GETTING STARTED WEEK
Introductions and Planning for the Semester
(Week 1: May 18-24)
Journal Entry 1:
During the pre-week and the initial first week of class I had the privilege of meeting my fellow classmates, some new and some previously known faces. The pre-week, however, served as an opportunity to review the course guide, policies, procedures and expectations. In addition to accessing the required textbook for the class as well as understanding and getting acclimated with our online learning environment.
Journal Entry 2:
As part of the course design and common practice experienced in my previous courses I’ve taken in this MDE program, instructors have usually allowed both the pre-week and the first week of class as an introductory faze with our peers and also getting acclimated with the online forum and classroom. However, this OMDE 610- Teaching and Learning in Online Distance Education, section 9020 was slightly different from what I was accustomed to. The instructors for this course, professor Elizabeth Alexander and Steve Kerby both created the class in such a manner that provided us with the opportunity to delve right into the content and learning more about building online communities, on the first week of class. As a result, the speed of this class picked up quite quickly on the initial start date of the class, May 18th, 2015, with the introductory stage and everyone having the opportunity to gain a deeper insight on the importance of online communities in distance education. The Community of Inquiry theory was discussed and I was able to develop my thoughts on information I already knew regarding this topic and the references I used in doing is listed below. Since I am already practicing in the field of Distance Education as an admissions counselor/advisor, this type of situational learning environment has allowed me to look at the bigger picture when aligning my education with my work life and I value the importance of theory. What I've leant in the classroom has always connected to my professional life. Of all the readings that were provided that week, I believe the article, “Should Graduate Students Create E-Portfolios” reminded me of the importance of setting additional goals this semester and the value I will achieve if I stay abreast with my e-portfolio. By doing so, it will eliminate potential issues of me becoming overwhelmed when I have to complete my Capstone class because my portfolio will already be up to date.
References
Berge, Z. (1995). The role of the online instructor/facilitator. E-Moderators.com. Retrieved August 18, 2004, from: http://www.emoderators.com/moderators/teach_online.html
Garrison, D., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and Higher Education, 13(1), 5-9. DOI:10.1016/j.iheduc.2009.10.003
Module 01- Historical and Theoretical Foundations
(Weeks 2- 3: May 25-June 07)
Journal Entry 3:
"Theory, theory, theory- Read all about it!! Whew, it has been a very theory intensive week. The discussions and readings were very engaging thus far. I learnt about the schools of learning and the history of teaching and learning in the online community. I also learnt about the importance of social, cognitive and teaching presence. It was amazing to learn new things and I realized that in the adult learning and online environment, learners like myself cannot be measured by the knowledge we retain but by how new knowledge impacts our critical thinking skills; and a transition as well is seen in how I learn today. I have gradually become a constructivist by default because of my new learning environment as an adult learner who has been trying to actively learn at my own time and pace while juggling family and personal life which on some occasions has proven to be quite challenging. As adult learners, we must learn how to meet some form of equilibrium while managing our busy and chaotic lifestyles. I must admit the first two weeks were quite challenging and I struggled with my first assignment because I was dealing with a lot in my personal life. Needless to say, I feel like I left the behaviorist and cognitivist learning environment a long time ago, back when I was in the undergraduate school and prior learning experiences, yet it's truly not too long ago as it seems. However, as an adult learner in this MDE program I can see how some of the traditional teaching and learning patterns have changed and the possible issues online programs will and have encountered. Because we live a new era, a new age whereby critical thinking skills are a necessity, teachers must always remember that every learner are not the same and that their learning patterns do differ. Each learner do bring different professional and educational experiences to the classroom. Therefore, the course or instructional design must be constructed in order to incorporate each learning theory and there should be a craft to pedagogy and learning patterns and for this reason theory is important in hopes of meeting teachers, learners and organizational needs.
References
Anderson, T. (2008). The theory and practice of online learning. Edmonton, Canada: Au Press, Athabasca University. Retrieved from www.aupress.ca
Harasim, L. (2012). Learning theory and online technologies. New York, New York: Routledge.
Saba, F. (2003) "Distance Education Theory, Methodology, and Epistemology: A Pragmatic Paradigm" in Handbook of Distance Education. pp. 3-19.
