OMDE 610 Learning Journal
Module 1
Discussion 1: Most Influential School of Learning
Question: Which school(s) of learning do you believe will be most influential in the 21st century? Give your rationale with evidence.
I believe the constructivist school of learning is the most influential theory in the 21st century because it considers learning to be an active and not passive process. Information is acquire from the person and not just the outside world or from another individual. The person processes this new information and makes his or her own interpretation of it. The individual is seen as the focal point when it comes to learning. I do think it is better for a person to build their own knowledge about something, instead of being given information about it. When people are allowed to use this new information in different contexts, they can use or apply it to a situation, in order to understand what they have learned. Learning helps to enrich peoples’ knowledge through their personal interpretation of things and making application of this information in ways to grasp a better understanding of it. Constructivism is a learner-centered approach where the instructor guides the learners and is not just transmitting the information. This learning theory has transformed the objectives and practice of teaching and learning in the 21st century, especially in online education. We are in a knowledge-driven society, where it is not just about the acquisition of new information but about knowledge creation. Constructivism can help fill this new demand in our day and age and promote the progression of skill and knowledge development in a technological world. Important skills such as problem-solving, critical thinking, autonomy, self-directedness, leadership, and accountability are all needed in distance learning programs. Learners must understand that certain competencies and skills are needed to ensure future success in virtual environments. Teachers that fully engage their students in online courses can successfully keep them active, which creates more meaningful experiences. Instructors can encourage their students to build their own knowledge base through interactive coursework. This can help students to learn by experiencing things first-hand, while assisting them with personalizing the information to meet their own needs. In addition, the constructivist approach promotes group learning, so that the students can learn how to work with other people in the online classroom. This can help the learners to understand cooperation and collaboration, which is needed in everyday life and on the job. These skills can strengthen and reinforce positive interaction and faciliate the construction of new knowledge because the students are learning from each other. Constructivism gives the students more control of the learning process because the professor guides them through their instruction, which will allow them make choices about their own learning goals. The teachers should also allow the students to reflect on what they have learned in class because it will make their learning experience more meaningful. For example, in the ODME program at UMUC, the students are required to maintain learning journals to help them reflect and understand what they have learned throughout the course. Personally, this has been beneficial for me because I was able to write about things that really meant a lot to me and make application of this information, not just at school but in other places. Reflecting on what I have learned, has made my experience in each class more meaningful. I was able to personalize this information according to my needs. Mandatory classroom participation helps to encourage higher-order learning and it makes each learning experience in the class more meaningful on an individual basis. One piece of information that I have taken away from the class reading this week is that an instructor should use different forms of learning or schooling to accommodate the needs of their students. Everyone has a different learning style and there is no one size fit all that works the same for each person. Therefore, distance education courses should be flexible and cater to the needs of the learners and the students should carefully select a learning strategy that fits their needs as well (Ally, 2008).
Reference:
Ally, M. (2008). Foundations of educatiomal theroy for online learning. In The Theory and Practice of Online Learning (pp.15-44). Retrieved from file:///media/archive/MOD%2001--Objectives,%20Readings,%20Things%20to%20Do,%20and%20Overview.html.zip/Module%2001/assets/
Foundations%20of%20Educational%20Theory%20for%20Online%20Learning.pdf
I believe the constructivist school of learning is the most influential theory in the 21st century because it considers learning to be an active and not passive process. Information is acquire from the person and not just the outside world or from another individual. The person processes this new information and makes his or her own interpretation of it. The individual is seen as the focal point when it comes to learning. I do think it is better for a person to build their own knowledge about something, instead of being given information about it. When people are allowed to use this new information in different contexts, they can use or apply it to a situation, in order to understand what they have learned. Learning helps to enrich peoples’ knowledge through their personal interpretation of things and making application of this information in ways to grasp a better understanding of it. Constructivism is a learner-centered approach where the instructor guides the learners and is not just transmitting the information. This learning theory has transformed the objectives and practice of teaching and learning in the 21st century, especially in online education. We are in a knowledge-driven society, where it is not just about the acquisition of new information but about knowledge creation. Constructivism can help fill this new demand in our day and age and promote the progression of skill and knowledge development in a technological world. Important skills such as problem-solving, critical thinking, autonomy, self-directedness, leadership, and accountability are all needed in distance learning programs. Learners must understand that certain competencies and skills are needed to ensure future success in virtual environments. Teachers that fully engage their students in online courses can successfully keep them active, which creates more meaningful experiences. Instructors can encourage their students to build their own knowledge base through interactive coursework. This can help students to learn by experiencing things first-hand, while assisting them with personalizing the information to meet their own needs. In addition, the constructivist approach promotes group learning, so that the students can learn how to work with other people in the online classroom. This can help the learners to understand cooperation and collaboration, which is needed in everyday life and on the job. These skills can strengthen and reinforce positive interaction and faciliate the construction of new knowledge because the students are learning from each other. Constructivism gives the students more control of the learning process because the professor guides them through their instruction, which will allow them make choices about their own learning goals. The teachers should also allow the students to reflect on what they have learned in class because it will make their learning experience more meaningful. For example, in the ODME program at UMUC, the students are required to maintain learning journals to help them reflect and understand what they have learned throughout the course. Personally, this has been beneficial for me because I was able to write about things that really meant a lot to me and make application of this information, not just at school but in other places. Reflecting on what I have learned, has made my experience in each class more meaningful. I was able to personalize this information according to my needs. Mandatory classroom participation helps to encourage higher-order learning and it makes each learning experience in the class more meaningful on an individual basis. One piece of information that I have taken away from the class reading this week is that an instructor should use different forms of learning or schooling to accommodate the needs of their students. Everyone has a different learning style and there is no one size fit all that works the same for each person. Therefore, distance education courses should be flexible and cater to the needs of the learners and the students should carefully select a learning strategy that fits their needs as well (Ally, 2008).
Reference:
Ally, M. (2008). Foundations of educatiomal theroy for online learning. In The Theory and Practice of Online Learning (pp.15-44). Retrieved from file:///media/archive/MOD%2001--Objectives,%20Readings,%20Things%20to%20Do,%20and%20Overview.html.zip/Module%2001/assets/
Foundations%20of%20Educational%20Theory%20for%20Online%20Learning.pdf
Discussion 2: Chaos of Online Learning
Question: Saba discusses the potential for chaos in distance learning due to the ways in which technology organizes information and learners can construct self-identified learning paths, leading to some sort of equilibrium. How would you define this equilibrium? In your experience, how did you achieve equilibrium? Give examples. How might we view dis-equilibrium in constructive terms?
One must acknowledge that technology has its advantages and disadvantages. It is all about finding a balance amid the two. Technology such as the internet has transformed the way information is transmitted and how people learn. It is rapidly changing educational programs such as distance learning, which is struggling to keep up these modifications. The issue is discovering new ways to augment learning opportunities and capitalize on education with finite resources. Distance education is an ideal way to make use of advance technologies, in order to help expose the students to a creative and interactive learning environment. If the online courses are not carefully designed and put together, this can hinder the students’ learning experience and overpower the goals of any program. A equilibrium can be made by designing distance learning courses to supplement and enhance the students' learning experience by making the classes cater to their needs. Furthermore, any technology used in online environments needs to be clear and understandable to ensure that the instructional content does got get lost in the technology. The students needs to be familiar with the technology that is being used, so it does not distract or take away from the learning process. It should be used to transmit and facilitate learning, but not as a substitute for the instructor. When developing distance education programs, it should equate human interaction and technical aspects to help improve the students' educational experience. Technology such as the internet has proven to be a lucrative and beneficial for online education. Nevertheless, it should never override educational goals or pedagogies. Technology has the capacity to actually enhance the educational process and reach students all around the world. It should be properly planned and implemented into distance learning. Instructional designers and professors can achieve this equilibrium by determining what methods, approaches, and activities are most effective when it comes to distributive learning, while developing quality online courses. Professors should make the online classroom match up with the needs of their learners' by making their instruction flexible enough to support a diverse number of students. Also, technology should be used in a way that supports an educational environment that inspires and makes the students want to learn.
