This blog exercise has been a wonderful outlet for voicing my thoughts on different subjects in DE that are not necessarily part of the weekly discussions. As I am taking more than one OMDE class at this time, I have had the opportunity to conduct research on different topics. This blog has provided me with a space to bring all of my thoughts between the different classes together in one space.
It has also been helpful to read the other students' blogs in order to get a pulse for their thoughts on critical issues. This is particularly helpful to me as I work for an online university and my perception can be much different from that of someone who is only a student and not a student and employ.
I actually we wish we had more time to work on this throughout the class and I plan to continue this in conjunction with my MDE E-Portfolio. It is an excellent way to keep track of articles that I encounter in my professional and personal life and will act as a great reference for my career in the future.
Thursday, July 3, 2014
The Learning Curve for Instructors in DE
Through OMDE 603 we have discussed how technology has impacted students, as well as, pedagogy. One aspect of all of the flux in this area that has been overlooked is the impact on the instructor.
There are several possible issues that arise with the increased usage of technology within the online classroom. First, an instructor may be a true expert in her field, but may not be as tech savvy as her peers. How much does this impact the student experience? Second, one may be tech savvy, but not necessarily use technology in the best way for learning. Third, technology can actually start to negatively impact the classroom learning experience.
I have personally experienced this third scenario. It can be overwhelming to be required to track an instructor's twitter account, blog, and wiki simultaneously while also keeping track of what is being posted in the LMS. More is not always better. It can simply feel like technology overload even for individuals who are completely comfortable with the applications themselves.
Recently, with the move to LEO, I have seen great instructors struggle. It can be disheartening because the learning curve associated with adapting a new LMS can really impact the quality of instruction. Regardless of the training provided or the preparation done, there always seem to be casualties by way of faculty retention and even student retention. Someday, will the all F2F class become completely extinct? What does this mean for the subject matter experts who do not adapt well to new technologies?
There are several possible issues that arise with the increased usage of technology within the online classroom. First, an instructor may be a true expert in her field, but may not be as tech savvy as her peers. How much does this impact the student experience? Second, one may be tech savvy, but not necessarily use technology in the best way for learning. Third, technology can actually start to negatively impact the classroom learning experience.
I have personally experienced this third scenario. It can be overwhelming to be required to track an instructor's twitter account, blog, and wiki simultaneously while also keeping track of what is being posted in the LMS. More is not always better. It can simply feel like technology overload even for individuals who are completely comfortable with the applications themselves.
Recently, with the move to LEO, I have seen great instructors struggle. It can be disheartening because the learning curve associated with adapting a new LMS can really impact the quality of instruction. Regardless of the training provided or the preparation done, there always seem to be casualties by way of faculty retention and even student retention. Someday, will the all F2F class become completely extinct? What does this mean for the subject matter experts who do not adapt well to new technologies?
The Open University UK: A Vehicle for Social Change
A popular topic in recent American news is the President's desire to improve resources for working mothers. Several news outlets reported that President Obama believes that the US should offer paid maternity leave. This led me to think of the Open University UK and their work towards changing the conversation on mothers and education.
The Open University is a leader in many issues for social change. As an employer they offer an extensive variety of benefits for parents. However, they now want to ensure they offer support to pregnant students and mother of young children as they have been an overlooked at-risk group within higher education. They now provide resting facilities, baby changing facilities, lactation rooms, a nursery for students and employees, childcare vouchers, as well as, flexible work schedules. The most recent change has been improved pregnancy and maternity policy guidance for students. Many students were unaware of all the resources that the university provided them.
The Open University recognized that many students who became pregnant or had young children were not completing their degree or that their academic performance suffered. They continually assess their student population and troubleshoot ways to set them up for success. They define success not just by academic performance, but success once they complete their academic goals with the OU.
According to the 2012 Equality and Diversity Annual Report the OU believes that this attitude not only improves the lives of their student population, but children in general. By providing resources and benefits for parents, they are in turn improving the quality of life for children in their country.
I was so impressed by this attitude. I know that the discussion in America to provide women with paid maternity has been met with significant opposition. My impression is that this is because people consider this option and immediately worry about the cost or the impact on their taxes. However, the OU shows that this is not a mother issue or a women's issue, but an issue about the future of the nation and where we place our value.
The Open University is a leader in many issues for social change. As an employer they offer an extensive variety of benefits for parents. However, they now want to ensure they offer support to pregnant students and mother of young children as they have been an overlooked at-risk group within higher education. They now provide resting facilities, baby changing facilities, lactation rooms, a nursery for students and employees, childcare vouchers, as well as, flexible work schedules. The most recent change has been improved pregnancy and maternity policy guidance for students. Many students were unaware of all the resources that the university provided them.
