OMDE 610: Teaching and Learning in Online Distance Education
Assignments and Course Work
Course Learning Journal
Module 1: Historical and Theoretical Foundations
February 9, 2014:
The first week of this course has been hectic, but I feel as though I’m getting the hang of things. The first author I wanted to discuss was Harasim (2012), as she provided a lot of insight regarding the history of distance education theory. With Harasim (2012), we covered some of the more popular theories of both the 20th and 21st centuries. The 20th century emphasized the following major theoretical frameworks: behaviorist, cognitivist, and constructivist learning theories. The behaviorist theory offered a way to define learning as realistic, observable, and quantitative. Ultimately, this theory stated that learning behaviors could be studied and replicated over and over again, like a human response to stimuli. Much like the behaviorist theory, the cognitivist learning theory tried to explain the social aspects that the behaviorist theory lacked. Cognitivism recognized the human ability to make sense and draw an understanding from experience. It represents the learner responsibility of absorbing whatever is presented by the teacher. In response to behaviorism and cognitivism, the constructivist learning theory emerged as practitioners realized the importance of learners making sense of the world around them. Essentially, constructivism explains how learners construct knowledge based on experiences and reflection.
The 21st century saw great changes in theoretical frameworks. One of the most important, in my opinion, is online collaborative learning (OCL), which addressed changes that occurred with the development of Internet technology. I believe that collaborative learning is an essential part of the overall learning process, as students are able to view content from other perspectives, achieving a more meaningful understanding of the content. The theories from the 20th century served as a foundation for the theories that are prevalent today. The Internet changed learning dramatically, and distance education emerged from correspondence to real-time interaction. I find the evolution of distance education and the theories that define it absolutely fascinating.
February 16, 2013:
This week I wanted to focus my journal entry on the authors Saba (2003) and Ally (2008). These two authors provided a lot of useful information regarding theory and how it relates to distance education. Saba (2003) starts his chapter out by discussion distance education theorists and the centrality and independence of the learner. I found the discussion relating to interaction to be the most insightful. Saba (2003) states that accountability is one of the major features of a general concept of system. He describes a new systems theory, the discipline of chaos, which describes how the behavior of certain subsystems with their larger system components. Saba (2003) brings up Peters’ theory of industrialization, who states that distance education is part of a rationalized method where people around the world can interact and participate simultaneously. He also brings up Moore and Kearsley, who state that distance education’s complexity can be understood with the systems method. While I found this article a bit difficult to read because of all the technical terminology, it was extremely informative and I’m sure I will refer back to this article in future courses.
The chapter by Ally (2008) was easier to read and understand, and provided a great deal of information regarding theory in distance education learning. He discusses the benefits of online learning, as well as the elements of designing online learning materials. He states that the overall goal of any instructional system is to support and encourage learning. In order to create this type of instructional system, one must know a great deal about the theoretical models and systems that support a learning environment. With more appropriate theories that are based on Internet technology, institutions can take advantage of the wide array of tools the Internet makes available. One thing Ally (2008) states that stands out is the following:
“information-map generation requires critical reflection and is a method for externalizing the cognitive structure of learners. To facilitate deeper processing, learners should be encouraged to generate their own information maps (p. 23).”
Some implication for online learning include allowing learners to attend to critical information, retrieve existing information for reflection, while avoiding information overload so learners can process information in their working memory. Ally (2008) also discusses the constructivist theory in online learning environments. With this theory learners are active, and knowledge should be interpreted by the learner and not someone else. Interaction that is user-friendly helps the learner in the learning process. The connectivist theory was designed for the digital age, where much of life is spent in a networked environment (2008). Information in an online setting is fluid, always changing, so learners have little control over what they are learning. Ultimately, Ally (2008) introduced a model based on distance education theory that’s appropriate for an online learning environment. Like the article by Saba (2003), there was some useful information that I will more than likely refer to while progressing through the MDE program. After an information-packed two weeks, I’m excited to see where the next week goes. I will be turning in my first written assignment and posting my journal entries for all to see.
February 23, 2014:
Terry Anderson (2008), in his chapter titled “Towards a Theory of Online Learning”, spoke of theory that I want to save for future reference:
“This broader perspective helps us make connections with the work of others, facilitates coherent frameworks and deeper understanding of our actions, and perhaps most importantly, allows us to transfer the experience gained in one context to new experiences and contexts (p. 45).”
In this article he addresses the attributes of learning, which include community-centered, knowledge-centered, learner-centered, and assessment-centered. Describing the World Wide Web as a “multi-faceted technology that provides a large-and seemingly ever-growing – set of communication and information management” that can be “harnessed for education” (p. 52). Like Harasim (2012), he addresses the importance of interaction between students and instructors in an online learning environment. Overall, Anderson discusses the elements of constructing an effective online learning environment that takes advantage of the technologies available today.
I have completed my first assignment for this course, and I feel really good about what I turned in. Having the writing coach service is wonderful, as I have only had positive experiences with them thus far. I can’t wait to see where we go in the next couple of weeks.
References
Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson’s (2nd 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. (2008). Towards a theory of online learning. In T. Anderson’s (2nd ed.), The Theory and Practice of Online Learning, (pp. 45-74). Retrieved from http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008Theory_and_Practice_of_Online_Learning.pdf
Harasim, L. (2012). Learning theory and online technologies. New York City, NY: Routledge.
