Collaborating Using Technology

The Scenario: Collaborative Training Environment

A new automated staff information system was recently purchased by a major corporation and needs to be implemented in six regional offices. Unfortunately, the staff is located throughout all the different offices and cannot meet at the same time or in the same location. As an instructional designer for the corporation, you have been charged with implementing a training workshop for these offices. As part of the training, you were advised how imperative it is that the staff members share information, in the form of screen captures and documents, and participate in ongoing collaboration.

Sharing information has become quite easy with the use of technology.  Streamlining and organizing it, however, can be a challenge.  When looking for a solution for information sharing that can include the ability to share screen captures, documents, and participation in ongoing collaboration, my first suggestion would be Microsoft Sharepoint (www.sharepoint.microsoft.com).  Using Sharepoint, a site can actually be created targeted for the new information system.  Users can share documents pertinent to the new system.  They can break down the sites even further into specific topics, etc. so that users are not having to sift through documents not relevant to their role.  In addition, there is a setting that can send users an email every time something new is posted.   A case study was done for L&T Infotech and their use of Sharepoint.  They used the system to give access to employees about certain events, profiles of people, and as a community for collaboration and sharing.  Not only did their business collaboration increase, but so did their productivity (Microsoft, 2012).  

Another solution is a discussion board.  Employees can pose questions as they are learning the new system, and work together to get answers.  There are several successful discussion forums online that are open to the public.  For example, www.beachbody.com hosts one that helps individuals that are trying to lose weight and get fit.  Users are able to pose questions to individuals from all over the world, and receive answers and encouragement.  The same could be true for this company.  Also, those using the discussion forum could read old posts to see if the question they are having has already been addressed by someone else.

Keep in mind users may need to have training on using Sharepoint or the discussion forum as well.  “Many students have never before studied in an online educational environment (Simonson, Smaldino, Albright, & Zvacek, p. 134).  In order for the source of information to be useful, they have to know about it and know how to use it.

Works Cited:

Microsoft Case Studies. (2012, April 13).  IT Services Firm Increases Business Agility and Employee Productivity with Enterprise Social Networking and Collaboration.  Retrieved July 15, 2012 from http://www.microsoft.com/casestudies/Microsoft-SharePoint-Server-2010/LT-Infotech/IT-Services-Firm-Increases-Business-Agility-and-Employee-Productivity-with-Enterprise-Social-Networking-and-Collaboration/710000000439.

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

 

Defining Distance Education - Mind Map

Defining Distance Education

Distance learning and education without a doubt is ever-changing.  This makes defining it a daunting task. 

Depending on who you ask or what article you read, you most likely will get a different response each and every time.  For example, I wrote a paper on distance learning/education in my last course.  One article said, “E-learning is often also referred to as “distance learning” or “online learning”.  It can be defined as “the use of internet technologies to create and deliver a rich learning environment that includes a broad array of instruction and information resources and solutions, the goal of which is to enhance individual and organizational performance” (Tufan, 2010).   Thus, prior to starting this course, I thought of it basically any type of learning that takes place online and typically have referred to it as “e-learning”, as that is what my company calls it.   My professor for the Distance Education course I am currently enrolled in quickly corrected me, letting me know that e-learning is one type of distance education/learning, but is not synonymous (Dawson, 2012).

 I cannot say for certain that it depends on one’s profession, experience, and technological know-how, however, if everyone took the distance education course that I am enrolled in, I think they would get a better understanding of how to define it! 

I have designed instruction for a variety of distance learning courses, some I find to be more effective than others.  For example, my ‘live’ trainings in which I train individuals across the country on software via Web Ex and teleconference seem to be quite effective, as I can see the progress my learners are having.  Pre-recorded sessions that my learners access online, however, are more difficult to assess the efficacy, and I am unsure how many learners actually access them.  I most recently started venturing into virtual classrooms.  These are similar to the Web Ex sessions I provide, but I can view multiple learners accessing their software at the same time, verse just sharing one desktop.

