The Journey Begins
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Welcome to my learning journal for OMDE 610. Prior to the start of class, instructors began to set the tone with introductions and expectations for interacting with our fellow classmates and instructors. Our fellow classmates and instructors shared resources, helpful advice and encouragement and these collaborations set the tone for the semester. Getting started and grounded opened the forum for discussion with individual introductions to one another. The class shared personal and professional background information and highlighted our individual educational goals and objectives. This diverse class is sure to be interesting, as there are many educators here. As with many UMUC courses, there is a heavy military presence in this class which I enjoy. Our instructors are enthusiastic, seasoned UMUC faculty with a wealth of experience which is exciting as they will undoubtedly enhance our learning journey. There are several e-Learning activities outlined in this course, including this activity of creating an e-Portfolio. For purposes of this activity, I will be referencing key weekly readings and course modules and most of my journaling here will reflect the module teachings, learning activities and required readings. We are on our way!
Module 1 Reflection - Historical and Theoretical Foundations
The first few weeks of the course examined historical and theoretical foundations of distance education learning in the 20th and 21st centuries. We dove deep into the role of learning theories in epistemology. Before one can understand a theory, it is first important to understand what a learning theory is. According to Harasim, (2012) a theory of learning targets educators and researchers to comprehend how one learns. Required readings were incorporated to enhance our learning and understanding on the theoretical foundations of distance education. Specific readings from Harasim, Saba, Ally and Anderson were rich in content and sparked critical thinking about the following considerations: 1) What is learning theory and how can it be useful to the DE professional? 2) What are the most influential learning theories of the 20th and 21st centuries? and 3) How does learning theory inform epistemology and, in turn, is informed by epistemology? Harasim presents an interesting historical overview on how schools of learning influenced distance education practice in the 21st century to support learning. According to Harasim (2012), the four paradigms of speech, writing, printing and the internet have all played an important role in the evolution of collaborative learning. Readings in Module 1 also explored issues of balancing chaos and equilibrium in the online learning environments facing the 21st century. According to Saba (2003), learners are also self-organizing and adapt themselves to their environment in creative and nonlinear ways. In Foundations of Educational Theory for Online Learning, Ally discusses the ongoing debate about the use of technology and instructional course and whether or not one particular type of technology enhances learning. According to Ally (2008), the development of effective online learning materials should be based on proven learning theories. Ally also mentions the implications for online learning. Although all schools of learning have influenced teaching over the years, I believe blended learning strategies using constructivist and online learning theories will be most influential in the 21st century distance education. The trend for pedagogy today is building communities of learning through active and participatory learning.
Assignment 1 (a paper) encouraged more thoughtful reflection on linking historical relationships of learning theories and technology and the influence on current distance education practice. Increasing technological advancements with the invention and widespread adoption of the Internet influenced and shaped the Knowledge Age. On-line learning models in the 21st century have become even more collaborative; therefore, impacting distance education practice. More specifically, learning needs have changed. Today, distance education is a comprehensive blended model of theories and concepts. The online collaborative learning model has removed previous barriers often associated with traditional learning environments because of accessibility and technology. The teaching and learning environments of today are no longer bound by brick and mortar constraints. This new wave of distance education pedagogy is more engaging and encourages more opportunity for student-student interaction, student-teacher interaction, and opportunity within social networking communities. Harasim (2012), characterizes online collaborative learning into three specific phases: idea generating, idea organizing, and intellectual convergence. Distance education practice has had to tailor curriculum and delivery methods to keep up with rapidly changing technology and the global community of learners. This new model of blended learning including concepts of the 20th and 21st centuries enhance the distance education learning experience for both teachers and students.
References
Ally, M. (2008). Foundations of educational theory for online learning. In Anderson, T. (2008). The theory and practice of online learning. Edmonton: AU Press.
Harasim, L. (2012). Learning theory and online technologies. New York: NY; Routledge.
Saba, F. (2003). Distance education theory, methodology, and epistemology: A pragmatic paradigm. In M. Moore & W.G. Anderson (Eds). Handbook of Distance Education (pp. 3-19). New Jersey & London: Lawrence Erlbaum Associates.
