J-OMDE+601

= OMDE 601Foundations of Distance Education Summer 2009 = =I Have Major Posts Listed Here on Topics From The OMDE 601 Class=

The Pedadogy of DE Author: Stuart Adams Created: 5/27/2009 Kelly, Your definition of Distance Learning and your treatment of Holmberg's writings includes one point that is especially interesting to me. You write "The same kinds of techniques used in college and k-12 classrooms still apply with distance education." I have become increasingly convinced that the use of information technology, and the Internet in particular, has the potential to significantly, if not radically change the way students learn. In the past I thought that information and communications simply did things that we already do, just faster. I have come to recognize that this technology changes the way people (especially young people who have grown up with it) perceive and respond. That being the case, traditional teaching techniques will have to be altered to take advantage of the additional capabilities that are available in this new technology.

The History of DE  Author: Stuart Adams Created: 6/09/2009 Everyone, The readings that we have had on the history of Distance Education have focused on the people and institutions that have advanced DE (Holmberg) and the technological advances that carried DE forward (Moore & Kearsley). I wonder about the historical context and the historical drivers that lead to the growth of DE over the last 150 years. Why did DE learners choose DE as a means of getting educated? Among the ones suggested are 1) an effort to provide education to the disenfranchised - perhaps a European trend, 2)the need to provide education to those in far-flung frontiers where public education has not reached - an especially North American phenomenon; 3) increases in disposable income, on the one hand, and the desire for greater economic opportunities derived from industrialization on the other – the striving for upward mobility. Another way to look at this may be by considering where DE learners were when they took DE courses – where did the demand for DE come from. Were they in rural locations, far from populations, or were they most likely to be found in urban areas? I think that this question matters because it may suggest where DE might be going in the future. Where will the demand for DE come from? That is, who might choose DE and why might learners choose DE as a means of getting educated in the future? From that, how does DE fit into a broader system of public education? I suspect that DE will have a significant impact in “frontier” areas. School systems that face regulations demanding highly qualified teachers may increasingly depend on the use of DE as a means to satisfy those demands. “Frontiers” may not mean rural areas, inner cities may qualify as educational frontiers as well. I think that DE also will be used to reach the disenfranchised. These may be special education students, alternative learners, or students who have otherwise failed in traditional classrooms. Again, reaching inner-city students would qualify as teaching the educationally disenfranchised.

 Lighten Up, For Heaven's Sake! Author: Stuart Adams Created: 6/17/2009 I read in Moore & Kearsley (Greg Kearsley is the funny one) that students “appreciate humor, which helps reduce tension and develops a playful environment” (2005, pp 164). Given that everyone is stressing a bit over the first assignment, I offer this:

Stop me if you’ve heard this one…

Two old buddies are out hunting in the woods when one of them starts shaking and then collapses and falls, lifeless, to the ground. His buddy whips out his cell phone and calls 911. “I’m out hunting with my buddy and he just collapsed. I think he’s dead. What should I do???” The 911-operator say, “Calm down. You need to make sure if he’s dead.” There’s a silence on the other end and then the sound of a gunshot. The hunter returns to the cell phone; “O.K. Now what?” //I thought that it might be fun to put up a "favorite jokes" topic in the Foundations Cafe' Wonder if anyone will join the fun...//

Reflections on Module 1 - History and Principles of DE Author: Stuart Adams Created: 6/20/2009  A few reflections on the first of many modules in my pursuit of a Masters in Distance Education at UMUC:

