Dear Learning Journal,
The information below is based on my
Julia’s Learning Journal.
Julia’s Learning Journal Entry Document and URL:
http://juliadasilvabeharry-e-portfolio.yolasite.com/home-omde-610.phpI am very elated that the Teaching
and Learning in Online Distance Education (OMDE 610) course created opportunities
for me to explore the dynamic of online teaching and learning theoretical
foundation and best practices. I was able
to use my knowledge and skills to inquire how teaching and learning can occur
without having physical instructors and students through real time in an online
learning environment. In this view, I continued to explore for my knowledge in
order to learn more about policies and expectations pertaining to the required
materials. With this in mind, my
learning experience with my existing knowledge allow me to read several
articles that prepare me to analyze and process various topics that are
directly correlated and inseparable with each other occurrences.
In addition, the modules’ discussions
from Pre Week 2 to Module 1 have allowed my instructor, as well as my fellow
students and I to use a wide range of technology resources to collaborate and create
threads on the classroom discussion board. The classroom assignments and discussions
assisted me to understand my course modules. The guiding principles of OMDE 610
course inspire me to my next level of learning toward my academic Journey and Journal
Reflection which is outlined below:
Pre Week
I
choose to write about the Pre Week because it introduced my colleagues and I to
the classroom, content, discussions, syllabus, course content, course
resources, and other valuable learner support functions of the course. In
addition, the Pre Week guided me to create my OMDE 610 Learning Journal in my
e-portfolio and read one of the articles that are called, Harasim and Ally, (2012).
After I reviewed Module 01 in the Course Content, I engaged my colleagues in
discussions that follow the posted guidelines for participation. This article was in the required reading for the first
module which was attached for my classmates and I convenience. I appreciated the Pre week
start-up session because, I had an opportunity to read the course
content thoroughly, print and organize the course information one week prior to
my classroom discussion for the first module. In this view, I am quite certain
that the Pre Week had certainly guided my classmates and I to be more organized
and prepared for the first module, especially when we are expected to perform
other responsibilities concurrently with responsibilities that are not related to our classroom
activities.
Module 01 Discussion 01: Julia View on Harasim and Ally
My readings in module 01 stated that the epistemology (theory of
knowledge) plays a vital role in how I recognize and appreciate a particular
framework of knowledge with regards to how I view and practice the knowledge of
teaching and learning (Harasim, 2012, p. 7). For instance, as a researcher, I learn
how to use theories to determine an analysis of a particular hypothesis toward
verifying how and why findings should be contributed in other theoretical
methodologies to obtain successful scientific models. In this view, I also learn
that any researcher can develop a collection of models by using a context of an
accessible theory (Harasim, 2012, p. 7).
In addition, I have
discovered that instructional practices and technologies can be determined by
the methods of approach that would support appropriate teaching, learning, and
social practices. In this view, the DE instructors would have to use appropriate
learning materials to design the course syllabus with the required technology
tools that would be applicable to communicate information in a collaborative
online learning environment.
However, I learned
that the constructivist approach with its technology advancements is more
appropriate for the DE learning environment. Hence, this method of approach
consists of technology tools and practices that influence existing standards that
assist me (DE professional and learner) to have a global perception and interaction
toward performing efficiently in a diverse DE environment of knowledgeable
peers (Harasim, 2012, p. 7). I will therefore emphasize that knowledge theories are built on existing framework with
state-of-the-art technologies that facilities researchers with theoretical
findings. In this view, researchers can also use the advance technologies to
develop a collection of innovative theories for the course syllabus that would
be applicable to communicate information in a collaborative online learning
environment.
Reference
Harasim, L. (2012). Learning
theory and online technologies. New York, NY: Routledge
Module
01 Discussion 02: Saba and the chaos of online learning
I learned that equilibrium can be considered as an identical state of intellectual, academic, logical, rational
or emotional balance toward a form of stability with online teaching and
learning styles. The teaching and learning styles can be viewed by a wide range
of approaches. For instance, some human brains
have the ability to function in Visual Learning or Mathematical Logical
Learning. In some cases visual and brilliant learners have an excellent memory
to visualize pictures, images and other details that consist of Visual
Learning.