Assignment 01- Paper on Distance Education and Online
Module 02- Behaviorism, Cognitivism and Rubrics
(Weeks 4-5: June 8-June 21)
Journal Entry 4:
This week, everything was off to a pretty good start and I didn’t feel like I was falling behind like I did in the first two weeks of class. I posted two discussions thus far, one under the learning theory, instructional design models, and technology section and the other under online teaching philosophies. Both topics provided me with the opportunity to focus specifically on the behaviorist and cognitivist learning theory. I learnt that the behaviorist theory and its concept were developed in the 20th century. The 20th century theories of learning did develop from educational psychology and was an era for the rise of empirical data, scientific method and modern science. Theory was observed and could be measured. This created new opportunities for communication and technology. It was later discussed that psychology had a huge impact on education because psychology was the study of human behavior and the positivism framework. Behaviorism emerged as a result to the Freudian theory and this influenced the first learning theory. Its was the educational researchers and psychologists goal in the 20th century to find better understanding of human behavior by collecting and analyzing data obtained form clinical experiments. This served as an opportunity to help understand the nature of learning, how learning occurs and what influences learning either positively or negatively. It was also researcher’s goal to understand how to structure and support learners needs. I also learnt that the cognitivist learning theory was an element of the behaviorism learning theory and some aspects coincided with each other. Theorists looked at the human mind and cognitive behaviors and methods in promoting effective learning. Therefore it is important as future practitioners to understand both aspects of the learning theory when teaching for a distance education institution. Although, it is not in my desire to teach, I realize that in the field of education, educational systems, which includes, professors, colleges, faculty, staff and leaders must have a philosophical viewpoint defining what must be taught in the classroom and how educational organization must run the institution as a business and methods used to maximize scale of economics.
References:
Edwards, S. (2014) Attributes of Effective DE Leaders and Existing Critical Issues. Paper submitted for DEPM 604. Spring 2014. Unpublished manuscript. University of Maryland University College.
Harasim, L. (2012). Learning theory and online technologies. New York, NY: Routledge.
Kanuka, H. (2008). "Understanding eLearning Technologies in Practice through Philosophies-in-Practice" from The Theory and Practice of Online Learning (online book). pp. 91-118.
Malamed, C. (2015). Ten qualities of the ideal instructional designer. Retrieved from http://theelearningcoach.com/elearning_design/10-qualities-of-the-ideal-instructional-designer/
Faculty Focus. (2015). Online course design: 13 strategies for teaching in a web based distance-learning environment. Retrieved from http://www.facultyfocus.com/free-reports/online-course-design-13-strategies-for-teaching-in-a-web-based-distance-learning-environment/
Journal Entry 5:
It’s now Sunday, June 14, 2015 and I received my feedback for my first assignment from my professor. Although I had writer’s block and struggled with my paper due to the death of a family friend and other personal reasons, that week I was unable to meet the deadlines to submit my final draft on time for the writing coach (WC) to obtain additional feedback prior to my submission for grading. Nonetheless I did late submission on the date the assignment was due, last week Sunday per my instructor’s request. I had not heard back from the WC and my assignment was due at 11:30pm for grading and I was not given any extensions. However, before I submitted my final draft, I had a colleague of mine who graduated from Harvard University and who also taught English proofread my paper. However, grades were posted and it was very disappointing when I saw my grade. The feedback by the professor stated was “good start” but my grade does not speak for itself according to her comments also some of her feedback were conflicting to what I've received from the WC a day after the paper was due. Hence, this had me feeling very confused. I shared my paper with my colleague as well and she also felt my grade was not justified in some areas. However, I promised myself I would not let this dampen my spirits (knowing it wasn't my best work) but this disappointment will only make me worker harder on the next assignment. Overall at this time I am a B student because my discussion posting and interaction boosted my overall grade substantially since I received a 90/100. However, the class moves on quickly and I am on track this week and I am eager to learn. Currently I am working on my third discussion posting “quality matters and rubrics," while I am also brainstorm ideas for my second assignment for the upcoming week.
Assignment 02-Behaviorist or Cognitivist Learning Activity: Explanation, Justification, and Rubric
(Weeks 4-5: June 8-June 21)
Journal Entry 4:
This week, everything was off to a pretty good start and I didn’t feel like I was falling behind like I did in the first two weeks of class. I posted two discussions thus far, one under the learning theory, instructional design models, and technology section and the other under online teaching philosophies. Both topics provided me with the opportunity to focus specifically on the behaviorist and cognitivist learning theory. I learnt that the behaviorist theory and its concept were developed in the 20th century. The 20th century theories of learning did develop from educational psychology and was an era for the rise of empirical data, scientific method and modern science. Theory was observed and could be measured. This created new opportunities for communication and technology. It was later discussed that psychology had a huge impact on education because psychology was the study of human behavior and the positivism framework. Behaviorism emerged as a result to the Freudian theory and this influenced the first learning theory. Its was the educational researchers and psychologists goal in the 20th century to find better understanding of human behavior by collecting and analyzing data obtained form clinical experiments. This served as an opportunity to help understand the nature of learning, how learning occurs and what influences learning either positively or negatively. It was also researcher’s goal to understand how to structure and support learners needs. I also learnt that the cognitivist learning theory was an element of the behaviorism learning theory and some aspects coincided with each other. Theorists looked at the human mind and cognitive behaviors and methods in promoting effective learning. Therefore it is important as future practitioners to understand both aspects of the learning theory when teaching for a distance education institution. Although, it is not in my desire to teach, I realize that in the field of education, educational systems, which includes, professors, colleges, faculty, staff and leaders must have a philosophical viewpoint defining what must be taught in the classroom and how educational organization must run the institution as a business and methods used to maximize scale of economics.
References:
Edwards, S. (2014) Attributes of Effective DE Leaders and Existing Critical Issues. Paper submitted for DEPM 604. Spring 2014. Unpublished manuscript. University of Maryland University College.
