Video Presentation: Storyboard

Narration/Key Points	Visual/Description
Thank you for coming out to support the Distance Education Teaching and Learning Conference.  This year we have given great focus on ways to effectively remove barriers for students with disabilities during online learning.	Music will play Image of Conference Building with “Distance Education Teaching and Learning Conference.”
I would like you to know I will try not to talk too long before introducing our keynote speaker, Dr. Cyndi Rowland.  People always tell me it is best to leave your audience before your audience leaves you.	Video clip of a clock ticking and impatient people leaving a room.
Dr. Cyndi Rowland works at the Center for Persons with Disabilities at Utah State University.  Dr. Rowland has played a major role in the research and findings regarding web accessibility for students with disabilities.  She understands technology and the important role it can play for ALL students when used effectively in distance education.	Show 3 still pictures of Dr. Cyndi Rowland
Today you will witness valuable information that will not only change the way you think but the way you view online learning for hearing impaired students.	Picture of big eyes and a brain Music playing in background
Even if your institution is on a dollar menu budget, there is software that will allow for materials to be presented visually through sign and multimedia. (Smith & Allman, 2011, para. 36)	Video clip of Adobe Visual Communicator™ and Camtasia ®
This will all be done through hypnosis on the count of 3, and you will wake up to the sound of Caribbean music. I am only kidding!	Edited video clip of a crowd being hypnotized and then waking up.
How many of you have taken an online course or simply accessed something on the World Wide Web, and can think back and say, “Wow! I can see how someone who is hearing impaired would have had some problems?”  No, I do not want you to think about the time you did not know how to add an attachment.	Video clip of a learner struggling at a computer and getting frustrated.
Dr. Rowland will illustrate to you a variety of means to assist students who are hearing impaired, and ensure their participation is as effective as other students in online learning.	Video clips of hearing impaired student(s) and those who are not working at a computer doing the same thing.
While individuals with hearing impairments can access most content, except for the audio, it is a barrier when developers don’t provide transcripts or captioning.	Still picture demonstrating a barrier.
In an accessible online course, which makes it possible for those with disabilities and without, all students would view the same video, but those who are hearing impaired would use closed captioning.	Video clip of student(s) viewing a video on a computer using closed captioning.
Improvements in technology and multimedia are occurring daily.  When multimedia is used throughout the distance education program, it must be designed to compensate the student who is hearing impaired through the learning process. (Emary & Hussein, 2012, p. 123).	Video clip displaying that it is important to refrain from using a lot of text material.  Video clip of visual objects, animations, flashes, and images which are beneficial to the hearing impaired.
I am sure we have all heard of many assistive technology devices that can assist hearing impaired learners.  One of them is Web-enabled devices with a touch screen, which may seem like the best thing since Tupperware to a user with a hearing impairment.  It allows users to communicate face-to-face over a distance more efficiently. (Lazar, 2011, p. 73)	Video clip of 2 cell phones used for speech to text Video clip of Skype video chat between two hearing impaired users.
Think of it like this. What may seem like winning the lottery to one type of disability may be an absolute nightmare to the other.  Imagine if you had a cavity on your tooth, and you wanted a big piece of bubble gum to blow huge bubbles like everyone else.  While you could still have gum and blow bubbles, your piece of gum would have to be sugar free.  In the end, everyone’s bubble gum ends up either on their face, in their hair, in the trash, or even in a corner of that nice little program you received before you sat down.	Still picture displaying bubble gum and sugar free gum and then two people blowing a bubble.
Yes it is true that students who are hearing impaired often struggle with reading and writing, and therefore, must receive and deliver information other ways. (Emary & Hussein, 2012, p. 122).  Students with poor writing skills due to disability benefit more from PowerPoint media. (Vasquez & Serianni, 2012, p. 37)	Video clip of hearing impaired student creating a PowerPoint. Video clip of hearing impaired student accessing a PowerPoint.
Dr. Rowland understands the importance to determine the technical, personal, and instructional design barriers faced by online students with a hearing impairment, and ways to avoid them.  Instructors need to understand and identify which technology/media resources are best, and how to “ensure online learning is a realistic and accessible opportunity” (Vasquez & Serianni, 2012, p. 40).  Hearing impaired students should be able to successfully engage with other students, the instructor, and the course.	Video clip of hearing impaired student accessing Blackboard discussion.
A recent study found seventy-seven percent of participants with a hearing loss would prefer a web-based course over face-to-face.  Online courses help them avoid problems with note-taking, interpreters, and communicating with faculty. (Luetke, 2009, p. 69)	Insert still picture below Photograph Retrieved from http://hmaxwelladams.edublogs.org/files/2011/01/online-vs-traditional-25yl1td.jpg
Please take out a pen and something to write on. You are going to want to make notes regarding effective distance education for hearing impaired learners.  **Will add a thought provoking question here.**	Video clip of people pulling out a pen and paper and holding it up.
Now that’s the kind of speech everyone likes: one that’s long on wisdom and short on words.  I now present to you Dr. Cyndi Rowland.	Applause audio clip played Different still photo shown of Dr. Cyndi Rowland

