Module 2 (Section 9041 )
[4] 6/10 Comment and question
Rhonda M Flowers Created: Sunday, 6/10/2001 6:35 PM

(1) Open Learning

In your article, The evolution of the character and practice of distance education, you point out that there is a continuum of distance education practice: individual autonomous study, at one end and, strictly controlled learning at the other.

I agree with you that distance education when applied outside of the constraints of conventional education could be viewed as a form of education in its own right. This would require mutually supportive economic, governmental, and educational policies, which I don't foresee taking place in the US in the near term.

The needs of enterprise continue to be the driving force behind education and training. I think the growth of the new target group of students taking college level courses at a distance today comes as a result of the numerous cross-industry downsizing of business that characterized the 1980s. Distance education courses enable adults to update skills, receive credits towards a degree, complete a degree program, retrain for new careers, or become entrepreneurs at locations convenient to the workplace or residence. Financial aid, in various forms may be available to those students who are enrolled in "approved" programs of study. Such programs, of necessity must follow defined enrollment and completion dates.

Most enterprises are not willing to support, financially or in other ways, courses that are not directly related to the current employment position or, in some cases, the anticipated needs of the organization. For example, in an employment interview autonomous study carries little or no weight when compared to a timely series of progressive certifications or completion of a degree program. This is true even for young adults where a bachelor degree or a combination of experience plus certifications is increasingly the norm to gain entrance to employment in their area of interest.

(2) Role of Technology

As I understand it, the role of technology is to mediate the interaction between the learner, the learning material, and the tutor. Media choices are made from the various technologies. Throughout the readings the point is made that modern media enables the fundamental concepts of distance education, however, cautions that if the focus is strictly on delivery then, the learning outcome is not truly distance learning.

From the perspective of a consumer then, is it true that it is the reputation of the provider of distance education that implies learning takes place according to pedagogical goals and didactic models? I raise this question because it did not occur to me when I was exploring continuing education possibilities, primarily because I was interested in a degree program, which presupposes pedagogical or androgogical goals. If my interest was to simply study an interesting subject the course contents and/or viewing the learning site and the delivery media would not give me very much information about the quality of the teaching and learning.

Module 2 (Section 9041)
[5] Re: 6/8 Seminar Discussion on Keegan's definition of DE
Vilroy Ransford Mcbean Created: Sunday, 6/10/2001 1:51 PM

I agree with your objection to the first part of Keegan?s last mentioned characteristic. Synchronous and asynchronous seminars by teleconferencing and computer conferencing are possible and are in the works at present.

I recently returned from Ghana, were my NGO along with our partners used teleconferencing as a means of conducting a seminar on HIV/AIDS. We were able to use one of our partner?s network to be in five different countries and two continents at the same time. We had presenters from all five countries at their respective locations, along with over fifty participants at these locations. The seminar was a major success as it allowed youth to dialogue with other youth across the diaspora on an issue that is of great importance to them.

The seminar fits into Keegan?s definition of distance education as:

1. There was the quasi-permanent separation of teacher and learner (how-be-it if the presenter was in Senegal, there would be no separation between him and the participants)
2. An educational institution was involved in the planning and preparation of the content
3. There was technical media used in the delivery of content of the course
4. There was two-communication, both audio and video

Group-work was an important aspect of this seminar. This was seen from an internal and external (in country and out-of-country) point of view. The information that was being passed on from a country like Uganda, was and is critical to all the other countries who have not been able to stem the rise in prevalence of HIV/AIDS. Distance Education has a major role to play in this arena.

All in all, I think that Keegan's definition gives us a clear view of the concept of DE. This should be the foundation upon which one can commence to build.

Module 2 (Section 9041)
[5] Re: 6/10 Reflection on Readings
Ray Axmacher Created: Sunday, 6/10/2001 3:50 PM (Modified: Sunday, 6/10/2001 4:03 PM EDT)

Several points come to mind after reading the suggested texts and comparing Keegan's definition to them.

Certainly in an environment where the teacher and learner are separated and course materials are delivered primarily in a text format, it will be incumbent upon the student to digest, analyze, make assumptions and essentially learn on his own. The distant tutor may clarify, elaborate, or correct wrong assumptions setting the student back 'on course', but the self-study style is paramount.
Love for learning seems to me a hidden requirement in this format.

Having willing chosen this course of study, I am now experiencing the bulk of the burden has been placed on my doorstep (or desktop). Can I cope with it? (Holmberg 1995 p 14)
I can choose when to open it up and begin; but once delivered, it's my responsibility. This may be a fundamental difference in distance teaching from traditional. Course work, though carefully planned and produced, doesn't rely on the expository skill of the instructor; but in the student's ability to sort through study materials, make sense of them, and after a period assimilate and integrate them into understanding. How well he or she does this determines success. The concerned tutor may encourage, advise and direct. Ultimately though, the onus is on the student to cognitively produce.

