Running head: Learning Outcomes

Learning Outcomes:
A Summary
By
Allen Todd
submitted to
Professor Fatih Ari
On
12/05/2014
In partial fulfillment of the requirements for
EDIT 5370 Foundations of Distance Education

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Learning Outcomes: A Summary

The purpose of this two-part paper is to summarize the content of the coursework
for EDIT 5370 and to elaborate on the learning experience. Effective learning means not
only knowledge retention, but also practical application. Therefore, this narrative will not
only reflect on what was learned throughout the semester, but will also synthesize the
information as a factor pertaining to my beliefs, attitudes, and assumptions as related to
distance education.
Part 1: Summary of Modules 6- 10

Module 6
This module focuses on planning for teaching in the distance education
environment. Decisions about content, teaching strategies, and media are emphasized in
this lesson and supported with guidelines such as Bates Proposed Golden Rules and
principles for faculty direction. Additionally, this lesson contains Instructional Design
(ID) models useful in the systematic design process, especially when planning for
synchronous and asynchronous delivery. These guidelines, principles, and ID models are
key to student interactivity.
Engaging the student is one of the most important factors in distance education, or
any educational setting for that matter. Careful planning of content and delivery is
another. It is critical to be mindful of the components that make for a successful learning
endeavor. Simonson, Smaldino, Albright, and Zvacek (2012) state these components are
the learners, the content, the method and materials, and the environment, including the
technology (p. 127). The components must, therefore, be given equal billing, a balance
in the planning and teaching processes in order to create a learning experience that is

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efficient and effective (Simonson et al., 2012, p. 127). To be effective, the process must
include an understanding of learner characteristics that match the needs of the learners
and align the content with the desired outcome. The effectiveness of any educational
practice depends on its specific design and quality of implementation.
How, then, is quality achieved and the goals accomplished? The answer is multifaceted. There exist many strategies and theories to aid in the ID process.

According to

Simonson et al. (2012), one must first recognize that distance education requires a
system approach (p. 146). In other words, this systematic process must apply
research-based principles to educational practice in order to achieve the desired
purpose (Simonson et al., 2012, p. 146). Formative evaluation is an important aspect of
this process and essential for interaction. Having the proper mindset also ranks high in
beginning a quality ID.
Bates proposed Golden Rules offer basic, but important guidance to beginning an
ID process, dictating a mindset that teamwork and interaction is essential; educational
technologies can be flexible; and excellence in teaching matters, to name a few (p. 147).
Sometimes, it seems, instructors forget or ignore these basic principles in exchange for a
personal agenda such as meeting the minimal university requirements or just collecting a
paycheck. Other times, many are simply resistant to change, unwilling to integrate new
technologies into the traditional teaching methods of which they are accustomed.
However, this lesson contains excellent guidance to avoid lethargic non-compliance and
promote cooperative enthusiasm. From Bates Golden Rules to models of
efficient/linear design, this module can be summarized as a combination of organized

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methodologies and systematic strategies that emphasize a blended approach of best

practices towards promoting a quality, distance education.
Module 7
This module was interesting and unique in that it presented a view from the
students perspective. The case study provided insight into the need for student-centered
approaches for instruction especially when considering that many of the students may be
new to online learning. In order for students to be engaged and function successfully
within a course, the instructor must design the curriculum with built in support, being
mindful of the stress associated with technical functions and instructional requirements.
Without clear and concise directives and support in this situation, the learner is
overwhelmed with frustration and fear of failure and, most likely, will lack the motivation
to continue, at least successfully. Student-centered learning models acknowledge that
content can and must be presented in multiple formats in order to provide access for
students who learn best in particular ways while easing the tension associated with a new
environment.
The first step in developing a learner-centered system of web-based instruction is
to determine the needs of students, which includes the collection, synthesis, and
interpretation of data. This will assist the instructor in matching student needs with the
demands of the online learning environment and establish, facilitate, and maintain a
learner focused approach. Additionally, the instructor can ease the orientation process by
preparing a highly organized and detailed syllabus that contains all the information for
the student to navigate and meet the expectations of the coursework (Simonson,
Smaldino, Albright, & Zvacek, 2012). Simonson et al. (2012) contended the syllabus is

