LEARNING REFLECTIONS
Author's note: This was my first group project. During collaboration, it provided better
understanding of the history and the evolution of distance education. The group grid was a collaborative effort
produced by group members (1) Tracey Chambers, (2) Melinda Parsons, (3) Brian Lehman, and (4) LaShenda Soule.
The grid is separated by categories defining the evolution of distance
education in four waves.
First Wave - Correspondence/Independent Studies Second Wave - Systems Approach Third Wave - Internet and Online Learning Fourth Wave - Current Trends |
Fall 2015 OMDE 601 - Foundations of Distance Education & e-Learning
Wave One
Initially, my overall definition of Distance Education (DE) was simply taking classes online with the hopes of teaching as an Adjunct Professor with my Master’s in Distance Education. Now, within just four (4) weeks, it has evolved into a more defined viewpoint of DE and how it began up to this point. Although, I’ve been a DE student for some time with earning my entire undergrad degree in Criminal Justice, I still consider myself a novice in some respects in comparison to what I’ve learned thus far in OMDE 601. Seeing the totality of the entire continuum of DE distance education as a novice has now changed my view of what’s obtainable with having specific knowledge. Interacting and learning in the class in addition to the assignment requirements has assisted me in understanding there’s far more to gain in the realm of DE.
Subconsciously, I believe I’ve always known that DE existed; however, having to place it in perspective has shined a light that I never imagined before. When the light bulb moment happened for me, I was surprised to learn that DE begun in the biblical days with Saints Paul, David, Job and other prophets named in the bible. It’s easy to not consider the first waves of DE, as I once believed that it all evolved with the rapid development of technology. Not true. Placing in perspective the true definition of correspondence schools is. It was just as amazing to me to learn how far back pedagogical concepts of DE when learning that in 1840 Isaac Pitman offered instruction in his shorthand system by correspondence course. This was the first widely adopted practice of distance education, responsible, to a large extent, for the successful dissemination of Pitman's system. (Jeremy Normans, 2015)
I have new found perspective on the evolution of DE and how education has profoundly development throughout creating a platform for me as a DE student. My goal is to one day is to become an educator in some realm of the educational forum and being a part of such a distinct major, has forced me to broaden my thoughts and how I can make a difference in an educational role. Until now, I never saw myself as a teacher of any sort, but when I look back on my life, I’ve always been in a civil service role. From working as an Emergency Medical Technician (EMT) on the ambulance, to the Emergency Room (ER) to Investigating OSHA related violations, to investigating criminal activities against vulnerable adults and now investigating EEO related activities in the federal government.
As previously mentioned, I have a Bachelor’s of Science degree in Criminal Justice and besides learning and completing the requirements, I’m learning more of the technology as it relates to DE. It’s my hope to educate about the criminal justice system and how to crack a case with effective investigative concepts and practices. I’m an over analytical person who can sometimes (no most times) over think a subject.
References
Normans, J. (2015). Pitman Shorthand, & The First "Correspondence Course" (1837)
Wave Two
The second wave of distance education is reflective of the initiation of the single-mode institutions before the introduction of computers and the internet in the mid 1990’s. You hear people today ask the question, “What did we do before the internet,” which further peaks my interest on how computerized devices were developed before and without the internet. For me, without taking anything from the first wave, the second wave was more interesting and more relatable to read.
Initially, I didn’t understand it but after research, for me, the lightbulb moment was after reading that educators were redefining roles in the systems approach which allows for a successful experience. Moore & Kearsley (2012) refer to distance education (DE) as a “healthy system that intertwines with easily with the other.” Meaning that all elements which are necessary in the educating and learning process is essential in all facets of the DE process (Moore & Kearsley, 2012)
As I continue on this DE journey and I become more knowledgeable of the varied elements of DE, I feel my definition of DE is forever changing. Shale (2010) explains DE as a “new form allowing for mass educational experiences and the ability to realize it on a larger scale.” (Shale, 2010) After careful consideration, my original definition should include instructional instruction in addition to, if not, from traditional education. The systems approach is aligned with the elements of distance education. Although a lot of information to take in, it’s all substantial in my learning experience. For instance, the Tony Bates: Second Wave of DE and History of the Open University, UK video assisted me in placing the material into perspective a bit better than before.
