April 21, 2010 & April 22, 2010
This is it for the grading portion of the learning journal; however, I have a feeling this will not be the end to the learning journal. I have benefited greatly from this journal; regardless, of the bumpy road that I have had with this. I have regrets of not posting more and that I was not fully grasping the concepts of the journal; however, I guess these are all aspects of learning. The five adjectives that would describe my participation in the course are determined, victorious, energetic, successful, and bumpy. My participation in the course was determined as I was determined to overcome not understanding the theories at first glance and read through them a couple of times to make a quality post in the conference.
Also, I was determined to continue posting even at times when I was tired and warn out from all of the readings. I was victorious as I overcame not understanding the learning journal and was able to make many post that assisted with the learning process for myself and other learners. My participation was energetic as I constantly was posting responses and reading all of the readings to make a full understanding of what was happening in the course. Additionally, my participation was bumpy as I was discouraged sometimes with where I was at in the learning process, and encourage at times when I was successful in the understanding of the articles. Overall, my participation in the course was successful as I was able to accomplish a large amount of interaction that was greatly beneficial for my learning experience. My strength that I was able to bring to the table was a solid argument in my conference posts. The strenght was best exhibited when I truly understood the authors delivery of content. The strength was also exhibited in this course when I felt comfortable with making my posts. I was nervous to make posts that I was unsure of as it felt like all the other learners, truly understood the content all of the time (though I am sure this is not true).
The major aspect of myself that I have discovered as an online learner is that I persevere. I keep going even when I have made an argument that is not favorable in a course. I keep reading when I don't fully understand an article and I keep trying at assignments even though I may not have received the most favorable grade on the previous assignment. I persevere through the thick and the rough times of being an online learner, and I keep trying to learn tough material, even though it seems impossible sometimes. This course regardless of the grade that ensues has assisted me in learning a great deal about myself as an online learner and more about the distance education community. Usually, I look forward to the end of the course and now I look forward the beginning of another learning goal.
Wednesday, April 21, 2010
The final reflection before the conclusion
April 19, 2010
I found that this week it has been hard to focus with the end so near to the course. We have been reading more data filled reports, which I found it hard to change over from theory as I was starting to really enjoy the challenge of reading a good theoretical perspective. Its similar to the construction of a skyscraper, as it is difficult to truly understand how a theory and a skyscraper are built, also the distance that skyscrapers and theories go is amazing. I feel that this course has really brought me a greater understanding of my learning and how I construct knowledge. I was reflecting a little bit ago about community as we have discussed it a great deal in this course, and I was thinking about a note that I had placed in the discussion cafe about my grandfather being extremely ill and me being out of WebTycho for that reason. This post had 11 responses with all wishes and prayers for me and my family. I have never been a true believer that online courses have a great deal of community; however, similar to face-to-face courses, I guess its not that their is no community, rather people just need to get warmed up to one another. Its moments like that post that you realize that many other learners are all in the group doing the same thing that you are doing and that their is a community that exist in e-learning. On a different note, the learning journal has been a challenge for me not only with learning how to reflect on my learning experiences but also the challenge of transferring everything from my thoughts to the word document and then from the word document to the journal (or blog). I keep looking back through my reflections and it is hard to believe what I had believed in the past. I thought about making edits; however, that would not be my true time line of learning experiences. I guess I now understand the value of the learning journal. Now that I am starting to understand the benefits of the learning journal, the project is coming to an end (the graded portion) and I want to keep writing.
