The selection of the appropriate technology to be used in the delivery of an online learning experience is vital to the achievement of the desired outcome for the instruction. It is therefore important to carefully select and apply the necessary technology that would not only enable the instructor deliver the lesson effectively but will also help the learner in the understanding of the instruction. The success of any distance learning experience is the ability of the instructor and the learner to communicate effectively. This communication must be based on what the instructor and the distant learners have in common
. According to Simonson, Smaldino and Zvacek (2009) “In distance education, it is imperative that distance educators think about how communication will occur and how to apply experiences that will promote effective and efficient learning. Most likely, a variety of techniques will be needed to provide equivalent learning experiences for all students.” The effectiveness communication will be determined by the technology selected and applied. Springfield (2011) further underscores the importance of appropriate technology thus; “Good instructional technology lets students see and experience things they could not otherwise see or experience…good instructional technology fosters active learning and speaks to multiple learning styles.”
Based on the training requirement for scenario three, I chose the use of two web 2.0 tools which are the podcast and standalone computer- based instructional modules. The training which is expected to be delivered asynchronously will require learners to understand how to safely operate many pieces of heavy machinery on the plant floor of a manufacturing plant. This will mean selecting the appropriate technology tools that will deliver training asynchronously, in small modules and enable the use of demonstrations by the instructor to teach processes and procedures. The technologies will be applied as follows:
Podcast:
“The podcast is usually a prerecorded single-concept lesson, normally audio only, but sometimes with accompanying still or motion visuals.” Simonson et al (2009). It is a program that can be downloaded from the web. The advantage of this technology is that it can be used to explain in details a single concept. It can therefore be used to break down the explanation and demonstration of complex processes and procedures on related topics into short sessions. Each session forms a part of a series that are all interrelated. Learners can easily connect these series to form a complete learning experience. Some the advantages of using the podcast are they can be easily played back by learners for revision. Learners can select those components to pay particular attention to and revise for deeper understanding. Podcasts can be easily accessed from the internet or other web locations. This makes it easy for students to learn on the go. They can be changed or updated as required. Since learners in this scenario are expected to gain a mastery of a step by step procedure and to be able to demonstrate their learning from the modules, using a podcast to break down the processes into short modules will help learners fit pieces together to complete learning.
The podcast is increasingly becoming a popular tool in distance learning. This is obvious because of the flexibility and accessibility distance learning provides learners. Therefore, online learning has become easier with podcasting. A good example of the application of podcasting in distance education is how Oracle talks with customers, partners and product experts through a podcast called Oracle Enterprise Performance Management AppCasts to help them better understand issues like improving strategic financial planning, planning for recovery, improving finance department productivity, quality management, and improving sustainability among so many other financial issues. Similarly, according to mydistancelearningweb.com (2009) “professors make use of basic video technology to record their lectures, then convert the file to a digital format and place the lectures on a web host site as educational podcasts.” This form of learning is easy, accessible and can be used several times during revision.
Standalone Computer-based Instructional Modules
The second tool I find very appropriate for the delivery of learning in this scenario is the standalone computer-based instructional modules. These are short lessons “delivered entirely online that teach one topic thoroughly. Used in place of text books, lecture, etc. – they are thorough enough to teach the basics of a subject and may ask students to memorize and apply knowledge.” Springfield (2011). Standalone computer-based instructional modules can be created to present topics and learning experiences in simplified modules instead of reading a textbook or listening to a lecture. The difference between this and the podcast is that it is entirely computer-based and is an instructional media that uses animations, graphics and interactivity to succinctly explain a process or procedure. This is particularly useful in teaching complex scientific process and procedures.
Standalone computer-based instruction has been extensively used in teaching topics and concepts in engineering courses. According to Philpot, Hubing, Flori, Hall, Oglesby, and Yellamraju (2003) “For many years engineering educators have sensed that computer based media could offer new ways to improve instruction for students…this type of computer application provides students with the means to explore problems beyond the scope of the typical textbook; however, these tools in themselves do not offer instruction.” They went further to state that the use of the computer as medium for instruction provides learners with many capabilities that cannot be readily duplicated within the traditional lecture format.
