Some thoughts of my readings in Week 4

Here are some aspects of the readings recommended in Week 4 of this course.

From my readings of this week it has become clear that the changing nature of both the student body and available technologies have required academics to change their approaches to teaching to gain improved learning outcomes.  These technologies enable instructors, students and others to participate in teaching and learning at a time and place convenient to them. Technology in learning and teaching does bring with it a change to the role of the instructor and the nature of teaching.  The transition to online teaching and learning from a traditional face-to-face approach challenges the expectations and roles of both instructors and learners.  Importantly, today’s OL does not only relate to replacing or enhancing “old media” with “new media”, it also relates to the role of institutions itself.   Institutions must have the content and methods that are synchronized for effective OL.  This includes setting up of new departments and policies to fit OL with traditional ways of teaching and learning.  Furthermore, the teachers themselves must be aware of the different designs and messaging techniques that are special to these technologies.  Teachers must be equipped to deal with the great demand by learners for DE.

To teach an OL course effectively, it starts with the course material.  There are many phases to developing course material and it is a process that requires many role players.  It will never do just to replicate existing course design and pedagogical practices from a traditional face-to-face teaching and learning and implement those very practices in an OL environment.   So an effective OL programme starts with the instructional design of the online course.  When moving to an online learning course from a f-2-f module, then one has to redesign learning towards a constructivist approach. This often results in a change in: roles and responsibilities; use of technology; relationships; and online presence.  In the design of new learning methodologies to be effectively taught OL, interaction is a very important aspect of the role of the instructor in distance education, and one that changes in the online environment. Learning involves two types of interaction: interaction with content and interaction with other people.  In developing an online course, participation and interaction must be structured into the course material.  At the end of the day, online learning requires that the academic changes their beliefs and pedagogical practice. 

 Thank you

Tameshnie

 

References

Moore & Kearsley, (2012). Chapter 5, "Course Design and Development," pp. 97-122

Pullen, J.M., & Snow, C. (2007). Integrating synchronous and asynchronous internet

distributed education for maximum effectiveness. Educ Inf Technol, (12), 137–148

doi 10.1007/s10639-007-9035-7

Redmond, P (2011).  From face-to-face teaching to online teaching: Pedagogical transitions. Ascilite Hobart: Full Paper.  Retrieved from http://www.ascilite.org.au/conferences/hobart11/downloads/papers/Redmond-full.pdf

Reflections on Assignment 01 - Technology to address DE concern

During my research for this assignment, I confirmed what I have learned about the definition of DE.  DE is a multidimensional concept and includes the concept of technologies. It bridges more than the geographical gap between the educational institute and the student. Further, the term “distance education” incorporates the concepts of “distance learning” and “distance teaching”.   It is a pedagogy different than that of the classroom and it has a long history. DE’s history includes a distinctive philosophy of open access to learning and it has a distinctive organisational form.

The basic idea of DE is simple enough: Teachers and students are in different places for all or most of the time that they teach and learn.  They are therefore dependent on some form of communications technology. Holmberg (2005) talks about mediated teaching and learning. Different technologies, different teaching techniques and different types of student’s means that different ways must be established to manage and deliver these programmes. There is then a duty on teachers to make themselves aware of the different design and messaging techniques that are special to DE and there is a reciprocal duty on learners to enable themselves to effectively study online. DE is based on learner centeredness and the teacher responds to and supports learners; however the student is responsible for their own learning.

One of the main differences in today’s DE, as opposed to the second generation correspondence education, (apart from the upgrade of technologies), is that both delivery and responses are in real time and it is a more cost effective method of study meant to reach a larger target audience than its predecessors.  However, learners of today face an even greater hurdle, that of being in an isolated environment thereby making learning a much lonelier place. 

Through my experience thus far, I have to agree that through technology, the current distance learning environment allows for both synchronous and asynchronous discussions thereby creating an enabling environment where there is the potential for not only promoting interaction, but delivering high quality content subject to the economies of scale.  Furthermore, through using the different technologies that this course has to offer I can see that through collaborative learning communities (like blogs and social networking sites) a sense of community is established to sustain the educational experience over time. Also, an asynchronous online learning environment provides flexibility and more time for reflection and thereby ensuring that effective learning takes place.  Thus far in this OMDE 603 course, I have experienced effective learning through the usage of some of these technologies.  Very effective!

References

Holmberg, B. (2005). Concepts and terminology - Student bodies. The evolution, principles, and practice of distance education. Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg (pp. 9-11).

Koçak-Usluel, Y., & Mazman, S. G. (2009). Adoption of Web 2.0 tools in distance education. International Journal of Human Sciences, 6(2). Retrieved from http://www.insanbilimleri.com/en

Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning (Chapter 1, pp. 1-22). USA: Wadsworth-Cengage Learning. [eReserves].

 

Reflections on Week 3 readings - Web 2.0 Technlogies for DE

In Week 3 I started learning more about the “miracles” of Web 2.0 technologies in relation to DE.  Learning about the distinction between epistemologies and theories of learning and how technologies are affecting pedagogies. 

I found that it is necessary here to make a distinction between epistemologies and theories of learning. An epistemology basically describes the basis on which we know or believe something to be true.  A theory of teaching or learning will be strongly influenced by one or more epistemological positions. However, an epistemology does not in itself address issues of teaching or learning. Learning or teaching theories are applications of a more general set of epistemological positions or beliefs about the nature of knowledge. Thus behaviourism is an approach to teaching and learning reflecting an objectivist epistemology, but then so are some forms of cognitive psychology or artificial intelligence.

