Getting Started with OMDE 603
Technology in Distance Education and E-Learning is a class more like my style! Being one of the youngest students in my class, this is a course that catches my eye first, as it discusses a topic that I can't live without--technology!
Like an well structured class, however, we had to first start with the 'boring" stuff--historical context. During the first week, we discussed the historical aspects of technology in DE. The class reading, Distance Education: A systems View of Online Learning, shed a lot of light on not only the definition of DE as the author saw it, but also on the definition of technology. The lesson that I took from this week was to remember that technology does not nessecarily mean the use of computers, cellphones, and microchips, but it encompasses all of the tools available in a specific time frame. In other words, technology during the first "generation" of DE was books, and what some of us like to call "snail mail" (Moore & Kearsley, 2010). Moore and Kearsely described the generations of DE as the stages of growth that DE has been through from the early 19th century, up until today. As the class goes on, will explore more of these generations.
Moore, M.G. and Kearsley, G. (2010) Chapter 2, The Historical Context. Distance Education: A Systems View of Online Learning.(3rd ed) Belmont: CA
Like an well structured class, however, we had to first start with the 'boring" stuff--historical context. During the first week, we discussed the historical aspects of technology in DE. The class reading, Distance Education: A systems View of Online Learning, shed a lot of light on not only the definition of DE as the author saw it, but also on the definition of technology. The lesson that I took from this week was to remember that technology does not nessecarily mean the use of computers, cellphones, and microchips, but it encompasses all of the tools available in a specific time frame. In other words, technology during the first "generation" of DE was books, and what some of us like to call "snail mail" (Moore & Kearsley, 2010). Moore and Kearsely described the generations of DE as the stages of growth that DE has been through from the early 19th century, up until today. As the class goes on, will explore more of these generations.
Moore, M.G. and Kearsley, G. (2010) Chapter 2, The Historical Context. Distance Education: A Systems View of Online Learning.(3rd ed) Belmont: CA
Module 2- The Venting Session
This class is divided into modules, that run over the span of about a week and a half or so. This is different from my other classes that typically switch subjects every week. I like this model, however, because it allows me more time to do the readings, reflect, and interact with my classmates. The interaction and level of discussion is high in this class because of that. :)
This week, we discussed sychronous and asychronous technologies and learning. The first time I heard these words, I felt lost in the world of graduate studies. Words such as "pedagogy" and "sychronous" made me feel inferior to my classmates UNTIL I took a step back and broke it down. Synchrnous, as in SYNCHronized swimming, must mean simultaneous, or at the same time and "asychronous" must be the opposite. At that point, I was able to jump straight into the readings and the discussion and I felt once again like "I can do this."
In class we discussed the advantages and disadvantages of synchronous and asychronous technologies and learning. I felt like the class discussion was much like a forum to call upon our own personal experiences and discuss issues we've faced using the technologies. On one hand, you have synchronous tecnologies, such as instant messaging; and on the other hand, you have asynchronous technologies, like the conferences we use on our system, WebTycho. Each serves their purpose, but without eachother, the learning experience would be lacking. For example, synchronous communication is not always convenienct (especially for those in different time zones), but when you need an immediate answer, it's your best best! The same applies for asychronous communication--you can participate at your convenience, but I hope you're not looking for an immediate response!
McGreal R. & Elliott, M. (2008). Technologies of Online Learning (E-learning). In T. Anderson. T. (Ed.), Theory and practice of online learning (Second Edition). (pp. 143-165). Retrieved January 24, 2010 from http://www.aupress.ca/books/120146/ebook/06_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
Pullen, J. & Snow, C. Integrating synchronous and asynchronous internet distributed education for maximum effectiveness. Education and Information Technologies 17 (3), pp. 137-148
This week, we discussed sychronous and asychronous technologies and learning. The first time I heard these words, I felt lost in the world of graduate studies. Words such as "pedagogy" and "sychronous" made me feel inferior to my classmates UNTIL I took a step back and broke it down. Synchrnous, as in SYNCHronized swimming, must mean simultaneous, or at the same time and "asychronous" must be the opposite. At that point, I was able to jump straight into the readings and the discussion and I felt once again like "I can do this."
