About OMDE 610
OMDE 610 Course requirement include Individual Learning Journals and is a critical component of this online class. Essentially, this Learning Journal will reflect on issues that chronicle my learning experiences under (a) the course objectives, (b) assigned readings, (c) individual assignments, and (d) community of fellow learners. With each developing week I will be working on this journal, editing and updating information throughout the course.
OMDE 610 Course requirement include Individual Learning Journals and is a critical component of this online class. Essentially, this Learning Journal will reflect on issues that chronicle my learning experiences under (a) the course objectives, (b) assigned readings, (c) individual assignments, and (d) community of fellow learners. With each developing week I will be working on this journal, editing and updating information throughout the course.
Week 1: Pre-Week Activities
Beginning is always difficult, you think you still have the whole time to watch television, go out in the evenings or hang out with friends. By the time the academic week comes to a close it dawns on you that you have to wake up to your class work.
For this course I want to learn as much as I could about online/distance education theory, methodology and theories that inform distance education. I also want to learn the concept of theory and practice of online learning; learning theories such as behaviorism, cognitivism, connectivism, constructivism and the “how” to design and use rubric for online instruction. The last things I want learn, though not the least is how and what is online community of practice, online communities of learners and more about communities of inquiry that was started in OMDE 601.
The below is my thought, what I want to learn and things I’ve learned as well as the progress I’ve made. Of course this includes past knowledge from previous classes, experience and skills that I already have for this class.
I am not very good at keeping journals of events or activities but I think I have to learn how to do it and be consistent if I have to keep tab of my learning activities.
In the Pre-week discussion, mention was made regarding the CoI framework, that the shape and size of the three presences (social, cognitive, teaching) might vary during the course due internal dynamics and the level and kind of interaction within the class. I wonder if this statement or concept is valid. How do teachers gauge, compensate and balance the three presences?
The objectives for this week are easy to achieve—setting up class portfolio and learning journal. I have that from my previous class. Discussing the history, influence and meaning of Community of Inquiry are not like new topics but the dimension is something greater this time. Also the class has to discuss Model of Online Teaching and Learning. I’m familiar with this topic too but not to an expert level.
This is a good foundation for my DE program. This beginning week I'm thinking through learning theories and their respective applications to DE. I chose online learning because it takes me away from the many years of traditional face-to-face presence. I keep on reminding myself how exciting as well as challenging the field of DE because it is changing.
I see the learner-centered theory as directly tied in with the constructivist theory and this seems to be relevant to me in terms of my own experiences as an online learner.
According to Ally (2008), "...constructivist strategies teach the real life and personal applications and contextual learning." (p.39). Interpreting that citation, I find it very expedient to apply the theories that I'm learning in real life scenarios even though they include challenges.
Flexibility is an interesting feature of online program and it can build or destroy. However, I’m impressed with the flexibility of access that is inherent in online learning, and I am self-directed in terms of structuring my time to accomplish my studies. Procrastination has never had a place in my being and that is why I prefer online programs.
For this course I want to learn as much as I could about online/distance education theory, methodology and theories that inform distance education. I also want to learn the concept of theory and practice of online learning; learning theories such as behaviorism, cognitivism, connectivism, constructivism and the “how” to design and use rubric for online instruction. The last things I want learn, though not the least is how and what is online community of practice, online communities of learners and more about communities of inquiry that was started in OMDE 601.
The below is my thought, what I want to learn and things I’ve learned as well as the progress I’ve made. Of course this includes past knowledge from previous classes, experience and skills that I already have for this class.
I am not very good at keeping journals of events or activities but I think I have to learn how to do it and be consistent if I have to keep tab of my learning activities.
In the Pre-week discussion, mention was made regarding the CoI framework, that the shape and size of the three presences (social, cognitive, teaching) might vary during the course due internal dynamics and the level and kind of interaction within the class. I wonder if this statement or concept is valid. How do teachers gauge, compensate and balance the three presences?
The objectives for this week are easy to achieve—setting up class portfolio and learning journal. I have that from my previous class. Discussing the history, influence and meaning of Community of Inquiry are not like new topics but the dimension is something greater this time. Also the class has to discuss Model of Online Teaching and Learning. I’m familiar with this topic too but not to an expert level.