Saba, F. (2003). Distance education theory, methodology, and epistemology: A pragmatic paradigm. In M. G. Moore & W. G. Anderson’s (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=JHA9dyiTvgpz5gwuPZPEtW1t3&ou=12564
Module 2: Behaviorism, Cognitivism & Rubrics
March 2, 2014:
This first part of this module covered behaviorism. With behaviorism, we covered some scientists I was already familiar with: Pavlov, Watson, Thorndike, and Skinner. I recall them from a philosophy course and psychology course I took while pursuing my bachelor’s degree. I was surprised to see that I was able to blend my prior knowledge of these scientists with new knowledge that applies more specifically to education (great example of cognitivism). Behaviorism focuses on reward and punishment, instructional design, and the taxonomies of learning. I was very interested in the taxonomies of learning, as it was something I wasn’t very familiar with. Harasim (2012) stats that taxonomies or classifications of learning behaviors were therefore considered to be important, in order to design and test instruction” (p. 39). Benjamin Bloom is recognized as one of the leading psychologists regarding the classification of educational objectives according to their cognitive complexity. He developed six categories, including knowledge, comprehension, application, analysis, synthesis, and evaluation. One of the last things that stood out relating to behaviorism was its application with technology. Learning technologies that reinforced specific tasks include teaching machines and programmed instruction and computer-assisted instruction.
Personally, I think behaviorism plays an important role in the foundation of theories that are currently used in online distance learning, but isn’t very appropriate as a “solo-theory” in an online learning environment. This week I read an chapter by Albert Sangra, who I follow on Twitter, and was very interested in ideas surrounding theoretical models. He claims that the Internet is new to online distance learning, and that most theoretical models were created prior to the World Wide Web. With that said, he claims that there really isn’t a theoretical model that encompasses modern distance education. Sangra’s work for distance education, in my opinion, is cutting-edge. I came across some projects that he is working on, and they are inspiring. My hope is that Sangra will visit one of my courses as a guest speaker, and I’ll have the chance to pick his brain.
References
Harasim, L. (2012). Learning theory and online technologies. New York City, NY: Routledge.
Sangra, A., Guardia, L., & Sonzales-Sanmamed, M. (2007). Education 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.
March 9, 2014:
Cognitivism was a learning theory that was both interesting and appealing this week. It focuses on the blending of prior knowledge with new knowledge in a way that is meaningful and reinforces academia. The schema theory posits that learning is easier when it can be integrated with existing knowledge and experience. Robert M. Gagne, an instructional psychologist, wrote a book titled The Conditions of Learning that focuses on cognitivism. His theory of instruction is comprised of three major components: a taxonomy of learning outcomes, specific conditions for learning each outcome, and nine events of instruction. Regarding technology, cognitivist examples includes intelligent tutoring systems and artificial intelligence. I was so intrigued by cognitivism that I chose to include it as a focus for my second assignment. The assignment required students to create either a behaviorism or cognitivism eLearning lesson and rubric. The assignment was a great learning tool, as this was the first lesson and rubric I’ve ever had to develop. Wanting to pursue teaching and training in distance education, I know this assignment has introduced me to a very important part of the instructional process. The assignment can be found above (see the Assignment 2 tab).
The last thing we covered in this module was the rubric. We looked at the Quality Matters and ROI rubrics. The Quality Matters rubric evaluates the delivery of online courses using eight general standards. The ROI, or Rubric for Online Instruction, helps to create and enhance the overall quality of online learning environments. Like the Quality Matters, it utilizes a framework that allows instructors to evaluate courses from a managerial perspective. Of the two, I prefer the ROI because it provides a more thorough evaluation that can be beneficial to new instructors who have little or no experience. In addition, its framework rating was easier to follow and I assume would make evaluating a course easier. Having to complete a rubric for the second assignment (see Appendix A in the second assignment), I was able to use the ROI for inspiration and guidance.
Overall, I feel as though this has been one of my favorite modules. If I were teaching at this very moment, I know I would incorporate cognitivism in my classroom. I believe that the blending of prior and new knowledge, while allowing students to relate to and interact with the information, is the best way to get students to retain what they are being taught. Otherwise, the information is quickly forgotten and the time spent teaching is wasted. I noticed that we are covering constructivism in the next module, and I’m excited to see how it compares to cognitivism and if it proves to be more effective in an online learning environment.
Module 3: Constructivism, OCL & Social Media
March 16, 2014:
This week we covered something I was very familiar with from an earlier course: the Community of Inquiry (CoI) theory. I’m drawn towards this theory because of its focus on creating a sense of community in an online learning environment. There have been many courses throughout my studies that I’ve felt quite isolated, but recently the courses I’ve been taking have emphasized student-student and student-instructor interactions. In this course specifically, I’ve been able to develop relationships between some of my fellow students and the instructors on the discussion board. I think much of what is described in the online collaborative learning (OCL) theory is also represented in the CoI theory. Focusing on social discourse and collaboration to achieve knowledge, the OCL theory states that the key aspect to knowledge creation is discourse. This makes the discussion board essential in an online learning environment, according to this theory.
Vygotsky emphasized collaboration for knowledge construction, and served as a major force in the creation of this theory. He explained that learning was a social process, defined by conversation, where learning was comprised of discourse between students and a knowledgeable instructor. Harasim (2012) states that the “OCL theory and pedagogy seek to initiate the learners into the process of conversation used by knowledge communities to crate knowledge and improve ideas” (p. 91). This pretty much sums up the important aspects of the theory itself.
