A few thoughts at the outset of my OMDE601 journey
1. What was my initial definition of DE (the one posted in the classroom)?
My initial definition of DE as posted on the MDE course site on the 11th of June 2012 was as follows, "It is the creation of learning opportunities for learners at a distance, using various types of technology, and based on sound pedagogical principles".
2. How has my understanding of DE changed after the first two weeks of class?
Although by basic definition of DE has not changed considerably, my understanding of DE has changed over the first two weeks of class in the sense that I realized that there are various nuances to this field. An "aha" moment, believe it or not, was when I realized that DE is a method. An "aha²" moment was when I read Prof Holmberg's comments about empathy in DE. Having originally studied counselling psychology, I found it fascinating to find a term that I was so constantly reminded about in my previous studies in a new field of interest, and applied in such a convincing manner. It further is 'comforting' to see familiar names like Rogers and Skinner, when one reads your study material.
And, of course, having Prof Peters as a visiting expert was both daunting and a wonderful experience, and something that I will remember for a long time. I also remember the tremendous amount of reading we had to do in preparation for his visit, and this was very early in our journey, so it required a significant amount of self-discipline (one did not want to ask the expert a foolish question).
3. What is my view of myself as a learner? As an online learner?
I regard myself as a committed learner and I enjoy learning online. The field of online teching offers so many new opportunities for presenting learning material in an interesting manner. I particularly enjoy the visual aspect of online learning and teaching, for instance being able to use and observe colour and movement in such an environment.
4. How has my view of the MDE changed?
At first I had to get used to the 'formality' of the MDE course. I really had to get used to the idea that it is advisable to provide references in a discussion forum on a course site, but later realized that I have a mental map of a postgraduate certificate at the back of my mind instead of a journey towards a Master's degree. I find the availability of a writing coach a novelty and believe this approach can really enhance the academic standard of students' work. The high visibility of Turnitin is also something new to me, but approach that I would encourage at my institution as well.
I find it particularly appealing that the skill builders are 'embedded' in one's weekly progress. Just making some progress up till here with my very basic e-portfolio is something unique to me. I was previously vaguely aware of something like an e-portfolio, and the benefits it may hold. If I eventually master this task, I will share this information with my colleagues, who should then also be able to apply it in their teaching.
My initial definition of DE as posted on the MDE course site on the 11th of June 2012 was as follows, "It is the creation of learning opportunities for learners at a distance, using various types of technology, and based on sound pedagogical principles".
2. How has my understanding of DE changed after the first two weeks of class?
Although by basic definition of DE has not changed considerably, my understanding of DE has changed over the first two weeks of class in the sense that I realized that there are various nuances to this field. An "aha" moment, believe it or not, was when I realized that DE is a method. An "aha²" moment was when I read Prof Holmberg's comments about empathy in DE. Having originally studied counselling psychology, I found it fascinating to find a term that I was so constantly reminded about in my previous studies in a new field of interest, and applied in such a convincing manner. It further is 'comforting' to see familiar names like Rogers and Skinner, when one reads your study material.
And, of course, having Prof Peters as a visiting expert was both daunting and a wonderful experience, and something that I will remember for a long time. I also remember the tremendous amount of reading we had to do in preparation for his visit, and this was very early in our journey, so it required a significant amount of self-discipline (one did not want to ask the expert a foolish question).
3. What is my view of myself as a learner? As an online learner?
I regard myself as a committed learner and I enjoy learning online. The field of online teching offers so many new opportunities for presenting learning material in an interesting manner. I particularly enjoy the visual aspect of online learning and teaching, for instance being able to use and observe colour and movement in such an environment.
4. How has my view of the MDE changed?
At first I had to get used to the 'formality' of the MDE course. I really had to get used to the idea that it is advisable to provide references in a discussion forum on a course site, but later realized that I have a mental map of a postgraduate certificate at the back of my mind instead of a journey towards a Master's degree. I find the availability of a writing coach a novelty and believe this approach can really enhance the academic standard of students' work. The high visibility of Turnitin is also something new to me, but approach that I would encourage at my institution as well.
