Personal reflections of my own learning I have always been a distance learner. Having married and having a baby at a really young age, I continued my studies via correspondence. My first experience with distance education mirrors the first wave of distance education that I have covered in previous posts. I successfully completed my matric (yes with a little one by my side!). My undergraduate and graduate studies began with the University of South Africa (Unisa) and reflected the second and third waves of distance education - progressing along the continuum of fully offline to fully online education. So, in essence, I have a wide range of skills and capabilities in distance and online learning (take note of the distinction - online learning is a form of distance education and NOT distance education per se). Although learning new platforms and acquainting oneself with new technologies and application is somewhat daunting, my excitement overpowers my fear. This is attested in my score in the adprima preparedness test (with a score of 70). The only challenge I have with online learning, specifically in this program and the LEO environment is the navigation between multiple sites to complete a task. Additionally, some information is duplicated in the different sites and tabs (often with slightly different information). What happens then is that I cannot remember where I found certain resources! This is probably something that needs to be looked at. The OMDE601 Library Guide is very useful though. I used it to access the e-reserves for the first assignment. I need to explore the site some more in the coming weeks to find more resources for the subsequent assignments.Overall, my experience has been exciting, yet daunting; invigorating, yet exhausting. The multiple readings and interactions in various discussion forums, as well as the diverse tasks that needed to be completed has made me reflect on distance education in a way that I thought was not possible. Nonetheless, I am pleased to say that my initial definition of distance learning encompasses everything that I have learnt thus far about the evolution of distance education (although I did not think about many aspects at the time)! I cannot wait to see if my definition evolves (and if it does not, then I would like to see what traditional aspects will be covered by the concepts in my definition!) Until next week..... Online learning is one element of the distance education spectrum
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The First Wave of Distance Education OMDE 601 9040 An interesting aspect brought about by one of my classmates, Jan Mentz, is the concept of alienation. Alienation is something to think about on the part of instructors and students I think, especially with the growing trend towards working remotely. I like Paul's thoughts on looking into the work of Karl Marx in understanding the aspect of alienation of the workforce. My understanding of distance education is indeed getting more insightful! At the end of week 4, reflections on the first wave of distance education have been shaped. I particularly like the concept of 'waves of development' as it signifies ebbs and flows of development, and does not exclude overlaps, as waves usually merge into one another - sometimes seamlessly, sometimes with various tidal 'prints'. The video interviews by Peters (2011) highlight these waves of distance education (discussed in a previous post). In identifying the waves of development, Kentor (2015) also discusses the evolution of distance education, emphasizing the role of information and communication technology in the widespread acceptance and popularity of this form of education. The common thread in most of the readings up to now, is the physical separation between students and instructors, and how advances in technology and infrastructure have been instrumental in bridging this gap - so much so that distance education has many features of traditional education. Platforms such as radio, television, and the Internet are utilized in both face-to-face and distance education. Nonetheless, distance education requires a different pedagogy as instructors deal with 'digital personalities', which leads to estrangement and alienation, as pointed out at the beginning of this post! This is an interesting point that is evident in the Department of Communication Science at the University of South Africa (Unisa). The Department has partnered with Google in setting up a platform for live broadcasts that are automatically recorded during the transmission. Students can view the broadcast (in real-time or asynchronously), using any platform (laptop, tablet, smartphone, etcetera) by clicking on a link generated by the system. Professor D.F. du Plessis, the leader of this project, calls this "face-to-face at a distance". I have already discussed many aspects of the first wave of distance education in my previous blog posts - so be sure to have look at these to see how my views about distance education have evolved! The video lectures and readings of seminal authors,such as Borje Holmberg (2005) and Otto Peters (2004), as well as the vibrant discussions in the online threads for this course have stimulated my critical thinking and analysis of distance education. Onto week 5...... Distance education bridges the gap between geographically dispersed students and instructors References
