Beginning in 2010, Apple Incorporated introduced the iPad to the consumer market. (www.apple.com, 2010) In each consecutive year since the initial launch, Apple has released an updated version of the original with significant technological enhancements. Touted as “magical and revolutionary” (Ritchie, 2014) the iPad changed the face of how entertainment and information have been presented to the masses. The popularity and ease of use of the iPad has also had an impact on education. Hu (2011) noted that the New York City Public school system ordered 2,000 iPads for teacher and student use, over 200 Chicago public schools applied for district financed grants and schools in Virginia used iPads to replace Advanced Placement biology textbooks in 11 schools. (www.nytimes.com) As the technology continues to change and advance for the better, the face of education will change with it.
In 2011, Microsoft purchased Skype, the online communication software which offers the ability to send voice and video communications over the internet. (Ho, 2011) Also designed to handle instant messaging, Skype has allowed users from around the globe the ability to speak, see and communicate with one another. These forms of communication have reduced our reach around the globe while opening new opportunities for sharing and collaboration of ideas. Similar to the development of iPads, Skype has changed the face of how information, specifically education for this reflection, has been presented to the masses. As the technology continues to change and advance, the face of education will change with it.
Education as we know it is transforming. Libraries are moving online. Mobile technologies have given individuals the opportunity to access information from anywhere. Anyone with an internet enabled device has the opportunity to explore, learn and connect with others from around the globe. According to Simonson, Smaldino and Zvacek (2015) the term “distance education” is defined as a formal education where learning participants use technology to connect with one another, facilitators/instructors and the resources needed for learning. (p.6) As our technology changes, I believe the “distances” will be reduced in the process. As a current online student, the face of education is moving resources and our environment to an online platform. According to CourseHero.com, between 1998 and 2008, the number of students selecting distance education programs as a part of their normal curriculum increased by 150% and this is prior to the introduction of an iPad and Skype as we know it today. (www.coursehero.com, 2012) 2014 survey results from the Instructional Technology Council’s Distance Education Survey (2015) note distance education enrollments have averaged 6.7% since the 2009-2010 reporting period for community colleges. (p.3) Based on these statistics (and many other published reports) the ability to learn and develop in an online platform has solidified itself as a “viable option” compared with traditional brick and mortar institutions.
As more resources are placed into the continued development of online & distance programs, I believe the perception will continue to shift. As more resources are allotted by institutions known for their “traditionally” rigorous coursework like Harvard, Duke and Stanford, the perception will also continue to shift. In their research, Fogle and Elliott (2013) note “as more people attend online schools over time and the number of graduates of online sitting on the hiring side of the desk increases, we can anticipate more favorable treatment of online university graduates.” (p.24) Interestingly, groups like the Distance Education Accrediting Commission (DEAC) review online programs to insure they meet the same regional accreditation and academic standards as their traditional counterparts. (www.back2college.com, n.d.) Yet many of the smaller institutions and all-online colleges must maintain the same level of standards in order to stay in business.
As I complete the remaining portions of my online graduate program in Instructional Design, I believe my involvement will lend to the shift in the trends. My own experiences will serve to provide support for individuals who lack the knowledge and understanding of online programs. In the process, I will be able to shape the changes needed to continue the advancement of online education while dispelling any incorrect information in the process. In my mind, online education is now a fixture of our current internet lives. Just like social media and many other online tools, distance education can and will continue to serve the needs for those who need this educational form to continue their development and strengthen their place within our current professional market.