Assignment 1 (a paper) encouraged more thoughtful reflection on linking historical relationships of learning theories and technology and the influence on current distance education practice. Increasing technological advancements with the invention and widespread adoption of the Internet influenced and shaped the Knowledge Age. On-line learning models in the 21st century have become even more collaborative; therefore, impacting distance education practice. More specifically, learning needs have changed. Today, distance education is a comprehensive blended model of theories and concepts. The online collaborative learning model has removed previous barriers often associated with traditional learning environments because of accessibility and technology. The teaching and learning environments of today are no longer bound by brick and mortar constraints. This new wave of distance education pedagogy is more engaging and encourages more opportunity for student-student interaction, student-teacher interaction, and opportunity within social networking communities. Harasim (2012), characterizes online collaborative learning into three specific phases: idea generating, idea organizing, and intellectual convergence. Distance education practice has had to tailor curriculum and delivery methods to keep up with rapidly changing technology and the global community of learners. This new model of blended learning including concepts of the 20th and 21st centuries enhance the distance education learning experience for both teachers and students.
References
Ally, M. (2008). Foundations of educational theory for online learning. In Anderson, T. (2008). The theory and practice of online learning. Edmonton: AU Press.
Harasim, L. (2012). Learning theory and online technologies. New York: NY; Routledge.
Saba, F. (2003). Distance education theory, methodology, and epistemology: A pragmatic paradigm. In M. Moore & W.G. Anderson (Eds). Handbook of Distance Education (pp. 3-19). New Jersey & London: Lawrence Erlbaum Associates.
Module 2 Reflection - Behaviorism, Cognitivism & Rubrics
Theories of Behaviorism, Cognitivism and Rubrics were introduced to the class. Behaviorism assumes the learner is passive and outcomes are only reached by stimulus and response of the course or instructor. Behaviorist learning theory was introduced in the early 20th century. Behaviorist learning theory emphasizes consistent stimuli to demonstrate acquisition of knowledge or skills, as a result of instruction, and assessment are used to encourage a specific behavior (Harasim, 2012). Early theorists associated with behaviorism were Pavlov, Thorndike, Watson and Skinner. Classical conditioning and operant conditioning were the two types of conditioning associated with behaviorist learning theory. Task-oriented learning is associated with behaviorist learning theory. Behaviorist learning pedagogy involves these techniques: reward and punishment, behavioral instructional design and taxonomies of learning. and this theory influenced the development of early computer-based instructional design. Learning taxonomies assisted in early instructional design by assessing outcomes with intentional learning objectives. Behaviorism uses modification methods to control and adjust desired outcomes. There are strengths and weaknesses associated with instructional design based on the behaviorist theory. Behaviorist learning theory later became challenged by educators and researchers as educational technologies began to emerge. Instructional design under the behavioral learning theory consisted of predicted outcomes produced by intentional stimulus or as Harasim (2012) compares this to knee jerk reaction- a well thought out response to a situation. Later, psychologists began to explore cognitive learning. According to Harasim (2012), Gagne contributed greatly to the process of instructional design theory. "Gagne's work centered on instructional design and the prescription of a didactic pedagogy based on individualized learning." Both theories of behaviorism and cognitivism influenced learning models. Cognitivism was a didactic model. Early learning theories focused on individualism. As technology advanced, so have the opportunities for more collaborative learning environments. Instructional designers have the opportunity to influence the delivery methods and course design and therefore have the opportunity to enhance the online educational experience. However, some weaknesses for experienced online instructors might be related to lack of experience with instructional design and new technology. An experience online instructor today recognizes the learning process is not instructor-centered, but rather more collaborative which can present a challenge for online instructors. Cognitivist learning theory was an extension of behaviorism.
I now understand the rationale for incorporating readings on rubrics into this module as it was part of our assignment 2. Rubrics for on-line instruction can be used in several ways. More specifically, they can be used as a course self-evaluation tool which can provide essential feedback to the instructor about possibly necessary revision to course content if needed. Rubrics can also assist in new course design. Rubrics can also be used as a means of recognition for exemplary on-line instruction. According to California State University's description of the rubric for online instruction or (ROI), the rubric is designed to answer the question, "What does high-quality online instruction look like?" The required reading from Peirce, included a thoughtful rationale for instructors using rubrics involving critical thinking. The reading supports the argument that professors who are responsible for teaching skills such as arguing, analyzing, synthesizing, drawing conclusions, solving problems, making decisions, and evaluating need to know how to assess student mastery of these skills by using rubrics.