Reference:
Saba, F. (2003). Distance education theory, methodology and epistemology: A pragmatic paradigm. In Handbook of Distance Education (pp. 3-19). Retrieved from file:///media/archive/MOD%2001--Objectives,%20Readings,%20Things%20to%20Do,%20and%20Overview.html.zip/Module%2001/assets/
Toward%20a%20Theory%20of%20Online%20Learning.pdf
One must acknowledge that technology has its advantages and disadvantages. It is all about finding a balance amid the two. Technology such as the internet has transformed the way information is transmitted and how people learn. It is rapidly changing educational programs such as distance learning, which is struggling to keep up these modifications. The issue is discovering new ways to augment learning opportunities and capitalize on education with finite resources. Distance education is an ideal way to make use of advance technologies, in order to help expose the students to a creative and interactive learning environment. If the online courses are not carefully designed and put together, this can hinder the students’ learning experience and overpower the goals of any program. A equilibrium can be made by designing distance learning courses to supplement and enhance the students' learning experience by making the classes cater to their needs. Furthermore, any technology used in online environments needs to be clear and understandable to ensure that the instructional content does got get lost in the technology. The students needs to be familiar with the technology that is being used, so it does not distract or take away from the learning process. It should be used to transmit and facilitate learning, but not as a substitute for the instructor. When developing distance education programs, it should equate human interaction and technical aspects to help improve the students' educational experience. Technology such as the internet has proven to be a lucrative and beneficial for online education. Nevertheless, it should never override educational goals or pedagogies. Technology has the capacity to actually enhance the educational process and reach students all around the world. It should be properly planned and implemented into distance learning. Instructional designers and professors can achieve this equilibrium by determining what methods, approaches, and activities are most effective when it comes to distributive learning, while developing quality online courses. Professors should make the online classroom match up with the needs of their learners' by making their instruction flexible enough to support a diverse number of students. Also, technology should be used in a way that supports an educational environment that inspires and makes the students want to learn.
Reference:
Saba, F. (2003). Distance education theory, methodology and epistemology: A pragmatic paradigm. In Handbook of Distance Education (pp. 3-19). Retrieved from file:///media/archive/MOD%2001--Objectives,%20Readings,%20Things%20to%20Do,%20and%20Overview.html.zip/Module%2001/assets/
Toward%20a%20Theory%20of%20Online%20Learning.pdf
Discussion 3: Role of Interaction in Online Learning
Question: According to Anderson, what role(s) do the different forms of interaction play in online learning? In Anderson's view, how does interaction fit into a model of e-learning or a theory of online learning?
These four different forms of interaction plays a unique role in online learning because they all can be used to cater to the diverse needs of the distance learners. Every person has a different style and way of learning and no one learns the same. These modes of interaction can be used to promote higher-order learning and build positive educational experiences. The course instruction should cater to the needs of the students because they all come from diverse backgrounds and environments. There is no one size fit all approach that will suit everyone’s learning style. The issue is designing a distance learning environment that is assessed, learner, community and content-centered all at the same time. The teachers and instructional designers must build conducive environments that support the students in all these areas. Course instruction must be flexible enough to cater and serve the needs of diverse learners. Furthermore, online classes should inspire and make people want to learn. Learner-centered interaction facilitates individualized and group learning activities and knowledge-centered interaction encourages discovery and knowledge creation. Assessed-centered interaction helps students reflect on and understand what they have learned and community-centered interactions foster networking, cooperation, and collaboration in different modes and formats. All students have distinct learning characteristics and these four modes of interaction can be used to address and enhance peoples' educational experience in online environments (Anderson, 2008).
Reference
Anderson, T. (2008). Toward a theory of online education. In The Theory and Practice of Online Learning (pp. 45-74). Retrieved from file:///media/archive/MOD%2001--Objectives,%20Readings,%20Things%20to%20Do,%20and%20Overview.html.zip/Module%2001/assets/
Toward%20a%20Theory%20of%20Online%20Learning.pdf
These four different forms of interaction plays a unique role in online learning because they all can be used to cater to the diverse needs of the distance learners. Every person has a different style and way of learning and no one learns the same. These modes of interaction can be used to promote higher-order learning and build positive educational experiences. The course instruction should cater to the needs of the students because they all come from diverse backgrounds and environments. There is no one size fit all approach that will suit everyone’s learning style. The issue is designing a distance learning environment that is assessed, learner, community and content-centered all at the same time. The teachers and instructional designers must build conducive environments that support the students in all these areas. Course instruction must be flexible enough to cater and serve the needs of diverse learners. Furthermore, online classes should inspire and make people want to learn. Learner-centered interaction facilitates individualized and group learning activities and knowledge-centered interaction encourages discovery and knowledge creation. Assessed-centered interaction helps students reflect on and understand what they have learned and community-centered interactions foster networking, cooperation, and collaboration in different modes and formats. All students have distinct learning characteristics and these four modes of interaction can be used to address and enhance peoples' educational experience in online environments (Anderson, 2008).
Reference
Anderson, T. (2008). Toward a theory of online education. In The Theory and Practice of Online Learning (pp. 45-74). Retrieved from file:///media/archive/MOD%2001--Objectives,%20Readings,%20Things%20to%20Do,%20and%20Overview.html.zip/Module%2001/assets/
Toward%20a%20Theory%20of%20Online%20Learning.pdf
Module 2
Discussion 1: Quality Matters and Rubrics
Question: Compare the Quality Matters rubric to that of the ROI. How do they differ in approach in regard to the areas and criteria each covers, the underlying assumptions, or the focus of each? Which do you think would be more compelling or useful as a guide for faculty with little or no online teaching experience? Explain why.
The Quality Matters rubric is founded upon the idea of alignment and ROI is based off of the teacher’s accomplishment when he or she designs a course. The Quality Matters rubric is more compelling because it acts as a guide for instructors who have little or no online teaching experience. Furthermore, it is more focused on each of the elements that are important to delivering a good class. This rubric also provides the students with constructive feedback, which leads to a better learning environment. It is more inclusive and concentrates on assessments as well (Quality Matters, 2014).
Furthermore, the Quality Matters Rubric has 8 general standards including course overview and introduction, learning objectives, assessment and measurement, instructional materials, learner interaction and engagement, course technology, learner support and accessibility. It is designed to help professors make rubric for their classes and assignments. The main focus of Quality Matters rubric is course design and assessing the learners. It leads to higher quality courses because this rubric uses a quantitative approach. The Quality Matter rubric has a specified number of criteria found in high quality courses and has given each element a designated point value. Therefore, when using this rubric, you can judge how well a course is based on the total score that is tallied up on the rubric (Quality Matters, 2014).
