OMDE 610 Teaching and Learning in Online Distance Education e-Journal
Wed/3 Feb 16
Welcome to the beginning of my e-journal for OMDE 610. In pre-week,the following keywords are identified in the reading and are important for understanding of this course. Additional terms have been added to the list as supplemental definitions from the reading. Since I do not have an education background, I know that this course will be my first real experience with learning theory other than what I have covered in previous MDE courses. This semester will provide the foundation details of education which I have been missing. I am sure I will need to continue to research after this course concludes to develop a greater understanding of the theory and concepts.
"Cognitive presence is the extent to which the participants in any particular configuration of a community of inquiry are able to construct meaning through sustained communication."
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical Thinking, Cognitive Presence, and Computer Conferencing in Distance Education. American Journal of Distance Education.
"Social presence is the ability of learners to project their personal characteristics into the community of inquiry, thereby presenting themselves as ‘real people.’"
Rourke, L., Anderson, T. Garrison, D. R., & Archer, W. (2001). Assessing social presence in asynchronous, text-based computer conferencing. Journal of Distance Education, 14(3), 51-70.
"Teaching presence is defined as the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educational worthwhile learning outcomes."
Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001). Assessing Teaching presence in a Computer Conference Environment. Journal of asynchronous learning networks, 5(2), 1-17.
The first concept - Community of Inquiry (CoI) (framework) provides insight into the elements which provide for learning as a community vice an individual.
The CoI Model - An educational community of inquiry is a group of individuals who collaboratively engage in purposeful critical discourse
and reflection to construct personal meaning and confirm mutual understanding. The Community of Inquiry theoretical framework represents
a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three
interdependent elements – social, cognitive and teaching presence.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.
Pre-week Reference
Garrison, D.R., Anderson, T. & Archer, W. (2010) The first decade of the community of inquiry framework: A retrospective. Internet and Higher Education. 13. (5-9). http://dx.doi.org/10.1016/j.iheduc.2009.10.003
Welcome to the beginning of my e-journal for OMDE 610. In pre-week,the following keywords are identified in the reading and are important for understanding of this course. Additional terms have been added to the list as supplemental definitions from the reading. Since I do not have an education background, I know that this course will be my first real experience with learning theory other than what I have covered in previous MDE courses. This semester will provide the foundation details of education which I have been missing. I am sure I will need to continue to research after this course concludes to develop a greater understanding of the theory and concepts.
"Cognitive presence is the extent to which the participants in any particular configuration of a community of inquiry are able to construct meaning through sustained communication."
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical Thinking, Cognitive Presence, and Computer Conferencing in Distance Education. American Journal of Distance Education.
"Social presence is the ability of learners to project their personal characteristics into the community of inquiry, thereby presenting themselves as ‘real people.’"
Rourke, L., Anderson, T. Garrison, D. R., & Archer, W. (2001). Assessing social presence in asynchronous, text-based computer conferencing. Journal of Distance Education, 14(3), 51-70.
"Teaching presence is defined as the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educational worthwhile learning outcomes."
Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001). Assessing Teaching presence in a Computer Conference Environment. Journal of asynchronous learning networks, 5(2), 1-17.
The first concept - Community of Inquiry (CoI) (framework) provides insight into the elements which provide for learning as a community vice an individual.
The CoI Model - An educational community of inquiry is a group of individuals who collaboratively engage in purposeful critical discourse
and reflection to construct personal meaning and confirm mutual understanding. The Community of Inquiry theoretical framework represents
a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three
interdependent elements – social, cognitive and teaching presence.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.
Pre-week Reference
Garrison, D.R., Anderson, T. & Archer, W. (2010) The first decade of the community of inquiry framework: A retrospective. Internet and Higher Education. 13. (5-9). http://dx.doi.org/10.1016/j.iheduc.2009.10.003
Sun/7 Feb 16
Additional Definitions dis·course [noun dis-kawrs, -kohrs, dis-kawrs, -kohrs; verb dis-kawrs, -kohrs] 1. communication of thought by words; talk; conversation: earnest and intelligent discourse. 2. a formal discussion of a subject in speech or writing, as a dissertation, treatise, sermon, etc. 3. Linguistics. any unit of connected speech or writing longer than a sentence. e·pis·te·mol·o·gy [ih-pis-tuh-mol-uh-jee] noun 1. a branch of philosophy that investigates the origin, nature, methods, and limits of human knowledge. 2. the philosophical theory of knowledge |
|
Related Question: What are the synonyms for epistemology?
- methodology - philosophy - methodological analysis
meth·o·dol·o·gy
[meth-uh-dol-uh-jee] noun
plural methodologies.
1. the branch of philosophy that analyzes the principles and procedures of inquiry in a particular discipline or a set or system of methods, principles,
and rules for regulating a given discipline, as in the arts or sciences.
2. Philosophy.
a. the underlying principles and rules of organization of a philosophical system or inquiry procedure.
b. the study of the principles underlying the organization of the various sciences and the conduct of scientific inquiry.
3. Education.
a. branch of pedagogics dealing with analysis and evaluation of subjects to be taught and of the methods of teaching them.
phi·los·o·phy[fi-los-uh-fee] noun
plural philosophies.
1. the rational investigation of the truths and principles of being, knowledge, or conduct.
2. any of the three branches, namely natural philosophy, moral philosophy, and metaphysical philosophy, that are accepted as composing this study.
3. a particular system of thought based on such study or investigation: the philosophy of Spinoza.
4. the critical study of the basic principles and concepts of a particular branch of knowledge, especially with a view to improving or reconstituting them:
the philosophy of science.
Source for above definitions: Dictionary.com
methodological analysis noun
the branch of philosophy that analyzes the principles and procedures of inquiry in a particular discipline
Source for above definition: http://www.thefreedictionary.com/methodological+analysis
- methodology - philosophy - methodological analysis
meth·o·dol·o·gy
[meth-uh-dol-uh-jee] noun
plural methodologies.
1. the branch of philosophy that analyzes the principles and procedures of inquiry in a particular discipline or a set or system of methods, principles,
and rules for regulating a given discipline, as in the arts or sciences.
2. Philosophy.
a. the underlying principles and rules of organization of a philosophical system or inquiry procedure.
b. the study of the principles underlying the organization of the various sciences and the conduct of scientific inquiry.
3. Education.
a. branch of pedagogics dealing with analysis and evaluation of subjects to be taught and of the methods of teaching them.
phi·los·o·phy[fi-los-uh-fee] noun
plural philosophies.
1. the rational investigation of the truths and principles of being, knowledge, or conduct.
2. any of the three branches, namely natural philosophy, moral philosophy, and metaphysical philosophy, that are accepted as composing this study.
3. a particular system of thought based on such study or investigation: the philosophy of Spinoza.
4. the critical study of the basic principles and concepts of a particular branch of knowledge, especially with a view to improving or reconstituting them:
the philosophy of science.
Source for above definitions: Dictionary.com
methodological analysis noun
the branch of philosophy that analyzes the principles and procedures of inquiry in a particular discipline
Source for above definition: http://www.thefreedictionary.com/methodological+analysis
Module 1: Historical and Theoretical Foundations (Weeks 2 - 3: Feb 08 - Feb 21)
Tue/9 Feb 16
Learning is the process of putting together experiences to acquire or change an individual's knowledge, skills, and behavior. It impacts the values and beliefs of the individual. Learning theories are how these this process is explained or the scientific methodology of how the process occurred. Learning theories and concepts that will be covered this semester in the readings include but not limited to behaviorist learning theory, cognitive psychology and cognitivist learning theory, constructivist learning theory, online collaborative learning (OCL), community of inquiry(CoI), and community of practice (CoP).
The study of the learning theories began in early 20th century and included three major learning theories: behaviorism, cognitivism and constructivism. The 21st century will introduce online collaborative learning. It looks like I have a couple centuries of theories and concepts to catch up on. While I have read through Harasim's Introduction to Learning Theory and Overview of Theory and Technology and Anderson, I will need to review everything again after reading all of the material.
I recognize the value of interaction with the other students in the discussions who already have a background in education. I have much to learn. I find that this module has also brought new meaning in the readings by tying together the theory used in traditional brick and mortar schools and what I have experienced in distance education. I see how theory was applied in the correspondence courses and computer based learning when I was in the military and now in the online higher education courses. This will provide greater understanding to the MDE courses but will take time to unravel all of the pieces but it provides for where distance education came from and where it can go. In many ways, the DE journey is truly just beginning as theories evolve.
Learning is the process of putting together experiences to acquire or change an individual's knowledge, skills, and behavior. It impacts the values and beliefs of the individual. Learning theories are how these this process is explained or the scientific methodology of how the process occurred. Learning theories and concepts that will be covered this semester in the readings include but not limited to behaviorist learning theory, cognitive psychology and cognitivist learning theory, constructivist learning theory, online collaborative learning (OCL), community of inquiry(CoI), and community of practice (CoP).
The study of the learning theories began in early 20th century and included three major learning theories: behaviorism, cognitivism and constructivism. The 21st century will introduce online collaborative learning. It looks like I have a couple centuries of theories and concepts to catch up on. While I have read through Harasim's Introduction to Learning Theory and Overview of Theory and Technology and Anderson, I will need to review everything again after reading all of the material.
I recognize the value of interaction with the other students in the discussions who already have a background in education. I have much to learn. I find that this module has also brought new meaning in the readings by tying together the theory used in traditional brick and mortar schools and what I have experienced in distance education. I see how theory was applied in the correspondence courses and computer based learning when I was in the military and now in the online higher education courses. This will provide greater understanding to the MDE courses but will take time to unravel all of the pieces but it provides for where distance education came from and where it can go. In many ways, the DE journey is truly just beginning as theories evolve.
Mon/15 Feb 16
Epistemology and Learning Theories - Module one introduces learning theories and the history of technology in learning. During an online search of epistemology and learning theory, I came across Bates (2015), Teaching in the Digital Age. Bates explains that those who teach and have not been trained or undergone academic studies in the discipline or field of education, will approach teaching in what they have experienced. They will use one of the main pedagogical approaches without knowing the terminology or background. Primary and secondary teachers will a level of familiarization with the theories of learning in addition to a subject matter concentration. In contrast, higher education instructors are hired as subject matter experts - for the research, experience, or knowledge they have. I look back at the years I was a trainer and how I conducted training. I can now see that I used the 20th century theories routinely throughout the training although at the time I wasn't aware.
