1. Review your group's (r)evolutionary grid. What are your thoughts on the grid as a learning tool and the process used to create the grid?
To create a revolutionary grid, I had to read all the given reading material in the class, and I also came across a book by A. Tutt, “The Three Waves of Distance Learning: Distance Education and Extramural Studies from the 19th and the 21st century.” The book broke all three waves into clearly separated parts. It was hard to separate all the waves and draw a firm line between the waves from the reading in the class. It seemed that one wave blended into another and which wave started when was hard to define. In Tutt’s book, a picture of today’s distance-learning infrastructure is drawn, paying special attention to the accelerated progress of internet-based teaching and learning. Throughout the examination of the topic, aspects of power transition and diffusion are problematized (Tutt, 2013). When I was reading all the learning material, I had to decide what categories to separate from one another – that was the hardest part. Once my group and I decided on the categories, then it was easy. All I had to do was just read and extract necessary information. I thought that creating a grid with a group was a challenging task because it was not that often that I had to share my work with someone, but eventually, my group came alone and created the final product. I learned a lot during the process of research. 2. Go back to your original definition of DE. What aspects of the course have influenced your understanding of DE? Based on what you have learned in the course, revise your original definition accordingly---and explain why you have changed (or not changed) your definition in the way you have. My original definition of DE was: “Distance education is a systematic process of interaction between instructors and students that allows two-way communication, instant or non-instant, that provides necessary learning material and expertise in a virtual environment employing technology.” Then, during the 2nd Wave I expanded it: “Distance education is a unique way of teaching and learning that uses multiple approaches and theories combined to provide an effective interaction between instructors and students allowing a two-way communication, instant or non-instant, in a virtual environment employing technology and all the necessary adjustments to its rapid progress and development.” Then I asked Terry Anderson to give his definition of DE, and he said that it is “a form of formal education in which the students and teacher are separated by physical distance and/or in time. The definition is contests because the nature of the technology used to support both content delivery and interaction is always changing, and people love to give a new name to any new venture, thus the mobile learning, e-learning, online learning all are just variations of DE.” The development of technologies and a faster life pace required a better way to solving problems and educational obstacles rather than following simple instructions or using a textbook to obtain knowledge. Knowledge is becoming more dynamic and evolving; it is not like mathematical equations that are static and finite but instead full of new ideas and inventions that are often discovered through group collaborations and network connections (Harasim, 2012). Therefore, I will leave my Second Wave definition as it is, but the growth of technology and the development of connectivism theory has increased demand for open resources and Massive Open Online Courses (MOOCs). As Siemens has stated, learning is a continual process, lasting a lifetime. Learning and work-related activities are no longer separate. In many situations, they are the same (Siemens, 2004). I am sure when I get close to finishing my OMDE, I will expand my definition of DE. 3. Consider the overall course objectives (see the Course Syllabus). Were all or most of these objectives achieved? If so, in what ways and to what degree? Throughout the course, I was able to identify the unique characteristics of distance education, describe significant influences in its evolution, identify the key authors and researchers. I learned a lot indeed, considering the fact that DE is an entirely new field of study I have never tried to interpret begore. For me, a learning outcome is an essential part of every class. I have to take something with me after each class to be satisfied, and this class gave me the basics of DE understanding. 4. Take some time to reflect on your study group experience: What did you think about the experience of working together to create a collaborative document? What worked? What did not? What could your group have improved in order to realize a more smooth process? What do you see as benefits (or drawbacks) of online collaboration? How do you think the activity could be improved? Frankly speaking, working in a group online is always challenging because of asynchronized communication. I like working on my own when it comes to online education. What really worked, once we identified categories, was separating workload into sections by a person. Therefore, now I realize that someone has to take the initiative and take charge of that process; otherwise it all falls apart. I do not know precisely what needs to be done to improve group collaboration, but I do know that next time I have to work in a group, I will take the initiative early enough to give my group mates enough time to process the task References Harasim, L. (2012). Learning theory and online technologies: Online Collaborative Learning Theory. Retrieved from https://learn.umuc.edu/content/enforced/299505-022082-01-2178-GO1-9041/Harasim_OCL_CH_06_LTAOT.pdf?_&d2lSessionVal=RUPh78n6qGSUaqURpuqxP6vCG Siemens, G. (2004). Connectivism: A learning theory for the digital age. elearnspace. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm Tutt, A. (2013). The three waves of distance learning: Distance Education and extramural studies from the19th to the 21st century. Education and Communication in International Relations, Munich, GRIN
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