Harasim, L. (2012). Learning theory and online technologies. New York, NY: Routledge.
Kanuka, H. (2008). "Understanding eLearning Technologies in Practice through Philosophies-in-Practice" from The Theory and Practice of Online Learning (online book). pp. 91-118.
Malamed, C. (2015). Ten qualities of the ideal instructional designer. Retrieved from http://theelearningcoach.com/elearning_design/10-qualities-of-the-ideal-instructional-designer/
Faculty Focus. (2015). Online course design: 13 strategies for teaching in a web based distance-learning environment. Retrieved from http://www.facultyfocus.com/free-reports/online-course-design-13-strategies-for-teaching-in-a-web-based-distance-learning-environment/
Journal Entry 5:
It’s now Sunday, June 14, 2015 and I received my feedback for my first assignment from my professor. Although I had writer’s block and struggled with my paper due to the death of a family friend and other personal reasons, that week I was unable to meet the deadlines to submit my final draft on time for the writing coach (WC) to obtain additional feedback prior to my submission for grading. Nonetheless I did late submission on the date the assignment was due, last week Sunday per my instructor’s request. I had not heard back from the WC and my assignment was due at 11:30pm for grading and I was not given any extensions. However, before I submitted my final draft, I had a colleague of mine who graduated from Harvard University and who also taught English proofread my paper. However, grades were posted and it was very disappointing when I saw my grade. The feedback by the professor stated was “good start” but my grade does not speak for itself according to her comments also some of her feedback were conflicting to what I've received from the WC a day after the paper was due. Hence, this had me feeling very confused. I shared my paper with my colleague as well and she also felt my grade was not justified in some areas. However, I promised myself I would not let this dampen my spirits (knowing it wasn't my best work) but this disappointment will only make me worker harder on the next assignment. Overall at this time I am a B student because my discussion posting and interaction boosted my overall grade substantially since I received a 90/100. However, the class moves on quickly and I am on track this week and I am eager to learn. Currently I am working on my third discussion posting “quality matters and rubrics," while I am also brainstorm ideas for my second assignment for the upcoming week.
Assignment 02-Behaviorist or Cognitivist Learning Activity: Explanation, Justification, and Rubric
Journal Entry 6:
In my assignment two the feedback was quite helpful and I believe my grade will be even better for my third assignment that’s due in the next week or so. I struggled with constructing a rubric since this was all new to me and this was the section I lost the majority of my points. I am still trying to understand behaviorist/cognitivist theories and its concept with that of the real world but everything I am learning in the class are slowly developing since I am not big on theories of the past.
Module 03- Constructivism, OCL, and Social Media
(Weeks 6-7: June 22-July 5)
Journal Entry 7:
Today is now June 30th, 2015 and we are in Module 3 week 7. I sit in front of my computer with a blank stare and I am debating if I should withdraw from the class. Not only do I feel overwhelmed because I am currently planning my wedding, approximately 6 weeks out from today but I feel like I am drastically falling behind in this class. “I feel stressed and my neck hurts.” I am honestly to a point of considering that it may be best to withdraw from the class, however I am never one to give up on anything I have ever started, but I feel as though I haven’t done my best work yet this semester. I sit here and I feel defeated and I am thinking of the words from close friends and family saying, “I told you so, you should have taken the semester off.” Everything in my life seems like the uttermost turmoil. Juggling full-time work, school and family already on their way into town from Trinidad this coming Thursday, for my big day, it all seems so chaotic. During this module we have been discussing community of inquiry and its best practices. How can I make a good impact with my peers when I am so late in my posting? I will review the required readings and hopefully be able to make it through this module successfully. I am probably going to have to pull a few all nighters’ this week but I will not give up. I am two classes shy of completing my MDE program this coming fall.
Journal Entry 8:
I finally posted in one of the discussions for this module and this has been the best module thus far. The theory is quite easier to comprehend which will make my assignment three a tad easier. I wont be dropping this class after all. It gets hard at times before it can get easier especially when you may feel defeated. Nonetheless, I learnt about the importance of collaboration and prompt feedback. While comparing COI survey “best practices” and Lewis & Abdul-Hamid article, I can relate to what both articles discussed and everything I learnt made more sense to me. I understand why building an online community is important and how effective teaching and student presence can build effective critical thinking skills and enhance learning. I also realize that different theories are needed for different learning and teaching environments or styles.
Journal Entry 9:
The feedback I received from my assignment two was quite helpful in completing my assignment 3 and I believe my grade will be even better for my third assignment that’s due in the next week. I struggled with constructing a rubric since this was all new to me and this was the section I lost the majority of my grading points. I am still trying to understand behaviorist and cognitivist theories with that of the real world but everything I am learning in the class is slowly developing since I am not big on theories of the past.
Assignment 03- Cognitivist or OCL Activity
In my assignment two the feedback was quite helpful and I believe my grade will be even better for my third assignment that’s due in the next week or so. I struggled with constructing a rubric since this was all new to me and this was the section I lost the majority of my points. I am still trying to understand behaviorist/cognitivist theories and its concept with that of the real world but everything I am learning in the class are slowly developing since I am not big on theories of the past.
