Module 2, Promoting Collaborative Interactions

As technology around the world has grown and advanced, the concept of distance has become almost non-existent (Laureate, 2008).  As this perceived distance has diminished, the interactions among people have increased, providing for the development of a truly global community.  However, this global community did not evolve over night.  As mentioned previously, the progression of technology has been the impetus for the development of a globe without borders.  Early primitive communication channels allowed for limited interactions between varying parts of the world.  As the world embarked into global wars, communication channels began to expand, however, still keeping areas of the world remote.  As the personal computer began to expand in the 1970s and 1980s, so did the ability to communicate across great distances.  Increased computer technology has since created a world where everything is accessible, which has led to a world where distance education is becoming accessible and accepted.

One aspect of distance education that will lead to further progression is collaboration and interactions between learners.  In the context of education, what is the significance of collaboration and interaction with people across the globe?  According to Steve Wheeler, creating a global community with access to various people and culture provides for a richness in learning and cooperation (http://steve-wheeler.blogspot.com/2013/01/global-learning-collectives.html). To support my comment about technology accelerating the collaborative process, Wheeler alludes to the days where students had to wait for hand written letters to return from around the globe to experience the cultures of other students.  Now, because of the technology that is present, students can conference with other students and businessmen can conference with other businessmen in real time.  This leads to culture of collaboration and team work.  As Seimans (Laureate, 2008) mentioned in his discussion, this has led to meaningful relationships and has increased comfort with working in an online setting, and most importantly, achievement through collaboration.
David Hopkins provides an interesting video in his blog (http://www.dontwasteyourtime.co.uk/video/4cs-communication-collaboration-critical-thinking-and-creativity/) about combining the 4C's, which one of the C's represented is collaboration.

As distance education progresses, it would be hard to imagine collaboration not playing a major part in the further development.  Seimens (Laureate, 2008) makes a compelling point to that fact that distance education is growing more accepted, and the inclusion of collaboration and interaction plays a major part in its development and success.

Resources:

Laureate Education, Inc. (Producer). 2008. The Future of Distance Education. [Video webset]. Retrieved from  https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2643771_1%26url%3D

Module 1, Promoting Distance Education

As I sit here and contemplate the ramifications of developing distance education for the next generation, I wonder what happened to my generation.  It is very surreal to sit here and write a blog for an assignment about distance education while I am participating in a distance learning program.  Obviously the need to develop distance learning further comes from a need.  Each one of us in this class demonstrated a need and searched out Walden University as a way of meeting that need.  It seems that more and more are turning to distance education as a way to meet needs.  The great thing about distance education is that it is not limited to any particular field.  While many think of distance education solely for the purpose of attaining a degree, it also provides a pathway for businesses and corporations to train employees in a cost-effective way (Moller, Foshay, & Huett, 2008).  Perhaps this point alone highlights the benefits of distance learning.

If I could focus both Simonson (Laureate, 2008) and Huett, Moller, Foshay, and Coleman’s (2008) study to one group that exemplifies the need for distance learning it would be the emergence of non-traditional students as a key player in the development of distance learning.  This group is distinguished of course by their age, but it should also be noted that non-traditional students also come with already established jobs and, more often than not, families for which they must provide.  The need for a medium that allows them a way to work on course work or training while providing for the life they have created is met by distance education.  In short, distance education creates an avenue for easier access to education.  While I mentioned non-traditional students as an example, this is true for people across the globe (Keegan, 1996). Surely something that can have tremendous ramification for a vast population deserves to be developed further and improved?

One major concept that I agree with is the fact that distance education will complement traditional education, but will never replace traditional education (Laureate, 2008). Huett, Moller, Foshay, and Coleman (2008) even present a dim view of traditional education, asserting that present methods are not working.  This alone is reason enough to explore other options when it comes to education.  However, I am not ready to wholesale scrap traditional education, but some change would be welcomed. 

I hope that I am around later in life to witness the full scale implementation of distance education.  While that may seem weird to read as I am writing this for a distance learning course, I hope that I can see implementation of a program that complements traditional education from K-12 to post-secondary and beyond.

Resources and Links

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.

Keegan, D. (1996). Foundations of distance education. London: Routledge.

Access online to Keegan book: http://books.google.com/books?hl=en&lr=&id=nYkrTWDj5twC&oi=fnd&pg=PR11&dq=non+traditional+students+and+distance+education&ots=UNP9mlbsbZ&sig=pMswIz1v9f9fRonCAI0zaW3mXeo#v=onepage&q&f=false

Laureate Education, Inc. (Producer). 2008a. Distance education: The next generation. [Video webset]. Retrieved from  https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2643771_1%26url%3D

Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 1: Training and Development). TechTrends, 52(3), 70–75.

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.

Welcome

Welcome to my very first blog.  This is a new experience for me and I hope that it will be a positive experience; both for you and for me.  I must admit that I am working on this blog as a project for a course in my Specialist's Degree.  By using this blog, I hope that my habits and learning will transfer over to my personal life and my professional life.  Please enjoy my postings and respond as you feel led or inspired.

Margaret