The Impact of Open Source

Introduction

“Open Yale Courses provides free and open access to a selection of introductory courses taught by distinguished teachers and scholars at Yale University.  The aim of the project is to expand access to educational materials for all who wish to learn.  All lectures were recorded in Yale College classroom and are available in video, audio, and text transcripts formats.  Registration is not required. No course credit, degree, or certificate is available.” (Open Yale Courses).  Open Yale is funded and supported by the William and Flora Hewlett Foundation.  I also observed that the courses that are offered are not of a wide variety.

Does the course appear to be carefully pre-planned and designed for a distance learning environment? How so?

The course does not seem as if it was carefully pre-planned and designed for a distance learning environment.  I explored some of the courses offered by the Open Yale.  Firstly, the course seems as if it was designed for the face-to-face learning environment and recorded to be uploaded to the open source environment.  In a successful distance learning environment, “online learning courses commonly contain synchronous and asynchronous elements all occurring at the same time” (Chauser, J. & Piskurich, G). The learners and facilitator can log in at their own convenient to participate. The planning process should utilize the ADDIE (analysis, design, development, implementation, evaluation) model.  In this open source course it is evident that many critical factors that ensure success are omitted. This method of delivery does not support the blend of synchronous and asynchronous communication among students and facilitator. Students who decide to take these open source courses have to be highly motivated and disciplined to go through these courses successful. The course syllabus is available and the course material is structured into different sessions by topics.  The content for each topic is available in video, audio and text transcripts format. Other course text materials are offered for a price.  However, the communication is one way only, and no interaction is involved. Evaluation and feedback is clearly not considered.

Does the course follow the recommendations for online instruction as listed in your course textbook?

In every type of learning environment there are guidelines that should be followed when designing the course or engaging in the course.  The needs of the distance learner must be taken into consideration when designing an open source course.

Moore (2006) posits “those needs, ‘what all distant learners want, and deserve’ include:

• Content that they feel is relevant to their needs
• Clear directions for what they should do at every stage of the course
• As much control of the pace of learning as possible
• A means of drawing attention to individual concerns
• A way of testing their progress and getting feedback from their instructors
• Materials that are useful, active and interesting” (as cited in Simonson, Smaldino, Albright, & Zvacek, 2009, p. 151).

In addition, there are several “fundamentals of teaching online” (Simonson et al., 2009, p. 248):

       * Avoid ‘dumping’ a face-to-face course onto the web;

• Organize the course and make the organization and requirements clear to students;
• Keep students informed constantly;
• Think about course outcomes;
• Test applications, not rote memory;
• Integrate the power of the web into the course;
• Apply adult learning principles with nontraditional students;
• Extend course readings beyond the text (or to replace the text);
• Train students to use the course website” (Simonson et al., 2009, p. 248-251).

The learner can choose to go through the sessions sequentially, or jump to a specific session, there is no control over the order in which the learner follows the course.  There is no teacher to learner or learner to learner interaction.  There is no control of the pace of the learning. Assignments are given but there seem to be no form of feedback for the students to know if they are on the right track.  I did not see any link to submit assignments for feedback.  No discussion forum is available.  In my opinion, open source courses can be useful to access information, which can also be accessed on a number of other search engines. Since there is no certification or credits at the completion of these courses, students may not follow the entire course, only parts that, apply to their needs.

Did the course designer implement course activities that maximize active learning for the students?

“Strategies for active learning range from giving students opportunities to think about a topic and respond to actual hands-on manipulation of learning objects” (Sorensen & Baylen, 2004). “In a video-based distance education setting, active learning experiences can include such things as small group discussions, hands-on experiences with materials available in advance of the class period, presentations, or similar types of classroom strategies.” (Simonson et al.). “Engaged learning involves collaboration among the members of the learning community. (Conrad & Donaldson, 2004).  After reviewing some of the courses that are offered on Open Yale, it is in my opinion that active learning was not maximized.  Some basic elements of active learning are talking and listening, writing, reading and reflection, many of which were not allowed in these courses.  There are four broad categories of learning strategies that might use in an active learning classroom, individual activities, paired activities, informal small groups, and cooperative student projects.  The learning strategies of Open Yale are limited to individual activities.  Collaboration among learners is not emphasized.

Conclusion

The impact of Yale Open Course will remain minimum, if the needs of the distance learners are not catered for entirely.  Persons who want to gain knowledge for personal gains will continue to utilize it, but those who want to obtain a qualification for professional development will not utilize this facility.