Module 03- Constructivism, OCL, and Social Media
(Weeks 6-7: June 22-July 5)
Journal Entry 7:
Today is now June 30th, 2015 and we are in Module 3 week 7. I sit in front of my computer with a blank stare and I am debating if I should withdraw from the class. Not only do I feel overwhelmed because I am currently planning my wedding, approximately 6 weeks out from today but I feel like I am drastically falling behind in this class. “I feel stressed and my neck hurts.” I am honestly to a point of considering that it may be best to withdraw from the class, however I am never one to give up on anything I have ever started, but I feel as though I haven’t done my best work yet this semester. I sit here and I feel defeated and I am thinking of the words from close friends and family saying, “I told you so, you should have taken the semester off.” Everything in my life seems like the uttermost turmoil. Juggling full-time work, school and family already on their way into town from Trinidad this coming Thursday, for my big day, it all seems so chaotic. During this module we have been discussing community of inquiry and its best practices. How can I make a good impact with my peers when I am so late in my posting? I will review the required readings and hopefully be able to make it through this module successfully. I am probably going to have to pull a few all nighters’ this week but I will not give up. I am two classes shy of completing my MDE program this coming fall.
Journal Entry 8:
I finally posted in one of the discussions for this module and this has been the best module thus far. The theory is quite easier to comprehend which will make my assignment three a tad easier. I wont be dropping this class after all. It gets hard at times before it can get easier especially when you may feel defeated. Nonetheless, I learnt about the importance of collaboration and prompt feedback. While comparing COI survey “best practices” and Lewis & Abdul-Hamid article, I can relate to what both articles discussed and everything I learnt made more sense to me. I understand why building an online community is important and how effective teaching and student presence can build effective critical thinking skills and enhance learning. I also realize that different theories are needed for different learning and teaching environments or styles.
Journal Entry 9:
The feedback I received from my assignment two was quite helpful in completing my assignment 3 and I believe my grade will be even better for my third assignment that’s due in the next week. I struggled with constructing a rubric since this was all new to me and this was the section I lost the majority of my grading points. I am still trying to understand behaviorist and cognitivist theories with that of the real world but everything I am learning in the class is slowly developing since I am not big on theories of the past.
Assignment 03- Cognitivist or OCL Activity
Journal Entry 10:
I went from being overly enthusiastic after reading a note I received from one of my professors about the good work I had done in my learning journal (I had no idea my instructor was reading my work) to wanting to drop the class once again after receiving my feedback from my third assignment. Rather than go into details about my experience and the conflicting feedback, I will say this much, I really believe taking an incomplete may be the best remedy at this point. Last Saturday I experienced some excruciating chest pains and I believe it stemmed from stress and anxiety. Each day I sit at this computer and try to get back on this journey but I feel defeated and cannot seem to snap out of it. Some days I say I don’t care anymore yet failing is not an option because I care too much about learning and my education. One of my professors has been quite encouraging and for this reason I am very thankful for his support and assistance. I did not even complete my assignment four (which is not like me) as of today because the same pain came back this weekend so I decided to take some time for myself to relax, meditate and to make a sound decision to either stick through the semester since it's only three weeks left. It’s now 11:07pm on July 19, 2015 and I have not posted in any discussions nor participated and I am very disappointed in myself. However, my health is what's most important and sometimes its necessary to slow down in life. Also, there is no point in crying over spilled milk.
Therefore to give myself some words of encouragement, I found an inspirational quote - “ Never give up on something that you can't go a day without thinking about" (Unknown). That's exactly how I felt. I kept pondering, evaluating and trying to make a sound decision on how best to successfully complete this journey and this class. Therefore I've decided to take my professor’s advice and to try to remain active in the course as much as possible. The previous module has taught me the concept of best practices and my experience in this class proves that the teaching styles do vary and how both instructors use learning theories does also vary. Professor Kerby has been working with me and his choice of words and expertise in the field of distance education proves he knows how to promote and encourage effective learning. Teaching preferences and choices can make a student better or break them down completely and these pedagogical choices do play a huge role for learners as it did play a huge role in my final decision to stay in the class until the very end. I also see the "simulation theory of empathy" used here by the professor and him using his own experience to motivate me, this did give me a reassuring feeling. Educators must know that empathy is a key aspect in the operation of their classroom and student's success. Therefore, I can and will do this!!!
Module 04- Connectivism, Communities of Practice, & MOOCs
(Weeks 8-9: July 5-July 19)
Journal Entry 11:
After reviewing the syllabus, it states that discussion participation cannot be made up and discussions are vital to our learning. I totally agree and I often like reading what my peers have to say, it's a great way of learning, communicating, constructive thinking and it improves social interaction and knowledge development. I also really needed the five points in this section but I have to work extremely hard for the next three weeks to increase my grade. Since I did not have the opportunity to post and interact with my peers for the Module's 4 online discussion and participation, I've decided to post what I've learnt after reading the required material here on my learning journal as I also prepare to finish my assignment 4 paper. I believe I'll rather to be late in completing my assignment than never completing this program after all the hard work I've done thus far and given the opportunity provided by the instructor.