Harasim (2012) explains how epistemology is "how we come to know" (p. 5) which leads to learning theories. Learning theories explain how people should learn whereas pedagogical theory is how people should be taught.
I came across this image on Tony Bates blog where he discusses his book Teaching in a Digital Age. I find myself falling back and reading his works to find answers to questions posed.
References
Bates, A.W. (2015). Teaching in a digital age. Retrieved from https://opentextbc.ca/teachinginadigitalage/
Bates, A.W. (2014, July 11). The nature of knowledge and the implications for teaching. [Blog post]. Retrieved from http://www.tonybates.ca/tag/epistemology/
Harasim, L. (2012). Learning theory and online technologies. New York, NY: Routledge
Epistemology and Learning Theories - Module one introduces learning theories and the history of technology in learning. During an online search of epistemology and learning theory, I came across Bates (2015), Teaching in the Digital Age. Bates explains that those who teach and have not been trained or undergone academic studies in the discipline or field of education, will approach teaching in what they have experienced. They will use one of the main pedagogical approaches without knowing the terminology or background. Primary and secondary teachers will a level of familiarization with the theories of learning in addition to a subject matter concentration. In contrast, higher education instructors are hired as subject matter experts - for the research, experience, or knowledge they have. I look back at the years I was a trainer and how I conducted training. I can now see that I used the 20th century theories routinely throughout the training although at the time I wasn't aware.
Harasim (2012) explains how epistemology is "how we come to know" (p. 5) which leads to learning theories. Learning theories explain how people should learn whereas pedagogical theory is how people should be taught.
I came across this image on Tony Bates blog where he discusses his book Teaching in a Digital Age. I find myself falling back and reading his works to find answers to questions posed.
References
Bates, A.W. (2015). Teaching in a digital age. Retrieved from https://opentextbc.ca/teachinginadigitalage/
Bates, A.W. (2014, July 11). The nature of knowledge and the implications for teaching. [Blog post]. Retrieved from http://www.tonybates.ca/tag/epistemology/
Harasim, L. (2012). Learning theory and online technologies. New York, NY: Routledge
Sat/20 Feb 16
Harasim's (2012) discusses the historical overview of technology. It is interesting the discussions of how this includes "speech (40,000 BCE),... writing (10,000 BCE),... printing (CE 1600),... and Internet (CE 2000)" (p. 17). I hadn't considered speech and writing in the socio-technological advancements but without these two, the others wouldn't be possible. I would consider speech and writing supporting even then the beginnings of both education and distance education for those next to the teacher and those who would carry the story or writing to others. It is amazing how the change to printing advanced the spread of knowledge so quickly. I remember seeing the Gutenberg bible and printing press in the museum when I was in Germany years ago. It brings new meaning to that experience.
I enjoyed reading Harasim's (2012) discussion of computer-mediated communications and computer networks. While I am well-versed in current technology, often users do not know where the technology evolved from. Would anyone know that the terms 'hypertext' and 'hypermedia' came about even before the Internet? Harasim explains where many of the technology terms were used as a concept well before the application was possible. So fast forward to distance education supported by the World Wide Web or Internet and augmented with Web 2.0 applications such as social networks, blogs, search engines, special objects, knowledge communities, and user generated content.
Module 1 References
Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson (Ed.), The Theory and Practice of Online Learning (pp. 15-44). Retrieved from http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
Anderson, T. (2004). Towards a theory of online learning. In T. Anderson (Ed.), The Theory and Practice of Online Learning (pp. 45-74). Retrieved from from http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
Harasim, L. (2012). Learning theories and online technologies. New York, NY: Routledge - (Ch. 1 & 2. pp. 1-29)
Saba, F. (2003). Distance education theory, methodology, and epistemology: A pragmatic paradigm. In M.G. Moore & W.G. Anderson (Eds.), Handbook of Distance Education (pp. 3-19). Retrieved from https://learn.umuc.edu/content/enforced/8496-022082-01-2138-GO2-9040/Module%2001/assets/saba_handbookofDE_Moore_Anderson.pdf?_&d2lSessionVal=8SLQYCbE1sbbvR8kW3McUpG2T&ou=8496&_&d2lSessionVal=sevJZmAzrRfJfTQF4Xvb5rupC
Harasim's (2012) discusses the historical overview of technology. It is interesting the discussions of how this includes "speech (40,000 BCE),... writing (10,000 BCE),... printing (CE 1600),... and Internet (CE 2000)" (p. 17). I hadn't considered speech and writing in the socio-technological advancements but without these two, the others wouldn't be possible. I would consider speech and writing supporting even then the beginnings of both education and distance education for those next to the teacher and those who would carry the story or writing to others. It is amazing how the change to printing advanced the spread of knowledge so quickly. I remember seeing the Gutenberg bible and printing press in the museum when I was in Germany years ago. It brings new meaning to that experience.
I enjoyed reading Harasim's (2012) discussion of computer-mediated communications and computer networks. While I am well-versed in current technology, often users do not know where the technology evolved from. Would anyone know that the terms 'hypertext' and 'hypermedia' came about even before the Internet? Harasim explains where many of the technology terms were used as a concept well before the application was possible. So fast forward to distance education supported by the World Wide Web or Internet and augmented with Web 2.0 applications such as social networks, blogs, search engines, special objects, knowledge communities, and user generated content.
Module 1 References
Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson (Ed.), The Theory and Practice of Online Learning (pp. 15-44). Retrieved from http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
Anderson, T. (2004). Towards a theory of online learning. In T. Anderson (Ed.), The Theory and Practice of Online Learning (pp. 45-74). Retrieved from from http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
Harasim, L. (2012). Learning theories and online technologies. New York, NY: Routledge - (Ch. 1 & 2. pp. 1-29)
Saba, F. (2003). Distance education theory, methodology, and epistemology: A pragmatic paradigm. In M.G. Moore & W.G. Anderson (Eds.), Handbook of Distance Education (pp. 3-19). Retrieved from https://learn.umuc.edu/content/enforced/8496-022082-01-2138-GO2-9040/Module%2001/assets/saba_handbookofDE_Moore_Anderson.pdf?_&d2lSessionVal=8SLQYCbE1sbbvR8kW3McUpG2T&ou=8496&_&d2lSessionVal=sevJZmAzrRfJfTQF4Xvb5rupC
Module 2: Behaviorism, Cognitivism, & Rubrics (Weeks 4 - 5: Feb 22 - Mar 06)
Tue/23 Feb 16
Behaviorist Theory - This theory is focused on what can be observed or how behavior is changed based upon a stimulus. Harasim (2010) explains that this learning theory is "empirical, observable, and measurable' (p. 10). It was treated as a black box where what cannot be seen or measured is not relevant and does not count. The theory is based on classical conditioning where an external stimuli would become a conditioned stimulus and create a conditioned response. This can be demonstrated with Pavlov's dog where the dog was given food which stimulates salivation. Pavlov rang the bell while feeding the dog for a time. The dog develops an association of the bell ringing with receiving food. Eventually a ring bell would create the same reaction and stimulate salivation in the dog. Skinner later advanced this theory by adding conditioning where a response is reinforced - this can be a reward or punishment (positive or negative for both) depending upon the desired behavior. In education, the positive reinforcement could be praise for achievement, access to computer, or a higher grade whereas a negative reinforcement could be lower grade or denial of access to computer.
Gagne's nine events of instruction and computer based training programs fit with the behaviorist learning theory. Behaviorist learning theory is useful in basic skills training and presenting initial information making it ideal for early learning of objectives which require the learner to be able to successfully perform such as learning to swim, do math, speak a language, or task-oriented learning. The limitations of this learning theory do not make it and ideal candidate for use in advanced learning such as higher education adult programs.
The graphic clearly depicts the limited methods for behaviorism and the advancements seen in the following learning theories. This leads to the next learning theory of cognitivism.
Reference
Harasim, L. (2012). Learning theory and online technologies. New York, NY: Routledge
Sat/27 Feb 16
Cognitivist Theory - When limitations to the behaviorist learning theory became recognized in the 1920s, the cognitive theory now looks into the mind of the learner. The mind is compared to a computer where information is input, processed, and creates output. Exercises of skill and drill allow the learner to memorize facts and lists and make assimilation/accommodation of new information. The learner practices active information or mental processing. Artificial intelligence/education technology and intelligent tutoring systems were based upon cognitivist theory and later constructivist theory. Included in this is computer-based training with hypertext, micro-worlds, and simulations. The computer did not replace the teacher/instructor but was an extension of the learner's mind as a cognitive tool where the learner provided the intelligence. This had limitations as the learner would need to do the planning, decision-making, and self-regulation while it did provide for self-reflection, discussion, and collaborative problem-solving to support higher order skills. This learning theory was instructor-centered with the focus on the instructor and instructional design. It was based upon the didactic model with the learner's role to receive and assimilate what the instructor provided. This was the learning theory used in many of the courses I experienced in my undergraduate studies.
Wed/2 Mar 16
Rubrics - Part of this was used in my post. This was the first time I had explored rubrics and how it applies to education. Rubrics were a mystery for the most part during my education. It is again interesting to have a piece of the puzzle explained. The reading from Peirce (2006) explains how to use the rubric to conduct a more consistent evaluation of student work product. It explains what the work product is and how the student must do to achieve it, and the feedback that will be generated from the work product. There are two different types of rubrics, the holistic and analytic. Of the two types, the holistic rubric offers less to the student than the analytical rubric. The analytical rubric includes a scale for skill areas or categories – this presents a clearer picture of student strengths/weaknesses both overall and in the components. It provides the student with greater insight of instructor expectation for product than that of the holistic rubric. These aspects of the analytical rubric would be most likely favored in the cognitivist learning experience . The cons include the limitation of individual feedback as with the holistic rubric. This happens when categories in the holistic rubric grouped together. These aspects of the holistic rubric would most likely be favored in the behaviorist learning experience. Determining where deficiencies in the work product are not available to the student.
