3 Questions
When "innovators" in education make bold predictions or movements do they truly ask the market beforehand? (In this case, I mean students) How often are these ideas or notions concocted without even asking a student? Also, how do we separate a fad from the next best thing? Lastly, do students suffer when educators jump on a bandwagon? Downes, S. (2016, July 27). Disruptive innovations in learning. TCU International e-Learning Conference, Bangkok, Thailand (Keynote). Retrieved from http://www.downes.ca/presentation/389 2 Predictions I predict that the theme of personalized learning is here to stay for a while. This is more than a fad, and all educational institutions will tailor their learning towards a personalized experience. Along with this, I think that competency based education will continue to grow, and eventually become just as popular as our traditional method. I think people will see the value in flexibility in education, and focusing on the student, rather than the age group. Bray, B., & McClasky, K. (June, 11, 2014). Personalize your learning environment. ISTE International Society for Technology in Education. Retrieved from https://www.iste.org/explore/ArticleDetail?articleid=11 1 Connection Sharples claims that one factor for success in virtual program is "integration into everyday life". I could not agree more with this. I have mentioned in several posts the importance of me being able to connect my learning in this program to my career. I think a major reason why I am successful in this program, is due to the fact that I see many connections. This helps me to stay motivated in the program, and I feel like my time is worthwhile. I am really excited about this program, because I know this will directly help me in my career. I know that my learner satisfaction is not by accident, but that a lot of resources have gone into this program. Time, money, and creative energy has been put into our courses, so that the learners can make a strong connection to the material. So, thank you OMDE program! Sharples, Mike (2013). Mobile learning: research, practice and challenges. Distance Education in China, 3(5) pp. 5–11
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Do size, location, age, culture, pedagogical stance/educational philosophy, type of courses and/or programs offered, numbers of students, geographical spread, and organizational structure matter? In what way or why not?
I think the only thing that matters is having a diverse program, that will fit a variety of student needs. Some students like larger courses, while others like a more intimate feel. I love being challenged by differing philosophies, and varying course requirements. I think it keeps me on my toes as a student. However, some students prefer more of a standardized approach. Bray and McClasky have such an interesting article! The focus is on a personalized learning environment. My favorite part is the idea of giving students choices in learning. I completely agree with this! When I was student teaching I tried a new (to me) method, where students were able to pick which activities they completed for a specific unit. Rather than me simply assigning a speech or writing assignment to them, they chose which way they wanted to share what they have learned. The student buy-in was crazy! (I laughed, because they were still working, but they were so excited about it. I think some of them felt like they were cheating the system, by picking the easiest methods to them. When in reality, I was so excited that they took ownership and completed the assignment with little complaining.) In my mind, anything teachers can do to excite their students is a huge win!
In regards to learner support, if the method in which the learners are gathering information, it is important to update the learner support methods as well. This means that learner support methods should be constantly evaluated and updated, to match what is happening in the learning environment. Side note - has anyone attended the ISTE conference? I am thinking about going next summer, and would love to hear feedback. -Kristin Bray, B., & McClasky, K. (June, 11, 2014). Personalize your learning environment. ISTE International Society for Technology in Education. Retrieved from https://www.iste.org/explore/ArticleDetail?articleid=11 3 Things I Found Out
1) During this unit we worked with partners to create a presentation. I found it fascinating how many different methods the groups used to deliver their presentation. Some used PowerPoint, others tried newer technologies such as PowToon. My takeaway here is that the technology used did not really matter, but the delivery is the important factor. Some presentations really stood out, while others were a bit more rigid. This is important for me to think about, because I work remotely. I am in several meetings a week, and host a good share of them. When delivering content, especially something important, I need to be creative and energetic during my delivery. 2) Keen and Berge challenged my use of assessment and evaluation. I found that I try to mix up my words when writing, to "sound smarter". This is great, except I need to remember not all words are equal. Keen, C., & Berge, Z. (2014). Beyond cost justification: Evaluation frameworks in corporate distance training. Performance Improvement, 53(10), 22-28. Retrieved from https://www.researchgate.net/publication/268528640_Beyond_Cost_Justification_Evaluation_Frameworks_in_Corporate_Distance_Training. 3) Nicole Housel made me think about learner support and when it is available, specifically looking at students who attend a traditional school, but may take an online course as well. I am a morning person, and tend to get most of my important tasks done during this time. For me, I need support during this time. However, many people are "night owls", and they would need support later in the evening / night. (Long after I am in bed.) Nicole challenged me to think about the world through various learner perspectives, not just my own! Hardy, K. & Meyer-Griffith, K. (2013). Meeting accreditation requirements: Are you serving distance learners? Journal of Asynchronous Learning Networks, 16(5), 7-18. Retrieved from http://files.eric.ed.gov/fulltext/EJ1000087.pdf. 2 Things That Sparked Your Interest 1) Similar to my last comment, I love having my perspective on life challenged. It is so easy to get into the habit of seeing the world through your lens alone. Liu, Liu, Lee, and Maguika highlight the challenges that international students face in education. They specifically highlight time zones and the consideration of students who live around the world. Most of the students we work with in my company are based in the United States, but there is a small population that is not. I need to keep these folks in mind when we change expectations or adjust any of our services. Liu, X., Liu, S., Lee, S.-h., & Magjuka, R. J. (2010). Cultural Differences in Online Learning: International Student Perceptions. Educational Technology & Society, 13 (3), 177–188. Retrieved from http://www.ifets.info/journals/13_3/16.pdf 2) Michelle Jones made me think in one of her posts concerning the amount of experience teachers have with technology prior to becoming an online educator. Another great point, that made me think! I have seen amazing teachers come to work at my company, who struggle with technology. Unfortunately, this a huge challenge. Our company does an amazing job of training all new teachers on our technologies, but I am going to really think about what our ongoing training looks like. Is it enough? What about when a technology changes or is upgraded? 1 Question I Still Have 1) At this time, I do not have any specific questions about this course. However, I have a challenge / question for myself. How can I take what I am learning in this course and truly use it in my career? (It is easy to get excited, and have the "change the world" attitude, but often this does not last.) I truly want a lasting change. 8. What challenges do various organizational arrangements present for managing learner support effectively?
