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With the
increasing popularity and variety of online learning programs, a new
methodology for instruction has evolved to include hybrid or blended models
(Horn, & Staker, 2011). Through
reports such as Speak Up Now, learning has gone from industrialized to
personalized (Project Tomorrow, 2012).
The current generation of students have never known life without the
convenience of instant access to information, and the use of distance education
can greatly assist students in the acquisition of valuable skills they will
need to be successful in their future (P21, 2011). Within the next decade, more personalization
of learning will occur, primarily within the confines of the traditional
classroom as hybrid, blended, and fles models of learning become the norm
(Horn, & Staker, 2011). Once the
personalization has hit a critical mass, the future of distance learning could
likely move into students learning skills and content at their own pace, place,
and time, in a location of their choice (Project Tomorrow, 2012).
While many
adults are drawn to online learning due to the need to fit learning within
their ever-shrinking free time; not all courses are created equal (Beaudoin,
Kurtz, & Eden, 2009). Beyond poorly
designed courses, and less reputable institutions looking to cash in on the
online learning trend; the role of an instructional designer remains the same
regardless of the medium of instruction (Simonson, et al, 2012). By being a
proponent of the principles guiding quality instructional design and informing
and guiding others through quality online experiences, the designer is best
able to positively influence how distance learning is perceived. Staying current in research and the data
concerning efficacy of online versus traditional learning also helps to steer
conversations towards the great benefits the online student-centered
environment gives (Dabbagh, 2007).
BlackboardTV (2011). Bb World 2011: A quick chat with Sir Ken Robinson - green room. Retrieved from: http://youtu.be/nMUa5wTYBNk
References:
Online and distance learning has long
fit a niche for particular educational needs (Simonson, Smaldino, Albright,
Zvacek, 2012). In the past,
correspondence, radio, and television have all been used to conduct learning at
a distance. And, with each new
technology, the audience and influence of learning at a distance grew (Huett,
Moller, Foshay, & Coleman, 2008). The
onset of the Internet for the transmission of information and multimedia across
vast distances with virtually no delay, has revolutionized the industry (Simonson,
et al, 2012).
With the
increasing popularity and variety of online learning programs, a new
methodology for instruction has evolved to include hybrid or blended models
(Horn, & Staker, 2011). Through
reports such as Speak Up Now, learning has gone from industrialized to
personalized (Project Tomorrow, 2012).
The current generation of students have never known life without the
convenience of instant access to information, and the use of distance education
can greatly assist students in the acquisition of valuable skills they will
need to be successful in their future (P21, 2011). Within the next decade, more personalization
of learning will occur, primarily within the confines of the traditional
classroom as hybrid, blended, and fles models of learning become the norm
(Horn, & Staker, 2011). Once the
personalization has hit a critical mass, the future of distance learning could
likely move into students learning skills and content at their own pace, place,
and time, in a location of their choice (Project Tomorrow, 2012). While many
adults are drawn to online learning due to the need to fit learning within
their ever-shrinking free time; not all courses are created equal (Beaudoin,
Kurtz, & Eden, 2009). Beyond poorly
designed courses, and less reputable institutions looking to cash in on the
online learning trend; the role of an instructional designer remains the same
regardless of the medium of instruction (Simonson, et al, 2012). By being a
proponent of the principles guiding quality instructional design and informing
and guiding others through quality online experiences, the designer is best
able to positively influence how distance learning is perceived. Staying current in research and the data
concerning efficacy of online versus traditional learning also helps to steer
conversations towards the great benefits the online student-centered
environment gives (Dabbagh, 2007).
Through my
current work in a large, urban, public school system in the United States; I
will continue to work with teachers in our high schools to design blended
courses in the district course management system (CMS). As this shift in delivery of instruction
continues, there are various opportunities to implement the A.D.D.I.E model of
instructional design, as well as providing comfort, knowledge, advice, and
support to teachers throughout the process.
Beyond the copying of old and outdated worksheets into the CMS, the
blended learning orientation and training models best practices for designing
and delivering instruction in multiple formats to engage and instruct the
learner. Through modeling in the online
environment and face-to-face trainings, teachers have the opportunity to design
and build a course that will enhance instruction and place students in the role
of being responsible for their learning (P21, 2011). An review process involving executive staff,
curriculum coordinators, and instructional designers, lends legitimacy to the
finished courses (Horn, & Staker, 2011).
References:
Allen,
E. & Seaman, J. (2011). Going the
distance: Online education in the United
States,
2011. Retrieved from:
Beaudoin, M. F., Kurtz, G., & Eden,
S. (2009). Experiences and Opinions of E-learners:
What Works, What are the Challenges,
and What Competencies Ensure Successful Online Learning. Interdisciplinary
Journal Of E-Learning & Learning Objects, 5275-289.
Dabbagh, N. (2007).
The online learner: Characteristics and pedagogical
implications. Contemporary Issues in Technology and Teacher
Education, 7(3), 217- 226.
Horn, M. B., & Staker, H.
(2011). The rise of K-12 blended learning.
Innosight
Institute. Retrieved from:
http://www.projectred.org/uploads/The-Rise-of-K-12-Blended-Learning.pdf
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.
Partnership for 21st Century
Skills (P21), (2011). Framework for 21st
century
Project
Tomorrow. (2012). Mapping a personalized learning journey –
K-12
students
and parents connect the dots with digital learning. Speak
Up 2011: National Findings K-12 Students & Parents April 2012. Retrieved from: http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0CFkQFjAD&url=http%3A%2F%2Fwww.tomorrow.org%2Fspeakup%2Fpdfs%2FSU11_PersonalizedLearning_Students.pdf&ei=uUzWUIiTAoeQ9QTLzIGwCg&usg=AFQjCNFB3dl8wlhWvsL3T4YtQs65WMafLA&sig2=WrJ3Gcti4ATSD3wqLwfTFQ&bvm=bv.1355534169,d.eWU&cad=rja
Simonson,
M. Smaldino, S. Albright, M. & Zvacek, S. (2012). Teaching and
learning
at a distance: Foundationsof distance education (5th Ed.) Boston,
MA: Pearson.