References

Open Yale Courses.  Retreived on March 29, 2012, from http://oyc.yale.edu/

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and Learning at a Distance: Foundations of Distance Education. (4th ed.). Boston, MA: Pearson Education, Inc.

The William and Flora Hewlett Foundation.  Retrieved on March 29, 2012, from http://www.hewlett.org/

What Is Active Learning?  Retrieved on March 29, 2012,  http://www1.umn.edu/ohr/teachlearn/tutorials/active/what/index.html

Selecting Distance Learning Technologies

       Various technology tools exist that can enhance face-to-face instruction, blended learning, and asynchronous and collaborative learning in the distance learning environment. Taking the following scenario into consideration:

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 an instructional designer, when reviewing the above scenario, since the teacher and student is separated by time and distance, it is best to use audio/video technology to give the distance learners a better visual concept of the tour. In addition to the Course Management System (CMS) technology tool, Audio and Video Streaming can be used to deliver the video content of the museum tour as well as display pictures of the art work. A discussion board might also be necessary for the students to use as a discussion forum to critique the content. If the students will work in groups then the media and technology selected must be able to allow learner to learner, and teacher to learner interaction.  Students separated by time and geographical location, can log into the discussion forum at their convenient to participate, they can also video the view multiple times.

Audio and Video Streaming

       Digital technologies for learning, such as self-paced learning modules, multimedia case studies, simulations, video tutorials, and communications and assessment tools, can increase the array of learning opportunities for adult students and their teachers.  “The use of video in teaching and learning is a common practice in education today. As learning online becomes more of a common practice in education, streaming video and audio will play a bigger role in delivering course materials to online learners. This form of technology brings courses alive by allowing online learners to use their visual and auditory senses.” Hartsell, T., & Yuen, S. (2006). Streaming media such as video and audio can help learners understand complex concepts and procedures that are difficult to explain with simply text and graphics (Klass, 2003). This ability is important for distance learning instruction in that most online courses still use primarily text-based materials to deliver instruction, and multimedia can add teractivity to these stagnant text-based materials (Michelich, 2002). Cognitivists believe that the addition of multimedia can help improve and augment the learning process of students as they see the concept in action (Michelich, 2002). By using visual and auditory messages, students can process the information quicker, which in turn, helps foster their learning acquisition of the material. The old saying that “a picture is worth a thousand words” holds true in this case in that moving images add authenticity and reality to the learning context (Joint Information Systems Committee, 2002). Video’s face-to-face context engages the students, and can effectively capture cultural context to enhance the learning experience (Stilborne & MacGibbon, 2001). In addition, a moving image can help students visualize a process or see how something works. Video can take tacit information or knowledge that may be too difficult to describe in text into an articulate, vivid description through the use of images. Furthermore, videos have visual appeal that can evoke emotional reactions from students that would help in increasing motivation (Joint Information Systems Committee). With these benefits in mind, streaming video is a new opportunity for educators to bring online courses alive. Before creating digital video for streaming purposes, the instructor needs to be certain that several factors exist. These include ensuring that the developer has: (a) made the video in the proper format, (b) access to a streaming media server, and (c) adequate bandwidth to download and upload the video file. The hardware for creating video streaming materials requires much of the same equipment for creating traditional digital video no matter how the material is being used on the Web. These hardware and software components include a video camera (analog or digital), video capture card (e.g., Pinnancle System, AverMedia), video editing program (e.g., Adobe Premiere, Final Cut Pro), video encoding software (e.g., Real Producer Plus, Discreet Cleaner), a computer with a lot of storage space to store the video files, and a high-speed network connection (Zachariah, 2001). Other equipment considerations include (a) obtaining a tripod for reducing the amount of movement that helps reduce the amount of work the encoder will have to do to compensate for the movement, (b) obtaining a directional microphone that is windproof to help reduce background noise, and (c)

ensuring adequate lighting (Joint Information Systems Committee, 2002).

Advantages of using Streaming Video

       There are many advantages of using streaming video. Some of the advantages include (a) instant play, (b) distributing live events, (c) delivering long-forms of media, (d) multicasting to multiple viewers, and e) the easy creation of streamed files (Schmerbeck, 2000; Weiser, 2002). Other advantages that streaming video files can offer educators are creating visually driven materials that are more appealing to learners, helping educators handle volatile or quickly outdated materials (e.g., CD-ROMs, tape) that can be stored into a searchable database, and create synchronized presentations by having audio accompany still images, graphics, or text (College of Extended Education, 2003). However, individual control of pacing is the main advantage of incorporating streamed videos into distance learning courses. Control includes access, choice, and manipulation by the students (Joint Information Systems Committee, 2002). With streamed videos, students can access the material asynchronously and independent of their location. Students are no longer bounded by the traditional classroom or the library to view visual materials provided by the instructor. With streamed videos, students can access the visual materials at home and at anytime. Another control element is the choice over which material to observe on-demand. Finally, being in charge of when to start, pause, skip, and review the visual material is another way that students can contend with the material. In short, the primary advantage of streaming video is the ability for students to self-pace their learning.

