New Directions in IDT- Distributed Learning and the Field of Instuctional Design

It was ironic and rewarding reading Chapter 28 on Distributed Learning and the Field of Instructional Design three weeks after the media debate on the question "Does Media Influence Learning?". Although not the intent, this chapter poses very persuasive information on how media influences learning by making learning convenient for the learner. The chapter notes, and I quote how "the Internet and its environs are saturated with opportunities for incidental learning outcomes. More than any other medium, the Internet allows for Serendipity in acquiring or expanding knowledge. This may be online learning's most powerful and unexplored feature (pg. 293)". But for now...back to distributive learning and the opportunities and challenges posed for those in IT design.

According to the text, distributed learning is any educational or training experience that uses a variety of means including technology to enable learning (290). It can provide for planned (intentional) or spontaneous (incidental) learning outcome. In teacher talk, I compare this to a lesson as planned, and the impromptu student questions that arise as the lesson is delivered that are opportunities to inject information not anticipated-- those "teachable moments". In my opinion, this is why the internet is such a powerful learning tool- it is filled with ways to initiate and satisfy "teachable moments" (and without a teacher, no less!)

Distributed learning eliminates constraints of time (and location) and can take the form of distance learning, online learning and e-learning. Each of these types offer the learner flexibility.

Benefits of distributed Learning

The text outlines many benefits of distributed learning in both academic and corporate settings:

• These include, as mentioned, greater accessibility to learning outcomes without time or proximity constraints.


• Lower costs especially for businesses to train employees.


• The ability to track what learners know and are able to do.


• The ability for the learner to become a part of a virtual community.

Of course there are challenges for those involved in creating distributed learning (and those distributive learners). These challenges, in many ways relate back to the ultimate challenges of using technology in education without a shift in the overall educational paradigm. One of the challenges in distributed learning is the great need for online learning products- as more and more companies and higher education institutions rely more and more on them, while not compromising on quality. The latter poses a special problem as those outside the field often lack the skills to initially judge a distributed learning environment on anything other than appearance (which of course is misleading). Hence the ubiquitous argument of quantity versus quality surfaces. In my opinion, this is an opportunity for instructional designers to reach out to traditional educational practitioners (teachers, professors, curriculum specialists) to co-create distributed learning environments that are constructed on solid learning theories. This, according to the text, represents the importance of having a strong development team. Often, educators who are "thrown in" to creating distributive learning environments (i.e. curriculum for online courses) had no idea how the medium would change their delivery of the message. According to the text, "supplementing or replacing lectures with an online interactive learning experience requires more skill than most educators present are present (pg. 296)." I would argue that this is especially true of college professors who are often used to the traditional lecture, but I might add that educators at other levels-- particularly elementary and secondary (middle/high school) teachers have more experience creating interactive classrooms because of the nature of the client being serviced (a talkative, interactive, hyperactive, young mind!). Were I to get involved in design/consulting, I think this is where my talents lie. I could envision myself as an educational consultant assisting professors and designers use the learning theories to create online learning environments that are more interactive and engaging for online learners that are creating with the medium in mind.

The text argues that it is critical for designers to be life long learners to consistently produce high quality distributed learning environments and tools. I see distributed learning placing new demands on educators as well: the need to learn how to create curriculum that is effectively serviced online. A window of opportunity for both groups indeed!