I found that this week it has been hard to focus with the end so near to the course. We have been reading more data filled reports, which I found it hard to change over from theory as I was starting to really enjoy the challenge of reading a good theoretical perspective. Its similar to the construction of a skyscraper, as it is difficult to truly understand how a theory and a skyscraper are built, also the distance that skyscrapers and theories go is amazing. I feel that this course has really brought me a greater understanding of my learning and how I construct knowledge. I was reflecting a little bit ago about community as we have discussed it a great deal in this course, and I was thinking about a note that I had placed in the discussion cafe about my grandfather being extremely ill and me being out of WebTycho for that reason. This post had 11 responses with all wishes and prayers for me and my family. I have never been a true believer that online courses have a great deal of community; however, similar to face-to-face courses, I guess its not that their is no community, rather people just need to get warmed up to one another. Its moments like that post that you realize that many other learners are all in the group doing the same thing that you are doing and that their is a community that exist in e-learning. On a different note, the learning journal has been a challenge for me not only with learning how to reflect on my learning experiences but also the challenge of transferring everything from my thoughts to the word document and then from the word document to the journal (or blog). I keep looking back through my reflections and it is hard to believe what I had believed in the past. I thought about making edits; however, that would not be my true time line of learning experiences. I guess I now understand the value of the learning journal. Now that I am starting to understand the benefits of the learning journal, the project is coming to an end (the graded portion) and I want to keep writing.
Sunday, April 11, 2010
A look back at an earlier discussion
April 11, 2010
The light bulb has finally turned on and stayed on with the constructivist approach to learning. I re-read the post (#56) that the instructor had placed in the "Must-read" section on February 16, 2010 in regards to one of my earlier posts. As I was reading through the post I was expecting that I would still have a difference in opinions from my fellow classmates and the instructor. However, after reading what I had wrote (e.g. "It is the responsibility of the organization to ensure that equivalent education is distributed to both of these types of students." and "Additionally, the learning experience should be the same for different students."), I have found nothing but errors with what I was saying. The responses to these discussion post were much earlier in my learning and now it has certainly been interesting to read back through the posts and find the errors in what I was stating. I found that the constructivist theory on learning is truly fascinating as it implies that learning should be different for each learner as no learner is the same.
The light bulb has finally turned on and stayed on with the constructivist approach to learning. I re-read the post (#56) that the instructor had placed in the "Must-read" section on February 16, 2010 in regards to one of my earlier posts. As I was reading through the post I was expecting that I would still have a difference in opinions from my fellow classmates and the instructor. However, after reading what I had wrote (e.g. "It is the responsibility of the organization to ensure that equivalent education is distributed to both of these types of students." and "Additionally, the learning experience should be the same for different students."), I have found nothing but errors with what I was saying. The responses to these discussion post were much earlier in my learning and now it has certainly been interesting to read back through the posts and find the errors in what I was stating. I found that the constructivist theory on learning is truly fascinating as it implies that learning should be different for each learner as no learner is the same.
Thursday, April 8, 2010
paper reflections
April 8, 2010
I am currently working on the position paper and it is intriguing to discover the knowledge building that has happened throughout the semester. As I am re-reading many of the articles and chapters that were read and discussed throughout the semester, many of the concepts are still (surprisingly) fresh on my mind. I guess it holds true that if you are interested in what you are reading and learning than it is more apt to stay with you (long term memory). The paper is progressing relatively fast and I do not think their could be a better way to finish up the course than to read through all of the materials that have been read thus far, and refresh on many of the topics. Also, it is interesting to read through the requirements of the assignment and be able to understand what is being asked of me. At the beginning of the course I would have had no idea what was being asked as far as why the terms of the assignment are inappropriate.
I am currently working on the position paper and it is intriguing to discover the knowledge building that has happened throughout the semester. As I am re-reading many of the articles and chapters that were read and discussed throughout the semester, many of the concepts are still (surprisingly) fresh on my mind. I guess it holds true that if you are interested in what you are reading and learning than it is more apt to stay with you (long term memory). The paper is progressing relatively fast and I do not think their could be a better way to finish up the course than to read through all of the materials that have been read thus far, and refresh on many of the topics. Also, it is interesting to read through the requirements of the assignment and be able to understand what is being asked of me. At the beginning of the course I would have had no idea what was being asked as far as why the terms of the assignment are inappropriate.
Friday, April 2, 2010
Best practices
April 2, 2010
Recently, I have been reflecting on best practices and what they are to me. I was trying to consider if the answer that I provided in my discussion post were the diplomatic response or what I think is truly the 5 best practices. After some careful review and consideration, I believe that these are my personal choices of the best practices that I have gathered in my readings. Often times, I wonder if my response is truly reflecting of my thoughts on a subject or if it is the subject of many readings and a summary of those readings. In the future I am going to take a longer break between the readings and the discussion post as I believe this may help provide a greater amount of reflection, where I can reflect on what I have read and then incorporate the readings and my own interpretations into the discussion post itself. I have been in the program for a year now and it always amazes me how much learning is happening.