On the other hand, the ROI rubric depends upon a college’s expectation for an instructor. It is used to help teachers revise classes, design new courses, and to help obtain public recognition. The focus of a ROI rubric is course design and delivery. It can be applied to any course with online elements and represents a developmental process for online course design. The ROI rubric is not a guide to make curriculum or technology choices like the Quality Matters rubric. It was designed to encourage course assessment based on University expectations, to guide course redesign using instructional design principles, and to recognize instructors who have developed expertise in online instruction. The ROI rubric does not have any standards. (Rubric For Online Instruction, 2014). Both Quality Matters and ROI rubrics have a different focus, criteria, and underlying assumptions.
References:
Quality Matters. (2014). Quality Matters Overview. Retrieved from https://www.qualitymatters.org/node/2343/download/QMOverviewforwebsite2014.pdf
Rubric For Online Instruction. (2014). Rubric for online instruction. Retrieved from http://www.csuchico.edu/roi/documents/rubricpdf
The Quality Matters rubric is founded upon the idea of alignment and ROI is based off of the teacher’s accomplishment when he or she designs a course. The Quality Matters rubric is more compelling because it acts as a guide for instructors who have little or no online teaching experience. Furthermore, it is more focused on each of the elements that are important to delivering a good class. This rubric also provides the students with constructive feedback, which leads to a better learning environment. It is more inclusive and concentrates on assessments as well (Quality Matters, 2014).
Furthermore, the Quality Matters Rubric has 8 general standards including course overview and introduction, learning objectives, assessment and measurement, instructional materials, learner interaction and engagement, course technology, learner support and accessibility. It is designed to help professors make rubric for their classes and assignments. The main focus of Quality Matters rubric is course design and assessing the learners. It leads to higher quality courses because this rubric uses a quantitative approach. The Quality Matter rubric has a specified number of criteria found in high quality courses and has given each element a designated point value. Therefore, when using this rubric, you can judge how well a course is based on the total score that is tallied up on the rubric (Quality Matters, 2014).
On the other hand, the ROI rubric depends upon a college’s expectation for an instructor. It is used to help teachers revise classes, design new courses, and to help obtain public recognition. The focus of a ROI rubric is course design and delivery. It can be applied to any course with online elements and represents a developmental process for online course design. The ROI rubric is not a guide to make curriculum or technology choices like the Quality Matters rubric. It was designed to encourage course assessment based on University expectations, to guide course redesign using instructional design principles, and to recognize instructors who have developed expertise in online instruction. The ROI rubric does not have any standards. (Rubric For Online Instruction, 2014). Both Quality Matters and ROI rubrics have a different focus, criteria, and underlying assumptions.
References:
Quality Matters. (2014). Quality Matters Overview. Retrieved from https://www.qualitymatters.org/node/2343/download/QMOverviewforwebsite2014.pdf
Rubric For Online Instruction. (2014). Rubric for online instruction. Retrieved from http://www.csuchico.edu/roi/documents/rubricpdf
Discussion 2: Learning Theory, Instructional Design Models, and Technology
Question: Reflecting on behaviorist and cognitivist learning theory, what is the basic difference between how an instructional designer looks at online course design and how an experienced online instructor might regard it? What are the possible strengths and weaknesses of each party’s view and expertise? Provide evidence from this week’s readings to back up your statements.
Yes, I do agree that technology has led us to work with no clear theoretical frameworks because currently there is no consistent framework in place that is being used to study the application of technology in some models of teaching and learning.There has been fragmentation about the influence that technology has had on education today. Technology changes rapidly and researchers do not know a lot about the actual impacts that technology has had on the pedagogies in institutions of higher learning. It is important that practitioners choose the most appropriate instructional design model because they can make more informed decisions about how a particular technology can be implemented into teaching and learning. Technology tends to change the instructor’s role and practices to ensure he or she is making the best use of it. The implications deals with understanding an instructor’s limitations with their use of technology. Professors should have more than just technical knowledge, but a thorough understanding of the changes in online communication and interaction. It also plays a vital role in developing distance education courses, acts like a step-by-step guide for instructional designers, and provides conceptual and communication tools for visualizing and managing the process of creating high quality course instruction. By properly training teachers on how to use instructional design models that are suited for improvement aims, this will better prepare them for quality online instruction (Kanuka, 2008).
References:
Kanuka, H. (2008). Understanding e-learning technologies-in-practice through philosophies-in-practice. In T. Anderson & F. Elloumi (Eds.) Theory and Practice of Online Learning, Chapter 4 (pp. 91-118). Retrieved from http://www.aupress.ca/books/120146/ebook/04_Anderson_2008_Kanuka-Online_Learning.pdf
Yes, I do agree that technology has led us to work with no clear theoretical frameworks because currently there is no consistent framework in place that is being used to study the application of technology in some models of teaching and learning.There has been fragmentation about the influence that technology has had on education today. Technology changes rapidly and researchers do not know a lot about the actual impacts that technology has had on the pedagogies in institutions of higher learning. It is important that practitioners choose the most appropriate instructional design model because they can make more informed decisions about how a particular technology can be implemented into teaching and learning. Technology tends to change the instructor’s role and practices to ensure he or she is making the best use of it. The implications deals with understanding an instructor’s limitations with their use of technology. Professors should have more than just technical knowledge, but a thorough understanding of the changes in online communication and interaction. It also plays a vital role in developing distance education courses, acts like a step-by-step guide for instructional designers, and provides conceptual and communication tools for visualizing and managing the process of creating high quality course instruction. By properly training teachers on how to use instructional design models that are suited for improvement aims, this will better prepare them for quality online instruction (Kanuka, 2008).
References:
Kanuka, H. (2008). Understanding e-learning technologies-in-practice through philosophies-in-practice. In T. Anderson & F. Elloumi (Eds.) Theory and Practice of Online Learning, Chapter 4 (pp. 91-118). Retrieved from http://www.aupress.ca/books/120146/ebook/04_Anderson_2008_Kanuka-Online_Learning.pdf
Discussion 3: Online Teaching Philosophies
Question: Kanuka (p. 111) writes:
Reflecting on and becoming aware of our philosophical orientations is important; it provides a basis for how we choose and use e-learning technologies. Education effects change, whether that change is the ability to engage in rational thought, personal growth, or to bring about political and social change (Zinn, 1990). The desired changes are based on what we believe should happen through education. This, in turn, will be reflected in how we choose and use e-learning technologies.
Do you agree with her assessment here? Why or why not? Explain. What do you think should happen through education? What would be your own philosophical orientation about how you would choose and use e-learning technologies?
Yes, I do agree with his assessment. When people are conscious of their philosophical orientations, they can potentially make more knowledgeable determinations about selecting and using e-learning technologies. Hence, if we do not know our direction of thought, we may use strategies that are conflicting and inconsistent among teachers, students, and administrators. We must methodologically recognize the benefits of education and understand why it is important to use e-learning technologies. Intelligent teachers understand what they are doing and why they are doing it. By having personal experience and self-reflection, this will result in decisions that are intentional and more informed. Therefore, instructors should never get caught up in the latest technological trends, where they start engaging in actions that are uninformed. Practitioners must know and comprehend their teaching and technology philosophies in their particular profession and try to void mindless actions for change (Kanuka, 2008).
