Every step I have taken has brought me closer to who I am going to be...
Here you will find a collection of summative reflections on each course I have taken in the MDE program.
Reflections on OMDE 601 ~ The Beginning Fall 2004
Early in the course, we were asked to share our initial definition of Distance Education. Here is what I said:
"Distance Education (DE) can be defined as any learning experience that occurs where the instructor is removed from the physical location of the learner. DE can occur either asynchronously or synchronously. Communication during a DE course is facilitated through the use of non-traditional media such as television, telephone, on-line learning modules, flash movies, email, chat rooms, and bulletin boards. Distance Education is also referred to as distance learning.
We are all experiencing Distance Education by being involved in this course. Our participation in this course is an example of asynchronous distance learning. We will all be working at different times in different locations for a common goal – To learn all we can about the foundations of distance education."
A very basic definition to be sure...No mention of constructivism; collaboration; communities of practice; a holistic, learner-centric systems approach; the importance of learner support...But that was all to come...In time...
And ~ for me ~ this was the beginning of a journey...
"Distance Education (DE) can be defined as any learning experience that occurs where the instructor is removed from the physical location of the learner. DE can occur either asynchronously or synchronously. Communication during a DE course is facilitated through the use of non-traditional media such as television, telephone, on-line learning modules, flash movies, email, chat rooms, and bulletin boards. Distance Education is also referred to as distance learning.
We are all experiencing Distance Education by being involved in this course. Our participation in this course is an example of asynchronous distance learning. We will all be working at different times in different locations for a common goal – To learn all we can about the foundations of distance education."
A very basic definition to be sure...No mention of constructivism; collaboration; communities of practice; a holistic, learner-centric systems approach; the importance of learner support...But that was all to come...In time...
And ~ for me ~ this was the beginning of a journey...
Reflections on OMDE 602 ~ Inputs + Process + Outputs = SYSTEM Spring 2006
Here is where I began to learn all about process, and think in terms of inputs and outputs! Thinking in terms of a holistic system did not come easy to me. It took time to develop. I can say that I started to develop the mind set in this class, but it continued to blossom as I gained more experience in the workplace. I like to think of systems theory using the old adages "You are what you eat" or "You get out what you put in" - Its true, if you take the time to look at a curriculum, a course, a project for work, getting your kids off to school in the morning, anything really, as a process, then things progress along smoothly. Taking the time to rise above and take a birds eye view helps you to work out any kinks in your process. It helps you to redefine the system when needed.
I did learn a ton in this course , but, by far, this was the course in which I had the most trouble. I took it early on - Assuming 602 would be appropriate to take after 601. That was not the case. In fact, I do believe that the number was eventually changed to 609 based on the fact that it truly should be taken later in the program, as it is better to have more experience with the literature before tackling Systems theory. Back in 2006, the MDE program did not have many learner support mechanisms. There were no Specializations, no Orientation course, no Buddy Program, no MDE Blog, no MDE Hub, no LinkedIN group to join. I have been blessed to watch the MDE program grow, change and morph into a supportive, learning platform. It has been such a pleasure!
I did learn a ton in this course , but, by far, this was the course in which I had the most trouble. I took it early on - Assuming 602 would be appropriate to take after 601. That was not the case. In fact, I do believe that the number was eventually changed to 609 based on the fact that it truly should be taken later in the program, as it is better to have more experience with the literature before tackling Systems theory. Back in 2006, the MDE program did not have many learner support mechanisms. There were no Specializations, no Orientation course, no Buddy Program, no MDE Blog, no MDE Hub, no LinkedIN group to join. I have been blessed to watch the MDE program grow, change and morph into a supportive, learning platform. It has been such a pleasure!
Reflections on OMDE 603 ~ The Importance of Technology Spring 2006
In the past, I have
been guilty of using the terms “media” and “technologies” synonymously. This course helped me understand that media is actually a
classification element of the larger realm of technology. I now understand clearly that educational
technology
can be defined as a variety of electronic tools, media, and backdrops that can
be used to boost learning, cultivate creativity, inspire communication, promote
collaboration, and engage in the constant growth and application of awareness
and skills.
When applied purposefully, multimedia applications can enhance training experiences and lend a real-world experience to the learning environment. For example, applications that have an interactive simulation element are very helpful when teaching a systems’ course. Participants are allowed a kinesthetic experience that they would not get in traditional ILT.