In class we discussed the advantages and disadvantages of synchronous and asychronous technologies and learning. I felt like the class discussion was much like a forum to call upon our own personal experiences and discuss issues we've faced using the technologies. On one hand, you have synchronous tecnologies, such as instant messaging; and on the other hand, you have asynchronous technologies, like the conferences we use on our system, WebTycho. Each serves their purpose, but without eachother, the learning experience would be lacking. For example, synchronous communication is not always convenienct (especially for those in different time zones), but when you need an immediate answer, it's your best best! The same applies for asychronous communication--you can participate at your convenience, but I hope you're not looking for an immediate response!
McGreal R. & Elliott, M. (2008). Technologies of Online Learning (E-learning). In T. Anderson. T. (Ed.), Theory and practice of online learning (Second Edition). (pp. 143-165). Retrieved January 24, 2010 from http://www.aupress.ca/books/120146/ebook/06_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
Pullen, J. & Snow, C. Integrating synchronous and asynchronous internet distributed education for maximum effectiveness. Education and Information Technologies 17 (3), pp. 137-148
Module 2B- Escape from Reality
During the second part of Module 2, we explored some demos and videos of Virtual Worlds. Here is the video list:
- Manuel, J. A brief introduction to Second Life (video, duration 4:27). Retrieved August 25, 2008, from http://www.youtube.com/watch?v=i6D9I36zsec.
- Constable, G. Second Life Introduction (video, duration 2:35). Retrieved August 25, 2008, from http://www.youtube.com/watch?v=5ME2FwjjPf8.
- Educational Uses Video
- Moody, M., Oh, Y., Boucher, R. Educational Uses of Second Life (video, duration 7:00). Retrieved August 25, 2008, from http://www.youtube.com/watch?v=qOFU9oUF2HA.
Module 3- Say it to my Face
The discussion in Module 3 was based heavily in the roles of instructors and how they differ in DE and face to face (F2F) learning. This happens to be my favorite subject to talk about, especially with people who have taught classes before. Why? Because each instructor has his/her own style and way of doing things and each is pretty sensitive about their work. I, never having taught a class, can only speak from the students' point of view (which a lot of instructors/teacher don't like to hear. :)
Personally, I think that it is every instructors responsibility to recognize the different learning styles of the students in his/her classroom. Yes, instructors have their own styles and students have theirs; but at the end of the day, I believe it to be the instructors' job to adapt to the students. This means using different kinds of media, designing activities, and assessing students' performance in different ways. Now, I will also say that I believe it to be the students' responsibility to try their hardest to make the class their own and take advantage of all the resources available to them, but the resources must be made available. With that being said, it's difficult for a DE instructor to do all of those things over distance, so I commend my instructors for using the tools that they have effectively. In our classes, we see, do, hear, and even teach each other the material. You can't get more interactive than that! Now if only my F2F undergrad classes were as involved!
Personally, I think that it is every instructors responsibility to recognize the different learning styles of the students in his/her classroom. Yes, instructors have their own styles and students have theirs; but at the end of the day, I believe it to be the instructors' job to adapt to the students. This means using different kinds of media, designing activities, and assessing students' performance in different ways. Now, I will also say that I believe it to be the students' responsibility to try their hardest to make the class their own and take advantage of all the resources available to them, but the resources must be made available. With that being said, it's difficult for a DE instructor to do all of those things over distance, so I commend my instructors for using the tools that they have effectively. In our classes, we see, do, hear, and even teach each other the material. You can't get more interactive than that! Now if only my F2F undergrad classes were as involved!
Blog Exercise
When I was in undergrad, or should I say, when I wasn't working, I used to blog all of the time. Blogging was one of the things that I did that allowed me to express myself after the fact. In other words, all of the things that I wish I said, or all of the things that I was thinking during a particular moment, go into my blog. As a working mom (of dogs), I don't have much time to blog anymore, but I will say that I enjoy reflecting on class after the stress of the week is over and I have some time to myself to think. It not only forces me to think about what I learned, but it also makes me want to learn a bit more.
I'm happy blogging, so I wish you all happy reading! :)
I'm happy blogging, so I wish you all happy reading! :)