“The Art of Effective Communication”

 

 

After reading the email Jane wrote Mark, I perceived her as an individual who seems pressured to meet a deadline. Through her written words, she can be professed as one who has great work ethic. She submits job assignments early or at least before the deadline. I imagined her as one who was apprehensive about receiving the necessary information required for her report. She does not like to be depended on anyone else for important information. I perceived Mark as a procrastinator.

            Because one must be so focused and to the point when leaving a voicemail, it is difficult to determine the mood of the messenger. Although, Jane still seemed under pressure, her spoken words seem to be of consideration for Mark and his overload at work. She mentioned Mark requirement to attend a very long meeting and still needing to complete his reports. She even mentioned the idea of Mark sending her only the information she needed for her report. Although this information was shared in the email also, it had more meaning in the voicemail.

            Jane appeared to be a very friendly co-worker of Mark. Her body language shows that she works closely with Mark and she is use to the issues of work overload they share in the work place. She seem less pressured about the report and more considerate about Mark stressful work overload. The face-time seemed much business friendly and left less room for assumptions.

            After viewing the same message in different modalities, I understand why it is necessary to communicate important information face-to-face. Communication is much clearer in face-to-face. It is important for communication to be clear, focused, and help everyone to stay on target. Effective communication is influenced by spirit, attitude, tonality, body language, and the personality of the recipient. It is important to keep the tone of all communication business friendly and respectful.

The Future of Distance Learning

Distance learning has become the trend for higher education. I have observed the increase in the number of university offering courses and degree programs online. I’m from the state of Mississippi which is located in the southern part of the United States. Mississippi has been considered one of the poorer states of the U.S. Mississippi is usually one of the last to change. During recent years many of the four year universities have begun offering online courses and degree programs. There are not many two year community colleges implementing this change. However, in the next five to ten years instructional designers will probably provide more rigorous quality of distance learner with a more individualized learning system that will provide quality education and learning techniques to help all learners succeed and become productive members of society.

Instructional designers can be a proponent for improving societal perceptions of distance learning by establishing an instrument to survey members of society and learn of their perception of distance learning, face-to-face learning, and the advantages and disadvantages of the two. The first step in solving or improving issues is to learn more about the issue from the members involved and those who are affected by the issue. If instructional designers have knowledge of learners’ perspective of distance learning strides can be made toward improving not only their perspective of distance learning but the quality of education provided through distance learning.

If the perspective of distance learning and the quality of education provided through distance learning is improved, the number of learners participating in distance learning will increase. Also, university across the nation will better prepare skilled workers for industries throughout the nation. Distance learning will provide more opportunity for on the job training and numerous opportunity for more stimulating vocational training. This all resulting in the improvement in quality service provided in all occupations.

Although there are great foresight for distance learning, many young people will still need the experience provided through university face-to-face. Therefore, it will not fade out face-to-face learning. The younger children still need the experience of learning to live away from home, meeting and socializing with new people, and actually working together with other people. This is quality face-to-face experience that can never be replaced by distance learning. It is much needed in the process of creating productive members of society. However, the improvement in distance learning will prepare those who do not learn better in a face-to-face environment. Again, distance learning will make great strides in the next ten years and will improve skilled workers and the quality of the work provided. However, instructional designers must first begin by gathering the needed information to examine the advantages and disadvantages and then establish a solution to improve the quality of distance learning and improve the perspective of learners have of distance learning.

Converting a Training Program to a Blended Learning Format

Scenario: A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.

There are four questions to consider when creating a best practices guide for the trainer. They are:

1.         What are some of the pre-planning strategies the trainer needs to consider before converting his program?

2.         What aspects of his original training program could be enhanced in the distance learning format?

3.         How will his role, as trainer, change in a distance learning environment?

4.         What steps should the trainer take to encourage the trainees to communicate online?

What are some of the pre-planning strategies the trainer needs to consider before converting his program?

Planning an online course for the first time should begin 3-5 months in advance of the course’s start date. The training manager needs to consider the following components necessary for a successful online course: the learners, the content, the method of delivery, the material, the learning environment, and the technology necessary for learning to occur (Simonson, Smaldino, Albright, & Zvacek 2012, p.137).

The training manager should consider creating a questionnaire or survey for trainees to help determine their interest in receiving training in a hybrid learning environment. Also, this should be done to determine how technology savvy the trainees are before starting any training. This would help the training manager determine which CMS method to use in training the trainees and creating a feedback mechanism. The feedback may help him determine whether the blended-learning environment is really the right format for his training.

