REFLECTIONS OMDE601
My Evolving Understanding of Distance Education
Distance Education is teaching by an expert in a specified field of study; and learning by why of planned objectives and course materials, while teacher and learner are in separate physical locations facilitated by a two way media using various forms of synchronous and asynchronous interaction.
My original definition of DE has evolved. I formulated my definition recognizing the need to shift pedagogy to appeal to the learner, teacher, technology, economy, and culture. In defining distance education, I place emphasis on the ability of these aspects to transform with the times. Distance education must answer the call of supply and demand within the era it is being used. The key factor in distance education is the notion of revolution. Distance education must answer the call of supply and demand addressing the psychological, social and cultural period in which it is experienced.
In studying the definition of distance education, my enthusiasm about MDE has been re-ignited.
There are no boundaries to distance education. It's exciting to be on the cutting edge of technology. I am excited about learning how the use of technology can make teaching and learning more relevant to the digital learner and to enhance learning for the diverse needs of students. Distance education can be used as a mechanism for transformation and I am excited to be a part of it.
My original definition of DE has evolved. I formulated my definition recognizing the need to shift pedagogy to appeal to the learner, teacher, technology, economy, and culture. In defining distance education, I place emphasis on the ability of these aspects to transform with the times. Distance education must answer the call of supply and demand within the era it is being used. The key factor in distance education is the notion of revolution. Distance education must answer the call of supply and demand addressing the psychological, social and cultural period in which it is experienced.
In studying the definition of distance education, my enthusiasm about MDE has been re-ignited.
There are no boundaries to distance education. It's exciting to be on the cutting edge of technology. I am excited about learning how the use of technology can make teaching and learning more relevant to the digital learner and to enhance learning for the diverse needs of students. Distance education can be used as a mechanism for transformation and I am excited to be a part of it.
The First Wave of Distance Education
The most surprising finding while studying the first wave of distance education is that technology change throughout time, however, the methodology of DE stays the same. Distance education began its development in the mid-19thcentury during the industrial revolution. It was a response to the economic times and answered the call of supply and demand. Correspondence schools were a response to a demand of those residing in remote areas. Mass production and distribution ensured a profit through commercial competition. Likewise today, distance education supply higher education institutions with the opportunity to meet the demand of the online learner while pursuing market-oriented activities for the purpose of added revenue, increased enrollments, and visibility.
The Most Important Work of the Early DE Scholoars
The most important work of early DE scholars was establishing that two-way communication is essential for education. Scholars emphasized the importance of interaction with the understanding that independence does not have to sacrifice for interaction. The beauty of DE is that it can provide both synchronous and asynchronous communication.
Studying the Early Development of DE
Studying the early development of DE inspires me to embrace change. With each generation change is inevitable. I do not want to become one of the many who fight against technology, and settles into the status quo. With each wave of distance education, I want to open to the possibility that it will
enhance education.
enhance education.
Collaborative Learning
Learning collaboratively, especially with an older age group allow you gain from a wide range of experiences. In this course I am able to hear the stances of technology from a teacher and student point of view.
DE Mindmap
Creating the DE mind map allowed me to see the history of DE but most of all I see the impact of DE on the future. Higher education, technology,
teacher, learner, demand are major facets of DE that will impact all areas of society.
teacher, learner, demand are major facets of DE that will impact all areas of society.
Wave 2 Most Interesting Concept
The teaching methodologies were most interesting. There is such a variety of methodologies to meet the need of society. Becoming knowledgeable of the different methodologies will make for more successful teaching and learning.
A-Ha Moment-Wave 2
My “a-ha” moment is noticing the growth in the organizational development. While studying various developing and developed distanced education institutions, I gain a better perspective on how demand and a marketing strategy intersect; and its affect on the economy, society and the development of nations.
Revision 2 of DE Definition
I define distance education as an evolving methodology of teaching by an expert in a specified field of study that fulfills a societal demand; and learning by way of planned objectives and course materials, while teacher and learner are in separate physical locations coordinated by a organization
system and facilitated by two way media using various forms of synchronous and asynchronous interaction.
I revised my definition to include societal demand and the coordination of organizational systems. These aspect became prominent in my study of
institutional systems.