If I may reflect, I'm reminded of the old story of how the US President Lincoln, as a boy, studied his texts by the fire at night without the benefit of a nearby tutor. That example has always demonstrated to me the fact that inquiring minds will find the means to learn no matter how difficult the task or circumstance.
Overcoming 'distance' restrictions whether geographic, communicative, or textual can be small matters…
if the passion is there.
With all the technological tools available; the transfer of information moving at amazing speeds;
and even the ability to have this type of 'world wide forum', the fundamental desire to know and learn
must be the fuel to ignite my study.
Ray Axmacher
June 10, 2001

Module 2 (Section 9040)
[5] Re: to Carol and Boerje: address the needs of all types of learners
Pauline T Russell-Zolik Created: Monday, 6/11/2001 1:07 AM (Modified: Monday, 6/11/2001 1:12 AM EDT)

Greetings, Professor Holmberg and classmates!

While I believe that Desmond Keegan's definition of distance education is accurate I have to agree with Laura in her assessment that, it really does leave a lot of room for speculation with regards to the concept of education. There are vast differences between the conventional and distance education formats and those differences should be respected. In the traditional classroom 'spoken teaching'dominates in contrast to 'written'.'Reading' learning is stressed against 'listening' learning (Otto Peters,1998, 2001). Which one has proven more effective I believe strictly depends on the individual.

I have to agree with Pamela and Boerg when they question Desmond Keegan?s ?quasi-permanent absence of the learning group throughout the length of the learning process so that people are usually taught as individuals and not in groups?. From the beginning of this course it has been the input and the insight of the group members that has provided me with a deeper understanding of the presented materials.

D Randy Garrison, the Canadian distance education expert highlighted two conspicuous features of distance education and related them to one another: the particularly high degree of accessibility, and the quality of each interactive and learning process. This accessibility in my opinion alleviates the feeling of loneliness, and gives the perceived notice of belonging to a group. The quality of interaction does enhance the learning process and again gives the student a sense of belonging. The computer has indeed united the teacher and learner and while there is indeed the physical separation between students and the instructor there is a feeling of independence, which promotes learning.
However, I have to agree with Stephen when he says that developments in the use of sound, motion, and pictures, could only increase teaching and learning value and should be promoted as a teaching tool. Borje this being the case in your opinion are we going to see this evolution? I believe that this would open a whole new realm of possibilities for the disabled. Is there any work being done to develop this?

Module 2 (Section 9041)
[6] Re: 6/8 Seminar Discussion on history of distance education
Theodore D Doubek Created: Sunday, 6/10/2001 7:22 PM (Modified: Monday, 6/11/2001 10:36 PM EDT)

Upon examination of distance education in its various forms over the past 150 years, it becomes apparent that some challenges that pioneers may have faced when creating correspondence courses in the nineteenth century remain relevant to distant educators today.

One of the distinguishing characteristics of distance education is its requirement that the student be motivated and equipped to learn autonomously. It may prove tempting for the distant educator to merely transfer knowledge. Thus, one of the primary concerns would be to encourage students to utilize advanced thought processes. The goal would be to guide them toward thinking critically, analyzing, problem solving and utilizing other higher cognitive skills by constantly initiating them. One teaching methodology that has proven extremely beneficial in this arena is effective feedback.

Effective feedback, given in the form of friendly casual discourse, can guide the student to solving the given problem themselves. My experiences teaching have reinforced this concept. When answers to questions are simply given students don't learn to utilize higher cognitive thought processes. This basic educational premise must have challenged correspondence course practitioners in the early stage of distance education due to the time involved in delivery of correspondence via post. However, with each new era the method and mode of transfer allows for increased speed and ease of discourse between the student and the supporting organization.

The 1970s proved to be a watershed period for distance education with the utilization of audio and video in facilitating the learning process. It was during this period that distance education began to receive international attention and even respect. The simulated classroom environment provided by tele and videoconferencing provided a comfortable first step from the traditional classroom that it mimicked from a distance. This paved the way for the current digital era which could be considered even more removed from traditional face-to-face classroom environments.

Distance education in the current digital era is truly exciting. It provides synchronous and asynchronous learning environments, access to databases for research from the home and a myriad new and emerging media to engage the learner interactively from a distance. However, Mr. Peter's cautionary advice is well respected and noted. The technical fireworks of instructional design utilizing new and emerging media could threaten the role of the pedagogic process. One of the primary goals of today's distance educators remains to promote "deep" rather than "surface" learning in order to develop autonomous learning skills. Thus, guiding students toward thinking for themselves has been and will continue to be especially important in the field of distance education.

