Game-based learning in distance education

  This video presentation is in partial fulfillment of requirements for EDUC 8842: Principles of Distance Education.  Introducing the keynote speaker, AspireSTAR

 

Please press the play button to view Principles of Distance Education video.

Moving Toward Dynamic Technologies

My philosophy of distance education is to move towards dynamic learning by taking advantage of content, communication, and collaboration technologies.  Static tools create a "one-way" approach to gaining information, while dynamic tools create a "highway" of information between multiple sources and people.  Technological innovations provide new ways for learners to engage in the learning process. 

Educators can move towards the dynamic end of the “static-dynamic continuum” by seeking and using resources beyond the “parked” online classroom.  Moeller (2008) suggests that a higher level of creativity and understanding is needed to use dynamic technologies as opposed to static technologies.  The effective use of media and technology is essential to facilitating learning online. 

The following graphic organizer separates common classroom activities as static or dynamic.  Static technologies are traditional classroom tools such as textbooks, group papers, a movie, or lecture.  Dynamic technologies are popular commercial tools such as wikis, blogs, video conferencing, online tutorials, and social networks.  Although there are still many linear aspects to online courses, instructional design is changing to incorporate new tools for distance education.

Graphic of Static vs Dynamic Tools

Engaging Learners with New Strategies and Tools

If a student can access a particular technology tool, it can be used for learning! Instructors can bring popular technological tools that learners use outside the classroom into the educational process.  Taking advantage of Web 2.0 technologies is a great strategy for engaging learners. According to, Durrington, Berryhill, and Swafford the critical elements of an engaging online course include; structured learning environments, interactive discussions, peer-to-peer interactions, and problem-based learning.  New strategies and tools for communication help students to demonstrate ideas by using multiple forms of media all facilitated within online courses.

Each tech tool works differently within a learning environment and may have varying benefits or advantages.  According to Siemens, the instructors’ role is to evaluate the appropriate level of interaction and guidance to help each student navigate course resources and experience academic success.  In the digital age, many students are experienced with technology in their personal lives; students are more knowledgeable of popular social networking tools.  The instructional design can take advantage of social or personal use of technology to engage students in an educational setting.

Engaging learners requires a new approach to instruction, classroom structure, and learning experiences.  The ideas of Durrington, Siemens, and other educational physiologist can help instructors determine technological tools and best practices for increasing interaction among learners.  The dynamics of teaching and learning are changing thanks to new innovations in digital tools that facilitate knowledge and skill building, becoming available to instructors and students.  It’s not hard to find common technological tools that can be used in order to achieve the goals of engaging learners.

Assessing Collaborative Efforts

Participation in a collaborative learning community can be assessed using traditional ways of measuring learning goals and by using a wide range of web-based learner analytics.  This method of assessing collaborative efforts aligns with George Siemens strategies for assessing collaborative learning communities and for creating and maintaining successful online learning communities (Siemens, 2008).  We can improve distance education by creating a collaborative environment with a sense of community.  Expecting participation and assessing collaborative efforts helps students to build rewarding learning experiences.  Instructional design strategies can increase engagement and reduce the feeling of isolation within distance education.

Instructors can meet the needs of all students by applying “fair and equitable assessment” to varying levels of skill and knowledge.  Working in learning communities can be an interactive experience when both synchronous and asynchronous tools are used.  Innovative tools, such as Web 2.0 technologies, provide exciting new possibilities for assessing collaborative learning.  Together, students and teachers can recognize measurable learning goals and set clear objectives for class participation.  Collaborative efforts are essential to gaining knowledge and furthering skills; instructors facilitate the learning process to motivate the learning process of students who may find cooperative grouping more challenging. 

If a student fails to network or collaborate, in the manner established within the learning community, he/she will not succeed in the online learning environment.  Other members of the leaning community may support a struggling student by moving towards more synchronous interactions that can help in small groups or one on one.   The instructors’ role is to continually differentiate instruction to meet the needs of all students.  Doing so may include several options for evaluating participation and assessing collaborative efforts.  Constructivist and Connectivism learning theories support the use of educational technology to add flexibility within the online learning environment.

Elements of Distance Education Diffusion

Collaborative interaction is the most essential element associated with distance education.  George Siemens (2008) is accurate in his depiction of the growing acceptance of distance education in today’s corporate and educational spheres.  Collaboration requires two or more students to work as a team and take on specific roles towards an objective.  Kanuka examines the contrasting views of opponents and proponents of E-learning and highlights the importance of philosophies on learning (Kanuka, 2008). Collaborative interaction builds on constructivist thinking and principles of connectivity.

The element of collaborative interaction has evolved with the growth of Web 2.0 technologies.  According to George Siemens, global diversity and communication are also elements of distance education that are creating more effective learning experiences (Siemens, 2008).  These elements are important because distance learning brings together diverse populations and allows them to communicate towards collaboration.  Dr. Michael Simonson explores the possible advantages of distance education as compared to face-to-face education and suggests hybrid or blended models as ideal (Simonson, 2000).  In both F2F and online education increasing engagement by student interaction has a large impact on learning.

Today, online tools are available to help facilitate interactions among learners.  RSS feeds, Blogging, and Social networking are examples of web content used to engage learners.  Web 2.0 websites allow users to both retrieve information and share through exciting user interface.  Parker explores the importance of instructional designers taking advantage of the various technological tools available on the Internet for engaging learners (Parker, 2008).  Advances in technology provide unique opportunities for teachers and students when applied appropriately to the learning experience.

The Next Generation of Distance Education

The Next Generation of Distance Education

Educational technology is the foundation for the next generation of distance education

 

After reading the three articles by Moller, Huett, Foshay and Coleman, and listening to the Simonson video programs I'm excited about the Next Generation of Distance Education.  Comparing and contrasting the view points of theses scholars will convince you of the need for change in the field of distance education.  Dr. Michael Simonson (2008) is of the mind that distance education can benefit not just the learner, but also the institution.  Educators in K12 and higher education are realizing the value of distance learning in our interconnected societies and within our global economy, and virtual schools are quickly becoming more prevalent around the world. 

Educational technology provides unique opportunities for differentiating instruction, individualizing educational plans, and increasing student engagement.  Distance education has a strong history of providing a unique learning experience for students in varied environments.  Huett, Moller, Foshay, & Coleman (2008) explain the many benefits of distance education as a means of supporting the evolution of such instruction.Online courses should include properly designed learning experiences that engage learners with the instructor, with other learners, and with the content to promote high authenticity, high interactivity, and high collaboration.

The future of distance education will require further reliance on technological advances.  Distance education may become the great equalizer, freeing learners from the boundaries of geography and broadening their opportunities, no matter where they live and work.  earners may have increased motivation to learn and may sustain educational gains by enhanced access logistics such as not having to drive to campus (Laureate, 2008a).  In the digital age, students gain knowledge and skills by using Web 2.0 technologies, interactive platforms, and virtual worlds.  I agree with Moller, Huett, Foshay and Coleman, and Simonson because "distance" is no longer an obstacle in a global world.

References: Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). TechTrends, 52(5), 63–67.

Laureate Education, Inc. (Executive Producer). (2008a). Equivalency Theory. Baltimore, MD: Author.

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