“Change is the only Constant”

As I roll up my thoughts, and reflect upon my reflections, here and overall in OMDE 603, I can’t help but consider the amount of material we have covered. My experience with distance education has been somewhat overwhelming. The amount of information resulting from current analysis has been incredible. My intent with this blog was to reflect upon class studies and analysis while thinking ‘outside the box’. One lesson I have learned is the reflective value of blogging. Blogging forced me to reflect. Asynchronous distance education requires reflection. As Garrison states, asynchronous learning results in “reflective inquiry, self-direction and metacognition” (2003).

MDE activities have allowed a level of self-directed learning. The class is structured and we must adhere to the module timeframes. We also must remain sensitive to assignment prompts and conference questions. However, I have been encouraged to further seek a deeper learning regarding distance education.

My takeaway is the more I learn, the more I learn that I need to continue to learn. Yet, as we discussed during the conferences, distance education provides an environment. Environments change over time. The multitude of variables and dynamic qualities result in a fluidity of design and development. The overall goal of learning will remain constant. But, what not remain constant is the distance learning environment to support learning objectives. Change will become the new constant.

Garrison, D. R. (2003). Cognitive presence for effective asynchronous online learning: The role of reflective inquiry, self-direction and metacognition. Elements of quality online education: Practice and direction, 4, 47-58.

Taylor, J. C. (2001). Fifth generation distance education.

How else can we know if distance education / learning is effective?

A good face to face teacher may know when a student is struggling, The student is readily available so that the teacher may assess which specific steps or skills are lacking. This assessment or tutoring may become challenging in a distance learning environment. Aside from synchronous conversations, test results, writing samples, and other means, how do we know the level of learning success or struggles of distance students?

I’ve reviewed articles regarding data or learning analytics. Like Amazon, Google, and Netflix, big data techniques are employed to search for, analyze, and interpret massive amounts of readily available information. Amazon, Netflix, and Google use ‘big data’ analysis to provide recommendations, search results, or provide information that you didn’t have prior. Manipulation of algorithms provide trend analysis, keyword search, behavioral statistics, and recommendations.  

Recently, I noticed an announcement for a new program at UMUC called M.S. in Data Analytics. I thought that the degree sounded intriguing and reviewed some details. Then I remembered a recent report I reviewed discussed predicted educational technology trends categorized by timeframe. The report provided links to a few other blogs and articles, such as by e-Literate. A question asked was how does a teacher know if a student is struggling with a concept in the classroom? Researchers suggest integrating ‘big data’ approaches to analyze student information and content. I may be oversimplifying it, but Big Data algorithms applied to educational or learning environments may be called learning analytics.

Current technology feedback applications support ‘click streams’ which inform the instructor to pace the lecture based upon immediate student feedback. However, the streams provide superficial feedback and not cognitive, deeper learning information and behavior that the instructor could use to modify several class variables, such as content and multimedia tools. Click streams provide information about retention, but what we need is explanatory information.

Instructors require explanatory information which could be provided by algorithmic manipulation of content and class data. Experts call the information semantic data.

Semantic is defined as “of, pertaining to, or arising from the different meanings of words or other symbols” (http://dictionary.reference.com/browse/semantic?s=t). Some subject matter experts may refer to it as data about data or metadata. “What can we do when we are empowered with semantic data and analysis?” (Feldstein, 2013). Semantic data requires “targeted hints that students can ask for, targeted feedback, and well-designed questions” (Feldstein) Without it, there is no semantic data. Semantic data could arm instructors, and the entire distance learning design team, with a learning curve analysis and recommendations as to where or how content should be modified.

The distance learning team could become a team of ‘learning engineers’. The learning design needs to provide this information by allowing “the system to semantically record each and every selection of students interacting with the material as described” (Feldstein, 2013). Learning engineers should design the frameworks and models that capture the ‘intent’ of the learning environment and content. Learning analytics may not replace instructor skills and intuition, but could greatly improve the teaching and cognitive presence of the instructor and design team.

From a UMUC perspective, perhaps there could be a future relationship between MDE and Data Analytics programs. Just a thought for further discussion.

Feldstein, M. (2013). A taxonomy of adaptive analytics strategies. e-Literate. Retrieved from mfeldstein.com/a-taxonomy-of-adaptive-analytic-strategies/

Jerome, B. (2013). If you like learning, could I recommend analytics? e-Literate. Retrieved from http://mfeldstein.com/if-you-like-learning-could-i-recommend-analytics/

Johnson, L. ,Adams, S., Cummins, M., Estrada V., Freeman, A., and

Ludgate, H. (2013).NMC Horizon Report: 2013 K-12 edition. Austin, Texas:

The New Media Consortium. Retrieved from http://www.nmc.org/pdf/2013-horizon-report-k12.pdf

A tribute to previous F2F teachers / personal reflection

The discussion with Joanne and others, regarding direct instruction versus facilitation, leads me to reflect upon my experience as a student. I recall two instructors in particular. Joanne referenced her Calculus class. My first undergraduate year I attended a community college, Saddleback Community College in Mission Viejo, CA. where I took Calculus I. The lectures were similar to my MIT OER experience where the instructor covered a lot of intellectual ground. I do not recall his name. However, I do recall that he had scheduled office hours, and I took full advantage. I earned an A+ in that class, and I believe it was due to my persistence with him and his patience with me. He was available and willing to provide extra explanation of highly complex Calculus problems. I still have the textbook with all my markups. After the level of effort I put into that class, I could not bring myself to sell it back to the bookstore.

My 7th grade math teacher was Mr. Harold Johnson. Everybody knew Mr. Johnson. Everybody loved Mr. Johnson. One of my former classmates just announced in our Facebook group that Mr. Johnson had very recently passed away. Dozens and dozens of his former students paid tribute, including me. Some of his former students even traveled to attend his viewing and funeral. They discussed his demeanor, his encouragement, his ability to explain math, his willingness to allow us to participate, and his impact on his students’ lives. I recall Mr. Johnson always wearing a white shirt, suit or sport coat, and tie, adorned with chalk dust. I also recall him sitting backwards in a chair when he was trying to explain a complex issue. When he sat like that, we all knew it was time to listen. He was ‘old school’ but we all loved him for it. Remember the old E.F. Hutton commercials? - “when E.F Hutton speaks, everybody listens” or something like that. Well, in this case, it was “when Mr. Johnson speaks, we listened”. I am kicking myself for not attending his viewing and sharing my ‘Harold Johnson’ experiences with his family and friends. I think they might have appreciated it.

I guess my point is that the F2F instructor has a HUGE impact upon the student’s lives. The F2F instructor is in complete control and will make or break the class. I think this is a key difference between direct instruction and facilitation. The distance education facilitator influences the tenor of the class, but in a different way or from a different perspective. I attribute some of my life’s lessons, my values, many of my internal qualities, to my F2F teachers. My life’s successes, personally, professionally, and academically, can be directly tied back to teachers such as Harold Johnson and the Calc professor. For example, a career in the Marine Corps requires many traits, personal qualities, and abilities. However, I would offer that I had learned the majority of those intangible qualities well before I decided to join the Marine Corps. The Marine Corps just provided me a venue to express and develop those core attributes. The same goes for the study skills and academic self-discipline to succeed at Naval Postgraduate School and UMUC. Furthermore, Professor Holmberg, discusses empathy, and empathetic conversations, in distance education. I am not disagreeing with him, but I believe there is some empathy that may not occur outside of the F2F environment. I would offer that this may make the distance educator’s job even more challenging, particularly for less mature students.

If you are reading this post, I would appreciate your thoughts.