References

El Emary, I. M., & Hussein, K. Q. (2012). Analyzing the various aspects of e-learning modules for the hearing impaired students. International Journal Of Academic Research, 4(3), 122-130.  Accession: 80224226

Lazar, J., & Jaeger, P. (2011). Reducing barriers to online access for people with disabilities.         Issues In Science & Technology, 27(2), 68-82.  Accession: 57458148

Luetke, B. (2009). Evaluating deaf education web-based course work.  American Annals Of The Deaf, 154(1), 62-70.  Accession: 41687220

Smith, C. & Allman, T. (2011). Meeting the challenges of deaf education teacher preparation:

            Innovative practices in online learning.  MERLOT Journal of Online Learning and

            Teaching, 6(2).  Retrieved from, http://jolt.merlot.org/vol6no2/smith_0610.htm

Tandy, C., & Meacham, M. (2009). Removing the barriers for students with disabilities: Accessible online and web-enhanced courses. Journal of Teaching In Social Work, 29(3), 313-328. doi:10.1080/08841230903022118

Vasquez III, E., & Serianni, B. A. (2012). Research and practice in distance education for K-12        students with disabilities. Rural Special Education Quarterly, 31(4), 33-42.  Accession: 85007112 

** I have no idea why my References do not copy/paste like I have them set up in Microsoft Word where they are double spaced and indented properly. **

Module 2 - Blog Responses

The two blogs I responded to are:

William Bell's Blog on June 29, 2013
http://williambellblog.wordpress.com/

Jeanna Wagner on June 29, 2013
https://jwagnerwalden.wordpress.com/
 

Module 2 Blog

George Siemens discussed the growing acceptance of distance education in today’s corporate and educational spheres, including three possible elements of distance education that are creating more effective learning experiences and giving distance education an identity of its own distinct from F2F courses: (a) global diversity, (b) communication, and (c) collaborative interaction. Do you agree or disagree with his view? Select one of these three elements for your reflection in this module and respond to the following in your blog:

• How has this element evolved?
• What online tools are available today to facilitate these interactions among learners?

Communication has evolved over the years not only for personal use, but also in educational settings.  According to Siemens (2008) distance education is becoming greatly accepted because more people are experiencing effective communication online (Laureate Education).  I believe in a sense, communication and collaboration goes hand in hand with each other.  Without growth in communication, there would not have been a shift in how we use it to collaborate.  Today, the tools we use to communicate make it possible for us to connect with each other all over the world with the touch of a button.  People can be in many different places, but still have the luxury of seeing each other in live time.  Distance education allows for students to communicate in numerous ways, and therefore, learning increases along with quality.  Siemens (2008) mentioned new communication technologies will continue to have a positive impact on distance education in the future (Laureate Education).  I could not agree more with George Siemens and his many insights regarding communication and its affect in distance education.  New communication developments have ultimately helped distance education learner's receive a more meaningful experience.

There are many online tools available today to facilitate interactions among learners.  As communication technology improves in quality, distance education will become more distributed, greater contributions will be made from experts around the world, and there will be an increased use of multimedia (Laureate Education, 2008).  E-mail, blogs, wikis, discussion boards, text message, Facebook, Twitter, Skype, Podcasts, webinars, and Pinterest are only a few of the tools available today. The creation of smart phones has helped to increase interaction between users.  Nowadays, people have everything synced up to their smart phones.  The moment an email arrives, text message, or Facebook notification we are alerted and able to immediately respond.  Embedded cameras in phones and tablets allow people to chat face to face via Skype or FaceTime.  We have the ability to send pictures and documents back a forth with each other.  Access to the internet is all around us, and literally in the palm of our hand.  We can easily use these tools to communicate with our classmates, learning groups, and/or instructors.  I have participated in many webinars with the librarians across my school district.  This granted us the flexibility to connect wherever we were and hold a live chat.  Personally, I enjoyed being able to attend a meeting via webinar in the comfort of my own home with my feet propped up.  Last semester at Walden University, our instructor assigned everyone to a group.  This allowed us to receive and provide detailed feedback to each other regarding our individual projects.  We communicated through a group Wiki we created, email, and text message.  These tools allow us to participate in conversations outside of what we have normally had, and with those that are not like-minded (Laureate Education, 2008).  

Find at least two blog posts by other educators on this topic and reflect on their positions in your blog. Include links to these other blogs as you critique their ideas.

