The Impact of Open Source

The course I selected for analysis is “Introduction to Robotics”, an undergraduate course from the Massachusetts Institute of Technology Open Course http://ocw.mit.edu/courses/mechanical-engineering/2-12-introduction-to-robotics-fall-2005/index.htm. This course provides an overview of robot mechanisms, dynamics, and intelligent controls. Its topics include planar and spatial kinematics, and motion planning; mechanism design for manipulators and mobile robots, multi-rigid-body dynamics, 3D graphic simulation; control design, actuators, and sensors; wireless networking, task modeling, human-machine interface, and embedded software. It features descriptions and videos of the two main student projects: building a robot capable of searching for land mines, and building a robot capable of rescuing trapped or injured people after a natural disaster.

This course appears to be carefully pre-planned for a distance learning environment. It includes syllabus, calendars, lecture notes, assignments, exams, and projects. Students can download course materials, send a feedback, email the page to their friends, and even sign up for a newsletter. Organization is very crucial in an online learning environment and this course looks well organized and is easily accessible. According to Simonson, Smaldino, Albright & Zvacek, (2009), issues of format or structure are important to help students quickly and easily become involved in learning rather than focusing on trying to puzzle through the manner of delivery.

This introduction to robotics course followed online instruction as recommended in the text such as organizational guidelines – the topics are organized into modules. When courses are planned, the designer might want to use the Unit, Module, or Topic approach or model (Simonson, Smaldino, Albright & Zvacek, 2009). The assessment guidelines, which include at least one learning outcome for each topic is included in this course, itemized in the weekly calendar. The content guidelines in this course include reading materials, lecture notes, and the downloadable materials. In addition, the instruction/teaching guidelines have been utilized in this course. The instructor pace the instruction that call for continuing interaction between him and the students through the use of email and feedback form. However, I did not see asynchronous chat or threaded discussion included in the course. According to Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009) Online courses should use more media, which includes graphics, video, audio, discussion, etc.

The course designers implement activities that maximize active learning some of which are the hand-on activities that are involve in building the different robots. It is very important that both instructors and instructional designers should take time to plan and organize any instruction or learning experience to engage students in distance learning. Planning makes the difference in a successful learning environment. (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. 2009).


References

Piskurich, G., & Chauser, J. (2010), Video Podcast: Planning and designing online courses. Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6523831&ClientNodeID=984650&coursenav=1&bhcp=1

Asada, Harry, and John Leonard. 2.12 Introduction to Robotics, Fall 2005. (Massachusetts Institute of Technology: MIT OpenCourseWare),http://ocw.mit.edu (Accessed 05 Feb, 2011). License: Creative Commons BY-NC-SA

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson

Revised Distance Learning Technology Tools

I have chosen to focus on scenario 2 for this week’s blog assignment, which is about a high school teacher who wanted to take her students to tour art exhibits being held at two prominent museums in New York City. Her plan was to have the students tour the museums and be able to interact with the museum curators as well as see the art work on display. Further, she would like to bring two pieces of artwork from each exhibit and have students participate in group critique on the individual work of art. At the moment she turns to me as instructional designer in the district for assistance in identifying one to two distance learning technologies that will provide the best solution for the above challenge.

Looking at the challenge above, it is clear that the students would need to write and discuss their opinion on the artworks and the tour in general. Therefore, one of the technology tools that will be appropriate is the discussion forum. Discussion forum is an asynchronous communication tool that allows one individual to post a comment or respond to a question posted by the instructor. This type of discussion is called threaded discussion. As asserted in this weeks interactive media, discussion technologies provide a means for participant to communicate virtually, both in real time and in delayed communication (media, 2011). Discussion forum is great for collaborating, communicating, sharing, and learning from one another. “Threaded discussion is one of the most powerful techniques used in distance education” (Michael, Smaldino, Albright & Zvacek, 2009).

According to Laurie Patsalides (2010), instructors use the discussion forum to help the students develop an understanding of the coursework. In addition, using the discussion forum will help the instructor provide a connectedness with the online students for instructor-students interaction. Further, instructors can use discussion forum to add RSS feeds for continually updated materials, studycasts or podcast for review of course work or instruction via online video, create quizzes that are relevant to the course contents and discussions, and plan projects for collaboration.The following Youtube video is a hands-on use of discussion forum experienced by Catlin Tucker, a high school English teacher. Catlin explains the importance of the use of discussion forum, which enlightens why this tool is appropriate for my scenario in question. Click here to watch!