I find it particularly appealing that the skill builders are 'embedded' in one's weekly progress. Just making some progress up till here with my very basic e-portfolio is something unique to me. I was previously vaguely aware of something like an e-portfolio, and the benefits it may hold. If I eventually master this task, I will share this information with my colleagues, who should then also be able to apply it in their teaching.
Reflections on the first wave of DE
1. Has your original definition of DE evolved further? If so, in what ways?
My original definition of DE has not evolved much further, but I am certain it will.
2. What did you learn about the first wave of DE that was most surprising to you? And why?
The aspect of the first wave of DE that I found most surprising, was the degree of industrialization which formed its basis. I did not realize before that there are certain 'harsh realities' underlying this method of teaching.
3. What do you think was the most important work of early DE scholars?
The early DE scholars set the scene for future scholars and established models and theories that future generations could build on.
4. How do you think studying the early development of DE might affect you as a student of DE and/or as a DE practitioner?
Studying the early development of DE will help me realize where we are coming from - it was mentioned in our study material that one needs to know where you came from in order to know where you are going and that makes sense to me. An ideal would be to learn from the past and to improve on it in future.
5. What is your experience of learning collaboratively as part of a small group with a specific task?
It seems to be a bit of a challenge to learn collaboratively (online) as part of a small group with a specific task. I knew that some of my colleagues were still catching up in terms of the contents, but most of us at least tried to contribute to the first week's task. The roles in our group are not clear yet, and our skills have not chrystallized yet. There therefore is still room for improvement, and I hope this settle eventually.
6. Did creating a grid have any impact on the way in which you understand the history of DE? If so, in what way?
Not all our team members seemed to have read the suggestions for creating a grid. We would probably have saved ourselves a lot of trouble if we followed the guidelines fromt the beginnning. A grid normally helps to summarize information and presenting the history of DE in grid format should eventually assist in obtaining a structured overview of its development
My original definition of DE has not evolved much further, but I am certain it will.
2. What did you learn about the first wave of DE that was most surprising to you? And why?
The aspect of the first wave of DE that I found most surprising, was the degree of industrialization which formed its basis. I did not realize before that there are certain 'harsh realities' underlying this method of teaching.
3. What do you think was the most important work of early DE scholars?
The early DE scholars set the scene for future scholars and established models and theories that future generations could build on.
4. How do you think studying the early development of DE might affect you as a student of DE and/or as a DE practitioner?
Studying the early development of DE will help me realize where we are coming from - it was mentioned in our study material that one needs to know where you came from in order to know where you are going and that makes sense to me. An ideal would be to learn from the past and to improve on it in future.
5. What is your experience of learning collaboratively as part of a small group with a specific task?
It seems to be a bit of a challenge to learn collaboratively (online) as part of a small group with a specific task. I knew that some of my colleagues were still catching up in terms of the contents, but most of us at least tried to contribute to the first week's task. The roles in our group are not clear yet, and our skills have not chrystallized yet. There therefore is still room for improvement, and I hope this settle eventually.
6. Did creating a grid have any impact on the way in which you understand the history of DE? If so, in what way?
Not all our team members seemed to have read the suggestions for creating a grid. We would probably have saved ourselves a lot of trouble if we followed the guidelines fromt the beginnning. A grid normally helps to summarize information and presenting the history of DE in grid format should eventually assist in obtaining a structured overview of its development
Reflections on the second wave of DE
1. Review your group's (r)evolutionary grid. What aspects of Wave 2 did you find to be the most interesting? Why? What was the least interesting?
As mentioned earlier, I do not enjoy it that much to work in a group, particularly if the group membership is pre-assigned. I have to, however, admit that all group members eventually contributed to our (re)volutionary grid and some even more to than me. This established more of a sense of credibility in this technique in my mind.
2. What were your "a-ha!" moments during this wave? What incited these moments and how did they influence your understanding of DE?
I found the section about adragogy particularly interesting and realized that as people working with adults, academic staff members need some basic understanding in this field, for instance, now to overestimate or underestimate the abilities of one's student.
3. After what you have read, learned, or experienced in studying this second wave, how might you revise your original definition of DE? What specific readings/experiences have influenced your understanding of DE?