MFABRAMS - ID ArchiTECH
References
Apple Launches iPad. (January 27, 2010) Retrieved from http://www.apple.com/pr/library/2010/01/27Apple-Launches-iPad.html
Fogle, C., Elliott, D. (September 2013) The Market Value of Online Degrees as a Credible Credential. Retrieved from http://www.nyu.edu/classes/keefer/waoe/foglec.pdf
How Do Employers View Online Degrees? (n.d.) Retrieved from http://www.back2college.com/onlinedegrees.htm
Infographic: The Growth of Distance Learning (March 23, 2012) Retrieved from https://www.coursehero.com/blog/2012/03/23/infographic-the-growth-of-distance-learning/
Ho, E. (May 9, 2011) Microsoft Reportedly Confirms $8.5 Billion Deal for Skype. Time Magazine. Retrieved from http://techland.time.com/2011/05/09/microsoft-reportedly-nearing-7-billion-deal-for-skype/
Hu, W. (January 4, 2011) Math That Moves: Schools Embrace the iPad. The New York Times - Education Section. Retrieved from http://www.nytimes.com/2011/01/05/education/05tablets.html?_r=0
Lokken, F., Mullins, C. (April 2015) 2014 Distance Education Survey Results: Trends in eLearning: Tracking the impact of eLearning at Community Colleges. Retrieved from http://www.itcnetwork.org/attachments/article/1171/AnnualSurvey2014PublishedApril2015FinalWeb.pdf
Ritchie, R. (October 6, 2014) History of iPad (original): Apple makes the tablet magical and revolutionary. Retrieved from http://www.imore.com/history-ipad-2010
Simonson, M., Smaldino, S. & Zvacek, S. (2015) Teaching and learning at a distance: Foundations of distance education (6th ed.) Charlotte, NC: Information Age Publishing
Building instructional content, one byte @ a time.
Sunday, December 20, 2015
Sunday, December 13, 2015
21st Century Information Traffic Cop
By definition, a traffic cop is a police officer who supervises the flow of automobile traffic on a road or in the middle of an intersection. (www.thefreedictionary.com, n.d.) In other words, this individual helps to maintain the constant flow of people and the many vehicles as they move from one place to another.
As a trainer or educational specialist, our role is to insure information flows to each participant and is applied to the subject matter being discussed. For many years, face to face instruction has served as our primary means of presenting information to participants. “The greatest strength of a face to face course is the degree to which they facilitate building relationships and community in and outside of the classroom.” (www.washington.edu, 2013) However, the needs of today’s 21st century learner have changed. In addition to building strong relationships, learners must be informed digital citizens, have the ability to think at higher levels and provide effective and quality communication in the process. “The landscape by which we conduct our education and training programs is evolving. Eventually, we will be forced to adapt, otherwise our programs run the risk becoming outdated, or worse case scenario - obsolete.” (Kiraly, 2010)
In order to remain an essential part of the communication process, transformation is required. Being proactive and planning for a transition to an online format can provide many benefits. To aid with this transformation, the attached guide provides a few essential elements that should be considered in the conversion. Grouped into three starting areas of focus, the planning process can be expanded based on your organization.
Course Objectives -
What’s in it for me?
Syllabus as a reflection for the course
Design the path to success
Know your Audience -
Communications
Feedback
Forums
How and where to collect and present information
How do you eat a cow? One bite at a time.
Small palatable chunks
Use of short presentations & videos
There are many other areas to consider when moving from a traditional format to an online or blended environment. I believe these three are essentials for starters.
For anyone considering a switch to a hybrid/blended model, I believe our role shifts from pure trainer into a multiple faceted one. Our original role as a trainer is maintained in the transition. In this role, the individual continues to provide guidance surrounding the content, design and functionalities of the online and face to face resources. With a new approach to delivering content, we not only serve as a training specialist, we also develop the role of a coach.
As a coach, we provide encouragement to our learners and in many instances, serve to direct learners toward the specific path for success. “The onus to learn is more on the students, but not without the instructor guiding them through the process.” (Taylor-Massey,2015) In addition to coach, I believe the roles of curator and tech specialist are enhanced. As the individual who designs the course, this person has most likely developed and/or collected the materials for the respective course. When problems occur with the specific site, the individual must be prepared to fix the issues.Taylor-Massey (2015) notes “the online instructor accepts the role of managing correspondent, and must create and organize all of the written resources that help students master content and complete requirements.”
In describing the tech requirements for the course, Taylor-Massey notes “it’s important that the instructor know how to use the tools and be able to clearly describe their use to students.” (2015) Each role plays a vital part of the entire whole in the acceptance of the new tools and is essential when moving into the online arena.
The motto for the Los Angeles Police Department is “to protect and serve”. (lapdonline.org, n.d.) As trainers and educators, I believe we must protect the individuals and content we present. We must begin taking the appropriate steps to serve their needs and learning what is important to their needs. The use of this guide will serve as a start in our growth and development into 21st Century Traffic Cops.