After reading chapter 7 & 8 by Harasim (2012), in her book she discusses the methods used for understanding online learning, “ some of its different forms and how differing approaches and processes can be used to support effective learning and educational change (p.109). It is also important to note that students seek an institution that best fits his or her needs and it is necessary for peer interaction and collaborative learning to obtain or enhance one’s knowledge. In the online learning environment, the instructor’s role is to “serve as the representative of knowledge community” (Harasim, 2012, p.112). Other than providing the class with materials and resources to stimulate learning, instructors must “organize the learning processes to encourage student learning and problem solving skills” (p.112). As a distance learner myself, I not only benefit from learning to solve problems and construct knowledge but I am able to compare and contrast and use what I've learnt in the real world and in the classroom either in my professional or personal life- which is a key aspect of communities of practice. My goal is to learn about theories; teaching, learning and all aspects of distance education as I seek to enhance my career within my current department and learn of different ways to better assist my students since I am already active in the field of distance education.
Reference:
Harasim, L. (2012). Learning theory and online technologies. New York, New York: Routledge.
Journal Entry 12:
Discussion 1- Moocs and Connectivism
Is connectivism a new theory? Explain your response. How has "connectivism" informed the development of MOOCs and the open educational resources movement? Are MOOCs here to stay or a passing fancy? How do you think MOOCs can influence the course of higher education? Explain your thinking.
In my opinion, I do not believe connectivism is a new theory after all, even though “information development was slow” over the past four decades (Siemens, 2004, para. 2). It is my understanding and belief that because of the changes in information and the technology era that we currently live in, these changes has impacted the way in which we learn and how we communicate and share knowledge. Today people are able to communicate and connect with one another faster and more efficiently. The principles of theory building on other theories or theorists building on other researchers' work and the concept of knowledge sharing has always existed. Therefore before the growth of the Internet, the process and information flow was simply just slower when factors such as knowledge sharing, communicating and conducting research is discussed.
According to Kop (2008), “Connectivism is a theoretical framework used for understanding learning” (p.2). “In connectivism, the starting point for learning occurs when knowledge actuated through the process of a learner connecting to and feeding information to a learning community” (Kop, 2008, p.2). In this 21st century, distance education continues to expand throughout higher education institutions and have been building a competitive market. Because of the constant change in DE and technology advancements, higher education institutions have to stay abreast and connectivism has informed the development of MOOCs and the open educational movement by allowing learners from all over the globe, access to an education at no or lower cost to those provided by their competitor.
I believe MOOCs are here to stay and can influence the course of higher education because MOOCs provide learners an opportunity to gather information and develop literacy skills by coming together and building a collaborative learning environment via the virtual classroom, through “student led online seminars and co-production of real world products and programs” (Harasim, 2012, p.122). Learners are exposed to promotion of online communities of practice and these “online communities have become a new, important and highly popular destination for informal or formal learning, knowledge building, as well as social communication” (Harasim, 2012, 141).
References:
Harasim, L. (2012). Learning theory and online technologies. New York, NY: Routledge.
Kop, R. & Hill. A. (2008). Connectivism: Learning theory of the future or vestige of the past?International Review of Research in Open and Distance Learning 9(3), 1-13.
Siemens, G. (2004, December 12). Elearnspace. Connectivism: A Learning Theory for the Digital Age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Discussion 2-Developing Theories
Have you developed your own theory or theories yet on how course design, learning theories, and choice should lead to choices about course structure, teaching strategies, and institutional policies? Explain your thinking. Use your readings to build your support for your "theory." What experiences (in this course or other courses) have you had that lead to your thinking?
According to George Siemens, who is known as the father of connectivism, this theory is used to transform our learning and understanding on how to connect the knowledge that is formed from the past to that of our current experiences (Schwier, 2011). Connectivism does emphasis on the knowledge of connection and how one can develop critical thinking skills. Also by finding ways to improve knowledge deficiencies may it be by knowledge sharing or by conducting research. I believe my progress in this class has exposed me to different learning theories and I do not think one size fits all when we look at factors such as how course design and learning theories may enhance learning. The choice should lead to choices about course structure, teaching strategies, and institutional policies based on the targeted learners needs. For example, if the institution caters to mainly a blended learning environment, then students must be exposed to the behaviorism, cognitivism, constructivism and connectivism theories while a traditional or online setting may vary. I see the need for each theory on a case by case scenario and based on the institutions' purpose, its structure, learners and course design.
Reference:
Schwier, R. (2011). Interview with George Siemens about connectivism. Retrieved from: https://rickscafe.wordpress.com/2011/08/05/interview-with-george-siemens-about-connectivism/
Discussion 3-Moocs for learning
Discuss structure and choice in the context of how students learn and how instructors, course designers, and institutions may (or may not) effectively facilitate that learning.