My second choice of technology tools for the challenge above is Multimedia.Multimedia is one of the rapid emerging technologies of the 21st century. It can be used to design instruction that incorporates stimulating and dynamic learning experiences. It includes graphics, texts, video, and some with interactive option, which keeps students alert and focus because they are eye-catching, entertaining, and engaging. I can relate this to my past learning experience with Amy Pointer who asserted that well designed multimedia helps students acquire knowledge faster because it assists in explaining complicated subjects and improves instruction by drawing learner’s attention, illustrating a point, introducing a subject, and supporting other contents as well. The following link will land you on a YouTube video museum tour that is a combination of history, science, and art exhibit with the guest curator Hank Haczmarksi. Click here!

The use of multimedia has been showcased in one of the teachers.tv videos. In this multimedia, students participated in a hands-on stone-carving outreach project in their local public gallery. Students toured the gallery and were able to interact with the curators, peers, and teachers. They were able to touch, feel, and smell the exhibits, and gain inspiration for their own pieces of art. Though this multimedia was use synchronously, it can as well be used asynchronously in the virtual learning environment. Multimedia in general helps in promoting students’ understanding and learning experiences of the topic in question. Click here for the teacher.tv video.

To sum up, as an instructional designer, the two technology tools that I will suggest to the high school teacher in my selected scenario are discussion forum and multimedia presentation explained above. These technologies can help in education students through capturing their attention, enhancing teaching and learning efficiency, and promote students engagement and interaction with the real world.


References

Patsalides, L. (2010, april 17). How to use an online discussion board in an asynchronous discussion. bright hub , pp. http://www.brighthub.com/education/online-learning/articles/29761.aspx.

Teachers.tv (Director). (2006). Hands-On Art [Motion Picture].

Mayer, R. (Ed.) (2010). "Triarchic Model of Cognitive Load, Part 3" Retrieved October 10, 2010 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4442096&Survey=1&47=6469849&ClientNodeID=984650&coursenav=1&bhcp=1

Haczmarksi, H. (Director). (2010). Astronomic! Exhibition at Krannert Art Museum [Motion Picture].

Defining Distance Learning

Click Link For Full Image

I believe distance learning, as the name implies, involves a learning environment where students and teachers are in different geographical locations. Learners study within the comfort of their homes, work-place, libraries, and wherever they feel relaxed to gain the necessary knowledge. In addition, learning takes place online as well as other through communication devices.

In this week resources, I learned quite a few interesting definitions of distance learning. Prior to enrolling in Walden University, my understanding of distance learning was limited as I did not research any information on distance learning. Though I took quite a few courses and have more knowledge on this topic, this Distance Learning course and the week’s resources have really revealed the actual meaning of distance learning to me. In other words, I now discovered the fundamental definition of distance learning.

My revised definition of distance learning is based on the four main components of distance learning: this includes institutionally-based, separation of teacher and students, interactive telecommunications, and learning experiences through sharing of data, voice, and video (Michael, Smaldino, Albright & Zvacek, 2009). Learners learn in the comfort of their homes, workplace, libraries, and wherever they feel comfortable to study. Information in the distance learning environment is organized in a classroom where students have access to everything they need to get their assignments done.

Studying the history of distance learning, there is a pattern of evolution. In other words, there are rapid changes in technology and variety of programs used in distance learning. Although there are some challenges of distance learning, my vision for its future is that it will continue to develop because there will be an increase in demands for distance learning. Educators of K-12 schools will be training to meet the demand of the online learning. Consequently, there will be rigorous in-service training for educators in K-12 learning environments. Further, there will be innovation of more technology and telecommunication tools that will meet the increase demand of online leaning.

To sum up, distance learning has been evolved as the need for learning at a distance and the innovation of technologies in this field continue to grow. The definition for distance learning can vary from person to person and can be subject depending on one’s profession, experience, and technological know-how.


References:

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Reflection: Learning Theories & Learning Styles

While this course is coming to a close, I have an account to give about my achievements. Looking back from the 1st week to this 8th week, I can positively state that I am not the same person as I was at the beginning of the course but a different person in my way of thinking, learning, and the use of technology, as well as how others learn.