Simonson, Smaldino, Albright, & Zvacek (p. 127)

The training manager will need to determine whether to use a course management system (CMS) or a learning management system (LMS). According to Associate professor Saul Carliner, corporations use learning management systems and most educational organizations use course management systems. The training manager would probably want to consider using Don Clark’s Backwards Planning Model, which is Kirkpatrick’s Four Level Training Evaluation Model in reverse, as part of his preplanning.

Project requirements are:

Convert all current training modules to a blended learning format

A series of standalone reusable modules are needed

Training modules must be engaging with activities

Provide trainees and trainers the opportunity to interact with each other

Learn environment will be face-to-face and online environment

Convert all training materials (resources and assignments) and upload   them to a server for 24/7 availability (Simonson, Smaldino, Albright, & Zvacek, 2012, p.125).

What aspects of his original training program could be enhanced in the distance learning format?

All instructional material does not needs to be developed by the instructor as new resources. Nevertheless, the instructor needs to be concerned about copyrighted material such as images, photos and videos when using existing material in online courses (Simonson, Smaldino, Albright, & Zvacek, 2012, p.193).

Synchronous learning environments

Many traditional classroom instructional approaches can be incorporated in a synchronous environment. Short lectures help facilitate instruction. Small- and large-group activities can be incorporated into the audio and video components as a live situation. Learners should not remain passive” (Simonson, Smaldino, Albright, & Zvacek, 2012, p.189).

Asynchronous learning environments

The trainer has to find ways to facilitate the learner in the absence of the face-to-face environment. “The challenge is to select methods of teaching that provides learners with enough interaction to keep them on task and encourage them to become more student-centered and explore their learning experiences. Strategies such as problem-based learning, collaboration, and student-led discussions work well in asynchronous settings” (Simonson, Smaldino, Albright, & Zvacek, 2012, p.189-190).

How will his role, as trainer, change in a distance learning environment?

According to Dr. George Piskurich (2010), the methods used to facilitate online and traditional courses remain the same. However, it is more difficult to perform the role and communication in an online environment.

In a distance learning course:

Facilitators should not resort to PowerPoint presentations because it is an “unengaging way to deliver content in an online or virtual environment” (Piskurish, 2010).

Activities are more important in a distance learning environment. Although the content is critical, it is the activities that keeps the learner going and enthusiastic and helps them learn the content.

Facilitators must keep in constant contact with the learners. It is very difficult for a facilitator to communicate with all the learners. However, the facilitator can’t dissociate himself/herself in the online environment.

What steps should the trainer take to encourage the trainees to communicate online?

The trainer should foster a learner-centered learning environment by engaging the trainees in stimulating collaborative activities such as small group projects and by setting up thought-provoking discussion threads and requiring the trainees to respond to a minimum number of student posts. “The threaded discussion is one of the most powerful techniques used in distance education” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 186).

In an asynchronous environment, the trainer could create trainee debates and trainee-moderated discussions, have the trainees create and respond to one another’s blogs, or collaborate on projects by using Wikis. For synchronous communication, trainees can be encouraged to communicate using audio- and video-conferencing tools, participate in online chats, and instant messaging.

References

Clark, D. (2008) Kirkpatrick’s four-level training evaluation model

http://www.nwlink.com/~donclark/hrd/isd/kirkpatrick.html

Piskurich, G., Laureate Education (Producer). (2010). Facilitating online learning. [Online]. Retrieved

from Walden University eCollege.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance:

Foundations of distance education (4th ed.) Boston, MA: Pearson

 

Phonar: A free and open undergraduate photography class

http://phonar.covmedia.co.uk/

Phonar is run by four individuals, Jonathan Worth, Chantal Reikel, Matt Johnston, and Kaley Sweeney. These four instructors are from the photography team at Coventry University in the UK. Learners are given the opportunity to follow them on twitter for the latest news, information, and posts. Instruction are provided on the how to page guiding students on how to follow the class and keep up with assignments for the upcoming week. The class has several different locations, but the main location is www.phonar.org. There is a page labeled staffroom where the staff ask and answer questions and share examples of best practice. There is a schedule page outlining 10 sessions which expands through three months. The next page labeled on the sight is the task. It lists the eleven different tasks for the duration of the class. The first task is a Pre-task. In the pre-task, learners are encouraged to join Google+ and twitter to keep up with information and posts.  “The process of planning and organizing for a distance learning course is multifaceted and must occur well in advance of the scheduled instruction” (Simonson, Smaldino, Albright & Zvacek, 2012, p. 153). The learners must provide information about their journey to school, work, or anywhere and share in the first session.  They are encourage to upload images to tell their story. There is a FAQs page which introduces the instructors of the class and provides a questionnaire for learners to answer. “Knowledge of general learner characteristics can inform the instructor of the nature of the students and this knowledge can aid the distance education instructor in overcoming the separation of instructor and student” (Simonson, Smaldino, Albright & Zvacek, 2012, p. 154).  It also provide a list of possible questions students may have concerning the class and the answers.  The last page gives brief biographies of the contributors of the class.