Reggie Malz blogged about a course in which the only way to communicate was via email, and this could only be done with the instructor.  This would definitely become frustrating, especially if the instructor is not efficient with their emails.  I agree the Class Café does promote interaction and communication with both the students and instructor.  This is a place students can ask other students for their help or opinions regarding certain issues.  Learners can connect here and share numbers, blog links, skype info, etc.  The issue that was experienced here was a result of a poorly designed and implemented class.  I also question if the professor even “wanted” to teach the course or if he was just told to follow the already designed class with no prior training. I believe Reggie Malz does support and promote communication, and agrees with George Siemens’ insights. 

Jennifer Piner is on board with George Siemens, and also shares some of the same thoughts as I do.  I agree with Jennifer that if distance education is implemented correctly it will offer a better learning experience and collaborative interaction.  Jennifer agrees that being able to effectively and efficiently communicate is what drives distance education.  New communication tools are opening doors to how we communicate with instructors and classmates regarding assignments, projects, discussions, and questions.  I like that Jennifer brought up the point communication can provide students options.  This is something I believe many university instructors forget because they stick with what they know or what has always been done.  The moment they branch out and allow students to try something new, they will see an increase in meaningful learning. 

 

References

Laureate Education, Inc. (Producer). (2008). The Future of Distance Education. United States:

            Walden University.

Blog Responses

I responded to the following two blogs:

http://twiggins-family.blogspot.com/ - Theresa Wiggins
      Responded on June 13, 2013 at 7:41pm

http://jenniferpiner.blog.com/  - Jennifer Piner
      Responded on June 15, 2013

Module 1 - Blog

After reading the three articles by Moller, Huett, Foshay and Coleman, and listening to the Simonson video programs, compare and contrast the reasons these authors believe there is a need to evolve distance education to the next generation. Do you agree with their positions? Why or why not?

After reading and listening to various authors about the development and growth of distance education, I learned there are many different beliefs, both similar and different.  Moller, Forshay, Coleman, and Simonson all appear to be in agreement that distance education is approaching critical mass.  Therefore, the focus does not need to be on promoting distance education, but rather finding ways to support it within training and educational settings.  Moller, Forshay, and Coleman focus more on the instructional design, implementation, and overall quality offered from distance education.  Simonson discusses how distance education has evolved over the years, and become more expected and established within businesses and schools.

According to Moller, Forshay, and Huett (2008a), distance education can offer learning strategies that are not possible within a face to face environment (p. 74).  This does not mean that distance education should replace traditional schools.  Simonson believes distance education technology will take on a major role in higher education, K-12 education, professional development, and trainings within corporations (Laureate Education, 2008).  It is important to evolve distance education to the next generation because it has gotten uniform in design and implementation, and therefore, hard to recognize the quality of learning.  For e-learning to become successfully adopted the instructor must be interested, motivated, and adapt to the variety of student needs.  The authors acknowledge that e-learning is going to continue to increase, and everything is already in place for success.  It is up to the instructors to use technology to connect with the learner in such a way that they think the instruction has been catered specifically for them. 

I believe every author has their own assumptions and beliefs about distance education.  Overall I agree that changes must occur within areas of design, implementation, standards, guidelines, and faculty support or the credibility of e-learning will be forever damaged.  A distance education teacher should not be expected to be the instructional designer because it will take way from content, delivery, and implementation (Huett, Moller, Foshay, & Coleman, 2008, p. 63).  I agree the online learning environment should be equivalent to the traditional classroom environment.  I respect the positions of each author because too many e-learning programs today are already designed, and the only thing that changes is the professor’s information in the sidebar.  “There must be a means for both producers and consumers to recognize high quality e-learning” (Moller et al., 2008a, p. 71).  Lastly, distance education should ensure technology is used efficiently as a means of connecting the learner with information and users.

References

Huett, J., Moller, L., Foshay, W. R., & Coleman, C. (2008). The evolution of distance

education: Implications for instructional design on the potential of the web. TechTrends: Linking Research & Practice to Improve Learning, 52(5), 63-67. doi:10.1007/s11528-008-0199-9 

Laureate Education, Inc. (Producer). (2008). Distance education: The next generation, defined featuring Dr. Simonson [DVD]. United States: Walden University 

Moller, L., Forshay, W. R., & Huett, J. (2008a). The evolution of distance education:        Implications for instructional design on the potential of the web. Techtrends: Linking          Research & Practice to Improve Learning, 52(3), 70-75. doi:10.1007/s11528-008-0158-5

Moller, L., Foshay, W. R., & Huett, J. (2008b). The evolution of distance education: Implications for instructional design on the potential of the web. Techtrends: Linking Research & Practice to Improve Learning, 52(4), 66-70. doi:10.1007/s11528-008-0179-0

**Please click on the doi # to open up the article in a new window.**