As I furthered my knowledge about how people learn, I found many things surprising. Prior to taking this course, I had only a general understanding of the different theories and multiple intelligences. Although learning theories have specific definitions, yet they all attempt to make meaning of the world, what happens in the world in terms of human experience; thus how humans learn and how the environment in which they live and materials around them contribute to their learning. What astonishes me in the constructivist’s theory, which I did not know prior to taking this course is that people use their mind differently trying to construct a meaning of the world. This theory in terms makes room for divergent opinions, multiple view points, as we all see the world through different spectacle and also makes room for dialogue. Further, I found connectivist way of learning striking because previously I did not know that there were numerous ways that learners connect in terms of learning until we did the connectivism mind map. It gives me an eye opening of the effect technology has had on how we live, how we communicate, and how we learn through connecting with others globally.

This course deepened my understanding of my personal learning process in various ways. One of the ways was integrating the different learning theorists’ views in order to come out with my own understanding of how I best learn. I also realized that there are many technological tools that are effective for my learning. I can confidently state that all the learning theories play important role in the way I learn.

What I have learned regarding the connection between learning theories, learning styles, educational technology, and motivation is unbelievable. I understand that all of the above are interwoven. They are connected with one another in one way or the other such that one cannot function effectively without integrating with others. I understand that learning theories are important for thinking about and making big changes in teaching and learning curriculum. As one is knowledgeable of the learning theories and the learning styles, they are able to provide the right educational tools that motivate learners and improve their learning. I believe one of the above cannot be adequate without the others.

My learning in this course will help me further my career in the field as instructional designer through creating explicit and effective instruction that best meet the learners’ needs as well as motivate them to learn. This will be possible because I will combine my understanding of the learning theories with the learning styles, in addition to the abundance of the technological tools available to create a current learning environment that motivates and encourages learning. Finally, due to globalization in every organization, I will keep in my mind that “one size does not fit all” anymore.

Fitting the Pieces Together

Learning Change: My learning has changed in so many ways after getting deeper understanding of the learning theories and the learning styles. In my first week’s discussion, I stated that I was a jack-of-all-trade referring to the learning theories since I juggle between behaviorist, cognitivist, and constructivist theories. Even though I still stick to these three theories, yet there has been addition to them. After the past weeks, I realized my deeper understanding of all the learning theories. I can confidently state that all the learning theories play important role in the way I learn. My reasons are as follows: I learn through observation that is a link to the behaviorist theory; some of my learning is based on my thought process, which is supported by cognitivist theory; and since I also learn by constructing my own understanding, I realized I am a constructivist learner too; my learning through culture and environment has made me a social learner as well; learning through networking is one of the best way I learn now, so who am I? A connectivist learner; and finally I am an adult learner as I use my knowledge and past experiences to learn new information. As a result, I am a mirror reflection in all the six learning theories that we duel on in this course.

Personal Learning Preference: What I learned in the past weeks about the various learning styles that can further explain my own personal learning preferences is that no individual has a single learning style but multiple intelligences. Additionally, the different learning styles reflected the learners’ academic strengths, weaknesses, skills, and interests. Therefore, understanding these learning styles is a significant way in designing an equilibrium instruction that is effective for all learners. The learning style theory has given me a whole new way of looking at my life through examining the potentials that I left behind due to lack of this knowledge. I view it as a great opportunity for me to develop through my future courses, hobby, and other self-develop programs. The six learning theories that we explored in the past weeks are behaviorism, cognitivism, constructivism, connectivism, social, and adult learning. I clearly understand that each theory affects the way I learn. However, I have seen myself further in social, cognitive, and constructivist theory than the others. In addition, adult learning is the normal way of my learning preference. Finally, there is one thing that is at stake; “one size does not fit all”.

Technology: I am always interested and open to know more about technology; therefore, it plays an inspiring and motivating role in my learning even though it can be overwhelming sometimes. Technology serves as a research tool that enables me to explore scholarly articles of various topics, e-books, multimedia presentations, curriculum resources, and vast materials for school work as well as personal information. Further, I use technology to teach my students in the classroom and I hope to use it exclusively in the future for teaching, learning, communicating, and for extending education beyond the traditional classroom setting, thus teaching students globally. Another role that technology plays in my learning is that it helps me to record information that is handy for retrieval. Also, technology has made it capable for me to create a blog and I am looking forward to creating my personal webpage too. Finally, without technology I cannot be at home with my family, working and earning income, and at the same time working towards my masters degree-online.