1) I have spent time trying to understand what are the relevant elements of the DE experience and valuable each of the are to me. I have likened the process to a live, traditional seminar where the students read the assigned texts and then meet in a seminar (around a grand conference table) and discuss what they have learned. The instructor is there to set the agenda, present course content, facilitate the conversation, and make corrections to students contributions as needed. The elements of a DE class are the assigned readings, the topic lead-ins from the instructor, the other students’ posts, my posts, and the final essay. At first I thought that the readings were 90% of the learning and the rest of the elements didn’t amount to much. I have changed my view to increase the value that I see in the instructor’s lead-ins and comments as well as the other students posts. Frankly, most of the posts add little to my understanding of the material. However, from time to time a student will offer a comment that either provides real insight or challenges my understanding of the materials. In most cases, I will respond to those posts. Herein is the critical element: I must take the time to think out my response and articulate my thoughts on the matter. Since I have no intention of making a fool of myself, I take care to consider and craft a thoughtful response. This is critical in the learning process. In a like manner, the final essay forced me to think out and write what I knew. The writing process made me discipline my thoughts and see the key issues. 2) The Constructivist theories are really unsettling to me. I have come to have a better understanding of the idea that “one constructs one’s knowledge” and I accept the basic premise. However, this has the potential to go way off the rails. If one takes the approach that all knowledge is relative (no such thing as facts), that is a mistake. However, if foundational knowledge (not just rote learning, but basic understandings) is the starting point then one can internalize and apply the knowledge as the follow-on process. I have heard this referred to as spiral learning. 3) The wiki evaluation took up a bunch of time but was rewarding.

 An Updated Definition of Distance Education Author: Stuart Adams Created: 6/23/2009

Having followed the various posts in this thread, I have modified my definition to capture some of the key points that I have picked up from classmates. (My original definition is in plain text, additions in italics) Distance Education is essentially, but not exclusively non-proximate, That is, teacher and student are in different locations. In some cases, and especially with elementary/secondary students, the Education may be proctored or mixed with classroom teaching. //The distance can be down the street or around the world and includes different locations. and time frames. The process amy or may not take place in a classroom setting, depending especially on whether the DE uses Education groups. It is a significant benefit that DE can reach locations that for some reason can’t support traditional education. The learning may happen at the same locations as other students or not same locations at all.// // As it is a form of education, DE is involved in the act of acquiring knowledge or learning or developing skills. // Distance Education is active, goal-oriented //(Intentional)// teaching and learning. The education is subject-specific and structured. Distance Education does not include friendly or mentor type of relationship where knowledge and/or wisdom may be passed along (e.g.: an ongoing exchange of letters between an adult and child) since this not subject-specific or structured. //DE includes the need to demonstrate competency or proficiency through assignments or formal assessments//. Distance Education may lead to certification, diploma, degree, license, or other transferable academic or professional credentials. It also might just for fun or to satisfy one's curiosity.

Distance Education makes use of technology, including communications technology. DL should take advantage of the best available if not the most advanced technologies. At one time printed text, pencil and paper, and the postal service were the best technologies available. The Internet is now the leading-edge technology. Also, computer-based DL can take advantage of adaptive Education and testing technologies. // DE uses various media including: written (books, text on web) postal mail; audio, video teleconference, CD-ROMs and other electronic media; 2G Web (message boards. Blogs, wikis, social networks), Internet databases and other media. // // Distance Education is and must be learner centered, that is, the focus is not on what the professor/instructor taught but what the learner/student learned. The learner will be required to gain organizational, communications, and collaborative skills to be successful. Communication between teacher and learner may be asynchronous or synchronous. The process should allow the learner some freedom to choose his/her own pace (I have heard it said that in traditional education, time is constant and learning is variable. In DE, time is variable and learning is constant). // //Distance Education requires a teacher to lead the student and special administrative and organizational structures to support eh teacher and learners. A specialized teaching institution or organization is required to provide a large-scale DE program//

Thoughts on The Constituent Concepts of DE Author: Stuart Adams Created: 7/01/2009 Autonomy Isn’t all learning autonomous? Doesn’t each individual implicitly or explicitly decide what he/she will learn? If the essence of Constructivism is that the learner builds his own understanding, then each learner actively or passively controls his/her learning. In this sense, __all__ learning is autonomous. So, as a practical matter do the questions of autonomy revolve around what subjects and topics one chooses to learn, on how (i.e., using what technologies, methodologies) the student will learn and on the pacing and time frame within which he/she will learn? As to content, it is legitimate for a learner to choose which subject or subjects to study (e.g. American History), to choose which topics to study therein (e.g. The American Civil War). The learner may choose which aspects and issues to focus on (e.g., causes and consequences), which may be presented in very granular content modules. At some point, however, it becomes the role of the teacher to determine what the learner must know and understand to have satisfied the requirements of the course. The learner’s autonomy stops there. The actual content and learning objectives of the course are not within the learner’s choice. It is for the learner to decide what he will absorb and how he will assimilate or accommodate the content that has been taught. This raises a related question. Is achievement, that is, successful learning, the primary value in distance education, or is autonomy more important? That is, is there a point where the instructor or institution is willing to say, “Good for your autonomous learning, but you really haven’t mastered the material that this course is meant to teach you?” e.g.: “I know that you’ve put hours in learning nouns and adjectives in this language, but can’t conjugate the simplest verb and you can’t write the most basic sentence. You haven’t learned the language.” Or, “I know that you want to be a car mechanic, but, while you were independently and autonomously admiring the engineering and styling excellence of the ’67 Mustang, you failed to grasp the basic functioning of an auto’s brakes system. Please don’t work on my car!”