For the instructor, the pros and cons mean the difference in detail provided between the holistic and analytical rubric. The use of the different rubrics translates in time. Without the additional breakdown of categories, the instructor cannot critically analyze and communicate the additional details, which provide the student with a greater understanding and critical thinking.
Based upon the pros and cons identified previously, Mertler (2001) states that the analytical rubric is preferred over the holistic rubric. The decision for which to use would largely be based upon the end use of the results. If there is not a need formative feedback in the analytical rubric, the summative format of the holistic rubric would serve the purpose necessary. Each provides for different needs. If a behaviorist learning experience is the goal, the learner should be evaluated for performance overall (holistic/summative). The cognitivist learning experience would break performance criteria into categories with levels. The analytical rubric would provide for a multi-dimensional assessment of the experience that can include quantitative and qualitative evaluation.
Behaviorist Theory - This theory is focused on what can be observed or how behavior is changed based upon a stimulus. Harasim (2010) explains that this learning theory is "empirical, observable, and measurable' (p. 10). It was treated as a black box where what cannot be seen or measured is not relevant and does not count. The theory is based on classical conditioning where an external stimuli would become a conditioned stimulus and create a conditioned response. This can be demonstrated with Pavlov's dog where the dog was given food which stimulates salivation. Pavlov rang the bell while feeding the dog for a time. The dog develops an association of the bell ringing with receiving food. Eventually a ring bell would create the same reaction and stimulate salivation in the dog. Skinner later advanced this theory by adding conditioning where a response is reinforced - this can be a reward or punishment (positive or negative for both) depending upon the desired behavior. In education, the positive reinforcement could be praise for achievement, access to computer, or a higher grade whereas a negative reinforcement could be lower grade or denial of access to computer.
Gagne's nine events of instruction and computer based training programs fit with the behaviorist learning theory. Behaviorist learning theory is useful in basic skills training and presenting initial information making it ideal for early learning of objectives which require the learner to be able to successfully perform such as learning to swim, do math, speak a language, or task-oriented learning. The limitations of this learning theory do not make it and ideal candidate for use in advanced learning such as higher education adult programs.
The graphic clearly depicts the limited methods for behaviorism and the advancements seen in the following learning theories. This leads to the next learning theory of cognitivism.
Reference
Harasim, L. (2012). Learning theory and online technologies. New York, NY: Routledge
Sat/27 Feb 16
Cognitivist Theory - When limitations to the behaviorist learning theory became recognized in the 1920s, the cognitive theory now looks into the mind of the learner. The mind is compared to a computer where information is input, processed, and creates output. Exercises of skill and drill allow the learner to memorize facts and lists and make assimilation/accommodation of new information. The learner practices active information or mental processing. Artificial intelligence/education technology and intelligent tutoring systems were based upon cognitivist theory and later constructivist theory. Included in this is computer-based training with hypertext, micro-worlds, and simulations. The computer did not replace the teacher/instructor but was an extension of the learner's mind as a cognitive tool where the learner provided the intelligence. This had limitations as the learner would need to do the planning, decision-making, and self-regulation while it did provide for self-reflection, discussion, and collaborative problem-solving to support higher order skills. This learning theory was instructor-centered with the focus on the instructor and instructional design. It was based upon the didactic model with the learner's role to receive and assimilate what the instructor provided. This was the learning theory used in many of the courses I experienced in my undergraduate studies.
Wed/2 Mar 16
Rubrics - Part of this was used in my post. This was the first time I had explored rubrics and how it applies to education. Rubrics were a mystery for the most part during my education. It is again interesting to have a piece of the puzzle explained. The reading from Peirce (2006) explains how to use the rubric to conduct a more consistent evaluation of student work product. It explains what the work product is and how the student must do to achieve it, and the feedback that will be generated from the work product. There are two different types of rubrics, the holistic and analytic. Of the two types, the holistic rubric offers less to the student than the analytical rubric. The analytical rubric includes a scale for skill areas or categories – this presents a clearer picture of student strengths/weaknesses both overall and in the components. It provides the student with greater insight of instructor expectation for product than that of the holistic rubric. These aspects of the analytical rubric would be most likely favored in the cognitivist learning experience . The cons include the limitation of individual feedback as with the holistic rubric. This happens when categories in the holistic rubric grouped together. These aspects of the holistic rubric would most likely be favored in the behaviorist learning experience. Determining where deficiencies in the work product are not available to the student.
For the instructor, the pros and cons mean the difference in detail provided between the holistic and analytical rubric. The use of the different rubrics translates in time. Without the additional breakdown of categories, the instructor cannot critically analyze and communicate the additional details, which provide the student with a greater understanding and critical thinking.
Based upon the pros and cons identified previously, Mertler (2001) states that the analytical rubric is preferred over the holistic rubric. The decision for which to use would largely be based upon the end use of the results. If there is not a need formative feedback in the analytical rubric, the summative format of the holistic rubric would serve the purpose necessary. Each provides for different needs. If a behaviorist learning experience is the goal, the learner should be evaluated for performance overall (holistic/summative). The cognitivist learning experience would break performance criteria into categories with levels. The analytical rubric would provide for a multi-dimensional assessment of the experience that can include quantitative and qualitative evaluation.
Sat/5 Mar 16
Best Practices / Reflection of Rubrics
The assignment for Module 2 was very interesting. I realize that I do not have teaching experience so for this assignment, I did additional reading of how to teach foreign language from numerous web site. Then I used the rubric examples from our reading and applied what I thought would apply for learning a foreign language. It was probably not realistic but it seemed to make sense if you were applying it the same as learning math concepts or other skills. Unfortunately I did not have access to all of the foreign language training web site I referenced for my assignment to know if I was accurate or not. Back to best practices and reflections, my post included how for the instructor, the pros and cons mean the difference in detail provided between the holistic and analytical rubric. The use of the different rubrics translates in time. Without the additional breakdown of categories, the instructor cannot critically analyze and communicate the additional details, which provide the student with a greater understanding and critical thinking.
Based upon the pros and cons identified previously, Mertler (2001) states that the analytical rubric is preferred over the holistic rubric. The decision for which to use would largely be based upon the end use of the results. If there is not a need for formative feedback in the analytical rubric, the summative format of the holistic rubric would serve the purpose necessary. Each provides for different needs. If a behaviorist learning experience is the goal, the learner should be evaluated for performance overall (holistic/summative). The cognitivist learning experience would break performance criteria into categories with levels. The analytical rubric would provide for a multi-dimensional assessment of the experience that can include quantitative and qualitative evaluation.
Reading and studying the rubric and its use in teaching was a really beneficial part of the module for myself. By learning how it assists in learning will help me in the future when it is my turn to teach. I prefer the analytical rubric with both formative and summative feedback. It is what I prefer as a learner because it provides more information/feedback and is a valuable learning tool that I like to use to improve myself and my understanding of the topic/concept.
References
Mertler, C. A. (2001). Designing scoring rubrics for your classroom.
Peirce, W. (2006, January). Designing rubrics for assessing higher order thinking [Text document]. Presented at AFACCT Howard Community College, Columbia, MD
Module 2 References
California State University. (2016). Rubric for online instruction. [Web site]. Retrieved from http://www.csuchico.edu/eoi/
Harasim, L. (2012). Learning theories and online technologies. NY: Routledge - (Ch. 3 & 4, pp. 30-58).
Kanuka, H. (2008). Understanding eLearning technologies in practice through philosophies-in-practice. In T. Anderson (Ed.), The Theory and Practice of Online Learning (pp. 91-118). Retrieved from http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research and Evaluation, 7(25). Retrieved from http://www.learner.org/workshops/tfl/resources/s7_rubrics.pdf
Peirce, W. (2006). Designing rubrics for assessing higher order thinking. Retrieved from http://academic.pgcc.edu/~wpeirce/MCCCTR/Designingrubricsassessingthinking.html
Sangrà, A.,Guardia, L., & González-Sanmamed, M. (2007). Educational design as a key issue in planning for quality improvement. In M. Bullen & D.P. Janes (Eds.) Making the Transition to E-Learning: Strategies and Issues, (pp. 284-299). Hershey, PA: Information Science Publishing.
Quality Matters. (n.d.). Quality matters rubric. [Web site]. Retrieved from qmprogram.org
University of Hawaii at Manoa. (2013). Assessment how-to: Creating and using rubrics. [Web site]. Retrieved from http://manoa.hawaii.edu/assessment/howto/rubrics.htm#p2
Best Practices / Reflection of Rubrics
The assignment for Module 2 was very interesting. I realize that I do not have teaching experience so for this assignment, I did additional reading of how to teach foreign language from numerous web site. Then I used the rubric examples from our reading and applied what I thought would apply for learning a foreign language. It was probably not realistic but it seemed to make sense if you were applying it the same as learning math concepts or other skills. Unfortunately I did not have access to all of the foreign language training web site I referenced for my assignment to know if I was accurate or not. Back to best practices and reflections, my post included how for the instructor, the pros and cons mean the difference in detail provided between the holistic and analytical rubric. The use of the different rubrics translates in time. Without the additional breakdown of categories, the instructor cannot critically analyze and communicate the additional details, which provide the student with a greater understanding and critical thinking.
Based upon the pros and cons identified previously, Mertler (2001) states that the analytical rubric is preferred over the holistic rubric. The decision for which to use would largely be based upon the end use of the results. If there is not a need for formative feedback in the analytical rubric, the summative format of the holistic rubric would serve the purpose necessary. Each provides for different needs. If a behaviorist learning experience is the goal, the learner should be evaluated for performance overall (holistic/summative). The cognitivist learning experience would break performance criteria into categories with levels. The analytical rubric would provide for a multi-dimensional assessment of the experience that can include quantitative and qualitative evaluation.
