OMDE601
Module 1 Reflection- Laying the foundation of Distance Education
One of the very first questions to be asked by the instructor was: What do you think the definition of distance education is (DE)? I define DE, as a physical or spatial separation between students and teachers, while instructors taught students various subjects through the various means such as the internet, mail, etc. minus being at the institution itself. As I continued my learning, my initial definition of DE has not changed.
I never realized there was so much to distance education itself. I never really thought of the other aspect of DE meeting on a synchronous basis, because I was use to asynchronous learning. I use to think of online classes as being asynchronous, which that in itself is the appeal. The dynamics of learning DE through these various methods requires a great amount of flexibility on the institution and the learner.
The discussion portion of this module, proved to be interesting and enlightening. A majority of the discussions involved the use of modern technology. Technology can be either a hindrance or great benefit pending on its use.
I would definitely say, I was not aware how long Distance Education has been around. The readings were a bit laborious, but definitely worthwhile. I learned what pedagogical meant, since Otto Peters utilized over and over again in his textbook. The writing assignment has helped my writing and research skills, since it has been forever since I wrote a paper. I can at least apply the APA format to point papers for congressional inquiries on climate change. I feel module one covered the objectives of providing a foundation/ history of DE. The lead facilitator and her TA definitely lead me in the right direction via the virtual "bread crumb" like trail. The writing coach and my Mentor also were very beneficial on the administrative side and very responsive. Although I am commencing module two, which requires more reading, I am looking forward to see what other knowledge, I'll gain.
Module 2 Reflection – DE Theories and Applications
There definitely was a copious amount of reading for this module. This module focused on the theoretical aspects of DE. The readings were more in depth and focused heavily on the different types of theoretical applications/issues of DE., My participation was limited with Dr. Peters, but I did read/ answer the threads when the opportunity arose. As Dr. Peters stated in his comments, DE is unique in that it provides the learner the opportunity to learn, especially when the opportunity is not physically there (face-to-face). This is especially true when looking at the history of DE as provided by Moore & Kearsley (2012). My definition of DE has not altered that much, but it has become more refined. I would define DE as the spatial/ physical separation of the student and teacher along with the technological aspects, pedagogical methods, and use of teaching strategies culminate in the overall success of DE. By having a thorough understanding of these elements, enables the institution a more effective means of providing an effective course, which this may result in the stimulation of the student.
The theories and applications apply to both the student and teacher. By applying the appropriate methodology (i.e. behaviorism) of learning helps the institution develop courses to benefit the student and help them succeed.
Module 3 Reflection - Institutional Aspects of Distance Education
Well finally in module three, and the reading has eased a bit. I am looking forward to the more “hands-on” experience. My definition of DE still remains the same, but I would add the type of institution and student’s environment plays a key role in the student’s autonomy. DE is like I say in the military, it’s not for everyone. It is also the students responsibility to play an active role in their learning process. The teacher is merely a guide along the path of learning, prodding and coaching the student to grasp the course content. If the learner cannot grasp this concept, DE may not be the right ‘fit’ for them.
The study group for this module was definitely interesting as well as a challenge. One member lived in Spain, and the other member lived in South Korea, so synchronous talks were a bit more challenging. The group chose the right people for the right job, and we utilized wiki-spaces to communicate and share documents. We ironed the issues out amongst ourselves, and I felt we worked rather well together. The groups research concentrated on the classification modes of DE. Our scheme consisted of single mode, dual mode, mixed mode, and consortia. Single mode institutions offer distance education courses only, dual mode institutions offer distance education courses and face-to-face courses, mixed mode institutions offers the same as dual mode as well as a blend of both (taken concurrently), and consortia is a partnership between various institutions cooperating with each other to offer distance education courses.
The purpose of this group was to learn collaborative learning.
This collaboration allows students to discuss new ideas and learn from each other.
I have provided some examples of this scheme from various countries:
1.) North America – Strayer University is a mixed mode institution.
2.) Europe – The Open University United Scotland is a single mode institution.
3.) Australia/Asia/Africa – Asia Pacific University College of Technology & Innovation is a consortium.
