Week 2 Blog: Distributed Learning

1. What does the change in discourse from “distance” learning to open and “distributed” learning mean?

I enjoyed reading Rob Power's blog on Distributed Learning. I never considered the negative implications of the term "distance education". I do think that words have the power to unconsciously bring forth ideas through their use. I also believe that society plays a large role in forming perceptions of words too. This idea made me recall a discussion about labels I had with my class and how the term "gay" has evolved over the years. Its meaning has changed from "lighthearted and free" to "exhibiting sexual desire directed towards a person of the same sex" and is now also being used interchangeably with "awkward, stupid and bad" (Dictionary.com). 

While I understand the preference of using distributed vs. distance, I can't help but think that the negative connotations of "distance" would have changed with time. It is now common for individuals to have experienced or know someone that has experienced distance education. Web conferencing and synchronous classes have been the catalyst in my opinion of truly making the online learning experience a more authentic and valuable one. 

2.  Are some areas better suited to distributed learning than others?

I believe that there is a practical component to most areas of study and that technology has advanced and enabled us to operate with simulators and online programs that can help us practice relevant skills needed within each path of study. 

Many programs struggle to find ways to provide students with meaningful and relevant practical experiences while being limited by very finite resources. One solution they have found is using computer-based techniques that enable students to get access and practice without the physical restrictions (Ertugrul, 2000).

I think distributed learning can be applied to all areas. Do I think all areas can be taught SOLELY through distributed learning? No. I do not think that these tech advancements can ever truly replace the value of human interactions. Machines and distributed learning can help us to an extent, but practice with humans is still irreplaceable.

3. Are there examples (in Canada, or internationally) of successful use of distributed teaching and learning methods to facilitate more challenging (i.e. Law, Medicine, STEM) subject areas?

There are a number of examples where distributed learning facilitates with STEM subject areas.Donnelly & Agius' (2005) study describe the progress within the distributed learning Occupational Health program at the University of Manchester. The program has run for over 20 years in this manner and has been updating their program as technological advancements emerge. 

The University has graduated a few hundred students within the field and though the majority of the program is online, it is not wholly done there. The program provides their students with "online exercises, e.g. case studies, ‘virtual’ workplace visits and risk management exercises and interactive revision and self-assessment, together with some open-access DOccMed teaching material" (Donnelly & Agius, 2005). The program also uses videoconferencing and interactive electronic whiteboards.  Feedback from the staff and students from this Occupational Medicine program in the study is positive showing us that distributed teaching can indeed be successful with more challenging subject areas.

4. What technologies and methods are emerging that could break down barriers that might still exist to distributed learning in some subject areas?

As previously mentioned, I believe that web-conferencing has played a big role in eliminating a lot of the negative connotations associated with distributed education. Interacting with others is still a very valuable component in learning and this advancement has enabled us to do so remotely. Additionally, simulators and programs like LabVIEW have helped teaching in engineering fields and other STEM subject areas.

It will be interesting to see how far we go with technology and distributed learning. The future seems full of virtual possibilities! 

References 

Donnelly, A. B., & Agius, R. M. (2005). The distance learning courses in occupational medicine—20 years and onwards. Occupational Medicine,55(4), 319-323.

Ertugrul, N. (2000). Towards virtual laboratories: a survey of LabVIEW-based teaching/learning tools and future trends. International Journal of Engineering Education, 16(3), 171-180.