My philosophical orientation about how I would choose and use e-learning technologies would be the humanist approach. I would select and use e-learning technologies that supported personal growth and self-actualization. It will furnish the learners with freedom, independence, trust, active engagement, collaboration and self-directed learning. Furthermore, I would promote exploration, discovery, and group work. The class would concentrate on the students’ personal growth and development, rather than the course content. My philosophical orientation would encourage people to be open to change and participate in lifelong learning activities. The class would be geared at the learners and not the material content. I would act as a facilitator and guide to the students and help them to create new knowledge through self-directed learning and accomplishing their own learning objectives. The e-learning technology I would use for my class would provide the students with flexible and open access to the material content, so they can further develop themselves. It would furnish the learners with socializations and ways to facilitate their learning need (Kanuka, 2008).
References:
Kanuka, H. (2008). Understanding e-learning technologies-in-practice through philosophies-in-practice. In T. Anderson & F. Elloumi (Eds.) Theory and Practice of Online Learning, Chapter 4 (pp. 91-118). Retrieved from http://www.aupress.ca/books/120146/ebook/04_Anderson_2008_Kanuka-Online_Learning.pdf
Reflecting on and becoming aware of our philosophical orientations is important; it provides a basis for how we choose and use e-learning technologies. Education effects change, whether that change is the ability to engage in rational thought, personal growth, or to bring about political and social change (Zinn, 1990). The desired changes are based on what we believe should happen through education. This, in turn, will be reflected in how we choose and use e-learning technologies.
Do you agree with her assessment here? Why or why not? Explain. What do you think should happen through education? What would be your own philosophical orientation about how you would choose and use e-learning technologies?
Yes, I do agree with his assessment. When people are conscious of their philosophical orientations, they can potentially make more knowledgeable determinations about selecting and using e-learning technologies. Hence, if we do not know our direction of thought, we may use strategies that are conflicting and inconsistent among teachers, students, and administrators. We must methodologically recognize the benefits of education and understand why it is important to use e-learning technologies. Intelligent teachers understand what they are doing and why they are doing it. By having personal experience and self-reflection, this will result in decisions that are intentional and more informed. Therefore, instructors should never get caught up in the latest technological trends, where they start engaging in actions that are uninformed. Practitioners must know and comprehend their teaching and technology philosophies in their particular profession and try to void mindless actions for change (Kanuka, 2008).
My philosophical orientation about how I would choose and use e-learning technologies would be the humanist approach. I would select and use e-learning technologies that supported personal growth and self-actualization. It will furnish the learners with freedom, independence, trust, active engagement, collaboration and self-directed learning. Furthermore, I would promote exploration, discovery, and group work. The class would concentrate on the students’ personal growth and development, rather than the course content. My philosophical orientation would encourage people to be open to change and participate in lifelong learning activities. The class would be geared at the learners and not the material content. I would act as a facilitator and guide to the students and help them to create new knowledge through self-directed learning and accomplishing their own learning objectives. The e-learning technology I would use for my class would provide the students with flexible and open access to the material content, so they can further develop themselves. It would furnish the learners with socializations and ways to facilitate their learning need (Kanuka, 2008).
References:
Kanuka, H. (2008). Understanding e-learning technologies-in-practice through philosophies-in-practice. In T. Anderson & F. Elloumi (Eds.) Theory and Practice of Online Learning, Chapter 4 (pp. 91-118). Retrieved from http://www.aupress.ca/books/120146/ebook/04_Anderson_2008_Kanuka-Online_Learning.pdf
Module 3
Discussion 1: Community of Inquiry and Best Practices
Question: Compare the COI survey "best practices" (which are based on the perspective of a learner) with those in the Lewis & Abdul-Hamid article (based on the perspective of a teacher) under the categories of fostering interaction, providing feedback, and facilitating learning. Where do they agree, and where diverge? What would you expect to see? Which practices are supported by the most recent research you have encountered in your MDE program?
Both the best practices tool and Community of Inquiry article have a lot of commonalities. They are both geared at designing an effective online teaching and learning course. Online learning encompasses the caliber of the instructor's presence, socialization including peer-to-peer interaction and engagement, and there is a section devoted to stimulating the students' interests and connecting these concerns to the course material. Furthermore, distance education classes can make a learner feel isolated and a teacher can use innovative methods to encourage the students' involvement and augment their participation with one another. This will help integrate the learners into the course and link them to the distance education college or university. Furthermore, the instrument and article talk about having interactive cooperation among the instructor and learner. This is crucial to online education because when the students and teacher are able to communicate effectively with one another, this can help retain the learners and increase their levels of satisfaction. The nonconformities that existed amid the article and tool are that the best practices approach is faculty-centered and the Community of Inquiry method is learner-centered (Lewis & Abdul-Hamid, 2006).
References:
Lewis, C., & Abdul-Hamid, H. (2006). Implementing effective online teaching practices: Voices of exemplary faculty. Innovative higher education, 31(2). Retreived from https://learn.umuc.edu/content/enforced/8496-022082-01-2138-GO2-9040/Module%2003/assets/Implementing_Effective_Online_Teaching_Practices.pdf?_&d2lSessionVal=m3bRgYajcdBxoGBM7sQ7GgedU&ou=60687
Both the best practices tool and Community of Inquiry article have a lot of commonalities. They are both geared at designing an effective online teaching and learning course. Online learning encompasses the caliber of the instructor's presence, socialization including peer-to-peer interaction and engagement, and there is a section devoted to stimulating the students' interests and connecting these concerns to the course material. Furthermore, distance education classes can make a learner feel isolated and a teacher can use innovative methods to encourage the students' involvement and augment their participation with one another. This will help integrate the learners into the course and link them to the distance education college or university. Furthermore, the instrument and article talk about having interactive cooperation among the instructor and learner. This is crucial to online education because when the students and teacher are able to communicate effectively with one another, this can help retain the learners and increase their levels of satisfaction. The nonconformities that existed amid the article and tool are that the best practices approach is faculty-centered and the Community of Inquiry method is learner-centered (Lewis & Abdul-Hamid, 2006).
References:
Lewis, C., & Abdul-Hamid, H. (2006). Implementing effective online teaching practices: Voices of exemplary faculty. Innovative higher education, 31(2). Retreived from https://learn.umuc.edu/content/enforced/8496-022082-01-2138-GO2-9040/Module%2003/assets/Implementing_Effective_Online_Teaching_Practices.pdf?_&d2lSessionVal=m3bRgYajcdBxoGBM7sQ7GgedU&ou=60687
Discussion 2: Community of Inquiry, Constructivism and Online Collaborative Learning Theory
Question: Using the Community of Inquiry Model, discuss how constructivism and OCL theory can inform pedagogical and technological choices. What would Koohang, Riley, and Smith suggest?
Constructivism, Community of Inquiry and the Online Collaborative Learning Theory can inform pedagogical and technological choices because they are student-centered techniques that cater to both collaborative and autonomous learners. Technologies such Web 2.0 has affected and contributed to cooperative learning and the origins of human knowledge. Both of these approaches are geared at determining the use and technological and pedagogical choices. Furthermore, learning environments are constructivist in nature, due to how teachers structure their educational materials and instructional content in the course in order to encourage cooperative learning. The constructivist theory concentrates on knowledge creation that comes from the students' prior learning experiences, and this approach is well-suited for an e-learning environment. This is because it furnishes the learners with peer-to-peer social interactions, which helps to build new knowledge. Koohang, Riley and Smith suggests that when instructional techniques and designs incorporate advanced learning theories and principles that are important to the success of e-learning, this can encourage teachers to use more meaningful cooperative forms of technology in a constructive manner. All of these scholars give sufficient evidence that points out the advantages and disadvantages of these theories (Koohang, Riley, Smith & Schreurs, 2009).