One specific example in which computer-based instruction is being applied in teaching an engineering concept is the Mechanics of materials course – a core course for students in civil, mechanical, aerospace, metallurgical, ceramic and architectural engineering programs. Most of the structures, components and machines studied in this course are three dimensional objects which are traditionally taught through static, two dimensional illustrations in textbooks and classroom boards. This creates difficulties in “conveying a visual understanding of various physical objects to our students.” However, with the use of computer based instruction, concepts, structures and components could be explained and visualized easily. According to Philpot et al, students’ reactions indicated that “using the software outside of class with notes really helped for understanding the material”.
References:
Philpot, T.A., Hubing, N., Flori, R.E., Hall, R.H., Oglesby, D.B., & Yellamraju, V. (2003). Comuter-based instructional media for mechanics of materials. Retrieved from: http://www.ijee.ie/OnlinePapers/Interactive/Philpot/philpot_media_mm.htl
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Springfield, E. (2011). How to create an online course.
Retrieved from http://www-personal.umich.edu/-espring/edTech/
Enterprise Performance Management AppCasts
Retrieved from: http://www.oracle.com/us/products/applications/epm-podcasts-351743.html
Walden University M.S. in Instructional Design and Technology
Formative Evaluative Criteria for Application and Reflection Assignments
Quality of Work Submitted
Work reflects graduate-level critical, analytical thinking. A: Exemplary Work
A = 4.00; A- = 3.75
All of the previous, in addition to the following: B: Graduate Level Work
B+ = 3.50; B = 3.00;
B- = 2.75
All of the previous, in addition to the following: C: Minimal Work
C+ = 2.50; C = 2.00;
C- = 1.75 F: Work Submitted but Unacceptable
F = 1.00
Assimilation and Synthesis of Ideas
The extent to which the work reflects the student’s ability to-
1. Understand the assignment’s purpose;
2. Apply presented strategies
3. Understand and apply readings, discussions, and course materials.
*When referencing web-based sources, an active hyperlink to the original source must be included (if applicable).
Demonstrates the ability intellectually to explore and/or implement key instructional concepts.
Demonstrates insightful reflection and/or critical thinking, as well as creativity and originality of ideas.
Demonstrates exceptional inclusion of major points, using creditable sources*, in addition to required readings and course materials.
* May include, but are not limited to, scholarly articles, web-based information, etc.
Demonstrates a clear understanding of the assignment’s purpose.
Provides careful consideration of key instructional concepts.
Includes specific information from required readings or course materials to support major points.
Shows some degree of understanding of the assignment’s purpose.
Generally applies theories, concepts, and/or strategies correctly, with ideas unclear and/or underdeveloped
Minimally includes specific information from required readings or course materials.
Shows a lack of understanding of the assignment’s purpose.
Does not apply theories, concepts, and/or strategies
Does not include specific information from creditable sources.
Adherence to Assignment Expectations
The extent to which work meets the assigned criteria and integrates technology appropriately. Assignment meets all expectations,
integrating exemplary material and/or information.
Assignment demonstrates exceptional breadth and depth.
All parts of the assignment are completed, with fully developed topics.
The work is presented in a thorough and detailed manner.
Assignment demonstrates appropriate breadth and depth.
Assignment integrates technology appropriately. Most parts of assignment are completed.
Topics are not fully developed.
Assignment demonstrates minimal depth and breadth.
Some elements of technology are included. Does not fulfill the expectations of the assignment.
Key components are not included.
Assignment lacks breadth and depth.
No technology integrated or integration method is inappropriate for application.
Written Expression and Formatting
The extent to which scholarly, critical, analytical writing is presented using Standard Edited English ( i.e. correct grammar, mechanics).
When referencing web-based sources, an active hyperlink to the original source must be included.