Assignment 2 (creating a learning activity) incorporated deeper reflection on behaviorist and cognitivist learning theories. The assignment required creation of a behaviorist / cognitivist e-Learning activity or lesson. The requirements of the activity included detailed objectives, intended audience, detailed activity lesson and how it was facilitate by the use of technology, how theory integrates this assignment and creation of a rubric to assess the outcome of the activity. I found this assignment extremely challenging, as I am not a teacher and am not on the teaching track in terms of my career path. Developing the activity was a struggle, especially since I am not familiar with developing course assignments or activities. I chose an interesting topic about how to engage non-traditional students in the 21st century as I could directly relate to this from a personal standpoint.
References
Harasim, L. (2012). Learning theory and online technologies. New York: Routledge.
Peirce, W. (2006). Designing Rubrics for Assessing Higher Order Thinking. Course assessment handbook. Prince George's Community College.
I now understand the rationale for incorporating readings on rubrics into this module as it was part of our assignment 2. Rubrics for on-line instruction can be used in several ways. More specifically, they can be used as a course self-evaluation tool which can provide essential feedback to the instructor about possibly necessary revision to course content if needed. Rubrics can also assist in new course design. Rubrics can also be used as a means of recognition for exemplary on-line instruction. According to California State University's description of the rubric for online instruction or (ROI), the rubric is designed to answer the question, "What does high-quality online instruction look like?" The required reading from Peirce, included a thoughtful rationale for instructors using rubrics involving critical thinking. The reading supports the argument that professors who are responsible for teaching skills such as arguing, analyzing, synthesizing, drawing conclusions, solving problems, making decisions, and evaluating need to know how to assess student mastery of these skills by using rubrics.
Assignment 2 (creating a learning activity) incorporated deeper reflection on behaviorist and cognitivist learning theories. The assignment required creation of a behaviorist / cognitivist e-Learning activity or lesson. The requirements of the activity included detailed objectives, intended audience, detailed activity lesson and how it was facilitate by the use of technology, how theory integrates this assignment and creation of a rubric to assess the outcome of the activity. I found this assignment extremely challenging, as I am not a teacher and am not on the teaching track in terms of my career path. Developing the activity was a struggle, especially since I am not familiar with developing course assignments or activities. I chose an interesting topic about how to engage non-traditional students in the 21st century as I could directly relate to this from a personal standpoint.
References
Harasim, L. (2012). Learning theory and online technologies. New York: Routledge.
Peirce, W. (2006). Designing Rubrics for Assessing Higher Order Thinking. Course assessment handbook. Prince George's Community College.
Module 3 Reflection - Constructivism, OCL, & Social Media
Constructivism and OCL learning theories and the influence of social media through Web 2.0 technology are introduced in this module. Constructivism and OCL influenced online learning environments because they are learner-centered. The introduction of the Web 2.0 and social media further influenced online pedagogy by increasing collaboration and communities of knowledge building. During this time, the Community of Inquiry Model emerged. Garrison introduced theory of Community of Inquiry framework model in 2000 which also influenced distance learning pedagogy. Teachers were not just disseminating information to their students under this approach, but rather they were forming collaborative learning environments.Three components associated with the Community of Inquiry Model are: cognitive presence, social presence, and teacher presence. More specifically, these components are broken down into the following: 1) cognitive presence is the process of a student engaging with the course content, 2) social presence is the process of a student engaging with fellow students or teachers, and 3) teacher presence is the process of how the teacher engages the student to meet course objectives and goals.
The constructivist learning theory involves a scaffolding approach to learning based on successful completion of tasks which is presumed to motivate students to build on that knowledge and attempt to move onto the next learning challenge using their prior knowledge to succeed. This was a break-through for online instruction as teachers were shifting their teaching roles to that of a more facilitative approach. This methodology became what is known as building a learning scaffold.
According to Harasim (2012), constructivist learning technology influenced online learning environments and included a combination of online learning theories. Constructivist pedagogy also strongly influenced instructional design of online courses because theorists such as Piaget and Vgotsky introduced the concept of active learning environments which was unlike the more instructor-centered, cognitivist approach. Both Web 2.0 technology and social software tools contribute to a better learner-centered experience because of the flexibility they offer. According to Haraism (2012), COI, constructivism, and online collaborative learning theories overlap and work in tandem to engage and enhance the student educational experience. Today, technology and collaborative learning environments create more opportunities for students to learn without experiencing isolation. According to Garrison (2003), effective online learning environments included a combination of social and content-related interactions.
