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.
Tuesday, March 23, 2010
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
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