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2012, pp. 134-137)

                                                                                   

There were no “powerful opportunities for resource utilization, collaboration, and communication: (Simonson et al., 2012, p. 136), no “options for customization” (p. 136), no “plethora of online resources” (p. 137) built in, no “online tutorials” (p. 137), no “announcements tools”(p. 135) such as a syllabus, email capabilities or “calendar, activities, and expectations” (p. 134) or outlines of any sort, and there was no form of “student assessment” (p. 135). Plus, I just didn’t appreciate the poor sound quality besides.  Basically, the course was deficient in most every regard especially in that it does not implement any course activities that maximize active learning for the students.  The only sense of interaction a student, or should I simply say a "viewer," gets is the occasional questions asked of the lecturer by students who remain invisible in the video as they sit outside the camera's scope.  "It is imperative to activate higher-order thinking skills" (Simonson et al., 2012, p. 135) for learners, but this course simply encourages a couch potato to sit back, view, listen and eat popcorn.

Apparently, I am not the only one who does not consider UCLA’s offerings as worthy enough to be called courseware.  HERE is a great article written in 2010, by one critic who asserts that video streaming a lecture does not make a course.  Additionally, the article details how UCLA was pressured to suspend their YouTube videos due to copyright infringement accusations.  Very Interesting!  Chapter 10 of our course text teaches on these intimidating legal concerns (Simonson et al., 2012. P. 295), but just to take a bit of scare out of this one case, HERE is another article (really it’s a kind of press release) which explains UCLA’s move to safeguard themselves on the federal copyright act.  UCLA even developed a set of guidelines for its faculty to use streaming video as found at this LINK.  WOW!  Who thought it would be so tricky to launch a course online?!

While it’s true that “the literature abounds with guidelines for distance education [see (Beldarrain, 2006, p. 144)] and identifies ‘best practices’ of distance education, [still] common threads have emerged”(Simonson et al., 2012, p. 178).  While you should not abandon the Open Culture resource because there are many numerous courses there that do fulfill best practices for distance education, ultimately, I like this list as the best one for evaluating whichever open course you choose:  

“1. Instructors should provide clear guidelines for interaction with students.

2.      Well-designed discussion assignments facilitate meaningful cooperation among students.

3.      Students should present course projects.

4.      Instructors need to provide two types of feedback:  information feedback and acknowledgement feedback.

5.      Online courses need deadlines.

6.      Challenging tasks, sample cases, and praise for quality work communicate high expectations.

7.      Allowing student to choose project topics incorporates diverse views into online courses” (Simonson et al., 2012, p. 179).

References

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

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

A Case Study: Asynchronous Training

While there are many distance learning technologies that could be used effectively to address the training needs in this case study, the focus below is only on the following three in order to more fully explore each one:

I. Course Management Software (CMS)

A CMS such as Canvas Instructure provides a reliable learning environment “in the cloud” so that the workers can access content during any shift or even on their own personal time from home. More than one worker could access the courseware at any given time, so scheduling would not present any problems. A CMS offers organization by content or by modules or “around themes or ideas that directly relate to student activities or learning” (Simonson, Smaldino, Albright & Zvacek, 2012, p. 117). This would be perfect for establishing the biodiesel company’s individual safety modules. The CMS also allows branding features so that the company can customize its online look with logos and mission statements, etc. in order to bring the sense of workers’ physical environment at the plant to the internet. The instructional designer in this case should look for a classroom management software that provides easy, intuitive navigation capabilities which “permit students to move through the learning activities at their own rate and pace, in a route they determine themselves” (Simonson et al, 2012, p. 119). Also, a good CMS will provide tools to insert hyperlinks, graphics, photos and embedded videos so that “learning materials are available across the entire Web” (Simonson et al, 2012, p. 125). This would allow the instructional designer to refer workers to other manufacturing companies who follow best safety practices, thus expanding student learning and the credibility of the training. Finally, in this case study, a CMS would provide administrative “manageability: Can [the course site] system track the appropriate information about the learner and the content?” (Simonson et al, 2012, p. 140). Mining for data about how workers use the system would provide invaluable information not only for the ID to revise content, but also for monitoring and clocking which workers have completed which modules.