I have learned that the term “Distance education” implies any learning experience that occurs where the instructor is removed from the physical location of the learner. DE can occur either asynchronously or synchronously. Communication during a DE course is facilitated through the use of non-traditional media such as television, telephone, on-line learning modules and learning objects, flash movies, email, chat rooms, and bulletin boards. Distance education is also referred to as distance learning. I think either of these terms work well and help to clearly defined learning, working and collaborating from a distance.
Back in 2006, I reflected upon my own experience as an e-Learning Instructional Designer in the corporate world. Here is what I said back then:
I have now filled this role for two different companies and I would like to share with you my experiences, my own history, if you will… My experiences have been vastly different.
THEN -
As an e-Learning Training and Development Specialist working for a large mutual fund company, I was required to wear many hats. I was required be everything to everyone - instructional designer, motivator, SME, technology developer, course designer, facilitator (through blended solutions), evaluator. I was present through all the facets of the ADDIE process. I had my hands on everything. I had complete creative control. I always knew I was working hard, but also thought I was working smart, so I never really complained. I knew no other way.
NOW –
In my current role as e-Learning Instructional Designer on a VERY NEW Worldwide Customer Education Team at American Power Conversion (APC), things have changed. I have only one responsibility – Develop course material and ensure that it meets all criteria for valid instructional design. I am no longer SME (I work from white papers and with engineers to create my courses). I am no longer facilitator (The technology - our on-line LMS - takes care of that). I now need to depend on others to help me complete my task of course development. I no longer have access to the imagery, the technology; I now need to depend on a team in a “Creative Services” department to give me 3D images, swfs and various jpgs…
When I first learned that I was not going to be wearing so many hats, I was happy. Surprisingly, I must admit, I have had a hard time giving up the technological control I once had. I knew that when I needed something completed, I COULD GET IT DONE. Now, I find myself, working in a situation where I am dependent on others.
I pose that a systems approach works, as long as there are defined processes and procedures in place. Project plans help inter-connecting departments stay on track; as with all things, communication is key. We’re getting there…I am helping my team members to see the benefits of process…of a TRUE systems approach…
When applied purposefully, multimedia applications can enhance training experiences and lend a real-world experience to the learning environment. For example, applications that have an interactive simulation element are very helpful when teaching a systems’ course. Participants are allowed a kinesthetic experience that they would not get in traditional ILT.
I have learned that the term “Distance education” implies any learning experience that occurs where the instructor is removed from the physical location of the learner. DE can occur either asynchronously or synchronously. Communication during a DE course is facilitated through the use of non-traditional media such as television, telephone, on-line learning modules and learning objects, flash movies, email, chat rooms, and bulletin boards. Distance education is also referred to as distance learning. I think either of these terms work well and help to clearly defined learning, working and collaborating from a distance.
Back in 2006, I reflected upon my own experience as an e-Learning Instructional Designer in the corporate world. Here is what I said back then:
I have now filled this role for two different companies and I would like to share with you my experiences, my own history, if you will… My experiences have been vastly different.
THEN -
As an e-Learning Training and Development Specialist working for a large mutual fund company, I was required to wear many hats. I was required be everything to everyone - instructional designer, motivator, SME, technology developer, course designer, facilitator (through blended solutions), evaluator. I was present through all the facets of the ADDIE process. I had my hands on everything. I had complete creative control. I always knew I was working hard, but also thought I was working smart, so I never really complained. I knew no other way.
NOW –
In my current role as e-Learning Instructional Designer on a VERY NEW Worldwide Customer Education Team at American Power Conversion (APC), things have changed. I have only one responsibility – Develop course material and ensure that it meets all criteria for valid instructional design. I am no longer SME (I work from white papers and with engineers to create my courses). I am no longer facilitator (The technology - our on-line LMS - takes care of that). I now need to depend on others to help me complete my task of course development. I no longer have access to the imagery, the technology; I now need to depend on a team in a “Creative Services” department to give me 3D images, swfs and various jpgs…
When I first learned that I was not going to be wearing so many hats, I was happy. Surprisingly, I must admit, I have had a hard time giving up the technological control I once had. I knew that when I needed something completed, I COULD GET IT DONE. Now, I find myself, working in a situation where I am dependent on others.
