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?
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