Reading and studying the rubric and its use in teaching was a really beneficial part of the module for myself. By learning how it assists in learning will help me in the future when it is my turn to teach. I prefer the analytical rubric with both formative and summative feedback. It is what I prefer as a learner because it provides more information/feedback and is a valuable learning tool that I like to use to improve myself and my understanding of the topic/concept.
References
Mertler, C. A. (2001). Designing scoring rubrics for your classroom.
Peirce, W. (2006, January). Designing rubrics for assessing higher order thinking [Text document]. Presented at AFACCT Howard Community College, Columbia, MD
Module 2 References
California State University. (2016). Rubric for online instruction. [Web site]. Retrieved from http://www.csuchico.edu/eoi/
Harasim, L. (2012). Learning theories and online technologies. NY: Routledge - (Ch. 3 & 4, pp. 30-58).
Kanuka, H. (2008). Understanding eLearning technologies in practice through philosophies-in-practice. In T. Anderson (Ed.), The Theory and Practice of Online Learning (pp. 91-118). Retrieved from http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research and Evaluation, 7(25). Retrieved from http://www.learner.org/workshops/tfl/resources/s7_rubrics.pdf
Peirce, W. (2006). Designing rubrics for assessing higher order thinking. Retrieved from http://academic.pgcc.edu/~wpeirce/MCCCTR/Designingrubricsassessingthinking.html
Sangrà, A.,Guardia, L., & González-Sanmamed, M. (2007). Educational design as a key issue in planning for quality improvement. In M. Bullen & D.P. Janes (Eds.) Making the Transition to E-Learning: Strategies and Issues, (pp. 284-299). Hershey, PA: Information Science Publishing.
Quality Matters. (n.d.). Quality matters rubric. [Web site]. Retrieved from qmprogram.org
University of Hawaii at Manoa. (2013). Assessment how-to: Creating and using rubrics. [Web site]. Retrieved from http://manoa.hawaii.edu/assessment/howto/rubrics.htm#p2
Module 3: Constructivism, OCL, & Social Media (Weeks 6 - 7: Mar 07 - Mar 20)
Tue/8 Mar 16
Constructivist Theory - Harasim (2012) explains how the learner constructs "understanding and knowledge of the world through experiencing the world, and reflecting on those experiences" (p. 60). From my post, the constructivist process of learning is achieved through assigning personal meaning through active reflection, analysis, and building upon knowledge information layers. Different experiences, which will continue to be different based upon each individual’s background – what the individual bring to the table in personal experiences – and how the individual incorporate or construct the new knowledge. Bates (2015) offers that each individual is unique where emphasis on constructivist learning focuses on the personal meaning development. Individuality comes into building of concepts. Bates offers that quantitative and qualitative add to the values in the constructivist learning. Science class becomes interesting - how does the teacher give a class on weather and natural occurrences? Snow, tornadoes, hurricanes, hailstorms, frost, flooding, drought, etc. - not all areas of the world have the experience. Pictures are worth a thousand words in this case but sometimes difficult to convey meaning to build upon. The coldness in a photo of the glacier is not felt. Each student will walk away with slightly different perceptions from a ‘weather’ activity.
Koohang, Riley, Schreurs, and Smith (2009) are constructing knowledge based upon the collaborative and cooperative learning (design fundamentals and collaborate design elements). The learner assessment, assessment of collaboration in the group, and the facilitator, facilitates this in E-Learning environment. The shift in role from ‘purveyor of knowledge’ to coach, guide, and mentor through interaction, discourse, and feedback (Koohang, Riley, Schreurs, and Smith, 2009). Constructivist learning pedagogy approaches include (a) active learning, (b) learning-by-doing, (c) scaffolded learning, and (d) collaborative learning (Harasim, 2012). The constructivist theory works well in higher education and the online environment. Problem-solving can be done in a constructivist approach where there is possibly more than one correct solution.
References
Bates, A.W. (2015). Teaching in a digital age. Retrieved from https://opentextbc.ca/teachinginadigitalage/
Harasim, L. (2012) Learning theory and online technologies. New York/London: Routledge
Koohang, A., Riley, L., & Smith, T. (2009). E-learning and constructivism: From theory to application. Interdisciplinary Journal of E-Learning and Learning Objects, 5. 91-109
Thu/10 Mar 16
OCL Theory - Technology has created three different types of online learning: (a) online collaborative learning (OCL), (b) online distance education (ODE), and (c) online course ware (Harasim, 2012). Harasim (2012) explains that the Online Collaborative Learning (OCL) theory uses the instructor transmitting of information to the learner who acquires the information. The learner must now acquire, master, and replicate the knowledge through discourse, collaboration and knowledge building. OCL has changed with 21st century advances that go beyond behaviorist and cognitivist instructional practices used previously in the 20th century. Now, instructional practices focus towards embracing the knowledge-building process of OCL. Going beyond acquiring of information and skills, the learning theory requires the learning environment to undergo knowledge discourse where learner actively pursues the building process to generate new knowledge. New technologies (i.e., computer-assisted instruction, intelligent tutoring systems, and advanced course ware) aid in the transmission of the information/knowledge, the learning material still requires the application of learning theories to ensure appropriate match of technology and learning theory for the student to be able to use and build upon the information/knowledge.
Reference
Harasim, L. (2012) Learning theory and online technologies. New York/London: Routledge
Sun/ 13 Mar 16
Community of Inquiry Model - Is discussed in the initial pre-week journal entry. As an educational model, the community of learners is composed of teachers and students with the "purpose of facilitating, constructing, and validating understanding, and of developing capabilities that will lead to further learning. Such a community encourages cognitive independence and social interdependence simultaneously” (Garrison & Anderson, 2003, 23). Below is a list of categories and indicators in the different elements of the CoI.
Update on 6 Apr 16
In the welcome page for Module 5, the professor adds a new article discussing the change in social presence in the Community of Inquiry model. I will put that information in my Module 5 post.
Reference
Garrison, R. & Anderson, T. (2003). E-Learning in the 21st century: A framework for research and practice. Retrieved from http://portal.ou.nl/documents/89037/89380/Garrison+%26%20Anderson+(2003).pdf
Fri/19 Mar 16
Social Media - Bates (2015) provides that social media creates (a) connectivity and social rapport, (b) collaborative information discovery and sharing, (c) content creation and (d) knowledge and information aggregation and content modification. It enables (a) learner-generated content, (b) opportunities for learning and knowledge sharing beyond the traditional learning management systems of the course, and (c) access and opportunities of the Internet without the boundaries of time and space. Social media assists the learner in developing (a) decision making content specific skills, (b) digital literacy, (c) networking and knowledge management, (d) individual/independent/self-directed learning, (e) collaborative learning/teamwork skills, and (f) knowledge management.
This was an interesting sharing post in the discussion board. I contributed Twitter to the discussion board which I also put into my Module 3 assignment. My assignment focused on using Twitter as the Web 2.0 tool to support learning with Haiku poetry. I remember doing a exercise in Haiku poetry in middle school. I had to write one or two Haiku poems each day for two weeks to submit at the end of that period. What a great experience it would have been to share some of the poems on Twitter and not just write the poems down to only be shared with the teacher. Technology comes decades too late... That is similar to the phrase 'youth is wasted on the young...' Where was Twitter back then... I guess I will just have to share a Haiku now.
Learning Theory by Kay
Behaviorist drill.
Cognitivist memorize.
Constructivist build.
(remember the 5-7-5 rule)
Module 3 References
Athabasca University. (n.d.) Community of inquiry survey. [Web site]. Retrieved from https://coi.athabascau.ca/coi-model/coi-survey/ - (Click on the “Download the COI survey” link.)
Harasim, L. (2012). Learning theories and online technologies. NY: Routledge - (Ch. 5 & 6, pp. 59-108).
Koohang, A., Riley, L., Smith, T. (2009). E-Learning and constructivism: From theory to application. Interdisciplinary Journal of E-Learning and Learning Objects. 5. (91-109). Retrieved from http://ijklo.org/Volume5/IJELLOv5p091-109Koohang655.pdf
Lee, M., & McLoughlin, C. (2010). Beyond Distance and Time Constraints: Applying Social Networking Tools and Web 2.0 Approaches in Distance Education. In Veletsianos (Ed.). Retrieved from http://www.aupress.ca/books/120177/ebook/04_Veletsianos_2010-Emerging_Technologies_in_Distance_Education.pdf
Lewis, C., & Abdul-Hamid, H. (2006). Implementing Effective Online Teaching Practices: Voices of Exemplary Faculty. Innovative Higher Education. 31(2).
Constructivist Theory - Harasim (2012) explains how the learner constructs "understanding and knowledge of the world through experiencing the world, and reflecting on those experiences" (p. 60). From my post, the constructivist process of learning is achieved through assigning personal meaning through active reflection, analysis, and building upon knowledge information layers. Different experiences, which will continue to be different based upon each individual’s background – what the individual bring to the table in personal experiences – and how the individual incorporate or construct the new knowledge. Bates (2015) offers that each individual is unique where emphasis on constructivist learning focuses on the personal meaning development. Individuality comes into building of concepts. Bates offers that quantitative and qualitative add to the values in the constructivist learning. Science class becomes interesting - how does the teacher give a class on weather and natural occurrences? Snow, tornadoes, hurricanes, hailstorms, frost, flooding, drought, etc. - not all areas of the world have the experience. Pictures are worth a thousand words in this case but sometimes difficult to convey meaning to build upon. The coldness in a photo of the glacier is not felt. Each student will walk away with slightly different perceptions from a ‘weather’ activity.
Koohang, Riley, Schreurs, and Smith (2009) are constructing knowledge based upon the collaborative and cooperative learning (design fundamentals and collaborate design elements). The learner assessment, assessment of collaboration in the group, and the facilitator, facilitates this in E-Learning environment. The shift in role from ‘purveyor of knowledge’ to coach, guide, and mentor through interaction, discourse, and feedback (Koohang, Riley, Schreurs, and Smith, 2009). Constructivist learning pedagogy approaches include (a) active learning, (b) learning-by-doing, (c) scaffolded learning, and (d) collaborative learning (Harasim, 2012). The constructivist theory works well in higher education and the online environment. Problem-solving can be done in a constructivist approach where there is possibly more than one correct solution.