I think a large challenge that organizations face is keeping the student in mind, that they are the most important part of the organization. Seems simple, right? But, I think very few institutions do this well. For example, when I was in my undergrad, it was extremely hard to get ahold of my professor. I felt like their main focus was their research and publishing. Almost like they had more important things to worry about. Sure, they had office hours. But, those were scary! haha. I wonder if they made them that way to deter attendance. :) Davis talks about student-centricity at the University of Minnesota. What a breath of fresh air. It really seems from this article, that the University is truly focused on their students. I really feel like that is the case here (UMUC) as well. My experience so far has been amazing. It is very easy to sign up for courses, navigate the courses themselves, to hunt down the professors with a question or concern, and the students all seem to be friendly. I am so very thankful this is the case! -Kristin Davis, K. (2016). Strategic technology and high-touch support key to student-centricity. In Destiny Solutions and The EvoLLLution (Eds.), Student-centricity as a benchmark for success. A collection of articles from EvoLLLution authors, pp. 55-58. Retrieved from http://evolllution.com/technology/tech-tools-and-resources/strategic-technology-and-high-touch-support-key-to-student-centricity/ 9. Are decentralized decision-making arrangements with greater authority at the tutor/instructor level to customize courses for particular individual learners or groups of learners feasible/viable?
Before reading the article below, the title really stood out to me "Student success measurements must be centered on student needs". What an idea? I am in the K-12 space, and it just feels like the students are inundated with tests, and so are the teachers. Often, I see teachers who are simply teaching to the test, so that they look good. What do we end up with? These tests are ruling the classrooms and the learning. Those had better be some amazing tests... Smith explains that institutions needs to focus on the bigger picture, not just a few data points. For example, many students transfer from community colleges, to universities. This makes their graduation rates look very low, but in fact their students are succeeding. He goes on to talk through other ways organizations can measure success of their students. It does not matter if you are looking individually at the student level, or big picture at the organizational level, it is imperative to think big picture. Often we put ourselves into a box. A students success is tied to a specific test, or an organizations success is tied to one metric. Rather, how can we accurately paint the picture at both levels? In order to do this, there needs to be a bit of decentralized decision-making arrangements. Educators who see first-hand what is actually going on should be able to alter or adjust for student needs. Organizations should also be able to regulate themselves or at least rank themselves (to some extent). For example; the Federal Government's College Scorecard is not doing the trick for community colleges. Is this feasible? I would argue yes, which is really easy for me, because I do not have to implement, haha. -Kristin Smith, J. (2016). Student success measurements must be centered on student needs. In Destiny Solutions and The EvoLLLution (Eds.), Student-centricity as a benchmark for success. A collection of articles from EvoLLLution authors, pp. 43-46. Retrieved from http://tinyurl.com/hzk3nd5 1) What did you learn this unit?