An 'aha' moment during the second wave of DE was Prof Peters' observations about open universities being one of the biggest sucesses of industrialization. When one is part of a system, you may take certain things about its functioning for granted. But when you are made aware of the ways in which the system is actually functioning, it opens up your eyes to how the elements make up the whole.
My definition of DE has indeed changed after learning about the second wave of DE. It would now be, "It is the creation of learning opportunities for learners at a distance, following a systems approach and applying principles of industrializtion, using various types of technology, and based on sound pedagogical principles". Being a staff member of Unisa, the oldest single-mode DE institution, according to Prof Peters, I indeed notice the industrialization its functioning. I am also under the impression that academic staff members should be encouraged more to be innovative in their teaching. We are still mainly promoted based on our research outputs.
4. Consider the seminar with our visiting scholar Torstein and the expert video from Tony Bates. What left a lasting impression on you? Tell us about your impression and how it affected your views about DE.
I found the comment by Prof Telleken that DE actually evolved with the development of technology quite comforting, because then one feels as if you do not have absorb every little detail about the various waves. I found his enthusiasm for his subject and his institution appealing - it created a sense of professionalism. It was endearing to hear him speak about the big names in DE and how he knew each of them in person. To us, these people are still just formidable scholars, and when he spoke about them as real people, it made them seem more 'human-like'.
I do agree with Prof Telleken's comment that a lecture is probably not one of the most effective teaching methods. Even though I listened intently, I found my mind drifting during a 28 minute long lecture. His lecture can maybe be broken down into shorter snippets for students to take in more of its contents.
5. Go back to the course objectives listed in the Syllabus. Do you feel the objectives are being fulfilled and if so, how and to what degree? Are there objectives that are not being met? If so, which ones?
I believe the course objectives are fulfilled completely.
As mentioned earlier, I do not enjoy it that much to work in a group, particularly if the group membership is pre-assigned. I have to, however, admit that all group members eventually contributed to our (re)volutionary grid and some even more to than me. This established more of a sense of credibility in this technique in my mind.
2. What were your "a-ha!" moments during this wave? What incited these moments and how did they influence your understanding of DE?
I found the section about adragogy particularly interesting and realized that as people working with adults, academic staff members need some basic understanding in this field, for instance, now to overestimate or underestimate the abilities of one's student.
3. After what you have read, learned, or experienced in studying this second wave, how might you revise your original definition of DE? What specific readings/experiences have influenced your understanding of DE?
An 'aha' moment during the second wave of DE was Prof Peters' observations about open universities being one of the biggest sucesses of industrialization. When one is part of a system, you may take certain things about its functioning for granted. But when you are made aware of the ways in which the system is actually functioning, it opens up your eyes to how the elements make up the whole.
My definition of DE has indeed changed after learning about the second wave of DE. It would now be, "It is the creation of learning opportunities for learners at a distance, following a systems approach and applying principles of industrializtion, using various types of technology, and based on sound pedagogical principles". Being a staff member of Unisa, the oldest single-mode DE institution, according to Prof Peters, I indeed notice the industrialization its functioning. I am also under the impression that academic staff members should be encouraged more to be innovative in their teaching. We are still mainly promoted based on our research outputs.
4. Consider the seminar with our visiting scholar Torstein and the expert video from Tony Bates. What left a lasting impression on you? Tell us about your impression and how it affected your views about DE.
I found the comment by Prof Telleken that DE actually evolved with the development of technology quite comforting, because then one feels as if you do not have absorb every little detail about the various waves. I found his enthusiasm for his subject and his institution appealing - it created a sense of professionalism. It was endearing to hear him speak about the big names in DE and how he knew each of them in person. To us, these people are still just formidable scholars, and when he spoke about them as real people, it made them seem more 'human-like'.
I do agree with Prof Telleken's comment that a lecture is probably not one of the most effective teaching methods. Even though I listened intently, I found my mind drifting during a 28 minute long lecture. His lecture can maybe be broken down into shorter snippets for students to take in more of its contents.
5. Go back to the course objectives listed in the Syllabus. Do you feel the objectives are being fulfilled and if so, how and to what degree? Are there objectives that are not being met? If so, which ones?
