Reflections Module 1 Historical and Theorectical Foundations
Learning Theory
Each of the theories discussed by Harasim has been beneficial to the advancement of education. The mere development of these various theories is a perfect example of how teaching and learning is a progressive experience capable of attending to the changing and diverse needs of the teacher and learner. All of the theories can find its place in the expansion of teaching and learning. We can shape educational practices by being open to various didactic methods. Bruffee stated “Professors are responsible not only for imparting knowledge that was imparted to them, but also imparting knowledge as it was imparted to them” (Bruffee, 1999, pp. 152-153, as cited in Harasim, 2011). It is crucial that this mindset change quickly. It is the responsibility of teachers to be true to the nature of the profession of teaching by learning new pedagogy, policy, and technology.
Reference:
Harasim, L. (2011). Learning theories and online technology. New York: Routledge.
Each of the theories discussed by Harasim has been beneficial to the advancement of education. The mere development of these various theories is a perfect example of how teaching and learning is a progressive experience capable of attending to the changing and diverse needs of the teacher and learner. All of the theories can find its place in the expansion of teaching and learning. We can shape educational practices by being open to various didactic methods. Bruffee stated “Professors are responsible not only for imparting knowledge that was imparted to them, but also imparting knowledge as it was imparted to them” (Bruffee, 1999, pp. 152-153, as cited in Harasim, 2011). It is crucial that this mindset change quickly. It is the responsibility of teachers to be true to the nature of the profession of teaching by learning new pedagogy, policy, and technology.
Reference:
Harasim, L. (2011). Learning theories and online technology. New York: Routledge.
Reflections Module 2
Technology has led us to work with no clear Theorectical Framework
"Technology has led us to work with no clear theoretical framework" Sangra
The Sangra article suggests that “despite the application of some models…technology has led us to work with no clear theoretical frameworks.” This is the reason for hesitancy by some teachers and educational decision makers to promote and mandate use of technology. Teachers and administrators need structure to produce favorable results. Most of the teachers that I have encountered in the university where I am employed realize the necessary for the use of technology but are less than enthusiastic about the time and effort it take to learn and apply technology. Theoretical framework is needed for teachers and learners to thoroughly benefit from online learning.
Consequently, distance education leaders must realize new technology, new pedagogy, and new markets require a flexible management style and a new theoretical framework. If it cannot be done in distance education as a whole, it should at the least be done within each institution. Emerging technology and the expansion e-learning markets require institutions to revisit their instructional design. Institutional leaders must embrace the social and technological aspects of teaching and learning.
Harasim, L. (2011). Learning theories and online technology. New York: Routledge.
The Sangra article suggests that “despite the application of some models…technology has led us to work with no clear theoretical frameworks.” This is the reason for hesitancy by some teachers and educational decision makers to promote and mandate use of technology. Teachers and administrators need structure to produce favorable results. Most of the teachers that I have encountered in the university where I am employed realize the necessary for the use of technology but are less than enthusiastic about the time and effort it take to learn and apply technology. Theoretical framework is needed for teachers and learners to thoroughly benefit from online learning.
Consequently, distance education leaders must realize new technology, new pedagogy, and new markets require a flexible management style and a new theoretical framework. If it cannot be done in distance education as a whole, it should at the least be done within each institution. Emerging technology and the expansion e-learning markets require institutions to revisit their instructional design. Institutional leaders must embrace the social and technological aspects of teaching and learning.
Harasim, L. (2011). Learning theories and online technology. New York: Routledge.
Reflections Module 3 Constructivism and the Online Collaborative Model (OCL)
How Constructivism and OCL informs pedagogy
Constructivism and Online Collaborative Model (OCL) informs pedagogy and technology by using educational applications that emphasize collaborative learning and knowledge building to transform education for the Knowledge age. The opportunity to create learning activities helped to emphasize the effectiveness of constructivism. I am not a teacher and have never written a learning activity prior to this assignment. However, it allowed me to see the reasoning behind self-directed learning and group engagement.
As I researched constructivism, I could clearly see the MDE program uses this theory. I began my undergrad journey back in the late 80s, early 90’s. After a decade or so I decided to reignite my desire for my undergrad and re-enrolled. I remember the transition to become familiar with the new pedagogy of online learning. While reading the literature, I was looking to find definitions, and facts. Things that I need to memorize in preparation for an exam. While reading, I would wonder what exactly I am looking for, and what is the question I need to answered? In retrospect I was stuck in the didactic pedagogy as Harasim put it looking for right and wrong answers instead of absorbing the knowledge as it was experienced.
Integrating Web 2.0 tool in OCL
Social media technologies can influence online teaching and learning through tools, such as learning management systems (LMS) that provide discussion boards, and through conferencing tools such as ooVoo, Facebook or Skype.