Holmberg, B. (2005). Concepts and terminology - Student bodies. In B. Holmberg (Ed.), The evolution, principles, and practice of distance education. Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg (pp. 9-11). Retrieved from http://www.box.com/shared/y97qyc7m0t Kentnor, H.E. (2015). Distance education and the evolution of online learning in the United States. Curriculum and Teaching Dialogue, 17 (1/2), pp. 21-34. Retrieved from https://learn.umuc.edu/content/enforced/288131-006366-01-2182-GO1-9040/eReserves/Kentnor_2015.pdf?_&d2lSessionVal=GDOmuZvrwH5EcDYRYBuIb8aE0&ou=288131 Peters, O. (2011, December 2). Industrialization theory and distance education, Parts 1-4. [Video interviews.] Haag, Germany. Retrieved from Part 1: http://vimeo.com/33107755 Retrieved from Part 2: http://vimeo.com/33523216 Retrieved from Part 3: http://vimeo.com/33525745 Retrieved from Part 4: http://vimeo.com/33109477 Sui Generis –the unique (or not so unique) aspects of distance educationOMDE 601 9040 According to Peters (2010c), distance education is the “most industrialized form of education” (p.31), and in doing so clearly distinguishes between face-to-face and distance education in a somewhat dichotomous separation. This dichotomous separation is too limiting in sense, as, personally, education could feature on a continuum of completely offline to completely online, and anything in-between. Nonetheless, Peters (2011), refers to several unique aspects of distance education that distinguish it from traditional education: 1. Separation of teacher and learner 2. Mass education 3. Mass production and distribution of teaching material 4. An emerging view of pedagogy at a distance 5. Changing teaching practice 6. Structural changes to the traditional model of education Of the various distinguishing features of distance education, he cites structural differences as the main distinguishing element (Peters 2011). Peters explains that DE is Sui Generis or a unique and distinctive form of education in its own right. Peters believes the pedagogical approach to distance education differs from face-to-face education, not only by virtue of distance education’s’ dependence on technology and media, but also in the distinctive patterns of collaboration between instructors and students (Peters 2010b; Peters, 2011). Bernath and Vidal (2007) point this out in their article, indicating that the conversational tone and the empathetic character purportedly inherent in contact classrooms is still missing in distance education settings, but can easily be remedied by utilising various mediums and channels to create networked, interactive communication. Nonetheless, as Peters (2010b) states, the adoption of these techniques requires a new approach to education, a new attitude, a new strategy – a different pedagogy, as the use of technology (he includes the use of print media in this delineation) use is paramount in distance education, while the use of technology is complementary in contact classrooms. The development of transport infrastructure is also an important aspect of the development of distance education according to Peters (2010c). What is interesting and thought provoking is Peter’s (2010c) assertion that distance education could not have developed without industrialization. His expanded description of media and technology encompasses the development of modern transportation and postal systems as well as digital technology and communication systems. Indeed, this broad delineation leads to the question of the impact of failed communication and transportation systems on distance education. This is a relevant and significant observation at the University of South Africa (Unisa). These systems truly impact on ‘service delivery’ in this context, as postal and courier service protests hinder delivery of hard copy study materials; and poor infrastructure creates barriers to the provision of online instructional materials; as is the case with server issues, Internet connectivity, and bandwidth problems. Surely, these challenges could be faced by many distance education intuitions, should there be failures in any communication or transportation system. This leads me to a realization that distance education, particularly in its present model of mass education, is dependent on industrial systems in various ways (Peters, 2010a). Peter’s (2011) notion of the separation between teacher and student also holds true in many respects, more specifically in the case of geographical separation. Moreover, as much as the educational system, both face-to-face and distance education (as per Peter’s dichotomy), strives to develop independent and critical learners, how far has the educational system moved away from the model of teacher dominance in the classroom? I would say that this move is emerging and developing, and has still to taking shape in the virtual and the contact classroom, and “we will possibly have to face even greater changes of this kind in education if we are seriously to strive for egalitarian educational systems” (Peters, 2010a, p.79). The final point that needs to be emphasized is the more inclusive student demographic that distance education supports (Peters, 2010b). Truly, the distance education system promotes access to education for students who were previously excluded for various reasons, as well as adults wishing to continue their studies to upgrade their skills and knowledge. This is a feature of distance education pertinent to Unisa, as it is provides education to around 350 000 students from different backgrounds and contexts. Correspondence education is considered the roots of distance education (Peters, 2010c). So, at the close of week three, all I can say is that distance education has some unique aspects, distinct from traditional learning spaces. Nonetheless, inasmuch as I agree that many learning theories can be applicable to both contact and distance education settings, I believe that Peters (2010c) refers to a "macro-pedagogical perspective" (p.31). Peters’ initial interaction and study of DE led to the realization that face-to-face teaching and learning theorists referred to distance education as “a reduced and denaturalized form of face-to-face education” (Peters, 2011). It is this aspect of the lack of contact in the distance education framework that needs to be approached from a different pedagogical approach in order to 'bridge' this distance, as "virtual communities replace the real communities of learners, teachers and tutors" (Peters, 2010b). Not only is the space between instructors and students distinct, but so too is the interaction and collaboration between the various stakeholders in the education system. Therefore, even though there have been great strides in technology and digitization of educational spaces, new approaches and strategies need to be developed to integrate 'contact', 'empathy', and 'collaboration' between and among all stakeholders in these virtual spaces, which indicates a pedagogical approach beyond the micro space of the classroom only.