Limitations of using Streaming Video

      However, there are drawbacks of streaming video that the instructor must consider. Inadequate bandwidth to retrieve streamed files is one limitation (Reed, 2003; Schmerbeck, 2000). Video streams can be bandwidth intensive. Depending upon the Internet traffic, users who have 56K modems or even cable/DSL connections may have difficulty in terms of retrieving and playing streamed video. Internet congestion can cause playback delays, and even living on a particular road or street can influence the reception of streamed video connection (College of Extended Education, 2003). In addition, competing technologies to control standards is another obstacle for video streaming. Different vendors have set their own standards in terms of video streaming and this has caused a problem in that if a user does not have the right player, the video cannot be seen. Finally, lack of training and technical support can prevent effective video streaming use (Burnett, Maue, & McKaveney, 2002). If support and training are not readily available, it is difficult to sustain streaming video in academic institutions because of limited access to technology and knowledgeable experts who can assist in maintaining and developing streamed video (Shepard, 2004). Equipment requirements, technical support, and network infrastructures need to be firmly in place before any quality video streaming projects can occur.  Therefore, it is vital that these resources are made available to take advantage of what streaming video can offer to education.  Video streaming allows online instructors the opportunity to deliver alternative course materials to students who are not campus-bound.

Discussion Board

     A discussion board is a tool which allows groups to communicate online. It is quite similar to e-mail, but is separate from your e-mail account and is accessed, stored and organized centrally. The entire group can read all the messages. You can read old messages or post new messages at any time.  A discussion board is made up of ‘forums’ – folders containing messages on a particular subject, ‘threads’ – each thread is a series of messages about the same topic, and ‘messages’ – each message is an individual contribution to a conversation (like a single e-mail). Online discussions are often seen as a component of distance learning; however they can also be useful for on-campus enhancement in a variety of ways including:

·        

       providing materials for seminar work, in order to optimize class time

·         extending time for discussion beyond scheduled class time to allow for reflection and further comment

·         requiring students to move beyond listening in a lecture, engaging them in critical debate on the topic

·         providing an outlet for students to pose questions and receive feedback, not only from the instructor but also from other participants

·         allowing students to share information or references with each other (book reviews, websites etc)

Advantages of using a discussion board

       Discussion boards can be used in many ways, but some principle advantages exist however you use them. The main benefit of asynchronous (not real time communication is that you can join and read forums at any time convenient to you, catching up with messages already posted. You can reply at once, or go away and think about your answer before coming back to reply; or indeed, as in a real discussion, you can simply listen without contributing at all. Discussion boards are generally archived, so you can print a particularly interesting or relevant discussion, equally you can return to it at a later point when further contributions may have been made.

       Discussion boards can be seen as impersonal, with no face-to-face interaction, however the level playing field they create allows shyer students to contribute as equally as more dominant personalities in the classroom. Should it prove necessary, individual users can be temporarily ‘blocked’ from posting to allow others to have their say. Additional features, such as enabling ‘anonymous’ posting, ensure that ‘stupid’ questions can be asked with impunity.

       One of the fundamental outcomes found by the law school at Durham in its use of discussion boards is the preparedness of participants to collaborate – not something expected of traditionally competitive students.

                                                              Chat room                                                                                      

                                                                 Discussion board

The diagram below shows some methods of communications that can be used.

“The instructional environment should be viewed as a system, a relationship among all the components of that system – the instructor, the learners, the material, and the technology.”  Simonson, M.,  Smaldino, S., Albright, M., & Zvacek, S. (2012).

Reference

Hartsell, T., & Yuen, S. (2006). Video streaming in online learning. AACEJournal, 14(1), 31-43.  Retrieved on March 10, 2012, from  http://digitalvideooverview.weebly.com/uploads/2/0/1/9/2019204/article_6152.pdf

Joint Information Systems Committee. (2002). Video streaming: A guide for educational development. Manchester, UK: JISC Click and Go Video Project.