I believe the course objectives are fulfilled completely.
Reflections on the third wave of DE
1. What do you see as the most influential development of this third wave and why?
After doing all the readings, I believe that the Community of Inquiry (CoI) framework is the most influential development during the third wave. It has been investigated in numerous studies and in various applications after its inception. It further is posited as being a framework that identifies the elements that are crucial prerequisites for a successful higher educational experience. After reading about its elements, cognitive presence, social presence and teaching presence, I realized how important these elements are, particularly in collaborative learning. I further realized that shared learning indeed becomes knowledge.
It was heartening to see how important teaching presence is in this framework. This means that there will always be a place for efficient teachers and that technology cannot replace them. It has, however, been suggested that precise and valid categories of indicators associated with each of the three core elements in an educational CoI need to be confirmed to make it completely applicable to computer conferencing.
2. Did you experience any "a-ha!" moments during this wave? Tell us more about them and what specifically made them "a-ha!" moments.
I found some of Terry Anderson's comments in his video to be "a-ha" moments. Firstly, it was fascinating to listen to someone whose work I am already (vaguely) aware of. He really contributed to the third wave of DE by being one of the developers of the community of inquiry model - it must be so rewarding to see one's work feature in other people's research. His comments about transcript analysis made me aware that this is a techique that may provide deeper insigths into people's responses, and I would like to be trained in this approach. But the best of all were his comment that educators prefer being pedagogically-driven and not so technologically-driven. The words, "a dance between the pedagogy and the technology" serve as such an amazing metaphor. He explains that technology gives the beat and the pedagogy gives the moves, and without either one of them, there won't be much of a dance. I think I will share this with my colleagues at a future event.
A further "a-ha" moment was when I learned that online teaching and learning are not synonymous with DE, but rather an extention of instructional technology and computer-assisted teaching (Garrison, 2009). It indeed makes sense, considering the values of traditional DE (based on self-directed learning), and online learning and teaching (often used for collaborative learning). It is therefore unlikely that traditional DE would serve as an incubator for the approaches underlying e-learning.
I also realized that any paper published by Terry Anderson, or which he co-authored just had that extra impetus to make a lasting impression on me.
3. Go back to your original definition and consider again how it has changed (and if it has). What specific readings, interactions, and/or discussions influenced the change?
My definition of DE has not changed much from learning about the the second wave of DE to the third wave of DE. I think I would now change it to, "It is a method of teaching which creates learning opportunities for learners at a distance, following a systems approach and applying principles of industrializtion, using various types of technology, and based on sound pedagogical principles".
4. Think of a real-world situation, perhaps your current work environment, where you could apply something that you have learned in this module. Describe this situation in your journal.
This may sound vague, but I will look at my whole work environment differently. I have always been a supporter of online teaching and learning, and after doing this module, I am more convinced that we need to look for affordable types of technology that can be used in our environment and with our specific composition of students to increase student engagement and eventually enhance their throughput. We still have a long way to go, but we need to keep up with changes in the DE environment. Our students need to be prepared to take up their place in a knowledge society. And of course, academic staff need to be prepared to assist our students in fulfilling this role.
After doing all the readings, I believe that the Community of Inquiry (CoI) framework is the most influential development during the third wave. It has been investigated in numerous studies and in various applications after its inception. It further is posited as being a framework that identifies the elements that are crucial prerequisites for a successful higher educational experience. After reading about its elements, cognitive presence, social presence and teaching presence, I realized how important these elements are, particularly in collaborative learning. I further realized that shared learning indeed becomes knowledge.
It was heartening to see how important teaching presence is in this framework. This means that there will always be a place for efficient teachers and that technology cannot replace them. It has, however, been suggested that precise and valid categories of indicators associated with each of the three core elements in an educational CoI need to be confirmed to make it completely applicable to computer conferencing.
2. Did you experience any "a-ha!" moments during this wave? Tell us more about them and what specifically made them "a-ha!" moments.