I feel the objectives in the syllabus are clear based on the required assignments; however, it’s in my personal opinion that through DE, it can be sometimes difficult to become proficient in the graduate level writing. I come from a criminal justice background where all reports are different but the writing style is pretty much the same. Sure, I’m very much aware that I’m in complete control with my learning success and outcomes, but sometimes the writing resources available can be sometimes convoluted.
References
Moore, M.G., & Kearsley, G. (2012). Distance education: A systems view of online learning. USA: Wadsworth-Cengage Learning
Shale, D. (2010). Beyond boundaries: The evolution of distance education. In M.F. Cleveland-Innes & D.R. Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a new era
Wave Three
On a personal level for me, the most influential development of the third wave of distance education was the idea of Connectivism. Reason being, it’s fundamentally important to understand the elements and requirements of the practice of distance education. Understanding how you learn, whether visual, auditory, or a tactical learner, it’s extremely important to understand how an individual learns; which will ultimately make all the difference in one’s academic success. Knowing and understanding the indepthness of how interaction and collaborative efforts in the education and learning realm can go far beyond the classroom or even as recent as how we define distance education today, is essential.
For me, the light bulb moment or “a-ha” moment came in Wave three; not to take anything from Wave two, in fact, learning more, especially in Wave 3 has provided a more well-rounded delineation of distance education. My take away in Wave three is that academically knowing how it all began and how we define distance education, today. Theoretically, it’s also just as important to apply the use and definitely the gained understanding of the academic development of new Web 2.0 technologies.
My original definition of distance education has definitely changed. I almost view my original view of distance education as a distorted and uneducated view. Now, I totally see it as a self-guided educational experience, and the “traditional” advents of education were available through a different and less advanced method of technology. Distance education has now evolved with no limitations and is no longer defined by time zone or physical location. I would now also include the “Community of Inquiry” model. The academic shift in social, cognitive and teaching presence as it relates to distance education has advanced and continues to do so to limitless points.
Although, Connectivism does not solely apply to scholastic situations, but also encompasses to the workplace, creating a network of individuals utilizing advanced technology to overall enhance the work experience. Wherever you go, you most times see suggestion boxes in our churches, car repair shops, hair salons, in our lunch rooms in our work places, etc., and having a digital suggestion box could avoid having meaningless meetings to discuss these very issues. Employers could certainly benefit from advanced work practices and improvement could be more effective.
Wave Four
Members from group three created a document that consisted of four waves from distance education that displayed categories and provided their personal and unique thoughts. The group was able to paint a snapshot of the history of distance education which included a ton of researched information. The group’s thoughts of how they viewed the evolution of distance education in grid form provided basic understanding that consisted of: (1) history, (2) concepts, (3) theories, and (4 ) technology focusing on distance education.
My initial definition of distance education of distance education has changed a bit from simply taking classes online with the hopes of teaching as an Adjunct Professor with my Master’s in Distance Education into a more defined viewpoint of DE and how it all began up to this very point. I realize now as my journey in distance education increases my knowledge base will certainly expand to a more advanced meaningful defined view of distance education. For now, my view includes DE as a functional self-taught support system where traditional methods of learning in education were made available via technology but not limited to time or a physical location as it is today.
As I look back on my progress in navigating my way through the process of distance education, I now know and feel that I would amend my definition to state, “An unique, self-taught yet evolved traditional system of education.” Distance education has the unique ability to have had advanced from traditional methods of learning in the classroom to a more advanced virtual experience utilizing the internet. New academic concepts and theories continue to develop and evolve in the world we live in today as technology continues to be the basis of improving distance education.