During this week I also tried to focus on the integration of Web 2.0 tools. During this portion of the module I learned how Web 2.0 tools supplement and support collaboration and interaction between students and their instructors. Email, blogs, social networks, discussion boards, Google Docs, and other options for conversation via the Internet are excellent examples of Web 2.0 tools. Without these, conversation between people in an online environment would be difficult. In an earlier course I was introduced to many of these different Web 2.0 tools, and was taught how they can be used in efficiently in a learning environment to create knowledge and support collaboration. Personally, I prefer Google Docs, which is why I chose to use this tool in my assignment for this module.
In this portion of the module, what I already knew about collaboration and building a sense of community was reinforced by what I learned about OCL in this module. Earlier in my studies, I didn’t see the importance of community and discourse. As a result, I lost out on learning from other student’s perspectives and the creation of knowledge through collaboration. Recently, I’ve started to shed my “lurker” status in conferences, and have become much more active in my postings and responses. I now understand how important this element of online learning is to my education, and will implement these theories into a classroom of my own in the future.
Reference
Harasim, L. (2012). Learning theory and online technologies. New York, NY: Routledge.
March 23, 2014:
This week I focused on constructivism, which includes the overall theory and two of the most prominent thinkers regarding this theory. I’m partial to this theory because this method of learning is easiest for me. I learn better when I am actively involved and able to participate in the learning. Why I was able to excel in air traffic control was because the training for this career was centered around “learning-by-doing”, scaffolding, and collaboration. You had the traditional materials to memorize, but you also put in a position of actively controlling aircraft without being properly certified. Of course you had a certified controller behind you with over-ride capabilities, but you could only learn this job by doing it and learning from the different scenarios that arise. As much as I studied the materials, I learned more by actively controlling in live position.
Piaget and Vygotsky developed ideas that centered around active forms of learning. Strangely enough, their concepts were not necessarily developed for the classroom, and certainly not for online learning. However, much of their research is relevant now, and transitions flawlessly to a learning environment. Regardless, they focused on the encouragement of participation and engaging people throughout the learning process. Harasim (2012) states that constructivism seeks to tap into and trigger the student’s innate curiosity about the world and how it turns, how it functions. I believe this is exactly what Piaget and Vygotsky were trying to convey.
Scaffolding is a concept that I was intrigued by. I’ve learned about it in previous courses, but was able to delve deeper into its meaning in this course. Ultimately, scaffolding is where an instructor supports learning when students are new to material, providing motivation and a foundation for understanding the new material. As the student progresses through the learning process, the instructor reduces the amount of support until the student can demonstrate the material independently. What I like about scaffolding is the opportunity for students and instructors to develop a relationship centered around learning, which also helps create more of a sense of community for online learners. As I described in my journal posting last week, the training I went through to become an air traffic controller used the scaffolding method meticulously. Trainers would sit behind trainees as they gained experience working live traffic. The more the trainee learned, the less the trainer would have to intervene. When the trainee no longer required support from the trainer, that person was then eligible for certification.
Overall, I felt this lesson, like all of the other lessons in this course, has proved extremely beneficial to my progression in the MDE program. I’m obtaining tools that I will most certainly use in a practical environment, and I’m learning about my own learning style in the process. Currently I’m working with Dr. Stella Porto in an internship program, and once I graduate I was told that I might possibly have an assistant teaching position if that’s the course I want to take. I’m excited about this opportunity, and know that what I’m learning in this course and others will help be the best online instructor that I can be.
Reference
Harasim, L. (2012). Learning theory and online technologies. New York, NY: Routledge.
March 16, 2014:
This week we covered something I was very familiar with from an earlier course: the Community of Inquiry (CoI) theory. I’m drawn towards this theory because of its focus on creating a sense of community in an online learning environment. There have been many courses throughout my studies that I’ve felt quite isolated, but recently the courses I’ve been taking have emphasized student-student and student-instructor interactions. In this course specifically, I’ve been able to develop relationships between some of my fellow students and the instructors on the discussion board. I think much of what is described in the online collaborative learning (OCL) theory is also represented in the CoI theory. Focusing on social discourse and collaboration to achieve knowledge, the OCL theory states that the key aspect to knowledge creation is discourse. This makes the discussion board essential in an online learning environment, according to this theory.
Vygotsky emphasized collaboration for knowledge construction, and served as a major force in the creation of this theory. He explained that learning was a social process, defined by conversation, where learning was comprised of discourse between students and a knowledgeable instructor. Harasim (2012) states that the “OCL theory and pedagogy seek to initiate the learners into the process of conversation used by knowledge communities to crate knowledge and improve ideas” (p. 91). This pretty much sums up the important aspects of the theory itself.
During this week I also tried to focus on the integration of Web 2.0 tools. During this portion of the module I learned how Web 2.0 tools supplement and support collaboration and interaction between students and their instructors. Email, blogs, social networks, discussion boards, Google Docs, and other options for conversation via the Internet are excellent examples of Web 2.0 tools. Without these, conversation between people in an online environment would be difficult. In an earlier course I was introduced to many of these different Web 2.0 tools, and was taught how they can be used in efficiently in a learning environment to create knowledge and support collaboration. Personally, I prefer Google Docs, which is why I chose to use this tool in my assignment for this module.