MFABRAMS - iD ArchiTech
References
Exploring the Pros and Cons of Online, Hybrid, and Face-to-face Class Formats. (2013). Retrieved December 13, 2015, from http://www.washington.edu/provost/files/2012/11/edtrends_Pros-Cons-ClassFormats.pdf
Kiraly, D. (2010, December 6). Is e-Learning Inferior to Face-to-Face Instruction? (e-Learning Series). Retrieved December 13, 2015, from https://www.techchange.org/2010/12/06/is-e-learning-inferior-to-face-to-face-instruction/
The Origin of the LAPD Motto. (n.d.). Retrieved December 13, 2015, from http://www.lapdonline.org/history_of_the_lapd/content_basic_view/1128
Taylor-Massey, J. (2015, January 27). Redefining Teaching: The Five Roles of the Online Instructor. Retrieved December 13, 2015, from http://blog.online.colostate.edu/blog/online-teaching/redefining-teaching-the-five-roles-of-the-online-instructor
traffic cop. (n.d.) Collins English Dictionary – Complete and Unabridged. (1991, 1994, 1998, 2000, 2003). Retrieved December 13 2015 from http://www.thefreedictionary.com/traffic+cop
As a trainer or educational specialist, our role is to insure information flows to each participant and is applied to the subject matter being discussed. For many years, face to face instruction has served as our primary means of presenting information to participants. “The greatest strength of a face to face course is the degree to which they facilitate building relationships and community in and outside of the classroom.” (www.washington.edu, 2013) However, the needs of today’s 21st century learner have changed. In addition to building strong relationships, learners must be informed digital citizens, have the ability to think at higher levels and provide effective and quality communication in the process. “The landscape by which we conduct our education and training programs is evolving. Eventually, we will be forced to adapt, otherwise our programs run the risk becoming outdated, or worse case scenario - obsolete.” (Kiraly, 2010)
In order to remain an essential part of the communication process, transformation is required. Being proactive and planning for a transition to an online format can provide many benefits. To aid with this transformation, the attached guide provides a few essential elements that should be considered in the conversion. Grouped into three starting areas of focus, the planning process can be expanded based on your organization.
Course Objectives -
What’s in it for me?
Syllabus as a reflection for the course
Design the path to success
Know your Audience -
Communications
Feedback
Forums
How and where to collect and present information
How do you eat a cow? One bite at a time.
Small palatable chunks
Use of short presentations & videos
There are many other areas to consider when moving from a traditional format to an online or blended environment. I believe these three are essentials for starters.
For anyone considering a switch to a hybrid/blended model, I believe our role shifts from pure trainer into a multiple faceted one. Our original role as a trainer is maintained in the transition. In this role, the individual continues to provide guidance surrounding the content, design and functionalities of the online and face to face resources. With a new approach to delivering content, we not only serve as a training specialist, we also develop the role of a coach.
As a coach, we provide encouragement to our learners and in many instances, serve to direct learners toward the specific path for success. “The onus to learn is more on the students, but not without the instructor guiding them through the process.” (Taylor-Massey,2015) In addition to coach, I believe the roles of curator and tech specialist are enhanced. As the individual who designs the course, this person has most likely developed and/or collected the materials for the respective course. When problems occur with the specific site, the individual must be prepared to fix the issues.Taylor-Massey (2015) notes “the online instructor accepts the role of managing correspondent, and must create and organize all of the written resources that help students master content and complete requirements.”
In describing the tech requirements for the course, Taylor-Massey notes “it’s important that the instructor know how to use the tools and be able to clearly describe their use to students.” (2015) Each role plays a vital part of the entire whole in the acceptance of the new tools and is essential when moving into the online arena.
The motto for the Los Angeles Police Department is “to protect and serve”. (lapdonline.org, n.d.) As trainers and educators, I believe we must protect the individuals and content we present. We must begin taking the appropriate steps to serve their needs and learning what is important to their needs. The use of this guide will serve as a start in our growth and development into 21st Century Traffic Cops.