A Photo of one Biodeisel Plant:

II. Podcasts

“Podcasting is not a new idea. It has been around at least since the audio tutorial movement with the Sony Walkman” (Simonson et al, 2012, p. 146), which is why using podcasts for this case study makes sense. Experts also encourage supplementing podcasts with pictures or videos. Similar to a SONY Walkman audio tape from the old days, the podcasts placed in this training could be positioned as a more familiar technology to the workers, some of which may be digital immigrants and therefore not especially comfortable with online learning. From the instructional designers perspective, “audio recordings are easy to make and simple to edit, and they can easily be uploaded into course management systems” (Simonson et al, 2012, p. 130). Relying heavily on the podcast distance learning technology lets the ID further customize the content to each particular safety module, while maintaining the workers’ attention. “The versatility of podcasting may impact the way distance educators deliver instruction as well as the manner in which students are engaged in learning” (Beldarrain, 2006, p. 141). Perhaps, the ID in this case study might even explore recording one of the supervisors’ voices within the podcast in order to enhance familiarity and credibility of the learning. From the workers’ view, “the technology is relatively easy for students to use” (Simonson et al, 2012, p. 125) just like hitting the pause, play and rewind buttons of the old tape recorders, only now with a click. The only caution for the ID is to make sure that each podcast be single recorded events not lasting any more than “3 to 10 minutes long” (Simonson et al, 2012, p. 146). Studies show that anything longer than that, loses its learning transfer value.

Showcase Podcast Example in Distance Learning

Stanford University Open Courseware on iTunes 

Stanford on iTunes U provides access to a wide range of Stanford-related digital audio content, courses, faculty lectures, event highlights, music, sports, and more via the iTunes Store, Apple’s popular online music, video, and podcast service. This site says, “Stanford on iTunes U grew organically out of a pilot project with Apple, beginning in the spring of 2004, to deliver supplemental course content to registered students using iTunes. We soon realized that the same platform would be an elegant and cost-effective way to deliver Stanford content to alumni and the public as well. The project has proven to be a great fit between Stanford and Apple. Apple provides us with an intuitive and broad scale method for distribution, as well as the storage and bandwidth for our content.”

Another Showcase of Podcasts in Distance Learning

Click HERE to jump to a link which provides an index of hundreds of FREE podcast modules on every topic of interest and every category of learning and living. Some podcasts are short while others are many hours long. Explore the wonderful world of podcasting.

III. Virtual Worlds and Avatars

The supervisors at this biodiesel plant are concerned that their workers remain engaged in the independent learning and that each worker can show their understanding of the safety training. A Virtual world could be created which matched the look of the plant's physical surroundings and then, one module or safety site at a time, virtual workers could carry out safety measures in this interactive world. Workers would remain engaged as they make the avatars in this copycat plant environment move to make the correct safety choices on the floor, the virtual floor that is. A worker could be given several choices in each given safety scenario to carry out correct safety procedures with their avatar. If they make the wrong move, the virtual world could be designed to track that, but then to also coach the learner with additional safety tips and reminders until the worker/learner makes the avatar execute the correct safety steps. “Virtual worlds appear to have exciting potential for placing students in real-life applications of course content; for example, in problem solving situations… virtual environments [are] built on the very premises of online engagement and interaction”(Simonson et al, 2012, p. 132).

A big concern about creating virtual worlds, however, is that they can be labor intensive to develop and instructional designers may not have the budget to support this kind of instructional development. In this circumstance, the virtual world still offers lower cost simulation tools such as simple talking avatars which can be inserted into the CMS to serve as a guide for example. A cartoon or character guide such as the ones which can be quickly customized at this Web 2.0 site can be used as a friendly, pop up Sherpa guide of sorts to talk the factory workers through the modules and help them manage their way toward the end of all the safety modules.