References:
Koohang, A., Riley, L., Smith, T., & Schreurs, J. (2009). E-learning and constructivism: From theory to application. Interdisciplinary Journal of E-Learning & Learning Objects, 591-109.
Constructivism, Community of Inquiry and the Online Collaborative Learning Theory can inform pedagogical and technological choices because they are student-centered techniques that cater to both collaborative and autonomous learners. Technologies such Web 2.0 has affected and contributed to cooperative learning and the origins of human knowledge. Both of these approaches are geared at determining the use and technological and pedagogical choices. Furthermore, learning environments are constructivist in nature, due to how teachers structure their educational materials and instructional content in the course in order to encourage cooperative learning. The constructivist theory concentrates on knowledge creation that comes from the students' prior learning experiences, and this approach is well-suited for an e-learning environment. This is because it furnishes the learners with peer-to-peer social interactions, which helps to build new knowledge. Koohang, Riley and Smith suggests that when instructional techniques and designs incorporate advanced learning theories and principles that are important to the success of e-learning, this can encourage teachers to use more meaningful cooperative forms of technology in a constructive manner. All of these scholars give sufficient evidence that points out the advantages and disadvantages of these theories (Koohang, Riley, Smith & Schreurs, 2009).
References:
Koohang, A., Riley, L., Smith, T., & Schreurs, J. (2009). E-learning and constructivism: From theory to application. Interdisciplinary Journal of E-Learning & Learning Objects, 591-109.
Discussion 3: Integrating Web 2.0 Tool or Not
Question: As you consider your next Assignment 03, discuss how you would include Social Media/Web 2.0 tools in the assignment. You may not have considered doing this as you develop your assignment. So think about how you might take your activity or assignment and turn it into an assignment using Web 2.0. Explain how your assignments would differ and what outcomes you would expect if you use social media and if you do not.
I would definitely use and incorporate Web 2.0 tools into my assignment 3 exercise. I think that these technological tools would improve the effective of teaching and learning in this assignment. These second generation technologies are designed to facilitiate communication and safeguard interoperability, data sharing, and collaboration via the Internet. These platforms include web-based communities, hosted services, and other applications. Examples of Web 2.0 tools include social media networking sites, wikis, and video sharing sites like YouTube. I would integrate them into a constructivist learning environment by breaking the students up into teams and encouraging them to work on a group activity using wiki blogs. Each group would be assigned a specific research topic and they would have to write a summary of the topic and what they learned. Afterwards, each team of students would comment on each other's blogs and exchange information among one another. The Web 2.0 technology used would facilitate and stimulate cooperation, communication, social interaction, and knowledge construction. Therefore, it would encourage the learners to become actively involved and to participate in the exercise. This would help the students to create learning logs and to build new information about what they have learned. My assignment would differ because I would be using not just the computer but another form of technology to enhance the learning process. The constructivist theory is concerned with the student actively engaging in the learning process and these interactive tools can encourage engagement and participation in the maintenance and development of instructional material. Furthermore, these web development technologies supports the growth, preservation, and analysis of course material. The interactive pace is mainly controlled by the student. By integrating Web 2.0 tools into my assignment, it will help to augment the students' participation and interaction; encourage cooperative learning; and improve the overall learning process (Enonbun, 2010).
References:
Enonbun, O. (2010).Constructivism and web 2.0 in the emerging learning era: A global perspective. Journal of Strategic Innovation and Sustainability, 6(4), 17-27. Retrieved from http://www.na-businesspress.com/JSIS/Enobunweb.pdf
I would definitely use and incorporate Web 2.0 tools into my assignment 3 exercise. I think that these technological tools would improve the effective of teaching and learning in this assignment. These second generation technologies are designed to facilitiate communication and safeguard interoperability, data sharing, and collaboration via the Internet. These platforms include web-based communities, hosted services, and other applications. Examples of Web 2.0 tools include social media networking sites, wikis, and video sharing sites like YouTube. I would integrate them into a constructivist learning environment by breaking the students up into teams and encouraging them to work on a group activity using wiki blogs. Each group would be assigned a specific research topic and they would have to write a summary of the topic and what they learned. Afterwards, each team of students would comment on each other's blogs and exchange information among one another. The Web 2.0 technology used would facilitate and stimulate cooperation, communication, social interaction, and knowledge construction. Therefore, it would encourage the learners to become actively involved and to participate in the exercise. This would help the students to create learning logs and to build new information about what they have learned. My assignment would differ because I would be using not just the computer but another form of technology to enhance the learning process. The constructivist theory is concerned with the student actively engaging in the learning process and these interactive tools can encourage engagement and participation in the maintenance and development of instructional material. Furthermore, these web development technologies supports the growth, preservation, and analysis of course material. The interactive pace is mainly controlled by the student. By integrating Web 2.0 tools into my assignment, it will help to augment the students' participation and interaction; encourage cooperative learning; and improve the overall learning process (Enonbun, 2010).
References:
Enonbun, O. (2010).Constructivism and web 2.0 in the emerging learning era: A global perspective. Journal of Strategic Innovation and Sustainability, 6(4), 17-27. Retrieved from http://www.na-businesspress.com/JSIS/Enobunweb.pdf
Module 4
Discussion 1: MOOCs and Connectivism
Question: 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.
Yes, connectivism is a new theory that was developed for the digital age. It criticizes behaviorism, constructivism, and cognitivism. This theory applies to a combination of a large body of information. Connectivism is social learning that is networked. Hence, knowledge is distributed across a network of connections such as the Internet or an online educational platform such as a MOOC. Learning takes place when people are able to construct and transverse those networks. This concept is characterized by a reflection of society, which is a rapidly changing, complex, interconnected, socially global world. Thus, it is controlled and leveraged by advances in technologies. The Internet has an assortment of diverse ideas, which is networked to form certain data sets. Knowledge is derived from understanding a variety of perspectives and opinions. No single person has control, but it is the collaboration of everyone’s current ideas which dictates learning. The primary concept of this theory is to see the connections amid information sources and to sustain these connections in order to facilitate learning. There is a constant update of knowledge and changing information in order to create a new way of thinking. This revised information and knowledge is an outside source to the learner. A learner’s personal knowledge consists of a system of interconnected networks, which supplies the information and goes back into the system. The person continues to use this information to grow his or her knowledge. The learner must remain current and keep up with topics and information through the connections they have created. Within any defined social network, the goal of connectivism is educating groups of people. Therefore, the system can promote a well-controlled flow of knowledge (Siemens, 2005).
Connectivism is a new theory in the digital age because society is becoming more complex and knowledge is developing exponentially. With increasing technological advancements, there are more and more connections via the Internet. These interconnections link social communities both locally and globally in a networked society. Learning and knowledge can be seen as a networked phenomena, which changes how much we have learned over the years. Changes in information and knowledge is constantly taking place due to increases in technological advancements. Hence, everyone is shifting under these changes in society (Siemens, 2005).
Connectivism is a learning theory because it focuses on increasing learning, knowledge and understanding through an extension of interconnected networks. The learner obtains a perspective and diversity of viewpoints when they learn, which helps him or her make pertinent determinations. A person cannot learn everything, so he or she can share this information with others by collaborating (Siemens, 2005).
