In this week’s material we looked at the growing acceptance of DE as it relates to global diversity, online communication mediums, and collaborative interactions. Dr. Siemen’s (2008) discussed the triple helix model, which consists of universities, government, and businesses that have come together to engage in conversations that will solve real complex issues that impact our world today. For instance, collaborative interactions have sprouted up in the healthcare arena allowing multimodal teams from around the globe to come together to solve complex healthcare problems. For instance, healthcare specialists are now able to send imaging results to specialists in other countries for their expertise and input on solving complex medical problems. Not only are medical professionals able to send imaging results through technological transmission, but they are now able to communicate by using Skype technology, which allows users to see and hear one another in real-time.
There have been many technology innovations over the past few years that have dramatically increased the number of tools that can be used to enhance online corporate training and distance education. These tools coupled with the growing acceptance and comfort with technology has brought about collaborative interactions with educators, governments, and corporations that was not possible before the invention of video and multimedia tools and technology.
Reference Laureate Education, Inc. (2008) Principles of Distance Education. Baltimore, MD.
Below are two additional blogs that support the growing acceptance of Distance Education:
http://garyemiller.blogspot.com/2010/05/collaboration-versus-competition-trends.html
This blog, Collaboration versus Competition: Trends in Online Learning for Workforce Development. This blog gives a historical overview of distance education and the changing needs of the workforce and how it relates to academia. For instance, it discusses how multi-institutional partnerships with companies are coming together to tailor training to the needs of the employers.
http://www.umassonlineblog.com/2011/11/29/study-finds-majority-of-corporations-using-online-learning-to-build-leadership-and-management-skills/
This blog offers a plethora of resources on distance education and its impact on the corporate culture. The article that I read " Majority of Corporations using Online Learning to Build Leadership and Management Skills" proves that more and more corporations are using online formats to offer training to employees. Additionally, this blog offers multiple resources on educational collaborations between higher education institutions and corporations for ongoing training.
RESPONSES TO Classmates blogs: Kasy Lanston & Tina Ransey
http://langstonnotes.blogspot.com/2011/12/module-2-assignment.html#comment-form
Kasey,
As I was reading your blog and the material for this week, it occurred to me that the emergence of global diversity in the classroom and workplace will require that students and employees are equipped to interact with people that have different values and beliefs from our own.It seems to me that we will need to learn how to interact and communicate online in ways that honor those with different belief systems. Do you agree with this thought? If so, do you have ideas on how we can incorporate diversity awareness in the distant education and corporate arenas?
Cynthia
http://transeyblogs.blogspot.com/2011/12/element-of-collaborative-interaction-as.html
Tina,
This week, I choose the collaborative interaction area too because it is amazing how technology is encouraging global collaboration. When we have access to a diverse and global group of learners our experience and learning is enhanced because of the rich discussions and new perspectives that we are exposed to. However, as you stated, these types of learning experiences can happen in a face 2 face classroom as well.
On a final note, it seems to me that there could be challenges online if a lack of value and understanding are not present for those that may not value a global and diverse perspective. What are your thoughts about the potential challenge with global diversity issues in DE?
Cynthia
28 December 2011
12 December 2011
Implications for Instructional Design on the Potential of the Web
Hi,
In this three part series on distance education, the authors discussed the growing trends with distance education in the workplace, postsecondary institutions and the K-12 system. According to Moller, Foshay, & Huett (2008) the driving force behind the growth of online learning in all three environments is access and economics. Because access and economics are the motivating factors, the focus of the corporate and educational agencies is then on the bottom line and competition.
The authors suggested that the issues in DE programming, regardless of the arena, are similar and the solutions for evolving DE to the next generation are the same. I agree with the authors, that in order to legitimize the field their needs to be a focus on creating effective assessments that focus on performance based outcomes. According to Moller, Foshay, & Huett (2008) corporations could implement assessments such as Electronic Performance Support Systems (EPSS) or Knowledge Management (KM), which combine knowledge delivery and cognitive strategy training. Likewise, postsecondary institutions could identify professional certification for educators.
Additionally, well defined instruction can engage students with other students, foster the development of creativity and collaboration, as well as offer students a community that supports their development and growth. However, in order to do this trainers and faculty need to redefine their role in the online environment, as well as create curriculum that offers personal customization. Since most students are not able to distinguish between good instruction and teaching methodology it is up to the trainer and faculty to ensure this is a part of their program.
Reference
Moller, L. Foshay, W.R. & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web. Tech Trends. July/August. V52. (4).
In this three part series on distance education, the authors discussed the growing trends with distance education in the workplace, postsecondary institutions and the K-12 system. According to Moller, Foshay, & Huett (2008) the driving force behind the growth of online learning in all three environments is access and economics. Because access and economics are the motivating factors, the focus of the corporate and educational agencies is then on the bottom line and competition.
The authors suggested that the issues in DE programming, regardless of the arena, are similar and the solutions for evolving DE to the next generation are the same. I agree with the authors, that in order to legitimize the field their needs to be a focus on creating effective assessments that focus on performance based outcomes. According to Moller, Foshay, & Huett (2008) corporations could implement assessments such as Electronic Performance Support Systems (EPSS) or Knowledge Management (KM), which combine knowledge delivery and cognitive strategy training. Likewise, postsecondary institutions could identify professional certification for educators.
Additionally, well defined instruction can engage students with other students, foster the development of creativity and collaboration, as well as offer students a community that supports their development and growth. However, in order to do this trainers and faculty need to redefine their role in the online environment, as well as create curriculum that offers personal customization. Since most students are not able to distinguish between good instruction and teaching methodology it is up to the trainer and faculty to ensure this is a part of their program.
Reference
Moller, L. Foshay, W.R. & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web. Tech Trends. July/August. V52. (4).
Cheers, Cynthia Muna
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