Module 2 (Section 9041)
Re: [6] 6/8 Seminar Discussion on history of distance education
Lance E Beebe Created: Wednesday, 6/13/2001 1:17 PM

Methodological Conclusions Drawn From History of Distance Education

There are, in my opinion, three fundamental conclusions that can be drawn from this history.

First, "..improvement of distance education … is of an evolutionary rather than revolutionary character" (Holmberg). In other words, to-date there have been no really revolutionary changes in distance education. It has existed in a reactionary mode, responding to the needs of its current environment and as appropriate, taking advantage of the current technology but not pushing it or challenging it to grow. The only exception to this might be the use of simulation in training aircraft pilots. This is one instance where the pedagogical needs have driven the technology.

Next, distance education is here to stay; especially in the commercial environment. It is no longer feasible, cost effect or responsive enough to gather employees into a central facility for training. The organizations that will be most successful in the near term are those that embrace distance learning (education) the quickest. As new products are created the sales force and support staff need to have a thorough understanding of the products in order to market them and support them. Company "A" can release a product after training their entire sales and technical staff in a week or two using distance learning/education techniques. While Company "B" needs several weeks or possibly a month or two to accomplish the same goal. This additional time is needed to bring the sales and technical staff to central facilities for more traditional training and learning techniques.

Finally, technical improvements do not, in and of themselves, foster improvement in the learning experience of the student. From my own experience, I have seen many different types of distance education/learning courses. While technology can enhance the learning experience, it does not in and of itself cause a learning experience to be impactful. I have seen too many courses running on powerful computers that are nothing more than "page-turners" where the student presses the "Enter" key to move from page to page. I have also seen far too few courses (some on basic computer platforms) that are excellent in their design and execution; challenging the student to learn, reinforcing the items just learned, and then requiring them to use this new knowledge to solve a new problem. It is my goal to learn how to do this in my courses.

Lance Beebe

Module 2 (Section 9040)
[8] Re: 6/8 Reading Assignment on planning, course development, interaction
Karen E Corl Created: Sunday, 6/10/2001 6:25 PM (Modified: Sunday, 6/10/2001 6:28 PM EDT)

I think what should characterise the two constitutent elements of distance education is exactly what you've said in your text. . . the emphathy approach. For the first consitutent element (the presentation of material (texts) that the students interact with, communicating empathy is extremely important. This is so the students don't feel overwhelmed, first at the volume of the reading materials, and the teacher's communication of empathy to in regards to what his/her expectations are as to how we should approach this material. I think you've demonstrated this expertly in the language you've used and the conversational tone conveying this material supports empathy and take on the form of an advance organizer.

Actually, I think it's more than just the reading material and encompasses support in numerous aspects from the learning organization. In our case, I think the empathy approach was clearly evident in Uli's structure of how to begin, how to approach Module 2 and his presentation/inquiries regarding WebTyco support.

As far as the second constituent element, I believe the emphathy approach is still paramount. But, I'm somewhat confused by the two slightly different (?)definitions of the second element. Page 2 of your text defines the second element as "REAL communication between students and the supporting organization". While on the other hand, page 46 the "two-way traffic" can SIMULATE informal communication which causes and requires (in your opinion) personal rapport between course developers and students".

To help clarify my understanding, how is real communcation established and what do you mean by the supporting organization? I have a much clearer understanding of your statement of the second element as stated on page 46. But in this definition you refer to personal rapport between COURSE DEVELOPERS and students. Do I assume then that you and Uli and Otto all developed this course together? I've asked you a question related to this issue in the hyperlink of the reading assignment on planning, course development, interaction. (What happens if the teacher isn't the course developer, and neither the teacher or students has interaction with the course developers?) Is any there any negative effects? I'd like to discuss this further.

Karen

Module 2 (Section 9040)
Re: [11] 6/13 Further Elucidation on What I Read
Mary L Gordon Created: Wednesday, 6/13/2001 8:09 PM

I have more clarity about the history and foundation of DE worldwide after reviewing and comparing selected mandatory readings and the suggested articles (American Distance Education, Distance Ed in US, etc.).

One point that stood out for me was that the the Federal Government is prohibited by the U.S. Constitution from being involved in the establishment of educational programs in America. (I guess I should have known/remembered the 10 Amendment from grade school) This explains a great deal why educational programs in vary differ so much, from state to state, especially when it comes to distance education and the licensure of DE school/programs.

Also, I did not realize, until the readings, how long the timeline was for DE. I am amazed at the numerous pioneers and current academicians involved in the study DE development. It was also quite enlightening to read about the University of Maryland, University College. After reading the article, I actually feel more comfortable choosing this University for this degree program and to learn of other reputable U.S. schools and also the emerging DE trends of other 4-year and surprisingly, 2-year institutions here in the U.S.