Harasim posits that social networks are not appropriate as a learning environment. I beg to differ with Harasim assessment. Although there is a plethora of learning environments from which to choose, I think Facebook could be used as a learning environment. Facebook fits Harasim criteria of being a web-based software where users can construct knowledge and negotiate meaning through conversation and collaborations. Facebook is widely used and features a "message" forum for group conversation and can facilitate file attachment and other forms of sharing information.
Furthermore, I would love the opportunity for synchronous video sessions to be more frequently incorporated into OCL. Real-time discussions are an important factor missing from online learning. Live dialogue would offer the student some reprieve from the fatigue of reading articles all the time. It would necessary to schedule a session for each time zone, and at least two opportunities to participate throughout the course would be advantageous. It is inevitable that some students will not be able to participate but the sessions could be recorded and excluded from grading.
Community of Inquiry and Best Practices
I expected the best practices and the COI to evaluate not only the quality of course content but the quantity of course content. There is no information on whether the volume of course content is adequate for the length of the course and whether course deadlines are realistic.
In my MDE program, I have encountered course conferences, study groups, group projects, chat rooms, email, and class announcements. I have found it beneficial to reflect in a learning journal however, depending on the quantity of required reading, reflecting maybe a luxury.
I particularly enjoy any opportunity to glean from guest speakers. It breaks the monotony of reading articles. Speaking of articles, the COI mentioned being motivated to explore content related questions. As an online course, it is important to stimulate learning with various modes of technology such as video, and live streaming. The thin line between online learning and correspondence study is distinguished by the level of collaboration (not just between students but between student and instructor).
References:
Harasim, L. (2012). Learning theory and online technologies. New York, NY: Routledge
Lewis, C. C., & Abdul-Hamid, H. (2006). Implementing effective online teaching practices: Voices of exemplary faculty. Innovative Higher Education, 31(2), 83-98.
CoI (2014). Community of inquiry survey. Athabascau. Retrieved from https://coi.athabascau.ca/coi-model/coi-survey
Constructivism and Online Collaborative Model (OCL) informs pedagogy and technology by using educational applications that emphasize collaborative learning and knowledge building to transform education for the Knowledge age. The opportunity to create learning activities helped to emphasize the effectiveness of constructivism. I am not a teacher and have never written a learning activity prior to this assignment. However, it allowed me to see the reasoning behind self-directed learning and group engagement.
As I researched constructivism, I could clearly see the MDE program uses this theory. I began my undergrad journey back in the late 80s, early 90’s. After a decade or so I decided to reignite my desire for my undergrad and re-enrolled. I remember the transition to become familiar with the new pedagogy of online learning. While reading the literature, I was looking to find definitions, and facts. Things that I need to memorize in preparation for an exam. While reading, I would wonder what exactly I am looking for, and what is the question I need to answered? In retrospect I was stuck in the didactic pedagogy as Harasim put it looking for right and wrong answers instead of absorbing the knowledge as it was experienced.
Integrating Web 2.0 tool in OCL
Social media technologies can influence online teaching and learning through tools, such as learning management systems (LMS) that provide discussion boards, and through conferencing tools such as ooVoo, Facebook or Skype.
Harasim posits that social networks are not appropriate as a learning environment. I beg to differ with Harasim assessment. Although there is a plethora of learning environments from which to choose, I think Facebook could be used as a learning environment. Facebook fits Harasim criteria of being a web-based software where users can construct knowledge and negotiate meaning through conversation and collaborations. Facebook is widely used and features a "message" forum for group conversation and can facilitate file attachment and other forms of sharing information.
Furthermore, I would love the opportunity for synchronous video sessions to be more frequently incorporated into OCL. Real-time discussions are an important factor missing from online learning. Live dialogue would offer the student some reprieve from the fatigue of reading articles all the time. It would necessary to schedule a session for each time zone, and at least two opportunities to participate throughout the course would be advantageous. It is inevitable that some students will not be able to participate but the sessions could be recorded and excluded from grading.
Community of Inquiry and Best Practices
I expected the best practices and the COI to evaluate not only the quality of course content but the quantity of course content. There is no information on whether the volume of course content is adequate for the length of the course and whether course deadlines are realistic.
In my MDE program, I have encountered course conferences, study groups, group projects, chat rooms, email, and class announcements. I have found it beneficial to reflect in a learning journal however, depending on the quantity of required reading, reflecting maybe a luxury.
I particularly enjoy any opportunity to glean from guest speakers. It breaks the monotony of reading articles. Speaking of articles, the COI mentioned being motivated to explore content related questions. As an online course, it is important to stimulate learning with various modes of technology such as video, and live streaming. The thin line between online learning and correspondence study is distinguished by the level of collaboration (not just between students but between student and instructor).