For instance, an objectivist, didactic approach—delivering information in a well-structured and organized way—may be necessary to get learners quickly to a position where they can start asking questions or solving problems in a more constructivist manner. Nevertheless the design of teaching will be influenced by the dominant epistemological position of teachers, and this will need to “match,” to some extent, the needs of learners. It is important, then, to ensure that learners are developing the skills and competencies they will need in the “outside world,” which brings the discussion to the teaching and learning needs of a knowledge-based society. In particular, this will provide some guidance on the appropriate choice and use of Web 2.0 tools.

I have found that that the pace of this course especially has really allowed me as the learner to sit back and be able to properly reflect on the course readings.  It is a very well paced course so far. 

Reference

Bates, T. (2011) Understanding Web 2.0 and its implications for e-learning. In M.J.W. Lee & C. McLoughlin, Web 2.0-based e-learning: applying social informatics for tertiary teaching (pp 21-42). Retrieved from www.tonybates.ca/wp-content/uploads/Final-typeset-chapter1.pdf

Reflections on Week 2 Readings

Week 2 readings posed a bit of a problem for me.  Technology, its various terms and connotations were difficult to grasp.  This weeks readings introduced me more in depth to the terms “synchronous” and “asynchronous”.  I am learning how technologies are creating efficacy in DE programmes. 

I have seen that asynchronous learning tends to be the most popular in adult education and asynchronous technologies support learning and allow more time for student reflection, collaboration, and student-to-student interactions. However, due to the very nature of distance education it requires the learner to be a solo learner and can lead to a lonely learning experience.  Web 2.0 technologies can bridge this gap successfully.  Web 2.0 technologies such as blogs, wikis, podcasts, social networks, and virtual worlds have become popular and are gradually making their way into the classroom. Instructors need to continually find innovative ways to use these technologies in education.

In synchronous communication I’ve been reading that DE students and instructors are separated through geography, but are learning together at the same time and it occurs in real time.   Successful distance education systems involve interactivity between teacher and students, between students and the learning environment, and among students themselves, as well as active learning in the classroom

Importantly, I can see that the pedagogies of today must reflect the changing technologies of its time and adapt accordingly to be effective in DE.  This can be done through incorporating the use of Web 2.0 tools in the learning process as it affords both the instructor and learners many advantages which includes increased learner participation and collaboration.

My problem is that I can see a major disadvantage in using technologies for example, in developing countries like Africa and Asia, firstly, these countries do not have the capacity for DE as developed countries including but not limited to broadband capacity, access to the internet itself and there is still a lot of knowledge gap in the use of technology to support the learning process and this must be addressed.

A major advantage in my mind is that with this new technologically advanced learning environment learners now have powerful tools for creating their own learning materials or for demonstrating their knowledge and skills.

This OMDE course in general tells me that the learning experience for a learner is both a personal and a social activity.  Not sure I’m loving the social aspect, but definitely loving the learning aspect to be social!

Just reflecting on technologies in DE

More of my readings so far; so in DE what happens is that the teachers and students are in different places for all or most of the time that they teach and learn.  They are therefore dependent on some form of communications technology.  We have what is called “mediated teaching and learning”.  Would like to learn how effective these technologies are in achieving quality and efficacy in DE.

My reflections on WEEK 1 readings

My first thought was….shhhish I made it through Week 1!  The readings in this week basically reiterated my belief that DE is in great demand and is here to stay and that new pedagogies must be invented to deal with the changing demands and needs of society.  It is amazing the demand for this type of learning.  Today’s DE supports real time correspondence as opposed to its predecessor, correspondence education where delivery was through mail correspondence.  Seemingly for the most part DE is accessible and affordable and will always need to be developed according to its times.

I started this week by reflecting on my understanding of the term DE.  The term “distance education” is a multidimensional concept that includes the concept of technologies.  Not only does the term include the concept of technologies but it is dependent on some form of telecommunications to connect the teacher and learner.  Distance education is a wider concept because it incorporates other terms including, but not restricted to, “distance learning”, “online learning” and “open distance learning”.  I totally prefer the term “distance education” as it is a much wider concept that includes both online learning and distance learning.  So according to this definition and my experiences of last semester, I have also learnt that DE is a pedagogy different than that of the classroom and it has a long history.  DE’s history includes a distinctive philosophy of open access to learning and it has a distinctive organisational form.

In my opinion, the term “DE” correctly reflects a relationship that has two sides in that the subject for study involves both the teacher and the learner because one is teaching and the other is leaning.  The terms “online learning” or “e-learning” presupposes that the only form of technology that is used is via online or only the internet.  In DE the forms of technologies that can be used is varied and can include hand held devices or mobile devices.  These terms are too restrictive in what the purpose of studying via distance is meant to achieve. 

Another term that is commonly causing confusion is “blended learning”.  Now bearing in mind that DE is dependent on some form of technology, “blended learning” in such an environment means that teaching and learning is complimented by some form of technology and not dependent on it and therefore does not incorporate the concepts of DE as a whole.

Many other terms have been used over the years, but what remains important is that even though any technologies can be used in education but when it is used as “the sole or primary means of teaching” then it is a form of DE

 What makes a distance education course is that it has both learners and a teacher, content organised around a set of learning objectives, some designed learning experiences, and some form of evaluation, and not necessarily advanced technologies only.

First blog post

First Blog entry ever!!  Never thought that I would be using social media to such a degree until I started this course.  It has been challenging.  Learning to use social media to enhance teaching and learning, whether it is effective or not, I will be able to report at the end of this course. 

Do not belong to either the generation X nor generation Y cohort, so trying to navigate and find my way through the different readings (in OMDE 603) and the Web 2.0 technologies available for distance educators AND learners, of which I’m currently both.

Really believe that the more you learn the less ones knows.