This is a good foundation for my DE program. This beginning week I'm thinking through learning theories and their respective applications to DE. I chose online learning because it takes me away from the many years of traditional face-to-face presence. I keep on reminding myself how exciting as well as challenging the field of DE because it is changing.
I see the learner-centered theory as directly tied in with the constructivist theory and this seems to be relevant to me in terms of my own experiences as an online learner.
According to Ally (2008), "...constructivist strategies teach the real life and personal applications and contextual learning." (p.39). Interpreting that citation, I find it very expedient to apply the theories that I'm learning in real life scenarios even though they include challenges.
Flexibility is an interesting feature of online program and it can build or destroy. However, I’m impressed with the flexibility of access that is inherent in online learning, and I am self-directed in terms of structuring my time to accomplish my studies. Procrastination has never had a place in my being and that is why I prefer online programs.
Module 01—Week 2 & 3
This module opens up with the definition of Learning Theory and identification of learning theories of the 20th and 21st centuries. Naturally, I like reading things that relate to the past, and so the theories provided “food for thought” as I review the theories behind the epistemology of learning. I make it a point of duty to review course objectives at the beginning of every module. This is to understand what I should be looking for and where to lay emphasis while reading the text. The epistemology of learning and its accompanying theories presented a form of challenges because the texts need going over again and again to understand it (so it is for me).
For class discussions, my posting reflected my understanding of the theory but the accompanying assignment A1 (How eLearning theory has informed recent distance education practice) did not sound so good to me. It is not surprising that I did not get the grade I anticipated because I did not illustrate some of my points to the satisfaction of the instructor. However, I learned my lesson.
Course Readings--The readings were overwhelming and too much for me in just a week. Classes just started after spending the summer; getting back to academic work was tiresome initially, at least that is the way I felt. I did not need a god to tell me that summer is over, and fall 2015 is class time. Musing about my reading, I did not like Saba, F. (2003) "Distance Education Theory, Methodology, and Epistemology: A Pragmatic Paradigm” because of the nature of the text...I hate books with tiny characters. Anyway, I read portions of the book, and reflected on the theory and methodology of online learning. I did comprehend the reading but not much at that time. Some concepts don't just sink into the brain at the initial stage, some sink at a later time.
Saba and the chaos of online learning was a difficult concept initially but after reading postings from my peers I understood the concept to mean that in the midst of chaos there is bound to exist some order and benefits. This makes sense because there are two sides to everything. Chaos should not be understood as anarchy or disorder within a course, personal behavior or poor organization or instructional design. Chaos is the result of small inharmony that can gain in strength and can have tremendous impact beyond the level of its initial force, however, this impact can be transformed to give rise to steadfastness and growth.
For class discussions, my posting reflected my understanding of the theory but the accompanying assignment A1 (How eLearning theory has informed recent distance education practice) did not sound so good to me. It is not surprising that I did not get the grade I anticipated because I did not illustrate some of my points to the satisfaction of the instructor. However, I learned my lesson.
Course Readings--The readings were overwhelming and too much for me in just a week. Classes just started after spending the summer; getting back to academic work was tiresome initially, at least that is the way I felt. I did not need a god to tell me that summer is over, and fall 2015 is class time. Musing about my reading, I did not like Saba, F. (2003) "Distance Education Theory, Methodology, and Epistemology: A Pragmatic Paradigm” because of the nature of the text...I hate books with tiny characters. Anyway, I read portions of the book, and reflected on the theory and methodology of online learning. I did comprehend the reading but not much at that time. Some concepts don't just sink into the brain at the initial stage, some sink at a later time.
Saba and the chaos of online learning was a difficult concept initially but after reading postings from my peers I understood the concept to mean that in the midst of chaos there is bound to exist some order and benefits. This makes sense because there are two sides to everything. Chaos should not be understood as anarchy or disorder within a course, personal behavior or poor organization or instructional design. Chaos is the result of small inharmony that can gain in strength and can have tremendous impact beyond the level of its initial force, however, this impact can be transformed to give rise to steadfastness and growth.
I reviewed the course objectives again to make sure that I’m aligned to it. The conferences shed more light in the learning theories. I learned from my peers and am thankful to have noted different points of view on the topic of online theory and epistemology.