Overall, there is a lot of information to assimilate, and I don't think I could recite all the particular dates, names, open universities, and the like right now. However, being aware that there is: a definite process, a definite beginning, and ongoing discussions, debates, and theories on redefining and improving DE is very interesting.

I feel DE is definitely going to expand into a myriad of areas and learning scenarios as technology improves and the public educated. Certainly there may always be those who may be considered the underprivileged - but I believe, just as in the past, someone will develop a way to reach even that population with DE as along as there is a knowledge-thirsty student.

Yes, you have to wonder what trends will the 21st century produce?

Module 3 (Section 9041)
Re: [5] 6/24 - Technological Extenstion - a model for transition
Jill H Staut Created: Sunday, 6/24/2001 1:35 PM

Hello Mr. Peters,

I read with great interest your discussion of the technological extension model as I have been working with colleges in the US that have extensively adopted this model. You state that in these case (institutions) "do not develop course material tailored to distance education or what would enable self-teaching, and refuse to take account of the special needs of adults and working students." I question whether this approach should even be considered distance education. While the proximity of teacher and instructor is removed, I find that often institutions selecting this approach are not targeting what most experts define as the target group for distance education - mainly working adults, but rather are doing so to meet institutional needs. In some cases, while these courses may be offered through a distance arm of the university, they are intended to serve their traditional students either because of limited space issues on campus or because they are losing their base of traditional students to other institutions that offer online sections of courses.

An interesting observation related to this model is that this model is often a transitional model for distance teaching instructors, in a similar way that this foundations course is a similar model for us, distance learners. Instructors take comfort in transitioning the materials that have developed for a face to face format and moving them to an exact online format, but by doing so, they learn the challenges and barriers to this approach. One of the largest issues instructors face is how to evaluate their students, and often find themselves requiring students to visit campus for their assessment and evaluation of meeting course goals. Instructors also face challenges with communicating with students and monitoring class participation. This, in many ways, forces them to "get back to basics" and look at the pedagogy for developing their course.

As a new distance learner, I have found that I have made considerable effort to modify the way that I learn in this form compared to my days in the traditional university setting. I see myself transitioning from looking to "what is it I think the instructor wants me to get from this? To "what are my goals for taking this course?" I am becoming an autonomous learner, developing new study habits, notetaking skills and researching beyond what I deemed "expected."

Jill Staut

Module 3 (Section 9040)
Re: [6] 6/19 Reading assignment #2 on three constitutive concepts
Laura M Wolanski Created: Saturday, 6/23/2001 11:33 AM

Greetings Professor Peters and classmates.

Having established that dialogical learning and teaching is imperative for successful distance education, our text then goes on to the related concept of communication and it's social dimension: "Great value is placed on the relationship level, which is separated from the contents level, and on meta-communication and the symmetry of communication, which presupposes that the communication partners are equal and have equal rights." (Peters, 1991998, p. 40)

Considering our situation here online, it would be hard to imagine a learning environment with more variation among the communication partners. I would think this extensive variation would make dialogue very difficult. For example, in our class, we have about 29 students. Personally, I have never had a conversation with 29 participants and no matter how intellectually multi-tasking I might be, no matter how facilitative my technology resources may be, I can't imagine that I could participate very meaningfully in such a spread-out discussion. What happens is, I pick up a thread that is either simply one I can grasp mentally or which interests me or in which I have particular experience, and pursue the dialogue from there, being very selective in my responses and degree of interaction. If every student follows this pattern of mental operation, then the threads of discussion proliferate exponentially, perhaps unmanageably.

When considering the situation of our communication partners here in class, think of the range of professional and educational experience, age range, geographical locations, variations in technical resources, cultural differences, perceptual differences, language and symbol barriers, etc. Then consider the individual mental responses to any given topic. How can meaningful, progressive dialogue really take place? Are we not essentially taking a university class and conducting it over the computer -- the theoretical and practical antithesis of distance education?

This brings me back to an idea that we touched on last week with Professor Holmberg. To fulfill the concept of dialogue, structure and autonomy in distance education, do we not have to consider using some very refined criteria of differentiation for student participation? The only criteria that was applied to any of us was that we have an undergraduate degree. If meaningful dialogue is to occur, should we not have some sort of system that

1) Reduces the class to a manageable size to facilitate direct and relevant reciprocation
2) Requires some degree of homogeneity of professional or educational experience
3) Provides equal access and technical resources
4) Has some sort of sorting system that will appreciate differences in language and cultural constraints
5) Allows students themselves to choose their learning groups in the same way they choose their courses

Although I realize that this sort of educationally discriminatory practice runs against the currently popular ideas about diversity and multiculturalism, I can't help but wonder, when considered in terms of dialogue, structure and autonomy, if distance education makes these kind of unorthodox changes necessary.