References:
Harasim, L. (2012). Learning theory and online technologies. New York, NY: Routledge
Lewis, C. C., & Abdul-Hamid, H. (2006). Implementing effective online teaching practices: Voices of exemplary faculty. Innovative Higher Education, 31(2), 83-98.
CoI (2014). Community of inquiry survey. Athabascau. Retrieved from https://coi.athabascau.ca/coi-model/coi-survey
Reflections Module 4
Connectivism, Communities of Practice, & MOOCs
The Ongoing Debate of whether connectivism is a new theory is inconsequential.
Verhagen (2006) sees connectivism as a pedagogy and curriculum rather than a theory. I am persuaded to agree. Connectivism depicts the process of gaining knowledge. The nature of connectivism is too versatile to qualify as a theory. The process of “navigating, growing, and pruning connections” as described by Siemens (2012) cannot be restricted to a set of principles or a developmental process (Kop & Hill, 2008). Be that as it may, does it really matter to the learner ? I don't think so. Does it really matter to the teacher ? I don't think so. Does it really matter to the philosopher ? Absolutely. Whether connectivism is an new theory is inconsequential to the ultimate goal of building knowledge.
MOOCs: Two sides to the story
MOOCs an excellent mode of learning for the online learner. Because it is affordable and offers a plethora of subject matter, I believe it will become a major competitor in higher education. It offers value for the learner who does not have access or cannot afford to learn from the esteemed experts or specialists. Also, learners who are seeking to become more competitive in a specific field could make good use of MOOCs for specialized information and dialogue with experts. Organizations could also make MOOCs available to employees for career development.
However, there is two sides to the story. MOOCs could be an advantage or a disadvantage to higher education. The obvious advantage would be to supplement the curricula of colleges and universities. It would also offer a competitive edge students would otherwise not have the opportunity to gleam from experts in the field.
The disadvantage would be that MOOCs are a competitor of organized higher education. I can imagine in the near future colleges and universities that offer continuing education feeling the sting of MOOCs in their enrollment. Furthermore, I agree with Siemens (2012) assessment that a certain mindset is needed for the MOOC learner. The MOOC learner must be assertive and independent. MOOCs are not for every learner.
Be it that informal learning plays a significant role in today educational experience, accommodations must be made to ensure value of learning. Siemens, George (2004) posits that “learning theories are concerned with the actual process of learning, not with the value of what is being learned”. My concern is that informal learning threatens the accuracy, and implications of knowledge gained. Shifting through the chaos in an effort to discover meaning in the “patterns which are hidden” may prove to be problematic.
References
Kop, R., & Hill, A. (October, 2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, 9(3), 1-13. Retreived from http://www.irrodl.org/index.php/irrodl
Siemens, G. (2005). Connectivism: A learning theory for the digital age. elearnspace. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Siemens, G. (2012). What is the theory that underpins our moocs? elearnspace. Retrieved from http://www.elearnspace.org/blog/2012/06/03/what-is-the-theory-that-underpins-our-moocs/
Verhagen (2006) sees connectivism as a pedagogy and curriculum rather than a theory. I am persuaded to agree. Connectivism depicts the process of gaining knowledge. The nature of connectivism is too versatile to qualify as a theory. The process of “navigating, growing, and pruning connections” as described by Siemens (2012) cannot be restricted to a set of principles or a developmental process (Kop & Hill, 2008). Be that as it may, does it really matter to the learner ? I don't think so. Does it really matter to the teacher ? I don't think so. Does it really matter to the philosopher ? Absolutely. Whether connectivism is an new theory is inconsequential to the ultimate goal of building knowledge.
MOOCs: Two sides to the story
MOOCs an excellent mode of learning for the online learner. Because it is affordable and offers a plethora of subject matter, I believe it will become a major competitor in higher education. It offers value for the learner who does not have access or cannot afford to learn from the esteemed experts or specialists. Also, learners who are seeking to become more competitive in a specific field could make good use of MOOCs for specialized information and dialogue with experts. Organizations could also make MOOCs available to employees for career development.
However, there is two sides to the story. MOOCs could be an advantage or a disadvantage to higher education. The obvious advantage would be to supplement the curricula of colleges and universities. It would also offer a competitive edge students would otherwise not have the opportunity to gleam from experts in the field.
The disadvantage would be that MOOCs are a competitor of organized higher education. I can imagine in the near future colleges and universities that offer continuing education feeling the sting of MOOCs in their enrollment. Furthermore, I agree with Siemens (2012) assessment that a certain mindset is needed for the MOOC learner. The MOOC learner must be assertive and independent. MOOCs are not for every learner.
Be it that informal learning plays a significant role in today educational experience, accommodations must be made to ensure value of learning. Siemens, George (2004) posits that “learning theories are concerned with the actual process of learning, not with the value of what is being learned”. My concern is that informal learning threatens the accuracy, and implications of knowledge gained. Shifting through the chaos in an effort to discover meaning in the “patterns which are hidden” may prove to be problematic.