My class experience? Well, first I enjoyed working together to create such a distinct and collaborated document. Our group was able to delegate the workload fairly and somewhat evenly among our team despite the delay in one of the group members and then ultimately losing one of the group's members. Delay in starting and or losing members are always challenges but group three worked through it all. Although moments of challenges and healthy debate, group three stayed the course and met deadlines by communicating via instant messaging and emails. Although reluctant, being able to effectively collaborate with a team was extremely rewarding.
Not knowing what to expect from a Master level program in DE, I gained extensive knowledge of distance learning and its inception in OMDE 601 in the spring 2015 semester. This class captivated my attention, was engaging, intriguing, rewarding, challenging, and provided me with a better understanding of true meaning of DE. Initially, I was completely unaware of the history surrounding distance education and how the modularization of this history was most beneficial to my previous and now current distance education experience. Correspondence and independent study paved the way for the Open University and the systems approach to education as it is today. The internet and various Web 2.0 technologies have since brought us to our current understanding of distance education.
Theorists:
1) Peters (1967) – Most Industrialized Education;
2) Knowles (1970) – Andragogy;
3) Holmberg (1981) – Guided Didactic Conversation;
4) Moore (1991) – Transactional Distance;
5) Garrison, Anderson, & Archer (2000) – Community of Inquiry; and 6) Siemens (2004) – Connectivism.
Finally, DE has pioneered new academic strides and concepts. The future seems very bright in the realm of DE. OMDE 601 was extremely beneficial to my growth and understanding of distance education practices, concepts and theories.
References
Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. In UltiBase Articles. Retrieved from http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm
Peters, O. (2010). A pedagogical model for using virtual learning spaces. In O. Peters, Distance education in transition: Developments and issues (5th edition), (pp. 119-139). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from http://www.box.com/shared/ktx7ipccetotqrr11mct
Peters, O. (2010). The greatest achievement of industrialized education: Open universities. In O. Peters, Distance education in transition: Developments and issues (5th edition), (pp. 57-81). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from http://www.box.com/shared/ktx7ipccetotqrr11mct
Peters, O. (2010). The theory of the “most industrialized education”. In O. Peters, Distance education in transition: Developments and issues (5th edition) (pp. 11-32). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from http://www.box.com/shared/ktx7ipccetotqrr11mct
Wave One
Initially, my overall definition of Distance Education (DE) was simply taking classes online with the hopes of teaching as an Adjunct Professor with my Master’s in Distance Education. Now, within just four (4) weeks, it has evolved into a more defined viewpoint of DE and how it began up to this point. Although, I’ve been a DE student for some time with earning my entire undergrad degree in Criminal Justice, I still consider myself a novice in some respects in comparison to what I’ve learned thus far in OMDE 601. Seeing the totality of the entire continuum of DE distance education as a novice has now changed my view of what’s obtainable with having specific knowledge. Interacting and learning in the class in addition to the assignment requirements has assisted me in understanding there’s far more to gain in the realm of DE.
Subconsciously, I believe I’ve always known that DE existed; however, having to place it in perspective has shined a light that I never imagined before. When the light bulb moment happened for me, I was surprised to learn that DE begun in the biblical days with Saints Paul, David, Job and other prophets named in the bible. It’s easy to not consider the first waves of DE, as I once believed that it all evolved with the rapid development of technology. Not true. Placing in perspective the true definition of correspondence schools is. It was just as amazing to me to learn how far back pedagogical concepts of DE when learning that in 1840 Isaac Pitman offered instruction in his shorthand system by correspondence course. This was the first widely adopted practice of distance education, responsible, to a large extent, for the successful dissemination of Pitman's system. (Jeremy Normans, 2015)
I have new found perspective on the evolution of DE and how education has profoundly development throughout creating a platform for me as a DE student. My goal is to one day is to become an educator in some realm of the educational forum and being a part of such a distinct major, has forced me to broaden my thoughts and how I can make a difference in an educational role. Until now, I never saw myself as a teacher of any sort, but when I look back on my life, I’ve always been in a civil service role. From working as an Emergency Medical Technician (EMT) on the ambulance, to the Emergency Room (ER) to Investigating OSHA related violations, to investigating criminal activities against vulnerable adults and now investigating EEO related activities in the federal government.