Dual and mixed mode was very similar to each other, and very difficult to differentiate, so this requires further research or ‘getting into the weeds’ to thoroughly understand it. Some institutes were easy to distinguish the exact mode, but some I had to read between the lines to assign a classification to it. I would like to further research developing countries like Kabul University in Afghanistan, so I can fully understand the development process of a budding DE institution. Although, this is the conclusion of OMDE 601, I am truly looking further to my future classes.
OMDE 603
During the course of this class, the main subjects entailed the usefulness of synchronous and asynchronous technology. Some of the following definitions of synchronous and asynchous in DE were discussed in Module 2.
A-synchronous is a communication occurring independent of time or location. A-synchronous communication occurs in time delay, for example, when participants send messages to a central location (discussion forum) where they are archived for later retrieval from other participants.
A-synchronous DE: Education in which interaction by instructor and students occurs intermittently with a time delay and does not take place simultaneously. Content can be delivered using text, audio or video.
During the course, I compared the use of using a wiki and a blog during one of the exercises. I found that blogging is easier than using a wiki. The functionality and ease of posting is what really made the difference. I have not used the video or audio functions of this site yet, but I definitely can see the benefit in doing so. I was able to organize my posts in a chronological order, and it allowed me to express my thoughts and ideas with access from anywhere. I may actually abandon my wiki for a blog in reflecting on my activities within the OMDE realm. Prior to this exercise, I have never blogged before, but I would recommend this to any student, as a way to keep track of your learning progress in any class. All three modules proved to be interesting, from the writing assignments to the history of distance education. I believe that these post are only as useful as long as they are frequently updated. Click on this link for some artifacts OMDE603.
OMDE 604
During this course, I was able to relate the material more than the previous ones. The main subject dealt with leadership, and being in a leadership position within the military, I was able to understand a majority of the concepts presented. It was great to correlate the similarities that military leaders and DE leaders share. As leaders, we must be able to coach and motivate whether it's a student or a worker. One of the best examples, was the article entitled "Advising Jay", because it was read about a person develop autonomy through the guidance provided by his counselor, while going through college. There were numerous examples of leadership styles provided through situational leadership and Maslov's Heirarchy of Needs. I have provided some sample findings from OMDE604.
OMDE 606
Module 1: Distance Education and the Economics of Education
During the first week, we discussed the unprecedented growth and expansion of distance education, when compared to traditional F2F education. The most rapid growth occurred due to the inception of the internet age, resulting in a exponential growth and availability to those who could not obtain their educational goals. Also, during this module we discussed the core theories in economics, and their relationship to being an investment in Human Capital. As discussed by Schultz, most economists avoid the term Human Capital due to its resemblance to slavery (1961). I believe that investing in the infrastructure of a nation with such things as medical facilities, education, job opportunities, leads to the benefit of the society as a whole both economically and socially.
Module 2: The Techniques of Cost Analysis
The concept of this module explored the factors of costs, and their application to education. Fixed costs (e.g. salaries, buildings, and course development) and variable costs (e.g. equipment, students, etc) were classified into major categories that contributed to the overall costs of a course. I explored depreciation values, and the benefits of utilizing annualization. Annualization is good for planning purposes, but it does not take variability into the equation when figuring out the overall cost of the course during the year. I found WA2 to be a bit of a challenge, because I was not exactly sure of the formulas. Although, the mock assignment did help out quite a bit once I manipulated the numbers into the equations. Hilary Perraton introduced the concept of a “Costing Cube”, which assists the budgeter in lowering costs for the student through efficiency. He uses the relationship among volume, media sophistication, and interactivity (student and teacher relationship). One item that is highly variable is the determination of the number of students. Additionally, the use of less sophisticated media could result in a loss of attractiveness to the students. The “Costing Cube” shares similarities to the average cost formula. Fixed costs are influenced by sophisticated media, and the level of interactivity between the student and teacher influences the variable cost per student. An increase in the teacher’s time online increases these variable costs for the student. During this module, John Daniel’s cost structure of distance learning (Eternal Triangles) allots for costs to be reduced while increasing the access and quality of the course, but this theory cannot be applied to all situations. ODL has a different cost structure compared to the costs of a face-to-face institution, and the costs involved with ODL are generally “cheaper”. The reason ODL is more cost effective is due to the combination of low variable costs and high fixed costs, which results in increased access for the learners. Although the low cost of ODL requires an initial higher cost up front, the end result is a lower variable cost for the student as well.