Miller, G. E. (2010). Organization and technology of distance education. In M. F. Cleveland-Innes & D. R. Garrison (Eds.),
An introduction to distance education: Understanding teaching and learning in a new era (pp. 26-45). New York & London: Routledge.
system and facilitated by two way media using various forms of synchronous and asynchronous interaction.
I revised my definition to include societal demand and the coordination of organizational systems. These aspect became prominent in my study of
institutional systems.
Miller, G. E. (2010). Organization and technology of distance education. In M. F. Cleveland-Innes & D. R. Garrison (Eds.),
An introduction to distance education: Understanding teaching and learning in a new era (pp. 26-45). New York & London: Routledge.
Lasting Impression from Professor Tony Bates
Tony Bates spoke on the use of faculty as well as instructional designers and course managers to manage the administration of the courses. This aspect of course management is the missing link in the academic environment where I work. We have advanced technology readily available to faculty however, they do not have the time or training to make use of it.
Bates, A. W. (2011, November). The second wave of distance education and history of the Open University United Kingdom
[Online video]. Available from http://vimeo.com/32292234 (Transcript: http://www.box.com/s/cvygk4334sub0i6atrn8)
Bates, A. W. (2011, November). The second wave of distance education and history of the Open University United Kingdom
[Online video]. Available from http://vimeo.com/32292234 (Transcript: http://www.box.com/s/cvygk4334sub0i6atrn8)
Revision 3 of DE Definition
I define distance education as an evolving methodology of teaching by an expert in a specified field of study that fulfills a societal demand; and learning by way of planned objectives and course materials, while teacher and learner are in separate physical locations coordinated by a
organization system and facilitated by two way media using various forms of synchronous and asynchronous interaction
I have revised the definition of Distance Education to incorporate the elements of the Community of Inquiry (CoI). Authors Garrison, Anderson and Archer formulated the CoI. This theory incorporated the notion of community into distance education pedagogy. Effective online learning requires
the development of community which supports inquiry and learning by means of social, teaching and cognitive presence.
Social Presence- degree to which the learners feel socially and emotionally connected with others in an online environment
Teaching Presence – the design, facilitation, and direction of cognitive and social processes for the realization of personally meaningful and educationally worthwhile learning outcomes.
Cognitive Presence-the extent to which learners are able to construct and confirm meaning through course activities, sustained reflection and
discourse.
Swan, K. (2010).Teaching and learning in post-industrial distance education. In M. F. Cleveland-Innes & D. R. Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a new era (pp. 108-134). New York & London: Routledge.
organization system and facilitated by two way media using various forms of synchronous and asynchronous interaction
I have revised the definition of Distance Education to incorporate the elements of the Community of Inquiry (CoI). Authors Garrison, Anderson and Archer formulated the CoI. This theory incorporated the notion of community into distance education pedagogy. Effective online learning requires
the development of community which supports inquiry and learning by means of social, teaching and cognitive presence.
Social Presence- degree to which the learners feel socially and emotionally connected with others in an online environment
Teaching Presence – the design, facilitation, and direction of cognitive and social processes for the realization of personally meaningful and educationally worthwhile learning outcomes.
Cognitive Presence-the extent to which learners are able to construct and confirm meaning through course activities, sustained reflection and
discourse.
Swan, K. (2010).Teaching and learning in post-industrial distance education. In M. F. Cleveland-Innes & D. R. Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a new era (pp. 108-134). New York & London: Routledge.
Impact of Digitized Learning Environment
Some experts maintain that learning in digitized environments changes the very nature of learning and teaching. However, I do not believe
learning in digitized environments change the nature of learning and teaching. Just as I don’t believe that the car manufacturers’ design of a car that looked like horse-less carriages was off course. Pedagogy evolves and as such, educators and researchers build on what already exists. Therefore the nature does not change however, the appearance, purpose or objective may transform into a different form. Emerging technology builds upon existing technology, and teaching and learning pedagogy. As Anderson states, it is a dance between pedagogy and technology. The nature/dance remains but the songs change with the generation.
