This week’s readings focused on learning theories: Advanced Distributed Learning, ADL, Learning Management Systems, LMS, and Sharable Content Objective Reference Model, SCORM, as well as the continuation of the ‘alphabet soup’ of the learning systems introduced within week one.
It was interesting to learn that these learning systems were created within the military to improve instruction. The purposes of these modes of instructional operation were to improve the interconnectedness of the specific content across the different areas of learning. I connected the reading to my practice within my Humanities Department where we attempt to use common language for instruction across the disciplines. Whereas each teacher, regardless of academic content, uses similar language to instruct writing an essay, creating a group project, and or referencing research. It is our belief that a common language across the board allows for the learners to see the connectedness between the academic subjects and not several stand alone directions that are different from classroom to classroom. The theory of not having to reinvent the wheel.
The focus on the reading involved a clear approach in building online learning communities to: Development, Management, Maintenance, and Delivery for all content and learning management systems. To assist with the plan for learning progress and to communicate and collaborate within examples of a workforce and enforcing a workflow process. Whereas the ADL, was created to “access the highest quality education and training that can be tailored to an individuals needs and delivered cost effectively, anywhere and anytime.” (adlnet.gov)
The Sharable Content Object Reference Model, SCORM, “a highly valuable set of implementation guidelines and conformance requirements, created to bridge the gap between disparate groups engaged in developing e-learning specifications, and the everyday needs of training developers and providers” (Academic ADL 2004) The use of e-learning content as sharable and Reusable Learning Objects such as all media types: animation, audio, games, graphics, simulations, texts, and video are the foundations of this adaptable learning systems, without having to reinvent the wheel.
The benefits of the shared and reusable learning objects allows for the individual learner personal interest, queries and organizational productivity. The goal is to help produce a highly skilled learner and or workforce, to enhance knowledge to the next generation of a workforce and learners. Whereas development of learning can spread across different geographical locations. ‘Simply put, learning content management systems have enabled training departments to become a strategic weapon for employers.” (Perry)
I wish this material was placed in the beginning of the journey through Full Sail, as it is a lot of new topics that are the basis of our learning, and I think it would have been valuable to apply the current content to our journey. These readings involve a lot of terminology that is the foundation of what educators do within their daily practice. I feel most educators, including me; have little if any knowledge of these theories. It is a lot to grasp during month ten, and only two more courses to complete.
Reference:
Academic ADL Co-Labs SCOurse 2004, 3rd edition. Retried on August 11, 2010 from http://projects.aadlcolab.org/scourse/2004_3rdEd/_viewer/index.html
Advanced Distributed Learning. (2010). SCORM. Retrieved August 9, 2010 from http://www.adlnet.gov/Pages/Default.aspx
Carliner, S. (n.d.). Course management systems versus learning management systems. Internet archive: wayback machine. Retrieved August 10, 2010, from http://web.archive.org/web/20070308145724/http://www.learningcircuits.org/2005/nov2005/carliner.htm
Kruse, K. (n.d.). Measuring the true cost of e-learning. E-Learning (elearning) guru: 100's of articles & white papers & tools. Retrieved August 15, 2010, from http://www.e-learningguru.com/articles/art5_2.htm
Perry, Bill. Training professionals gain agility and power from lcms technologies. Retrieved on August 11, 2010, from www.astd.org/lc/2009/3090_perry.html
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