References
Kop, R., & Hill, A. (October, 2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, 9(3), 1-13. Retreived from http://www.irrodl.org/index.php/irrodl
Siemens, G. (2005). Connectivism: A learning theory for the digital age. elearnspace. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Siemens, G. (2012). What is the theory that underpins our moocs? elearnspace. Retrieved from http://www.elearnspace.org/blog/2012/06/03/what-is-the-theory-that-underpins-our-moocs/
Reflections Module 5
Theory and Policy
In this Web 2.0 era, stakeholders will need to adhere to at least one of the many elearning theories (i.e., Connectivism, Constructivism and Online Collaborative Learning, etc.) in order to maintain a presence in higher education. Theory informs policies in the DE organization by providing options to address the diverse characteristics of online learners; while at the same time, meeting the objectives of the organization. Due to the thrust of online learning and its growth within higher education, stakeholders must accept the new direction of online learning within higher education and be willing to participate.
Best Practices
Although all of them are imperative for success, the foundation of success is built on institutional support. A great deal of educators has the dual role of both learning technology and new pedagogy, as well as teaching in an unfamiliar online learning environment. In order to meet the learning objectives of the online programs, the institutional administrators must invest the time and effort in training. I view the following best practices as foundation for an effective, efficient and satisfying teaching and learning experience for both faculty and students.
Below are my personal Best Practices:
The Advancement and Promotion of DE is a Team Effort
“However, while it was the individual teachers and faculty who moved forward as the primary motivators of online educational innovation, it was the institutions, through their resource allocations, and policies that were able to mainstream online education” (Harasim, 2012).
Both the institution and the instructors have a major role in the advancement of distance education.
In the age of innovative technology and the popularity of online education, teachers must be learners as well as teachers. In my experience, this has been the biggest. Technology is not utilized by most faculty members. The instructors, who embrace the new direction of education, take advantage of the training. The others attend training as a necessity for maintain the course.
Institutions bear a heavy responsibility for the success of online education. Harasim (2012), stated, that it was the institutions, through their resource allocations, and policies that were able to mainstream online education (Harasim, 2012). Likewise, it will take that same enthusiasm from institutions’ administrator to promote the usage, and benefits of faculty training and support. This is an example of what is necessary to transform pedagogical approach within dual mode institutions. So yes, in universities need to develop their culture of professional development and training.
Harasim, Chapter 8. pp. 121-139
In this Web 2.0 era, stakeholders will need to adhere to at least one of the many elearning theories (i.e., Connectivism, Constructivism and Online Collaborative Learning, etc.) in order to maintain a presence in higher education. Theory informs policies in the DE organization by providing options to address the diverse characteristics of online learners; while at the same time, meeting the objectives of the organization. Due to the thrust of online learning and its growth within higher education, stakeholders must accept the new direction of online learning within higher education and be willing to participate.
Best Practices
Although all of them are imperative for success, the foundation of success is built on institutional support. A great deal of educators has the dual role of both learning technology and new pedagogy, as well as teaching in an unfamiliar online learning environment. In order to meet the learning objectives of the online programs, the institutional administrators must invest the time and effort in training. I view the following best practices as foundation for an effective, efficient and satisfying teaching and learning experience for both faculty and students.
Below are my personal Best Practices:
- Institutional support
- Employs OCL theory/pedagogy and asynchronous learning environment
- Teacher support and training (course design and training )
- Small class size (10-15 students)
- Offers online degree programs and certificates
- Invest in research and evaluation of their online courses.
- Online programs based on collaborative learning, group discussion and projects
- The program is bilingual (English and Spanish)
- User friendly LMS
- Teacher evaluation from students
- Prompt instructor feedback
- Active participation from instructors
The Advancement and Promotion of DE is a Team Effort
“However, while it was the individual teachers and faculty who moved forward as the primary motivators of online educational innovation, it was the institutions, through their resource allocations, and policies that were able to mainstream online education” (Harasim, 2012).
Both the institution and the instructors have a major role in the advancement of distance education.
In the age of innovative technology and the popularity of online education, teachers must be learners as well as teachers. In my experience, this has been the biggest. Technology is not utilized by most faculty members. The instructors, who embrace the new direction of education, take advantage of the training. The others attend training as a necessity for maintain the course.
Institutions bear a heavy responsibility for the success of online education. Harasim (2012), stated, that it was the institutions, through their resource allocations, and policies that were able to mainstream online education (Harasim, 2012). Likewise, it will take that same enthusiasm from institutions’ administrator to promote the usage, and benefits of faculty training and support. This is an example of what is necessary to transform pedagogical approach within dual mode institutions. So yes, in universities need to develop their culture of professional development and training.
Harasim, Chapter 8. pp. 121-139