In this portion of the module, what I already knew about collaboration and building a sense of community was reinforced by what I learned about OCL in this module. Earlier in my studies, I didn’t see the importance of community and discourse. As a result, I lost out on learning from other student’s perspectives and the creation of knowledge through collaboration. Recently, I’ve started to shed my “lurker” status in conferences, and have become much more active in my postings and responses. I now understand how important this element of online learning is to my education, and will implement these theories into a classroom of my own in the future.
Reference
Harasim, L. (2012). Learning theory and online technologies. New York, NY: Routledge.
March 23, 2014:
This week I focused on constructivism, which includes the overall theory and two of the most prominent thinkers regarding this theory. I’m partial to this theory because this method of learning is easiest for me. I learn better when I am actively involved and able to participate in the learning. Why I was able to excel in air traffic control was because the training for this career was centered around “learning-by-doing”, scaffolding, and collaboration. You had the traditional materials to memorize, but you also put in a position of actively controlling aircraft without being properly certified. Of course you had a certified controller behind you with over-ride capabilities, but you could only learn this job by doing it and learning from the different scenarios that arise. As much as I studied the materials, I learned more by actively controlling in live position.
Piaget and Vygotsky developed ideas that centered around active forms of learning. Strangely enough, their concepts were not necessarily developed for the classroom, and certainly not for online learning. However, much of their research is relevant now, and transitions flawlessly to a learning environment. Regardless, they focused on the encouragement of participation and engaging people throughout the learning process. Harasim (2012) states that constructivism seeks to tap into and trigger the student’s innate curiosity about the world and how it turns, how it functions. I believe this is exactly what Piaget and Vygotsky were trying to convey.
Scaffolding is a concept that I was intrigued by. I’ve learned about it in previous courses, but was able to delve deeper into its meaning in this course. Ultimately, scaffolding is where an instructor supports learning when students are new to material, providing motivation and a foundation for understanding the new material. As the student progresses through the learning process, the instructor reduces the amount of support until the student can demonstrate the material independently. What I like about scaffolding is the opportunity for students and instructors to develop a relationship centered around learning, which also helps create more of a sense of community for online learners. As I described in my journal posting last week, the training I went through to become an air traffic controller used the scaffolding method meticulously. Trainers would sit behind trainees as they gained experience working live traffic. The more the trainee learned, the less the trainer would have to intervene. When the trainee no longer required support from the trainer, that person was then eligible for certification.
Overall, I felt this lesson, like all of the other lessons in this course, has proved extremely beneficial to my progression in the MDE program. I’m obtaining tools that I will most certainly use in a practical environment, and I’m learning about my own learning style in the process. Currently I’m working with Dr. Stella Porto in an internship program, and once I graduate I was told that I might possibly have an assistant teaching position if that’s the course I want to take. I’m excited about this opportunity, and know that what I’m learning in this course and others will help be the best online instructor that I can be.
Reference
Harasim, L. (2012). Learning theory and online technologies. New York, NY: Routledge.
Module 4: Connectivism, MOOCs & OCoPs
March 30, 2014:
During the first week of module four we covered MOOCs (massively open online courses) and connectivism, which I became very interested in. I love the idea of building upon one’s knowledge through content produced by experts in an area of interest. While there are no institutional credits offered for taking a course like this, I think it’s a great way to not only expose potential students to what a school has to offer, but to allow people to interact and learn from some of the greatest schools around. In an article by Siemens (2012), a link between MOOCs and the theory of connectivism is assembled. Siemens states that the MOOCs he is involved with are built upon a connectivist foundation where knowledge is distributed and learning is how people navigate, grow, and make connections. He also states that as the world becoming more and more digitized, the connectivist theory will become more of a prominent theory for this type of learning. I tend to agree with this assessment, as online learning has a lot to do with the connections that are made between individuals, whether in collaborative assignments or discussion boards. The connections made help to encourage students to share their experiences and perspectives, and it is my belief that the sharing of these characteristics is essential to meaningful learning. Personally, I am excited about the idea of MOOCs and hope that one day I will be able to oversee a course like this (or perhaps take one myself).
To get a little more in-depth regarding connectivism, I found that the article by Siemens, titled “Connectivism: Learning Theory for the Digital Age,” was an excellent source of information on the theory. Throughout this course I’ve been introduced to a variety of learning theories, and I found myself drawn to constructivism. However, I’m finding that a combination of constructivism and connectivism might be an appropriate way to attack current online learning. What is missing from theories like cognitivism, constructivism, and behaviorism is the importance of connections that are made within a learning community. Siemens (2004) points out that experience is considered one of the most important teaching tools to utilize, and since one cannot experience everything, they rely on others to surrogate the knowledge. This is accomplished through connections. I have found that I learn best when I can rely on the perspectives and knowledge of others. The ability to insert a sense of realism into what is being learned is something that cannot be found within a book. The sharing of life experiences breathes life into what is being learned, and in my opinion, makes learning that much more meaningful.