My revised definition is, “institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors,” (Simonson, p. 32).  This definition is far broader and covers all aspects of the education/learning.

One of the reason’s I chose to pursue this Master’s degree is I believe distance learning IS the future.  The sky is the limit for this type of education, and if designed and delivered properly, it can be as, if not more, effective than traditional classroom training.  Some predict that this type of education could soon become the principle way to educate in the world (Radovic’-Markovic’, 2010). 

References:

Dawson, Rosemary.  Response to discussion post dated June 28, 2012 for Distance Education   class.  Walden University.

Radović-Marković, Mirjana (2010) Advantages and Disadvantages of E-Learning in Comparison

to Traditional Forms of Learning.  Annals of the University of Petroşani, Economics, 10(2), 2010, 289-298.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance:   Foundations of distance education (5th ed.) Boston, MA: Pearson, p. 32-41.

Tufan, Didem.  (2010). The Effectiveness of E-learning in Corporate Training Programs.   Retrieved May 27, 2012 from http://metu.academia.edu/DTufan/Papers/850914/The_Effectiveness_Of_E-Learning_In_Corporate_Training_Programs_-How_It_Is_Managed_And_Evaluated.

Reflection

“I am learning all the time.  My tombstone will be my diploma,” (Kitt, n.d).  Whether it is a baby, an adolescent, or an adult, learning is a part of daily life for everyone.  This course has opened my eyes to why people learn and why theories have been formed to address it.  As I furthered my knowledge about learning, I found surprises along the way, deepened my understanding of my own personal learning process, and was able to make connections between learning theories, styles, technology and motivation.  These will help me as I further my career in the field of instructional design.

With this being my first exposure to learning theories, I found it surprising how having an understanding of theories can truly help me teach and design instructional materials better.  The theories have given me a background of why people learn the way they do.  I have found already as an instructor that I am more aware of the theories and strategies and putting them into practice.  For example, I think some of the modules I teach are lacking connectivity with other adults.  I am working on implementing a discussion forum for these particular modules, as creating networks will create connections between my participants at different hospitals (Davis, 2008).

This course has definitely deepened my understanding of my own personal learning process.   First and foremost, I have found there is a lot of overlap between all of the theories, making it difficult to categorize myself into just one or even two.  In the beginning I thought I fit into the Cognitivist and Constructivist theories.  While I still believe this is true, I now know and understand that depending on what I am learning, all of the theories apply in some way to my personal learning experience (Ormrod, 2009). 

I have learned there is a huge connection between learning theories, learning styles, educational technology, and motivation.  I think they all have the same goal…which is to help us teach and learn most efficiently and effectively.  With the emergence of technology, it is going to be crucial to have instructional designers that are not only aware of the trends in adult online learning (i.e. blogs, discussion boards, etc.), but also have an understanding of the theories and ways to keep online learner’s engaged.   Technology is changing how we access information and how we collaborate (Johnson, 2009).  Without the traditional classroom, it is more difficult to know what motivates students.  Online learning is very self-directed; but having resources and instructional material that is designed and presented well, effective learning can take place. 

I will definitely be using this course in my journey and career in instructional design.  Although I found it very frustrating to comprehend all of the theories, I now feel as though I have enough of a grasp on them that I will be able to use strategies in my design.  I am also glad I was able to learn about blogs.  I knew they were out there because they often would come up in my search results, but I was unaware of their use.  One of the best things about technology is that we have resources at our fingertips.  Half of the battle is knowing what is a reputable source and what is not.  I now feel as though I have a plethora of scholarly material available to me that I can utilize in my instructional design.

Learning is for life, and for someone who teaches adults, I found this course very helpful.  It has furthered my knowledge about learning and deepened my understanding of my own personal learning process.   I have also been able to make connections between learning theories, styles, and technology that will help in my career in instructional design.
 