My personal goal as I enter this professional field is to make any student's learning experience as meaningful as possible. It’s important to recognize that DE learning can provide "deep education." I have encountered some people who think that DE is a “waste of time” or lower quality, and I certainly have not found this to be the case. I think that assumption is as a result of misinformation.
The assigned readings by Terry Anderson," Teaching in an online Learning Context " brought up a reflective thought on the use of the word discourse rather than discussion. This was especially interesting as I delved into this article and realized that it is not just discussion that facilitates learning. It is the formulation of new ideas that are shared with others as a result of learner interaction. (p.350). Nevertheless, one cannot discountenance discussion as irrelevant.
Also, I reflected on Mr. Anderson's statement which states that "Student assessment of any kind requires that the teacher be explicit, fair, consistent, and as objective as possible." (p.353). This is a thought provoking statement and I appreciate the point about being as explicit as possible because, as an adult learner balancing full-time work and family responsibilities are important that I understand my course's requirements in order to invest my time as successfully and efficiently as possible.
During this period, I was wondering if DE program is all about theories, hardly did I know that for one to be a good instructor, or anything for that matter, the one has to learn the fundamentals and theories underlying that learning or career. As far as I’m concerned, I’m waking up to the challenges of this course.
My personal goal as I enter this professional field is to make any student's learning experience as meaningful as possible. It’s important to recognize that DE learning can provide "deep education." I have encountered some people who think that DE is a “waste of time” or lower quality, and I certainly have not found this to be the case. I think that assumption is as a result of misinformation.
The assigned readings by Terry Anderson," Teaching in an online Learning Context " brought up a reflective thought on the use of the word discourse rather than discussion. This was especially interesting as I delved into this article and realized that it is not just discussion that facilitates learning. It is the formulation of new ideas that are shared with others as a result of learner interaction. (p.350). Nevertheless, one cannot discountenance discussion as irrelevant.
Also, I reflected on Mr. Anderson's statement which states that "Student assessment of any kind requires that the teacher be explicit, fair, consistent, and as objective as possible." (p.353). This is a thought provoking statement and I appreciate the point about being as explicit as possible because, as an adult learner balancing full-time work and family responsibilities are important that I understand my course's requirements in order to invest my time as successfully and efficiently as possible.
During this period, I was wondering if DE program is all about theories, hardly did I know that for one to be a good instructor, or anything for that matter, the one has to learn the fundamentals and theories underlying that learning or career. As far as I’m concerned, I’m waking up to the challenges of this course.
Module 2--Behaviorism, Cognitivism, and Rubrics--Week 4 – 5
The objectives for this week 4 defined behaviorist and cognitivist theories and how the two theories can inform pedagogical and technological choices. As an undergrad major in Information Technology, eLearning technologies are not new to me but the changing technologies are difficult to keep tab. Understanding Kanuka was difficult; the theory-practice concept could not click and poses a challenge to me. On the other hand, Harasim (2003) chapters 3 & 4 provided insight into the topic. The readings were interesting and made practical sense in terms of behaviorist and cognitivist theory. This week’s discussion on Rubric and Online Instruction is an important one in that the rubric can be used as a means to advise teachers as to revising courses.
The beginning of the semester as well as the ending are both tiresome. We just started this semester and with all the big words ending with '-sims' and '-ists' I see myself facing a hard time comprehending behaviorism and cognitivism at this early stage of classes. However, I discovered that these concepts were not as difficult as I thought. With course readings, peer discussion and postings they began to make sense. Luckily my wife who is a teacher had to help out in explaining these concept using the kids at home.
The readings, Harasim, Kanuka, Mertler, and Peirce were somehow difficult to read because of multiple pages. For example, Harasim 28 pages; Kanuka 27 pages; and it was not funny reading these texts with understanding. I did not like the quality and quantity of texts, so I had to resort to further research online to help me understand more.
The reading and concepts that had the greatest impact on my was the philosophies-in-practice and the use of rubrics as a form of assessment. The rubric was discussed intensely in class. It also calls for learning how to create rubric. The creation of rubric in the assignment was very useful and I learned a lot from it.