VOKI Avatars



Of course, the ID would have to make sure that all the necessary technical requirements for accessing a virtual world are in place before the asynchronous training could begin. “Bandwidth limitations make it difficult to present advanced technologies such as streamed video, multimedia, and memory intensive graphics, over the Web” (Simonson et al, 2012, p. 126).

Showcase Virtual World Example in Distance Learning

Second Life


“Linden Lab, the creator of Second Life, reports on the company's Web site that universities such as Harvard, Texas State, and Stanford have Second Life campuses. While Linden Lab states that more than 200 educators and about as many universities are using Second Life, all signs point to a far larger community. The fun factor can't be ignored, either. While some people think Second Life is too much fun for a serious endeavor, many teachers will retort that learning should be fun. A learning environment such as Second Life can make students eager to join the classes or projects. Another significant benefit to using Second Life is the availability of multimedia presentation tools. An instructor can load a PowerPoint presentation onto a virtual screen, play a video on a virtual monitor, and type Web site URLs students can launch immediately within the program. Teachers hand out class notes or other literature on note cards that can be copied into Word documents, and can make graphics that are clickable to reveal more information” (Harrison, 2012).

Other Virtual World Links:


Click HERE for virtual world lists and embedded video peeks at complex 3D virtual worlds used in numerous topic areas.


Click HERE for a listing of dozens of simpler virtual world games and sites for various age groups, for dial up or broadband, for the PC or the Mac and those that are FREE too.


References

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

Harrison, D. (2012). Real life teaching in a virtual world. 1105 Media Inc. Retrieved from http://campustechnology.com/Articles/2009/02/18/Real-Life-Teaching-in-a-Virtual-World.aspx?Page=2

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 Definition of Distance Education Evolves

Distance Learning was for Geeks

I remember watching the lunar landing live as a little girl and then later that evening I watched THE WALTONS on TV where the oldest child in the TV family, John-boy, got part of his education via correspondence classes.  I remember thinking “how old fashioned compared to going to the moon!”  Fast forward to college, and I was proud to be one of a small few who took a course in BASIC programming.  The entire semester culminated in a project of programming scripts hundreds of lines long, which made a smiling, winking face on the computer screen.  Still, distance education always seemed like a useless pursuit to me because it did not seem to offer what I was looking for.  I always wanted to be ahead of the technology learning curve and was fascinated by innovation, but I just never wanted to program inside an operating system….ugh!  In 1990, I finally ruled it out when I attended my first class in a Masters Degree program for computer science.  Twenty minutes of syllabus review and mind blowing confusion and I walked out for good without regret, deciding that the “world wide web” and programming was only for geeks who enjoyed communicating in secret codes. 

Distance Education Still Misunderstood

Now I operate daily with four different email addresses, a work computer and a home laptop.  I can get information from anywhere, anytime and I spend countless hours per month learning off the internet.  I used to think that was the sum total of distance education, like a self-study, unless I was willing to commit to a computer science degree.  Indeed, I never even heard of alternative degrees in Technology outside of learning operating systems hardware and programming.  So distance education never seemed very compelling since I really wanted to advance my technology skills, but just not in html, COBOL, C+ or any of the hundreds of others.  Plus, raising my children kept me busy enough and the high school job didn’t really require the skills so much.   The idea of actually obtaining a Masters degree in Instructional Technology only hit my radar about three years ago, so I researched it.  I was thrilled and validated to discover Walden’s program, so I signed up!  Learning from a formal “institution” via distance education has transformed my opinion of distance learning and my definition of geeks. 

Currently Improved Definition of Distance Education

This particular course has augmented my understanding even further.  I have learned that new standards have been developed (SCORM) to better define technology access and quality in learning tools, including data, voice and video (Distance Education: The Next Generation, 2012).  I was reassured that much scholarly work has been done globally to formalize a uniform definition of distance education and that foreign governments have weighed in as well.  I have learned that the definition of distance education is a changing permutation of many different approaches including the open learning approach and the virtual school approach (Simonson et al, 2012).