MFABRAMS - iD ArchiTech
References
Exploring the Pros and Cons of Online, Hybrid, and Face-to-face Class Formats. (2013). Retrieved December 13, 2015, from http://www.washington.edu/provost/files/2012/11/edtrends_Pros-Cons-ClassFormats.pdf
Kiraly, D. (2010, December 6). Is e-Learning Inferior to Face-to-Face Instruction? (e-Learning Series). Retrieved December 13, 2015, from https://www.techchange.org/2010/12/06/is-e-learning-inferior-to-face-to-face-instruction/
The Origin of the LAPD Motto. (n.d.). Retrieved December 13, 2015, from http://www.lapdonline.org/history_of_the_lapd/content_basic_view/1128
Taylor-Massey, J. (2015, January 27). Redefining Teaching: The Five Roles of the Online Instructor. Retrieved December 13, 2015, from http://blog.online.colostate.edu/blog/online-teaching/redefining-teaching-the-five-roles-of-the-online-instructor
traffic cop. (n.d.) Collins English Dictionary – Complete and Unabridged. (1991, 1994, 1998, 2000, 2003). Retrieved December 13 2015 from http://www.thefreedictionary.com/traffic+cop
Sunday, November 29, 2015
An Open Course May Be a Closed Option - My Perspective
An OpenCourse May be a Closed Option - My Perspective
Course Name: American Popular Music
Course URL: http://ocw.mit.edu/courses/music-and-theater-arts/21m-295-american-popular-music-fall-2014/index.htm
For many years, the Massachusetts Institute of Technology (MIT) has established its reputation for providing an exceptional education for attending students. Ranked 7th nationally according to the U.S. News & World Report, MIT focuses on scientific and technological research and is divided into five schools and one college. (colleges.usnews.rankingsandreviews.com, n.d.)
In an effort to support the school’s mission - to advance knowledge and educate students (ocw.mit.edu, n.d.) the OpenCourseWare project was proposed in 2000 and launched in 2002 with 50 published courses. Designed to emphasize sharing and interaction (specials.dw.com, 2012) open courses allow for an expanded view and perspective of specific topics for participants. Since its inception, the OpenCourseWare has had 175 million visitors and currently maintains materials for 2260 courses. (ocw.mit.edu)
For this week’s assignment topic, I have selected to review a course from the MIT OpenCourse catalog. For someone who has an appreciation for music, I found the American Popular Music course of immediate interest. As I started digging into the course contents, I quickly realized this Open Course does not utilize many of the traits associated with a “true” distance program or class.
Upon accessing the course’s homepage, I found the class details structured in a format that most resembled a description found in a university catalog or brochure. The instructor’s name and MIT Course number were listed under the course title with images of two different guitars with a brief caption referencing student activities for the course.
The course syllabus, assignments, study materials and other items needed to complete the course were also available for access in this section. In my view, the page is designed to simulate a course management system but several attributes were missing. As our text notes (Simonson, Smaldino & Zvacek, 2015) course management systems are commonly used for distributing learning purposes, enabling teachers of conventional face-to-face courses to provide learning resources and conduct course-related activities, such as discussions and testing, outside of normal class time. (p.157) However upon closer inspection, options for student interaction and tools for grading were not within the course weblinks. The Center for Teaching at Vanderbilt University also notes that “a CMS is typically integrated with other databases in the university so that students enrolled” (cft.vanderbilt.edu, n.d.) automatically become participants for the assigned course. As listed on the “Welcome” splash and “Get Started with OCW” web pages, the OpenCourseWare site does not require registration, signup or enrollment (ocw.mit.edu/help/get-started-with-ocw/, n.d.) in order to use or to participate in the assigned courses. In other words, the information available for the course is designed for supplemental use only and cannot be used for “credit, a degree or a certificate” (ocw.mit.edu/help/get-started-with-ocw/, n.d.) of completion.
An option to download course materials yielded a zipped file which provided participants with a personal copy of the weblinks used on the OpenCourseWare web page. I believe this option could be beneficial as it reduces the potential for a student not to receive the current course materials. If the materials were planned prior to distribution, this could be a benefit for the student and instructor.
I found it interesting that a section listed as “This Course at MIT” provided participants with a snapshot into how the course was originally presented at MIT. Included in this section were a class overview, a small photo of the classroom (with a brief description of technology access and devices used for presentations), a graph of how student grades would be determined, general student participant notes and a breakdown of expected time students would participate in and out of class time on a weekly basis and during the entire semester. Ironically, the information listed in the ‘Course Outcomes’ section, which provided goals for student participants, was not included in the course syllabus.