Modifying Concepts - Post Industrial Distance Ed Author: Stuart Adams Created: 7/04/2009 In reading the discussion of post-industrialization in the “Modifying Chapter of __Learning and__ __Teaching In Distance Education__ (Peters, 2005), I realized a possible model for distance education that in the spirit of Dr. Peters' Industrial Model. It borrows from the concept of layered network architectures that have been instrumental in making inter-operable computer communication open, readily accessible, and relatively inexpensive. The Open Systems Interconnect (OSI) layered network architecture was developed as a response to proprietary network systems that vendors (notably IBM) were using to control the computer communications marketplace. The key components are “layers” of functionality and standardized interfaces between the layers. Separating functionality into “layers” modularizes that unit of functionality – a “layer” need only do one thing well. Defining standard interfaces between the “layers” allows them to interact with other "layers" in dependable and predictable ways. The complete package of network inter-operability need not be provided by a single vendor. In fact, the OSI model allowed many new and innovative vendors to bring new technologies to the market since they only had to provide part of the overall solution to the network problem. Suppose instead of depending on a mega-university to go through all of the processes outlined by Dr. Peters' in the Industrial Model, we could look for smaller groups to build smaller units of learning. A large mega-university might wish to develop a course on (for example) cost accounting. A large investment of time and energy would need to be expended to prepare, plan, research, develop, test, and distribute the course. As an alternative (consistent with the post-industrial models of production) a small university, might develop a module that treated only one aspect of cost accounting – say accounting for the Cost of Manufacturing Goods Sold. The smaller group would carry out many of the same steps as in the industrial model but on a smaller, more focused scale. This module might make use of a particular professor’s expertise in the more focused specialization. As long as the teaching/learning unit was modularized, it could inter-operate with other units produced by other institutions to form a complete course. It would be critical that the “interfaces” were standardized. For example, the unit might have to fit within the overall format of a presentation system such as WebTycho. The printed, audio, visual, manipulative and other components would have to work within a standardized technological framework. There would be a role for the small module provider, which could be an educational or commercial organization. The module could be kept up to date with much less difficulty than if the entire course needed to be updated. The modules would be developed on a presumably cost-effective basis. In a sense, a learning module would become commoditized. Barriers to entry into the process would be low. There would also be a role for the organization that pulled the collection of units together to make the complete course of study (again, the cost accounting course) available to the learners. This organization might act in a way similar to the way Empire State College does, by guiding the student through the process of selecting courses and modules within course, and by certifying the students’ overall completion of a curriculum leading to a degree. The level of autonomy available to the student would be substantial. The student would be able to pursue a degree in Accounting. He/she would be able to take courses that would be comprised of modules from various sources. He/she would then be able to add or drop modules based on their applicability to the planned curriculum of that particular student. Could this work?

Reflections on Module 2 - Pedagogy and Theoretical Approaches in DE Author: Stuart Adams Created: 7/15/2009

Some observations on the achievement of module objectives: 1. I think that Moore’s Transactional Distance model is a potentially powerful, and by that I mean useful theory of distance education. While Moore ascribes only descriptive power to the model, in the future It could be the basis of further theorizing and, more significantly, of research. Thus, his assertion that a theory should tell you what you don’t know is fulfilled in his work. Peters’ Industrial model offers a very interesting perspective on the mechanics of DE course and program development. I wonder to what degree the model is followed. If it were more extensively applied, the whole of education could be changed. Holmberg’s model was, surprisingly, the most controversial of all. I think that its scope was too narrow to be of great applicability. I think that t have become reasonably conversant in the three models and, as such achieved a key objective in the module.

