As I create this blog post for our course, I pause for a minute to inventory the platform and technology that I am currently utilizing. On my lap is my MacBook which is running the web off a wireless home network, the Walden internet delivered library is at my fingertips with one click, Google Scholar, wordle for my mind-map, my homework assignment delivered by a learning management system is running in one window, word with spell-check in another window, my i-Pod is playing my favorite study playlist. Each day on average 300 new i-Phone applications are released, new versions of operating systems, patches, and enhancements are deployed. Rewind ten years and do you agree that much of this list above did not exist?
Endless technology enhancements and the web 2.0 are changing teaching and learning paradigm from information based to one of social learning without barriers and students creating their own new knowledge from others knowledge. The way in which students collaborate and create learning by using technology and social media platforms are two key factors that will drive innovation and change in distance learning solutions.
For the past 15 years, I have been focused on selling, marketing and managing curriculum programs for K-12. I have witnessed the tidal wave of technology inundating schools and changing for the better the way that students learn and teachers teach. On the teacher side, I have observed many teachers who are resistant to change and use of technology in their classrooms.
From our course readings and discussions this week my personal definition of distance learning has evolved and morphed into something much bigger then I had previously thought. I discovered many new combinations and approaches to distance learning and that there is no one secret sauce or method that works best. All definitions and applications are fair game and lend themselves as providing solutions to match different types of learners’ needs, environments and learning objectives. The concept of a broad learning group and learning community as being linked through learners, resources and instruction resonated with me as definition that is widen enough to incorporate the breadth of distance learning approaches and resources. (Simonson, Smaldino, Albright and Zvacek, 2012)
Two prominent benefits of distance learning are the financial savings and scalability that it provides. “It would be almost unthinkable to perform strategic business functions an other way. This represents transformational, not just incremental change.” (Moller, Foshay and Huett, 2008) In today’s economic crisis, training and teaching must continue and distance learning provides a new approach that is sensitive to the budget constraints facing businesses and schools. (Rapid e-learning)
Tonight if I win the lottery, I would use my new financial resources to educate the world by implementing an international innovative distance learning solution that is free, accessible to all students and provides a platform to unite and engage all learners and learning communities. This is my vision and hope for distance learning.
-Michelle Cosner
Resources
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.
Retrieved from Rapid elearning: http://www.articulate.com/rapid-elearning/why-e-learning-is-so-effective/
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.
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