Instructional Design 9

Running head: Instructional Design

Instructional Design in

Distributed Learning Environments

Kelley R. Garrett

The University of South Dakota

LT 712 Principles of Learning

April 19, 2006

Abstract

Our society encounters changes daily. One aspect that is rapidly changing is the methods of delivery for education. Distributed learning has become a very popular mode of delivery for the adult with a very busy lifestyle. Without proper design, the learner will not have an efficient and effective learning environment.
Instructional Design in

Distributed Learning Environments

Change is inescapable in our society. Proper planning of this change is crucial in preparing for our future especially when it comes to education. With the fast-paced lives of Americans today, the desire of more and more adults is that of convenience. Distributed learning has become a popular term within the educational vocabulary. It has become a more popular structure for the adult learner on the go verses the traditional classroom setting. Instructional designers play a key role in making sure that this fairly new method of learning is keeping up with the needs of students. Without proper design, the learner will not have an efficient and effective learning environment.

Distributed Learning

Computerized instructional programs began in the 1960’s and set the groundwork for computer-assisted teaching. It wasn’t until the 1990’s that networks and Web sites significantly paved the way to “virtual active learning environments” (Bertrand, 2003). One type of learning environment that exists today due to this new technology and many countless hours of planning is distributed learning. Distributed learning can be classified as an instructional model that allows the instructor, the students, and the content to be located in different, non-centralized locations so that the instruction and learning occur independent of time and place (Bowman, 1999). This allows for the student to access the course at their most convenient time and location. For most learners that choose this type of learning environment, the courses are usually accessed from home, a local library, or at the work place separate from the normal hours that they are on the job. Time will no longer be a limitation to students that choose this type of delivery because they will be able to access the information 24 hours a day, 7 days a week. In a distributed learning environment, (1) Learners are able to have more control over how, when, and where their learning occurs, (2) Faculty are able to experiment, organize and design their classroom environment to fit the needs of their students, and (3) The institution increases the ability to allocate resources for learning opportunities (Bowman, 1999). George Siemens states that in an online learning environment, the course seems to be more transparent than that of a traditional classroom and can be used as a resource for subsequent courses (2002).

There are quite a few challenges that encircle the world of distributed learning. One of those challenges is the lack of formal training in technology for faculty. In order for this type of learning the environment to succeed, faculty must be prepared to encounter the technology used as well as willing to branch out into something new. Institutions should choose to provide institutional rewards and incentives for faculty that are willing and excited to be a part of this type of delivery (Bowman, 1999). Another challenge is cost. Integrating new technology resources successfully in any area can be costly. When an institution’s budget has already been stretched, adding the cost of implementing this new technology can be challenging (Oblinger, et al., 2001). As many students turn to using the internet as a more convenient way to finding information for their distributed learning course, they also have trouble with converting information into usable knowledge. It is important that the students know how to accurately find, create, edit, manage, analyze, critique, sort, and cross-reference the information that they find (Gagné, Wagner, Golas, and Keller, 2005)

Instructional Design

Without the proper design and preplanning from teachers and trainers, the learning environment would be in chaos. Instructional design models have been implemented to insure proper instruction that will create an effective learning experience. Instructional design models can be applied to many different levels such as a daily lesson activity, a workshop, or an entire course (Gagné, et al., 2005). There are numerous design models that a teacher or trainer can choose as a guideline when designing or redesigning curriculum. One of the most popular design models is the ADDIE model. The five components of the ADDIE model are identifying the problem and its causes (Analyze), proposing a solution (Design), preparing the solution (Develop), trying out the solution (Implement), and determining whether or not the solution was successful (Evaluate) (Gagné, et al., 2005).

The role of an instructional designer is to bridge concepts between technology and education to ensure that a subject matter expert’s (SME) concepts are properly developed by graphic designers and programmers (Siemens, 2002). Instructional designers have a great deal of thought, research, and planning to do for distributed learning courses. They must insure that the content of the course will run smoothly with the proper media, materials, software, and copyright laws that are in place (Oblinger, et al., 2001). It is also important that the instructional designer(s) understand which learning theories and principles are to be used to deliver the course.

Theories and Learning Principles

There are many different theories and learning principles that surround Instructional Design, especially within the area of distributed learning. B.F. Skinner was an advocate for the influence of the environment on people’s behavior. His theory was that one, such as an instructional designer, must analyze the characteristics of a learning environment and design one that is appropriate and focused more toward the learner’s behavior (Bertrand, 2003). Robert Gagné proposed that there is a hierarchy of skills in which performance of lower-level skills of the hierarchy are prerequisites for performance at the higher level (Gagné, et al., 2005). Gagné’s proposition play’s a key role with instructional designers not only in distributed learning but in the traditional classroom as well. This is because it is important for designers to create a learning environment that students have the prerequisite skills for. Creating an environment that has assignments that students do not have prior skills and knowledge for will create an unproductive learning situation for both student and teacher.

References

Bertrand, Y. (2003) Contemporary Theories & Practice in Education. Madison, WI: Atwood Publishing.

Bowman, M. (1999,April 23). What is Distributed Learning?. Tech Sheet, 2(1). Retrieved April 19, 2006, from mb.edu/techsheet2.1/distributed.html

Gagné, R.M., Wagner, W.W.,Golas, K.C., Keller, J.M.(2005). Principles of Instructional Design. Belmont, CA: Wadsworth.

Oblinger, D.G., Barone, C.A., Hawkins, B.C. (2001). Distributed Education and It’s Challenges: An Overview. Washington, DC: American Council on Education.

Siemens, G. (2002, September 30). Instructional Design in Elearning. Retrieved May 4, 2006, from arnspace.org/Articles/InstructionalDesign.htm