Module 3
Module 3 describes the application of cost analysis as it applies to ODL. One method of determining cost effectiveness of a course is through the overall number of graduates a course of instruction produces. During this module, the course hosted visiting expert Greville Rumble, and this allowed us to ask him to go into further detail on effectiveness and efficiency in regards to cost analysis. We also discussed the effects of cost analysis and their impacts on an economy that is on a fixed rate, in addition to some of the budgeting ethics.
Module 4
This module discussed the cost structures of mass media in distance learning. New technologies do not replace previous generations, but they are merely indicate shifts in educational frontiers. Technology is classified as either one-way or two-way communication. Bates’ ACTIONS model is a methodology for assessing learning technology, and it provides a framework for selecting technology within a course. ACTIONS stands for: Access, Costs, Teaching and Learning, Interactivity and User-friendliness, Organizational Issues, Novelty, and Speed. Simply choosing a fast or ‘cheap’ e-learning technology does not guarantee sustainability for the course. The “theory of media equivalence” states that not all media can deliver the desired result in the context of learning. The ability to interface with symbolic media and integrate their output enables the learner to demonstrate human cognition of the material. In other words, selecting the appropriate type of media can effectively impact the course.
Module 5
This module discusses the shift away from selection of technologies and the application of the right technology to the appropriate learning scenario. LMS can not only deliver course materials, but it can sustain it. We also revisited one-way and two-way communication media technology, and also learned the distinction of type-I and type-C scenarios. Tony Bates was our visiting expert during this module. We discussed the use of using technology in a more effective and efficient manner.
Module 6
This module discusses the economics of distance education and the effect on student retention. Cut-backs in student support and cutting costs in other portions of DE can have an adverse effect on retention and student success. We discussed alternative methods of remaining efficient in ODL, while maintaining quality resources for student use.
OMDE607
OMDE607 proved to be quite enlightening, as I explored the process of constructing a course from proposal to implementation. First, I had to identify the issue, construct a written proposal and a storyboard, then present a portion of the course. At first my material was very broad, but I narrowed the material down to a specific area in oceanography. I have provided a link to my storyboard and written proposal.
OMDE608
This course covered the support element of DE from instructors to administration and technical support. As a group project, we analyzed and assessed an actual educational institution (SG project OMDE608). One common theme, was the use of asynchronous communications via e-mail and message boards. Accessible support is a vital thread linking the student to success during a course. I have seen the problems, first-hand from some of my co-workers, while they took an online course. The instructor was unresponsive, which created a 'learning deficit' for the learner, therefore resulting in either the student becoming more autonomous or failing the course completely due to not comprehending the material.
OMDE610
28JAN12 Module 1: Introduction & defining DE theory and e-learning pedogogy.
The first week commenced defining methods laying foundations of learning theories from the various readings by Ally and Anderson. Ally (2008) described the three schools of learning (Behaviorist, cognitive, and constructionist). Anderson formulates the theory of online learning through the various interactions amongst the learner, content, and instructor. He also constructed a model based on his the theoretical elements and how they interacted with each other through communication and independent study. As most of the readings discuss, online instructors are merely guides or coaches, thus allowing students to confer with each other and learn from each other. I also discussed how the exterior environment affects the overall success of the learner. I know that with the requirements of my job, this course is a bit difficult for my participation at times.
04FEB12 During this week, the class discussed the article by Garrison, Anderson & Archer, "The first decade…". Leila, I believe, captured the 3 terms Cognitive, Social, and Teacher presence the best. Cognitive thinking stimulates the learner through topics to bring a sense of deeper thinking and reflection. Social presence is using discussion boards and bring about student-student interaction; I believe this is also another way for students to support each other. Teacher presence is a way for the teacher to support student learning through guidance.
11FEB12 Week 3. During this week, I learned that Conrad (2007) discussed the roles of teachers and students in a traditional vs. non-traditional setting. I do believe that in the online environment students actually run the course, while the teacher lays the foundations of the objective. This ties in all three elements that were discussed last week. I received feedback, stating that I am a bit behind. This is important, because it lets me know that I am way behind. I learned from the Mayes reading, that I must set a goal, then make a plan for that goal, and then implement those plans to achieve it.