Stated fair-use, copyright, licensing, and/or creative commons guidelines should be followed for all web-based resources.
*APA formatting guidelines need only be followed if applicable to assignment.
Work is unified around a central purpose with well-developed ideas, logically organized in paragraph structure with clear transitions.
Effective sentence variety; clear, concise, and powerful expression are evident.
Work is written in Standard Edited English. No prominent errors interfere with reading.
All web-based sources are credited through embedded links.
Fair-use, copyright, licensing, and/or creative commons guidelines are followed.
*Represents scholarly writing in a correct APA format.
Ideas are clearly and concisely expressed.
Elements of effective communication such as an introduction and conclusion are included.
Work is written in Standard Edited English with few, if any, grammatical or mechanical errors.
Few, if any, errors in crediting web-based sources.
Few, if any, errors following fair-use, copyright, licensing, and/or creative commons guidelines.
*Work is well organized with correct APA formatting throughout.
Ideas are not clearly and concisely expressed.
Elements of effective communication such as an introduction and conclusion are not included.
Work contains more than a few grammatical, or mechanical errors.
Some web-based sources are not credited.
Some errors in following fair-use, copyright, licensing, and/or creative commons guidelines.
*Somewhat represents mature, scholarly, graduate-level writing, with APA generally followed.
Major points do not reflect appropriate elements of communication.
No effort to express ideas clearly and concisely.
Work is not written in Standard Edited English. Contains many grammatical or mechanical errors
Web-based sources are not credited..
Fair-use, copyright, licensing, and/or creative commons guidelines are not followed.
* The quality of writing and/or APA formatting are not acceptable for graduate level work.
Final Assignment Grade A: Exemplary Work
A = 4.00; A- = 3.75 B: Graduate Level Work
B+ = 3.50; B = 3.00;
B- = 2.75 C: Minimal Work
C+ = 2.50; C = 2.00;
C- = 1.75 F: Work Submitted but Unacceptable
F = 1.00
It is expected that all applications and reflective essays will be submitted according to the assignment due dates indicated. Exceptions may be made at the discretion of the faculty member if contacted by the student prior to the due date describing extenuating circumstances. Last Updated: 7.14.09
. According to Simonson, Smaldino and Zvacek (2009) “In distance education, it is imperative that distance educators think about how communication will occur and how to apply experiences that will promote effective and efficient learning. Most likely, a variety of techniques will be needed to provide equivalent learning experiences for all students.” The effectiveness communication will be determined by the technology selected and applied. Springfield (2011) further underscores the importance of appropriate technology thus; “Good instructional technology lets students see and experience things they could not otherwise see or experience…good instructional technology fosters active learning and speaks to multiple learning styles.”
Based on the training requirement for scenario three, I chose the use of two web 2.0 tools which are the podcast and standalone computer- based instructional modules. The training which is expected to be delivered asynchronously will require learners to understand how to safely operate many pieces of heavy machinery on the plant floor of a manufacturing plant. This will mean selecting the appropriate technology tools that will deliver training asynchronously, in small modules and enable the use of demonstrations by the instructor to teach processes and procedures. The technologies will be applied as follows:
Podcast:
“The podcast is usually a prerecorded single-concept lesson, normally audio only, but sometimes with accompanying still or motion visuals.” Simonson et al (2009). It is a program that can be downloaded from the web. The advantage of this technology is that it can be used to explain in details a single concept. It can therefore be used to break down the explanation and demonstration of complex processes and procedures on related topics into short sessions. Each session forms a part of a series that are all interrelated. Learners can easily connect these series to form a complete learning experience. Some the advantages of using the podcast are they can be easily played back by learners for revision. Learners can select those components to pay particular attention to and revise for deeper understanding. Podcasts can be easily accessed from the internet or other web locations. This makes it easy for students to learn on the go. They can be changed or updated as required. Since learners in this scenario are expected to gain a mastery of a step by step procedure and to be able to demonstrate their learning from the modules, using a podcast to break down the processes into short modules will help learners fit pieces together to complete learning.