As I reviewed the syllabus and Reading & Listening section, the course appears to be thoroughly pre-planned but only when presented in a traditional face-to-face format. As noted on the OpenCourseWare site, “after a course is taught at MIT, we take selected course materials (such as the course syllabus and a description of the activities completed during the course) and publish them on the OCW website. (ocw.mit.edu/help/get-started-with-ocw/, n.d.) With the original course being designed for a face-to-face format, no distance education attributes have been included for the online resources.
Although the course is not suited for an online format, I believe the assigned student activities can be maximized if the course was converted into a distance format. Our text defines a learning outcome (p.155) as an observable, measurable consequence of teaching and learning. The course activities provide multiple assessment opportunities if an instructor would be available in providing feedback to students. Assignments associated with this course include a research essay and a final project. The final project required a reflective essay, a CD compilation of musical influences, an oral report along with a one-page handout. If placed in the position to make adjustments for the assigned tasks, I would use the same course concepts but would require students to:
- produce a podcast (audio or video) as a replacement for the oral report.
- develop a playlist which could be uploaded as a reference instead of submitting an actual CD.
- develop a webpage with the same information listed on the one-page handout.
By utilizing web 2.0 tools, students would develop the skills needed to better prosper in today’s online environment. As noted in our text (Simonson, Smaldino & Zvacek, 2015) “the power of the web can be employed through the use of Web 2.0 applications. These tools are all about student engagement and higher order learning.” (p.116)
The resources available in MIT’s OpenCourseWare are great if a learner needs to enhance or supplement existing information. Supplemental information can open new opportunities for learning and lead to higher levels of thinking. However, the courses offered by MIT provide no tangible connections with instructors or other students based on the sites terms of use. (Welcome to MIT OpenCourseWare) These connections are what I believe are the required components to further the learning process when working in an online or distance format. Without these collaborative connections and conversations, the OpenCourse may end up being a closed option for many!
MFABRAMS - ID ArchiTech
References:
Get Started with OCW (n.d.). Retrieved November 29, 2015, from
ocw.mit.edu/help/get-started-with-ocw/
Massachusetts Institute of Technology. (n.d.). Retrieved November 29, 2015, from http://colleges.usnews.rankingsandreviews.com/best-colleges/mit-2178Our History - MIT
OpenCourseWare. (n.d.). Retrieved November 29, 2015, from http://ocw.mit.edu/about/our-history/
Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education.
What is an open course? (October 11, 2012). Retrieved November 29, 2015, from http://specials.dw.com/oms-en/?p=291
Course Name: American Popular Music
Course URL: http://ocw.mit.edu/courses/music-and-theater-arts/21m-295-american-popular-music-fall-2014/index.htm
For many years, the Massachusetts Institute of Technology (MIT) has established its reputation for providing an exceptional education for attending students. Ranked 7th nationally according to the U.S. News & World Report, MIT focuses on scientific and technological research and is divided into five schools and one college. (colleges.usnews.rankingsandreviews.com, n.d.)
In an effort to support the school’s mission - to advance knowledge and educate students (ocw.mit.edu, n.d.) the OpenCourseWare project was proposed in 2000 and launched in 2002 with 50 published courses. Designed to emphasize sharing and interaction (specials.dw.com, 2012) open courses allow for an expanded view and perspective of specific topics for participants. Since its inception, the OpenCourseWare has had 175 million visitors and currently maintains materials for 2260 courses. (ocw.mit.edu)
For this week’s assignment topic, I have selected to review a course from the MIT OpenCourse catalog. For someone who has an appreciation for music, I found the American Popular Music course of immediate interest. As I started digging into the course contents, I quickly realized this Open Course does not utilize many of the traits associated with a “true” distance program or class.
Upon accessing the course’s homepage, I found the class details structured in a format that most resembled a description found in a university catalog or brochure. The instructor’s name and MIT Course number were listed under the course title with images of two different guitars with a brief caption referencing student activities for the course.