References
Siemens, G. (2012). What is the theory that underpins our MOOCs? E-Learn Space: Everything E-Learning. Retrieved from http://www.elearnspace.org/blog/2012/06/03/what-is-the-theory-that-underpins-our-moocs/Siemens, G. (2004). Connectivism: A learning theory for the digital age. E-Learn Space: Everything E-Learning. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
April 6, 2014:
This week I chose to focus solely on Communities of Practice (CoP), or Online Communities of Practice (OCoP), as this was the basis for our fourth assignment in this course. Like MOOCs, this is another style of learning that is effective and applicable in a digitized world. OCoP are virtual spaces where people interested in a certain topic, discipline, or career field can collaborate and share for the purpose of learning. For my particular assignment, I chose to complete a case study on the OCoP titled Center for Teacher Quality (CTQ). This assignment not only introduced me to a virtual community that I hope one day to be a part of, but furthered my knowledge on OCoPs and why they are important. I found the text by Harasim (2012) to be the best resource for information on this subject, and I used it extensively for my case study. According to Harasim, OCoP are easy to launch, but it is building and sustaining them that are truly challenging. I found that the easiest way to determine whether or not an OCoP was successful was by determining how long it’s been in service and by how many people participate on a regular basis. This one in particular didn’t only serve as a forum or blog, it produced published pieces and research that has changed education policy and the overall appreciation for teachers in the United States. I really hope that I will have the opportunity to contribute to an OCoP like this one day.
The last think I wanted to cover in this module’s learning journal was online collaborative learning (OCL). I know this was covered earlier, but I wanted to express a few feelings I had regarding this subject. Up until this week I had always dreaded the group assignment, never really getting lucky with a group that was totally dedicated to the assignments we were given. However, this past week I learned exactly why OCL is such an essential part of online learning. Our group was assigned to complete a case study on an online learning program for grades K-12, and we all worked great together. I was able to learn a lot from the other members of the group, and realized that OCL wasn’t as difficult of a task as I had previously experienced. Harasim (2012) states that the use of case studies is an innovative OCL pedagogy that promotes interaction and an increased sense of realism. I found that this assignment served exactly what Harasim was trying to convey, and reflected the objectives she points out in the text. I believe this was a great turning point with me in my online learning journey, and I have lost a lot of the apprehension I felt towards OCL.
Overall, this last week was rather rough on me, as I found myself dealing with some medical issues that kept me from participating as much as I usually do in my online studies. Somehow I dislocated two vertebrae in my lower spine, and have spent quite a bit of time going back and forth from doctor appointments. Hopefully, with a few weeks in a brace and some intense physical therapy I’ll be as good as new. Fortunately, I was able to get a lot of my work for this module completed in the previous week, and this little hiccup didn’t get me too far behind. I’m definitely ready to put last week behind me.
Reference
Harasim, L. (2012). Learning theory and online technologies. New York, NY: Routledge.
March 30, 2014:
During the first week of module four we covered MOOCs (massively open online courses) and connectivism, which I became very interested in. I love the idea of building upon one’s knowledge through content produced by experts in an area of interest. While there are no institutional credits offered for taking a course like this, I think it’s a great way to not only expose potential students to what a school has to offer, but to allow people to interact and learn from some of the greatest schools around. In an article by Siemens (2012), a link between MOOCs and the theory of connectivism is assembled. Siemens states that the MOOCs he is involved with are built upon a connectivist foundation where knowledge is distributed and learning is how people navigate, grow, and make connections. He also states that as the world becoming more and more digitized, the connectivist theory will become more of a prominent theory for this type of learning. I tend to agree with this assessment, as online learning has a lot to do with the connections that are made between individuals, whether in collaborative assignments or discussion boards. The connections made help to encourage students to share their experiences and perspectives, and it is my belief that the sharing of these characteristics is essential to meaningful learning. Personally, I am excited about the idea of MOOCs and hope that one day I will be able to oversee a course like this (or perhaps take one myself).
To get a little more in-depth regarding connectivism, I found that the article by Siemens, titled “Connectivism: Learning Theory for the Digital Age,” was an excellent source of information on the theory. Throughout this course I’ve been introduced to a variety of learning theories, and I found myself drawn to constructivism. However, I’m finding that a combination of constructivism and connectivism might be an appropriate way to attack current online learning. What is missing from theories like cognitivism, constructivism, and behaviorism is the importance of connections that are made within a learning community. Siemens (2004) points out that experience is considered one of the most important teaching tools to utilize, and since one cannot experience everything, they rely on others to surrogate the knowledge. This is accomplished through connections. I have found that I learn best when I can rely on the perspectives and knowledge of others. The ability to insert a sense of realism into what is being learned is something that cannot be found within a book. The sharing of life experiences breathes life into what is being learned, and in my opinion, makes learning that much more meaningful.
References
Siemens, G. (2012). What is the theory that underpins our MOOCs? E-Learn Space: Everything E-Learning. Retrieved from http://www.elearnspace.org/blog/2012/06/03/what-is-the-theory-that-underpins-our-moocs/Siemens, G. (2004). Connectivism: A learning theory for the digital age. E-Learn Space: Everything E-Learning. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
April 6, 2014:
This week I chose to focus solely on Communities of Practice (CoP), or Online Communities of Practice (OCoP), as this was the basis for our fourth assignment in this course. Like MOOCs, this is another style of learning that is effective and applicable in a digitized world. OCoP are virtual spaces where people interested in a certain topic, discipline, or career field can collaborate and share for the purpose of learning. For my particular assignment, I chose to complete a case study on the OCoP titled Center for Teacher Quality (CTQ). This assignment not only introduced me to a virtual community that I hope one day to be a part of, but furthered my knowledge on OCoPs and why they are important. I found the text by Harasim (2012) to be the best resource for information on this subject, and I used it extensively for my case study. According to Harasim, OCoP are easy to launch, but it is building and sustaining them that are truly challenging. I found that the easiest way to determine whether or not an OCoP was successful was by determining how long it’s been in service and by how many people participate on a regular basis. This one in particular didn’t only serve as a forum or blog, it produced published pieces and research that has changed education policy and the overall appreciation for teachers in the United States. I really hope that I will have the opportunity to contribute to an OCoP like this one day.