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the single most important document an instructor can prepare and is the primary
communication with students at a distance (p. 191). The instructor also needs to insure
that the information in the syllabus and other coursework materials are easily accessible.
Next, it is important to create a learning community - an environment of respect
that evokes a sense of trust and fellowship. This is accomplished through creating a safe
environment that nurtures confidence, encourages collaboration, ensures understanding,
embraces different skill sets and welcomes cultural diversity. Creating a community of
learners is the foundation of effective teaching. When this community is established,
student engagement is more likely to occur.
During the coursework, students also need to know how their participation in
class discussions is measured and what expectations and consequences are applicable
(Simonson et al., 2012, p. 194). This should be clearly outlined in the syllabus. However,
when there is still a lack of participation, instructors need to be mindful that there may be
other reasons involved. Some students may be shy, or classroom dynamics may be
problematic. There may also be cultural or language problems and students may be
anxious about classroom participation being assessed or scrutinized by their peers. Some
strategies that may combat this dilemma include clear criteria by which participation will
be marked, keeping the criteria simple, providing clear, timely and usable feedback on the
nature and quality of participation, and simply telling students how to prepare to actively
learn and participate effectively in class.
This ideology of this module can be summarized by saying that a successful
learner-based system of learning can often be attributed to access, cognition, and
utilization; whereas, resources are available, understood, and practically applied. It is the

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responsibility of the instructor to be aware of this in the distance learning environment

and to encourage collaborative learning, overcoming the limits of technology and
involving the students in an environment of interaction. It is also up to the student to be
proactive and motivated to ask questions rather than passive in participation. When
speaking of distance education, the idea of learning as a collaborative process is very
important and appropriate choice and use of tools are vital to all aspects successful
learning. It is important for the instructors to develop a sense of community, achieve
maximum participation, and get the participants to buy in to the process.
Module 8
This module exhibits viewpoints from a teachers perspective and is focused on
planning a distance education course using appropriate guidelines and strategies, with the
main attention on developing a syllabus for the course. Its interesting to note the varying
opinions as to the importance of the syllabus. Singham (2007) boldly proclaims Death
to the Syllabus! as a learning tool in the traditional classroom (p. 1). The typical
syllabus gives little indication that the students and teacher are embarking on an exciting
learning adventure together, and its tone is more akin to something that might be handed
to a prisoner on the first day of incarceration (Singham, 2007, p. 1). However,
Simonson et al. (2012) insists that the syllabus is the single most important document an
instructor can prepare and that it aids students to better understanding their roll in the
distant setting (p. 191). Its understandable, however, as to why Singham would
broadcast such blasphemy when reading the presented arguments. Syllabi often omit any
mention of learning listing only the assigned readings but not reasons why the subject is
worth studying or important or interesting or deep, or the learning strategies that will be

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used in the course (Singham, 2007). These are valid reasons for a syllabus to be almost
useless in the motivational learning process and certainly of no value for use in an online
course. In contrast, the textbook emphasizes the importance of making the syllabus a tool
that contains everything the learner needs to successfully navigate the course.
The syllabus functions as a contract between the instructor and student in that it
details the rules of engagement that will govern the class. It identifies expectations
regarding grading, behavior, & participation. The syllabus is also a map of the content
that will be presented throughout the semester and a scheduler, identifying important
dates, deadlines, and planned events such as assignments and quizzes. Course
description, instructor contact information and course materials are also included.
Additionally, the syllabus can aid the instructor in assessing student abilities. For
example, parts of the syllabus can be assigned as a preliminary way to assess if the
student can access it online, how well the learner can follow instructions, and the level of
the learners comprehension and attention to detail.
Although Singham (2007) would have one completely abandon the syllabus
because of what is said to be lacking or the legalistic representation diametrically
opposed to what makes students want to learn, justifies the incentive to enhance it
instead - to become the holistic motivational tool it was meant to be. As Simonson et al.
(2012) insist, the course syllabus is the glue that holds the course or the learning
experience together (p. 222). In summary, the syllabus is an effective and efficient way
to promote quality of learning and motivate students.
Module 9
This module focuses on Managing and leading a distance education organization