The course syllabus, assignments, study materials and other items needed to complete the course were also available for access in this section. In my view, the page is designed to simulate a course management system but several attributes were missing. As our text notes (Simonson, Smaldino & Zvacek, 2015) course management systems are commonly used for distributing learning purposes, enabling teachers of conventional face-to-face courses to provide learning resources and conduct course-related activities, such as discussions and testing, outside of normal class time. (p.157) However upon closer inspection, options for student interaction and tools for grading were not within the course weblinks. The Center for Teaching at Vanderbilt University also notes that “a CMS is typically integrated with other databases in the university so that students enrolled” (cft.vanderbilt.edu, n.d.) automatically become participants for the assigned course. As listed on the “Welcome” splash and “Get Started with OCW” web pages, the OpenCourseWare site does not require registration, signup or enrollment (ocw.mit.edu/help/get-started-with-ocw/, n.d.) in order to use or to participate in the assigned courses. In other words, the information available for the course is designed for supplemental use only and cannot be used for “credit, a degree or a certificate” (ocw.mit.edu/help/get-started-with-ocw/, n.d.) of completion.
An option to download course materials yielded a zipped file which provided participants with a personal copy of the weblinks used on the OpenCourseWare web page. I believe this option could be beneficial as it reduces the potential for a student not to receive the current course materials. If the materials were planned prior to distribution, this could be a benefit for the student and instructor.
I found it interesting that a section listed as “This Course at MIT” provided participants with a snapshot into how the course was originally presented at MIT. Included in this section were a class overview, a small photo of the classroom (with a brief description of technology access and devices used for presentations), a graph of how student grades would be determined, general student participant notes and a breakdown of expected time students would participate in and out of class time on a weekly basis and during the entire semester. Ironically, the information listed in the ‘Course Outcomes’ section, which provided goals for student participants, was not included in the course syllabus.
As I reviewed the syllabus and Reading & Listening section, the course appears to be thoroughly pre-planned but only when presented in a traditional face-to-face format. As noted on the OpenCourseWare site, “after a course is taught at MIT, we take selected course materials (such as the course syllabus and a description of the activities completed during the course) and publish them on the OCW website. (ocw.mit.edu/help/get-started-with-ocw/, n.d.) With the original course being designed for a face-to-face format, no distance education attributes have been included for the online resources.
Although the course is not suited for an online format, I believe the assigned student activities can be maximized if the course was converted into a distance format. Our text defines a learning outcome (p.155) as an observable, measurable consequence of teaching and learning. The course activities provide multiple assessment opportunities if an instructor would be available in providing feedback to students. Assignments associated with this course include a research essay and a final project. The final project required a reflective essay, a CD compilation of musical influences, an oral report along with a one-page handout. If placed in the position to make adjustments for the assigned tasks, I would use the same course concepts but would require students to:
- produce a podcast (audio or video) as a replacement for the oral report.
- develop a playlist which could be uploaded as a reference instead of submitting an actual CD.
- develop a webpage with the same information listed on the one-page handout.
By utilizing web 2.0 tools, students would develop the skills needed to better prosper in today’s online environment. As noted in our text (Simonson, Smaldino & Zvacek, 2015) “the power of the web can be employed through the use of Web 2.0 applications. These tools are all about student engagement and higher order learning.” (p.116)
The resources available in MIT’s OpenCourseWare are great if a learner needs to enhance or supplement existing information. Supplemental information can open new opportunities for learning and lead to higher levels of thinking. However, the courses offered by MIT provide no tangible connections with instructors or other students based on the sites terms of use. (Welcome to MIT OpenCourseWare) These connections are what I believe are the required components to further the learning process when working in an online or distance format. Without these collaborative connections and conversations, the OpenCourse may end up being a closed option for many!
MFABRAMS - ID ArchiTech
References:
Get Started with OCW (n.d.). Retrieved November 29, 2015, from
ocw.mit.edu/help/get-started-with-ocw/
Massachusetts Institute of Technology. (n.d.). Retrieved November 29, 2015, from http://colleges.usnews.rankingsandreviews.com/best-colleges/mit-2178Our History - MIT
OpenCourseWare. (n.d.). Retrieved November 29, 2015, from http://ocw.mit.edu/about/our-history/
Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education.
