EDUC-6135-1 Distance Learning Reflection

Reflection

Lisa A. Frey

Walden University

Instructor:  Deanna Romano

EDUC-6135-1 Distance Learning

Currently Distance Learning reflects both advancements in information technology and social communication networks that are applied to coursework in the education, business, manufacturing, military and non-profit sectors of our society.  Through the guidance of Dr. Siemens’ Laureate Universities 2010 video “The Future of Distance Education” I learned that as peoples’ comfort level with computer technology increases through frequent use in common situations, peoples’ positive perceptions  of media within education will increase, as well.  He mentioned growing that acceptance for Distance Education within, as he called it, the “Triple Helix” – education, business, and the government supports this. Through this course I have seen that all three of these entities have increased their utilization of Distance Education as, as Dr. Siemens mentioned, technology has advanced to where it is not only feasible to create courses that are clean and crisp, and easily seen and heard it is economically advisable, in many cases, to create courses where geographical distance is no longer a factor.

I agree with Dr. Siemens that within the next five to ten years acceptance of Distance Learning will increase dramatically.  Slowly, as our youngest generation of teachers becomes more “entrenched” in the classroom, I predict that they will be technology leaders, through Course Management Systems and through synchronous and asynchronous adaptations of course material.  These new instructors have never known a world where computers, gaming, and use of personal communications devices haven’t existed.  I believe that within ten to twenty years Distance Education will be the norm for many institutions.  One example that reflects my belief is that parents of students can access a course management system and track the progress their children are making in class.  With ten to twenty years I predict that teachers will regularly add URLS to reference for homework assistance and will have the ability to actually engage students in after school intervention programs, after the children have gone home and can be supervised by their parents.  Not only will future classroom teachers have a better chance of having parents help with homework, through this system, it will also be more cost effective for the school as students and teachers will not be on campus.

Throughout this Instructional Design Master’s Degree program our instructors have emphasized that our future clients will look to us to promote “goodwill” for Distance Education as we serve them with excellent course designs, good communications, innovative evaluations and attention to cost effectiveness.  I would add that, after completing EDUC 6135-1, providing an excellent initial orientation is certainly one of the components of improving societal perceptions of Distance Learning.  My rationale for mentioning this is through both the interviews I conducted about perceptions of distance learning and the discussions that were posted during Week 8.  While it is true that successful initial orientation was not mentioned, specifically, it is my contention that if a learner enters a course or program and finds the content confusing and the technology hard to navigate through he or she will probably not view the course positively, even if he or she completes it successfully.  “First impressions” do matter and as a designer I need to make sure that I must stringently design and evaluate the orientation components of my courses.

I will be a positive force for continuous improvements in Distance Education by continuously improving my design and communication skills; by conducting my personal and work habits with integrity; and by keeping current with developments in design and technology.  Several of my friends have mentioned that they don’t get much use from their Instructional Design Master’s degrees as  most of them were earned four or five years ago from local universities, because technology has changed.  It will be my responsibility keep current with technology.

References:

Gambescia, S., & Paolucci, R. (2009). Academic Fidelity and Integrity as Attributes of     University Online Degree Program Offerings. Online Journal of Distance Learning      Administration, 12(1).             http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html

Laureate Universities Video Program: “The Future of Distance Education,” 2010

Schmidt, E., & Gallegos, A. (2001). Distance learning: Issues and Concerns of Distance    Learners. Journal of Industrial Technology, 17(3), http://atmae.org/jit/Articles/schmidt041801.pdf

Walden University Application 7 Converting to Distance Learning Format

 Converting to a Distance Learning Format

Summary - I chose to create a scenario where the trainer emphasizes the benefits of a blended course format where podcasts and trainings are viewed at the leisure of the trainee, where training materials are both in paper and on-line, with interactive tables of contents, and where facilitated collaborative discussions can assist in the communications between trainers and trainees and between trainees themselves.

