Selecting Distance Learning Technologies

Example 2: Interactive Tours

A high school history teacher, located on the west coast of the United States, wants to showcase to her students new exhibits being held at two prominent New York City museums. The teacher wants her students to take a "tour" of the museums and be able to interact with the museum curators, as well as see the art work on display. Afterward, the teacher would like to choose two pieces of artwork from each exhibit and have the students participate in a group critique of the individual work of art. As a novice of distance learning and distance learning technologies, the teacher turned to the school district’s instructional designer for assistance. In the role of the instructional designer, what distance learning technologies would you suggest the teacher use to provide the best learning experience for her students?

As the instructional design consultant, I would recommend the following distance learning technologies based on the teacher’s needs as follows:

A Museum Tour & View Artwork: To simulate a virtual tour, I would recommend a tool like MAKEVT (http://www.makevt.com/). MAKEVT allows users to upload panoramas and create transitions between them to create a complete tour.  The tour can then be uploaded to a blog, or integrated into the CMS if it allows imbed code.

Interaction with Museum Curators: I would suggest the use of a live chat session with museum curators, or web conferencing technology such Skype, Ovoo, GoToMeeting, etc.  The chat tool might be integrated into a CMS, or if the web conferencing option is selected, it could add a visual element to the chat and allow for a presentation by the curators.

Group Artwork Critique:  Pictures of the artwork could be posted and the instructor could make use of wikis integrated in a CMS, or via a tool such as Wiki Spaces (www.wikispaces.com).  Wikis would allow student groups to conduct a dialogue about the artwork and post a group critique.

Defining Distance Learning

As technology has evolved rapidly and impacts the manner in which we do almost everything in our lives, the same holds true for its impact on distance learning.  After all, perhaps the biggest selling point of technology is its ability to extend to us a convenience that was formerly a fantasy.  As distance learning has changed with technological advances, we have seen self-study and correspondence courses evolve to incorporate video, computers, email, and now a fully interactive portal that promotes social interaction in a virtual environment.

Prior to starting this course, I considered distance learning a term that was used in academic environments that were otherwise set up to facilitate learning in the classroom.  It seemed to be a term to make a distinction from traditional learning.  I mention this because it appeared that many professors tended to regard distance learning courses in any format to be a less-than-ideal setting or format for learning, rather than an alternative form of delivering the same quality of instruction.

Interestingly enough, my professional experience in training and development did not immediately come to mind when hearing the term distance learning.  When I thought of the term within the context of my work experience, I thought of the technology used to deliver instruction to others outside of the classroom environment.  I reflected on how training that was once reliant on video (usually VHS format) has evolved to incorporate learning management systems and social media.  Naturally, this is a change that I have welcomed as a practitioner.

Whether I was thinking of distance learning in the context of education or work, I would say that prior to this course, I defined distance learning as “Learning that was delivered outside of the classroom using some form of technology.”  After reviewing the course resources for week one, I was quickly reminded that the very origins of distance learning had nothing to do with technology, but rather, as Simonson, Smaldino, Albright, Zvacek (2012) write: “Distance education is a method of education in which the learner is physically separate from the teacher.” (p. 35).  If I was to craft an updated version of my definition of distance learning, it might be something along the lines of: “A method used to deliver education to learners who are physically separate from the instructor and that utilizes various communication tools and technologies to facilitate interactivity, engagement, and social interaction among a community of learners.”

Overall, I am a fan of distance learning, and I am excited about how advances in technology will inform the possibilities within this growing field.  However, it is my sincere hope that higher education and the corporate world will embrace this method of learning delivery in a way that respects its ability to provide more than just convenience.  This is especially true in the case of higher education.  Although much has changed in terms of how it is perceived, there are still academic and corporate circles that do not hold the same respect for online delivery as they do classroom delivery.  I am hopeful that as the world becomes more reliant on, and trustful of the technology that we experience every day, the antiquated perceptions of yesteryear will dissipate.

References

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

Jason