Earlier in this MDE program, when I heard about MOOCs for the first time, I must admit, I was not a big fan of it. I want to say, that was probably back in 2013 and thought to myself, who will want to take a course like this? Free I said! Even open access? What will the participants learn in those classes? However, as I became more exposed to being a non-traditional learner and dealing with the many unforeseen challenges life may throw our way, I can now say MOOCs is a fantastic way to learn even if its not used as accredited college credits.
Students learn in various forms but as a nontraditional learner this is what I will speak on. Being exposed to online courses such as MOOCs for example, provides learners with information literacy and critical thinking skills. Students are able to find, evaluate and utilize information effectively for educational or professional purposes. MOOCs and online courses also give learners an opportunity to develop an innovative approach as adult learners by becoming exposed to various teaching methods. Off course, this has its pros and cons. However, students are also exposed to multimedia technology, web 2.0 tools, open education, knowledge sharing and most importantly connectivism. Resources provided in the classrooms are often beneficial in the workplace and in the individuals’ personal life. Online learners have the advantages of working independently and developing time management, team building, communicating and problem solving skills.
Nonetheless, one of the major challenges faced by online institutions and its programs are lack of student support. Online programs needs instructors who understand the value of encouraging and motivating students and not only providing them with educational resources.
Journal Entry 13:
What I learnt from reading some of the contributions from my peers and connecting with that of my own readings is the importance of pedagogy in practice and building an online community. Harasim (2012) discusses different scenarios on how online educational institution can meet a diverse group of individual needs. It was also intriguing to learn about online community of practice, a term I never learnt about until Module 4. An OCOP I decided to examine and write about was Edutopia for my assignment 4 paper.
In this module, one of the hot topics and conference discussion was on MOOCs (Massive Online Open Courses). The debate was on its longevity. Some of my peers agreed, it was here to stay and others disagreed. However, I patiently wait to receive my assignment 4’s feedback as this will somewhat seal my fate and final grading in this class. For the first time, Im scared of not successfully completing this course with an acceptable grade of B or higher. What can I do at this point? Simply try to work even harder on my final paper which is 20% of my grade.
I went from being overly enthusiastic after reading a note I received from one of my professors about the good work I had done in my learning journal (I had no idea my instructor was reading my work) to wanting to drop the class once again after receiving my feedback from my third assignment. Rather than go into details about my experience and the conflicting feedback, I will say this much, I really believe taking an incomplete may be the best remedy at this point. Last Saturday I experienced some excruciating chest pains and I believe it stemmed from stress and anxiety. Each day I sit at this computer and try to get back on this journey but I feel defeated and cannot seem to snap out of it. Some days I say I don’t care anymore yet failing is not an option because I care too much about learning and my education. One of my professors has been quite encouraging and for this reason I am very thankful for his support and assistance. I did not even complete my assignment four (which is not like me) as of today because the same pain came back this weekend so I decided to take some time for myself to relax, meditate and to make a sound decision to either stick through the semester since it's only three weeks left. It’s now 11:07pm on July 19, 2015 and I have not posted in any discussions nor participated and I am very disappointed in myself. However, my health is what's most important and sometimes its necessary to slow down in life. Also, there is no point in crying over spilled milk.
Therefore to give myself some words of encouragement, I found an inspirational quote - “ Never give up on something that you can't go a day without thinking about" (Unknown). That's exactly how I felt. I kept pondering, evaluating and trying to make a sound decision on how best to successfully complete this journey and this class. Therefore I've decided to take my professor’s advice and to try to remain active in the course as much as possible. The previous module has taught me the concept of best practices and my experience in this class proves that the teaching styles do vary and how both instructors use learning theories does also vary. Professor Kerby has been working with me and his choice of words and expertise in the field of distance education proves he knows how to promote and encourage effective learning. Teaching preferences and choices can make a student better or break them down completely and these pedagogical choices do play a huge role for learners as it did play a huge role in my final decision to stay in the class until the very end. I also see the "simulation theory of empathy" used here by the professor and him using his own experience to motivate me, this did give me a reassuring feeling. Educators must know that empathy is a key aspect in the operation of their classroom and student's success. Therefore, I can and will do this!!!
Module 04- Connectivism, Communities of Practice, & MOOCs
(Weeks 8-9: July 5-July 19)
Journal Entry 11:
After reviewing the syllabus, it states that discussion participation cannot be made up and discussions are vital to our learning. I totally agree and I often like reading what my peers have to say, it's a great way of learning, communicating, constructive thinking and it improves social interaction and knowledge development. I also really needed the five points in this section but I have to work extremely hard for the next three weeks to increase my grade. Since I did not have the opportunity to post and interact with my peers for the Module's 4 online discussion and participation, I've decided to post what I've learnt after reading the required material here on my learning journal as I also prepare to finish my assignment 4 paper. I believe I'll rather to be late in completing my assignment than never completing this program after all the hard work I've done thus far and given the opportunity provided by the instructor.