The beginning of the semester as well as the ending are both tiresome. We just started this semester and with all the big words ending with '-sims' and '-ists' I see myself facing a hard time comprehending behaviorism and cognitivism at this early stage of classes. However, I discovered that these concepts were not as difficult as I thought. With course readings, peer discussion and postings they began to make sense. Luckily my wife who is a teacher had to help out in explaining these concept using the kids at home.
The readings, Harasim, Kanuka, Mertler, and Peirce were somehow difficult to read because of multiple pages. For example, Harasim 28 pages; Kanuka 27 pages; and it was not funny reading these texts with understanding. I did not like the quality and quantity of texts, so I had to resort to further research online to help me understand more.
The reading and concepts that had the greatest impact on my was the philosophies-in-practice and the use of rubrics as a form of assessment. The rubric was discussed intensely in class. It also calls for learning how to create rubric. The creation of rubric in the assignment was very useful and I learned a lot from it.
Rubric
From the readings Mertler and Peirce, I learned that rubrics can be used to create new online courses. I also learned that even in DE which is as creative and changing as it is, there are standardized measurements to evaluate courses as well as the Learning Management System (LMS). Reviewing this rubric, I can clearly see the categories upon which courses are measured, i.e., learner support and resources; online organization and design; instructional design and delivery; assessment and evaluation of student learning; innovative teaching with technology; faculty use of student feedback.
I have discovered that there are other types of rubric designed to assess student’s learning. Again, rubrics function as a hinge, linking learning objectives with learning outcomes--this I know. Mertler (2001) and Pierce (2006) offer two distinct types of rubrics: holistic and analytical. Both serve different purposes; however I concur with Mertler in that analytical rubrics provide greater feedback to the students (para. 4) and also serve as a guide to learners in how to tackle an assignment. Even as I write this journal I am being guided by the requirements set in the rubric for this journal.
I like when concepts revolve around pros and cons. The discussion on the pros and cons of the use of rubrics from the learner and instructor perspectives was very interesting and exposed a lot of issues I would not have thought about. The class discussion helped to put into perspective when and how to use the rubrics. Much was learned from Sangra, Peirce and Mertler.
I started gathering information and resources for the forthcoming assignment A2. There are some assignments that are easy to start and others that are time consuming gathering and researching for information. This A2 assignment took a lot of my time and even though I scored a ‘B’ grade I think it is worth it. The assignment is a preview of what awaits us when we graduate.
From the readings Mertler and Peirce, I learned that rubrics can be used to create new online courses. I also learned that even in DE which is as creative and changing as it is, there are standardized measurements to evaluate courses as well as the Learning Management System (LMS). Reviewing this rubric, I can clearly see the categories upon which courses are measured, i.e., learner support and resources; online organization and design; instructional design and delivery; assessment and evaluation of student learning; innovative teaching with technology; faculty use of student feedback.
I have discovered that there are other types of rubric designed to assess student’s learning. Again, rubrics function as a hinge, linking learning objectives with learning outcomes--this I know. Mertler (2001) and Pierce (2006) offer two distinct types of rubrics: holistic and analytical. Both serve different purposes; however I concur with Mertler in that analytical rubrics provide greater feedback to the students (para. 4) and also serve as a guide to learners in how to tackle an assignment. Even as I write this journal I am being guided by the requirements set in the rubric for this journal.
I like when concepts revolve around pros and cons. The discussion on the pros and cons of the use of rubrics from the learner and instructor perspectives was very interesting and exposed a lot of issues I would not have thought about. The class discussion helped to put into perspective when and how to use the rubrics. Much was learned from Sangra, Peirce and Mertler.
I started gathering information and resources for the forthcoming assignment A2. There are some assignments that are easy to start and others that are time consuming gathering and researching for information. This A2 assignment took a lot of my time and even though I scored a ‘B’ grade I think it is worth it. The assignment is a preview of what awaits us when we graduate.
Module 3—Constructivism, OCL, & Social Media—Week 6 – 7
My learning experience with:
This week’s required reading focuses on CoI, Constructivism and OCL theory. As an online student for about five years, I have observed how learning theories of constructivism and collaborative learning have informed my understanding of these two theories. Sometimes it is possible to know a concept but you don’t really know the theory behind the concept. Now, I am beginning to relate theories, concepts and knowledge...putting the links together and making sense out of all of these. Initially, I could not understand the research of Koohang, Riley, and Smith. The readings from the required text did not help much, so I had to do further research online to seek for a simplification of these concepts. I also read the postings from my peers—it helped me see things from different perspectives. I think this is a practical community of inquiry method of learning.