References
Bates, A.W. (2015). Teaching in a digital age. Retrieved from https://opentextbc.ca/teachinginadigitalage/
Harasim, L. (2012) Learning theory and online technologies. New York/London: Routledge
Koohang, A., Riley, L., & Smith, T. (2009). E-learning and constructivism: From theory to application. Interdisciplinary Journal of E-Learning and Learning Objects, 5. 91-109
Thu/10 Mar 16
OCL Theory - Technology has created three different types of online learning: (a) online collaborative learning (OCL), (b) online distance education (ODE), and (c) online course ware (Harasim, 2012). Harasim (2012) explains that the Online Collaborative Learning (OCL) theory uses the instructor transmitting of information to the learner who acquires the information. The learner must now acquire, master, and replicate the knowledge through discourse, collaboration and knowledge building. OCL has changed with 21st century advances that go beyond behaviorist and cognitivist instructional practices used previously in the 20th century. Now, instructional practices focus towards embracing the knowledge-building process of OCL. Going beyond acquiring of information and skills, the learning theory requires the learning environment to undergo knowledge discourse where learner actively pursues the building process to generate new knowledge. New technologies (i.e., computer-assisted instruction, intelligent tutoring systems, and advanced course ware) aid in the transmission of the information/knowledge, the learning material still requires the application of learning theories to ensure appropriate match of technology and learning theory for the student to be able to use and build upon the information/knowledge.
Reference
Harasim, L. (2012) Learning theory and online technologies. New York/London: Routledge
Sun/ 13 Mar 16
Community of Inquiry Model - Is discussed in the initial pre-week journal entry. As an educational model, the community of learners is composed of teachers and students with the "purpose of facilitating, constructing, and validating understanding, and of developing capabilities that will lead to further learning. Such a community encourages cognitive independence and social interdependence simultaneously” (Garrison & Anderson, 2003, 23). Below is a list of categories and indicators in the different elements of the CoI.
Update on 6 Apr 16
In the welcome page for Module 5, the professor adds a new article discussing the change in social presence in the Community of Inquiry model. I will put that information in my Module 5 post.
Reference
Garrison, R. & Anderson, T. (2003). E-Learning in the 21st century: A framework for research and practice. Retrieved from http://portal.ou.nl/documents/89037/89380/Garrison+%26%20Anderson+(2003).pdf
Fri/19 Mar 16
Social Media - Bates (2015) provides that social media creates (a) connectivity and social rapport, (b) collaborative information discovery and sharing, (c) content creation and (d) knowledge and information aggregation and content modification. It enables (a) learner-generated content, (b) opportunities for learning and knowledge sharing beyond the traditional learning management systems of the course, and (c) access and opportunities of the Internet without the boundaries of time and space. Social media assists the learner in developing (a) decision making content specific skills, (b) digital literacy, (c) networking and knowledge management, (d) individual/independent/self-directed learning, (e) collaborative learning/teamwork skills, and (f) knowledge management.
This was an interesting sharing post in the discussion board. I contributed Twitter to the discussion board which I also put into my Module 3 assignment. My assignment focused on using Twitter as the Web 2.0 tool to support learning with Haiku poetry. I remember doing a exercise in Haiku poetry in middle school. I had to write one or two Haiku poems each day for two weeks to submit at the end of that period. What a great experience it would have been to share some of the poems on Twitter and not just write the poems down to only be shared with the teacher. Technology comes decades too late... That is similar to the phrase 'youth is wasted on the young...' Where was Twitter back then... I guess I will just have to share a Haiku now.
Learning Theory by Kay
Behaviorist drill.
Cognitivist memorize.
Constructivist build.
(remember the 5-7-5 rule)
Module 3 References
Athabasca University. (n.d.) Community of inquiry survey. [Web site]. Retrieved from https://coi.athabascau.ca/coi-model/coi-survey/ - (Click on the “Download the COI survey” link.)
Harasim, L. (2012). Learning theories and online technologies. NY: Routledge - (Ch. 5 & 6, pp. 59-108).
Koohang, A., Riley, L., Smith, T. (2009). E-Learning and constructivism: From theory to application. Interdisciplinary Journal of E-Learning and Learning Objects. 5. (91-109). Retrieved from http://ijklo.org/Volume5/IJELLOv5p091-109Koohang655.pdf
Lee, M., & McLoughlin, C. (2010). Beyond Distance and Time Constraints: Applying Social Networking Tools and Web 2.0 Approaches in Distance Education. In Veletsianos (Ed.). Retrieved from http://www.aupress.ca/books/120177/ebook/04_Veletsianos_2010-Emerging_Technologies_in_Distance_Education.pdf
Lewis, C., & Abdul-Hamid, H. (2006). Implementing Effective Online Teaching Practices: Voices of Exemplary Faculty. Innovative Higher Education. 31(2).
Module 4: Connectivism, Communities of Practice, & MOOCs (Weeks 8 - 9: Mar 21 - April 03)Wed/23 Mar 16
Connectivism - Connectivism principles include (a) learning/knowledge comes from a diversity of opinions, (b) learning the process of connecting specialized nodes/information sources, (c) learning may reside in non-human appliances, (d) the learner's capacity to know more is more critical than what is currently known, (e) the nurturing/maintaining of connections is necessary to facilitate continual learning, (f) the ability to see connections between fields, ideas, and concepts is a core skill, (g) currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities, and (h) the learner's decision-making is itself a learning process (Siemens, 2004). Answers may change as information does - what is right may be wrong tomorrow as information changes and affects a new final decision or outcome. The role of the teacher now shifts to more of a facilitator with the learner being in charge of networks and flow of information from which new knowledge may be created. Bates (2016) explains that the instructor constructs the "initial learning environment and context" where learners gather and go forward to create personal networks that support the learner's personal learning environment to exchange and grow information/learning. The learning occurs through the learner's reflection of the information which the learner is introduced to. The connectivist theory relies heavily on Web 2.0 or social media where the learner creates knowledge in the cooperative/collaborative networks. I see the correlation between this learning theory and how I see many of those that I work and associate with behave. My current organization is a research and development activity. This theory is typical of the behavior they exhibit with interactions with others throughout the community and that community is global. Communication comes through phone, email, virtual meeting, and shared web sites. It is the sharing through networks to achieve a goal which is what I envision connectivism to be on a larger basis. References Bates, A.W. (2015). Teaching in a digital age. Retrieved from https://opentextbc.ca/teachinginadigitalage/ Siemens, G. (2004, December 12). Connectivism: a theory for the digital age. eLearningSpace, Retrieved from http://www.elearnspace.org/Articles/connectivism.htm Sat/26 Mar 16 Communities of Practice - I found these readings very engaging as it is something I see within my workplace. Siemens (2004) discusses individuals talking/collaborate/working together on information/topics/knowledge with the intent to build new understanding/knowledge through a distributed knowledge. This theory of connectivism - through technology and connections – adds in separation by time and space within the Internet but still creates a reality where this could be just as close as across the table or around the world and still allow for interaction in a common goal. I see this on a daily occurrence as information is exchanged and collaborated together to dream the next new idea. How do we make it better... What did we learn? We should share this information... Where can we find the expert on this? Look the expert is available through video conference! And the collaboration continues. |
Kop and Hill (2008) further Siemens and Downes discussions of connectivism learning theory and how this could be changed or morphed to apply to current and changing learning practices and theory. They further add that emerging and latest technology, generational changes such as communications and personal habits/desires/likes, add to changes in this theory which go beyond Siemens and Downes original thoughts and views of ways to deliver learning. They offer that the disparate needs of different learners and offering of different technologies to the learning process (often embraced by the course instructional designer and teacher). Those courses that do not look towards or add newer technologies or “current Web 2.0” technologies may find younger learners walking away to find what they need… or to other “communities”.
In my assignment for Module 4, I used the Communities of Practice of the Defense Acquisition University which I am familiar with through my work. It was interesting to evaluate the site and the value it brings to the acquisition community. I have seen the Acquisition Community Connection grow over the past several year and recognize that it has become a strong, growing OCoP. Having not gone through it before from an educator's point of view, I can see that the site utilizes cognitivist and constructivist learning theories. While the individual member has the ability to pursue self-improvement and greater knowledge, there is the essence throughout the site that demonstrates the collaborative nature of the CoP by creating a learning environment that has a positive effect for the workforce. There are many areas that reach out to the individual to join and participate in collaboration and sharing to create increased value for the group and workforce. I have started adding information from this OCoP to my organizations intranet to involve and update them of the community.
References
Kop, R. & Hill, A. (2008). Connectivism: Learning Theory of the Future or Vestige of the Past?
Sieman, G. (2004) Connectivism: A Learning Theory for the Digital Age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Sun/27 Mar 16
Communities of Practice - In further exploring, I came to the web site for Lave and Wenger (1991) and found more on the community of practice and how involvement over time is important. Without the involvement the ‘community’ may cease to exist due to the three elements of a) the domain, b) the community, and c) the practice no longer functioning. An example of communities that did not evolve such as Kop and Hill point out in the generational issues that can be associated with connectivism would be Myspace and Digg.
Harasim (2012) provides that the CoP could include communities of interest that are working on sharing or even developing a deeper knowledge (p. 142). We were asked in the discussion board if we felt that Yelp or Trip Advisor were communities. I feel they address all three elements. The example I used was were the web sites of Trip Advisor and Yelp offer stories or addresses problems. To me, this goes beyond that of a special interest or a specific genre of book or movie which may make it involved in a community of interest. These web sites provide sharing of information and discussion which has an application such as warnings of road repair, difficulties with reliability time of flights, positive experiences with a specific providers or venues.
I searched Wenger on the web for further reading and found the Wenger-Trayner web site “Introduction to Communities of Practice” http://wenger-trayner.com/introduction-to-communities-of-practice/ and followed the link to “Learning in Landscapes of Practice”http://wenger-trayner.com/resources/publications/learning-in-landscapes-of-practice/ and a YouTube video on the subject https://www.youtube.com/watch?v=qn3joQSQm4o . They introduce the concepts of ‘Knowledgeability’ and ‘landscapes of practice’. A post on the web site likened this to PBL / problem based learning. This will be something I look into further because it is appears to be applicable in many areas such as project management and education.
