First off here is a link to this article.
http://mediadecoder.blogs.nytimes.com/2012/03/13/after-244-years-encyclopaedia-britannica-stops-the-presses/?smid=tw-nytimes&seid=auto
And basically it appears as though Encyclopaedia Britannica will no longer print their volumes. I can't count the hours that I've poured over pages in a library learning how to do research (if its been that long you'd think I'd be better at it) and these were always my first stop. Then the internet became readily accessible. Even with technological advances I still prefer using books for research (although the wealth of knowledge to be found online is beyond comparison). I work in a tech industry and I feel as though the traditional book will never go away. But we are at a point where people are really going to have to show their support to keep it around.
Back in my day you had to read everything on paper!
Wednesday, March 14, 2012
Tuesday, March 13, 2012
Reflection of the activity
This activity has shown me the value of blogging about my travels in distance education. Reflecting on reading in forums and having discussion is great. The topics are previously decided and topics that spawn off of those are encouraged as well. But, with a blog it is truly, for lack of a better analogy, "your canvas". Sure there are factual accuracies that need to be upheld and citations should always be given. But, it is your space to accomplish what ever you need. I believe this allows a certain amount of personal freedom to create an audience for yourself. By creating an audience for yourself I mean the following: distance education students and professionals may read your blog but, the only ones that will consistently return are the ones that want to hear or related to what you have to say. This provides a level of comfort for me that I enjoy. I have been criticized as writing how I talk, informally. My grammar leaves something to be desired and my formats are probably intolerable for many. But I like to think that when I write anything it has some reflection of who I am and does not just achieve a goal (i.e. fulfilling a requirement).
So I think I've gotten a lot out of this project. I didn't provide updates as concurrently as I should have but still feel I learned something that I should keep up with.
As far as reviewing other blogs, I found it to be inspirational. I got to see what others are personally experiencing and found that I am not alone in many instances. Just reading about what the typical distance education user is like in a text book doesn't always sink it. While learn about distance ed, little do we realize that we are "practicing what we are preaching". And see that most other students are like me, busy or looking for a change in career. Inspires me and makes me feel like I need to push myself harder to keep up. If only there were 28 hours in a day!
So I think I've gotten a lot out of this project. I didn't provide updates as concurrently as I should have but still feel I learned something that I should keep up with.
As far as reviewing other blogs, I found it to be inspirational. I got to see what others are personally experiencing and found that I am not alone in many instances. Just reading about what the typical distance education user is like in a text book doesn't always sink it. While learn about distance ed, little do we realize that we are "practicing what we are preaching". And see that most other students are like me, busy or looking for a change in career. Inspires me and makes me feel like I need to push myself harder to keep up. If only there were 28 hours in a day!
Cautious at a distance?
For this blog post I'd like to pose a question. In physical life, are you more cautious at a distance? My answer is no (I'd think yours is too). Now, in distance education, are you more cautious? Moore and Kearsley seem to think you are as is stated in the following, "People are naturally more cautious at a distance, especially when they are not able to see the other participants, and more so in asynchronous rather than synchronous communication. For this reason, whatever the form of communications technology used, participation is not likely to happen unless it is well planned and instructors have training to facilitate it"(Moore Kearsley p120).
I personally don't agree. Look at forums for example, some people say things in forums that they would never say in real life. People say things in text message they may not say in real life. People get mad at telemarketers because they have the safety of being at a distance.
Sure Distance Education has its set of challenges but I don't think the distance is enough to make people cautious. This is an important topic to take a look at. Paying attention as to the challenges distance education would cause with just the physical aspects but the challenges it may cause socially/psychologically. We don't always think about how some people may not be antonymous learners. Or some may be an extreme of that and not feel the need to have conversations about the material and would want to show their grasp of the topics via assignments. But evaluation of students receipt of the concepts and topics is essential.
Moore, M. G., & Kearsley, G. (2005). Distance Education: A Systems View of Online Learning. Belmont, CA: Wadsworth. (Second Edition) .
I personally don't agree. Look at forums for example, some people say things in forums that they would never say in real life. People say things in text message they may not say in real life. People get mad at telemarketers because they have the safety of being at a distance.