Recently, I have been reflecting on best practices and what they are to me. I was trying to consider if the answer that I provided in my discussion post were the diplomatic response or what I think is truly the 5 best practices. After some careful review and consideration, I believe that these are my personal choices of the best practices that I have gathered in my readings. Often times, I wonder if my response is truly reflecting of my thoughts on a subject or if it is the subject of many readings and a summary of those readings. In the future I am going to take a longer break between the readings and the discussion post as I believe this may help provide a greater amount of reflection, where I can reflect on what I have read and then incorporate the readings and my own interpretations into the discussion post itself. I have been in the program for a year now and it always amazes me how much learning is happening.
Thursday, April 1, 2010
Feedback and further thoughts - Week 10
April 1, 2010
Reading through longer articles such as Lewis and Abdul-Hamid's article, I find myself constantly taking breaks to reflect on discussions in the article. I almost wonder if it is true that we are becoming a Google Generation that is unable to process large amounts of information without breaks. One of the discussions that caught my eye in this article (also discussed this in the course conference) is the idea of providing solutions only to those students that submit assignments. This fascinates me as I wonder if the same principle could be used for interactivity online? Could we provide some incentive (other than grading) that would encourage thought provoking discussion? The idea of having a graded discussion, almost is similar to the idea of grading a portion of the class for showing up to face-to-face classes; basically, students do what they have to do (nothing more nothing less) as far as attendance goes to get a descent grade. What if students had to participate in a portion of the discussion in order to obtain a password that would allow them to join another discussion area, would this eliminate witness learning? I often find it difficult as a learner to put my thoughts out on the table for criticism; while you know that another learner is watching the discussion and not being criticized at all.
Reading through longer articles such as Lewis and Abdul-Hamid's article, I find myself constantly taking breaks to reflect on discussions in the article. I almost wonder if it is true that we are becoming a Google Generation that is unable to process large amounts of information without breaks. One of the discussions that caught my eye in this article (also discussed this in the course conference) is the idea of providing solutions only to those students that submit assignments. This fascinates me as I wonder if the same principle could be used for interactivity online? Could we provide some incentive (other than grading) that would encourage thought provoking discussion? The idea of having a graded discussion, almost is similar to the idea of grading a portion of the class for showing up to face-to-face classes; basically, students do what they have to do (nothing more nothing less) as far as attendance goes to get a descent grade. What if students had to participate in a portion of the discussion in order to obtain a password that would allow them to join another discussion area, would this eliminate witness learning? I often find it difficult as a learner to put my thoughts out on the table for criticism; while you know that another learner is watching the discussion and not being criticized at all.
Wednesday, March 31, 2010
Social presence and the formality - week 9
March 30, 2010
One of the posting that I had commented on for week 9 was the issue of whether or not students with high social presence were less or more formal in their discussions. The Shih and Swan article commented that students with high social presence were less formal. I pondered back through my postings to determine if I have become more or less formal throughout time. As I was reading back through my postings from the start of the class I was unable to determine if I was truly more formal than I am at this point. Some of the students in the discussion noted that they thought many ingredients contributed to the formality of the postings. I would have to agree that the formality seems to depend on the topic or issue that I am discussing. I tend to be more formal for the discussions that are more formal in nature and less formal for those discussions that require less formalities (i.e., metaphor discussion = less formality). Many of the readings thus far are heavily promoting the concepts of being present in courses. I remember taking online courses before the heavy expansion (or during the heavy expansion in 2003-2004 time frame) into online learning, and I remember that the classes were all taught in a strictly asynchronous fashion and many times the instructor would take days to a week to respond to questions. It is impressive to reflect back to those times and courses and compare with the courses that I am taking now. The concept of being present and prompt did not exist in those courses and often times isolation was an inadvertent outcome. Now the courses that I take are rapid in response and the social atmosphere is far larger. One concept that I think would be beneficial for distance education classrooms and would help foster social presence would be to have smaller groups of people that are assigned to a study group with an area to study such as study group area that a couple of students can grow and work with each other and answer each others questions.