Conversely, I discovered that the
Mathematical Logical Learning students may have the ability to solve problems
in their heads and are interested in learning with logical puzzles and games in
order to rationalize their problem solving issues. However, I also learn that I
teaching and learning will achieve equilibrium if educators incorporate a wide
range of teaching and learning styles techniques in a given syllabus to promote
a successful learning environment. On the other hand, students should also be
responsible to apply their prior knowledge and existing knowledge to explore
for advance knowledge in order to achieve the equilibrium of teaching and learning in my virtual
learning environment.
However, during my experience, I was
able to achieve equilibrium in the distance education teaching and learning
environment. I apply my prior knowledge and skills with my existing knowledge
and skills to visualize and rationalize challenging issues. In this
view, my Master’s of Education in Instructional Technology and Master’s of
Distance Education and e-Learning (dual degree program) created opportunities
for me to further utilize a wide range of my learning styles on a need by need
basis. Thus, I accomplish my equilibrium through visual learning, read-write
learning, and mathematical logical learning, among other teaching and learning
styles in both individual and group intellectual environments. In
addition, learners as entities differ from dissipative systems, whose behavior
moves toward a point of equilibrium, inactivity, and stability (Saba, 2003, p.
8).
I have also learned that dis-equilibrium
in constructive terms can be viewed in the sense that some instructors do not
have the ability to apply a sense of balance of their knowledge and skills to
achieve equilibrium within the teaching and learning objectives of their
syllabus. Hence, the syllabus does not include an appropriate methodology with
a diverse teaching and learning theory. Conversely, dis-equilibrium can also be
viewed in the sense that if some learners do not have the ability to apply a
sense of balance of their knowledge and skills to achieve equilibrium within
the teaching and learning objectives of their syllabus.
Reference
Saba, F. (2003). Distance education
theory, methodology, and epistemology: A pragmatic paradigm.
Handbook of
Distance Education. pp. 3-19.
Module 02 Discussion Forum: Quality
Matters and Rubrics
Based on my readings,
I have learned that the pros and cons for using rubrics promotes a peer review
process to evaluate the performance of students’ assignments with feedback from
a team of well trained quality matters (QM) peer reviewers who are eligible to
peer review students’ assignments (Quality Matters, 2016). In addition, I have also
learned that the QM rubrics are expected to conduct internal or informal
reviews with QM to determine if the courses successfully meet the QM Rubric
Standards in an official QM-Managed course review that is eligible for QM
recognition from the learner and instructor perspectives.
Additionally, I also
learned that the rubric for a behaviorist learning experience will identify if the performance of the students successfully meet the expected QM Rubric Standards
that is based on the performance of the students in the QM assignments
(Mertler, 2001). Conversely, I have also gained knowledge on a cognitivist
learning rubric. This rubric is developed from the pedagogical theory, which
looks beyond the human behavior to explain the various approaches to determine
whether or not there is an occurrence of learning that successfully meets the
QM Rubric Standards.
References
Mertler, Craig A.
(2001). Designing scoring rubrics for your classroom. Retrieved
from http://www.learner.org
/workshops/tfl/resources/s7_rubrics.pdf
Quality Matter. (2016). Higher Ed Program Rubric Retrieved from
https://www.qualitymatters.org/reviews
Module 02 Discussion Forum: Learning
theory, instructional design models, and technology
After reviewing Module
02 discussion in Course Content, I learned that e-Learning technologies facilitate
educators with tools that provide the knowledge and practice of Pedagogy toward
promoting teaching and learning skills. In this view, I do believe that educators
can use appropriate technology tools in the e-Learning program to enhance their
teaching skills, and inspire student to their next level of learning (Kanuka,
2008)
Additionally, I also
learn that according to Harasim (2012) the behaviorist designer argues that the
use of e-Learning technologies can be used as a catalyst to inspire and promote
the next level of intellectual learning. In this view, it is the learning
experience that occurs through education, which is a phenomenon that causes the
behavioral change in the personal development and social upward mobility in the
human brain of people. Hence, the behaviorist and the cognitivist can
incorporate similar e-Learning technology resources in their theories to assess
whether or not learning experience occur.