As previously mentioned, I have a Bachelor’s of Science degree in Criminal Justice and besides learning and completing the requirements, I’m learning more of the technology as it relates to DE. It’s my hope to educate about the criminal justice system and how to crack a case with effective investigative concepts and practices. I’m an over analytical person who can sometimes (no most times) over think a subject.
References
Normans, J. (2015). Pitman Shorthand, & The First "Correspondence Course" (1837)
Wave Two
The second wave of distance education is reflective of the initiation of the single-mode institutions before the introduction of computers and the internet in the mid 1990’s. You hear people today ask the question, “What did we do before the internet,” which further peaks my interest on how computerized devices were developed before and without the internet. For me, without taking anything from the first wave, the second wave was more interesting and more relatable to read.
Initially, I didn’t understand it but after research, for me, the lightbulb moment was after reading that educators were redefining roles in the systems approach which allows for a successful experience. Moore & Kearsley (2012) refer to distance education (DE) as a “healthy system that intertwines with easily with the other.” Meaning that all elements which are necessary in the educating and learning process is essential in all facets of the DE process (Moore & Kearsley, 2012)
As I continue on this DE journey and I become more knowledgeable of the varied elements of DE, I feel my definition of DE is forever changing. Shale (2010) explains DE as a “new form allowing for mass educational experiences and the ability to realize it on a larger scale.” (Shale, 2010) After careful consideration, my original definition should include instructional instruction in addition to, if not, from traditional education. The systems approach is aligned with the elements of distance education. Although a lot of information to take in, it’s all substantial in my learning experience. For instance, the Tony Bates: Second Wave of DE and History of the Open University, UK video assisted me in placing the material into perspective a bit better than before.
I feel the objectives in the syllabus are clear based on the required assignments; however, it’s in my personal opinion that through DE, it can be sometimes difficult to become proficient in the graduate level writing. I come from a criminal justice background where all reports are different but the writing style is pretty much the same. Sure, I’m very much aware that I’m in complete control with my learning success and outcomes, but sometimes the writing resources available can be sometimes convoluted.
References
Moore, M.G., & Kearsley, G. (2012). Distance education: A systems view of online learning. USA: Wadsworth-Cengage Learning
Shale, D. (2010). Beyond boundaries: The evolution of distance education. In M.F. Cleveland-Innes & D.R. Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a new era
Wave Three
On a personal level for me, the most influential development of the third wave of distance education was the idea of Connectivism. Reason being, it’s fundamentally important to understand the elements and requirements of the practice of distance education. Understanding how you learn, whether visual, auditory, or a tactical learner, it’s extremely important to understand how an individual learns; which will ultimately make all the difference in one’s academic success. Knowing and understanding the indepthness of how interaction and collaborative efforts in the education and learning realm can go far beyond the classroom or even as recent as how we define distance education today, is essential.
For me, the light bulb moment or “a-ha” moment came in Wave three; not to take anything from Wave two, in fact, learning more, especially in Wave 3 has provided a more well-rounded delineation of distance education. My take away in Wave three is that academically knowing how it all began and how we define distance education, today. Theoretically, it’s also just as important to apply the use and definitely the gained understanding of the academic development of new Web 2.0 technologies.
My original definition of distance education has definitely changed. I almost view my original view of distance education as a distorted and uneducated view. Now, I totally see it as a self-guided educational experience, and the “traditional” advents of education were available through a different and less advanced method of technology. Distance education has now evolved with no limitations and is no longer defined by time zone or physical location. I would now also include the “Community of Inquiry” model. The academic shift in social, cognitive and teaching presence as it relates to distance education has advanced and continues to do so to limitless points.