As an online student I appreciate the work of Lewis & Abdul-Hamid by virtue of my experience, knowledge and interactive collaboration with fellow students and instructors of all kinds. I agree in some measures with the perspective of Lewis and Abdul-Hamid, viewing both from the three criteria of fostering interaction, providing feedback, and facilitating learning.
Fostering Interaction—as an online student I’ve learned the importance of discussions, conferences, study groups, individual and group projects throughout the duration of the course. I have participated in discussion and assignment/project groups to foster collaboration and interaction. Also, looking from the teacher perspective as stated by Lewis & Abdul-Hamid (2006), I do agree that online teaching foster interactions through conferences, discussions, and assignments. I now see the reason behind the course design—to bring about such interactions are seen in the traditional face-to-face environment which critics tend to emphasize as lacking in online environment.
Providing Feedback—I see the importance and role of instructor in providing feedback to students hence courses are designed with guidelines and rubrics, which of course guides the instructor’s feedback. Students expect helpful feedback after assignments have been assessed and evaluated. The challenge here is that some instructors don’t give feedback as required, f2f environment is not even better.
Facilitating learning—In Lewis & Abdul Hamid (2006) article, organizing the course is an important factor in facilitating learning; and the other factor is communication. I have to learn this and as a prospective online instructor facilitating learning is very important. The survey endorses group learning via methods like collaboration, problem based learning, scaffolding, etc., which exposes students to cognitivist-learning styles. In one of my classes the instructor tasked us into bringing news items/articles that are relevant to understanding some topics been discussed in the conferences. That was another informal way of facilitating learning.
At the end of this module (Week 6 & 7) I was able to learn the constructivist learning theory, OCL and how the Social Media technologies can affect, influence and contribute to online teaching and learning.
- Course Objectives—this week the objectives have been expanded to accommodate constructivism and the learning theories. The course objectives were clear and for this module 3, I’ll try to meet the course objectives as much as I can but it is not a guarantee because of work load. I have to work hard to meet these objectives: constructivist and OCL theories of learning; Community of Inquiry Model, and Social Media technologies.
- Assigned Readings—there are five assigned readings this module. Harasim; Koohang, Riley, & Smith; Lee & McLoughlin; and Lewis & Hamid have interesting and challenging issues that, as a DE student I must learn. I find out that some of these learning theories are related and compliment each other.
- Individual Assignments—working on the ongoing assignment and class discussion
- Community of fellow learners—As online students we form a community of learners through our class discussion and questions and issues to the instructor. I use this forum when am challenged.
This week’s required reading focuses on CoI, Constructivism and OCL theory. As an online student for about five years, I have observed how learning theories of constructivism and collaborative learning have informed my understanding of these two theories. Sometimes it is possible to know a concept but you don’t really know the theory behind the concept. Now, I am beginning to relate theories, concepts and knowledge...putting the links together and making sense out of all of these. Initially, I could not understand the research of Koohang, Riley, and Smith. The readings from the required text did not help much, so I had to do further research online to seek for a simplification of these concepts. I also read the postings from my peers—it helped me see things from different perspectives. I think this is a practical community of inquiry method of learning.
As an online student I appreciate the work of Lewis & Abdul-Hamid by virtue of my experience, knowledge and interactive collaboration with fellow students and instructors of all kinds. I agree in some measures with the perspective of Lewis and Abdul-Hamid, viewing both from the three criteria of fostering interaction, providing feedback, and facilitating learning.
Fostering Interaction—as an online student I’ve learned the importance of discussions, conferences, study groups, individual and group projects throughout the duration of the course. I have participated in discussion and assignment/project groups to foster collaboration and interaction. Also, looking from the teacher perspective as stated by Lewis & Abdul-Hamid (2006), I do agree that online teaching foster interactions through conferences, discussions, and assignments. I now see the reason behind the course design—to bring about such interactions are seen in the traditional face-to-face environment which critics tend to emphasize as lacking in online environment.
