My Reflections
February 2013
The beginning of my distance education (DE) journey, I defined DE as a “distance education is a learning environment where you are taught with the use of technology without physically interacting."
My understanding of DE has evolved tremendously due to learning the origins of DE and reading the different teaching/learning methods from the different scholars in the field. I did not realize that correspondence courses and independent studying are considered forms of DE. I always associated DE with e-learning instead of recognizing the earlier forms of DE.
I always viewed myself as a learner that would need face-to-face instruction because I thought e-learning would be less challenging. I felt I would need the physical interaction from my instructor and peers.
In taking my first online classes for my Masters in Distance Education (MDE), I am constantly being challenged and moving out of my comfort zone in completing the skill builders in my classes. I’m doing things that typically I would be uncomfortable doing (i.e. creating a website, writing a blog, designing a mindmap, etc.) All of these challenges are positive changes for me and are helping me to grow as a professional.
My view of the MDE program has changed tremendously. I knew that the University of Maryland University College (UMUC) is a well respected higher education school. I’ve been interested in the MDE/MBA dual degrees for several years. I’m highly impressed with the structure that the professors and staff have designed for the MDE program along with the educational content and the interaction. The MDE program is very intense and it makes you more disciplined and motivated in getting your assignments done. It is giving me the opportunity to collaborate with students and meet distinguished faculty members and guest experts from all around the world. The MDE learning experience is giving me the solid foundation that I will need to become an instructor.
March & April 2013
Wave Reflections
We have a study group project that involves designing a revolutionary grid that shows the waves of developments in DE. The waves are the following: 1. First Wave: Correspondence / Independent Study; 2. Second Wave: Systems Approach to Education / Distance Teaching Institutions; 3. Third Wave: Internet / Web-based; and 4. Current Trends: New theories, new roles, new applications of technology.
First Wave “A-ha” Moments
In the first wave of DE community, there were many contributions to the field from around the world. There are a few authors who have researched the origins of correspondence/independent studies more extensively. During biblical times, there are mentions of DE in the Bible indicating that St. Paul’s letters teaching Christianity.
Below are a few of the international contributions to DE in the first wave:
• In 1728, Caleb Phillips had an ad in the Boston Gazette advertising his new method of short hand lessons that can be sent weekly to those who live in Boston.
• In 1833, there is another ad in the Swedish newspaper, Lunds Weckoblad No.30 offering study opportunities.
• In 1840s, Sir Issac Pittman used the postal system to teach his shorthand system to Great Britain
• In 1878, Skerry’s College in Scotland prepared students for Civil Service exams
• In 1887, University of London offered external degrees through DE
• In mid-1850s, Charles Toussaint and Gustav Langenscheidt created a correspondence language school in Europe.
• In 1873, Anna Eliot Ticknor, established one of the first home study school for women in the US
Second Wave “A-ha” Moments
Learning about the establishment of Open University in the UK in the 1960s that was totally dedicated to distance education and it became a model for all the distance education universities that were being established across the world. The emergence of seminal theories that were created to make sure distance education was pedagogically correct.
Reading more in depth about Otto Peters’ seminal theory in 1967 when he compared DE to the industrial production. His meticulous table showing the comparisons between the industrial production process and DE was very surprising. It was published in English until 1980s. His theory was a game changer in the DE community. I can only imagine back then how this information was perceived and not received by educators. It is understandable on why educators during that time were reluctant about DE. Since I come from the business side of adult education, I related to the table because to me it demonstrated that DE is similar to a product.
I was shocked about how radio and television correspondence courses were being used and I did not realize that they were considered correspondence courses. I do have flashbacks as a child/teenager seeing these courses on cable television, but again, it did not occur to me as it does now.
3rd wave “A-ha” Moments
My “a-ha” moments were learning more about the web, the emerging technologies (Web 1.0 and 2.0) that were created, and how these technologies were being applied to DE. I remember my first time being on the web. The first website I visited was the Mall of America in Minneapolis. I had seen a 20/20 TV segment on this huge mall and was fascinated.
With working in professional development for adults, I did not know why the online classes were being taught a certain way. I’m learning more about the pedagogy theories and the theorists. It makes sense to me now and explains why certain learning methods are being used online.
4th wave “A-ha” Moments
This is the wave that I can relate the most to because it is happening now and I’m experiencing it as a student, a professional, and for just loving social media. It is extremely amazing how all of these Web 2.0, 2.5, 3.0 tools are really changing the way distance education is being delivered. We have mobile learning (mlearning), SMS messaging, and using Facebook and Twitter to teach from a distance. Siemens & Downes’ connectivity theory is so on point for this wave. It is all about connecting to find information.
Final Reflections
Overall, I enjoyed working in our group. I enjoyed using Skype on my cell phone even though I got dropped a couple of times. I learned how to use Google Docs for our Revolutionary grid. This was definitely a great collaboration for the class and to really learn the history of DE. I think by completing the grid versus just reading it will help me to retain some of the history as well. Also, I can always refer to it here on my ePortfolio.
Adrienne, Jeff, LaTaunya, and Ralph, we were the dream team! This collaboration assignment was definitely a keeper in regards to collaboration and humanizing our DE experience.