Although, Connectivism does not solely apply to scholastic situations, but also encompasses to the workplace, creating a network of individuals utilizing advanced technology to overall enhance the work experience. Wherever you go, you most times see suggestion boxes in our churches, car repair shops, hair salons, in our lunch rooms in our work places, etc., and having a digital suggestion box could avoid having meaningless meetings to discuss these very issues. Employers could certainly benefit from advanced work practices and improvement could be more effective.
Wave Four
Members from group three created a document that consisted of four waves from distance education that displayed categories and provided their personal and unique thoughts. The group was able to paint a snapshot of the history of distance education which included a ton of researched information. The group’s thoughts of how they viewed the evolution of distance education in grid form provided basic understanding that consisted of: (1) history, (2) concepts, (3) theories, and (4 ) technology focusing on distance education.
My initial definition of distance education of distance education has changed a bit from simply taking classes online with the hopes of teaching as an Adjunct Professor with my Master’s in Distance Education into a more defined viewpoint of DE and how it all began up to this very point. I realize now as my journey in distance education increases my knowledge base will certainly expand to a more advanced meaningful defined view of distance education. For now, my view includes DE as a functional self-taught support system where traditional methods of learning in education were made available via technology but not limited to time or a physical location as it is today.
As I look back on my progress in navigating my way through the process of distance education, I now know and feel that I would amend my definition to state, “An unique, self-taught yet evolved traditional system of education.” Distance education has the unique ability to have had advanced from traditional methods of learning in the classroom to a more advanced virtual experience utilizing the internet. New academic concepts and theories continue to develop and evolve in the world we live in today as technology continues to be the basis of improving distance education.
My class experience? Well, first I enjoyed working together to create such a distinct and collaborated document. Our group was able to delegate the workload fairly and somewhat evenly among our team despite the delay in one of the group members and then ultimately losing one of the group's members. Delay in starting and or losing members are always challenges but group three worked through it all. Although moments of challenges and healthy debate, group three stayed the course and met deadlines by communicating via instant messaging and emails. Although reluctant, being able to effectively collaborate with a team was extremely rewarding.
Not knowing what to expect from a Master level program in DE, I gained extensive knowledge of distance learning and its inception in OMDE 601 in the spring 2015 semester. This class captivated my attention, was engaging, intriguing, rewarding, challenging, and provided me with a better understanding of true meaning of DE. Initially, I was completely unaware of the history surrounding distance education and how the modularization of this history was most beneficial to my previous and now current distance education experience. Correspondence and independent study paved the way for the Open University and the systems approach to education as it is today. The internet and various Web 2.0 technologies have since brought us to our current understanding of distance education.
Theorists:
1) Peters (1967) – Most Industrialized Education;
2) Knowles (1970) – Andragogy;
3) Holmberg (1981) – Guided Didactic Conversation;
4) Moore (1991) – Transactional Distance;
5) Garrison, Anderson, & Archer (2000) – Community of Inquiry; and 6) Siemens (2004) – Connectivism.
Finally, DE has pioneered new academic strides and concepts. The future seems very bright in the realm of DE. OMDE 601 was extremely beneficial to my growth and understanding of distance education practices, concepts and theories.
References
Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. In UltiBase Articles. Retrieved from http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm
Peters, O. (2010). A pedagogical model for using virtual learning spaces. In O. Peters, Distance education in transition: Developments and issues (5th edition), (pp. 119-139). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from http://www.box.com/shared/ktx7ipccetotqrr11mct
Peters, O. (2010). The greatest achievement of industrialized education: Open universities. In O. Peters, Distance education in transition: Developments and issues (5th edition), (pp. 57-81). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from http://www.box.com/shared/ktx7ipccetotqrr11mct
Peters, O. (2010). The theory of the “most industrialized education”. In O. Peters, Distance education in transition: Developments and issues (5th edition) (pp. 11-32). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from http://www.box.com/shared/ktx7ipccetotqrr11mct