I pose that a systems approach works, as long as there are defined processes and procedures in place. Project plans help inter-connecting departments stay on track; as with all things, communication is key. We’re getting there…I am helping my team members to see the benefits of process…of a TRUE systems approach…
Reflections on OMDE 607 ~ You must have a PLAN! Summer 2006
As you know, I am an Instructional Designer, and this course was near and dear to my heart. Many of the topics we explored I knew previous to this course, but I lacked the educational piece, a structured look, and reasons WHY I do what I do.
We started out with an introduction to Instructional Systems Design (ISD) and the importance of having an instructional plan. Having a solid plan in place sets everyone involved up for success. I learned that having a plan allows me to identify the instructional problems and specify goals for designing an instructional program, examine learner characteristics that will influence my instructional decisions, identify subject content and analyze task components related to stated goals and purpose, specify the instructional objectives, sequence content within each instructional unit for logical learning, design instructional strategies so that each learner can master the objective, plan the instructional message and develop the institution, develop evaluation instruments to asses objectives, and select resources to support instruction and learning activities. It also became clear to me that learning theories are descriptive because they describe the process of learning. Instructional theories are prescriptive because they describe the most effective way of achieving an objective.
One other topic that hit home for me was the importance of contextual analysis. This is so important! Its really the first step in creating an educationally sound course because it provides a clear idea of what is needed to be designed. It is important to analyze the learners’ characteristics and background in order to be able to achieve specific training objectives. The contextual analysis helps in providing a rich data that enables designers to design a real-world examples and identifying objectives. This helps to create a pathway to the end result – The course. Appropriate analysis helps to ensure that the course is indeed teaching EXACTLY what it intended to teach, and that the objectives fit the audience.
One other topic that hit home: Learning styles need to be accounted for when designing effective instruction. I believe the best approach is to try to incorporate learning activities that will include ALL learning styles, activities that will stimulate learning for all people. This can be done through the appropriate use of technology. Examples include: Web-casts, on-line simulations, audio presentations…All of these stimulate the learner…Visually, kinesthetically, and auditorily.
We started out with an introduction to Instructional Systems Design (ISD) and the importance of having an instructional plan. Having a solid plan in place sets everyone involved up for success. I learned that having a plan allows me to identify the instructional problems and specify goals for designing an instructional program, examine learner characteristics that will influence my instructional decisions, identify subject content and analyze task components related to stated goals and purpose, specify the instructional objectives, sequence content within each instructional unit for logical learning, design instructional strategies so that each learner can master the objective, plan the instructional message and develop the institution, develop evaluation instruments to asses objectives, and select resources to support instruction and learning activities. It also became clear to me that learning theories are descriptive because they describe the process of learning. Instructional theories are prescriptive because they describe the most effective way of achieving an objective.
One other topic that hit home for me was the importance of contextual analysis. This is so important! Its really the first step in creating an educationally sound course because it provides a clear idea of what is needed to be designed. It is important to analyze the learners’ characteristics and background in order to be able to achieve specific training objectives. The contextual analysis helps in providing a rich data that enables designers to design a real-world examples and identifying objectives. This helps to create a pathway to the end result – The course. Appropriate analysis helps to ensure that the course is indeed teaching EXACTLY what it intended to teach, and that the objectives fit the audience.
One other topic that hit home: Learning styles need to be accounted for when designing effective instruction. I believe the best approach is to try to incorporate learning activities that will include ALL learning styles, activities that will stimulate learning for all people. This can be done through the appropriate use of technology. Examples include: Web-casts, on-line simulations, audio presentations…All of these stimulate the learner…Visually, kinesthetically, and auditorily.
Reflections on OMDE 610 ~ The Importance of the Learning Community Spring 2009
You may have noticed a gap between this course and my last. I took some time off from the MDE program after the birth of my son.
Gaining a couple of years of career experience helped to season my outlook and perspective. 610 was by far my most favorite course in the MDE program. THIS course was the perfect re-entry point for me. It helped reaffirm my desire to accomplish the task of getting my Masters in a field that I truly enjoy.
Dianne Conrad was the facilitator of this course, and she was awesome! She was the most engaging, participatory, supportive instructor I have ever had in the MDE program. Dianne truly practices what she preaches.
Here is a post from my learning journal blog which I found significant. We were asked to answer four reflective questions for our final post. Here are my answers to those questions.