Klass, B. (March 15, 2005). Streaming media in higher education: Possibilities and pitfalls. Campus Technology (in print). Retrieved November 4, 2005, from http://www.campus-technology.com

Michelich, V. (2002). Streaming media to enhance teaching and improve learning. The Technology    Source. Retrieved November 4, 2005 from http://ts.mivu.org/default.asp?show=article&id=941

 Shepard, K. (2004). Questioning, promoting, and evaluating the use of streaming video to support student learning. In J.J. Hirschbuhl & D. Bishop (Eds.), Computers in education (pp. 124-130). Guilford, CT: TjMcGraw-Hill/Dushkin.

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

Distance Learning Defined

Defining Distance Learning

Distance Learning was defined by several researchers over a period of time. However, Schlosser & Simonson (2009) said, “Distance Education is an institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors.” Distance Learning has evolved from correspondence study which started in 1833, followed by electronic communications and now distance teaching and learning online.

The definition of distance learning is always changing and may continue to change.  Some factors that influence this change are the gradual more sophisticated methods and media that are being employed and the advances in technology.  In previous times correspondence study made use of postage to deliver learning material.  As technology advanced to electronic communications, audio recordings were integrated.  Further advancement in technology now allows online learning and teaching, and the integration of multimedia technology. 

The changes that occurred might not be based on a person’s profession or by how much technical knowledge he/she has, but rather on the advancement, availability and adaptation of technology worldwide.  The online method of instructional delivery allows access to a wider variety of information, also faster responses and feedback, compared to the earlier methods that were used.  The integration of multimedia facilitates and caters for a wider range of learning styles.

Distance learning has evolved significantly over the last century.  I did not realize that distance education was really that old of a phenomenon, but the truth is that it has been around in different forms for a very long time.  Even though I knew that correspondence studies and electronic communication existed in the pass, I never linked them to online teaching and learning.  I always viewed the three (3) as different forms of teaching and learning. During the past week I became aware of the time frame of each method and was able to understand the evolution that took place over the years. 

Benefits and Challenges of Distance Learning

As a student of Walden University, this is my first distance learning experience.  The impact and benefits that I have experienced as an online student are:  I am able to upgrade my professional status from an accredited university at a different geographical      location.   I can study and submit work from the comfort of my own geographical location.   I can log into the classroom at my own convenience, at any time during the day or night.   I save time and effort of travelling to a specific location to sit in the classroom at fix times.  I can work from the comfort of my home, thus saving transportation expense.   I can continue to participation even while on vacation in another location.  I don’t have to pay a baby sitter to keep my kids while I am in my online classroom.

Some challenges that I have experienced as an online student are:  If the internet goes down or the computer malfunctions, then communication is seized for that period, and students might miss deadlines, resulting in loss of marks.  From my Walden University experience, not all resources are digital, thus if something goes wrong with postage, then the materials arrive late or get lost in the mail, causing a significant setback for the student.

Future of Distance Learning

People choose distance learning for many different reasons.  However, as distance learning continues on a path of evolution and change, the learners, the pedagogy, and the technology will determine and direct the future of distance learning. Distance learning is not expected to replace traditional schools, but is expected to grow significantly.   

Reference

Galusha, J. M. Barriers to Learning in Distance Education. Retrieved on February 29, 2012, from       http://www.infrastruction.com/barriers.htm

Simonson, M. (2012) “Distance Education: The Next Generation” Laureate Education, Inc.

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

The Advantages of Distance Learning. Retrieved on February 29, 2012, from           http://www.usjournal.com/en/students/help/distancelearning.html

Wk1 - Distance Learning

Defining Distance Learning

Distance Learning was defined by several researchers over a period of time. However, Schlosser & Simonson (2009) said, “Distance Education is an institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors.” Distance Learning has evolved from correspondence study which started in 1833, followed by electronic communications and now distance teaching and learning online.

The definition of distance learning is always changing and may continue to change.  Some factors that influence this change are the gradual more sophisticated methods and media that are being employed and the advances in technology.  In previous times correspondence study made use of postage to deliver learning material.  As technology advanced to electronic communications, audio recordings were integrated.  Further advancement in technology now allows online learning and teaching, and the integration of multimedia technology. 

The changes that occurred might not be based on a person’s profession or by how much technical knowledge he/she has, but rather on the advancement, availability and adaptation of technology worldwide.  The online method of instructional delivery allows access to a wider variety of information, also faster responses and feedback, compared to the earlier methods that were used.  The integration of multimedia facilitates and caters for a wider range of learning styles.

Distance learning has evolved significantly over the last century.  I did not realize that distance education was really that old of a phenomenon, but the truth is that it has been around in different forms for a very long time.  Even though I knew that correspondence studies and electronic communication existed in the pass, I never linked them to online teaching and learning.  I always viewed the three (3) as different forms of teaching and learning. During the past week I became aware of the time frame of each method and was able to understand the evolution that took place over the years. 