Dictionary.com defines the word “institution” as a noun: “an organization, establishment, foundation, society, or the like, devoted to the promotion of a particular cause or program, especially one of a public, educational, or charitable character.”  The building devoted to such work is incidental.  This became extraordinarily important for me when my honors student, 16 year old daughter dropped out of high school after her sophomore year to basically “self-school”.  Together we designed a rigorous line-up of home study, community college, open courseware (Yale and MIT) and college level achievement tests  to meet her state requirements and earn her 18 college credits besides.  I am proud to report that she did a good deal of her learning through distance education and she finished high school in three years and entered college with sophomore, second year status.  Distance education is powerful and freeing and improving every day.

Future of Distance Education

So it seems that a combination of my progressing technical knowledge, my profession and my life stage contributed to my changing definition of distance education.  Universally, factors such as profit making, governmental support and pressures, students’ collective sense of autonomy, the demands of the global population, advancing technologies and the morphing teacher-student bond will continually reshape the definition of distance education (Tracey & Richey, 2005).  I believe that “web-based instruction has the potential for never-before-seen levels of personal customization” (Huett, Moller, Foshay & Coleman, 2008, p. 75) and we, as instructional designers, are on the forefront of this groundbreaking trend.  The struggle for us lies in the following statement:  “we have neither the unlimited time nor unlimited resources to prove our worth to the current leaders aggressively advocating the use of technology in training and education” (Moller, Foshay, & Huett, 2008, p. 66). Yet, why not go for the moon?

Click Here to see my Visual Definition of Distance Education

TIMELINE FACTS

1883-1892  Newspaper correspondence courses and the first “open source” courses offered through The Society to Encourage Studies at Home (for economically disadvantaged women-now dissolved)

1898 Telegraph and Hermods (Swedish company still around)

1906-1933 Several institutions, colleges and universities establish correspondence classes

At nineteen years old, my Irish grandfather arrived in America in 1908 with a sixth grade education and landed a mill factory job. He worked that mill job his whole life and went on to have eight children, including my mom, the fourth.

1963-1965 Several correspondence classes offered via TV, Phone and Radio

I was born in 1962, number seven of twelve kids!

1969 The Internet’s Grandfather was born at NASA  called ARPANET

My grandfather was 70 and still only had a sixth grade education.

I was 7 and watched John-Boy Walton take correspondence classes on TV.

1970 Walden University was established

I was 8 years old and climbed trees every chance I got.

1975 to early 80s Video Tape Classes and the internet grows

I tried not to fall asleep during video programs in high school.

In college, I made a winking, smiley face for my final project in BASIC programming class.

The 90s New Virtual Schools and Blended Learning

I got my first computer in 1989 for its powerful word processing capabilities…wow!

It was a Leading Edge Model D, cost $600.00 and I needed to know MS DOS commands to work it.

In 1990, I attended my first class in a Master Degree program for Computer Science. 

Twenty minutes of syllabus review and mind blowing confusion and I walked out for good,

deciding that the “world wide web” and programming was only for geeks.

I sold large corporations GEM Service, the first aggregate email service offered by the CT phone company.  I sold voice mail systems and I became a trainer for Microsoft products. I saw the power of technology first hand.  I started my own ADDIE consulting firm.

The Turn of the Millennium LMS developed, Web 1.0, Learning Portals and SCORM established

2007-2009 Web 2.0 and Blackboard, wider distribution of the PC in laptop form

I have owned about 20 different computers and laptops in my life and can’t imagine living without one.

In 2011, I started my Walden Master Degree in Instructional Technology and am now on my 7^th class.

References

Distance Education: The Next Generation. (2012). [Video Transcript]. [With Dr. Simonson]. Baltimore, MD:  Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493363&Survey=1&47=8988324&ClientNodeID=984650&coursenav=1&bhcp=1

Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5), 63–67.

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.). (chapt. 2, pp. 32–4). Boston, MA: Pearson.

Tracey, M., & Richey, R. (2005). The evolution of distance education. Distance Learning, 2(6), 17–21.