The Open University recognized that many students who became pregnant or had young children were not completing their degree or that their academic performance suffered. They continually assess their student population and troubleshoot ways to set them up for success. They define success not just by academic performance, but success once they complete their academic goals with the OU.
According to the 2012 Equality and Diversity Annual Report the OU believes that this attitude not only improves the lives of their student population, but children in general. By providing resources and benefits for parents, they are in turn improving the quality of life for children in their country.
I was so impressed by this attitude. I know that the discussion in America to provide women with paid maternity has been met with significant opposition. My impression is that this is because people consider this option and immediately worry about the cost or the impact on their taxes. However, the OU shows that this is not a mother issue or a women's issue, but an issue about the future of the nation and where we place our value.
Tuesday, July 1, 2014
Week 4 Reflection: Making Relevant Financial Decisions in DE
There is a delicate balance in DE in regards to maintaining and introducing new technologies in order to keep up with current trends and avoiding overspending on such software. In my personal experience in Distance Education I find it interesting what students perceive as cutting edge technology. Often, I find that students are impressed when an instructor provides videos to correspond with their coursework. While making good videos is not for the faint of heart, it is hardly new or cutting-edge technology. It's really considered more of a 2nd Wave technology. In fact, the concept of a "talking head" in an online classroom is really quit outdated.
In my opinion, the best way to make a classroom feel relevant or cutting-edge is to make it as technologically dynamic as possible. This does not have to cost a lot as there are a lot of free resources available to individuals and non-profit institutions. I recently wrote a paper about the use of Google Applications in DE. One of the main benefits of using a tool like Google is that it is extremely intuitive and many students are already familiar with it. There is a huge sum of money invested in training educators and IT staff on new technologies so that they can support students. In addition, tutorials must be designed to familiarize students with the new software. This takes not only financial resources, but time from development staff. It can be shocking the number of individuals needed to complete something like an LMS upgrade.
My utilizing free resources or ones similar to those students are already familiar with, universities save time and money. My making solid investments in technology that will not need frequently updated universities can do a better job of retaining students. Many students become frustrated when adapting to new technology impacts their classroom performance. By making wise choices with all resources, the impact to students can be minimal.
Anderson. & F. Elloumi (Eds.), Theory and practice of online learning (Second Edition). Retrieved July 29, 2008, fromhttp://cde.athabascau.ca/online_book/second_edition.html.
In my opinion, the best way to make a classroom feel relevant or cutting-edge is to make it as technologically dynamic as possible. This does not have to cost a lot as there are a lot of free resources available to individuals and non-profit institutions. I recently wrote a paper about the use of Google Applications in DE. One of the main benefits of using a tool like Google is that it is extremely intuitive and many students are already familiar with it. There is a huge sum of money invested in training educators and IT staff on new technologies so that they can support students. In addition, tutorials must be designed to familiarize students with the new software. This takes not only financial resources, but time from development staff. It can be shocking the number of individuals needed to complete something like an LMS upgrade.
My utilizing free resources or ones similar to those students are already familiar with, universities save time and money. My making solid investments in technology that will not need frequently updated universities can do a better job of retaining students. Many students become frustrated when adapting to new technology impacts their classroom performance. By making wise choices with all resources, the impact to students can be minimal.
Anderson. & F. Elloumi (Eds.), Theory and practice of online learning (Second Edition). Retrieved July 29, 2008, fromhttp://cde.athabascau.ca/online_book/second_edition.html.
Wednesday, June 25, 2014
Teacher-Learner Exchanges
In Anderson's Article Three Generations of Distance Education Pedagogy he examines cognitive- behaviorist, social-constructivist and connectivitist pedagogies during each era of distance education's history. The cognitive-behaviorist approach continues to be applied to training rather than formal education. This leads me to my thoughts on the differences between distance training and distance education. Prior to completing the readings in OMDE 603 I did consider online training to be a form of distance education. However, I have come to realize the importance of an exchange between the learner and the teacher being a key component of DE.
Typically, online practical training for something like a job is a one-way experience. A set tutorial has been created with a series of questions to test knowledge. Therefore, if you take a quiz to test your knowledge and get some of the answers wrong, you don't receive any feedback despite the knowledge that you got it incorrect. Even if there is a brief explanation it doesn't really allow the learner to ask follow-up questions or build from personal experiences.