The podcast is increasingly becoming a popular tool in distance learning. This is obvious because of the flexibility and accessibility distance learning provides learners. Therefore, online learning has become easier with podcasting. A good example of the application of podcasting in distance education is how Oracle talks with customers, partners and product experts through a podcast called Oracle Enterprise Performance Management AppCasts to help them better understand issues like improving strategic financial planning, planning for recovery, improving finance department productivity, quality management, and improving sustainability among so many other financial issues. Similarly, according to mydistancelearningweb.com (2009) “professors make use of basic video technology to record their lectures, then convert the file to a digital format and place the lectures on a web host site as educational podcasts.” This form of learning is easy, accessible and can be used several times during revision.
Standalone Computer-based Instructional Modules
The second tool I find very appropriate for the delivery of learning in this scenario is the standalone computer-based instructional modules. These are short lessons “delivered entirely online that teach one topic thoroughly. Used in place of text books, lecture, etc. – they are thorough enough to teach the basics of a subject and may ask students to memorize and apply knowledge.” Springfield (2011). Standalone computer-based instructional modules can be created to present topics and learning experiences in simplified modules instead of reading a textbook or listening to a lecture. The difference between this and the podcast is that it is entirely computer-based and is an instructional media that uses animations, graphics and interactivity to succinctly explain a process or procedure. This is particularly useful in teaching complex scientific process and procedures.
Standalone computer-based instruction has been extensively used in teaching topics and concepts in engineering courses. According to Philpot, Hubing, Flori, Hall, Oglesby, and Yellamraju (2003) “For many years engineering educators have sensed that computer based media could offer new ways to improve instruction for students…this type of computer application provides students with the means to explore problems beyond the scope of the typical textbook; however, these tools in themselves do not offer instruction.” They went further to state that the use of the computer as medium for instruction provides learners with many capabilities that cannot be readily duplicated within the traditional lecture format.
One specific example in which computer-based instruction is being applied in teaching an engineering concept is the Mechanics of materials course – a core course for students in civil, mechanical, aerospace, metallurgical, ceramic and architectural engineering programs. Most of the structures, components and machines studied in this course are three dimensional objects which are traditionally taught through static, two dimensional illustrations in textbooks and classroom boards. This creates difficulties in “conveying a visual understanding of various physical objects to our students.” However, with the use of computer based instruction, concepts, structures and components could be explained and visualized easily. According to Philpot et al, students’ reactions indicated that “using the software outside of class with notes really helped for understanding the material”.
References:
Philpot, T.A., Hubing, N., Flori, R.E., Hall, R.H., Oglesby, D.B., & Yellamraju, V. (2003). Comuter-based instructional media for mechanics of materials. Retrieved from: http://www.ijee.ie/OnlinePapers/Interactive/Philpot/philpot_media_mm.htl
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Springfield, E. (2011). How to create an online course.
Retrieved from http://www-personal.umich.edu/-espring/edTech/
Enterprise Performance Management AppCasts
Retrieved from: http://www.oracle.com/us/products/applications/epm-podcasts-351743.html
Walden University M.S. in Instructional Design and Technology
Formative Evaluative Criteria for Application and Reflection Assignments
Quality of Work Submitted
Work reflects graduate-level critical, analytical thinking. A: Exemplary Work
A = 4.00; A- = 3.75
All of the previous, in addition to the following: B: Graduate Level Work
B+ = 3.50; B = 3.00;
B- = 2.75
All of the previous, in addition to the following: C: Minimal Work
C+ = 2.50; C = 2.00;
C- = 1.75 F: Work Submitted but Unacceptable
F = 1.00
Assimilation and Synthesis of Ideas
The extent to which the work reflects the student’s ability to-
1. Understand the assignment’s purpose;
2. Apply presented strategies
3. Understand and apply readings, discussions, and course materials.
*When referencing web-based sources, an active hyperlink to the original source must be included (if applicable).
