From Chapter 28 locate 5 examples of distributed learning. You may pick and choose from the following list.
Corporate distributed learning – my company uses corporate distributed learning. An intranet is made available to us for all of our training. We have UPK (User Productivity Kits) that are accessible to anybody to connected to the intranet.
Academic distributed learning – many university are moving to this type of learning. TAMU-Commerce offers many of it’s classes online now. However we still have the option to take classes in traditional classrooms. My wife attended AIU (American Intercontinental University) and all of her classes were only offered online.
Hybrid classes – while I worked on my teacher certification through TAMU-Commerce many of my classes were hybrid meaning we met in traditional classrooms as well as online classrooms.
Virtual classes – my company, as well as my online classes, makes use of virtual classrooms. At my job we use WebEx to watch videos and train. All the students in the classrooms come from all across the nation.
Distributed learning based at physical locations – while I attended TAMU-Commerce during my undergrad, I took PSY 500 in a distributed learning environment. The main class was in Commerce, but I attending in the Metroplex Mesquite classroom. We watched the class on TV monitors.
Chapter 29 discusses the concept of reusability. Think back over the courses you've had over your educational career and identify one with poor reusability characteristics. Explain how the course could be redesigned to improve reusability without changing the underlying content.
I have often thought about my 7th grade science class. In this class we had a fairly young teacher who was big on new technology. During the course of the year we would watch videos on different science related topics. It’s funny I never remembered the topic but I do remember the media that was used. Our teacher used Laserdisc. Laserdisc were basically dvds except they were the size of a 33 1/3 record. I remember them being very difficult to deal with because of their size and a lot of class time was wasted messing with the player. I think the class would have been much better had she used the prominent media at the time, VHS. Which lasted in popularity up until the mid 2000’s.
Chapter 30 takes a look at using rich media. Find or create a visual for instruction describing its surface and functional features.
I have used Windows based computers for most of my adult life and two years ago I decided I wanted to buy a Mac. For my last semester I had to take a class through Paris Junior College. I found that my webbrower Safari would not work with the class. I needed Windows. That is when I went to youtube and found a video that gave me step by step instructions on how to do this. Below is that video.
Chapter 31 discusses the future of instructional technologies in the near future from metadata to nanotechnology. Describe how nanotechnology could be used to improve a specific job or task you are familiar with.
While researching this question I found a very interesting article about nanotechnology doing away with the need to wash cloths. www.forbes.com Imagine a world with no washers and dryers. An article of clothing can be treated with Titanium Oxide particles which have been found to be self cleaning in the sunlight.
And finally! Chapter 32 provides two points of view on the direction of the field - the straight and narrow road and the broad and inclusive road. Which point of view do you agree with and why?
I agree more with the Broad and Inclusive Road. The reason I chose this road is because it is more open to everyone. (hence the work inclusive) I think the straight and narrow places puts limits on who and what can be used in the field. When it’s open the skies the limit.
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