What is an open course? (October 11, 2012). Retrieved November 29, 2015, from http://specials.dw.com/oms-en/?p=291
Sunday, November 15, 2015
Calling Web 2.0...calling Web 2.0...
I am learning the day to day functions of an instructional designer are always in a state of flux. No one day, week or month is ever the same in any form or fashion and I like this! The constant change keeps life exciting and continues to create thinking and learning opportunities.
For this week’s challenge, I have been tasked with developing a collaborative training environment. Six regional offices need my assistance in developing a training plan to support a new automated staff information system. The challenge - the staff tasked in the development of the resources are located within six different regional offices in the country. As a part of the implementation, these teams will need:
- A solution for sharing resources which include screen captures and documents.
- A solution to assist with ongoing collaborative participation among team members.
With the current state of technology, I quickly send out a call for assistance - “Calling Web 2.0...calling Web 2.0.” Compared with the days of old, Web 2.0 is the current state of online technology characterized by greater user interactivity,collaboration, network connectivity and enhanced communication skills. (whatis.com, 2015) Several tools come to mind for the assigned tasks, each with its own set of features and functions.
Problem 1: Staff members need a collaborative space to house documents, share and collaborate on documents.
Potential solutions: Dropbox, Google Drive, SkyDrive & The Box
Recommended Solution: Google Drive
Problem 1: Staff members need a collaborative space to house documents, share and collaborate on documents.
Potential solutions: Dropbox, Google Drive, SkyDrive & The Box
Recommended Solution: Google Drive
“Part office suite and part file syncing service” (Duffy, 2014), Google Drive is the “cloud based” computer system designed to allow users to create, upload, collaborate in real-time and take documents offline for their use in and outside of the office. The ability to access documents from anywhere at anytime with an internet enabled device provides the best option for our team. As noted in the Quality Distribution Inc. implementation case study, Google could seamlessly connect all of our locations from anywhere without intensive IT support. (www.cloudsherpas.com, n.d.)
The cloud options along with the built-in productivity applications will provide users with the flexibility to manage their content from start to finish. “In Google Drive, you can share documents (any native Google file) with one or more other Google Apps users, giving them permission to view, comment only or edit the document.” (Moran, 2014) Author Pauline Cabrera also notes that Google Drive is “ideal for business purposes. With its file sharing capabilities, you can create a centralized database where every one of your teammates will be able to access. This can easily make business communication effective and make sure that your teammates are in the same page.” (Cabrera, 2013) Google Drive will help put the team’s needs in the best order.
Problem 2: Staff members need a collaborative tool to assist with on-going collaboration and participation among staff members.
Potential solutions: Google Hangouts, Goto Meeting,Join.Me, Blackboard Collaborate
Recommended Solution: Blackboard Collaborate
Problem 2: Staff members need a collaborative tool to assist with on-going collaboration and participation among staff members.
Potential solutions: Google Hangouts, Goto Meeting,Join.Me, Blackboard Collaborate
Recommended Solution: Blackboard Collaborate
“Better communication means better results.” (Pappas, 2014) One essential component in the development of this solution is insuring each participant communicates their thoughts and concerns about the expected project outcomes in real-time. Today’s technology will help each team maximize efforts while allowing for flexibility in the process. Blackboard Collaborate is a “high-quality, browser based web conferencing solution” (www.blackboard.com, n.d.) designed to improve team collaboration and performance. Designed for business and educational services, Collaborate offers several features essential for team collaboration and discussion. Several keys features include:
- Breakout Rooms - Interaction in small groups for specific topic discussions
- Built-in phone conferencing - Options for traveling team members who are not in front of a camera enabled device.
- Interactive Whiteboard - Ability to integrate presentations into active collaboration sessions.
- “Follow the Speaker” - Know who’s talking during a conference. Up to 5 HD videos available
- In-Session Chatting - Instant messaging options encourages conversations if needed
- Mobile Collaboration, instant file sharing & many other features are available.
(www.blackboard.com)
The web conferencing options offered from Blackboard Collaborate provide flexibility for its participants. Pace University uses the tool to aid in the building of more flexibility in coursework, hosting online office hours and engaging students. (www.pace.edu, n.d.) In addition, this tool helps provide participants with weather related concerns and scheduling flexibility.