References

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.),

Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism.

 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/.

Kitt, Eartha (n.d.).  Eartha Kitt quotes.  Retrieved from http://thinkexist.com/quotes/eartha_kitt/.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom  

           edition). New York: Pearson.

Fitting the Pieces Together

It was rather humbling to take a glance at my first discussion in my Instructional Design course from six weeks ago.  It was obvious to me that I was extremely confused about the learning theories and how they relate to my learning and how I design instruction for others.  This is my first exposure to theories, as even though I do instruct others, my background is in healthcare.  Now that I have a better understanding of the learning theories, I think I can take a little from each of them when describing how I learn.  I also have now realized just how much technology plays a role in my, and others, learning.

I’ll illustrate a couple of examples of the theories and how they relate to my learning.  Sometimes I have to give presentations in front of an audience.  I have to learn the speech enough that I am not looking down a lot.  From a behaviorist’s perspective, I practice, and practice, and recite, and recite, until I get the desired response (Stanridge, M., 2001).  In addition, until I get encouragement or acknowledgement from someone that my speech is “good”, I keep changing it, adding inflections, illustrations, etc. until I get the desired response from the poor party who has to hear me practice.

I also often think I learn using the cognitive theory.  I am one who does not like to reinvent the wheel, but learn from what others have done, and build off of that (Ormrod, 2009).  For example, a couple of years ago I built a website for our local junior golf league.  It was a new experience for me, thus instead of starting from scratch, I researched other Michigan golf websites and got some ideas that we could use.  I didn’t copy them, but was able to get my creative juices flowing and tweak the website to our needs. 

Having the ability to research other websites to develop the junior golf league’s website is really just the tip of the iceberg.  With information now at my fingertips, technology has become a key part of my learning experience on a daily basis.  This is in line with the Connectivism theory, which describes how learning occurs through the integration of technology, networks, and information (Laureate Education, 2009).  I am connected to people through LinkedIn, Facebook, my interoffice communicator, and discussion forums.  If I need information about something, I can usually find someone to help me out or information about it on the web. 

I have found that I am a self-directed, adult learner that appreciates technology and the information it allows me to access quickly.  It has allowed me to keep up with everything from the latest trends in my career, to finding a recipe for dinner in a moment’s notice.  Technology has allowed me to be employed for a company in New York, while working in my pajamas in Michigan.  I am able to find resources that enrich my instruction to my clients, inspire me to create, and provide access to anyone.  I’m a big fan of technology. :)

References

Laureate Education, Inc. (Producer). (2009).  Connectivism. [DVD].

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson, p. 137.

Standridge, M. (2001). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism.

Staying Connected to Learn

Having networks has helped given the resources I need to be successful in my job and my education path.  I am able to learn from and depend on my network to offer me the latest information, and quickly.  

There are several digital tools that facilitate my learning, and my teaching.  I use a Greenshot Image Editor to get quick screenshots of the material I am working on or using for a reference.  I own an iPhone, and the various applications available help me access information quickly.  Whether I need to quickly access a map or find out what time zone one of my clients is in, the information is at my fingertips.  I have also found youtube to be an excellent resource for finding demonstrations on how to do things.

When I need to gain knowledge, I am able to utilize a multitude of resources.  For example, my company uses an interoffice communicator.  Last week when I was training software, one of my clients had a question that I was unable to answer.  I was able to quickly see which co-workers were online, ask them the question, and get my answer –all within approximately three minutes.  Google has become a part of my daily routine.  I still remember the days of looking up everything in Encyclopedias.  I try to explain this concept to my children, but they truly do not understand that we couldn’t just type in what we were looking for and have the information in seconds.

My personal learning network supports the central tenants of connectivism in that I strive to keep my knowledge up-to-date, I learn through various means including emails, blogs, and web searches, and I improve my learning by plugging into these networks. 

Connectivism