 

v  Preplanning Strategies

§  Determine Cost Effectiveness

§  Assess Trainee Learning Styles

§  Story Board

§  Select Technology to Use

§  Pre Plan Study Guides and Handouts

¨      Maintain Current Booklets and Study Guides

§  Scan into Course with Interactive Tables of Contents

§  Select a Course Management System

§  Create Syllabus and Calendar

¨      Maintain Current Face-to-Face Training Dates

¨      Blend Distance and Face-to-Face Syllabus

¨      Determine Assessment/Evaluations

v  Create Training Areas to Enhance

§  Convert Existing Handouts

§  Discussion Forums

§  Use Podcasts

§  Use Interactive Training

§  Use Intreractive Evaluation

v  New Distance Ed Trainer Roles

§  Facilitator

§  Evalutor

§  Discussion Leader

§  Occasional Face-to-Face Trainer

v  Encourage Participants

§  Benefits of Interactive Training

§  Benefits of Use Archived Training

§  Benefits of Collaborative Learning

§  Benefits of Facilitated Discussions

The Impact of Open Source Education

The Impact of Open Source Education

Lisa A. Frey

Walden University

Instructor:  Deanna Romano

EDUC-6135-1 Distance Learning

For this module of the Course Project I addressed URLS for beginning distance learners and URLS specifically for Scenario 3, Sheltered Instruction Observation Protocol, a compilation of systems, including Bloom’s Taxonomy, which assists teachers in planning lessons for English Language Development.

http://www.apastyle.org/manual/index.aspx.  This would help distance learners keep focused on the APA style.  Tip:  Check your work using APA standards.

UC Berkeley Extension Online/Online Courses/Distance Learning. Helps the learner with courses designed for the corporate world, personal growth and development, and in the professional world.  Tip:  Questionnaire – is Distance Learning really for you?

www.openculture.com/freeonlinecourses.  Guide to over 250 courses from such universities as Yale and Stanford Universities.  Tip:  Accessible by iPad, iPhone and YouTube.  It takes a while to download these applications but the classes are top quality and free!

customerservice@dalecarnegie.com.  Dale Carnegie is a company that was developed to help people become successful in the corporate world.  Tip:  Used to emphasize personal confidence and sales/leadership techniques.  Now they include community building and even have affirmations set to a student by such “apps” as Blackberry.

http://www.nps.gov/.  Students and teachers can research many things about National Parks in the United States.  Tip:  For the K-12 teacher.  This gives you access to everything from the bats in Carlsbad Caverns to the Colorado River’s erosion of the Grand Canyon.  The website is simple in design but easily accessible and addresses not only locations but distance learning within those parks.  (My home state of South Dakota includes the Badlands.  I don’t have to leave Southern California to go home!

Following are specific URLS to websites for my Course Project for SIOP (http://encyclopedia.thefreedictionary.com/Sheltered+Instruction+Observation+Protocol), which is a compilation of both learning theories and specific  tasks created from Blooms Taxonomy for making lesson plans that include both content and learning objectives that further assist English Language Learners access course material:

http://www.authorstream.com/Presentation/Obama-41129-Echevarria-Effective-Professional-Development-Using-SIOP-Model-Students-as-Entertainment-ppt-powerpoint/.  Ms. Echevarria is one of the creators of SIOP.

http://www.lclark.edu/graduate/community_engagement/school_transformation/esol_services/SIOP/.  Lewis and Clark University occasionally provides community courses geared to for SIOP training.

http://www.google.com/url?sa=t&source=web&cd=11&ved=0CBUQFjAAOAo&url=http%3A%2F%2Fvig.pearsonhighered.com%2Feducator%2Facademic%2Fproduct%2F0%2C3110%2C0205627560%2C00.html&rct=j&q=siop%20model%20urls&ei=BniyTK-sNo2-sQPe8ZDHDA&usg=AFQjCNEQNE3oOacGHxHD_NwJz4acWWz_Xw&cad=rja.  Pearson is a publisher of SIOP materials and one of the training books we use at school is from their organization.

www.cal.org/siop from California State University Long Beach.  This site offers kits for teaching about SIOP as well as instruction from UCLB.

www.everythingesl.net.  I visit this site for ideas for planning SIOP lessons.