Providing Feedback—I see the importance and role of instructor in providing feedback to students hence courses are designed with guidelines and rubrics, which of course guides the instructor’s feedback. Students expect helpful feedback after assignments have been assessed and evaluated. The challenge here is that some instructors don’t give feedback as required, f2f environment is not even better.
Facilitating learning—In Lewis & Abdul Hamid (2006) article, organizing the course is an important factor in facilitating learning; and the other factor is communication. I have to learn this and as a prospective online instructor facilitating learning is very important. The survey endorses group learning via methods like collaboration, problem based learning, scaffolding, etc., which exposes students to cognitivist-learning styles. In one of my classes the instructor tasked us into bringing news items/articles that are relevant to understanding some topics been discussed in the conferences. That was another informal way of facilitating learning.
At the end of this module (Week 6 & 7) I was able to learn the constructivist learning theory, OCL and how the Social Media technologies can affect, influence and contribute to online teaching and learning.
Module 4—Connectivism, Communities of Practice, & MOOCs--Week 8 & 9
My learning experience with:
- Course Objectives—this module explores the meaning of communities in online learning and teaching; definition of connectivism, and the open educational resources movement contribution to MOOCs.
- Assigned Readings—course textbook Harasim, Siemens, Kop & Hill, and Downes. Kop & Hill “Connectivism: learning theory of the future or vestige of the past” is the most difficult for me to understand. Given the short time factor, I could not make real meaning out of the reading. This is one assigned reading that I set aside for future consideration.
- Individual Assignments—this module is important because of the forth coming assignment 05.
- Community of fellow learners—I benefited from postings and debates from my peers. This is part of what online community and learning can give to students—peer contributions to knowledge.
My learning journey in this module exposed me to the learning theories of OCL, CoI, MOOCs and connectivism as described below.
At this point in the studies I have a good understanding of theories of behaviorism, cognitivism and constructivism. This module is about connectivism and I find it relatively easier to understand than the other three learning theories. The reason being that connectivism is practical. As an online student I use the theory of connectivism to learn every day and every moment. I connect with my instructor, peers and social network/media via the available technologies like blogs, wikis, chats, etc. I must confess that I had some initial problems understanding how philosophy has informed our learning theory; how pedagogy, learning theory, philosophy and technology inform each other. In addition to class readings I had to also research the Internet to find a simplified explanation of these learning theories. I am glad that I was able to make good sense of these theories through my class discussions, assigned readings and web research.
MOOCs and CoP turned out to be one of my best areas of learning in this course. I have written about MOOCs in a previous course, and I belong to a community of practice. What I have learned about MOOCs has changed when compared to what it was some years ago. I did observe that between 2012 and 2014, MOOCs has changed the perception of online teaching and learning. The theory behind the progress of MOOCs can be traced to connectivism and OCL-CoI.
Finally, I see the concept of online learning communities as the big idea. It is the ‘life wire’ of distance education (DE), online collaborative model (OCL), and the online courseware (OC). My practice as a DE professional will be centered on my ability to use these learning theories and models to inform distance education learning.
At this point in the studies I have a good understanding of theories of behaviorism, cognitivism and constructivism. This module is about connectivism and I find it relatively easier to understand than the other three learning theories. The reason being that connectivism is practical. As an online student I use the theory of connectivism to learn every day and every moment. I connect with my instructor, peers and social network/media via the available technologies like blogs, wikis, chats, etc. I must confess that I had some initial problems understanding how philosophy has informed our learning theory; how pedagogy, learning theory, philosophy and technology inform each other. In addition to class readings I had to also research the Internet to find a simplified explanation of these learning theories. I am glad that I was able to make good sense of these theories through my class discussions, assigned readings and web research.
MOOCs and CoP turned out to be one of my best areas of learning in this course. I have written about MOOCs in a previous course, and I belong to a community of practice. What I have learned about MOOCs has changed when compared to what it was some years ago. I did observe that between 2012 and 2014, MOOCs has changed the perception of online teaching and learning. The theory behind the progress of MOOCs can be traced to connectivism and OCL-CoI.
Finally, I see the concept of online learning communities as the big idea. It is the ‘life wire’ of distance education (DE), online collaborative model (OCL), and the online courseware (OC). My practice as a DE professional will be centered on my ability to use these learning theories and models to inform distance education learning.