1. What five adjectives do you feel best describe your participation in this course?
What I have learned about myself as an Online Learner
Gaining a couple of years of career experience helped to season my outlook and perspective. 610 was by far my most favorite course in the MDE program. THIS course was the perfect re-entry point for me. It helped reaffirm my desire to accomplish the task of getting my Masters in a field that I truly enjoy.
Dianne Conrad was the facilitator of this course, and she was awesome! She was the most engaging, participatory, supportive instructor I have ever had in the MDE program. Dianne truly practices what she preaches.
Here is a post from my learning journal blog which I found significant. We were asked to answer four reflective questions for our final post. Here are my answers to those questions.
1. What five adjectives do you feel best describe your participation in this course?
- Active
- Thoughtful
- Reflective
- Sharing
- Supportive
- I feel that I was was supportive of my fellow classmates, and freely shared information, my own experiences and opinions. I was happy to hear others constructive criticisms of my thoughts and was thankful to have the opportunity to see things from their perspective.
- Upon entering this course, I was completely out of practice with grad school. I felt nervous and not at all confident in my abilities to balance life, work, and school. I view this "not believing in myself" as a weakness, and I did overcome that weakness as time went on. In fact, I am very proud of the work I did in this course. I have learned so much that I will carry that with me as I continue on my climb towards that pinnacle!
- One other weakness was my ability to truly reflect. I had to FORCE myself to do this in the beginning and but as time went on it became easier and easier. Guess what? It's ok to have an opinion, as long as it adheres to the rules governing our course. It's ok to not have the right answer all the time...Sometimes there is no right or wrong answers...There are just answers...
What I have learned about myself as an Online Learner
- It is truly possible to bond with my classmates in an online course, and actively participate in forming a sense of community. I looked forward to reading my fellow learners posts, thoughts and ideas, and hearing what they thought about what I was thinking. These pleasant, meaningful exchanges formed the foundation of a community-centered learning environment. I felt motivated and I felt very supported in this course.
- I think the biggest thing that I learned
about myself as an ID is that I have an inner struggle between
"Constructivist Melissa" and "Corporate Melissa" and long for the
ability to apply a community-centered, constructivist approach in the
workplace. (And I am so happy to be doing my final capstone project on this very topic!)
- Also, I have a moral obligation to closely examine
the moral standards and set-up of the design of the courses I create.
Reflections on OMDE 604 ~ Are You a Change Agent? I Am! Summer 2009
Dr. Michael Beaudoin teaches Leadership. At first, I must admit that I thought to myself, "Hmmm...A whole course on Leadership? Really?" By the end of the first week of the course, I absolutely understood the benefit of this course. And by the end, I had a whole new appreciation for those leaders in DE that have paved the way for me. Surprisingly, I found a desire to become more a of a leader myself, and this course helped me to build the confidence I needed to be more of a leader in my own workplace.
In this course, I learned about three important phases that you go through when you attempt to bring about change in an organization: Diagnosis, Adaptation, and Communication. Diagnosing the environment is imperative because it is important that a leader understand what the situation in his organizational environment is now, in order to figure out what he can reasonably expect to make it in the future. Bridging the gap between those two points, and figuring out how to make that change, is what the other two competencies (adapting and communicating) is aimed at.
It became apparent to me that the perception of leadership style by followers is more important than the leader's self-perception. Leadership styles stem from leader behaviors. Followers have certain expectations of a leader, and will behave according to the perception they have of their leader’s behavior.
If the leader meets a follower’s expectations, then that follower attributes respect, trustworthiness and authority to that leader. The opposite is also true. If a leader fails to meet followers’ expectations, mistrust develops and the relationship is strained. It doesn’t matter if you believe that you are a caring, relationship-based, encouraging leader, if your followers perceive you to be the opposite. If they think you are a firm, debilitating task-oriented leader, they will react accordingly.
We also talked about effective team building best techniques. It’s not necessary for everyone to have the same style. They should however have shared perceptions of each others roles, and have common goals and objectives. It is a much better plan to find a versatile team of players who can complement each other, both in strengths and weaknesses.
Within my team of instructional designers, we have a very versatile group. Some of us are better at technology, some of us are better at script writing, some of us are better with audio recording, some of us are better at graphical representation of educational elements. What makes us a highly productive team is that each of us knows our strengths, our weaknesses, and who to go to when we need help with those weaknesses. In our highly collaborative environment, we know that by helping each other out, we are not only helping a fellow employee but we are also helping to make the team stronger…and that makes us all stronger in the end.