I think constructivism has informed MOOCs and the open educational resource movement because it has given practitioners and distance educators a foundation to use in order to understand how to tap into a huge database of knowledge, which can empower a learner to seek further information. By people having the capability to acquire information and knowledge from MOOCs, this can facilitate understanding and learning. I do not necessarily think MOOCs are a passing fancy, but I am not sure if they are here to stay either. It all depends on the situation. It costs money to fund MOOCs and they are essentially free to the public, but not free to the institution or agency providing them. Hence, there will have to be a feasible way to fund them in the future (Siemens, 2005).
I think MOOCs can positively influence the course of higher education because they can be used as tools for increasing the learning process for instructional and curriculum design. Furthermore, I believe MOOCs will force distance educators to look at them as an information delivery method for online education (Siemens, 2005).
References:
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning. Retrieved from http://www.itdl.org/Journal/Jan_05/article01.htm
Yes, connectivism is a new theory that was developed for the digital age. It criticizes behaviorism, constructivism, and cognitivism. This theory applies to a combination of a large body of information. Connectivism is social learning that is networked. Hence, knowledge is distributed across a network of connections such as the Internet or an online educational platform such as a MOOC. Learning takes place when people are able to construct and transverse those networks. This concept is characterized by a reflection of society, which is a rapidly changing, complex, interconnected, socially global world. Thus, it is controlled and leveraged by advances in technologies. The Internet has an assortment of diverse ideas, which is networked to form certain data sets. Knowledge is derived from understanding a variety of perspectives and opinions. No single person has control, but it is the collaboration of everyone’s current ideas which dictates learning. The primary concept of this theory is to see the connections amid information sources and to sustain these connections in order to facilitate learning. There is a constant update of knowledge and changing information in order to create a new way of thinking. This revised information and knowledge is an outside source to the learner. A learner’s personal knowledge consists of a system of interconnected networks, which supplies the information and goes back into the system. The person continues to use this information to grow his or her knowledge. The learner must remain current and keep up with topics and information through the connections they have created. Within any defined social network, the goal of connectivism is educating groups of people. Therefore, the system can promote a well-controlled flow of knowledge (Siemens, 2005).
Connectivism is a new theory in the digital age because society is becoming more complex and knowledge is developing exponentially. With increasing technological advancements, there are more and more connections via the Internet. These interconnections link social communities both locally and globally in a networked society. Learning and knowledge can be seen as a networked phenomena, which changes how much we have learned over the years. Changes in information and knowledge is constantly taking place due to increases in technological advancements. Hence, everyone is shifting under these changes in society (Siemens, 2005).
Connectivism is a learning theory because it focuses on increasing learning, knowledge and understanding through an extension of interconnected networks. The learner obtains a perspective and diversity of viewpoints when they learn, which helps him or her make pertinent determinations. A person cannot learn everything, so he or she can share this information with others by collaborating (Siemens, 2005).
I think constructivism has informed MOOCs and the open educational resource movement because it has given practitioners and distance educators a foundation to use in order to understand how to tap into a huge database of knowledge, which can empower a learner to seek further information. By people having the capability to acquire information and knowledge from MOOCs, this can facilitate understanding and learning. I do not necessarily think MOOCs are a passing fancy, but I am not sure if they are here to stay either. It all depends on the situation. It costs money to fund MOOCs and they are essentially free to the public, but not free to the institution or agency providing them. Hence, there will have to be a feasible way to fund them in the future (Siemens, 2005).
I think MOOCs can positively influence the course of higher education because they can be used as tools for increasing the learning process for instructional and curriculum design. Furthermore, I believe MOOCs will force distance educators to look at them as an information delivery method for online education (Siemens, 2005).
References:
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning. Retrieved from http://www.itdl.org/Journal/Jan_05/article01.htm
Discussion 2: Developing Theories
Question: 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?
No, I have not actually developed my own theory or concepts on how course design, learning theories and choice should lead to choices about course structure, teaching strategies and institutional policies. To be honest, I am still in the process of learning. I feel that I would still need to study more about the current learning theories that are already in place which explains and give rise to online instructional and curriculum design. I believe I need more experience in creating online instruction before I can give a definitive answer. I learned that instructional design is a scientific research that is founded upon learning theories. These tools are used to create specific specifications for development, assessment and continuous management of online environments, resources, and policies that promote and support learning at all levels and units of complexity. Instructional design is concerned with determining a learning need or purpose for learning, target audience, prior knowledge of the learners, available resources and timeframe. Therefore, online instruction should be developed to meet a need or fulfill a purpose, design materials and methods for course delivery and assess the delivery and learning outcomes of the curriculum. Instructional learning theories tries to explain underlying process of this phenomena. Thus, these theories are applicable to helping distance educators create a successful online learning experience for their students (Cross, 1981).
References:
Cross, K. P. (1981). Adults as learners: Increasing participation and facilitating learning. San Francisco: Jossey-Bass.
No, I have not actually developed my own theory or concepts on how course design, learning theories and choice should lead to choices about course structure, teaching strategies and institutional policies. To be honest, I am still in the process of learning. I feel that I would still need to study more about the current learning theories that are already in place which explains and give rise to online instructional and curriculum design. I believe I need more experience in creating online instruction before I can give a definitive answer. I learned that instructional design is a scientific research that is founded upon learning theories. These tools are used to create specific specifications for development, assessment and continuous management of online environments, resources, and policies that promote and support learning at all levels and units of complexity. Instructional design is concerned with determining a learning need or purpose for learning, target audience, prior knowledge of the learners, available resources and timeframe. Therefore, online instruction should be developed to meet a need or fulfill a purpose, design materials and methods for course delivery and assess the delivery and learning outcomes of the curriculum. Instructional learning theories tries to explain underlying process of this phenomena. Thus, these theories are applicable to helping distance educators create a successful online learning experience for their students (Cross, 1981).
References:
Cross, K. P. (1981). Adults as learners: Increasing participation and facilitating learning. San Francisco: Jossey-Bass.
Discussion 3: MOOCs for Learning
Question: 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.
Delivery methods are a means by which instructors transmit and teach information to students. A teacher’s choice of delivery method depends upon the instructional content, target audience and level of anticipated knowledge. The goal of learning is to actively engage the students and help them develop their own knowledge. The methods that are chosen depends upon who is being taught. Instructors can facilitate effective teaching by preparing for a course tactically, cognitively and strategically. They also need to choose the most appropriate form of delivery for instructional material. Instructional designers should create course materials that support learning and are suitable for the intended target audience. They should also try to access the delivery method and learning outcomes of the curriculum to ensure it meets the learning needs of the students. College and universities should make sure that teachers and course designers are meeting academic standards when it comes to designing and teaching a distance education class. Distance educators should choose technologies they know how to implement and that students understand how to use. Planning is vital to the success of any online course. The institution’s faculty and support staff should develop a comprehensive strategy that will make planning expectations more consistent with the teaching and course guidelines as well as trying to better prepare students and professors to learn via technology. Teachers should be held accountable for creating and using grading rubrics and assessment tools to increase consistency within the classroom. Therefore, effective curriculum design can be measured through the students’ learning outcomes (The Instructional Use of Learning Objects, 2002).