After reading chapter 7 & 8 by Harasim (2012), in her book she discusses the methods used for understanding online learning, “ some of its different forms and how differing approaches and processes can be used to support effective learning and educational change (p.109). It is also important to note that students seek an institution that best fits his or her needs and it is necessary for peer interaction and collaborative learning to obtain or enhance one’s knowledge. In the online learning environment, the instructor’s role is to “serve as the representative of knowledge community” (Harasim, 2012, p.112). Other than providing the class with materials and resources to stimulate learning, instructors must “organize the learning processes to encourage student learning and problem solving skills” (p.112). As a distance learner myself, I not only benefit from learning to solve problems and construct knowledge but I am able to compare and contrast and use what I've learnt in the real world and in the classroom either in my professional or personal life- which is a key aspect of communities of practice. My goal is to learn about theories; teaching, learning and all aspects of distance education as I seek to enhance my career within my current department and learn of different ways to better assist my students since I am already active in the field of distance education.
Reference:
Harasim, L. (2012). Learning theory and online technologies. New York, New York: Routledge.
Journal Entry 12:
Discussion 1- Moocs and Connectivism
Is connectivism a new theory? Explain your response. How has "connectivism" informed the development of MOOCs and the open educational resources movement? Are MOOCs here to stay or a passing fancy? How do you think MOOCs can influence the course of higher education? Explain your thinking.
In my opinion, I do not believe connectivism is a new theory after all, even though “information development was slow” over the past four decades (Siemens, 2004, para. 2). It is my understanding and belief that because of the changes in information and the technology era that we currently live in, these changes has impacted the way in which we learn and how we communicate and share knowledge. Today people are able to communicate and connect with one another faster and more efficiently. The principles of theory building on other theories or theorists building on other researchers' work and the concept of knowledge sharing has always existed. Therefore before the growth of the Internet, the process and information flow was simply just slower when factors such as knowledge sharing, communicating and conducting research is discussed.
According to Kop (2008), “Connectivism is a theoretical framework used for understanding learning” (p.2). “In connectivism, the starting point for learning occurs when knowledge actuated through the process of a learner connecting to and feeding information to a learning community” (Kop, 2008, p.2). In this 21st century, distance education continues to expand throughout higher education institutions and have been building a competitive market. Because of the constant change in DE and technology advancements, higher education institutions have to stay abreast and connectivism has informed the development of MOOCs and the open educational movement by allowing learners from all over the globe, access to an education at no or lower cost to those provided by their competitor.
I believe MOOCs are here to stay and can influence the course of higher education because MOOCs provide learners an opportunity to gather information and develop literacy skills by coming together and building a collaborative learning environment via the virtual classroom, through “student led online seminars and co-production of real world products and programs” (Harasim, 2012, p.122). Learners are exposed to promotion of online communities of practice and these “online communities have become a new, important and highly popular destination for informal or formal learning, knowledge building, as well as social communication” (Harasim, 2012, 141).
References:
Harasim, L. (2012). Learning theory and online technologies. New York, NY: Routledge.
Kop, R. & Hill. A. (2008). Connectivism: Learning theory of the future or vestige of the past?International Review of Research in Open and Distance Learning 9(3), 1-13.
Siemens, G. (2004, December 12). Elearnspace. Connectivism: A Learning Theory for the Digital Age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Discussion 2-Developing Theories
Have you developed your own theory or theories yet on how course design, learning theories, and choice should lead to choices about course structure, teaching strategies, and institutional policies? Explain your thinking. Use your readings to build your support for your "theory." What experiences (in this course or other courses) have you had that lead to your thinking?
According to George Siemens, who is known as the father of connectivism, this theory is used to transform our learning and understanding on how to connect the knowledge that is formed from the past to that of our current experiences (Schwier, 2011). Connectivism does emphasis on the knowledge of connection and how one can develop critical thinking skills. Also by finding ways to improve knowledge deficiencies may it be by knowledge sharing or by conducting research. I believe my progress in this class has exposed me to different learning theories and I do not think one size fits all when we look at factors such as how course design and learning theories may enhance learning. The choice should lead to choices about course structure, teaching strategies, and institutional policies based on the targeted learners needs. For example, if the institution caters to mainly a blended learning environment, then students must be exposed to the behaviorism, cognitivism, constructivism and connectivism theories while a traditional or online setting may vary. I see the need for each theory on a case by case scenario and based on the institutions' purpose, its structure, learners and course design.
Reference:
Schwier, R. (2011). Interview with George Siemens about connectivism. Retrieved from: https://rickscafe.wordpress.com/2011/08/05/interview-with-george-siemens-about-connectivism/
Discussion 3-Moocs for learning
Discuss structure and choice in the context of how students learn and how instructors, course designers, and institutions may (or may not) effectively facilitate that learning.
Earlier in this MDE program, when I heard about MOOCs for the first time, I must admit, I was not a big fan of it. I want to say, that was probably back in 2013 and thought to myself, who will want to take a course like this? Free I said! Even open access? What will the participants learn in those classes? However, as I became more exposed to being a non-traditional learner and dealing with the many unforeseen challenges life may throw our way, I can now say MOOCs is a fantastic way to learn even if its not used as accredited college credits.
