Global Diversity - Module 2

Diversity no longer means the integration of the white and black races; it no longer means that women are accepted as equals in society. Diversity now includes all nationalities, races, religions, socioeconomic standings, the physically challenged, the mentally impaired, and the gamut of sexual orientations. The relative anonymity and secrecy of the Internet allows the transgender and the speech impaired to communicate on equal terms with those of high social standing. The Earth is rapidly becoming a global village.

The Internet offers educational opportunities never before afforded to various sects of the population. With the expansion of technology, the poor, the disenfranchised, and the isolated now have access to information and education that not so long ago was reserved only for the privileged and the informed; dominated, with very few exceptions, by the wealthier white male. According to George Siemens (n.d.), global diversity is an online trend, and might I add, treasure. Within the greater scope of the Internet, Blogs, Moogle, Skype, Wikis, Blackboard, Email, YouTube, GPS technology, and TeacherTube are all examples of tools that any, and all, can employ to gain equal access knowledge.

As an aside, when searching the Internet for educational blog posts concerned with diversity, I was pleasantly surprised to discover the following site: http://community.elearners.com/blogs/elearnersnews/archive/2006/10/23/Online-School-Gets-Top-Marks-for-Diversity_2100_.aspx

This post identified Walden University as one of the most diverse institutions regarding the rewarding of doctorates from 2000 to 2004.

Other educational blogs that reference diversity are: http://blogs.edweek.org/edweek/school_law/2009/07/sotomayor_again_on_racial_dive.html

and

http://theschoolofblog.blogspot.com/2009/02/diversity-training-update.html

The former blog, by Mark Walsh (2009), discusses the confirmation hearings of Judge Sotomayor to the Supreme Court. The blog is witness to the hope that one day, racial preferences would no longer be a factor in education. In these racially and religiously charged times, it is difficult to imagine such a society. The election of an African American to the presidency and the nomination of a Latino woman to the Supreme Court has fueled angry and calculated responses.

The latter blog reference was concerned with diversity training in schools. Julie (2009) wrote that the trainer “…wasn’t going to change people’s deeply held beliefs…” (¶4). Unfortunately, I agree. Other than call awareness to offensive stereotypes, seemingly little can be done to affect change. Asynchronous online education offers that opportunity.

Siemens, G. (n.d.). The future of distance education. Retrieved September 22, 2009 from the EDUC-7102-2/EDUC-8842-2 Principles of Distance Education Web site: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649021&Survey=1&47=5797856&ClientNodeID=984645&coursenav=1&bhcp=1

The Future of Distance Education

I read with interest (and a good deal of fascination) the three-part article by Moller, Huett, Foshay, and Coleman (2008). As a former student of Leslie Moller, his insights allowed me to gather knowledge about his views, in the same way my posts, as his student, allowed him to gather insights about mine. Moller’s et al. basic premise was that the future of e-learning was dependent on the application of sound instructional design principles. It is somewhat disturbing to note that the authors believe that “…users of e-learning have never encountered a product built according to sound ID principles.” Isn’t this the foundation of all effective teaching and learning?

In contrast, Simonson (n.d.) advocated that instruction must be equivalent, not equal to the structure of a traditional educational setting. He further reflected upon Roger’s s-shaped curve stating that e-learning will start to experience exponential growth whereby supplementing traditional learning experiences, not superseding them.

In comparison, all agreed that access is the proven advantage of distance education. Also, each of the authors believed that simply transplanting the lessons and activities from the traditional classroom and inserting them into the online format will experience little success. E-learning demands re-thinking. It demands a new and innovative approach. It requires the teacher and the student interact and respond in unique and progressive ways.

Neither position, however, addresses the lure of brick and mortar institutions. What is so appealing about their classrooms? What, beyond tradition, continues to draw students into their halls?

Resources:

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.

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 2: Higher education). TechTrends, 52(4), 66-70.

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.

Simonson, M. (n.d.). Distance education: The next generation. Retrieved September 10, 2009 from the EDUC-7102-2/EDUC-8842-2 Principles of Distance Education Web site: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649021&Survey=1&47=5797856&ClientNodeID=984645&coursenav=1&bhcp=1

Simonson, M. (n.d.). Equivalency theory. Retrieved September 10, 2009 from the EDUC-7102-2/EDUC-8842-2 Principles of Distance Education Web site: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649021&Survey=1&47=5797856&ClientNodeID=984645&coursenav=1&bhcp=1

"Man is still the most extraordinary computer of all."

John F. Kennedy