<span style="mso-fareast-font-family: Arial; mso-bidi-font-family: Arial; msofareastfontfamily: Arial; msobidifontfamily: Arial; msolist: Ignore;">2. I continue to view the trends in modern (Post-modern) pedagogy with suspicion. The assertions of Constructivism, if not overworked, seem acceptable. But, it gives me the same reaction as a handgun, some of the people that are likely to have one shouldn’t be allowed to use it. That being said, DE offers an amazingly good opportunity to carry out the aims of autonomous learning.

<span style="mso-fareast-font-family: Arial; mso-bidi-font-family: Arial; msofareastfontfamily: Arial; msobidifontfamily: Arial; msolist: Ignore;">3. The digitization of DE will lead to something of a golden age. Many of the limitations that early approaches to DE have been hampered by will go away with on-line learning. I suspect that after a period of intense experimentation, we will be able to know what are best DE practices. With that understanding we will be able to avoid wasting time on methods and approaches that don’t work. Contrary to Dr. Peters’ apparent biases, empirical assessment and evaluation of pedagogies and methods will be required.

I think the field should get to a point where we can reasonably determine which pedagogical approaches, which media, which technologies are most appropriate to a particular DE need. We might, for example recognize that a correspondence appr oach depending on the written word, is the best way to train teachers in a developing country. We may at the same time recommend a broadcast video with written support documentation to be ideal for a corporate learning program where policy is being presented.

<span style="font-family: Arial, Helvetica, sans-serif; color: #000080; font-size: 120%;">Annotated Bibliography - DE & Public School Reform <span style="font-family: Arial, Helvetica, sans-serif; color: #114488;">Author: Stuart Adams Created: 8/13/2009

My research interest is in how distance education, especially online learning can be used as a means to reform public education (K-12) in the US.


 * Watson, J. & Ryan, J. (2007). Keeping pace with k – 12 online learning: A review of state-level policy and practice. Retrieved from North American Council for Online Learning website: http://www.inacol.org/resources/docs/KeepingPace07-color.pdf**

This is not a scholarly report but an annual summary of the progress that is being made by public schools in the U.S. in implementing online learning. The North American Council for Online Learning (NACOL) and Watson publish this compendium annually, since 2004, and it has grown to be something of a touchstone in the industry. It should be noted that NACOL exists to promote online learning, so they could not be considered neutral in their views. Still, Watson and Ryan are recognized by numerous organizations, including some of the Regional Educational Laboratories (RELs) as authoritative in the field. I find the detailed survey and analysis to be a useful source of data and trend information on the growth of K-12 online learning.


 * Reigeluth, C. & Duffy, F. (2008). The AECT FutureMinds Initiative: Transforming America’s school systems. //Educational Technology 49(3)// 45-49. Retrieved August 8, 2009 from ERIC database.**

The article discusses on an approach to educational reform in public education and an initiative to carry out that reform. It points to the need for a paradigm shift regarding public education and then focuses on an effort - the FutureMinds Initiative that is aimed at facilitating that change. The key concern is avoiding 'piecemeal reforms.' The article is written by Charles M. Reigeluth and Francis Duffy. Reigeluth is a professor at the Indiana University School of Education. Duffy is a professor of education at Gallaudet University. Reigeluth, a specialist in education technology, and Duffy, who specializes in change management have written extensively on public school improvement. While the journal is not peer reviewed, it is indexed in the Current Index to Journals in Education and in Education Index. The article includes a reference list of scholarly writings with 19 entries. The evaluation and direction that the article charts seems well supported by the referenced documents. The article's brief discussion on what reformed public education should look like is particularly good. The discussion on change management diverges from my key interest, but is potentially useful information.