Module 5—Best Practices: Theory, Policy, and the DE Organization—Week 10 & 11
My learning experience with:
Going through this module has not been without problems and successes. Reading Otte & Banke on their argumenta about new organizational models does not make sense to me at this moment. Also, Moisey & Hughes’ readings did make a reasonable sense to me because portions of the concepts were reviewed in OMDE 601 but as usual there is the tendency to forget the concept that I learned several months ago. I utilize online research methodology to gain further insight and understanding when reading theories and concepts that are difficult to understand.
- Course Objectives--I have met the objectives for this module in i) understanding the best practices in online teaching and learning—putting it into practice, ii) how theory does or does not inform policy in DE organization, and iii) creating best practices in online teaching and learning with regard to theory in educational organization.
- Assigned Readings--this module’s assigned reading is centered on Harasim; Moisey & Hughes; Otte & Banke; and Sangra, Guardia, & Sanmamed. With assignments from both courses hanging around it is difficult to do a thorough reading on this week’s module.
- Individual Assignments--the class is expected to work on several assignments as well as take part in discussions.
- Community of fellow learners—at this time the energy of peers seem to be dissipating because we are having fewer discussions. However, reading from each other brings learning and understanding closer than expected.
Going through this module has not been without problems and successes. Reading Otte & Banke on their argumenta about new organizational models does not make sense to me at this moment. Also, Moisey & Hughes’ readings did make a reasonable sense to me because portions of the concepts were reviewed in OMDE 601 but as usual there is the tendency to forget the concept that I learned several months ago. I utilize online research methodology to gain further insight and understanding when reading theories and concepts that are difficult to understand.
Resources
Anderson, T. (2008) "Towards a Theory of Online Learning" from The Theory and Practice of Online Learning (online book). pp. 45-74
Kanuka, H. (2008). "Understanding eLearning Technologies in Practice through Philosophies-in-Practice" from The Theory and Practice of Online Learning (online book). pp. 91-118
Ally, M. (2008). "Foundations of Educational Theory for Online Learning." from The Theory and Practice of Online Learning (online book). pp. 15-44
Saba, F. (2003). “Distance Education Theory, Methodology, and Epistemology: A Pragmatic Paradgm” in Handbook of Distance Education. pp. 3-9.
Harasim, L. (2012). Behaviorist learning theory. Learning theory and online technology, (pp. 30-45). New York: NY: Routledge.
Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25). Retrieved from http://www.learner.org/workshops/tfl/resources/s7_rubrics.pdf
Peirce, W. (2006). Designing rubrics for assessing higher order thinking. AFACCT Conference Presentation Columbia, MD, on January 13, 2006. Retrieved from http://academic.pgcc.edu/~wpeirce/MCCCTR/Designingrubricsassessingthinking.html
Koohang, Riley & Smith (2009) E-Learning and Constructivism: From Theory to Application.
Moisey, S. & Hughes, J. (2008). "Supporting the Online Learner" from The Theory and Practice of Online Learning (online book). pp. 419-439
Otte, G. & Banke M. (2006). Online Learning: New Models for Leadership and Organization in Higher Education.
Sangra, A., Guardia, L., & Gonzalez-Sanmamed, M. (2007). Educational design as a key issue in planning for quality improvement.
Anderson, T. (2008) "Towards a Theory of Online Learning" from The Theory and Practice of Online Learning (online book). pp. 45-74
Kanuka, H. (2008). "Understanding eLearning Technologies in Practice through Philosophies-in-Practice" from The Theory and Practice of Online Learning (online book). pp. 91-118
Ally, M. (2008). "Foundations of Educational Theory for Online Learning." from The Theory and Practice of Online Learning (online book). pp. 15-44
Saba, F. (2003). “Distance Education Theory, Methodology, and Epistemology: A Pragmatic Paradgm” in Handbook of Distance Education. pp. 3-9.
Harasim, L. (2012). Behaviorist learning theory. Learning theory and online technology, (pp. 30-45). New York: NY: Routledge.
Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25). Retrieved from http://www.learner.org/workshops/tfl/resources/s7_rubrics.pdf
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