Module 3 (Section 9040)
Re: [9] 6/19 Structure in Learning
Pamela Volzone Created: Friday, 6/29/2001 11:21 PM

From my perspective, one enrolls in a "course of study" in order to seek some structure. It is analogous to using a tour guide when exploring new territory. Participants have an ultimate destination but different goals for the journey. Without a "map", once might wander around in circles and never get to the destination, although may have some wonderfully profound experiences along the way.

The tutor serves a guide, pointing out not only the most direct route to "enlightenment", but also highlighting the many interesting diversions to be experienced along the way. The student, depending on his or her goals and time table, chooses his or her path of learning. Upon reaching certain pre-arranged meeting points along the journey, the travelers get to share their individual experiences. The group can also determine if some in their party are "lost". Some of the participants may wish to double back and visit a place recommended by others in the party. Some may be anxious to reach the final destination.

In any case, the role of the (paid) tutor is to ensure that each student reaches his or her final destination, maximizes the adventure, travels at a comfortable yet challenging pace, and does not come to any irreparable harm. This means that the tutor (tour guide) must continuosly assess the progress of each student and be ready to suggest an alternate route, but do so in an unobtrusive manner. Quite a formidable challenge!!

Individuals who truly desire full autonomy without structure are not those who enroll in any kind of formalized learning environment, be it DE or the traditional classroom. Therefore, course developers must strive for flexible structuring of pre-planned teaching programs.

Pam

Module 3 (Section 9041)
[10] Topic 2 Discussion on DE interpreted as the most industrialized...
Author: Vilroy Ransford Mcbean Created: Thursday, 6/28/2001 10:42 PM

Based upon my readings and the point at which I have reached in my understanding of distance education, I would venture to say that it is permissible and acceptable to compare a social process with a technical process. My rational for the acceptability of this comparison is as follows:

Even though the processes are not equitable, they are comparable based upon a heuristic point.
v Heuristically, equating the processes helps us to learn about the new social process. It is a method for erudition.
v Processes, whether social or technical can be broken down into tasks.
v Technical processes have enhanced and advanced the social process of distance education.

From this comparison and interpretation, I have ascertained that the terms that I learnt in business studies many years ago are applicable in distance teaching. It is therefore safe to say that distance education is a business; one with a viable product and a growing market; one whose market is global.

Industrialism as we know it is fading. There is, however, a new wave of industrialism. There will always be manufacturing, hence we cannot move away from industrialism. Advancement in technology has reshaped industrialism, but it has not removed it. With this in mind, we cannot dismiss the construction of ideas. These ideas have helped in the pedagogy of distance education.

The comparison has shed new light on our learning and teaching practice. Our learning and teaching behavior should change as we understand more and more about the practices. Autonomous learning is a direct result of a behavior change.

With regards to the inherent dangers in the process of industrialization, I have thought long and hard and came up with the fact that industrialization brought about an increase in unionization. As more and more jobs were being taken away from the people to give way for automation, the unions became more vibrant and determine in their fight for their members. If this concept is transferred to distance education, then conventional education will deem it necessary to see danger in distance education. Distance education will be regarded as taking clientele away from conventional education thus bring about a surplus in conventional educators.

The effect of this will be will be more choices for the learner as to how he will acquire his knowledge. There will also be a paradigm shift in the delivery of conventional education. Supply should eventually outstrip demand and economically, it should force prices down.

Module 3 (Section 9040)
[11] Re: 6/26 Seminar discussion on the revolutionary impact of digitized learning
Laura M Wolanski Created: Tuesday, 6/26/2001 3:01 PM

1. Features of Expository Teaching, Receptive and Autonomous Learning

The main features of expository teaching are presenting subject material, lecturing on it, and offering ideas to the students. Receptive learning is the counter part of expository teaching in that the student receives information the teacher provides by listening, watching and remembering. Autonomous learning is self-motivated, self-guided learning which seeks to personalize the experience through choice of media and direction.

Although autonomous learning is key in distance education, it does not mean that expository teaching and receptive learning are obsolete or without value. If teaching truly is a vocation and if some people are gifted at it, then good expository teaching/receptive learning experiences are not only valuable, their value is often impossible to measure for the very reason that they are such personal experiences. Many teachers and professors I have encountered have made deep impressions on me through this traditional type of learning situation. We don't learn for the benefit of technology, we learn to benefit ourselves and other people.