Peters, O. (2010). Digitized learning environments: New chances and opportunities. In O. Peters, Distance education in transition:
Developments and issues (5th edition), (pp. 141-153). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from http://www.box.com/shared/ktx7ipccetotqrr11mct
learning in digitized environments change the nature of learning and teaching. Just as I don’t believe that the car manufacturers’ design of a car that looked like horse-less carriages was off course. Pedagogy evolves and as such, educators and researchers build on what already exists. Therefore the nature does not change however, the appearance, purpose or objective may transform into a different form. Emerging technology builds upon existing technology, and teaching and learning pedagogy. As Anderson states, it is a dance between pedagogy and technology. The nature/dance remains but the songs change with the generation.
Peters, O. (2010). Digitized learning environments: New chances and opportunities. In O. Peters, Distance education in transition:
Developments and issues (5th edition), (pp. 141-153). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from http://www.box.com/shared/ktx7ipccetotqrr11mct
Convergence of the Self-Direct Learning and Collaborative
Construction
(The Interaction Equivalency Theorem)
Self-directed learning and collaborative learning target two different types of learners. According to Garrison, the self- directed learning will only effectively suit a small population of students who require little management, monitoring or motivation. However, there is larger population of students who benefit from the critical discourse and monitoring of collaborative learning (Garrison, 2009).
The Interaction Equivalency Theorem seems to be well suited to address both student populations. The ability to substitute one form of interaction within the student-content, student-student, and student-instructor mix would offer a custom learning and teaching experience. The one of mains goals of distance education is to bridge the gap, not only in physical distance but psychological, economical and cultural distance.The Interaction EquivalencyTheorem would be an effective approach to facilitate students within both environments.
Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for
interaction. International Review of Research in Open and Distance Learning (IRRODL), 4(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/149/230
Garrison, R. (2009). Implications of online learning for the conceptual development and practice of distance education. Journal of
Distance Education, 23(2), 93-104. Retrieved from http://www.jofde.ca/index.php/jde/article/view/471/889
Self-directed learning and collaborative learning target two different types of learners. According to Garrison, the self- directed learning will only effectively suit a small population of students who require little management, monitoring or motivation. However, there is larger population of students who benefit from the critical discourse and monitoring of collaborative learning (Garrison, 2009).
The Interaction Equivalency Theorem seems to be well suited to address both student populations. The ability to substitute one form of interaction within the student-content, student-student, and student-instructor mix would offer a custom learning and teaching experience. The one of mains goals of distance education is to bridge the gap, not only in physical distance but psychological, economical and cultural distance.The Interaction EquivalencyTheorem would be an effective approach to facilitate students within both environments.
Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for
interaction. International Review of Research in Open and Distance Learning (IRRODL), 4(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/149/230
Garrison, R. (2009). Implications of online learning for the conceptual development and practice of distance education. Journal of
Distance Education, 23(2), 93-104. Retrieved from http://www.jofde.ca/index.php/jde/article/view/471/889
The (R)evolutionary Grid
The revolutionary grid is a good tool to guide the learning process. The reading material is full of interesting information. The grid allowed me to focus my attention on the learning objectives. The grid also served as a handy tool to review the overall evolution of distance education.
The "Waves" of Distance Education
The concept of Distance Education as “waves” allowed me to understand that as technology evolves, DE pedagogy evolves as well. In review of my definition of DE, and considering my current exposure to this course and technology, I do not have a revision to the definition of DE. That is what’s so exciting about DE; if history continues to repeat itself, the definition of DE will continue to evolve.
Course Objective
I am much more knowledgeable about distance education. I have been a distance education student for some years. However, being aware of the characteristics, major influences, authors, methodologies, and system approaches of the distance education has given me deeper appreciation for evolving nature of education.
Group Collaborations
The think the online collaboration portion of DE can be improved. Over the years, It has been my experience that most of the students
prefer not to collaborate on assignment. However, I do understand the importance of collaborations. Online students are pressed for time and manage their efforts very strategically. It has been my experience that most collaborative projects result in the allocation of objectives or tasks. Course design could improve to deter allocation and require intricate group discussions and decision making.
prefer not to collaborate on assignment. However, I do understand the importance of collaborations. Online students are pressed for time and manage their efforts very strategically. It has been my experience that most collaborative projects result in the allocation of objectives or tasks. Course design could improve to deter allocation and require intricate group discussions and decision making.