One of the posting that I had commented on for week 9 was the issue of whether or not students with high social presence were less or more formal in their discussions. The Shih and Swan article commented that students with high social presence were less formal. I pondered back through my postings to determine if I have become more or less formal throughout time. As I was reading back through my postings from the start of the class I was unable to determine if I was truly more formal than I am at this point. Some of the students in the discussion noted that they thought many ingredients contributed to the formality of the postings. I would have to agree that the formality seems to depend on the topic or issue that I am discussing. I tend to be more formal for the discussions that are more formal in nature and less formal for those discussions that require less formalities (i.e., metaphor discussion = less formality). Many of the readings thus far are heavily promoting the concepts of being present in courses. I remember taking online courses before the heavy expansion (or during the heavy expansion in 2003-2004 time frame) into online learning, and I remember that the classes were all taught in a strictly asynchronous fashion and many times the instructor would take days to a week to respond to questions. It is impressive to reflect back to those times and courses and compare with the courses that I am taking now. The concept of being present and prompt did not exist in those courses and often times isolation was an inadvertent outcome. Now the courses that I take are rapid in response and the social atmosphere is far larger. One concept that I think would be beneficial for distance education classrooms and would help foster social presence would be to have smaller groups of people that are assigned to a study group with an area to study such as study group area that a couple of students can grow and work with each other and answer each others questions.
Tuesday, March 23, 2010
Metaphor - Week 8
March 22, 2010
The metaphor I used for my online learning experience was that it is similar to an ocean. This metaphor made me reflect on what my experience has been like thus far and how it has compared to my undergraduate experience (my undergraduate experience was face-to-face). I have had many ups and downs in my online learning and have had times where I feel like I am learning a lot, followed by times where I feel like I am learning little. The metaphor that I used for my online learning experience was that it has been similar to an ocean. Many times I feel like I am trying to keep up with the activities and the intellectual discussions, and other times I feel like I am ahead in the activities. The metaphor resembles the rough waters and calm waters; similar, to the busy times of being a full time worker and a learner and the calm times. I suppose learning is never suppose to be extremely comfortable as it is moving outside of my box and this is why it is similar to an ocean with water moving constantly in different directions and at different speeds. The metaphor exercise was interesting as it was educational to compare my learning to another aspect of life. Sometimes, when you take a step back and compare your learning to another aspect of life you realize what kind of a learner and what experiences as a learner you go through. This will be valuable for me in the future as I will be able to analyze my learning through metaphors.
The metaphor I used for my online learning experience was that it is similar to an ocean. This metaphor made me reflect on what my experience has been like thus far and how it has compared to my undergraduate experience (my undergraduate experience was face-to-face). I have had many ups and downs in my online learning and have had times where I feel like I am learning a lot, followed by times where I feel like I am learning little. The metaphor that I used for my online learning experience was that it has been similar to an ocean. Many times I feel like I am trying to keep up with the activities and the intellectual discussions, and other times I feel like I am ahead in the activities. The metaphor resembles the rough waters and calm waters; similar, to the busy times of being a full time worker and a learner and the calm times. I suppose learning is never suppose to be extremely comfortable as it is moving outside of my box and this is why it is similar to an ocean with water moving constantly in different directions and at different speeds. The metaphor exercise was interesting as it was educational to compare my learning to another aspect of life. Sometimes, when you take a step back and compare your learning to another aspect of life you realize what kind of a learner and what experiences as a learner you go through. This will be valuable for me in the future as I will be able to analyze my learning through metaphors.
Sunday, March 21, 2010
Analytical writings - Week 7
March 14, 2010
The most uncomfortable aspect of this course thus far is reflecting on my learning. The learning journal and the papers have many portions that are analytical and I am finding that I am more of a descriptive person. I have been challenged to be more analytical in my writings through projects (e. g., analytical annotated bibliography and the learning journal) and this has helped some. I am struggling to let go of the descriptive nature and be more analytical in my writings. On the other hand, reading theories has become easier for me, and I feel like I am able to grasp what the authors are saying; more so now, than when the course started. I still need to use the infamous dictionary.com to fully handle the wording in the readings; however, now I can survive without if need be.