2. Advantages to a digitized learning environment and the net:

Self-motivation
Self-directed navigation
The development of navigational and search intuition
The serendipity effect
Immediate access to vast amounts of information
Variety of media
Indefinite storage ability
Access to research and refinement tools

3. Disadvantages to digitized learning environments and the net:

Impersonal learning environment
Information overload
Loss of time in a poorly conducted search
Loss of integrity of the knowledge acquired

4. Is it desirable and possible to substitute learning in real spaces by learning in virtual spaces?

I think this question depends on what type of learning is concerned. Most learning is meaningless without application. The application is actually part of the learning process -- that hands on-culmination when we experience the pleasure of success. In this sense, it is impossible to substitute learning in real space by learning in virtual space. But if we step out of the box we can regard learning in virtual space not as a substitute but as a unique method with advantages and features that are unique and in some cases better than those opportunities afforded to the student in real space.

I am struggling right now with the idea that yes, distance education is a field of endeavor sin qua non, but it is also a tool that must be adapted to meet the needs of other fields.

5. How digitized learning environments can change the very nature of knowledge:

I think this speaks to the issue of student as researcher/designer and no longer merely someone who receives and uses information. Knowledge (my quick definition of knowledge here would be acquisition of facts, understanding, ability and experience) is no longer a series of discrete gifts passed from one individual to another, but a vast, personalized body of information that someone possesses either mentally or stores and accesses when needed.

I am very concerned with the changes in the nature of knowledge that the digitized learning environment brings and in particular, the significant leverage distance education has in these changes.

6. I think electronic devices are tools that can be used to reach a wider variety of students with different learning styles and preferences. We are well beyond the one-size-fits all stage in education and I think that technology provides specific, accurate methods for reaching each student, whether through computer conferencing, audio and video conferencing, the old fashioned teaching programs that can still be very effective for some kinds of learning, and the knowledge building communities (p. 135-136) that I think are a very exciting kind of education and have proven their effectiveness in the professional domain.

My attitude to the new ways of learning and teaching in distance education is mixture of excitement and wariness. I am excited by the possibilities technology offers in reaching students of all kinds and in the variety of methods technology makes possible. I am excited by the inevitable social changes that accompany the proliferation of distance education courses. I am excited by the freedom that personalized learning and teaching in distance education can provide. But I am wary of too much optimism. I simply don't know enough yet about learning and teaching in distance education to embrace it without knowing concretely that its theories are justified, that its methods produce good results, and that its practice will do justice to subject matter and help people learn more effectively.

7. Non linear learning:

A product of the public school system and a graduate of a fairly conventional course of undergraduate study, the vast majority of my experiences have been linear by design. This type of learning design is efficient. It is not particularly natural to a predominately right-brained divergent thinker like me, but the form and discipline itself has taught me quite a bit. My non-linear learning experiences have occurred during what I refer to as delight-directed study. This happens when, often as a reward for completing some module of linear study, I allow myself free reign to wander about, either through the web or a series of books or other media to just have a look-see. I have learned amazing and occasionally useful things, from the life and times of Hernando Cortez, the parts and function of the human heart, the experiences of gay parents, the use of methane gas from landfills to generate electricity, and the need for testicular self-exam.

I think the problem with non-linear learning is that most people can't handle it. It's fun, but for it to be really useful, it must be guided, if that is not too ironic. I would be interested in a good software that observes how an individual navigates through the world wide web, noting the patterns and intervals and actions taken, and then compiles a personalized program based on those observations, that provides the learner with a non-linear experience but with some helpful positioning of perameters and guidelines. Here I am thinking of a designed learning experience that operates like that game we used to play as kids when we would look for something, and others would tell us how warm or cold we were. Such a program would allow us to wander acceptably, but encourages us to return to relevant material with clues of proximity to our goal.

Module 3 (Section 9040)
Re: [11] 6/27 Seminar on the revolutionary impact of digitized learning
Karen E Corl Created: Wednesday, 6/27/2001 9:35 PM

Dear Professor Peters and fellow classmates:

Comments pertaining to items 5 and 6:

5. The very nature of knowledge is changed in digitized environments for many reasons. Amongst those mentioned in the text is the storing information on the PC for training, memorizing, retaining, applying the information with the ability to call up on the screen at any time. I have noted the word, information vice knowledge because there is a difference. The learner must take the information, compile it, analyze it, relate it to other pieces of information, all the while making decisions about all this mass of information (what to keep, what to throw out), to arrive at knowledge. Knowledge is a higher hierarchical level than information. Referring to the text, learners create their own knowledge banks. Additionally, collaborative learning in DE environments develops and expands knowledge structures. The example given in the text is described as a "knowledge-building" community.