Walden University Week 3 Application Scenario

I chose Scenario 3, the safety issues at the biodiesel manufacturing plant.  Lacking technical knowledge I quoted directly from 3 sources in the Safety Issue and the Prescriptions sections.  Inherent in proper safety regarding large biodiesel manufacturing equipment are fire issues, safety equipment issues, and installation, storage and handling issues and I have added them to the Scenario.  Each of the three sites I visited included information about this kind of safety for biodiesel manufacturing plants, not just safe operation of the equipment.

Vegetable Solutions Biodiesel Manufacturing Company has hired me to create asynchronous safety training modules because of a poor safety record.

According to a Biodiesel (methyl Soyate and Rapeseed Methyl Esters [soy and canola oil]) Safety Data Sheet within a Fact Sheet on Biodiesel technology, produced by the State of Oregon, safety concerns exist.  The site indicates that these products do not contain hazardous materials but the chemicals are certainly combustible and are irritants.

Modules would address the first the safety issue and then the prescriptions suggested by the 3 sites I visited.

Following are distance learning technologies that I would use for developing my training.

Safety Issue	Prescription
Unusual Fire and Explosion Hazards	“Biodiesel soaked rags or spill absorbents (i.e. oil dry, polypropylene socks, sand, etc.) can cause spontaneous combustion if stored near combustibles and not handled properly. Store biodiesel soaked rags or spill absorbents in approved safety containers and dispose of properly. Oil soaked rags may be washed with soap and water and allowed to dry in well ventilated area. Firefighters should use self-contained breathing apparatus to avoid exposure to smoke and vapor.”  (Manufacturing Biodiesel Fact Sheet, Oregon Energy Department, 2010)
Spills	“Remove sources of ignition, contain spill to smallest area possible. Stop leak if possible. Pick up small spills with absorbent materials and dispose of properly to avoid spontaneous combustion (see unusual fire and explosion hazards above). Recover large spills for salvage or disposal. Wash hard surfaces with safety solvent or detergent to remove remaining oil film. Greasy nature will result in a slippery surface.”  (Manufacturing Biodiesel)
Storage and Handling	“Store in closed containers between 50°F and 120°F. Keep away from oxidizing agents, excessive heat, and ignition sources. Store and use in well ventilated areas. Do not store or use near heat, spark, or flame, store out of sun. Do not puncture, drag, or slide this container. Drum is not a pressure vessel; never use pressure to empty.”  (Manufacturing Biodiesel)

Safety Gear Summary	“The following gear should be on hand each time you brew biodiesel: • Chemical-resistant gloves (butyl rubber is best for methanol and lye) • Chemistry goggles (indirect vented) • Face shield • Dust mask or cartridge respirator • Plumbed eyewash station • Small spray bottle with vinegar for neutralizing lye spills • Access to running water • Telephone in case of emergency and emergency telephone numbers • Fire extinguishers (20-lb ABC) • Absorbent material and spill-containment supplies” (Biodiesel Safety and Best Practices Management, 2010)
Best Practices for Employees	“Accidents tend to occur when operators are tired, distracted, or hurried. Producers are advised to work slowly and thoughtfully, and to avoid juggling too many tasks at once in the biodiesel plant. Temporary rigging of equipment and shortcuts are high-risk behaviors that often lead to unforeseen consequences.” (Biodiesel Safety and Best Practices Management, 2010)
Best Practices for Supervisors regarding installation of a “safety station” on the equipment floor of a biodiesel production facility.	“A comprehensive approach to safety begins with a whole-system consideration of all potential areas for risk, followed by thorough plans for accident prevention. As a backup, preparations should also be made for response to any accident that may occur. As a general rule, users should obtain and read a copy of the Material Safety Data Sheet (MSDS) for methanol and lye, and be familiar with the safety considerations for each chemical.  A “best practice” is to create a clearly labeled “safety station” within the processing facility, where the MSDSs are kept readily accessible. This will allow workers and fire or emergency personnel to readily locate chemical safety information in case of an accident. It is recommended that small-scale producers contact their local fire station to advise them of the processing and chemical storage that may be occurring on site. This will serve to warn safety personnel for their protection in case of a fire, as well as to give fire officials a chance to help small-scale producers address any potential areas of concern. Those who are unwilling to invite fire safety personnel to their facility would do well to consider their ability to responsibly produce biodiesel without incident,”  (Biodiesel Safety and Best Practices Management, 2010)