In this course, I learned about three important phases that you go through when you attempt to bring about change in an organization: Diagnosis, Adaptation, and Communication. Diagnosing the environment is imperative because it is important that a leader understand what the situation in his organizational environment is now, in order to figure out what he can reasonably expect to make it in the future. Bridging the gap between those two points, and figuring out how to make that change, is what the other two competencies (adapting and communicating) is aimed at.
It became apparent to me that the perception of leadership style by followers is more important than the leader's self-perception. Leadership styles stem from leader behaviors. Followers have certain expectations of a leader, and will behave according to the perception they have of their leader’s behavior.
If the leader meets a follower’s expectations, then that follower attributes respect, trustworthiness and authority to that leader. The opposite is also true. If a leader fails to meet followers’ expectations, mistrust develops and the relationship is strained. It doesn’t matter if you believe that you are a caring, relationship-based, encouraging leader, if your followers perceive you to be the opposite. If they think you are a firm, debilitating task-oriented leader, they will react accordingly.
We also talked about effective team building best techniques. It’s not necessary for everyone to have the same style. They should however have shared perceptions of each others roles, and have common goals and objectives. It is a much better plan to find a versatile team of players who can complement each other, both in strengths and weaknesses.
Within my team of instructional designers, we have a very versatile group. Some of us are better at technology, some of us are better at script writing, some of us are better with audio recording, some of us are better at graphical representation of educational elements. What makes us a highly productive team is that each of us knows our strengths, our weaknesses, and who to go to when we need help with those weaknesses. In our highly collaborative environment, we know that by helping each other out, we are not only helping a fellow employee but we are also helping to make the team stronger…and that makes us all stronger in the end.
Reflections on OMDE 606 ~ The Value of E-Learning Fall 2009
The Costs and Economics of Distance Education: I will admit I was not looking forward to this course. I had no experience with this side of the business. That lack of experience scared me. Luckily, I had an amazingly supportive instructor in Dr. Thomas Hulsmann. Dr. Hulsmann gave me the tool box I needed to succeed in this course. He ensured that I knew exactly what he expected of me. He used Wimba sessions; he allowed the class to work in groups so we could draw on the knowledge of the whole; he allowed the class to practice our ROI assignment before having to submit an assignment for grading. I will never forget when I finally made my line graph look like it should! I had such a sense of accomplishment! And true COMPREHENSION!
Dr. Hulsmann provided hands on experience with number-crunching. I walked away from that class with an effective ROI tool kit that can be easily translatable to any distance education system.
Dr. Hulsmann provided hands on experience with number-crunching. I walked away from that class with an effective ROI tool kit that can be easily translatable to any distance education system.
Reflections on OMDE 608 ~ Supporting My Learner Is My Responsibility Fall 2009
The class taught me that there are five elements of learner support:
- Teaching
- Tutoring
- Counseling
- Advising
- Administration
Reflections on DETC 620 ~ Multimedia Spring 2010
This course helped me to take some of the focus away from the “technology” in my
initial view of multimedia. And put it on the learner - Where it should be. I
believe that it is important to take into account the fact that all students
learn in different ways. We all have a unique footprint to learning…Most of us
possess a combination of all three learning styles (Audio, Visual, Kinesthetic)
and lean more towards one than the others. Every learner is different and
utilizing more than one form of media which addresses more than one sense is a
great way to help in the transfer of knowledge. This is ESPECIALLY true in a
distance learning environment where tutor and students are separated by time
and space. I think that multimedia can help to reduce Moore's transactional distance...by providing
the right platform in which to foster communication and collaboration in a
community of learners.
This course was taught by Dr. Olaf Zawacki-Richter and I found his teaching approach refreshing and challenging. Our first assignment included a Media Debate (something that I had never experienced online!). We were asked to prepare arguments in groups and participate in an online debate discussion over six days.
One other assignment put me in the position of being a member of a jury in a multimedia award. I was expected to write a review that compares the two finalists in a competition. In the review, the detailed results of the evaluation concerning the usability and the pedagogical design were discussed and justified. The group work in this course was a wonderful experience. I found myself leading the rest of my team on more than one occasion. We built the evaluation rubric as a group, but the multimedia award piece was written individually. I enjoyed how these two learning methods were combined. The group work laid the foundation for the individual piece.