What fascinates me the most in the changing nature of knowledge in digitized environments is the new concept of acquiring knowledge. I was intrigued by the concepts described on pg. 150 in Learning and Teaching . It really is revolutionary, in my mind, to think of the systematic process of going through a structured course in a linear fashion becoming obsolete in DE. The lessening prominence of the teacher/professor as the sole purveyor of knowledge is not as difficult a paradigm shift, because I am comfortable with the idea that our life, work and educational experiences provide all of us with a certain degree of knowledge. On the scholarly level of the teacher's knowledge base, this course has already begun to align my views with that of Prof. Holmberg, in that the teacher becomes a tutor.

6. I think the very nature of learning is affected and changed to a great extent by the use of electronic devices. You must evaluate these changes by a host of variables such as non-linear course structure, learning autonomy (which includes learners deciding what, when, to learn, establishing their own learning objectives). I think that's relatively easy, we're already heading down that road. The hardest part of the equation for me is changing from receptive to active learning since we've been conditioned from the time we were very small kids in grade school that receptive learning was the way to learn.

Karen

Module 3 (Section 9041)
Re: [11] 6/19 Seminar discussion on the revolutionary impact of digitized learning
Lance E Beebe Created: Thursday, 6/28/2001 1:13 AM

Topic 3

1. Which are the main advantages and chances of digitized learning environments and the net? Try to develop a catalog of your own.
· Advantages
a. Ubiquitous
b. Not constrained by time
c. "Instant" access (depending on bandwidth, network traffic, etc.)
d. Chat capability for real time communication in abbreviations, words, phrases, short sentences.
e. Email provides ability to communicate in larger blocks of text (e.g., paragraphs). Even larger blocks of communication are possible using email attachments (whole documents can be attached as regular files or as compressed files)
f. Threaded discussions allow interaction between tutor and student
g. Autonomy of student

2. Which are the main disadvantages of digitized learning environments and the net?
· Disadvantages
a. Requires technology (hardware and software) to interact
b. Requires access to internet
c. Requires computer-based skills to manipulate technology
d. Constrained by bandwidth / connection speed
e. In most situations, lacks spontaneity, little opportunity for serendipitous events leading to enhanced insight.
f. Every communication episode provides opportunities for mis-communication between tutor and student. Admittedly, this is true in all communication, but is heightened in a mode of learning supported in most cases exclusively by written communication.
g. Autonomy of student

3. Is it desirable and possible to substitute learning in real spaces by learning in virtual spaces?
· Desirable
Yes is it desirable, and more than that, it is critical. The pace of change in society today is less and less tolerant of lengthy processes. This is particularly true in the commercial world. The company that gets its product to market the quickest is the winner (assuming it's a worthwhile product). And a key factor in this speed is training of the sales, support and technical staff. And even in some cases training of the customer. Virtual learning offers a way to accomplish this for a global company with staff and customers everywhere.

· Possible?
Yes, but I don't believe it is completely "there" yet. There are still too many issues from technology hindrances (bandwidth for example) to design. Design has always been an irritant for me. In my 20 years of working with technology-based learning I have seen very few well-designed interactive courses. Interactive in terms of how the student relates to the course materials and with the (distant) tutor.

However, I am beginning to reconsider this last point and shift my emphasis. In the few weeks I have been in this program I have begun to think differently about interaction. Before I was concerned mostly with interaction directly with the technology-based course materials. But now I see there is an important interaction that must take place between the tutor and the student. I always looked at the tutor as a just facilitator. This course has shown me a larger, critical role for the tutor. I look forward to delving into this role more in the coming weeks.

4. Some experts maintain that learning in digitized environments changes the very nature of knowledge. What exactly might they have in their minds?
What is the nature of knowledge? Webster says "the fact or condition of knowing something with familiarity gained through experience or association"..." what is or can be known by an individual or by mankind. Knowledge applies to facts or ideas acquired by study, investigation, observation, or experience" and Learning "applies to knowledge acquired especially through formal, often advanced schooling."

An obvious change is seen in the definition of learning. The digitized environment has restructured the "formal" schooling for all the reasons discussed in this class over the last few weeks.

But for knowledge itself it could be that they are referring to the manner in which knowledge is dealt with. In the past knowledge was sought after. It required hours of research and organized systems to keep track of it. Man was required to spend time thinking and considering knowledge. Now there is the Internet with its vast array of knowledge and quick, ready access. The knowledge can be accessed quickly with very little time spent physically researching.

Lance Beebe

Module 4 (Section 9041)
Re: [2] 7/6 Approach to course development
Rhonda M Flowers Date: Saturday, 7/07/2001 10:46 PM EDT

After reading Chapter 7, it became clearer to me that the larger discussion for the development of a Theory of Distance Education is developing along two lines: those who see it as a distinct mode of education (Holmberg and Keegan); those who view DE as education adapted to compensate for physical distance and, views DE in a wider context that is more concerned with the application of distance education methodologies than solely emancipating DE. (Holmberg p.145). This helps me to understand the threat that advanced and advancing technologies present to the premise that DE is a distinct mode.