Connectivism Mind Map

Click on picture or link to view


Stella's Connectivism Mind Map

Reflection on Learning Connections

How my network changed the way I learn: This is a rich social network with multiple avenues that are professionally and scholarly geared towards the needs on my studies. The network borders me with information in a variety of forms and specific features of information design to affect how I build my exploitable knowledge from the information I stumble upon. In addition, my network provides me with content-related procedures and learning-related strategies that are step-by-step and makes the learning easier. Many programs in my network use interactive prompts entrenched directly into the learning resources. They supply tools for communicating knowledge beyond written or spoken language, such as web-based multimedia, multimedia presentations, or gestural expressions, for example those that coerce interactions in gaming systems.

The digital tools that best facilitate my learning: Digital learning tools help integrate a variety of media for learning and education. Some of these include photos, text, diagrams, video, animations, graphics, and more. Presentation tools such as PowerPoint, inspiration, webspiration, and so forth are other additional digital tools that make my learning achievable. Interactive tools as well facilitate my learning through knowledge connections. They include interactive concept maps, data displays, and timelines that provide visual connections between existing knowledge and innovative ideas. They facilitate the way I access and share information, resources, and educational materials with other learners without restriction. These tools encourage and support the community of learners to explore and develop deeper understanding of new ideas, share resources, work together beyond the walls of a school or home. In addition, learners gain access to a much wider pool of expertise, guidance, and support (Ito, 2009)

How I gain new knowledge through questions: The imperative way that I gain knowledge is when a guided learner-generated question is being asked. An example is the discussion questions that we respond to every week. This strategy helps me to gain new knowledge when I elaboration on the new material and use the opportunity to read the diverse discussions of my colleagues. When everyone reveals his/her thought regarding the topic of the week it helps to broaden my understanding of the material. In addition, questioning facilitates learning by prompting students in generating specific challenging questions pertaining to the material to be discussed, and those questions in turn elicited relevant explanations. This strategy also helps learners to think critically about the material in question before giving their insights.

The ways that my PLN support or refute the central tenet of connectivism:
To begin with even though the constructivism states that learning and knowledge rest in diversity of opinion, yet my PLN has refute its idea in the sense that learning and diversity do not mainly rest in variety and opinion. The advancement of technology has changed the ways and pace that learning and knowledge is being acquire globally. Taking for instance, researching on a global financial market ten years ago will take years to be accomplished, but today this information can be acquire by millions of people globally in a twinkle of an eye through the power of technology.

My PLN supports this connectivism tenet, which states that learning is a process of connecting specialized nodes or information sources. When we learn we use different resources to research and discover new and scholarly information that help us to become more knowledge and experience. We discover these learning through social networks, virtual networks, blogs, etc. Prior knowledge and personal experiences facilitate the learning process.

My PLN supports the connectivism tenet, which states that learning may reside in non-human appliances. When we talk about non-human appliances, we mean that learning does not occur in man-made appliances but rather from other individuals, nature, environment, prior knowledge and experiences.

My PLN supports and at the same time refute the connectivism tenet, which states that capacity to know more is more critical than what is currently known. What is already known about a particular scenario could be better than what could be currently known which might not be relevant to the existing topic. However, it is also crucial to have the capability in knowing more than you already know especially in this technology era, tech gigs are researching day and night to be abreast with time.

My PLN supports the connectivism tenet, which states that nurturing and maintaining connections is needed to facilitate continual learning. The reason is that, as learners develop more ideas and keep up with their networks, they are able to obtain current ideas and knowledge that facilitates constant learning. Example the best way for a farmer to have a good productivity is to take care of the crops and find better ways to maintain the soil fertility.

My PLN supports the connectivism tenet, which states that ability to see connections between fields, ideas, and concepts is a core skill. In order for me to be successful using my leaning networks I must be ready to keep up with my connections. This tenet is fundamental to triumphant use of my PLN because connection is the cornerstone of this principle. I do not think any learner will be able to gain more be knowledgeable and experiences alone because we are in a diverse world, so as we connect we are able to collaborate, share, socialize, and synthesize our information.

My PLN supports the connectivism tenet, which states that currency is the intent of all connectivist learning activities. As the author states, “Decision-making itself is a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision” (Siemens, 2005, para. 24).