References Bernath, B., & Vidal, M. (2007). The theories and the theorists: Why theory is important for research. Distance et saviors 5(3), 427-458. Retrieved from http://www.box.com/s/fsgilnj1zxsnlbjqzi0b Peters, O. (2010a). The iceberg has not yet melted: Further reflections on the concept of industrialization and distance teaching. In O. Peters, Distance education in transition: Developments and issues (5th ed., pp. 33-42). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Retrieved from http://www.box.com/s/ktx7ipccetotqrr11mct Peters, O. (2010b). The revolutionary impact of distance education. In O. Peters, Distance education in transition: Developments and issues (5th ed., pp. 43-56). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Retrieved from http://www.box.com/s/ktx7ipccetotqrr11mct Peters, O. (2010c). The theory of the "most industrialized education". In O. Peters, Distance education in transition: Developments and issues (5th ed., pp. 11-32). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from: http://www.box.com/s/ktx7ipccetotqrr11mct Peters, O. (2011, December 2). Industrialization theory and distance education, Parts 1-4. [Video interviews.] Haag, Germany. Retrieved from Part 1: http://vimeo.com/33107755 Retrieved from Part 2: http://vimeo.com/33523216 Retrieved from Part 3: http://vimeo.com/33525745 Retrieved from Part 4: http://vimeo.com/33109477 OMDE 601 9040 Week 2 of this journey has been dramatic and filled with anxiety and multiple task submissions. but, once again, with the guidance of our instructors and the motivation from fellow classmates, we survived to share our experiences. Personally, despite all the challenges and mixed feelings, the tasks have been thoroughly insightful. I have reflected on what distance education means in varying contexts, coming to the conclusion that distance education is a multifaceted concept and approach to education that aims to bridge the gap between geographically dispersed seekers and providers of education and utilizes various means, modes, strategies, and techniques for collaboration and interaction, citing Moore and Kearseley's (2012) definition of distance education as the one that closely aligns to my views of the said concept: "Distance education is the interplay between people who are teachers and learners in environments that have the special characteristic of being separate from one another" (p. 209 ). The task of creating a mind map with a software program was no easy feat, but it proved to be beneficial on so many levels. Not only was I able to create an interactive mind map that features in this e-portfolio (click here to view the mind map), but I was also able to synthesize all of my reading material into a coherent graphic that made the task of writing the essay for assignment 1 (click here to read the essay) much easier. As I close my thoughts at the end of this long week, I continue to reflect on the changing global education landscape and think about how and where distance education fits into therein..... signing (and dozing...) off into Week 3. How significant was the development of transport infrastructure in the evolution of distance education? Before the development of more modern forms of transport, where bicycles also prominent in the distribution of learning materials?
OMDE 601 9040 As the first week of the MDE program draws to a close, I have had time to reflect on being a distance learner again, navigating various resources and interacting with 'virtual' classmates in a 'virtual learning environment'. This was by no means an easy transition into the course, but at the same time, it has been exciting! Not only have I had time to reflect on my own learning, but on the learning experience of my students as well. Various issues come to mind in this respect:
These issues are particularly relevant in the South African context that need to be considered in the development of course content and the choice of resources while at the same time promoting digital literacy, digital inclusivity and information literacy. Of interest was the YouTube video Counselling Skills Lecture 2 The Reflective Journal by John Marsden (2007). The deep meta-analysis of my personal learning was not something I reflected on prior to this and is, therefore, a skill that I will be utilizing in my learning and teaching from now on. There have been various resources, ranging from videos and blogs, to journal articles and book chapters that have been provided that have made learning very interesting (and perplexing at the same time) as I navigate between tabs and web pages. Nonetheless, I survived the first week of this journey to tell the tale of the next challenging, but equally invigorating week! Correspondence education through printed mediums marked the beginning of distance education
My personal views about distance educationOMDE 601 9040 This is a personal definition of distance education based on personal experience, firstly as a distance learner, and secondly as a facilitator in distance education. This definition will be expanded on, and enhanced in a theoretically sound way as the various readings have been perused and critically studied. Hence, personally, distance education entails a blended learning and teaching approach, utilizing both printed and online resources, to reach students in geographically dispersed locations. Learning and teaching are cyclical and interactive processes, because as one teaches one learns and vice versa. The reason for describing DE as a blended learning approach is due to the South African context and the slowly developing infrastructure in rural areas, which impacts on the provision of online resources for students. therefore, materials and resources need to be provided using various mediums and platforms, sometimes being duplicated, to ensure accessibility and inclusion. Nonetheless, after some vital feedback from Paul that got me thinking and reflecting on the distance education spectrum, I revised my definition of distance education. My revised personal definition thus stated: Distance education entails a context-appropriate, blended (ranging from totally offline to fully online) teaching strategy that consists of both synchronous and asynchronous elements where instructors and learners are geographically separated. This revised personal definition thus created the platform for all my tasks for week two, the reflections of which appear in the next post... Will printed books still be used in distance education in the future?
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