The approach to course development where the author as final arbiter of the course, with a supporting team, does not fit well with the American idea of teamwork or project management. I wonder how important it really is for the personality of the author to infuse the course content, which is designed to be instructional in subject matter and intended to engage the learner in critical thinking. Personally, I would rather have a thousand hours of well produced instructional materials, than one hour of some personalities. I think that the student should determine the level of "intimacy/mentoring" of the learning situation and, like any other relationship, the extent and nature should be agreed upon by the parties and not "assumed" to be ever-present throughout a course.

A few years prior to divestiture NY Telephone introduced a pre-planned self-instruction initial training course for service representatives replacing face-to-face teaching. Modules were written by different "authors" on the course development team. Facilitators (as we became known) served out of necessity as advisors because the materials were often lacking in sufficient information, explanation, or particular types of practice for the students to function in the "real-world" environment. Modules written in the conversational model were the most problematic. Easy to read through and for students to give correct responses, but the students gained little or no practice in thinking or guidance for application. Fortunately, other modules written in the teacher module provided some balance. Most students were more interested in grasping the concepts (learning) than perceiving the material as conveying or expressing concern about them in the way that Holmberg describes.

They did, however, appreciate facilitators who encouraged and affirmed them in their learning or, in some cases, helped those students who recognized that they had no interest or appropriate sill sets for the job in which they were training, to gain the courage to make the decision to remain in their current position or to train for a different type of job.

I have no doubt that the quality of the media and technology in use today for training purposes in the telecommunications industry is far superior to that of twenty-years ago, however, it is the technology that carries a larger portion of "dialog" between student, learning materials, and facilitator than ever before.

Module 4 (Section 9041)
Re: [2] 7/6 The need for division of labor.
Theodore D Doubek
Created: Sunday, 7/08/2001 2:37 PM (Modified: Sunday, 7/08/2001 2:39 PM EDT)

Rexamination of this chapter at this point in the course seems extremely timely. Upon examination of the role of dialog, structure and autonomy in the preceeding module and in currently researching the various approaches of distance education institutions internationally, one universal truth is becoming apparent. This is that distance education is extradinarily flexible in its ability to meet the various needs of learners.

In one extreme, distance education can take place in the form of a study embarked upon by a single student with a single expert as a guide in the form of independant study. On the other, for example in China, distance education can take place on an immense scale where inumerable learners are directed by vast teams. Thus, the division of labour seems unaviodable in situations of larger scale. Personally, I would venture to maintain that as technology plays an increasing role in distance education, it may be increasingly difficult for experts in specific fields to negotiate keeping pace with the changing technologies in the delivering of course materials through instructional design and keeping current with their specific areas of expertise. Thus, a certain amount of division of labour may be becoming necessary in even the smallest scale courses.

The role of each member in a team approach to distance education becomes a complex affair. The roles of the specialist/s in course development, instructional designers, cousellors, etc. all must be negotiated to most efficiently meet the needs of the learner. The scale of the course, specifics of the targetted audience, resources of the supporting organization all become elements that need to be carefully balanced in the administration of distance education. No wonder so many university and even k-12 instructors who are being asked to slap their courses up onto the web are throwing their hands in the air and calling for assistance. Effective division of labour is needed along with effective management to resolve this situation.

Module 4 (Section 9040)
[7] Comments on Miller-DE in the US
Mary L Gordon Created: Monday, 7/09/2001 3:12 PM (Modified: Monday, 7/09/2001 3:15 PM EDT)

I took a look at the "distance education" program at my community college and spoke with the department coordinator and some faculty members who teach distance courses. I find that I agree with Miller (DE Education in the US: collaboration amid diversity) that there seems to be a blur as to the definition of distance teaching and "true" distance education (learning and teaching). The concept from the people that I spoke with was that, "Distance education is a class that is taught via the Internet, tele-technet, compressed video, video. In other word, teacher and student are in a non-traditional classroom setting, separated." Am I right in my conclusion, that this is partly true? The classes I looked at, the structure of some resembled "correspondence" courses.

The college is planning to open a technology center to which will offer more "distance education classes". It is my observation that if the college really wants to make this a 21century DE program, there needs to be more consideration to the structure, content, delivery, and student support services.

In my opinion, they will only continue to transfer traditional classroom structure/content into a non-contiguous setting, that will ultimately be an extension of the current program, not the expansion of a new one. I'm not an expert (yet):-) - but it seems that the technology that the college has is not being utilized to its fullest extent to deliver a full, quality DE program to a diverse local and external population.

- Mary