18FEB12 Week 4. During this week we discussed teaching theories and modifications as a result of technological innovations. In order for most DE schools to remain relevant, the institution must have be preemptive with course design and include technology as it comes along. Course designers must structure the course based on the objective of the course, while including room for the student to develop based on their learning method. We also discussed rubrics for course design. Based on the quality matters rubric and ROI rubric, I found the QM to be the easiest to follow. The reason for this is that it flowed like a checklist covering eight standards for inclusion in design of a course.
25FEB12 Week 5. During this week we discussed Web 2.0 tools and uses for education. One web 2.0 tool that was brought up was linked-in. I have used this to connect with professionals within the local area ( a way of networking for future job prospects). Robert brought up the idea of using Twitter as a mass notification system in education (i.e. new posts, sharing articles/ideas, etc). Use of smart phone applications would also be very useful for any courses (especially for WebTycho).
03MAR12 Week 6. I really believe this week's subject hit home, 'lurking'. As I read Beaudoin's article, I realized I do share some of those traits discussed in the article. But it is not for reasons of being lazy, it is mainly due to the fact I had to restructure my priorities at work. Joy discussed assigning a fellow student buddy system, in other words they motivate as well as holding each other accountable. Please click on the link for my final research assignment in OMDE610.
DEPM625
The overall objective DEPM625 was to provide an understanding of distance education on a global scale. During the first few weeks, the class discussed the term developing country.
I provided the answer below to one of our first assignments.
Does it still make sense to use the concept of a developing country? Do you think that in spite of all their diversity less developed countries share enough common characteristics? Explain your arguments.
It still makes sense to use the term ‘developing country’, since individual countries are at varying stages of development. In other words, each country is at some stage of development, although some countries are more developed than others. Each country’s development appears to be reliant upon supply and demand of its natural resources, industrial exports, and political stability as highlighted in Todaro’s writings (2003). For example, Kuwait’s oil resources have provided the country with the financial resources to invest in their population through education, medical facilities, and infrastructure. Overall, any form of political corruption or disruption can significantly hinder a country’s development. The ongoing political strife occurring in developing countries, such as west Africa, have stymied the country from investing in their economic future and infrastructure. According to Todaro (2013), both developing and developed countries share a common goal of reducing poverty, enhancing education, and improving their economy. Whether being a developed or developing nation, each country must be willing to manage their development on a micro-scale or individual level, because each portion the country improves upon goes towards the development of the country as a whole.
Over the next several weeks, I was provided the task of researching an aspect effecting DE in developing technology. The class was then assigned a week to present their findings and ideas among the members. I found this to be a useful way of receiving feedback from my peers, and implementing their ideas into my research. I decided to research smart phone and tablet technology in primary education (K-12). Some of the issues that arose over the course of my research consisted of closing the digital divide (access), mobile technology costs, and proper implementation of these technologies in the classroom environment.
DETC630
DETC630 introduced me new and burgeoning technologies through various forms of multimedia through the use of video teleconferencing, video, audio, flash media, etc. I took this course simultaneously with IMAT639, which I found it to be useful. I enjoyed the hands-on experience with programs such as VSee, ISpring, and Google Drive. The class was asked to provide a visionary essay on changes in the DE world, and I found it difficult to actually found it difficult to predict the future, especially as new and sweeping changes occur with technology. I believe that mobile technology is the piece of technology that will continue to revolutionize DE.
IMAT639
The purpose of this course was to assist the instructional designer in gaining the proper methodology in appropriate web design. During the course, I used the DreamWeaver 6 software and associated guidebook. During the course, I evaluated the differences between good and bad web design, and I established an initial website (which was fairly simple with the software). However, I did have difficulty using CSS spreadsheets. The main project was to design a web page using a multitude a variety of plug-ins. I chose to use a 'fill-in' form (CSS), audio (audacity), video (You Tube), photos(Picasa), flash graphics, mobile slide-show (ISpring). To be honest, I had no experience in using HTML, but upon conclusion of the course, I felt more comfortable in designing courses in the online environment. I logged my findings through the use of a 'designer notes' page.