This unit has really opened my eyes towards the importance of learner support. Sure, it sounds simple, learners who have support are more successful. But, it goes much deeper than that. What type of support do students need? How does this change with DE programs? Baleni explains the importance of focusing on students, rather than a teacher-centric learning model. Virtual student hangouts are a great way for students to gather, ask questions, and get to know one another. Many of my colleagues in this course agree, that students tend to do better when they feel connected to a community. Technology also seemed to be a huge theme throughout the unit. Berge agrees and states in his article that technology has greatly changed how students learn in the DE model. I think back to how different my Bachelor's degree experience was from this program. I began college in 2005, and I attended lectures, took notes, and then crammed for a test. Technology was not widely used in my courses. Fast forward to 2017, and technology is the backbone of my learning. I joke all of the time that I feel so lost when I do not have power or internet. Oh, how times have changed! Our unit also covered many more topics, such as libraries, librarians, call centers, advisors, administrative functions, and the list goes on. After reading over all of these topics, the pieces of the "learner support puzzle" are starting to come together! Baleni, Z. (2015). Online formative assessment in higher education: Its pros and cons. The Electronic Journal of e-Learning, 13(4), 228-236. Retrieved from http://www.ejel.org/volume13/issue4. Berge, Z. (2013). Barriers to communication in distance education. Turkish Online Journal of Distance Education, 14(1), 374-388. Retreived from https://www.researchgate.net/publication/286122039_Barriers_to_communication_in_distance_education 2) How did you learn the material? In this unit I learned the material by logging into the course regularly and carefully reading the announcements and course content. I read the required readings, and some of the optional resources as well. I enjoyed doing some digging into resources on my own in assignment 1, I always enjoy picking out some additional topics myself. Discussion posts are were my learning went to the next level. I love posting my thoughts, and hearing the opinions of my fellow classmates. Everyone has such a rich and diverse background, it is really great to get their perspective. 3) How confident are you about your knowledge of this unit? I am pretty confident in my knowledge of the unit. Of course, one could spend years simply researching just one of the topics we covered. But, I have a great foundation, and I am ready to build upon it in the next unit. 4) What was challenging for you in learning the material? The biggest challenge in learning the material, is administrative. Making sure to login regularly, follow the directions, and consistently work on course requirements. Luckily, I do not like the stress of procrastination, so this unit went smoothly for me. 5) What strategies helped you learn the material? Similar to the question above. I strive to stay on top of assignments, discussions, projects, etc. My goal is to post within the first day or two of the week, so that I do not fall behind. This gives me a bit of wiggle room if something crazy in my personal or professional life comes up. 6) What changes will you make in your approaches to studying for the upcoming unit? I plan on continuing with my strategy in unit 2. I also greatly appreciate the opportunity to turn in my assignment early for feedback, that was very helpful and makes this course less stressful! Overall, this first unit went really well, and I am excited to continue on with the course. What might the advantages be to an educational provider/institution of having a virtual meeting place for learners and/or a Student Charter of Rights?
Baleni suggests that large challenge for distance education has been moving away from teacher-centric learning, to student-centric learning. The "old school" way of learning was to simply listen to a professor lecture, take notes (silently), and then you take a test or two during the course. I have had plenty of courses like that, and it was very challenging for me to get excited to learn, especially in a course such as geology. A gal can only listen to a lecture about rocks for so long... I think most people can agree that student-centric learning is the best. However, how do you effectively implement this model in distance education? What if there are thousands of students within the course? How can a professor realistically manage all of that? Circling back to the question at hand, what are the advantages of a virtual meeting place and a Student Charter of Rights? This is the first step towards creating a student-centric course environment. Any distance education course can offer both of these, even if the course has thousands of students within. When a student feels a "buy in" to the course, they are more likely to be successful. (I have no reference for this, but am using my experience and simple logic.) This is my third course in this program, and I love that some of my classmates must be on the same track as I am, since we keep having courses together. It makes me feel like there is a community within our program, and that I can reach out to them with questions. Baleni, Z. (2015). Online formative assessment in higher education: Its pros and cons. The Electronic Journal of e-Learning, 13(4), 228-236. Retrieved from http://www.ejel.org/volume13/issue4. My background is in education, and I have had the pleasure of teaching both in the B&M and virtually. In addition, I have also been a student is both scenarios as well.
Learner support is very similar in both instances. Students, simply put, need to feel supported. Can they connect with their instructor easily? Do they have a safe place to ask questions and seek clarification? What other resources do they have access to, that they can refer back to? However, as mentioned in my other discussion post, virtual education puts more "ownness" on the student. No one tells the student when to show up, for how long, or what exactly to do at any given moment. (I always think of high school, where everyone lived by the bell system. It reminds me of a bunch of robots, haha!) The student is in charge of their schedule, and making school a priority. Instead of simply doing as they are told. This means that there needs to be extra support in the virtual realm for students. For example, some online courses offer a calendar or schedule to help students with pacing. Often times (in K-12) instructors will remind students via email, announcements, etc about upcoming deadlines. The level and type of support also depends on the student's age. Kindergartners need different support than graduate students (hopefully...). In conclusion, online education needs specific resources and support for learners. It is important to remember that these students have unique needs as compared to B&M students. In addition, it is important that various departments within the institution work together and collaborate to successfully support virtual learners. (Goodson, Miertschin, Norwood, & Ezell, 2013) Stewart, B, Goodson, C., Miertschin, S., Norwood, M., & Ezell, S. (2013). Online student support services: A case based on quality frameworks. MERLOT Journal of Online Learning and Teaching, 9(2), 290-303. Retrieved from http://jolt.merlot.org/vol9no2/stewart_barbara_0613.pdf |
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