Flexible Distance Learning thoughts and musings

The concept of Flexible Distance Learning (FDL) is a relatively new one and its emergence has cause educators to begin (admittedly slowly) to reexamine practices and pedagogy which have been developed over the course of decades if not centuries.  

Questions regarding best-practices, the "appropriate" audience for such instruction, and the overall efficacy of FDL have risen and have begun to be answered by theorists and practitioners alike.  Regardless of what form the answers to these and other questions take one thing is certain: FDL is here to stay.

Over the course of this class I have been exposed to MANY challgening ideas regarding the nature of education and the shape it is to have in the future...especially taking into account the presence and emergence of FDL.

I have been particularly challenged with these questions taking into account my role as an educator at the secondary level.  "Pure" FDL seems to indicate that there need be no face-to-face interaction betweeen classmates or between student and instructor(s).  While this idea does make learning by anyone from any institution or organization possible, it raises questions about what seems to be an inherent need for face-to-face interaction between humans.  Particularly troubling is the idea that college/university-level courses might be taught this way.  It would seem that the potential for fraudulent practices on the part of students skyrockets.  One can imagine a student being able to present themselves as someone or something else for the purposes of a better grade.

Further concerns with regards to FDL include technology problems beyond the control of student or teacher impeding learning.  All of us, I'm sure, can point to one, if not several, instance where internet downtime, computer formatting, etc. ad nauseum have prevented us from doing what it is we need to do.  I wonder how this reality can be efectively addressed for the level I teach.  

Also I wonder if FDL truly improves learning or just makes it more convenient.  If the former is the case then we ought to move towards FDL with all haste.  If the latter is more true then we would do well take a more reticent approach to adopting FDL if its only tangible benefit is convenience.  Making learning more convenient seems to belong to the province of adult-learning and the like and not more typical school-aged children.

Finally, although this is not entirely related to FDL I believe it is nonetheless important.  Given the increased connectivity of our society through cell phones, laptop computers, Blackberry's etc. I begin to wonder if we are not heading down a slippery slope towards a condition where  people (teachers, students, employees) are expected to be constantly working.  As things are now, I am only available to my students during a particular time period.  Will increased connectivity open the door for my administration to expect that I am available nearly 24/7?  Will increased connectivity open the door for teachers to expect the same from their students or vice versa?  

To be sure, impositions of this nature require consent...but I wonder if consent is something that can be witheld when grades or a paycheck are on the line.

What is Critical Theory?

The authors of : "Critical Theory, Cultural Analysis and the Ethics of Educational Technology as Social Responsibility" see as "inherently concerned with [the] ethics of social responsibility and is rooted in the arts and humanities" (Yeaman et al, 1994). Which, to me, means the authors see Critical Theory (CT) as being a means of looking, in this case specifically at technology, at what effects a "thing" might have on society; are those effects good or bad?; why are they good or bad?, etc.

Coming from a literary background, I define critical theory as the lens through which people choose to view the world. People may choose to view the world through the eyes of a Marxist; which leads them to see all things in terms of class struggle and oppression. Likewise, the Feminist lens colors all things in terms of gender struggle and oppression. There are as many critical theories as you care to think of.

All critical theories have the same goal in mind: to make sense of the world with which we are confronted.

CT could prove useful in terms of instructional technology (IT) if IT were in largely uniform use throughout the world. The difficulty is that IT is NOT used uniformly throughout the world. It is difficult to use one lens to view a subject area as diverse as IT. Given IT's multitudinous variations and applications, any CT applied would be reduced to one of two things: painting its observations in strokes so broad as to be mostly useless when applied to the various distinct identities of IT OR critiquing the various applications of IT in such small batches as to be mostly useless to all but the niche market to whom the CT applies.

Of course...I could be wrong.

References
Yeaman, A. R. J., Koetting, J. R. , & Nichols, R. G. (1994). Critical theory, cultural analysis and the ethics of educational technology as social responsibility. Educational Technology. 34, 5-13.

Instructional Design Model Similarities, etc.

The various ID models (Dick & Carey Model- Big 8 Model of Instructional Design- ASSURE Model- The Complete Instructional Design Plan- ADDIE Model ) all share some basic characteristics.

Each characteristic emphasizes a clear starting point and ending point. The starting points vary for each model, but all end with the evaluation of one's ID. Similarly, none of the ID models, save The Complete Instructional Design Plan, offer or suggest any opportunity for mid-process evaluation. Perhaps this is assumed by the authors of the various designs but it is not made explicit.

In short, the models all essentially ask the user to assess the same basic things: content/concept to be taught, learner(s), method to be used (including technology used), assessment of learning, evaluation of design. The various models break these elements into various numbers of steps, but all essentially get at the same end goal: a finished lesson/unit/course, etc.

Despite their similarities each model does present it's own intricacies which make one better suited than the others to meet a given purpose. This is my take on the "best" use for each traditional ID model.

The Dick and Carey Model: This model might best be used as a "jumping off point" for the first time instructional designer. The steps are linear and take a good deal into account.

The Big Eight Model: This model would be good to use for a class in which the concepts to be taught are not incredibly complex; something falling in the Knowledge level of Bloom's Taxonomy. The benefit of this model is the explicit step for choosing supporting media. A step which is often forgotten in teaching Knowledge level material.

ASSURE Model: This model would be best used for teaching a lesson which would be heavily dependent upon learner participation: analyzing a piece of literature using class discussion, for instance.

The Complete Instructional Design Plan: This plan would be best if used for designing an entire course or curriculum. The multiple opportunities to evaluate present numerous chances to recheck one's work and make double double sure that what you are doing is truly meeting the needs of the various stakeholders.

ADDIE Model: This model would best be used in designing training courses for a business. The checking with the client necessitates the client already having some idea of what they are looking for. Additionally, the development stage of the model allows for "dry runs" to be done with the ID to fine tune. This model would not be effective when used by classroom teachers because there is no such thing as a dry run lesson.

Is this a photo essay?

Introduction to CI501

Hi, everybody! Welcome to "All Quiet..." This is a blog that I have restarted. I am hoping that I will be able to use this blog as a means to post my own thoughts, ideas, rants, etc. regarding whatever comes to mind...we'll see what happens.

By way of information about myself: I am 31 years old, married for 2.5 years, an English and Speech teacher at Van Meter High School. Something unique about myself is that I am an Eagle Scout (1994) and can say "with cheese" in 3 different languages besides English...and all kinds of other stuff which may or may not interest you.

I look forward to learning in an online format and hope to be able to apply some of the methods of this learning format in my own classroom.

Here goes...

This is my first post as a blogger. I'll be honest and say that this whole idea scares the bejeebers out of me. Interesting what the need of an advanced degree and a mandate from the professor can get someone to do!

Check back once in a while to see what else is new.