I chose this class because I’ve always had a desire to become a photographer. This course does a great job of outlining the expectations for the course and the materials needed to complete the tasks. A list of tasks are provided for learners upon entering the course as well as an introduction of the instructor. This class also provide different means of communicating with the instructors and classmates. This provide learners with numerous opportunity to stay up to date on assignments and information. It also keeps learner from being demobilized for too long. They can complete their task almost anywhere. It indeed maximizes active learning for the learners of the course and incorporates multimedia technology. There are several signs of pre-planning and designing that has taken place on this course site. The course follows the recommendations for online instruction as listed in the course textbook.

Reference

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at

            a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

 

Learning Techonologies for Distance Leaners

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?

 

Two learning technologies that would serve as a solution to this instructional problem would be Canvas and Rcampus. Both technologies allow users to upload multi-media presentations.

  

Canvas is a learning management system that has proven to have dynamic features and is user friendly. It provides a solid learning environment that keeps the learners engaged. This management system works well on any device. It is interactive, user friendly, and makes collaboration easier. Teachers can use it to o rganize their class work and keep everything in one place. It allows teachers to bring in visuals that enhance lessons. They may also create lessons in canvas. Students can create presentations that can be shared with other students in the class through canvas.  Canvas is a learning management system that helps teachers and administrators save time in their classes. It helps create course content with a content editor, speed up grading, track learning outcomes, send notifications via email, Facebook, and text notification. Studecanvasnts can access canvas on their mobile device. Teachers can send messages through several medias: smartphones, Facebook, laptop, iPad, 60” smart television. Students can load video presentations directly into canvas. I especially like how the learning outcome of the students can be determined through the viewing of the presentations they upload. In the video linked above, the teacher was able to observe how the students completed problems through their step-by-step video (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2012, p.116). This was quite interesting to me.

RCampus is open educational tools that can be used for learning, teaching, and personal business. It is a free available website that can be used for academic work. The tools are fully web-based and can be used anywhere at any time. There’s nothing to install or download. One can manage schoolwork, documents, personal websites, and courses using Rcampus. It allows teachers to enhance classroom performance by allowing them to load necessary information for class. It also has a gradebook system. Students can keep up with classes, friends, teachers, and assignments anywhere. Rcampus send reminders for due dates and announcements. Teachers and students can build communities using Rcampus. Rcampus  also provides free e-portfolios.

References

Canvas by Instructure: retrieved from: http://www.instructure.com/

RCampus – Open Educational Tools: retrieved from: http://www.youtube.com/

watch?v=8IluLiY3488&feature=youtu.be

Teaching and Learning at a Distance: Foundations of Distance Education (5th ed.). Boston, MA: Pearson Education, Inc.

 

The Evolution of Distance Learning K12

I am currently teaching in the K-12 field.  Much of the issues I face with e-learning are the available online programs for pre-k students. My main concerns are the cost and effectiveness of the program. Policy makers provide funding to traditional schools to create online programs. Equivalent funding is provided for the online and face-to-face courses which imply the instruction delivery is equivalently effective. However, according to Moller, Foshay, and Huett, online learning may not result in high quality programs.

Similar quality indicators are used to measure the success of online programs and traditional K-12 programs. These indicators measure academic performance, retention, academic achievement, and satisfaction.  Rice (2006) believe the effectiveness of distance education has more to do with who is teaching, who is learning, and how that learning is accomplished and less to do with the medium. However, my argument is the same for face-to-face learning (Huett, J., Moller, L., Foshay, W., & Coleman, C., 2008 p.63).

The No Child Left Behind Act requires states to offer alternative schooling options to students attending schools that fail to make adequate yearly progress. This should cause a rise in site-based distance education.  The benefits of e-learning in the K-12 environment are states are able to use it to serve students without capital expenses required to build new schools and to accommodate the issue of teaching shortage.