I found some of Terry Anderson's comments in his video to be "a-ha" moments. Firstly, it was fascinating to listen to someone whose work I am already (vaguely) aware of. He really contributed to the third wave of DE by being one of the developers of the community of inquiry model - it must be so rewarding to see one's work feature in other people's research. His comments about transcript analysis made me aware that this is a techique that may provide deeper insigths into people's responses, and I would like to be trained in this approach. But the best of all were his comment that educators prefer being pedagogically-driven and not so technologically-driven. The words, "a dance between the pedagogy and the technology" serve as such an amazing metaphor. He explains that technology gives the beat and the pedagogy gives the moves, and without either one of them, there won't be much of a dance. I think I will share this with my colleagues at a future event.
A further "a-ha" moment was when I learned that online teaching and learning are not synonymous with DE, but rather an extention of instructional technology and computer-assisted teaching (Garrison, 2009). It indeed makes sense, considering the values of traditional DE (based on self-directed learning), and online learning and teaching (often used for collaborative learning). It is therefore unlikely that traditional DE would serve as an incubator for the approaches underlying e-learning.
I also realized that any paper published by Terry Anderson, or which he co-authored just had that extra impetus to make a lasting impression on me.
3. Go back to your original definition and consider again how it has changed (and if it has). What specific readings, interactions, and/or discussions influenced the change?
My definition of DE has not changed much from learning about the the second wave of DE to the third wave of DE. I think I would now change it to, "It is a method of teaching which creates learning opportunities for learners at a distance, following a systems approach and applying principles of industrializtion, using various types of technology, and based on sound pedagogical principles".
4. Think of a real-world situation, perhaps your current work environment, where you could apply something that you have learned in this module. Describe this situation in your journal.
This may sound vague, but I will look at my whole work environment differently. I have always been a supporter of online teaching and learning, and after doing this module, I am more convinced that we need to look for affordable types of technology that can be used in our environment and with our specific composition of students to increase student engagement and eventually enhance their throughput. We still have a long way to go, but we need to keep up with changes in the DE environment. Our students need to be prepared to take up their place in a knowledge society. And of course, academic staff need to be prepared to assist our students in fulfilling this role.
Final reflections per week/wave
1. Review your group's (r)evolutionary grid. What are your thoughts about the grid as a learning tool and the process used to create the grid?
A grid indeed is a useful tool to summarize the major developments in a particular field, while incorporating the major criteria/factors that influenced each era. The group collaboration somehow never caught on with me, although I learned so many times about the importance of collaboration in an online environment. I will approach it differently in future.
2. Go back to your original definition of DE. What aspects of the course have influenced your understanding of DE? Based on what you have learned in the course, revise your original definition accordingly---and explain why you have changed (or not changed) your definition in the way you have.
My definition has settled somewhat, but I will keep on observing my environment and try to apply what I have learned in this course. Something unexpected that happened because of my participation in the course, was that I now prefer to refer to DE, instead of ODL. After spending so much time in a DE environment, ODL sounds to me as if one just skims the surface.
3. Consider the overall course objectives (see the Course Syllabus). Were all or most of these objectives achieved? If so, in what ways and to what degree?
I found the following about Course Goals/Objectives: The goals of the course are to provide the student with a foundation of knowledge, skills and attitudes that are required by a competent practitioner of distance education.
Knowledge:
Identify the unique characteristics of distance education
Describe the major influences - social, economical, and political - in the evolution of distance education from its early beginnings to the current IT-based practices (probaly not all identified, but mostly)
Identify the key authors and theorists in distance education and analyze their contribution to the field (addressed)
Describe how distance education methodologies have changed over time, in particular how the role of teacher and learner have evolved (created an awareness)
Describe various types of distance education institutions and the relevance of a systems approach to teaching and learning (addressed).
Analyze the impact of technological changes on the nature of teaching and learning in distance education (addressed)
I believe the above objectives have been met.
Specific Skills:
Navigate and use an online learning environment, shared virtual spaces, and social media for the purpose of learning, documenting learning, and creating content (e.g. Webtycho, maps, charts, wikis, Google docs, Weebly, Twitter, blogs, Diigo, Vimeo) (Definitely met)
Master and apply research and writing skills for the purpose of critically analyzing issues and topics discussed in relevant literature, synthesizing findings, and communicating ideas and arguments with supporting evidence (I spent a considerable amount of time on reading some of the materials and compiling neat answers, but eventually our participation only contributes 10% towards our final mark, so this objective should maybe be emphasized more).