The last think I wanted to cover in this module’s learning journal was online collaborative learning (OCL). I know this was covered earlier, but I wanted to express a few feelings I had regarding this subject. Up until this week I had always dreaded the group assignment, never really getting lucky with a group that was totally dedicated to the assignments we were given. However, this past week I learned exactly why OCL is such an essential part of online learning. Our group was assigned to complete a case study on an online learning program for grades K-12, and we all worked great together. I was able to learn a lot from the other members of the group, and realized that OCL wasn’t as difficult of a task as I had previously experienced. Harasim (2012) states that the use of case studies is an innovative OCL pedagogy that promotes interaction and an increased sense of realism. I found that this assignment served exactly what Harasim was trying to convey, and reflected the objectives she points out in the text. I believe this was a great turning point with me in my online learning journey, and I have lost a lot of the apprehension I felt towards OCL.
Overall, this last week was rather rough on me, as I found myself dealing with some medical issues that kept me from participating as much as I usually do in my online studies. Somehow I dislocated two vertebrae in my lower spine, and have spent quite a bit of time going back and forth from doctor appointments. Hopefully, with a few weeks in a brace and some intense physical therapy I’ll be as good as new. Fortunately, I was able to get a lot of my work for this module completed in the previous week, and this little hiccup didn’t get me too far behind. I’m definitely ready to put last week behind me.
Reference
Harasim, L. (2012). Learning theory and online technologies. New York, NY: Routledge.
Module 5: Best Practices- Theory, Policy & the DE Organization
April 13, 2014:
This is the last module for this course, and I’m surprised the semester went as quickly as it did. While we spent a great deal of time covering theory and how it informs learning, collaboration, and the development of learning activities, this module focuses on how theory influences or informs policy and the DE organization. Typically, I try to cover a specific topic during each week of a module in this learning journal. However, this time I thought I would divide up this module based on the required reading assignments, and focus my thoughts in that way.
The first reading assignment was by Otte and Benke (2006), titled Online Learning: New Models for Leadership and Organization in Higher Education. In this article, the authors cover the following aspects: leadership trends and needs, leadership in online programs, organizational models for change, centralization and decentralization, and questions for further discussion. According to Otte and Benke, the ability to practice sound pedagogy is dependent on the advocacy of online instruction. Online instruction is constantly changing and instruction must adapt to these changes, especially when it comes to technology. With that said, faculty must also continue professional development in order to remain current. Of the organizational models the authors propose, I found the one regarding new models for faculty to be the most interesting. It states certain principles should be more uniform in the delivery of online instruction. The authors state that institutions and faculty should balance “centralization and decentralization, uniformity and diversity, stability and innovation.”
Prior to this module I wanted to learn more about centralization and decentralization and how they apply to distance education. What I knew coming into this module is that centralization is generally where one person makes decisions for an organization, and that decentralization is where a group of people make the decisions. After reading the Otte and Benke article, I was able to grasp the concept and how it applies to distance education. Basically, the authors present the information in the following way: centralization maximizes efficiency and control, whereas decentralization heightens innovation and a sense of local ownership. In my opinion, I think the management aspects of an institution should be centralized and the areas surrounding instruction and course design should be decentralized.
One of the areas of the article that I enjoyed the most was the “questions for further discussion.” I went through each one, putting myself in an imaginary position of management, and wondered what position I would take in each of the scenarios. For example, one question asks the following: “has online education had real impact on the core of our higher education institutions?” I think online education has had a real impact on the core of higher ed institutions. I think some institutions were quick to jump on the distance education band-wagon, and there were a great deal of unlucky that waited too long to adapt a distance education program. Being able to offer students an alternate form of learning that is convenient and flexible is almost a necessity for institutions nowadays. I know I chose which school I wanted to attend based on the availability of online learning. In addition, distance education has really pioneered the use of technology as a learning tool, and institutions are beginning to realize that technology needs to be embraced if they want to remain competitive with other institutions. I almost want to say that it’s possible distance education has tested out some of the technologies that are now used in traditional classrooms, as well as in distance education. I noticed this when I was attending Oklahoma City Community College. They were just beginning their online learning program, and slowly I watched some of those same technologies being implemented into their traditional classrooms. It was a neat evolution to witness.
As a DE professional in the future, I hope to one day be an advocate for instructors. My hope is that I am part of a, dare I say revolution, that inserts faculty into the policy creation, development, and management process. Instructors are a direct line to the students, who institutions are catering to, and I think faculty have a better idea of where institutions should be going academically, technologically, and creatively. Keeping faculty from being a part of policy development does a huge disservice to the institutions, and I hope that their knowledge and expertise is more appreciated at the management level.