Demonstrates the ability intellectually to explore and/or implement key instructional concepts.
Demonstrates insightful reflection and/or critical thinking, as well as creativity and originality of ideas.
Demonstrates exceptional inclusion of major points, using creditable sources*, in addition to required readings and course materials.
* May include, but are not limited to, scholarly articles, web-based information, etc.
Demonstrates a clear understanding of the assignment’s purpose.
Provides careful consideration of key instructional concepts.
Includes specific information from required readings or course materials to support major points.
Shows some degree of understanding of the assignment’s purpose.
Generally applies theories, concepts, and/or strategies correctly, with ideas unclear and/or underdeveloped
Minimally includes specific information from required readings or course materials.
Shows a lack of understanding of the assignment’s purpose.
Does not apply theories, concepts, and/or strategies
Does not include specific information from creditable sources.
Adherence to Assignment Expectations
The extent to which work meets the assigned criteria and integrates technology appropriately. Assignment meets all expectations,
integrating exemplary material and/or information.
Assignment demonstrates exceptional breadth and depth.
All parts of the assignment are completed, with fully developed topics.
The work is presented in a thorough and detailed manner.
Assignment demonstrates appropriate breadth and depth.
Assignment integrates technology appropriately. Most parts of assignment are completed.
Topics are not fully developed.
Assignment demonstrates minimal depth and breadth.
Some elements of technology are included. Does not fulfill the expectations of the assignment.
Key components are not included.
Assignment lacks breadth and depth.
No technology integrated or integration method is inappropriate for application.
Written Expression and Formatting
The extent to which scholarly, critical, analytical writing is presented using Standard Edited English ( i.e. correct grammar, mechanics).
When referencing web-based sources, an active hyperlink to the original source must be included.
Stated fair-use, copyright, licensing, and/or creative commons guidelines should be followed for all web-based resources.
*APA formatting guidelines need only be followed if applicable to assignment.
Work is unified around a central purpose with well-developed ideas, logically organized in paragraph structure with clear transitions.
Effective sentence variety; clear, concise, and powerful expression are evident.
Work is written in Standard Edited English. No prominent errors interfere with reading.
All web-based sources are credited through embedded links.
Fair-use, copyright, licensing, and/or creative commons guidelines are followed.
*Represents scholarly writing in a correct APA format.
Ideas are clearly and concisely expressed.
Elements of effective communication such as an introduction and conclusion are included.
Work is written in Standard Edited English with few, if any, grammatical or mechanical errors.
Few, if any, errors in crediting web-based sources.
Few, if any, errors following fair-use, copyright, licensing, and/or creative commons guidelines.
*Work is well organized with correct APA formatting throughout.
Ideas are not clearly and concisely expressed.
Elements of effective communication such as an introduction and conclusion are not included.
Work contains more than a few grammatical, or mechanical errors.
Some web-based sources are not credited.
Some errors in following fair-use, copyright, licensing, and/or creative commons guidelines.
*Somewhat represents mature, scholarly, graduate-level writing, with APA generally followed.
Major points do not reflect appropriate elements of communication.
No effort to express ideas clearly and concisely.
Work is not written in Standard Edited English. Contains many grammatical or mechanical errors
Web-based sources are not credited..
Fair-use, copyright, licensing, and/or creative commons guidelines are not followed.
* The quality of writing and/or APA formatting are not acceptable for graduate level work.
Final Assignment Grade A: Exemplary Work
A = 4.00; A- = 3.75 B: Graduate Level Work
B+ = 3.50; B = 3.00;
B- = 2.75 C: Minimal Work
C+ = 2.50; C = 2.00;
C- = 1.75 F: Work Submitted but Unacceptable
F = 1.00
It is expected that all applications and reflective essays will be submitted according to the assignment due dates indicated. Exceptions may be made at the discretion of the faculty member if contacted by the student prior to the due date describing extenuating circumstances. Last Updated: 7.14.09
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