Global Diversity in Distance Education
How has global diversity evolved in distance education?
Seimens (2010) discussed the growing acceptance of distance education. One factor that has evolved from the use of distance education is the ability to communicate and collaborate with diverse people around the globe (Seimens, 2010). Students worldwide are accessing education from the comfort of their own home. I found this is true for the educators as well. I have been a distance education student since 2005; first receiving my Masters in Nursing Education through Walden University and now my PhD in Education also through Walden. I remember the first time I had an Instructor from Saudi Arabia and thought, wow, how amazing that we are able to connect from such wide distances as if we were together in the same room!
What online tools are available today to facilitate these interactions among learners?
Besides the typical computers that enable us to access the Internet and submit assignments, many other tools are available for people to connect globally. Skype is a popular, free service for people to converse live. It can be used as simply a phone through a computer or face-to-face interaction is available for users that have built in cameras. This has allowed me to collaborate on projects with other students while talking in real time. Other tools include products such as Elluminate that allows the use of whiteboard, screen sharing, and document sharing where all users can interact and work together on a project. Blogging has become a way for people to connect along with Wiki’s, Web 2.0, Google Doc sharing…the lists seem endless.
I found 2 blog sites on the topic of global diversity in education. EDUTech Special (2010) commented on the ability for users to communicate from anywhere and how this has expanded diversity through distances far and wide. Jeff’s Walden Blog (2010) stated the use of videoconferencing in distance education and taking virtual fieldtrips, thus allowing students to visit other cultures online.
Laureate Education. (Producer). (2010). The Future of Distance Education. (DVD). Available from Waldenu.edu
EDUCTech Special. (2010). Blog post. Retrieved from http://chadwickeds.blogspot.com/2010/10/module-2-blog.html
Jeff’s Walden Blog. (2010). How distance education has changed global diversity. Retrieved from http://jeffwaldenblog.wordpress.com/2010/04/02/how-distance-education-has-changed-global-diversity/
Wednesday, December 29, 2010
Friday, December 17, 2010
Blog Post Week 2
The Next Generation of Distance Education
The future of distance education is exciting to me. As an avid distance education learner, I look forward to what each course will bring and I embrace the technology that becomes a part of my world. As a nurse, we utilize new technologies that enhance charting, dispensing medications, and promote wellness and healing. As a nursing instructor, new technologies are available, yet not so readily embraced by all teachers. One example I like to use is the utilization of a web-based support like Web Study. Similar to what most online learners utilize, Web Study is a place to upload content, resources, links, grades, and any materials a student would use in class. Tests can be created and uploaded, along with any assignments. The possibilities are vast and wide! However, Moller. et al (2008) stated that a mediocre program can disillusion distance education learners due to lack of proper course evaluation methods.
That being said, there are reasons why the evolution of distance education is a priority.
Simonson (2000) discussed the equivalency of distance education to traditional education and what was needed to maintain equivalency with the following;
1) Availability of technology
2) Determining learner outcomes
3) Matching experiences with the technology available
4) Preparing the content for online delivery
This compares closely to the instructional design described below:
1) Quality
2) Measurable Outcomes
3) Training, support and management
4) Need for better ID design
5) Revision of learning models
(Moller, Fushay & Huett, 2008)
Using these as a guide will enhance the online experience for students as a means of proper evolution and delivery of distance knowledge.
Moller, L., Foshay, W., & Huett, J. (2008, May/June). 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. Academic Search Premier database
http://www.springerlink.com/content/h113225160w32541/fulltext.pdf
Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34. Retrieved from Academic Search Premier databases
http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?hid=22&sid=debf4974-3e6d-4cf0-8332-864d721c74d2%40sessionmgr13&vid=18
The Next Generation of Distance Education
The future of distance education is exciting to me. As an avid distance education learner, I look forward to what each course will bring and I embrace the technology that becomes a part of my world. As a nurse, we utilize new technologies that enhance charting, dispensing medications, and promote wellness and healing. As a nursing instructor, new technologies are available, yet not so readily embraced by all teachers. One example I like to use is the utilization of a web-based support like Web Study. Similar to what most online learners utilize, Web Study is a place to upload content, resources, links, grades, and any materials a student would use in class. Tests can be created and uploaded, along with any assignments. The possibilities are vast and wide! However, Moller. et al (2008) stated that a mediocre program can disillusion distance education learners due to lack of proper course evaluation methods.
That being said, there are reasons why the evolution of distance education is a priority.
Simonson (2000) discussed the equivalency of distance education to traditional education and what was needed to maintain equivalency with the following;
1) Availability of technology
2) Determining learner outcomes
3) Matching experiences with the technology available
4) Preparing the content for online delivery
This compares closely to the instructional design described below:
1) Quality
2) Measurable Outcomes
3) Training, support and management
4) Need for better ID design
5) Revision of learning models
(Moller, Fushay & Huett, 2008)
Using these as a guide will enhance the online experience for students as a means of proper evolution and delivery of distance knowledge.
Moller, L., Foshay, W., & Huett, J. (2008, May/June). 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. Academic Search Premier database
http://www.springerlink.com/content/h113225160w32541/fulltext.pdf
Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34. Retrieved from Academic Search Premier databases
http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?hid=22&sid=debf4974-3e6d-4cf0-8332-864d721c74d2%40sessionmgr13&vid=18
Tuesday, June 8, 2010
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