Through the technological innovations over the past 50 years the amount and speed of exchange has improved significantly. I would venture to say that using a Google doc for a group assignment is almost easier than the days of meeting with your group in a quiet library and trying to put your ideas all together.
Typically, online practical training for something like a job is a one-way experience. A set tutorial has been created with a series of questions to test knowledge. Therefore, if you take a quiz to test your knowledge and get some of the answers wrong, you don't receive any feedback despite the knowledge that you got it incorrect. Even if there is a brief explanation it doesn't really allow the learner to ask follow-up questions or build from personal experiences.
Through the technological innovations over the past 50 years the amount and speed of exchange has improved significantly. I would venture to say that using a Google doc for a group assignment is almost easier than the days of meeting with your group in a quiet library and trying to put your ideas all together.
Wednesday, June 18, 2014
Week 3 Reflection
After reading Tony Bates' article OERs: the good, the bad and the ugly I was left with a much more negative impression on OERs than I had in the past. A few months ago I attended a lecture from Dr. Cable Green who is one of the leading voices for OERs. While his main platform is Creative Commons licensing, specifically, he also discussed his passion for the future of education and the impact of OERs.
After ruminating over Bates' comments, I agree with his statement that, "There are costs in the system, and they have to be paid for, one way or another," (Bates, 2012). Despite institutions creating content that is free for all, typically, using that "free" information isn't going to be free. If you only goal is to better yourself and expand your knowledge of a given subject for your own personal enjoyment then OERs are the deal of the century. However, most likely, if you are using an OER such as Perdue Owl, you are attending a university where you pay money. There is a bit of a ruse going on, as Bates points out.
This leads me to another point. Having read a significant amount of material in the last few week on DE and OE, I have come to understand that one of the main purposes for their creation was to provide education to the underprivileged. However, if you look at the cost of many online universities it is often even more expensive than traditional universities. Also, with the boom of online education, there have also been an increase in unaccredited online institutions. Typically, these institutions are very expensive, but lure students in with promises of a fast and easy degree. This is how we got the degree mill. They prey on students who don't know how important certain accreditations can be and don't realize the true cost of that education.
OERs are a good thought, but it will take far more than free resources to truly make education accessible for all. There is indeed a cost for knowledge, and students are paying it.
Bates, T. (2011). OERs: the good, the bad and the ugly. Tony Bates. Retrieved June 17, 2014, from http://www.tonybates.ca/2011/02/06/oers-the-good-the-bad-and-the-ugly/
After ruminating over Bates' comments, I agree with his statement that, "There are costs in the system, and they have to be paid for, one way or another," (Bates, 2012). Despite institutions creating content that is free for all, typically, using that "free" information isn't going to be free. If you only goal is to better yourself and expand your knowledge of a given subject for your own personal enjoyment then OERs are the deal of the century. However, most likely, if you are using an OER such as Perdue Owl, you are attending a university where you pay money. There is a bit of a ruse going on, as Bates points out.
This leads me to another point. Having read a significant amount of material in the last few week on DE and OE, I have come to understand that one of the main purposes for their creation was to provide education to the underprivileged. However, if you look at the cost of many online universities it is often even more expensive than traditional universities. Also, with the boom of online education, there have also been an increase in unaccredited online institutions. Typically, these institutions are very expensive, but lure students in with promises of a fast and easy degree. This is how we got the degree mill. They prey on students who don't know how important certain accreditations can be and don't realize the true cost of that education.
OERs are a good thought, but it will take far more than free resources to truly make education accessible for all. There is indeed a cost for knowledge, and students are paying it.
Bates, T. (2011). OERs: the good, the bad and the ugly. Tony Bates. Retrieved June 17, 2014, from http://www.tonybates.ca/2011/02/06/oers-the-good-the-bad-and-the-ugly/
Monday, June 16, 2014
Welcome to My Distance Education Blog!
The purpose of this blog is to
reflect upon the readings and assignment in OMDE 603. The topics and readings
discussed in this course have already impacted my view of DE as a student and a
professional in the field. I hope that you will share your thoughts, as well.
Before beginning
this course I defined DE as the following:
Distance Education is any type of education or
training where the majority of instruction does not occur in a face-to-face
setting with the instructor and the learner in the same location. This includes
any type of training or teaching and is not limited to secondary or
post-secondary education.
While the bulk of this definition holds true, I have a few thoughts to add. First, for the purpose of this blog I do not consider practical training as part of DE. This is mostly because I have come to understand DE as an "exchange" between a teacher and a learner. Typically, practical training for a profession is one-sided with the learner completing a series of tasks and learning objections. They do not receive real-time feedback and they progress as they would in a DE classroom.
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