I have also discovered
that the behaviorist also concerns about what behavior occurs and what causes
the behavior to occur in order for the learning experience to be accomplished
(Harasim, 2012). Conversely, the cognitivist theorist concerns about conducting
a test to determine the capability of the brainpower to accomplish the test
with the use of e-learning technologies (Kanuka, Harasim). In this view, the
behaviorist concerns about promoting the next level of learning in a proficient
and successful mode. On the contrary, a cognitivist designer thinks that successful
learning can occur if the appropriate use of e-Learning technologies is
available to learners.
Reference
Harasim, L. (2012). Learning theory
and online technologies (pp. 30-58). New York, NY: Routledge
Kanuka, H. (2008). Understanding
eLearning technologies in practice through philosophies-in-practice. The
Theory and practice of online learning (pp. 91-118). Retrieved from
http://www.aupress.ca/books/120146
/ebook/99Z_Anderson_2008Theory_and_Practice_of_Online_Learning.pdf
Module 03 Discussion Forum: COI, Constructivism, and OCL theory
After
reviewing module 03, I have learned that the constructivism and
online collaborative learning (OCL) theories have made a considerably
transformation in the online teaching and learning environments. The OCL is
bridging the gap of social interaction between students and teachers in virtual
environments. In this view, I have gained additional knowledge on how the constructivist
and the OCL theories have offered several interactive learning activities that
created opportunities for learners to develop their learning and innovation
skills.For
example, OCL is a shared learning environment where learners can execute
collaborative learning activities on Discussion Board, Twitter, LinkedIn,
Google Drive and other collaborative learning environments or spaces. This can
be done through online learning and social interaction activities, which
involve creatively analyzing, documenting and presenting new ideas to a
specific group in real-time. In this instance, I have learned that collaborative
and supportive learning encourages students to use their critical thinking
skills to solve complex occurrences (Koohang et al., 2009).
I can also relate to these
theories in my current OMDE 610 Teaching and Learning virtual classroom. These theories
have influenced the community of inquiry (COI) model and best practices by
creating opportunities for my classmates and I to benefit from learner-centered
courses that are guided by instructors who provide a syllabus and rubrics for
the courses. In addition, my fellow students and I are inspired to be engaged
in classroom discussions and give feedbacks on classroom learning experiences.
This is an ideal example of the constructivist practice which supports teaching
and learning innovation skills, which is inseparable from the COI. Subsequently,
students will be able to build trustworthy relationships during their learning
experiences and have a sense of awareness that determines they are in the right
place.
Reference
Koohang, A., Riley, L., & Smith, T.
(2009). E-learning and constructivism: From theory to application.
Interdisciplinary Journal of E-Learning and Learning Objects, 5, p. 91-109.
Module 3 Discussion Forum:
Incorporating Web 2.0 into a constructivist or OCL activity or lesson
I have learned that
Yola and Google Drive are excellent tools for the use of online collaborative
learning, because they have built in features for the teaching and learning
environment that supports constructivist practices. In this regard, I will
recommend Yola and Google Drive as knowledge building tools. These tools have can
create Discussion in the Yola Webpage and Google Drive for students to use their
imagination to create, analyze, and document learning and innovation
information.
Module
04 Discussion Forum: MOOCs and Connectivism
I have learned that
onnectivism is an academic framework that is designed for assessing the
occurrences of learning (Kop & Hill, 2008). This process occurs when shared
knowledge is processed through various interactions with a variety of occurrences
(Siemens, 2004 & 2012; Kop & Hill, 2008). In addition, I ahve learned that a connection of
diverse knowledge has a direct correlation with interaction (Downes, 2005). In
this regard, MOOCs , is popular and well-established in connectivism,
especially Coursera/EDx and other types of MOOCs (Siemens, 2012).I
have also gained knowledge about massively open online courses ( MOOCs). I will
sign up for a few of these courses because they are similar to WebTyco and LEO.
These courses consist of content, course content, syllabus, discussions, discussion
groups, assignments, my tools, resources, roster, help, and an instructor-led
feature to guide the learners throughout the entire process of the courses.