<span style="font-family: Arial, Helvetica, sans-serif; font-size: 10pt;">** Cavanaugh, C. Barbour, M. & Clark, T. (2009). Research and practice in k-12 online learning: A review of open access literature. //International Review of Research in Open & Distance Learning 10(1)// p 1-21. Retrieved August 8, 2009 from Education Research Complete **

The article reviewed and classified the literature on K-12 education and the use of online learning. In performing a quantative metasynthesis analysis, the authors were able to find important themes in the literature on online learning: types of virtual schools, roles of participants, benefits and challenges, quality and standards. The three authors are credible scholars in the field and have written numerous articles in the field. Michael Barbour, in particular, has produced significant research. The article is published in a peer reviewed journal and provided an extensive list of references (perhaps the most valuable part of the report). This article is useful to me first in helping me to understand what sort of research is currently being done in the field and also in the authors’ extensive reference list.


 * SchWeber, C. (2008, July). Student learning and student services: Policy issues. //Journal of Asynchronous Learning Networks, 12//(2), 67-72. Retrieved August 7, 2009, from Academic Search Complete database.**

This article discusses policies that distance education (DE) institutions must consider as online and blended learning programs are implemented at the university level. The discussion focuses on issues related to academic and student learning as well as student support. Multi-campus policies are also covered. The author holds a PhD. in Education and is a professor at the University of Maryland University College where she chairs the UMUC Doctor of Management Program. Dr. SchWeber has with a strong background in education and management and has published numerous scholarly works. The reference list includes scholarly resources and interviews with participants in the field. The article presents examples of the policy issues that she is discussing to support her contentions. This brief article was well written and concise but was not directly related to my research.

Module 2 Essay <span style="font-family: Arial, Helvetica, sans-serif; color: #114488; font-size: 90%;">Author: Stuart Adams Created: 7/10/2009 Can be found in 'File Uploads"

Final Reflections <span style="font-family: Arial, Helvetica, sans-serif; color: #114488; font-size: 90%;">Author: Stuart Adams Created: 8/11/2009

__<span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;">On a Definition of DE __ <span style="font-family: 'Arial', 'sans-serif';">- My definition of distance education started out relatively simply. My first definition ran to a few paragraphs and seems, looking back, to have been pretty close (see my ePortfolio title ‘My Initial Definition of Distance Education’ ) By my second attempt the definition has grown by a factor of two. Much more ideas, details, etc. After finishing the course, learning the particulars, the qualifications, a large number of instantiations, and so on I have come to a MUCH simpler definition that seems to actually fit and match other things that I have read and learned: Distance Education is intentional teaching and learning mediated by communications technology. If someone were to ask me what DE is, that’s what I’d tell them.

__<span style="font-family: 'Arial', 'sans-serif';">On mega-cognition (Mine) __<span style="font-family: 'Arial', 'sans-serif'; font-size: 12pt;">– I have found that a key part of my way of learning is to get into an argument with the concepts and ideas. Someone gives me a new term or idea and I immediately challenge it. I argue against the new concept. I insist on seeing proof that it’s true. I need to see how the new information squares with what I already know. I am a skeptic. To the degree that the idea/concept survives my a challenges, I can incorporate it into my thinking. Otherwise <span style="font-family: 'Arial', 'sans-serif';">… __ On the group project __ – It turned out much better than I expected. I was grouped with a really fine bunch of individuals, all of whom contributed their share to the task. I think that in the future I will be able to use the typology that we came up. I will still keep ‘foundational technology separate, but the relationship to subject matter presentation is stronger than I had originally thought. One surprising outcome is that I am more wedded to Moore’s theory of Transactional Distance. For my purposes – K-12 education – the issue of autonomy is over-emphasized.

__On My Final Project__ – I recognize the importance of knowing about real-world implementations of DE and am glad that I got to do some research that went with this project. Still, I think that the most interesting aspect was the trends that I discovered: 1) technology is pushing the older, simpler forms of DE to the sideline, and 2) the most important innovations in DE are in the ‘hybridization’ of the models. People are experimenting with DE and that suggests a vital future.

__On Achievement of Course Goals__ – I got my feet wet. I laid a foundation for future learning. I got back into the formal process of learning after years of informal self-education. I could speak on any of the course goals and have something intelligent to say. That’s something that I couldn’t do a few months ago. I’m satisfied that I got my time and money’s worth!

One last thing. If I had known what a lousey text editor this wiki has I'd have picked another one!