References:
The Instructional Use of Learning Objects. (2002). Retrieved from http://www.reusability.org/read/
Delivery methods are a means by which instructors transmit and teach information to students. A teacher’s choice of delivery method depends upon the instructional content, target audience and level of anticipated knowledge. The goal of learning is to actively engage the students and help them develop their own knowledge. The methods that are chosen depends upon who is being taught. Instructors can facilitate effective teaching by preparing for a course tactically, cognitively and strategically. They also need to choose the most appropriate form of delivery for instructional material. Instructional designers should create course materials that support learning and are suitable for the intended target audience. They should also try to access the delivery method and learning outcomes of the curriculum to ensure it meets the learning needs of the students. College and universities should make sure that teachers and course designers are meeting academic standards when it comes to designing and teaching a distance education class. Distance educators should choose technologies they know how to implement and that students understand how to use. Planning is vital to the success of any online course. The institution’s faculty and support staff should develop a comprehensive strategy that will make planning expectations more consistent with the teaching and course guidelines as well as trying to better prepare students and professors to learn via technology. Teachers should be held accountable for creating and using grading rubrics and assessment tools to increase consistency within the classroom. Therefore, effective curriculum design can be measured through the students’ learning outcomes (The Instructional Use of Learning Objects, 2002).
References:
The Instructional Use of Learning Objects. (2002). Retrieved from http://www.reusability.org/read/
Module 5
Discussion 1: Best Practices, Theory, and Practice
Question: Our learning outcomes this week include being able to demonstrate the best practices in online teaching and learning as theory moves into practice and how theory does (or does not) inform policy in the DE organization. At this point in the course, how do you think theory informs policies in the DE organization? Select two stakeholders and examine how their interests might be in conflict. Can we apply theory to resolve these conflicts or achieve some sort of equilibrium?
I think theory can inform policies in a distance education organization because it helps them create training and development programs that support learning and professional development. Professional development is a direct relationship between learning and practice. Within a distance education organization, this relationship pattern has evolved to support training programs that are based off of theories in distance learning. Hence, learning and development programs are undergoing changes from using traditional forms of education to open and distance learning. These theories act as frameworks for helping distance education organizations synthesize their existing policies and knowledge to provide a theoretical foundation upon which to add new knowledge as it is created. Policies makers within these distance learning institutions can learn how to maximize the potential benefits from these virtual processes. They must learn to understand distance education in both theory and practice. E-learning is an instrument for improving people's’ knowledge and bureaucratic decision-making within an organization. Furthermore, theories help policy makers bridge the gaps and reduce the chances of policy failure in distance learning programs (Moisey & Hughes, 2008).
The two stakeholders I have selected are Affirmative Insurance Holdings, Incorporated and UMUC. These two stakeholders’ interests might be in conflict because UMUC has learned how to meet the needs of its students such as those in the military. This distance education organization has learned to apply the best practices in order to leverage their policies and meet the needs of learners who are in the military. They offer these students scholarships and funding to help them strategically go to school and work at the same time (UMUC, n.d.). Affirmative Insurance Holdings, Incorporated does not offer any of its employees scholarships or funding to go to school or for professional development. They have not learned to take advantage of improving their workers' knowledge through training and development. UMUC offers their students additional support and resources for becoming lifelong learners. Affirmative Insurance Holdings, Incorporated only offers their employees ad hoc and intermittent training, and do not offer additional resources and support for their learning environments beyond their workplace.
Theory can be applied to resolve these conflicts in order to achieve an equilibrium is by using resources and tools that support people in distance education such as online collaborative learning and the use of technology. Technology can facilitate and increase learning because it can allow individuals to learn outside of a conventional classroom setting. This can assist people in reflecting on and building information in a more knowledgeable way (Moisey & Hughes, 2008). I do think that UMUC can start making better informed decisions that will improve their students' educational experiences and Affirmative Insurance Holdings, Incorporated can begin making more informed determinations to enhance their workers' learning experiences. This can help make both organizations become more informed about the developments that are taking place in the 21st century.
References:
Moisey, S., & Hughes, J. (2008). The theory and practice of online learning. (2nd ed.). Edmonton, AB: AU Press.
UMUC. (n.d.). Military. Retrieved from http://www.umuc.edu/military/
Discussion 2: Best Practices for Students and Teachers
Question: In preparation for your written assignment due next week, create a set of best practices in online teaching and learning that is informed by theory and is appropriate for a specific educational organization. Be sure to include best practices for students as well as teachers.
These best practices are meant to help both students and instructors in online teaching and learning. These recommendations can help create the right learning environment for everyone inside of the virtual classroom. These series of strategies can be implemented by teachers to enhance their teaching practice and students can utilize them to optimize their learning outcomes and reach their full potential in the best possible way.
Best practice for teachers in online teaching and learning:
- -Be proactive and strategic in the management of an online course;
- -Communicate and establish the course pace and work patterns;
- -Prepare for unplanned events;
- -Give students timely feedback;
- -Clearly state the students grading, assignment and course expectations;
- -Ensure announcements and updates are posted regularly;
- -Organize the coursework by units;
- -Be constantly and consistently involved in the coursework and discussions;
- -Identify the advantages and disadvantages of learning in a virtual environment;
- -Comprehend student-centered theories;
- -Determine the unique needs of the students
- -Form, arrange and create group activities and collaborative communities;
- -Make contact with the learners on a regular basis;
- -Recognize the most suitable software, hardware and applications for specific subject areas of learning;
- -Comprehend how selected technologies support course presentation, material, demonstration, cooperation, active learning and assessment;
- -Utilize the right kinds of technologies to enhance online teaching and learning;
- -Furnish students with numerous opportunities for evaluation and demonstration of knowledge;
- -Incorporate informal discussions and conversation to get constructive feedback from students on a regular basis;
- -Structure online classes in such a way that they demonstrate pedagogical principles and course design; and
- -Help students understand what is needed to improve their work performance.
Best for students in distance education:
- -Identify the course expectations upfront;
- -Be participative, involved and engaged;
- -Interact, socialize and comment on the posts of classmates;
- -Develop autonomy, self-directedness and self-discipline;
- -Get personal support from family and friends;
- -Utilize student support services;
- -Have the proper equipment, hardware, and software for online courses;
- -Take responsibility for your own learning;
- -Set aside an appropriate amount of time for reading and studying; and
- -Do not be afraid to reach out to the instructor and ask for help.
Wrap Up: My Reflection On The Most Important Concepts
Question: For our final reflection piece, we'd like you to list the top 3 concepts you've learned this semester and how you think you might apply them.
I have learned so much in this class. As a future educator, it is important that I understand theories in both distance education and in practice. Theories helped to shape the landscape of online teaching and learning today. Furthermore, these philosophies will continue to shape the way people learn, think, and teach now and into the future. They serve as a foundation for helping us to understand how distance learning developed and where this form of education is going into the future as well. All of these schools of learning has helped guide distance educational professionals in their selection of technologies, pedagogies and instructional design. Online teaching and learning has also been informed by technologies, pedagogies and learning theories. I feel that this class has made me more knowledgeable and aware of the historical and theoretical foundations that have made distance education what it is today. Moreover, I have grasped an understanding of behaviorism, constructivism, cognitivism, connectivism, online collaborative learning, community of inquiry, communities of practice, MOOCs, social media, Web 2.0 technologies and the best practices for teachers and students. Finally, I learned how policies in distance education organizations can be positively influenced by learning theories. I can apply these concepts in the selection of technologies and pedagogies for online courses and when designing good rubrics. I hope that other students enjoy this class as much as I did. Hopefully, my next course will be of the same caliber as this one!