Sure Distance Education has its set of challenges but I don't think the distance is enough to make people cautious. This is an important topic to take a look at. Paying attention as to the challenges distance education would cause with just the physical aspects but the challenges it may cause socially/psychologically. We don't always think about how some people may not be antonymous learners. Or some may be an extreme of that and not feel the need to have conversations about the material and would want to show their grasp of the topics via assignments. But evaluation of students receipt of the concepts and topics is essential.
Moore, M. G., & Kearsley, G. (2005). Distance Education: A Systems View of Online Learning. Belmont, CA: Wadsworth. (Second Edition) .
Model of the Instructional Systems Design
The idea of a model of the instructional systems design (to be referred to as ISD) when developing course designs is instrumental in its implementation. Such as a scientific method each step defines proper course development. The steps are as follows.
Analysis-Design-Development-Implementation-Evaluation with a recap on each step which I like to think of as thoroughness.
Each step truly allows the designer to construct a course that has each element to make for a productive learning environment for the student and the facilitator (instructor/professor).
"If -as is sometimes suggested-the behavior of a successful student in a given subject truly cannot be described, then indeed it would be difficult to specify a learning objective, but then it is equally impossible to construct a teaching program when it is not known what it is that one is trying to teach!"(Moore Kearsley p102).
Personally I had to read this statement multiple times for it to soak in. And it is really a statement that holds a large amount of weight. To me it means, if we look at learning as a point A to point B concept, what does the travel look like? What do their methods look like? What is the vehicle that could best get them from destination to destination. If there is no answer, then the whole course needs to be reevaluated. If you cannot explain how they are to accomplish the knowledge then it is impossible for the course to continue.
With that being said, still using the analogy of point A and point B, there is always more than one method of travel. Students can accomplish the same goal multiple ways. Not everyone achieves learning goals the same way. It can be broken down as simply as follows, a visual learner vs. someone who prefers to research the topic then approach proving proficiency. These are two rough examples of two different learning styles. So just thinking of what one example to achieving proficiency in a topic (i.e. learning) isn't enough to discredit or allow a program to continue or cease.
Moore, M. G., & Kearsley, G. (2005). Distance Education: A Systems View of Online Learning. Belmont, CA: Wadsworth. (Second Edition) .
Analysis-Design-Development-Implementation-Evaluation with a recap on each step which I like to think of as thoroughness.
Each step truly allows the designer to construct a course that has each element to make for a productive learning environment for the student and the facilitator (instructor/professor).
"If -as is sometimes suggested-the behavior of a successful student in a given subject truly cannot be described, then indeed it would be difficult to specify a learning objective, but then it is equally impossible to construct a teaching program when it is not known what it is that one is trying to teach!"(Moore Kearsley p102).
Personally I had to read this statement multiple times for it to soak in. And it is really a statement that holds a large amount of weight. To me it means, if we look at learning as a point A to point B concept, what does the travel look like? What do their methods look like? What is the vehicle that could best get them from destination to destination. If there is no answer, then the whole course needs to be reevaluated. If you cannot explain how they are to accomplish the knowledge then it is impossible for the course to continue.
With that being said, still using the analogy of point A and point B, there is always more than one method of travel. Students can accomplish the same goal multiple ways. Not everyone achieves learning goals the same way. It can be broken down as simply as follows, a visual learner vs. someone who prefers to research the topic then approach proving proficiency. These are two rough examples of two different learning styles. So just thinking of what one example to achieving proficiency in a topic (i.e. learning) isn't enough to discredit or allow a program to continue or cease.
Moore, M. G., & Kearsley, G. (2005). Distance Education: A Systems View of Online Learning. Belmont, CA: Wadsworth. (Second Edition) .
Thursday, March 8, 2012
I haven't updated this blog in, well, since my last class. Recently I attended a lecture at Salisbury University. The lecture was part in a series that is a endowment sort of series known as the Rial lecture named after the lady who provides the funds for the series. The speaker Dr. Sharon Draper (www.sharondraper.com) really provided insight into her career as an educator and it really inspired me. The part that really stuck with me was what she wrapped up with, I am paraphrasing: if your life is (for instance mine) 1983- whenever you pass, what are you going to do with the dash in the middle. We focus on the beginning and end and your age but what really matters is what happens in the middle. To me this meant we should be looking to make our mark in our lives and others. And as those in the education field really should see that we have time to make a difference but need to focus our efforts and make the best of the opportunities we are provided.
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