This course was taught by Dr. Olaf Zawacki-Richter and I found his teaching approach refreshing and challenging. Our first assignment included a Media Debate (something that I had never experienced online!). We were asked to prepare arguments in groups and participate in an online debate discussion over six days.
One other assignment put me in the position of being a member of a jury in a multimedia award. I was expected to write a review that compares the two finalists in a competition. In the review, the detailed results of the evaluation concerning the usability and the pedagogical design were discussed and justified. The group work in this course was a wonderful experience. I found myself leading the rest of my team on more than one occasion. We built the evaluation rubric as a group, but the multimedia award piece was written individually. I enjoyed how these two learning methods were combined. The group work laid the foundation for the individual piece.
Reflections on DETT 621 ~ Training at a Distance Fall 2010
Here are four topics that came through loud and clear in this course:
Instruction and knowledge management: These two are very different. When used appropriately, in combination, they can become a commanding force for learning. Rosenberg defines the purpose of training to transfer skill and knowledge to the user, while he defines the goal of knowledge management as becoming a resource to the user. This is an important difference to understand. Its crucial to weave both of these resources into the systematic organizational eLearning plan in order to best support students.
Leadership and teamwork: Organizational management and leadership are essential when establishing and sustaining any eLearning initiative. The leadership needs to create a systematic plan of change. The leadership needs to ensure that they have the right support system both above them, and below them, in order to make the plan a success. When a huge initiative like the changing of a training culture occurs, you really need that leader to bond everyone and keep the lines of communication open and flowing. Transformation takes time and it’s not easy. A good captain at the helm helps to make the transition a smooth one.
Student support, especially for culturally diverse learners: I learned the most about support for students while researching the emerging trends paper assignment. I found it particularly interesting to learn about how western culture differs from eastern culture in terms of teaching and learning. There are many tactics that an eLearning facilitator can use to ensure that each student, regardless of cultural origin, feels welcome, successful, supported, and included.
Corporate universities: It is important to tie over arching business goals to the corporate university mission and strategy. This helps to ensure acceptance amongst everyone involved in the change process. The corporate university should borrow the good tenants and philosophy of distance education. A corporate university should incorporate support systems for the learners, management team and designers, utilize constructivist pedagogy, and create a true collaborative community of learners.
Instruction and knowledge management: These two are very different. When used appropriately, in combination, they can become a commanding force for learning. Rosenberg defines the purpose of training to transfer skill and knowledge to the user, while he defines the goal of knowledge management as becoming a resource to the user. This is an important difference to understand. Its crucial to weave both of these resources into the systematic organizational eLearning plan in order to best support students.
Leadership and teamwork: Organizational management and leadership are essential when establishing and sustaining any eLearning initiative. The leadership needs to create a systematic plan of change. The leadership needs to ensure that they have the right support system both above them, and below them, in order to make the plan a success. When a huge initiative like the changing of a training culture occurs, you really need that leader to bond everyone and keep the lines of communication open and flowing. Transformation takes time and it’s not easy. A good captain at the helm helps to make the transition a smooth one.
Student support, especially for culturally diverse learners: I learned the most about support for students while researching the emerging trends paper assignment. I found it particularly interesting to learn about how western culture differs from eastern culture in terms of teaching and learning. There are many tactics that an eLearning facilitator can use to ensure that each student, regardless of cultural origin, feels welcome, successful, supported, and included.
Corporate universities: It is important to tie over arching business goals to the corporate university mission and strategy. This helps to ensure acceptance amongst everyone involved in the change process. The corporate university should borrow the good tenants and philosophy of distance education. A corporate university should incorporate support systems for the learners, management team and designers, utilize constructivist pedagogy, and create a true collaborative community of learners.
DETT 611 ~ Copyright Issues Spring 2011
Early in this course we explored the relationship between copyright law and academic and cultural
artifacts. We discussed the various barriers that copyright legislation
is creating. One theme came through loud and clear: Institutions need to evaluate how they set forth
their overall missions in regards to copyright and intellectual property and what is considered fair use.
Before this course began, I had a basic understanding of what “copyright” is…One of the first assigned articles opened my eyes to something I had never considered. I never considered that the day may come when I wouldn’t be able to “build upon” a person’s work (appropriately attributed) to substantiate an argument I am trying to make without paying for permissions to do so. It bothers me that there are researchers who are creating a market for this type of behavior. Researchers want to protect themselves because they fear getting sued otherwise. So they pay the money…but that just makes the vicious circle go round and round. Do authors not make money when we buy their books? Now we may have to pay for the right to quote them (with proper credit given)? I find that upsetting, and unfair.