The Big Idea
My Final Thoughts For Module 1
The concept from this module that had the greatest impact on my thinking is the historical and theoretical foundation of distance learning. It helped to understand the historical relationship between theory and practice. These theories have been very important in distance education in the 20th and 21st century. Learning theories have informed teaching and learning and human knowledge. It also informs a teacher’s choice of technologies, pedagogies, and policies. These philosophies have really made significant contributions to online teaching and learning. This idea has influenced my practice as a distance education professional because all these learning theories have proven to be useful and plays an integral role in building and creating knowledge. I think these concepts will help me to become an effective teacher and enhance teaching and learning. Furthermore, technologies play a vital role in helping to advance people’s knowledge now and into the future.
My Final Thoughts For Module 2
The idea from this module that had the greatest affect on my thinking is the behaviorist and cognitivist theories of learning. Both of these schools of learning have really informed the pedagogical and technological choices of distance educators. Furthermore, these philosophies have provided a foundation for the majority of what we understand and know about instructional design. They have also helped produce and inform more recent theories about how people learn. This concept has influenced my practice as a distance education professional because I learned how to apply and use these philosophies to make a good rubric. Learning how to make an effective rubric is a fundamental aspect in online teaching and learning. It can help a distance educator measure a teacher’s learning activity for a class. By using these philosophies in practice, this can help me to become an effective and informed distance educator. In addition, they will help me to become more aware of the theories that inform our choices of technologies and pedagogies, and give direction to our practice as distance education professionals.
My Final Thoughts For Module 3
The ideas from this module that had the greatest affect on my thinking are the constructivist and online collaborative learning theories. Both of these concepts are student-centered instruction for autonomous and cooperative learners. In addition, these philosophies have helped to inform distance educators’ technological and pedagogical choices in online teaching and learning. Web 2.0 technologies, social media, and connectivism has also contributed and influenced knowledge creation and cooperative learning. The Community of Inquiry is a theoretical model that provides us with a foundation for understanding the current research in online collaborative learning and constructivism. These theories have influenced my practice as a distance education professional because I learned how the constructivist and online collaborative learning theories work together, interaction benefits online teaching and learning, philosophies inform people’s knowledge base and epistemology, and how to test and apply these concepts to instructional design. I acquired a good understanding of these theoretical constructs and learned how these philosophies can be applied to a specific learning situation.
My Final Thoughts For Module 4
The ideas from this module that had the greatest impact on my thinking are connectivism, communities of practice, and MOOCs. This module helped me to understand what community means in the field of teaching and learning; comprehend the connectivism theory and how the open educational resource movement contributed to the development of MOOCs; and apprehend the current state of MOOCs and learn how they may affect the current and future roles of teachers, students, instructional designers, institutions of higher learning, and other shareholders. These concepts have influenced my practice as a distance education professional because I have learned how philosophies have informed learning theories, how theories have informed pedagogies in online teaching and learning and how technologies has informed our pedagogical choices. Connectivism has proven to be one of the most influential theories in distance education in the second half of the 21st century. I feel that connectivism is more of a theory than a pedagogy due to the proliferation in technologies. It explains how we live in a connected world in networked communities. Therefore, this concept has contributed to our current landscape as we know it. As a distance educational professional, I really do think that MOOCS will have a tremendous impact on the way we teach, who we teach and how schools and universities award college credits now and into the future.
My Final Thoughts For Module 5
The idea from this module that had the greatest impact on my thinking is the best practices in online teaching and learning. I learned that the primary focus of this class is on learning theories and the main orientation of this course has been how these schools of learning informs, influences and directs learning, cooperation, design of learning activities, and the nature of learning communities. This concept has influenced my practice as a distance education professional because I have learned how theory informs policies in distance education institutions, and how to create a set of best practices in online teaching and learning that is informed by theory and is appropriate for a specific educational organization.
Wrap Up: Thinking About The Future
Question: In Harasim's final chapter, she mentions four key areas that are "already or almost available."
1. Increase in Online Communities of Practice;
2. Increase in use of Open Source;
3. Increase in Semantic Web; and
4. Increase in Computing Power and Storage.
The Crosslin (2010) piece talks about the semantic web, but gives something of a different perspective, especially as he takes a more imaginative leap into Online Learning 10 years in the future.
Do you think Crosslin's scenario sounds reasonable? How is it similar to Harasim's "In prospect" section? How is it different?
And (you knew this was coming) what about MOOCs? Based on what you've learned about the history learning theory and online technologies, what do YOU think online teaching and learning will look like in, say, 5 or 10 years?
Learning theories inform online teaching and learning and it helps to create new ways of thinking. Distance educators need to continuously engage in a community of practice and develop conceptual approaches to help connect emerging technologies to informal and formal learning environments. Therefore, I do believe that communities of practice will increase now and into the future (Harasim, 2009). I think Crosslin scenario sounds reasonable because the introduction of the Internet has changed the way information is being used and structured for pedagogical purposes. We can definitely look forward to increases in the semantic web. These digital environments such as MOOCs have opened up new ways for instructors to teach people and for individuals to learn. I feel there will be an increase in open sources, which will help shape the development of virtual environments and the way people interpret information (Harasim, 2009). There will be an increase in computing power and storage because people have the ability to search information via the Internet, instead of being told where to look. In the next 5 to 10 years, technologies such as MOOCs, Web 2.0, and 3.0 technologies will influence the way online teaching and learning occurs in the future. These forms of media will make it easier to reach a larger crowd of people (Crosslin, 2011).
References
Crosslin, M. (2011). When the future finally arrives: Web 2.0 becomes web 3.0. DOl: 10.4018/978-1-60566-294-7.ch020
Harasim, L. (2009). Theory and Online Technologies (pp. 168-174). New York: Routledge.
1. Increase in Online Communities of Practice;
2. Increase in use of Open Source;
3. Increase in Semantic Web; and
4. Increase in Computing Power and Storage.
The Crosslin (2010) piece talks about the semantic web, but gives something of a different perspective, especially as he takes a more imaginative leap into Online Learning 10 years in the future.
Do you think Crosslin's scenario sounds reasonable? How is it similar to Harasim's "In prospect" section? How is it different?
And (you knew this was coming) what about MOOCs? Based on what you've learned about the history learning theory and online technologies, what do YOU think online teaching and learning will look like in, say, 5 or 10 years?
Learning theories inform online teaching and learning and it helps to create new ways of thinking. Distance educators need to continuously engage in a community of practice and develop conceptual approaches to help connect emerging technologies to informal and formal learning environments. Therefore, I do believe that communities of practice will increase now and into the future (Harasim, 2009). I think Crosslin scenario sounds reasonable because the introduction of the Internet has changed the way information is being used and structured for pedagogical purposes. We can definitely look forward to increases in the semantic web. These digital environments such as MOOCs have opened up new ways for instructors to teach people and for individuals to learn. I feel there will be an increase in open sources, which will help shape the development of virtual environments and the way people interpret information (Harasim, 2009). There will be an increase in computing power and storage because people have the ability to search information via the Internet, instead of being told where to look. In the next 5 to 10 years, technologies such as MOOCs, Web 2.0, and 3.0 technologies will influence the way online teaching and learning occurs in the future. These forms of media will make it easier to reach a larger crowd of people (Crosslin, 2011).
References
Crosslin, M. (2011). When the future finally arrives: Web 2.0 becomes web 3.0. DOl: 10.4018/978-1-60566-294-7.ch020
Harasim, L. (2009). Theory and Online Technologies (pp. 168-174). New York: Routledge.