As I noted, calling for assistance from the Web 2.0 tools has expanded our reach which in turn has expanded our ability to complete requested tasks. The advent of Web 2.0 tools will allow for continued development and continued success in the process.
MFABRAMS - IDArchiTech
References
What is Web 2.0 ? - Definition from WhatIs.com. (n.d.). Retrieved November 15, 2015, from http://whatis.techtarget.com/definition/Web-20-or-Web-2
Duffy, J. (2014, October 31). Google Drive. Retrieved November 15, 2015, from http://www.pcmag.com/article2/0,2817,2403546,00.asp
Quality Distribution Moves Faster With Google Chromebooks and Google Apps - Cloud Sherpas. (n.d.). Retrieved November 15, 2015, from https://www.cloudsherpas.com/case-studies/quality-distribution-moves-faster-with-google-chromebooks-and-google-apps/
Moran, M. (2014, September 16). Google Drive for Team Collaboration. Retrieved November 15, 2015, from http://www.cio.com/article/2683727/cloud-apps/google-drive-for-team-collaboration.html
Cabrera, P. (2013, March 24). Free File Sharing Storage - Google Drive: Top 10 Reasons You Should Use It! Retrieved November 15, 2015, from http://www.twelveskip.com/tutorials/google/248/free-file-storage-google-drive-top-10-reasons-why-you-should-use-it
Pappas, C. (2014, October 1). Top 10 Free GoToMeeting Alternatives - eLearning Industry. Retrieved November 15, 2015, from http://elearningindustry.com/top-10-free-gotomeeting-alternatives
Blackboard Collaborate | Collaborative Learning Showcase. (n.d.). Retrieved November 15, 2015, from http://www.blackboard.com/online-collaborative-learning/blackboard-collaborate-features.aspx
Web Conferencing | PACE UNIVERSITY. (n.d.). Retrieved November 15, 2015, from http://www.pace.edu/its/teaching-and-learning/digital-toolkit/web-conferencing#Sunday, November 1, 2015
The Landscape Changes The Further You Travel
For the majority of my professional career, I have traveled extensively training and educating people in various industries on various topics. In 2005, this changed when I stopped traveling abroad and started traveling to one location each day. During the past ten years, through various personal and professional experiences, distance learning has slowly integrated itself into my career path. Just like my own experiences, I have seen the term “distance learning” stop and a new path instantly develop in its place.
My definition of distance learning is built upon the understanding that students, the individual leading the course (a teacher, facilitator, or instructor) and all course materials are generally only accessible by electronic means (internet based instruction). A traditional class held in a physical location at a specific time and place do not apply in terms of distance learning. Communications for these courses are computer based, generally through a specific system or method. Surprisingly my understanding closely resembles the information presented in our class resources.
As noted in our text, “distance education opportunities are quickly growing through the use of computer mediated communications and the Internet.” (Simonson, Smaldino & Zvacek, 2015) As the technology continues to shift, my view of distance learning will also continue to shift. I believe technology is the key element which will shape the future use of distance learning by students globally. For example, one trend associated with distance education is the ability to “personalize” the learning for each student. According to the Innovating Pedagogy 2014 report, “Learning Through Storytelling” is designed in a way that each user develops their own view of understanding by creating stories that link memories together to develop larger learning chunks. (www.openuniversity.edu, n.d.) This concept along with many others will aid in developing options for students to “choose their own learning path.” (Smith, 2014)
Since the mid-1980’s (Simonson, Smaldino & Zvacek), both credit and non-credit courses have been offered via the internet which increases the potential for all students. With more technical portability options, students will have the opportunity to take their education with them. I believe this changes the dynamic of how information will be presented which will ultimately determine how and when individuals will process their information.
MFABRAMS - ID ARCHITECH
Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education
Innovating Pedagogy 2014. (n.d.). Retrieved November 2, 2015, from http://www.openuniversity.edu/sites/www.openuniversity.edu/files/The_Open_University_Innovating_Pedagogy_2014_0.pdf
Smith, D. (n.d.). 10 Online Learning Trends to Watch in 2015 [#Infographic]. Retrieved November 2, 2015, from http://www.edtechmagazine.com/higher/article/2014/12/10-online-learning-trends-watch-2015-infographic-0
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