Additional information on CoPs to explore...
Connected Educators. (n.d.). Technology for online communities of practice. [Web site]. Retrieved from http://www.connectededucators.org/briefs/technology-for-online-communities-of-practice/
Connected Educators. (2011, March). Technology for online communities of practice. Retrieved from http://connectededucators.org/wp-content/uploads/2011/03/0143_Platforms-and-Tools-march-2011.pdf
References
Harasim, L. (2012). Learning theory and online technologies. New York, NY: Routledge
Kop, R. & Hill, A. (2008). Connectivism: Learning Theory of the Future or Vestige of the Past?
Sat/2 Apr 16
MOOCs - I was successful during this module in not only signing myself up for a MOOC but also engaging with my boss who signed up for a MOOC as well! Imagine that! Not only am I participating in a MOOC but I am recruiting other's to participate as well. I signed up for a Web Development MOOC looking for new ideas beyond my self-taught activities. I learned a few short cuts that will make it easier for future projects. My boss signed up for a Developing an iOS App MOOC. The MOOC in which I am involved has elements of both constructivist and connectivist learning theory. From this limited experience, I can understand why how education and training would benefit from the use of MOOCs.
The readings in this module on the topic of MOOCs were very interesting. While other MDE courses discussed various information on MOOCs, this course brought it to a level that I was finally comfortable with exploring. Previously I had understood the size and potential for expanding beyond the LMS but beyond that it was still vague. Siemens (2004) discusses the principles chaos, network, and complexity and self-organization theories which make up connectivism. This was what I had envisioned but it is finally making more sense - in an order in chaos way. From my discussion board post, I looked at connectivism and its role in MOOCs, Siemens (2012) follows with discussion with the theories that support the MOOCs and how the distributed knowledge and learning is creating by making the connections. Siemens (2012) explains difference in the MOOC model practiced by others such as Coursera/EDX using a spoke and hub model very similar to traditional instructor/knowledge at the center where knowledge is generative. Siemens notes that MOOCs he is involved in are declarative knowledge in nature. In general the courses are bounded in the domain of learning with interactions distributed among various Web 2.0 sites and course sites. I found that the change in relationship of the instructor/learner was even greater. Siemens notes that there has been different relationships in the MOOCs set up by different instructors where some have provided guidance and others where the learners have been the instigation for where the material/domain goes through their creation of artifacts. This is done through central forums in the first and blogs/sites in the second. These activities /educational experience occur within the CoI where the social presence, cognitive presence, and teaching presence intersect. Siemens (2012) finds that Coursera/Udacity models limit this placing more emphasis on the teaching presence.
Bates (2015) points out both the size of enrollment and cost - free - coupled with the schools that have developed the courses, creates a draw for learners. Students are able to gain access to the information they desire building the knowledge they desire and moving on - it offers both the online course format and openness in access. Bates also points out strengths of the MOOC being able to supplement/ alternative/ complement conventional education where it will assist in the global education efforts in higher education. .
Kop and Hill (2008) discussions of connectivism learning theory and how this could be changed or morphed to apply to current and changing learning practices and theory. Emerging and latest technology, generational changes such as communications and personal habits/desires/likes that are supported by the emerging Web 2.0 technologies promote the connectivism learning theory which the MOOCs utilize to reach greater numbers of learners and the learners use to create/construct and connect the learning with others in the communities of inquiry and communities of practice.
References
Bates, A.W. (2015). Teaching in a digital age. Retrieved from https://opentextbc.ca/teachinginadigitalage/
Kop, R. & Hill, A. (2008). Connectivism: Learning Theory of the Future or Vestige of the Past?
Sieman, G. (2004) Connectivism: A Learning Theory for the Digital Age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Sieman, G. (2012) What is the theory that underpins our moocs? Elearnspace. Retrieved from http://www.elearnspace.org/blog/2012/06/03/what-is-the-theory-that-underpins-our-moocs/
Module 4 References
Connected Educators. (2011, March). Technology for online communities of practice. [Web page]. Retrieved from http://connectededucators.org/wp-content/uploads/2011/03/0143_Platforms-and-Tools-march-2011.pdf
Downes, S. (2007). Introduction to connective knowledge. [Web post]. Retrieved from http://www.downes.ca/post/33034
Harasim, L. (2012). Learning theories and online technologies. NY: Routledge - (Ch. 7 & 9. pp. 109-122;140-168).
Kop, R. & Hill, A. (2008). Connectivism: Learning Theory of the Future or Vestige of the Past? International Review of Research in Open and Distributed Learning. 9(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/523/1137
Siemens, G. (2004). Connectivism: Learning Theory for the Digital Age. ELearn Space. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Siemens, G. (2012). What is the theory that underpins our MOOCs? [Blog post]. Retrieved from http://www.elearnspace.org/blog/2012/06/03/what-is-the-theory-that-underpins-our-moocs/
In my assignment for Module 4, I used the Communities of Practice of the Defense Acquisition University which I am familiar with through my work. It was interesting to evaluate the site and the value it brings to the acquisition community. I have seen the Acquisition Community Connection grow over the past several year and recognize that it has become a strong, growing OCoP. Having not gone through it before from an educator's point of view, I can see that the site utilizes cognitivist and constructivist learning theories. While the individual member has the ability to pursue self-improvement and greater knowledge, there is the essence throughout the site that demonstrates the collaborative nature of the CoP by creating a learning environment that has a positive effect for the workforce. There are many areas that reach out to the individual to join and participate in collaboration and sharing to create increased value for the group and workforce. I have started adding information from this OCoP to my organizations intranet to involve and update them of the community.
References
Kop, R. & Hill, A. (2008). Connectivism: Learning Theory of the Future or Vestige of the Past?
Sieman, G. (2004) Connectivism: A Learning Theory for the Digital Age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Sun/27 Mar 16
Communities of Practice - In further exploring, I came to the web site for Lave and Wenger (1991) and found more on the community of practice and how involvement over time is important. Without the involvement the ‘community’ may cease to exist due to the three elements of a) the domain, b) the community, and c) the practice no longer functioning. An example of communities that did not evolve such as Kop and Hill point out in the generational issues that can be associated with connectivism would be Myspace and Digg.
Harasim (2012) provides that the CoP could include communities of interest that are working on sharing or even developing a deeper knowledge (p. 142). We were asked in the discussion board if we felt that Yelp or Trip Advisor were communities. I feel they address all three elements. The example I used was were the web sites of Trip Advisor and Yelp offer stories or addresses problems. To me, this goes beyond that of a special interest or a specific genre of book or movie which may make it involved in a community of interest. These web sites provide sharing of information and discussion which has an application such as warnings of road repair, difficulties with reliability time of flights, positive experiences with a specific providers or venues.
I searched Wenger on the web for further reading and found the Wenger-Trayner web site “Introduction to Communities of Practice” http://wenger-trayner.com/introduction-to-communities-of-practice/ and followed the link to “Learning in Landscapes of Practice”http://wenger-trayner.com/resources/publications/learning-in-landscapes-of-practice/ and a YouTube video on the subject https://www.youtube.com/watch?v=qn3joQSQm4o . They introduce the concepts of ‘Knowledgeability’ and ‘landscapes of practice’. A post on the web site likened this to PBL / problem based learning. This will be something I look into further because it is appears to be applicable in many areas such as project management and education.
Additional information on CoPs to explore...
Connected Educators. (n.d.). Technology for online communities of practice. [Web site]. Retrieved from http://www.connectededucators.org/briefs/technology-for-online-communities-of-practice/
Connected Educators. (2011, March). Technology for online communities of practice. Retrieved from http://connectededucators.org/wp-content/uploads/2011/03/0143_Platforms-and-Tools-march-2011.pdf
References
Harasim, L. (2012). Learning theory and online technologies. New York, NY: Routledge
Kop, R. & Hill, A. (2008). Connectivism: Learning Theory of the Future or Vestige of the Past?
Sat/2 Apr 16
MOOCs - I was successful during this module in not only signing myself up for a MOOC but also engaging with my boss who signed up for a MOOC as well! Imagine that! Not only am I participating in a MOOC but I am recruiting other's to participate as well. I signed up for a Web Development MOOC looking for new ideas beyond my self-taught activities. I learned a few short cuts that will make it easier for future projects. My boss signed up for a Developing an iOS App MOOC. The MOOC in which I am involved has elements of both constructivist and connectivist learning theory. From this limited experience, I can understand why how education and training would benefit from the use of MOOCs.
The readings in this module on the topic of MOOCs were very interesting. While other MDE courses discussed various information on MOOCs, this course brought it to a level that I was finally comfortable with exploring. Previously I had understood the size and potential for expanding beyond the LMS but beyond that it was still vague. Siemens (2004) discusses the principles chaos, network, and complexity and self-organization theories which make up connectivism. This was what I had envisioned but it is finally making more sense - in an order in chaos way. From my discussion board post, I looked at connectivism and its role in MOOCs, Siemens (2012) follows with discussion with the theories that support the MOOCs and how the distributed knowledge and learning is creating by making the connections. Siemens (2012) explains difference in the MOOC model practiced by others such as Coursera/EDX using a spoke and hub model very similar to traditional instructor/knowledge at the center where knowledge is generative. Siemens notes that MOOCs he is involved in are declarative knowledge in nature. In general the courses are bounded in the domain of learning with interactions distributed among various Web 2.0 sites and course sites. I found that the change in relationship of the instructor/learner was even greater. Siemens notes that there has been different relationships in the MOOCs set up by different instructors where some have provided guidance and others where the learners have been the instigation for where the material/domain goes through their creation of artifacts. This is done through central forums in the first and blogs/sites in the second. These activities /educational experience occur within the CoI where the social presence, cognitive presence, and teaching presence intersect. Siemens (2012) finds that Coursera/Udacity models limit this placing more emphasis on the teaching presence.
