Reflection Blog (Module 6)

This week's reading in the Picciano text was encouraging. While I am engrossed in the distance learning environment daily because of work and school, many of the points in chapter nine were refreshing. While in high school I was able to attend a few college courses by satellite. The students gathered in a room as the instructor lectured from another campus. The activity was one sided as the instructor shared information and we sat taking notes as appropriate. Discussion between classmates was discouraged because the class monitor feared an out-of-control group and conversation with the instructor was impossible without a telephone in the classroom. I did not understand the concept then, but I now recognize the situation as Figure 9.2 portrays in the Picciano text—two-way videoconferencing (2011, p. 161).

                The situation put progress in perspective for me. Distance learning has come a long way from the origins of the university for which I work. Within just a few decades, learning has moved from mailed VHS and paper to collaboration and interactive with the Internet-based interfaces. It is easy to forget that distance learning has grown so much in such little time as technological advances are constant. As we design courses we are always looking to implement the current practices, tools, and trends. To think that in just a year or two they will be dated is baffling and exciting at the same time!

                Distance learning has enabled tons of learners to obtain an education that may not have been possible otherwise. Knowing that “growth in distance learning will continue for the unforeseeable future” is rewarding (2011, p. 181). To be part of such a force is an honor, especially as the university I am affiliated with incorporated a Christian worldview in every course. Through the Internet, distance learning is not only opening doors to opportunity but also hearts to Christ. The Gospel can be spread to nearly all corners of the earth in mere seconds. Additionally, tools such as WebEx and Adobe Connect allow for relationships to be created and sustained as well. It is an exciting time for technology, education, and reconciliation!

References

Picciano, A. G. (2011).Educational leadership and planning for technology (5th ed.). Hunter College, NY: Allyn & Bacon.

Reflection Blog (Module 4)

There was much focus on learning tools in this week’s readings. I was both enlightened and enthralled to read about all of the different software available. I see different technologies utilized at the higher education level, such as Camtasia, Articulate, and interactive publisher products, but I was unaware of how vast the products truly are. Our department has implemented an imitative to increase interactivity in our online courses over the next two years. As such, we have seen demos for drill and practice, tutorials, simulations, and gaming products. Yet, we have not made a dent in the surface. 

In fact, I think many of the products (like MyMathLabs or Connect) in the current courses are more in line with the drill and practice applications that are used for basic knowledge acquisition and do not cater to higher level thinking skills. The students are able to see a demo and model it to complete assignments. They do not engage with the material in a constructive or synthetic manner. We have looked into the idea of implementing simulation software in the business courses (i.e., Globus), but we have been unable to obtain approval from the school’s administration. I truly believe that if implemented the success would be worth the risks and cost. Technology is becoming integrated more and more into students’ everyday lives and should be incorporated into their learning experience as well. If the future holds technological tools, we are setting them up for failure in their future positions by not exposing them to the tools and training them to master them earlier. 

Reflection Blog (Module 2)

I have been able to work as an editor, assistant instructional designer, and instructional designer in an office that develops curriculum for online courses. I have learned much; however, the readings from this course put the concepts of planning and leadership in prospective for me. Seeing the process from many angles allowed me to see how a process must be executed in an orderly manner. First, courses must be (re)developed based on needs. Courses are evaluated for redevelopment based on the withdrawal/failure rates while new course developments are prioritized according to the release of the degree completion plan and the demand for the area of study. If courses were not scheduled in such a way, it would waste a lot of time, energy, and expense at the hand of the Subject Matter Expert, Instructional Designer, administrator, as well as technologist and editor.

Secondly, collaboration is essential. If one knows all there is to know about instructional design but has no knowledge of content, it is of no value. Each role present during the development of a course is vital and must be rooted in unity to ensure success. As Picciano stated, “Educators must not abandon evaluation in their planning but instead should attempt to develop evaluation criteria on which participants can agree” (2011, p. 22). There must be a common goal as well as commitment and flexibility. Compromise and continuity are essential as expectations and standards are constantly shifting due to demands of the accreditation agencies, market, and technological advances.

While I have seen successful results based on the equation above, I have seen poor timing unravel progress. The Hall text depicts a modern leadership fable with Max. Essentially, a wireless network rushed to complete a project without proper planning. I have been in situations where the quality of a course was compromised because of high demands and short time frames. At times, the dance with the stakeholders leaves the designer with the role of the follower—reacting to demands instead of envisioning and executing successfully. Halls quote regarding technology leaders can hold true for designers as well: Individuals are often tapped for technology leadership roles because of their expertise in technology or instructions; however, they are seldom trained in how to be leaders and agents of change at the organizational level” (2008, p. 9).

I do not think any one of the three types of leaders in the Leadership Continuum Model perfectly describes what is needed to fulfill the role of an instructional designer. Rather, a combination is needed to address the plethora of situations that can arise. At times, one must assume the Sage and get things done. At other times, one must facilitate and commit to customer service to leave the stakeholder empowered and supported. An effective planner and leader is one that can adjust, take responsibility for the situation at hand, and bring resolution—whether it be through negotiation, stating the standards, or influencing the other party to come to the same conclusion on his/her own.

References

Picciano, A. G. (2011).Educational leadership and planning for technology (5th ed.). Hunter College, NY: Allyn & Bacon.

Hall, D. (2008). The technology director’s guide to leadership. Washington, DC: ISTE.

Introduction

Hi class,

I am Brittany Coursey and I live in Lynchburg, Virginia—the hometown of your very own Liberty University. I work with subject matter experts as an instructional designer to create and redevelop courses for online higher education. I am pursuing a Master’s in Education – Teaching and Learning with a cognate in Educational Technology and Online Instruction because of the interest ignited by the position. With the ever-changing technology and educational requirements, it is an intriguing time to be in the field.

When I am not researching learning theories, adult learner characteristics, and current online education trends, I am gallivanting with my husband of four years, Charlie, and our energetic dog, Daisy. We enjoy community and are often hosting dinners, attending movie nights, and/or playing games with friends. We are visiting while we can as we foresee a routine change in the next months. We are overjoyed and blessed with the anticipation our first little one! While there are many weeks between his/her arrival, the eagerness heightens daily.

I am also eager to get to know each of you (and reconnect with some of you) throughout the course. I am looking forward to the review of educational technology from an administrative perspective. While I use project management, diplomacy, and technological skills, I have never done so in an administrative setting. I look forward to delving into the process of analyzing, planning, and presenting technology from a new prospective. I am positive that the experience will leave me with a new respect for the leaders I work with and serve in the online higher education setting.