The first part of this module has left me with more questions than answers, but not because this module wasn’t packed full of information. My questions stem from a lack of experience in the educational world. I was an air traffic controller, not a teacher, before starting the MDE program and am naïve to a lot of what goes on within an institution. The courses I’m taking are preparing me for a lot of what’s to come, but it is experience that will really help me understand what comes with working as a part of an institution. I’m excited and eager to get my new career started!
Reference
Otte, G. & Benke, M. (2006). Online learning: New models for leadership and organization in higher education. The Sloan Consortium, 10(2). Retrieved from http://sloanconsortium.org/jaln/v10n2/online-learning-new-models-leadership-and-organization-higher-education
April 13, 2014:
This is the last module for this course, and I’m surprised the semester went as quickly as it did. While we spent a great deal of time covering theory and how it informs learning, collaboration, and the development of learning activities, this module focuses on how theory influences or informs policy and the DE organization. Typically, I try to cover a specific topic during each week of a module in this learning journal. However, this time I thought I would divide up this module based on the required reading assignments, and focus my thoughts in that way.
The first reading assignment was by Otte and Benke (2006), titled Online Learning: New Models for Leadership and Organization in Higher Education. In this article, the authors cover the following aspects: leadership trends and needs, leadership in online programs, organizational models for change, centralization and decentralization, and questions for further discussion. According to Otte and Benke, the ability to practice sound pedagogy is dependent on the advocacy of online instruction. Online instruction is constantly changing and instruction must adapt to these changes, especially when it comes to technology. With that said, faculty must also continue professional development in order to remain current. Of the organizational models the authors propose, I found the one regarding new models for faculty to be the most interesting. It states certain principles should be more uniform in the delivery of online instruction. The authors state that institutions and faculty should balance “centralization and decentralization, uniformity and diversity, stability and innovation.”
Prior to this module I wanted to learn more about centralization and decentralization and how they apply to distance education. What I knew coming into this module is that centralization is generally where one person makes decisions for an organization, and that decentralization is where a group of people make the decisions. After reading the Otte and Benke article, I was able to grasp the concept and how it applies to distance education. Basically, the authors present the information in the following way: centralization maximizes efficiency and control, whereas decentralization heightens innovation and a sense of local ownership. In my opinion, I think the management aspects of an institution should be centralized and the areas surrounding instruction and course design should be decentralized.
One of the areas of the article that I enjoyed the most was the “questions for further discussion.” I went through each one, putting myself in an imaginary position of management, and wondered what position I would take in each of the scenarios. For example, one question asks the following: “has online education had real impact on the core of our higher education institutions?” I think online education has had a real impact on the core of higher ed institutions. I think some institutions were quick to jump on the distance education band-wagon, and there were a great deal of unlucky that waited too long to adapt a distance education program. Being able to offer students an alternate form of learning that is convenient and flexible is almost a necessity for institutions nowadays. I know I chose which school I wanted to attend based on the availability of online learning. In addition, distance education has really pioneered the use of technology as a learning tool, and institutions are beginning to realize that technology needs to be embraced if they want to remain competitive with other institutions. I almost want to say that it’s possible distance education has tested out some of the technologies that are now used in traditional classrooms, as well as in distance education. I noticed this when I was attending Oklahoma City Community College. They were just beginning their online learning program, and slowly I watched some of those same technologies being implemented into their traditional classrooms. It was a neat evolution to witness.
As a DE professional in the future, I hope to one day be an advocate for instructors. My hope is that I am part of a, dare I say revolution, that inserts faculty into the policy creation, development, and management process. Instructors are a direct line to the students, who institutions are catering to, and I think faculty have a better idea of where institutions should be going academically, technologically, and creatively. Keeping faculty from being a part of policy development does a huge disservice to the institutions, and I hope that their knowledge and expertise is more appreciated at the management level.
The first part of this module has left me with more questions than answers, but not because this module wasn’t packed full of information. My questions stem from a lack of experience in the educational world. I was an air traffic controller, not a teacher, before starting the MDE program and am naïve to a lot of what goes on within an institution. The courses I’m taking are preparing me for a lot of what’s to come, but it is experience that will really help me understand what comes with working as a part of an institution. I’m excited and eager to get my new career started!
Reference
Otte, G. & Benke, M. (2006). Online learning: New models for leadership and organization in higher education. The Sloan Consortium, 10(2). Retrieved from http://sloanconsortium.org/jaln/v10n2/online-learning-new-models-leadership-and-organization-higher-education
April 20, 2014:
The semester is almost over, and this is the last journal entry centered around a module for this course. This week I focused on two readings, chapter 8 in the Harasim (2012) text and “Supporting the Learner” by Moisey & Hughes (2008).
I found Harasim’s (2012) chapter on OCL Cases of Institutional Innovation to be extremely helpful; so much so, that I used it for a project I’m working on in another course. When I first opened chapter 8, I came across the following statement: “educators adopting online education might encounter collegial or institutional resistance from those who perceived online education to be a threat or insult to traditional ‘chalk-and-talk’ teaching” (2012). While my first reaction included feeling a bit defensive and somewhat offended by this statement, it really got me wondering what would cause people to feel so threatened by distance education. I can only imagine how much opposition institutions faced when deciding whether or not to incorporate online education within their programs when the Internet first made its appearance. Also, why is there still such a strong stigma associated with distance education. Having taken courses both online and in a traditional setting, I can honestly say that I have to work twice as hard for an online course as I do for one in a traditional setting. I also feel that I communicate, collaborate, and even learn more in an online setting. I’m not sure if I’ll be able to convey this appropriately in words, but I feel more involved. When I say “involved,” I mean engaged, appreciated, present, and excited as I progress through my courses. I’m sure many worry that distance education may eventually phase-out “in-class” courses, but I don’t think that’s the case.