References
Downes, S. (2005). An
Introduction to Connective Knowledge. Retrieved from
http://www.downes.ca
/post/33034
Kop, R. & Hill, A (2008). Connectivism:
Learning theory of the future or vestige of the past? International
Review of
Research in Open and Distance Learning, 9 (3). Retrieved from http://www.irrodl.org/index.php
/irrodl/article/view/523/1137
Siemens, G. (2004). Connectivism: A
learning theory for the digital age. Elearnspace. Retreived from
http://www.elearnspace.org/Articles/connectivism.htm.
Siemens, G. (2012). What is the theory that underpins our moocs? Elearnspace. Retrieved from:http://www.elearnspace.org/blog/2012/06/03/what-is-the-theory-that-underpins-our-moocs/
Module 04 Discussion
Forum: Meaning of Community
According to Siemens (2004) the
word community means learn continuously in every occurrences of our life. For
example, I have learned that we continue to learn through virtual environments
with computers, Internet users, processed data, workplaces, and other social
networking environments. In addition community is a group of people from a neighborhood
with similar interest and common goals (Harasim, 2012).
Additionally, I have learned that a
Website such as “Trip Advisor” and “Yelp” is a group of individuals in a
community who share common interest, goals, and create new ideas from a human
point of view (Downes, 2005). In this view, I have also learned that the Trip
Advisor and Yelp provide travelers with valuable information relating to the purpose
of their trip. This includes reviews and feedbacks of the finest places to
visit with reasonable price.
References
Downes, S. (2005, December 22). An
Introduction to Connective Knowledge in Hug, Theo (ed.) (2007):
Media,
Knowledge & Education-Exploring new Spaces, Relations and Dynamics in
Digital Media
Ecologies. Retrieved from http://www.downes.ca/post/33034
Harasim, L. (2012). Learning theory
and online technologies. New York, NY: Routledge.
Siemens, G. (2004). Connectivism: A
learning theory for the digital age. Elearnspace. Retreived from
http://www.elearnspace.org/Articles/connectivism.htm.
Module 05 Discussion
Forum: Theory to Practice
After
reviewing module 05, I have learned that theory can inform policy in a DE
organization by incorporating various methodologies of the constructivist
practices. In this view, I discovered that learners are able to organize and
present their knowledge in classroom forums for peer viewing. In addition, my classmates
and I benefit from online student support, discussion board participation,
among other educational features where we (students) feel valued (Hughes &
Moisey, 2008). In addition, the constructivist theory is integrated in my
current e-Learning OMDE 610 course, and I do experience a sense of value, among
my fellow classmates and my professors. Additionally, I have also learned that two
stakeholders within the organization whose “theories” may be in conflict and
propose ways to reconcile their competing interests include:
Stakeholder A: The course designer is responsible for incorporating
and developing appropriate assessment course materials to determine the level
of the students’ intelligent quotient. In addition the assessment approach,
which is considered as 20% of the course grade, will also reveal whether
the students have a working knowledge of the course work.
Stakeholder B: The
instructor is expected to create the course for the students to conduct research
in the e-Library and internet sources. In this regard, students will be
encouraged to use their current and existing knowledge to create and present
information and facts on relevant issues, relating to the learning course objectives.
Additionally, the instructor is expected to inspire student-to-student and
instructor-to-student online discussions. This method of approach can be used
in the constructivist practices to evaluate 80% of the students’ course grade (Harasim,
2012).
References
Harasim,L.(2012). Learning
Theory and Online Technologies. New York and London: Routledge.
Hughes, J. &
Moisey, S. (2008). Theory and practice of online learning. Supporting the online learner, 420.
Retrieved
from https://www.academia.edu/1043948/Supporting_the_online_learner
Module 05
Discussion Forum: Best practices for learners and instructors
After reviewing module 05, I have learned
about Best Practices and constructivist learning theory for e-Learning
Elementary to High Schools. Based on theses practices and theory, the instructor offers facilities for students to
access counseling and administrative services, which includes registration and
other student support services. Additionally, evaluations are conducted to meet
the individual needs of part time and full time students. Professional development programs are offered
for instructors on an ongoing basis, in order for educators to adopt new
technologies and emerging updated educational practices. Conversely, the
students are expected to register for classes on a timely basis. Additionally, students
are also expected to complete and submit their assignments on time, communicate
consistently with their instructors, and make maximum use of their student
services and resources.
Reference
Harasim,L.(2012). Learning Theory
and Online Technologies. New York and London:Routledge.