Bates (2015) points out both the size of enrollment and cost - free - coupled with the schools that have developed the courses, creates a draw for learners. Students are able to gain access to the information they desire building the knowledge they desire and moving on - it offers both the online course format and openness in access. Bates also points out strengths of the MOOC being able to supplement/ alternative/ complement conventional education where it will assist in the global education efforts in higher education. .
Kop and Hill (2008) discussions of connectivism learning theory and how this could be changed or morphed to apply to current and changing learning practices and theory. Emerging and latest technology, generational changes such as communications and personal habits/desires/likes that are supported by the emerging Web 2.0 technologies promote the connectivism learning theory which the MOOCs utilize to reach greater numbers of learners and the learners use to create/construct and connect the learning with others in the communities of inquiry and communities of practice.
References
Bates, A.W. (2015). Teaching in a digital age. Retrieved from https://opentextbc.ca/teachinginadigitalage/
Kop, R. & Hill, A. (2008). Connectivism: Learning Theory of the Future or Vestige of the Past?
Sieman, G. (2004) Connectivism: A Learning Theory for the Digital Age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Sieman, G. (2012) What is the theory that underpins our moocs? Elearnspace. Retrieved from http://www.elearnspace.org/blog/2012/06/03/what-is-the-theory-that-underpins-our-moocs/
Module 4 References
Connected Educators. (2011, March). Technology for online communities of practice. [Web page]. Retrieved from http://connectededucators.org/wp-content/uploads/2011/03/0143_Platforms-and-Tools-march-2011.pdf
Downes, S. (2007). Introduction to connective knowledge. [Web post]. Retrieved from http://www.downes.ca/post/33034
Harasim, L. (2012). Learning theories and online technologies. NY: Routledge - (Ch. 7 & 9. pp. 109-122;140-168).
Kop, R. & Hill, A. (2008). Connectivism: Learning Theory of the Future or Vestige of the Past? International Review of Research in Open and Distributed Learning. 9(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/523/1137
Siemens, G. (2004). Connectivism: Learning Theory for the Digital Age. ELearn Space. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Siemens, G. (2012). What is the theory that underpins our MOOCs? [Blog post]. Retrieved from http://www.elearnspace.org/blog/2012/06/03/what-is-the-theory-that-underpins-our-moocs/
Module 5: Best Practices: Theory, Policy, and the DE Organization (Weeks 10 - 11: April 04 - April 17)
Tue/5 Apr 16
Best Practices - An activity during this module was to post 'best practices' in the discussion board. Below was my submission. In many ways I feel it comes from what I have experienced in distance education and are also the key qualities found in a constructivist based learning environment. These should be considered highlights. I am sure I will come back to revisit and edit this post in the future. It was eye opening to see all of the different representations of best practices that the others shared in the class.
Best Practices for the Instructor
1. Select the pedagogical approach that best fits the subject and level of the students - create an online community that supports the learner.
2. Define guidelines/structure/objectives of course - precise directions with clear expectations / the who, what, where, and when.
3. Design assignment(s) which fulfill the objects which fit both online teaching and learning - individual, small group, and large group activities/assignments.
4. Understand that while an approach was selected, it may need to be changed - be flexible but don't forget to take risks.
5. Participate in discussions - share but not too much, allow students to guide to the level they can, provide guidance when needed.
6. Learn and embrace technology! Synchronous and Asynchronous are both important.
Best Practices for the Learner
1. Find/learn technical requirements/IT skills early in course.
2. Log in daily and complete readings early.
3. Map out assignments.
4. Actively participate in class and remember to practice netiquette - reach out in discussions to fellow students and instructor.
5. Remember that everyone brings something different to the learning table and collectively, sharing offers the most to everyone!
6. Come to the classroom ready to learn!
References
Boettcher, J. V. (2011, May). Ten best practices for teaching online - quick guide for new online faculty. Designing for Learning. Retrieved from http://www.designingforlearning.info/services/writing/ecoach/tenbest.html
Wentworth Institute of Technology. (n.d.). Best practices for online learners. [Web page]. Retrieved from http://www.wit.edu/continuinged/online/resources/Online%20Learning%20Best%20Practices.html
Fri/8 Apr 16
Policy in the DE Organization - In many ways, I see the support services as having the greatest impact on the learner even prior to the actual learning experience in the online classroom which sets the stage for all the experiences that will occur inside or outside of the classroom. To me this should be a large part of policy in the distance education organization. From the readings in Module 5 and my discussion post, Moisey and Hughes (2008) provide a comprehensive list of support services that will promote a successful relationship between the learner, the teacher, and others within the community of inquiry. This initial groundwork provides the foundation for the learner to build upon. Looking at ‘the man behind the curtain’ of support services is necessary for success of the student, teacher, and the schooling institution before the learning journey can even begin.
My experience looking back initially did not involve enough of the support services available that would have made undergrad courses easier to understand. The online library was nothing more than the brick and mortar library – books and sources available online. Just the services available to the student in the library are phenomenal. I know I overlook the true value to the access we have. I have searched for things a few times for professional use and when for my sister where the library access is minimal due to the cost for a community college. She has been amazed at things I have found and we have discussed that she did not have access to. It has been beneficial for both of us because then I have been able to discuss her studies with her and provide morale support to her as the adult learner where others may not understand.
Reference
Moisey, S. & Hughes, J. (2008). "Supporting the Online Learner" from The Theory and Practice of Online Learning (online book). pp. 419-439
Sun/10 Apr 16
In Otte and Benke (2006), they reflect on the learning environment with an example of collaborative work and active inquiry that are found in constructivism. They uphold that the online environment provides a forum where “pedagogical advances” (p. 24) are demonstrated. With the online classroom environment using many of the Web 2.0, the constructivist approach enables the learner builds knowledge by using learning or inquiry problems. Using blogs, wikis, videos/YouTube, or Twitter adds to the value of course objectives. This will require the interaction with technologists, teachers, and leadership. Without significant interaction between the different groups, the course management aspects do not flourish and promote academic objectives. Additionally, staff will require support in training of new technology.
Moisey and Hughes (2008) discuss many other important support services that covered in OMDE 608 Learner Support in DE and Training. While this area may require updating due to technology changes, institution/administrative changes, or services needed by students, it will always have impact on the DE organization’s policies to remain successful. Harasim discusses the early ‘lone ranger’ online instructor who would design the online course during the 90s. I can see where instructors, instructional designers, and technologists could often become at odds with one another given changes in course design and technology. This is something that leadership as mentioned throughout the DEPM 604 Leadership in Distance Education and Training mentioned routinely... Given the speed of changes with technology, I don't think this 'problem' will disappear any time soon as technology change will impact distance education.
References
Harasim, L. (2012). Learning theory and online technologies. New York & United Kingdom: Routledge, Taylor & Francis Group.
Moisey, S. & Hughes, J. (2008). "Supporting the Online Learner" from The Theory and Practice of Online Learning (online book). pp. 419-439
Otte, G. & Benke M. (2006). Online learning: New models for leadership and organization in higher education. 23-31.
Thu/14 April 16
New material - Look a new version to the Community of Inquiry framework!
No, change in distance education will not end which further strengthens the case to continue to educate the educator! Information to post upon in future posts. A fabulous way to remind me to continue reading and posting ensuring my place as a lifelong learner.
I have used this journal to collect references and images that help me put together the theories and concepts. It is a learning tool that is easy for me to come back to time and time again. I understand why it is included as a learning tool and its value.
Reference
Armellini, A. & De Stafani, M. (2015). Social presence in the 21st century: An adjustment to the Community of Inquiry framework. British Journal of Educational Technology. doi:10.1111/bjet.12302
Sun/16 Apr 16
Final post for course but not for the journal...
I have come to realize that this was probably the most difficult of all of the courses in the MDE journey for myself not having an education background. I am one of those who are involved in education and training as I mentioned in a previous journal entry (Mon/15 Feb 16) above where I discuss those in education and training who are subject matter experts and do not have training in education. Ironic how just reading a few pages of Bates that day made me even more keenly aware of my knowledge limitations. Were I in charge for a day, I would place OMDE 610 right after OMDE 601 to give those with no formal education or training in education a stronger foundation to understand the rest of the puzzle in the distance education field.
While I feel a great deal more confident in my level of knowledge on the background of learning and teaching theory as it has grown in my MDE journey, I have further to go. The journey thus far has been absolutely invaluable to me and taken me beyond my previous experience as a UMUC student. It has created even greater understanding of the meaning behind the phrase lifelong learner. I remember many people laughing when I started this program... 'Why do you need that? You are already in the field and have a graduate degree." I still had questions that needed to be answered. For me, this journey answered questions I had asked for years... Bates was right. I didn't know the terminology... I didn't know why it worked... But now I have the tools and knowledge to keep pursuing the answers.
Harasim (2012) was right in promoting the need for educators to continue to be educated as they continue their practice. Technology, practices, and policy change too fast even for those who are practicing. I believe if you are going to be involved in education and training in any capacity, you owe it to yourself to commit early to the pursuit of lifelong learning. It will make it a better place for yourself and the community of educators/trainers/administrators/technologists/all the others involved that you belong to in the education/training/distance learning community of practice... oh and don't forget your students... everything you do to better yourself over time betters them.
This is not "Good bye", but my next step in lifelong learning.
V/R
Kay sends
Kay Venteicher
Module 5 References
Harasim, L. (2012). Learning theories and online technologies. NY: Routledge - (Ch. 8. pp. 121-139).
Moisey, S. & Hughes, J. (2008). Supporting the online learner. In T. Anderson (Ed.), The Theory and Practice of Online Learning (pp. 419-439). Retrieved from http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
Otte, G. & Banke M. (2006). Online Learning: New Models for Leadership and Organization in Higher Education. (23-31). Retrieved from https://umuc.equella.ecollege.com/file/572cca6a-81e0-44c6-a0e3-e847a3b7ced5/1/OMDE610.zip/Module%2005/assets/v10n2_2otte.pdf
Purdue. (2016). Parts of a memo. Purdue Online Writing Lab. Retrieved from https://owl.english.purdue.edu/owl/resource/590/02/
Sangra, A., Guardia, L., & Gonzalez-Sanmamed, M. (2007). Educational Design as a Key Issue in Planning for Quality Improvement. In M. Bullen, & D. Janes (Eds.) Making the Transition to E-Learning: Strategies and Issues (pp. 284-299). Hershey, PA: Information Science Publishing. doi:10.4018/978-1-59140-950-2.ch017
Best Practices - An activity during this module was to post 'best practices' in the discussion board. Below was my submission. In many ways I feel it comes from what I have experienced in distance education and are also the key qualities found in a constructivist based learning environment. These should be considered highlights. I am sure I will come back to revisit and edit this post in the future. It was eye opening to see all of the different representations of best practices that the others shared in the class.