Assignment 3 appropriately aligned with our course module and teachings with a focus on constructivism or OCL. This assignment was to create an e-Learning activity using either constructivism or OCL. This assignment was similar to assignment 2 with the exception of the theories used. The requirements of the activity included detailed objectives, intended audience, detailed activity lesson and how it was facilitate by the use of technology, how theory integrates this assignment and creation of a rubric to assess the outcome of the activity. I found that developing the activity was slightly easier than assignment 2. Although, I am not on a teaching track in terms of my career, working on assignment 2 helped me with this task. I chose an interesting topic about how to enhance student learning through community service. The primary focus on this activity involved high school students and engaging them to expand their knowledge and skills, increase their understanding of the importance of community issues, problems associated with these issues targeting the specific senior citizen population. The skills highlighted in my activity were on literacy and my project was titled, "Elderly connections through literacy."
References
Garrison, D.R., & Anderson, T. (2003). E-Learning in the 21st century: A framework for research and practice. London: Routledge/Falmer.
Harasim, L. (2012). Learning theory and online technologies. New York: Routledge.
The constructivist learning theory involves a scaffolding approach to learning based on successful completion of tasks which is presumed to motivate students to build on that knowledge and attempt to move onto the next learning challenge using their prior knowledge to succeed. This was a break-through for online instruction as teachers were shifting their teaching roles to that of a more facilitative approach. This methodology became what is known as building a learning scaffold.
According to Harasim (2012), constructivist learning technology influenced online learning environments and included a combination of online learning theories. Constructivist pedagogy also strongly influenced instructional design of online courses because theorists such as Piaget and Vgotsky introduced the concept of active learning environments which was unlike the more instructor-centered, cognitivist approach. Both Web 2.0 technology and social software tools contribute to a better learner-centered experience because of the flexibility they offer. According to Haraism (2012), COI, constructivism, and online collaborative learning theories overlap and work in tandem to engage and enhance the student educational experience. Today, technology and collaborative learning environments create more opportunities for students to learn without experiencing isolation. According to Garrison (2003), effective online learning environments included a combination of social and content-related interactions.
Assignment 3 appropriately aligned with our course module and teachings with a focus on constructivism or OCL. This assignment was to create an e-Learning activity using either constructivism or OCL. This assignment was similar to assignment 2 with the exception of the theories used. The requirements of the activity included detailed objectives, intended audience, detailed activity lesson and how it was facilitate by the use of technology, how theory integrates this assignment and creation of a rubric to assess the outcome of the activity. I found that developing the activity was slightly easier than assignment 2. Although, I am not on a teaching track in terms of my career, working on assignment 2 helped me with this task. I chose an interesting topic about how to enhance student learning through community service. The primary focus on this activity involved high school students and engaging them to expand their knowledge and skills, increase their understanding of the importance of community issues, problems associated with these issues targeting the specific senior citizen population. The skills highlighted in my activity were on literacy and my project was titled, "Elderly connections through literacy."
References
Garrison, D.R., & Anderson, T. (2003). E-Learning in the 21st century: A framework for research and practice. London: Routledge/Falmer.
Harasim, L. (2012). Learning theory and online technologies. New York: Routledge.
Module 4 Reflection - Connectivism, Communities of Practice and MOOCs
In this module, our readings and work focused on current trends in technology and learning and the new theory of connectivism. The three former theories of behaviorism, cognitivism and constructivism were developed during a time when learning was not impacted by the Knowledge Age. The movement of connectivism is thought to be one of the most influential theories of online teaching. It was during this time, that multiple networks involving computers emerged to bridge opportunities for learning and collaboration. Since information was abdundant from multiple sources, it became clear that through this chaos, learners had to sift through important and unimportant information. Siemens discusses the theory of connectivism, provides a solid foundation of explanation of the theory, and the challenges of knowledge management as a result of this new wave of networking capabilities. According to Siemens' (2004), connectivism first begins with the individual and his or her understanding of knowledge, but is influenced by social networking connections. "Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements - not entirely under the control of the individual." (Siemens, 2004) This theory is dependent on different perspectives.
One of our discussions in this module was to develop a theory based on our experience in this course or previous courses. In my opinion, distance pedagogy is a comprehensive blended model of learning theories and concepts. It is not a one size fits all venue. Teaching should have clear objectives, utilize current technology and incorporate innovative learning strategies to engage and motivate students and enhance the classroom experience. Learning is a process that involves observable behavior, motivation, thinking and reflection. 21st century learning continues to evolve through technological innovation.