Learn collaboratively by using social media and other shared virtual spaces to create content and successfully complete assigned team projects (can be addressed more strongly, if it is a prime objective)
Reflect on learning and articulate changes in thinking, feeling, behaviour (this e-portfolio should serve as some proof of this - objective achieved)
4. Take some time to reflect on your study group experience: What did you think about the experience of working together to create a collaborative document? What worked? What did not? What could your group have improved in order to realize a more smooth process? What do you see as benefits (or drawbacks) of online collaboration? How do you think the activity could be improved?
We probably could have spent more time clarifying our roles and how we will be approaching the whole process. It would therefore have helped if we first established some commong ground and got to know each other. It indeed is heartening to see that a group of 'strangers' can work together to create a collaborative document. I am not completely used to online collaboration yet (that is, where members are assigned to a group), but it indeed is an important skill that one has to master to function effectively in this type of environment.
A grid indeed is a useful tool to summarize the major developments in a particular field, while incorporating the major criteria/factors that influenced each era. The group collaboration somehow never caught on with me, although I learned so many times about the importance of collaboration in an online environment. I will approach it differently in future.
2. Go back to your original definition of DE. What aspects of the course have influenced your understanding of DE? Based on what you have learned in the course, revise your original definition accordingly---and explain why you have changed (or not changed) your definition in the way you have.
My definition has settled somewhat, but I will keep on observing my environment and try to apply what I have learned in this course. Something unexpected that happened because of my participation in the course, was that I now prefer to refer to DE, instead of ODL. After spending so much time in a DE environment, ODL sounds to me as if one just skims the surface.
3. Consider the overall course objectives (see the Course Syllabus). Were all or most of these objectives achieved? If so, in what ways and to what degree?
I found the following about Course Goals/Objectives: The goals of the course are to provide the student with a foundation of knowledge, skills and attitudes that are required by a competent practitioner of distance education.
Knowledge:
Identify the unique characteristics of distance education
Describe the major influences - social, economical, and political - in the evolution of distance education from its early beginnings to the current IT-based practices (probaly not all identified, but mostly)
Identify the key authors and theorists in distance education and analyze their contribution to the field (addressed)
Describe how distance education methodologies have changed over time, in particular how the role of teacher and learner have evolved (created an awareness)
Describe various types of distance education institutions and the relevance of a systems approach to teaching and learning (addressed).
Analyze the impact of technological changes on the nature of teaching and learning in distance education (addressed)
I believe the above objectives have been met.
Specific Skills:
Navigate and use an online learning environment, shared virtual spaces, and social media for the purpose of learning, documenting learning, and creating content (e.g. Webtycho, maps, charts, wikis, Google docs, Weebly, Twitter, blogs, Diigo, Vimeo) (Definitely met)
Master and apply research and writing skills for the purpose of critically analyzing issues and topics discussed in relevant literature, synthesizing findings, and communicating ideas and arguments with supporting evidence (I spent a considerable amount of time on reading some of the materials and compiling neat answers, but eventually our participation only contributes 10% towards our final mark, so this objective should maybe be emphasized more).
Learn collaboratively by using social media and other shared virtual spaces to create content and successfully complete assigned team projects (can be addressed more strongly, if it is a prime objective)
Reflect on learning and articulate changes in thinking, feeling, behaviour (this e-portfolio should serve as some proof of this - objective achieved)
4. Take some time to reflect on your study group experience: What did you think about the experience of working together to create a collaborative document? What worked? What did not? What could your group have improved in order to realize a more smooth process? What do you see as benefits (or drawbacks) of online collaboration? How do you think the activity could be improved?
We probably could have spent more time clarifying our roles and how we will be approaching the whole process. It would therefore have helped if we first established some commong ground and got to know each other. It indeed is heartening to see that a group of 'strangers' can work together to create a collaborative document. I am not completely used to online collaboration yet (that is, where members are assigned to a group), but it indeed is an important skill that one has to master to function effectively in this type of environment.