Best Practices for Safety for Manufacturing Equipment

Step by Step Module showing proper conversion of vegetable oils and lye in a “closed system” to eliminate escape of methanol vapors. Proper plumbing and electrical  installation for safety in biodiesel manufacturing equipment, which can be just electric water. Best Practice Procedures:  Ensuring that the equipment is monitored and turned off when not in use. Ensuring that the heating elements are turned off when methanol is added to the system. Ensuring that sealed processors are equipped with a temperature pressure-relief valve that is compatible with the tubing used to plumb the reactor. Proper venting in the manufacturing system and in the facility. Ensuring that proper equipment is used during installation.  “When plumbing a reactor of any design, stainless-steel or black iron tubing should be used wherever possible, as they are most compatible with the chemicals involved in processing. Galvanized fittings and any copper parts will reduce the oxidization stability (shelf life) of biodiesel, while standard PVC tends to break down over time.”  (Safety In Small Scale Bio-Diesel Production, 2010)

One technology I would use for this would be distance learning created from iSpring.  This would include creation of interactive quiz modules, that are stand-alone and created with Flash or Flash converted Power Point Presentation.  iSpring even  “delivers and  manages e-learning content, get detailed reports on e-learning activity, manage users and organize classes.”  General Electric and Sony are listed as featured customers.    One positive review of this distance learning company is Online Learning 101: Part I, Authoring and Course Development Tools by Susan Landay, June 3, 2010 in www.elearnmag.org/. Another testimonial for iSpring comes from www.ieuga.org/conf2005/sessions.htm.  This was a topic of a presentation of a conference in 2005:  “Collaborative Manufacturing Using iSpring and Expandable Material supply processes are arguably one of the biggest areas of cost for manufacturers. David Ginsberg of Sonic Manufacturing describes how he minimizes procurement costs and reduces material inventory by practicing collaborative manufacturing using iSpring to facilitate approvals, manage exceptions, handle supplier response and perform alternate supplier checks.”

The other distance learning company I would choose would be Camcastia, as suggested by the Technology Resources section of Walden Univeristy.  I would use it for making “videocasts” of SMEs from the Biodiesel company demonstrating step-by-step procedures addressing the safety problems and prescriptions listed above.  I followed several links for customer input  one site indicated that they successfully used Camcastia in their trainings, the link is:  www.techsmith.com/camtasia/uses.asp

I also followed a link generated by Camcastia to Stanford University and their uses of this distance learning site.  http://www.techsmith.com/camtasia/casestudy/stanford.asp

www.iSpringSolutions.com 

Safety in Small-Scale Biodiesel Production, 2010, in Farm Energy Home,

www.extension.org/.../Safety_in_Small-Scale_Biodiesel_Production

Biodiesel Safety and Best Management Practices for Small-ScaleNoncommercial Use and Production Pennsylvania State University Pamphlet, 2008,http://pubs.cas.psu.edu/freepubs/pdfs/agrs103.pdf

Manufacturing Biodiesel, Pamphlet, 2010, www.deq.state.or.us/aq/factsheets/06-AQ-014biodiesel.pdf