I never thought about the implications of a bad course design. In the readings, the discussion revolved around the idea that instruction can have major consequences if not fully planned and reflected on. It will be important as a future practitioner that I truly understand the implications of course design.
The most uncomfortable aspect of this course thus far is reflecting on my learning. The learning journal and the papers have many portions that are analytical and I am finding that I am more of a descriptive person. I have been challenged to be more analytical in my writings through projects (e. g., analytical annotated bibliography and the learning journal) and this has helped some. I am struggling to let go of the descriptive nature and be more analytical in my writings. On the other hand, reading theories has become easier for me, and I feel like I am able to grasp what the authors are saying; more so now, than when the course started. I still need to use the infamous dictionary.com to fully handle the wording in the readings; however, now I can survive without if need be.
I never thought about the implications of a bad course design. In the readings, the discussion revolved around the idea that instruction can have major consequences if not fully planned and reflected on. It will be important as a future practitioner that I truly understand the implications of course design.
Friday, March 5, 2010
technology in design - Week 6
March 9, 2010
The Jon Dron article has made me reflect more in-depth about the use of technology in design of online courses. The use of technology is discussed by Jon Dron as being well organized; however, course designers need to still maintain effective learning environments. I feel that I am more of a technology follower and forget that technology is not a means to perfection, by this I mean that technology is not going to correct mistakes made in course design and delivery. Technology tends to create a craze around it and it will be important in my future distance education endeavors that I remember that the correct technology will need to be used in the delivery and design of courses. The article will have a major impact on my studies as I tend to become overexcited about the use of technology and all that it will bring to distance education and I forget the down side. I wonder about the future of distance education and how instructors will maintain the new technologies and pedagogy.
The Jon Dron article has made me reflect more in-depth about the use of technology in design of online courses. The use of technology is discussed by Jon Dron as being well organized; however, course designers need to still maintain effective learning environments. I feel that I am more of a technology follower and forget that technology is not a means to perfection, by this I mean that technology is not going to correct mistakes made in course design and delivery. Technology tends to create a craze around it and it will be important in my future distance education endeavors that I remember that the correct technology will need to be used in the delivery and design of courses. The article will have a major impact on my studies as I tend to become overexcited about the use of technology and all that it will bring to distance education and I forget the down side. I wonder about the future of distance education and how instructors will maintain the new technologies and pedagogy.
Facilitation versus teacher - week 5
March 2, 2010
The week 5 readings allowed me to discover and reflect on many of the issues that surround traditional teaching and the transformation into distance education facilitation. The thought of a teacher becoming a facilitator is a bit uncomfortable at first thought; however, after further reflections on what the role of the instructor is, this is the best transformation. At this point in the class I am becoming comfortable with many of the concepts of the course including the learner-centered design of distance education, as previously I was extremely uncomfortable with the concepts as they seemed to focus on each individual learner as to cater to them. However, the idea of focusing on the learning of each learner seems to be a bit more comforting. The theories of the course are becoming a bit easier to read, as I feel it is something that takes practice. The reflection portion of the course is still something that I am continuing to have troubles with and hope to become a bit better at it.
The week 5 readings allowed me to discover and reflect on many of the issues that surround traditional teaching and the transformation into distance education facilitation. The thought of a teacher becoming a facilitator is a bit uncomfortable at first thought; however, after further reflections on what the role of the instructor is, this is the best transformation. At this point in the class I am becoming comfortable with many of the concepts of the course including the learner-centered design of distance education, as previously I was extremely uncomfortable with the concepts as they seemed to focus on each individual learner as to cater to them. However, the idea of focusing on the learning of each learner seems to be a bit more comforting. The theories of the course are becoming a bit easier to read, as I feel it is something that takes practice. The reflection portion of the course is still something that I am continuing to have troubles with and hope to become a bit better at it.
