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.