I think the relationship between online and traditional courses is symbiotic. While I appreciate an all-online program, I think the best way to learn probably involves a form of blended learning. Harasim (2012) states that the application of blended learning has increased over the last two decades, and I believe this is for a good reason. If I could do my bachelor’s degree all over again, I would take the entry-level courses or courses that came easy to me exclusively online, and take the courses I found more difficult in a traditional setting. In my opinion, entry-level courses are the most important courses you take during your bachelor’s degree. It’s where you derive focus and they help a student to determine the direction they want to take with their education. In addition, entry-level courses usually consist of endless amounts of information that’s often difficult to grasp in a few months. I think by taking them online, students would be able to better retain and appreciate what they are learning. As I continue to grow as a distance education educator, I think I’ll have a better grasp on blended learning and how it can be applied in an efficient and effective manner. I think as I am able to build knowledge in this area, I’ll be able to use what I’m learning to influence my overall approach to teaching and learning as a whole.
During this week, I found myself really focusing on learner support, which is convenient for me since I’m also taking OMDE 608- Learner Support in Distance Education and Training. I’ve focused all semester on this very issue, which I feel really prepared me for this week in this course. As Moisey & Hughes (2008) state, “creating a supportive learning environment for online learners is crucial for ensuring success, promoting persistence, and avoiding drop-out.” I absolutely agree with the authors on this aspect, but didn’t realize how much until recently. I spent a great deal of time taking online courses not realizing the amount of support services available to me. Not even including advising and counseling, but the amount of tutoring, mentoring, and additional assistance that is out there for students taking online courses exclusively. Over the last few semesters, I’ve relied heavily on student support and really believe it has had a positive impact on my studies and my overall experience here at UMUC. The article by Moisey & Hughes (2008) focuses more on non-academic support available to online learners, and how this support impacts a successful learning experience. When reading this article, I felt drawn to the part titled “Supporting the Learner” on page 424. The authors state that “learners need to know what kinds of support they can expect and from whom, how to interact with the institution, what is expected of them, and how to know when they need assistance.” As a student that uses military/veteran assistance, I feel I was provided with added support that the average student does not receive, and because of this I easily transitioned into UMUC and online learning as a whole. However, before using my military benefits, I was oblivious to the support available, support that would have made my start at online courses much easier.
Before using my benefits, around 2005 when I was taking online courses here at UMUC for my bachelor’s degree, I chose UMUC after hearing from a friend about how good of a school it was and what it had to offer. I made contact with advising to start the enrollment process, but that was the extent of student support that I received. I think a great deal of the trouble that surrounds student support stems from a lack of knowledge on the student’s part. I had no idea what was available, and I believe that is the school’s responsibility. It would have taken a few minutes for that initial advisor I spoke with to provide me with a short list of contacts or resources to point me in the direction of the support most new students need. In addition, instructors of the LIBS 150 course could have also taught a short module on available services. This could not only improve the student’s experience at the institution, but also increase student retention and lower drop-out rates. I had to leave UMUC in 2008 because I no longer qualified for in-state tuition, and I enrolled in two other institutions before returning to UMUC this past fall. Upon my return, I found that the advertising of support services had improved exponentially, and the first course I took provided students with information on support services offered. This was a surprise to me, and made my transition back to UMUC much more seamless than when I left.
I’ve been working an internship alongside Dr. Stella Porto for the last semester, and have found that one of my favorite support services may be in jeopardy: the writing coach. To hear this really gets me upset, because it seems to me that this is a necessary service that need to stay in our online classrooms. Even in the courses where using the writing coach is not a requirement, I still choose to use this service because I feel everyone could use help and improve in the area of written communication. Dr. Porto didn’t go into details on why this service may be scrapped, but my guess is that students don’t utilize this service enough to warrant it being available in every course. I’m hoping to suggest that a few writing coaches remain available, no in every individual course but as a team that supports the program as a whole. Maybe the issue is getting qualified instructors to staff positions like this. If that is the case, maybe there can be an internship position offered to graduate students where they are trained and provide the service to fellow students. The quality wouldn’t be as great as if a trained professional were available, but I’d take an intern looking over my paper over getting nothing at all. Something to think about as I progress through this program.
This journal entry ended up getting a bit long, but I feel it has been the most important module of all. It has really been a culmination of everything I’ve done in class this semester, especially since I’ve been working on my final project and have relied on what I’ve learned over the semester to complete it. This has been my favorite course so far, and I’ve found that I’m very interested in the theoretical aspect of distance education and how it can be applied to teaching and learning. Hopefully I’ll get the chance to approach this aspect in future courses, so I can build upon the knowledge I learned in this course. Thanks for a great semester!
References
Harasim, L. (2012). Learning theory and online technologies. New York, NY: Routledge.
Moisey, S. D., & Hughes, J. A. (2008). Supporting the online learner. In T. Anderson’s (Ed.) The theory and practice of online learning (online book). pp. 419-439. Retrieved from http://www.academia.edu/1043948/Supporting_the_online_learner