Building knowledge - week 4
February 23, 2010
In week four, more so than any other week, I feel that I am building on my pre-existing knowledge. I have struggled to accept new knowledge and build upon what I have previously learned. The uncomfortable factor in the building of new learning is that I feel like I am replacing my learning more so than building on it. The reading from Mayes this week helped me understand that it is not replacing older knowledge when learning new knowledge; rather, it is about building on what I already know and adding more concrete material to it. Also, Mayes discusses the fact that we learn best what we are most interested in. This makes me reflect on when I was a little kid and I struggled to have the desire to read and one of my teachers told me that I should read what I was interested in. After, I started to read what I was interested in the teacher was amazed that I was able to stay further and further ahead of the required reading assignments for the class. This just reinforces how important it is to focus and learn what is truly interesting to me. At this point I am full force ahead, and still constantly switching between the reading and dictionary.com.
In week four, more so than any other week, I feel that I am building on my pre-existing knowledge. I have struggled to accept new knowledge and build upon what I have previously learned. The uncomfortable factor in the building of new learning is that I feel like I am replacing my learning more so than building on it. The reading from Mayes this week helped me understand that it is not replacing older knowledge when learning new knowledge; rather, it is about building on what I already know and adding more concrete material to it. Also, Mayes discusses the fact that we learn best what we are most interested in. This makes me reflect on when I was a little kid and I struggled to have the desire to read and one of my teachers told me that I should read what I was interested in. After, I started to read what I was interested in the teacher was amazed that I was able to stay further and further ahead of the required reading assignments for the class. This just reinforces how important it is to focus and learn what is truly interesting to me. At this point I am full force ahead, and still constantly switching between the reading and dictionary.com.
Thursday, February 18, 2010
Eqivalency Theory discussion - week 3
February 17, 2010
The discussion around equivalency theory has made me reflect more on the topic of understanding and constructive criticism. One of the many aspects of education that I am learning, is that everyone can construct their own thoughts and beliefs on readings and not all will have the same conclusion. Through the discussion postings it is always a bit nerve racking to place your thoughts out for review by others. One thing that I am learning to do better is take the criticism as thoughts on how to improve versus a put down of my work. The posting regarding the equivalency theory made me realize that the postings can be beneficial for me, as this gives everyone a chance to clear up any misunderstandings that I was having. These readings are not easy so far and I am finding myself addicted to dictionary.com to fully grasp the meaning of the words being used.
One of the important things that I have read this week is the concept of being learning-centered. Being learning-centered focuses more on the all inclusive learning experience that focuses on what the learner is learning. The instructor of the course made a good point that practitioners have differences and sometimes they are over the fine points of the argument. However, in this case I think the fine point is something that needed to be made as the terminology will truly reflect the learning experience, rather than the individual learner.
The discussion around equivalency theory has made me reflect more on the topic of understanding and constructive criticism. One of the many aspects of education that I am learning, is that everyone can construct their own thoughts and beliefs on readings and not all will have the same conclusion. Through the discussion postings it is always a bit nerve racking to place your thoughts out for review by others. One thing that I am learning to do better is take the criticism as thoughts on how to improve versus a put down of my work. The posting regarding the equivalency theory made me realize that the postings can be beneficial for me, as this gives everyone a chance to clear up any misunderstandings that I was having. These readings are not easy so far and I am finding myself addicted to dictionary.com to fully grasp the meaning of the words being used.
One of the important things that I have read this week is the concept of being learning-centered. Being learning-centered focuses more on the all inclusive learning experience that focuses on what the learner is learning. The instructor of the course made a good point that practitioners have differences and sometimes they are over the fine points of the argument. However, in this case I think the fine point is something that needed to be made as the terminology will truly reflect the learning experience, rather than the individual learner.
Saturday, February 6, 2010
Important discussions - week 2
February 9, 2010
One important point stood out for me in Ally's chapter on Foundations of Educational Theory for Online Learning. Ally discussed the fact that technology is merely a tool for delivery and does not in itself have an effect on student outcomes (Ally, p.15), and this is something that I will remember throughout my studies in distance education. This fact is important for me to remember as often times I become too concerned with the technology and forget that learning is the main focus in education. Additionally, a small discussion was centered around the differences between Blackboard, WebCT, and WebTycho in the conference area and this discussion forced me to think about technology in relationship to the teaching and learning functions. These course platforms are merely a place for the location of course materials and have little effect on the teachings or learning. The implications that these discussions and readings have on my future is that I will keep in mind that technology is mainly used as a tool for delivering the course content and not a tool to teach or learn.