The state may expand curricular offerings through online courses, ensure course content is aligned to standards and provide resources to high-risk students. Parents are able to see assignments, resources, and readings available in one setting (Huett, J., Moller, L., Foshay, W., & Coleman, C., 2008, p. 63). The challenge of e-learning in the k-12 environment is distance learning may become a “dumping ground” for credit recovery as well as repository for those unable or unwilling to function in the more traditional classroom environment (p.64).

There is a need for new methods for designing and developing web-based instruction and a need for better models for instruction that is actually used by learners. ID must develop learning models for distributed learning that will evolve distance education from a delivery medium to a learning model. The most effective strategy is the one the learners actually use. One challenge of the ID is to determine how learners interact with the various e-learning instructional models and the contexts in which they do so.

There are two forces developing in e-learning. There is the development of new models of theories that emphasizes the cognitive process of knowledge building and problem-solving. The second force is the shaping of new learning models. These transformative processes focus on thinking, creativity, collaboration, and dialogue (Moller, L., Foshay, W., & Huett, J., 2008, p. 73). E-learning has evolved from being a delivery medium to being a learning model. E-learning involves more thinking, creativity, collaboration, and dialogue.  However, in my current position of working with pre-kindergarten e-learning only consist of learning programs used to help build skills and concepts.

References

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.

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.

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66–70.

Learning Theories Reflection and Implications for Instructional Designers

Educators are faced with the difficult task of educating a class of student who not only learn at different pace, but they also learn differently. Teachers now more than ever must learn to differentiate instruction in order to meet the learning needs of all children.  As Howard Gardner says, “The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them all in the same way.” Teachers are dedicated to creating differentiated classrooms as an opportunity to maximize student growth and to promote individual student success.

If instruction is not differentiated, educators risk teaching to only a small group of students or none at all. As I studied the different learning styles, certain students came to mind as I read characteristics of students who possess particular learning styles. Auditory learners need to hear what they are learning. I have students who like to read out loud or take to themselves as they complete their assignments. My visual learners love to use a variety of colors. They learn better when dealing with real objects or pictures of objects being described. Majority of my class are physical or kinesthetic learners. They learn best when they are able to use their bodies and hands. They are very active learners. I spoke of my verbal or linguistic learner before. She learns best with written and spoken words. My logical learner is great with reasoning and can recognize patterns easily. My class president is a social learner. She’s a great listener and she loves to ask questions. She communicates well verbally. I have a solitary learner also. He learns better when he works along.

Differentiating instruction is easier said than done. It’s a method for reaching all learners. However, it is a difficult task to accomplish. I agree with Dr. Ormrod, students should be taught strategies to help them learn in setting that does not necessary appeal to their particular learning styles.  I often use mnemonics because, just as Ormrod stated, some information cannot be interpreted in any other way. This strategy helped me through college. However, this is not a strategy I would suggest for elementary students, maybe high school or middle school. The strategies I like most are elaboration and comprehension monitoring. I use comprehension monitoring as a guided reading strategy for my students. I often allow them to read chapter books in groups and give them questions to answer at the end of each chapter to reassure they comprehend the story as they read. I use elaboration to help build on skills and show how one skill relates to the next. It’s most useful in math lessons.

Edutopia’s staff outlined in the article, “Why Integrate Technology into the Curriculum?: The Reasons are Many” several ways technology can improve learning and instruction in the classroom.  Technology allows students to be intellectually challenged and provides them with a realistic snapshot of what the modern office looks like. The resources of the online world provide classrooms with interesting, diverse, and current learning materials. It allows students to connect with experts in the real world and provides opportunity for students to express their understanding through images, sounds, and text (2008).

When implementing technology into the curriculum, instructional designers  must be sure technology integration occurs across the curriculum in ways that deepens and enhance the learning process. Technology integration must support active engagement, group participation, frequent interaction and feedback, and connection to real- world experts (2008). I agree with the Horizon Report of 2009. It speaks of the new emerging technology trends will be Game Based Learning (GBL).  The report explains how online games offer opportunity for increase social interaction and civil engagement among learners (2009). The Horizon Report of 2012 states that Game Based Learning improving important skills such as collaboration, creativity and critical thinking (2012).

The Edutopia’s staff lists benefits of using technology tools to improve learning. According to the Edutopia’s staff tech tools offer students ways to experiment, observe phenomenon, and view results in graphic ways that assist in understanding, all of which improves learning in the science classes. However, the benefit of implementing across the curriculum is it encourages students to stay engaged, on task, and reduce behavioral problems in the classroom. These benefits indirectly improve learning and instruction in the classroom (2008).