Benefits and Challenges of Distance Learning

As a student of Walden University, this is my first distance learning experience.  The impact and benefits that I have experienced as an online student are:  I am able to upgrade my professional status from an accredited university at a different geographical      location.   I can study and submit work from the comfort of my own geographical location.   I can log into the classroom at my own convenience, at any time during the day or night.   I save time and effort of travelling to a specific location to sit in the classroom at fix times.  I can work from the comfort of my home, thus saving transportation expense.   I can continue to participation even while on vacation in another location.  I don’t have to pay a baby sitter to keep my kids while I am in my online classroom.

Some challenges that I have experienced as an online student are:  If the internet goes down or the computer malfunctions, then communication is seized for that period, and students might miss deadlines, resulting in loss of marks.  From my Walden University experience, not all resources are digital, thus if something goes wrong with postage, then the materials arrive late or get lost in the mail, causing a significant setback for the student.

Future of Distance Learning

People choose distance learning for many different reasons.  However, as distance learning continues on a path of evolution and change, the learners, the pedagogy, and the technology will determine and direct the future of distance learning. Distance learning is not expected to replace traditional schools, but is expected to grow significantly.    

Reference

Galusha, J. M. Barriers to Learning in Distance Education. Retrieved on February 29, 2012, from    http://www.infrastruction.com/barriers.htm

Simonson, M. (2012) “Distance Education: The Next Generation” Laureate Education, Inc.

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

The Advantages of Distance Learning. Retrieved on February 29, 2012, from   http://www.usjournal.com/en/students/help/distancelearning.html

Distance Learning

Defining Distance Learning

Distance Learning was defined by several researchers over a period of time. However, Schlosser & Simonson (2009) said, “Distance Education is an institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors.” Distance Learning has evolved from correspondence study which started in 1833, followed by electronic communications and now distance teaching and learning online.

The definition of distance learning is always changing and may continue to change. Some factors that influence this change are the gradual more sophisticated methods and media that are being employed and the advances in technology.  In previous times correspondence study made use of postage to deliver learning material. As technology advanced to electronic communications, audio recordings were integrated. Further advancement in technology now allows online learning and teaching, and the integration of multimedia technology.

The changes that occurred might not be based on a person’s profession or by how much technical knowledge he/she has, but rather on the advancement, availability and adaptation of technology worldwide. The online method of instructional delivery allows access to a wider variety of information, also faster responses and feedback, compared to the earlier methods that were used. The integration of multimedia facilitates and caters for a wider range of learning styles.

Distance learning has evolved significantly over the last century. I did not realize that distance education was really that old of a phenomenon, but the truth is that it has been around in different forms for a very long time. Even though I knew that correspondence studies and electronic communication existed in the pass, I never linked them to online teaching and learning. I always viewed the three (3) as different forms of teaching and learning. During the past week I became aware of the time frame of each method and was able to understand the evolution that took place over the years.

Benefits and Challenges of Distance Learning

As a student of Walden University, this is my first distance learning experience. The impact and benefits that I have experienced as an online student are: I am able to upgrade my professional status from an accredited university at a different geographical location. I can study and submit work from the comfort of my own geographical location. I can log into the classroom at my own convenience, at any time during the day or night. I save time and effort of travelling to a specific location to sit in the classroom at fix times. I can work from the comfort of my home, thus saving transportation expense. I can continue to participation even while on vacation in another location. I don’t have to pay a baby sitter to keep my kids while I am in my online classroom. Some challenges that I have experienced as an online student are: If the internet goes down or the computer malfunctions, then communication is seized for that period, and students might miss deadlines, resulting in loss of marks. From my Walden University experience, not all resources are digital, thus if something goes wrong with postage, then the materials arrive late or get lost in the mail, causing a significant setback for the student. Future of


Distance Learning

People choose distance learning for many different reasons. However, as distance learning continues on a path of evolution and change, the learners, the pedagogy, and the technology will determine and direct the future of distance learning. Distance learning is not expected to replace traditional schools, but is expected to grow significantly.

Reference

Galusha, J. M. Barriers to Learning in Distance Education. Retrieved on February 29, 2012, from http://www.infrastruction.com/barriers.htm

Simonson, M. (2012) “Distance Education: The Next Generation” Laureate Education, Inc.

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

The Advantages of Distance Learning. Retrieved on February 29, 2012, from http://www.usjournal.com/en/students/help/distancelearning.html