As a student and a professional in this field, I need to learn from leaders who came before me. How else am I supposed to do everything that my boss and my university expect of me? I think that my biggest role as learner is to take information and apply it and “build upon” it and make effective use of it in my every day life. For me, it’s all about the constructivist approach.
Ok, authors want to protect their works…If you are true academic, shouldn’t you in the business of sharing knowledge? I say we need more leaders in this field who are willing to fight and set forth policies to protect the sanctity of academic practice and research. There is no room for commercialization.
Before this course began, I had a basic understanding of what “copyright” is…One of the first assigned articles opened my eyes to something I had never considered. I never considered that the day may come when I wouldn’t be able to “build upon” a person’s work (appropriately attributed) to substantiate an argument I am trying to make without paying for permissions to do so. It bothers me that there are researchers who are creating a market for this type of behavior. Researchers want to protect themselves because they fear getting sued otherwise. So they pay the money…but that just makes the vicious circle go round and round. Do authors not make money when we buy their books? Now we may have to pay for the right to quote them (with proper credit given)? I find that upsetting, and unfair.
As a student and a professional in this field, I need to learn from leaders who came before me. How else am I supposed to do everything that my boss and my university expect of me? I think that my biggest role as learner is to take information and apply it and “build upon” it and make effective use of it in my every day life. For me, it’s all about the constructivist approach.
Ok, authors want to protect their works…If you are true academic, shouldn’t you in the business of sharing knowledge? I say we need more leaders in this field who are willing to fight and set forth policies to protect the sanctity of academic practice and research. There is no room for commercialization.
OMDE 670 ~ The End (Well, Not Really...) Spring 2011
And here we are...
The deliverable for the Capstone class is two fold.
This e-portfolio has allowed me to showcase my academic work, my professional work, and truly reflect on what these years have meant to me. I have grown so much in my professional role, and as a person in general. The lessons I have learned here I take with me. For me, graduate school has not just been about gaining knowledge about distance learning (although I have done MUCH of that!); it has also been about learning how to disseminate and process information, learning how to effectively manage my time, learning how to remove barriers, learning how to make a difference, learning how to initiate change, learning how to be a leader.
This Capstone course allowed me to take all the knowledge I have gained while in the MDE program and really put it to the test in my workplace! My favorite topics in DE are constructivist pedagogy, community-centered learning, and effective learner support systems. This is something that is missing from my every day interface at work. We create one-way, passive eLearning. It is what works for us; it is easily manageable, and it suits its purpose. What I have learned here is that we could do better. And I want to do better! This led me to think...What would happen if we tried an active learning approach? Make sure you check out my Capstone page to see what happened!
And here we are...
Time, effort, sweat, tears, laughs, worry, deadlines...All worth it!
A very special thank you to Dr. Stella Porto, Dr. Eli Collins-Brown, and Brenda Ledford for their guidance and help while I completed my final research paper and this e-portfolio!
The deliverable for the Capstone class is two fold.
This e-portfolio has allowed me to showcase my academic work, my professional work, and truly reflect on what these years have meant to me. I have grown so much in my professional role, and as a person in general. The lessons I have learned here I take with me. For me, graduate school has not just been about gaining knowledge about distance learning (although I have done MUCH of that!); it has also been about learning how to disseminate and process information, learning how to effectively manage my time, learning how to remove barriers, learning how to make a difference, learning how to initiate change, learning how to be a leader.
This Capstone course allowed me to take all the knowledge I have gained while in the MDE program and really put it to the test in my workplace! My favorite topics in DE are constructivist pedagogy, community-centered learning, and effective learner support systems. This is something that is missing from my every day interface at work. We create one-way, passive eLearning. It is what works for us; it is easily manageable, and it suits its purpose. What I have learned here is that we could do better. And I want to do better! This led me to think...What would happen if we tried an active learning approach? Make sure you check out my Capstone page to see what happened!
And here we are...
Time, effort, sweat, tears, laughs, worry, deadlines...All worth it!
A very special thank you to Dr. Stella Porto, Dr. Eli Collins-Brown, and Brenda Ledford for their guidance and help while I completed my final research paper and this e-portfolio!