Distributed_Learning_Examples

**4.1. Elementary Settings**

 * Distributed learning in an elementary setting would look much like distributed learning anywhere, simply modified for the level of the students. For example, younger students who have yet learned to read or write could use tools like voice thread to record their voice as they share their knowledge. Instead of individually blogging a class blog might be created where student’s thoughts are entered by an adult. Photos and scans of student work could be posted for other’s to learn from. In general the distributed learning would be much more visual and auditory and less text based.

Older elementary students could participate in distributed learning technologies much the way adults do with a few limitations. For example using Moodle, a password protected secure learning network, is a secure way for students to post blogs and edit wikis without fear of predators accessing student’s identity. Outside experts would have to be coordinated by the teacher. Instead of letting students search online independently the teacher would need to filter the web for students or use many of the student centered search engines. Posting student knowledge could be done under a class blog where student’s names are disguised.

Examples of how Voicethreads are being used by elementary students, and students at all levels, can be found on a wiki hosted by Colette Cassinelli, gradutate of Pepperdine's OMET program (Cadre 9). http://voicethread4education.wikispaces.com/K-2**

4.2. **Secondary Settings**
media type="youtube" key="bkASbgMA1FI&hl=en&fs=1" height="226" width="278"   Additionally, students in a secondary setting can learn from more than just their classroom teacher. Through distributed learning, students can become teachers of subjects that are of interest to them. Their learning is not limited to just the classroom, but these students, through video conferencing, could bring in a former U.S. Poet Laureate [|Billy Collins] to offer his/her perspective about modern poetry.
 * Similarly to the distributed learning that takes place in an elementary setting, the same can be said in a secondary setting. With the emerging prominence of blogging, students are able to connect with students from around the world. Rather than merely learning about the American perspective of the [|Revolutionary War], students in the United States can live blog with classes in Great Britain hearing their unique perspective about this transformational war. Imagine the conversations that would occur in this example of real world learning. How about pairing of classrooms in Vietnam with our students while they study the [|Vietnam War]? And then, the students could play protest songs like “War” by [|Edwin Starr] or “Give Peace a Chance” by [|John Lennon] to the children in Vietnam to gain their perspective on what Americans were facing at that time. Why not even Skype in men and women who served in Vietnam to vary the interpretation?

 media type="youtube" key="wrEPJh14mcU&hl=en&fs=1" height="216" width="266" Or while reading the controversial play, //[|Inherit the Wind]// by Jerome Lawrence and Robert E Lee, students could hear perspectives from [|modern day biology teachers] facing the issue of teaching creationism or evolution in the 21st century. The possibilities with distributed learning do not end there; think of pairing up high school Advanced Placement classes studying biology, with live surgeries in other parts of the world. Or what about assembling a panel of educators, from around the world, to discuss a book with [|an English class].

 Finally, with the pressing need to learn languages other than English, students in world language classes could carry on discussions practicing their speaking skills with students in other countries not only learning the language but also studying the culture of that country as well. The limits with distributed learning only can occur with the limits we place on our imagination and students’ imaginations. The role of the teacher moves from the front of the classroom, to one of a facilitator and participant in his/her students’ learning. **



**4.3. Higher Education Settings**

 * Distributed learning in higher education takes a very hands-on approach, and instead of just learning, the students have the opportunity to not just participate, but look deeper answering the "how" and "why" to use such learning methods.

Many universities are also offering hybrid courses, which is a combination of face-to-face and internet-based learning. In addition to that, some students are able to participate in programs such as Study Abroad, which offers the students the chance learn "on-location."

Students often find themselves engaging in distributed learning out of a manner of convenience. If a group of students have a group project and aren't able to meet in the same area, they might you an instant messenger to meet in their varied locations.**

(Just some ideas to get started. Feel free to add on/delete whatever. I'll be adding more soon. CF)



4.4. Corporate Settings

 * Many corporations are changing their training (educational) environment from the the traditional-face-to-face and are making effective use of technology by applying it more in their educational training courses.

"//We now accept the fact that learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn//." (Peter Drucker 2005) Some of the training forms it can take are as follows:**

Television courses - **These courses are delivered via video tape to employees in groups or individuals, some may include a face-to-face orientation at the beginning of the term and/or proctored examinations. Such courses have due dates and are scheduled for employess to take.**

Web-based courses (WBT or CBT) -**These courses are delivered through the Intranet (private network maintained by company or organization accessed by authorized employees). CBT's deliver substantial course materials and activities, they are accessible from anywhere, anytime, there are no regular class meetings. Even though there is so much flexibility with this training form, there are requirements to passing the course(s) and receive the proper credits or certifications, such as the completion of the course by certain due date, or even a passing grades of 95% or better.

All training courses requires evaluation by the employees, the purpose of this evaluation is to give the employees an opportunity to express their opinions about the quality of the courses and the material covered. Employee feedback is reviewed by the corporate learning and development team to improve quality and study employees' performance after training to understand the effectiveness of the courses.

Effective use of technology can help corporations teach employees how to be responsible and disciplined at their jobs, by applying scheduled due dates, and passing grades at the same time it helps the employees know what their company's expectations are as far as performance. (Dijlah Benjamin)

Corporations may begin to fully apply Distributed Learning techniques by creating ongoing learning extension activities to current Web-based training courses. For example, but adding a discussion forum or reflection blog section to a learning module the corporation allows learners to extend the learning beyond the event. Adult learning follows the cycle of experiencing, reflecting, interpreting and taking action. (Coghlan, 1997) Corporations may encourage this learning cycle by adding asynchronous discussion opportunities to normally individual, static Web-based offerings. For example, including a threaded discussion at the end of the WBT regarding workplace ethics and integrity could extend learning as individuals reflect and respond on the topic to reinforce and refine their understanding. At the same time these forums provide a listening post for the corporation to understand the mindset of the employees and engage with them in the discussion.**

Distributed learning is gaining momentum as companies find that today's atmosphere of fast-paced technological development requires constant internal training. Corporate training programs enable employees to learn new applications and IT management lessons, as well as encourage workers to remain loyal to their employers. Distributed learning has emerged as a useful method of corporate training because it is flexible--employees can take a lesson anytime, anywhere, using the Internet, a corporate intranet, or a CD-ROM. The IT industry is particularly well suited to distributed learning, because constant education is needed to introduce workers to the latest technologies. Furthermore, training often gives rise to loyalty among workers, a necessity during the current shortage of IT professionals. "Particularly for technology employees, training is a huge and key retention factor," says TrainingNet's Dave Eagan. "One thing they expect from an organization is not only the opportunity to learn by doing, but to expand their knowledge by training." (Industry Standard, 28 Feb 2000) (Karen F Smith)