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which differs from a participant in the organization, such as a teacher (Simonson et al.,
2012, p. 321). An administrator must exhibit different perspectives and competencies
then that of a teacher in order to facilitate the future of an organization. The functions of
a distance education administrator is evident in Anthony Kayes (1981) four subsystems
of a distance education systemthe regulatory subsystem, course subsystem, student
subsystem, and logistical subsystem (Simonson et al., 2012, p. 321). These systems
function as duties in which the administrator may be responsible, for all or in part. Duties
can range from assessment and final decision-making to that of financials, overseeing
licensing of software and even student enrollment. However, one of the main duties of
an administrator in an educational setting is program evaluation and regulation. In doing
so, the administrator also creates and cultivates strategic plans for improvement from the
evaluative conclusions, therefore establishing an effective environment of learning that,
in turn, benefits the university with increased enrollment and, at the same time, builds a
reputation of producing and placing adroit professionals.
Module 10
This module mainly deals the implications of U.S. copyright law for teaching in
distance education. Copyright laws grant copyright holders exclusive rights of ownership,
which include personal reproduction of the works and public display (Simonson et al.,
2012, p. 299). Others may not reproduce or use the material without consent of the
copyright holder, but there are exceptions that apply to some non-profit institutions and
educational organizations. This gives both instructors and students broad rights
to perform or display any works under the classroom use exemption. However, caution
must be observed that the guidelines are adhered to in order to stay within boundaries of

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legal limitations and ethical behavior.

The assigned activities/scenarios for this lesson were very useful towards
discovering what is and what is not legal and/or ethical, especially for that of the distance
learning environment. It can be determined that the safest method of displaying
copyrighted material is that of using links rather than reproducing it within the course
room. Even though the fair use act allows for certain kinds of uses without permission or
payment, one must be careful in determining with exactly is fair use and in the public
domain. According to the American Library Association [ALA], 2014 there are many
Web sites that exist to aid in this determination.
One is called Copyright Genie that will aid in determining pubic domain status.
Another is The Public Domain slider, a tool to help determine the copyright status of a
work that is first published in the United States (ALA, 2014). These tools are valuable
aids, along with careful attention to ethical standards, in determining materials for
classroom as well as private use.
Part 2: Summary of Personal Learning
Reflecting on personal learning throughout the coursework of EDIT 5370, the
content of the modules has been invaluable. The coursework this semester was thoughtprovoking and action-oriented. In other words, the material from the text was stimulating
and further emphasized by the assigned activities, which were practical and motivational.
The activities aided me in applying what I had learned from the text, facilitating better
understanding and retention.
There was much this semester that was new to me and much that I already knew but
was expanded upon. For example, I knew in general what the intended meaning of the

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terms synchronous and asynchronous implied, but the text and activities increased my
knowledge of the definitions and applications concerning synchronous and asynchronous
delivery in the distance education setting. I also learned about several models of
instructional design of which I was, previously, unaware. The steps in building a
curriculum were challenging but informative and manageable, and I learned many of the
best practices related to creating a quality and effective design.
The module concerning copyright laws was especially revealing. In thinking about
and creating the scenarios for this module, I learned that I knew less about copyright laws
than I had previously thought. I learned much from the myths section in the text and
believe it is very important for us as educators to know the laws concerning copyrighted
material and put into practice ethical behavior at all times.
The section that made the most learning impact on me is that of the exemptions
extended to educational usage of copyrighted materials. The making of copies or
displaying materials that are protected by copyright requires permission from the creators
of the materials before this information can be transmitted to students over the Internet
except under certain circumstances:
The teacher or school transmitting the instructional materials is the author or
creator and owns the copyrights.
The copyrights to the materials have expired or otherwise entered the Public
Domain.
The nature and use of the materials qualifies as Fair Use.
The nature and use of the materials is exempt from copyright law under a law
known as the TEACH Act. [USG, 2009]
This amendment is not perfect for educators, but it does recognize the needs of the
instructors and students along with the concerns of the copyright holders in striking a

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balance for the use of digitalized material.

If I had to choose a theme for this entire course, it would be that technology cannot
be viewed as somehow separate from, or ancillary to, the wider context within which
education is discussed, planned and delivered. Management structures, financial
planning and curriculum development have to incorporate the use of technology at every
stage while recognizing that specific technologies are better served in a blended format of
methodologies and best practices. There can be no doubt that there are challenges in
technologically mediated instruction. However, these challenges can be overcome when
institutions seek to utilize technology to achieve their goals and instructors apply
performance improvement strategies, benchmark processes, measure results, provide
timely feedback at all levels, and reward performance.

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References

American Library Association. (2014). Copyright tools. Retrieved from

http://www.ala.org/advocacy/copyright-tools
Simonson, M., Smaldino, S.E., Albright, M., and Zvacek, S. (2012). Teaching and
learning at a distance: Foundations of distance education (5th Edition) ISBN -13:
978-0-13-248731-3
Singham, M. (2007). Death to the syllabus! Liberal Education, 93(4). Retrieved from
https://www.aacu.org/publications-research/periodicals/death-syllabus
University System of Georgia. (2009). Guide to the teach act. Retrieved from
http://www.usg.edu/legal/teach_act#header