We also explored the current trends involving MOOCs for learning in this module. By definition, a MOOC is a 'massive open online course' which is available to anyone who wants to learn about a course. In this type of learning, students can watch lectures, read various course materials, participate in online discussions and complete quizzes and tests. Many higher education institutions today are partnering with various organizations such as 'Coursera' to deliver these open educational resources. Some MOOCs are being offered directly through colleges and universities. MOOCs can be challenging for institutions as they raise important questions about instructional design among other things. We were encouraged to independently sign up for a MOOC. I chose to enroll in a course on evolution offered through Coursera. I have studied Darwin's theory on evolution previously and find the subject matter very interesting. This 4- week course is geared towards teaching professionals who teach the theory of evolution. This comprehensive course consists of many lecture videos, activities for students and how to teach evolution to socially diverse students. The course provides a thorough background on Darwin and his framework for evolutionary science and its contribution to society. Darwin's first idea was descent with modification. This is a fascinating course.
The required assignment for this module focused on communities of practice (COP). We were required to do some research on a successful online community of practice and describe its history, what makes it successful, what distance education theories contribute to its success, how it functions, how it contributes to learning and building knowledge and how this community of practice is monitored. An online community of practice is a new trend for informal knowledge sharing and collaboration. These communities provide opportunities for professional networking, provide opportunities for sharing experiences and resources for groups of people sharing a common interest. The best COPs will have multiple methods for sharing and interacting through discussion forums, blogs, newsletters, related news feeds, member directories, and more specifically, they provide platforms to connect people and build a sense of community. Through my research on MOOCs, I came across an interesting report entitled, "MOOCS and Open Education: Implications for Higher Education." The purpose of the report was to assist higher education decision makers achieve a better understanding on the phenomenon of MOOCs, current trends and how these trends might influence higher education institutions.
References
Siemens, G. (2004). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1). Retrieved from http://www.itdl.org/journal/jan_05/article01.htm
Yuan, L. Powell, S. (2013, March) MOOCs and open education: implications for higher education. Retrieved from: http://www.smarthighered.com/wp-content/uploads/2013/03/MOOCs-and-Open-Education.pdf
One of our discussions in this module was to develop a theory based on our experience in this course or previous courses. In my opinion, distance pedagogy is a comprehensive blended model of learning theories and concepts. It is not a one size fits all venue. Teaching should have clear objectives, utilize current technology and incorporate innovative learning strategies to engage and motivate students and enhance the classroom experience. Learning is a process that involves observable behavior, motivation, thinking and reflection. 21st century learning continues to evolve through technological innovation.
We also explored the current trends involving MOOCs for learning in this module. By definition, a MOOC is a 'massive open online course' which is available to anyone who wants to learn about a course. In this type of learning, students can watch lectures, read various course materials, participate in online discussions and complete quizzes and tests. Many higher education institutions today are partnering with various organizations such as 'Coursera' to deliver these open educational resources. Some MOOCs are being offered directly through colleges and universities. MOOCs can be challenging for institutions as they raise important questions about instructional design among other things. We were encouraged to independently sign up for a MOOC. I chose to enroll in a course on evolution offered through Coursera. I have studied Darwin's theory on evolution previously and find the subject matter very interesting. This 4- week course is geared towards teaching professionals who teach the theory of evolution. This comprehensive course consists of many lecture videos, activities for students and how to teach evolution to socially diverse students. The course provides a thorough background on Darwin and his framework for evolutionary science and its contribution to society. Darwin's first idea was descent with modification. This is a fascinating course.
The required assignment for this module focused on communities of practice (COP). We were required to do some research on a successful online community of practice and describe its history, what makes it successful, what distance education theories contribute to its success, how it functions, how it contributes to learning and building knowledge and how this community of practice is monitored. An online community of practice is a new trend for informal knowledge sharing and collaboration. These communities provide opportunities for professional networking, provide opportunities for sharing experiences and resources for groups of people sharing a common interest. The best COPs will have multiple methods for sharing and interacting through discussion forums, blogs, newsletters, related news feeds, member directories, and more specifically, they provide platforms to connect people and build a sense of community. Through my research on MOOCs, I came across an interesting report entitled, "MOOCS and Open Education: Implications for Higher Education." The purpose of the report was to assist higher education decision makers achieve a better understanding on the phenomenon of MOOCs, current trends and how these trends might influence higher education institutions.
References
Siemens, G. (2004). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1). Retrieved from http://www.itdl.org/journal/jan_05/article01.htm
Yuan, L. Powell, S. (2013, March) MOOCs and open education: implications for higher education. Retrieved from: http://www.smarthighered.com/wp-content/uploads/2013/03/MOOCs-and-Open-Education.pdf