Students learn in various forms but as a nontraditional learner this is what I will speak on. Being exposed to online courses such as MOOCs for example, provides learners with information literacy and critical thinking skills. Students are able to find, evaluate and utilize information effectively for educational or professional purposes. MOOCs and online courses also give learners an opportunity to develop an innovative approach as adult learners by becoming exposed to various teaching methods. Off course, this has its pros and cons. However, students are also exposed to multimedia technology, web 2.0 tools, open education, knowledge sharing and most importantly connectivism. Resources provided in the classrooms are often beneficial in the workplace and in the individuals’ personal life. Online learners have the advantages of working independently and developing time management, team building, communicating and problem solving skills.
Nonetheless, one of the major challenges faced by online institutions and its programs are lack of student support. Online programs needs instructors who understand the value of encouraging and motivating students and not only providing them with educational resources.
Journal Entry 13:
What I learnt from reading some of the contributions from my peers and connecting with that of my own readings is the importance of pedagogy in practice and building an online community. Harasim (2012) discusses different scenarios on how online educational institution can meet a diverse group of individual needs. It was also intriguing to learn about online community of practice, a term I never learnt about until Module 4. An OCOP I decided to examine and write about was Edutopia for my assignment 4 paper.
In this module, one of the hot topics and conference discussion was on MOOCs (Massive Online Open Courses). The debate was on its longevity. Some of my peers agreed, it was here to stay and others disagreed. However, I patiently wait to receive my assignment 4’s feedback as this will somewhat seal my fate and final grading in this class. For the first time, Im scared of not successfully completing this course with an acceptable grade of B or higher. What can I do at this point? Simply try to work even harder on my final paper which is 20% of my grade.
Module 05- Best Practices: Theory, Policy and the DE Organization
Weeks 10-11 (July 19- Aug 2)
Journal Entry 14:
I submitted my assignment 4 paper and I got one burden lifted off my shoulders. My goal was to participate in my classroom discussion on Monday July 27th, 2015, but that did not go as planned. Instead, I had to take my mom to the emergency room (ER). The saying goes, when it rains it pours and I believe my strength and fate has been tested on multiple occasions this semester. However, the good news was that after sitting in the ER from 5:30pm to almost 2am the following morning, I was able to get some work and reading done. Although it was tough seeing my mother in pain, I’ve learnt as a DE learner, we must learn to mange our time and deal with change and my determination in finishing this class, proves that I have what it takes to resolve these conflicts or achieve some sort of equilibrium while dealing with the challenges in my life.
Journal Entry 15:
It felt great to be able to interact with my peers once again. I missed that feeling so much and also having my level of confidence taken away from me. Anyhow, I’ve had some very insightful take-aways from module 5 and I was excited to use Kotter’s book as a reference in this module. I think his book is exceptional and was one of the best choices and resources. Already being in the higher education field, proved to be quite beneficial for this module and many examples were shared by my peers as well. I see the benefits of theory but how can one use it if they do not know they exist? I really believe in the working environment education and experience in the field is both important for a department to be successful. According to Kotter (1996), there is an eight-stage process necessary for leaders to follow when implementing change. Illustrating a sense of urgency and developing a clear vision is the two I value the most. The change process is essential and inevitable, however, to avoid conflict a clear and precise strategic approach is necessary. Followers want to see the value in change and their voice must also be heard.
Reference:
Kotter, J. (1996). Leading change. Boston, MA: Harvard Business School Press.
Weeks 10-11 (July 19- Aug 2)
Journal Entry 14:
I submitted my assignment 4 paper and I got one burden lifted off my shoulders. My goal was to participate in my classroom discussion on Monday July 27th, 2015, but that did not go as planned. Instead, I had to take my mom to the emergency room (ER). The saying goes, when it rains it pours and I believe my strength and fate has been tested on multiple occasions this semester. However, the good news was that after sitting in the ER from 5:30pm to almost 2am the following morning, I was able to get some work and reading done. Although it was tough seeing my mother in pain, I’ve learnt as a DE learner, we must learn to mange our time and deal with change and my determination in finishing this class, proves that I have what it takes to resolve these conflicts or achieve some sort of equilibrium while dealing with the challenges in my life.
Journal Entry 15:
It felt great to be able to interact with my peers once again. I missed that feeling so much and also having my level of confidence taken away from me. Anyhow, I’ve had some very insightful take-aways from module 5 and I was excited to use Kotter’s book as a reference in this module. I think his book is exceptional and was one of the best choices and resources. Already being in the higher education field, proved to be quite beneficial for this module and many examples were shared by my peers as well. I see the benefits of theory but how can one use it if they do not know they exist? I really believe in the working environment education and experience in the field is both important for a department to be successful. According to Kotter (1996), there is an eight-stage process necessary for leaders to follow when implementing change. Illustrating a sense of urgency and developing a clear vision is the two I value the most. The change process is essential and inevitable, however, to avoid conflict a clear and precise strategic approach is necessary. Followers want to see the value in change and their voice must also be heard.
Reference:
Kotter, J. (1996). Leading change. Boston, MA: Harvard Business School Press.