Reference
Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson (Ed.) Theory and practice of online learning, 2nd ed. Athabasca, AB: Athabasca University. Available online at: http://www.aupress.ca/books/120146/ebook/01_Anderson_2008_Ally-Online_Learning.pdf
One important point stood out for me in Ally's chapter on Foundations of Educational Theory for Online Learning. Ally discussed the fact that technology is merely a tool for delivery and does not in itself have an effect on student outcomes (Ally, p.15), and this is something that I will remember throughout my studies in distance education. This fact is important for me to remember as often times I become too concerned with the technology and forget that learning is the main focus in education. Additionally, a small discussion was centered around the differences between Blackboard, WebCT, and WebTycho in the conference area and this discussion forced me to think about technology in relationship to the teaching and learning functions. These course platforms are merely a place for the location of course materials and have little effect on the teachings or learning. The implications that these discussions and readings have on my future is that I will keep in mind that technology is mainly used as a tool for delivering the course content and not a tool to teach or learn.
Reference
Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson (Ed.) Theory and practice of online learning, 2nd ed. Athabasca, AB: Athabasca University. Available online at: http://www.aupress.ca/books/120146/ebook/01_Anderson_2008_Ally-Online_Learning.pdf
Distance Education Terminology - Week 1
The Kanuka and Conrad readings cleared up a lot of the issues that I have had with terminology; since, starting the distance education program. I felt a great deal of discomfort with the terminology (i.e., distance education or distance learning) since entering the program as I have often felt that it was changing with the different courses that I was taken, and now I am a little more aware that this is a debated issue and not just my misunderstandings of the terminologies. Most fields of study have pre-defined vocabulary that are rarely debated (i.e., economics has supply, demand, opportunity costs) and this makes it easier when I begin an area of study, as the terms are already in motion. However, with distance education I need to be aware of the reasoning behind the theorists decisions for choosing terminology and decide for myself which terms are most logical to use. The most interesting aspect of the study of distance education for me thus far is that it is still in the foundation periods and a lot of growth potential exist.
Additionally, I have greatly benefited from reading about technology and its role in the selection of terminology. The major point that I learned through my reading and self reflection of the readings is that technology plays a major role in the discourse in terminology. Technology brings with its numerous benefits, many changes good and bad. The technology advancements are ultimately the reasoning behind the changes in new terminology. Like the authors noted in the reserved readings, now that learners and educators alike are using Wi-Fi the terminology online learning is no longer valid for those not connecting through hard line. The point regarding the online learning terminology that the author made, allowed me to reflect on some of the terms that I use in everyday language that no longer are valid terms, and this will be something that I will need to correct by updating some of the terms that I use.
I am interested to see how the terms that have already been created for distance education will settle in over the coming years. This reading had a major impact on me as a future professional in distance education as it brought to my attention the fact that the terminology is not just confusing for me, rather, it is confusing for most people. I will need to be careful in my use of the terms in the future and research more practitioners decisions on terminology so that I can give reasoning behind my use in the future.
Additionally, I have greatly benefited from reading about technology and its role in the selection of terminology. The major point that I learned through my reading and self reflection of the readings is that technology plays a major role in the discourse in terminology. Technology brings with its numerous benefits, many changes good and bad. The technology advancements are ultimately the reasoning behind the changes in new terminology. Like the authors noted in the reserved readings, now that learners and educators alike are using Wi-Fi the terminology online learning is no longer valid for those not connecting through hard line. The point regarding the online learning terminology that the author made, allowed me to reflect on some of the terms that I use in everyday language that no longer are valid terms, and this will be something that I will need to correct by updating some of the terms that I use.
I am interested to see how the terms that have already been created for distance education will settle in over the coming years. This reading had a major impact on me as a future professional in distance education as it brought to my attention the fact that the terminology is not just confusing for me, rather, it is confusing for most people. I will need to be careful in my use of the terms in the future and research more practitioners decisions on terminology so that I can give reasoning behind my use in the future.
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