Paquette gave a number of ways to effectively implement technology into the curriculum. It could be used for voice recording and reading assessment, voice and video recordings of learning experiences, presentations,  Facetime, Skype, Kindle App for reading groups, and other apps such as Khan Academy, Skitch, Socrative, Nearpod, iMovie, Toontastic, ShowMe, and My Math App (Paquette, 2012). Paquette also mentioned some disadvantages of allow the use of technology in the classroom. It could sometimes become a distraction for those students who lose interest in the application the instructor implements and ventures off into another application that interests them (2012).

 

 

Edutopia Staff (2008, March 16) Why integrate technology into the curriculum? : The reasons

     are many. Retrieved from http://www.edutopia.org/technology-integration-introduction

Gardner, H. (2003, April 21). Multiple intelligences after 20 years. Paper presented to the American Educational Research Association, Chicago, IL. Retrieved fromhttp://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf

Johnson, L., Levine, A., & Smith, R. (2009). The Horizon Report (2009 ed.). Austin, TX: The

     New Media Consortium. Retrieved from http://wp.nmc.org/horizon2009/

 Paquette, A. (2012, December 4).  Changing the model of 1:1 with byod.  [Blog

     message].  Retrieved from http://www.edutopia.org/blog/challenging-one-to-one-model-

     amanda-paquette

Ormrod, J. “Learning Styles and Strategies”

Learning Theories Matrix

Learning Theories

 

Throughout this course, I have learned about the several different learning theories and how instructors could effectively implement all learning theories in order to provide the opportunity for all students to achieve success. No two students learn the same or at the same pace. Each and every one of us possesses different learning styles. Instruction should appeal to all learning style in an effort to reach majority of the learners. Many teachers face difficulties in incorporating all learning styles and theories in each lesson plan. There are methods that teachers could use to help students to learn when the lesson does not necessarily appeal to their learning style. If the lesson does not hold the individual’s attention, he or she will like lose focus and little learning would take place.

Technology is the newest trend in education. Children find it more appealing and it has become a challenge for educators throughout the world. Children spend much of their time playing electronic games, texting, and communicating on social networks. Educators are now searching for ways to implement such technology into their lessons and make it meaningful.

I find technology quite useful in my learning process. I find myself using the Google search engine often to find answers to health issues, how to questions, and etc. I search YouTube when I need to see a video that gives step-by-step instructions on how to fix my car, style my hair, cook a specific dish, or create something new. I find out daily news and events on social networks such as FaceBook, Instagram, and Twitter before the news comes on. I also learn how to navigate to different cities and states when I travel using my navigation system. I have access to all of this at the tip of my hand all day long, my cellular phone.

Learning is a day to day process. It’s never ending. Everything and everybody effect how and what we learn. Every aspect of our lives is a part of our learning experience. We learn throughout each day whether we would like to or not.

My Mind Map

Learning is an ongoing process. One never ceases to learn. We learn through personal experiences, reading, continuous education, socialization, and training. As an educator, I experience the learning process throughout each day. I study the learning process of the children I teach and how each student learns best. I cannot service each student individually, however, I can implement strategies that will work best for majority of the students and work with others in small learning groups. My job requires continuous education, professional training, and it involves me seeking information to improve learning.

 

Much of my training for my job involves professional development on PD360, webinars, Discovery Education, and Workshops. PD360 is a professional development website for educators that consist of a database of video trainings. I am able to log on at any time to find solutions to any questions relating to trends in education and best practices of educators. Discovery Education is a website designed for creating class assessments, progress monitoring, and providing video tutorial for students and teachers. My students can take test online and watch videos related to the skill taught.  The district provides weekly workshops for all teachers. I watch webinars for creative ideas to implement in my lessons.

 

Although I learn a great deal through educators network systems, I learn more from colleagues on social network. I we share ideas and photos of classroom experiences. Many of my FaceBook friends are teachers in the surrounding area. They often visit my page for ideas. It’s a great feeling knowing you can help other educators, but even better when I find ideas on their page that I can use.

 

Learning is not always centered around my job. I’m constantly learning to be more responsible and fulfilling through life experiences and my career. I’m learning how to work with others and practicing leadership skills. Although I dreamed of becoming an educator when I was, somehow I cannot see myself being in the classroom until retirement. I now dream of doing something so much more fulfilling. I enrolled in Walden’s Instructional Design Technology program in hope of making a career change.

At the moment the network I use most is Discovery Education. Although I’m seeking a career change, I am yet dedicated to my current placement in the education world.