The beginning of my distance education (DE) journey, I defined DE as a “distance education is a learning environment where you are taught with the use of technology without physically interacting."
My understanding of DE has evolved tremendously due to learning the origins of DE and reading the different teaching/learning methods from the different scholars in the field. I did not realize that correspondence courses and independent studying are considered forms of DE. I always associated DE with e-learning instead of recognizing the earlier forms of DE.
I always viewed myself as a learner that would need face-to-face instruction because I thought e-learning would be less challenging. I felt I would need the physical interaction from my instructor and peers.
In taking my first online classes for my Masters in Distance Education (MDE), I am constantly being challenged and moving out of my comfort zone in completing the skill builders in my classes. I’m doing things that typically I would be uncomfortable doing (i.e. creating a website, writing a blog, designing a mindmap, etc.) All of these challenges are positive changes for me and are helping me to grow as a professional.
My view of the MDE program has changed tremendously. I knew that the University of Maryland University College (UMUC) is a well respected higher education school. I’ve been interested in the MDE/MBA dual degrees for several years. I’m highly impressed with the structure that the professors and staff have designed for the MDE program along with the educational content and the interaction. The MDE program is very intense and it makes you more disciplined and motivated in getting your assignments done. It is giving me the opportunity to collaborate with students and meet distinguished faculty members and guest experts from all around the world. The MDE learning experience is giving me the solid foundation that I will need to become an instructor.
March & April 2013
Wave Reflections
We have a study group project that involves designing a revolutionary grid that shows the waves of developments in DE. The waves are the following: 1. First Wave: Correspondence / Independent Study; 2. Second Wave: Systems Approach to Education / Distance Teaching Institutions; 3. Third Wave: Internet / Web-based; and 4. Current Trends: New theories, new roles, new applications of technology.
First Wave “A-ha” Moments
In the first wave of DE community, there were many contributions to the field from around the world. There are a few authors who have researched the origins of correspondence/independent studies more extensively. During biblical times, there are mentions of DE in the Bible indicating that St. Paul’s letters teaching Christianity.
Below are a few of the international contributions to DE in the first wave:
• In 1728, Caleb Phillips had an ad in the Boston Gazette advertising his new method of short hand lessons that can be sent weekly to those who live in Boston.
• In 1833, there is another ad in the Swedish newspaper, Lunds Weckoblad No.30 offering study opportunities.
• In 1840s, Sir Issac Pittman used the postal system to teach his shorthand system to Great Britain
• In 1878, Skerry’s College in Scotland prepared students for Civil Service exams
• In 1887, University of London offered external degrees through DE
• In mid-1850s, Charles Toussaint and Gustav Langenscheidt created a correspondence language school in Europe.
• In 1873, Anna Eliot Ticknor, established one of the first home study school for women in the US
Second Wave “A-ha” Moments
Learning about the establishment of Open University in the UK in the 1960s that was totally dedicated to distance education and it became a model for all the distance education universities that were being established across the world. The emergence of seminal theories that were created to make sure distance education was pedagogically correct.
Reading more in depth about Otto Peters’ seminal theory in 1967 when he compared DE to the industrial production. His meticulous table showing the comparisons between the industrial production process and DE was very surprising. It was published in English until 1980s. His theory was a game changer in the DE community. I can only imagine back then how this information was perceived and not received by educators. It is understandable on why educators during that time were reluctant about DE. Since I come from the business side of adult education, I related to the table because to me it demonstrated that DE is similar to a product.
I was shocked about how radio and television correspondence courses were being used and I did not realize that they were considered correspondence courses. I do have flashbacks as a child/teenager seeing these courses on cable television, but again, it did not occur to me as it does now.
3rd wave “A-ha” Moments
My “a-ha” moments were learning more about the web, the emerging technologies (Web 1.0 and 2.0) that were created, and how these technologies were being applied to DE. I remember my first time being on the web. The first website I visited was the Mall of America in Minneapolis. I had seen a 20/20 TV segment on this huge mall and was fascinated.
With working in professional development for adults, I did not know why the online classes were being taught a certain way. I’m learning more about the pedagogy theories and the theorists. It makes sense to me now and explains why certain learning methods are being used online.
4th wave “A-ha” Moments
This is the wave that I can relate the most to because it is happening now and I’m experiencing it as a student, a professional, and for just loving social media. It is extremely amazing how all of these Web 2.0, 2.5, 3.0 tools are really changing the way distance education is being delivered. We have mobile learning (mlearning), SMS messaging, and using Facebook and Twitter to teach from a distance. Siemens & Downes’ connectivity theory is so on point for this wave. It is all about connecting to find information.
Final Reflections
Overall, I enjoyed working in our group. I enjoyed using Skype on my cell phone even though I got dropped a couple of times. I learned how to use Google Docs for our Revolutionary grid. This was definitely a great collaboration for the class and to really learn the history of DE. I think by completing the grid versus just reading it will help me to retain some of the history as well. Also, I can always refer to it here on my ePortfolio.
Adrienne, Jeff, LaTaunya, and Ralph, we were the dream team! This collaboration assignment was definitely a keeper in regards to collaboration and humanizing our DE experience.