Project Final Version

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Module 4: Strategies and tools for Distance Education

Module 4: Strategies and tools for Distance Education

Module 3: Storyboard

Module 2 Global diversity

Distance education provides learners and teachers with solutions to overcome diversity issues. With technologies used to deliver learning materials, it is possible to break all the barriers that impeded access to knowledge in the past. Online education, especially, caters for anyone learner without discrimination. And this evolution was made possible with the advances in innovations and new technologies. The world has become a global village where knowledge is accessible from anywhere, thus minimizing diversity issues. For example, students from a given country in the third world could access the same course content available to their peers in developed countries. In this context, a face to face format would not benefit learners. As Johnson (2011) suggested, “the definition of global diversity should encompass an understanding of the differences between countries and the internal diversity of each country.”
Online education also provides tools that allow students to interact with instructors along with their classmates:
Emails
Threaded discussions
Chat
Skype
Videoconferencing websites – http://www.cilc.org/
Online forums



References

Johnson, S. (2011). What globalization means for diversity and inclusion efforts. Profiles in Diversity Journal. Retrievced from : http://www.diversityjournal.com/4919-what-globalization-means-for-diversity-and-inclusion-efforts/

Module 1

With technological advances made in communication and information processing, distance education is improving and directing more students to choose e-learning as an alternative to traditional schooling. Acording to Moller, Huett, Foshay and Coleman (2008), instructional design fails to yield effective learning in distance education. The authors suggested a move to the next generation in order to keep up with 21st Century innovations and technologies that would enhance learning and make it effective. I believe that there is a need to adapt instructional design with innovations and new technologies. I concede with the authors mentioned above, that distance education should evolve towards the next generation. Obsolete learning strategies would not be conducive to effifient learning.
Simonson (2000) asserts that distance education will not entirely replace traditional education. The evolution of distance education requires an improved instructional design that cater for designers needs for learning theory, process in order to produce the best learning environment.

References
Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 1: Training and Development). TechTrends, 52(3), 70–75. Use the Academic Search Premier database, and search using the article’s title.
Moller, L., Foshay, W., & Huett, J. (2008, July/August). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 2: Higher Education). TechTrends, 52(4), 66–70. Use the Academic Search Premier database, and search using the article’s title.
Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). TechTrends, 52(5), 63–67.Use the Academic Search Premier database, and search using the article’s title.
Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34.

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