Best Practices for the Instructor
1. Select the pedagogical approach that best fits the subject and level of the students - create an online community that supports the learner.
2. Define guidelines/structure/objectives of course - precise directions with clear expectations / the who, what, where, and when.
3. Design assignment(s) which fulfill the objects which fit both online teaching and learning - individual, small group, and large group activities/assignments.
4. Understand that while an approach was selected, it may need to be changed - be flexible but don't forget to take risks.
5. Participate in discussions - share but not too much, allow students to guide to the level they can, provide guidance when needed.
6. Learn and embrace technology! Synchronous and Asynchronous are both important.
Best Practices for the Learner
1. Find/learn technical requirements/IT skills early in course.
2. Log in daily and complete readings early.
3. Map out assignments.
4. Actively participate in class and remember to practice netiquette - reach out in discussions to fellow students and instructor.
5. Remember that everyone brings something different to the learning table and collectively, sharing offers the most to everyone!
6. Come to the classroom ready to learn!
References
Boettcher, J. V. (2011, May). Ten best practices for teaching online - quick guide for new online faculty. Designing for Learning. Retrieved from http://www.designingforlearning.info/services/writing/ecoach/tenbest.html
Wentworth Institute of Technology. (n.d.). Best practices for online learners. [Web page]. Retrieved from http://www.wit.edu/continuinged/online/resources/Online%20Learning%20Best%20Practices.html
Fri/8 Apr 16
Policy in the DE Organization - In many ways, I see the support services as having the greatest impact on the learner even prior to the actual learning experience in the online classroom which sets the stage for all the experiences that will occur inside or outside of the classroom. To me this should be a large part of policy in the distance education organization. From the readings in Module 5 and my discussion post, Moisey and Hughes (2008) provide a comprehensive list of support services that will promote a successful relationship between the learner, the teacher, and others within the community of inquiry. This initial groundwork provides the foundation for the learner to build upon. Looking at ‘the man behind the curtain’ of support services is necessary for success of the student, teacher, and the schooling institution before the learning journey can even begin.
My experience looking back initially did not involve enough of the support services available that would have made undergrad courses easier to understand. The online library was nothing more than the brick and mortar library – books and sources available online. Just the services available to the student in the library are phenomenal. I know I overlook the true value to the access we have. I have searched for things a few times for professional use and when for my sister where the library access is minimal due to the cost for a community college. She has been amazed at things I have found and we have discussed that she did not have access to. It has been beneficial for both of us because then I have been able to discuss her studies with her and provide morale support to her as the adult learner where others may not understand.
Reference
Moisey, S. & Hughes, J. (2008). "Supporting the Online Learner" from The Theory and Practice of Online Learning (online book). pp. 419-439
Sun/10 Apr 16
In Otte and Benke (2006), they reflect on the learning environment with an example of collaborative work and active inquiry that are found in constructivism. They uphold that the online environment provides a forum where “pedagogical advances” (p. 24) are demonstrated. With the online classroom environment using many of the Web 2.0, the constructivist approach enables the learner builds knowledge by using learning or inquiry problems. Using blogs, wikis, videos/YouTube, or Twitter adds to the value of course objectives. This will require the interaction with technologists, teachers, and leadership. Without significant interaction between the different groups, the course management aspects do not flourish and promote academic objectives. Additionally, staff will require support in training of new technology.
Moisey and Hughes (2008) discuss many other important support services that covered in OMDE 608 Learner Support in DE and Training. While this area may require updating due to technology changes, institution/administrative changes, or services needed by students, it will always have impact on the DE organization’s policies to remain successful. Harasim discusses the early ‘lone ranger’ online instructor who would design the online course during the 90s. I can see where instructors, instructional designers, and technologists could often become at odds with one another given changes in course design and technology. This is something that leadership as mentioned throughout the DEPM 604 Leadership in Distance Education and Training mentioned routinely... Given the speed of changes with technology, I don't think this 'problem' will disappear any time soon as technology change will impact distance education.
References
Harasim, L. (2012). Learning theory and online technologies. New York & United Kingdom: Routledge, Taylor & Francis Group.
Moisey, S. & Hughes, J. (2008). "Supporting the Online Learner" from The Theory and Practice of Online Learning (online book). pp. 419-439
Otte, G. & Benke M. (2006). Online learning: New models for leadership and organization in higher education. 23-31.
Thu/14 April 16
New material - Look a new version to the Community of Inquiry framework!
No, change in distance education will not end which further strengthens the case to continue to educate the educator! Information to post upon in future posts. A fabulous way to remind me to continue reading and posting ensuring my place as a lifelong learner.
I have used this journal to collect references and images that help me put together the theories and concepts. It is a learning tool that is easy for me to come back to time and time again. I understand why it is included as a learning tool and its value.
Reference
Armellini, A. & De Stafani, M. (2015). Social presence in the 21st century: An adjustment to the Community of Inquiry framework. British Journal of Educational Technology. doi:10.1111/bjet.12302
Sun/16 Apr 16
Final post for course but not for the journal...
I have come to realize that this was probably the most difficult of all of the courses in the MDE journey for myself not having an education background. I am one of those who are involved in education and training as I mentioned in a previous journal entry (Mon/15 Feb 16) above where I discuss those in education and training who are subject matter experts and do not have training in education. Ironic how just reading a few pages of Bates that day made me even more keenly aware of my knowledge limitations. Were I in charge for a day, I would place OMDE 610 right after OMDE 601 to give those with no formal education or training in education a stronger foundation to understand the rest of the puzzle in the distance education field.
While I feel a great deal more confident in my level of knowledge on the background of learning and teaching theory as it has grown in my MDE journey, I have further to go. The journey thus far has been absolutely invaluable to me and taken me beyond my previous experience as a UMUC student. It has created even greater understanding of the meaning behind the phrase lifelong learner. I remember many people laughing when I started this program... 'Why do you need that? You are already in the field and have a graduate degree." I still had questions that needed to be answered. For me, this journey answered questions I had asked for years... Bates was right. I didn't know the terminology... I didn't know why it worked... But now I have the tools and knowledge to keep pursuing the answers.
Harasim (2012) was right in promoting the need for educators to continue to be educated as they continue their practice. Technology, practices, and policy change too fast even for those who are practicing. I believe if you are going to be involved in education and training in any capacity, you owe it to yourself to commit early to the pursuit of lifelong learning. It will make it a better place for yourself and the community of educators/trainers/administrators/technologists/all the others involved that you belong to in the education/training/distance learning community of practice... oh and don't forget your students... everything you do to better yourself over time betters them.
This is not "Good bye", but my next step in lifelong learning.
V/R
Kay sends
Kay Venteicher
Module 5 References
Harasim, L. (2012). Learning theories and online technologies. NY: Routledge - (Ch. 8. pp. 121-139).
Moisey, S. & Hughes, J. (2008). Supporting the online learner. In T. Anderson (Ed.), The Theory and Practice of Online Learning (pp. 419-439). Retrieved from http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
Otte, G. & Banke M. (2006). Online Learning: New Models for Leadership and Organization in Higher Education. (23-31). Retrieved from https://umuc.equella.ecollege.com/file/572cca6a-81e0-44c6-a0e3-e847a3b7ced5/1/OMDE610.zip/Module%2005/assets/v10n2_2otte.pdf
Purdue. (2016). Parts of a memo. Purdue Online Writing Lab. Retrieved from https://owl.english.purdue.edu/owl/resource/590/02/
Sangra, A., Guardia, L., & Gonzalez-Sanmamed, M. (2007). Educational Design as a Key Issue in Planning for Quality Improvement. In M. Bullen, & D. Janes (Eds.) Making the Transition to E-Learning: Strategies and Issues (pp. 284-299). Hershey, PA: Information Science Publishing. doi:10.4018/978-1-59140-950-2.ch017
Module 5 Post References
Bates, T. (2010, August 15). E-learning quality assurance standards, organizations and research. [Web page]. Retrieved from http://www.tonybates.ca/2010/08/15/e-learning-quality-assurance-standards-organizations-and-research/
ISO. (2009). ISO/IEC e-learning standard will help match user needs with the right resouces. ISO News. Retrieved from http://www.iso.org/iso/home/news_index/news_archive/news.htm?refid=Ref1217
The reference below is one I would like to research in greater detail. This is another area that will be changing as distance education evolves.
Churches, A. (2009, January 4). Bloom's digital taxonomy. [Blog page]. Retrieved from http://edorigami.wikispaces.com/file/view/bloom%27s%20Digital%20taxonomy%20v3.01.pdf/65720266/bloom%27s%20Digital%20taxonomy%20v3.01.pdf
Module 5 Post References
Bates, T. (2010, August 15). E-learning quality assurance standards, organizations and research. [Web page]. Retrieved from http://www.tonybates.ca/2010/08/15/e-learning-quality-assurance-standards-organizations-and-research/
ISO. (2009). ISO/IEC e-learning standard will help match user needs with the right resouces. ISO News. Retrieved from http://www.iso.org/iso/home/news_index/news_archive/news.htm?refid=Ref1217
The reference below is one I would like to research in greater detail. This is another area that will be changing as distance education evolves.
Churches, A. (2009, January 4). Bloom's digital taxonomy. [Blog page]. Retrieved from http://edorigami.wikispaces.com/file/view/bloom%27s%20Digital%20taxonomy%20v3.01.pdf/65720266/bloom%27s%20Digital%20taxonomy%20v3.01.pdf