Tuesday, September 4, 2007

R685 Week 1 Reflection

Explosion of Online Programs, Universities, Courses, and Reports

The world of technology has evolved rapidly which is readily prevalent in the education realm. The increase of usable applications within an education setting is not only quantifiably large but is VIABLE. Most of these applications work and can enhance learning and accommodate any schedule. The question arises why is it not more prevalent? Well, it is! Go on the internet and I bet you will see an ad for e-learning. Talk to people at your office and there is a good chance most of them are taking classes on-line. It is a revolution, either you’re with us or against us...
The first article I read was by Dr. Bonk, The Perfect E-Storm 1 and 2. Within this very interesting article (which he claims he should have made a book) he describes 4 looming storm systems that are converging and when they do, there will be this turbulent storm where some will die and some will thrive (a bit of an embellishment but the concept is sound). The “storms” described are emerging technology, enormous learner demand, enhanced pedagogy, and erased budgets. The article was published by the Observatory in two parts, Storm 1 & 2, and Storm 3 &4.

In the first part he discusses emerging technologies and learner demand. Within the learner technologies he individually discusses 30 learning technologies and readily acknowledges there are more, some include reusable learning, objects, massive multi player online games, tablet PCs, virtual worlds, plus 26 more. Then the article explains more general aspects of emerging technologies like, adventure learning, mentoring, and the impact on online learning. He also includes a survey conducted with participants of MERLOT and WLH asking about emerging technology trends that is referenced throughout the article. The point is, technologies are not restrained but he raises the question; is it too much? The second was learner demand which has grown exponentially since 1999 and quantify is the findings with statistics from the US and Internationally. Most have seen a nearly 1000% increase. So, obviously there is a thirst for online learning throughout the world.

Storm 3 talks about online pedagogy and the ways learning can be brought to and even from the learners, on-line. He boils these pedagogies to asynchronous a synchronous and gives a table outlining strategies related to the amount of risk, time, and cost giving a low, medium or high ranking. Utilizing this table an instructor can manipulate what type of instruction delivery is desirable to the factors stated. As stated in the conclusion this has potential as a very useful tool for those in remote or underprivileged settings where low risk, time, and cost can be implemented but have extreme returns. The final storm is decreased budgets which have fueled a movement to online learning as it is seen as a low cost alternative. He states that 70% of US institutions charge residency rates to online learners. Also, as budgets are cut there is a movement toward using and developing open source software for the world to use which obviously will lower the cost of e-learning.

The next article I read was Thirty Two Trends Affecting Distance Education: An informed Foundation for Strategic Planning by Howell, Williams, and Lindsay. Within this article they were informing future teachers and administrators where technology in education was heading. In fact they quoted Beaudoin (2003) saying; “to be informed and enlightened enough to ask fundamental questions that could well influence their institutions future viability.” Although I do not think this article brought “enlightenment” but it does a great job outlining trends in student/enrollment, faculty, academic, technology, economic, and distance learning. It does well condensing and delivering where education was moving. They again brought up the theme of “vision” quoting Bates (2000) saying “the biggest challenge (in distance education) is the lack of vision and the failure to use technology strategically.” I agree.

Garrison (2000) discussed distance education’s roots and transformation. He focused on theory and the need or not to grasp onto a central theme in distance learning which nearly lost my interest. I do not think we need a central theory to “dance around” to make distance learning work. He does concede that although there continues to be no central theory (do to rapid evolution) the theories of the future “will demand theories reflect a collaborative approach to distance education.” However, I enjoyed reading the article as he discussed the theories of the distance learning pioneers like Charles Weidemyer (independent study, British Open University through Articulated Instructional Media (AIM)), Otto Peters (industrial production model, self-learning, tele-learning, and social intercourse), Borje Holmberg (guided didactic conversation), Michael Moore (transactional distance), Garrison (producing many “real two-way communication”), and Henri (five dimension analytical model. All had their positives but had flaws also because, as stated, this continues to be a rapid moving field.

I also read two tidbits As We May Think by Vannevar Bush was an article produced in 1945 and was amazing to read the technologies he predicted including the computer (memex), and hyperlinks for data retrieval. He did focus a lot on microfilm and photography but the idea of “prints without needing to be wet” was definitely an accurate prediction. The second was Smith’s (2004) article in EDUCAUSE where he discussed the NEED to move to a more technologically based education system. He relates the current system in a metaphor to that of the titanic saying the ship was doomed, iceberg or not, due to the recent invention of the airplane. I agree with the content of the article but was a bit “the sky is falling” for me…

The first class offered a great introduction with Dr. Bonk’s presentation of the “The World is Flat” relating to Friedman’s book of the same name. He discussed the reasons that “flattened the world” and the ten forces that flattened the world:

1. Web Search
2. Enormous E-Learning and Blended Learning
3. Open Source and Free Software
4. Leveraged Resources and Open0Course Software
5. Online Learning Objects and Portals
6. Learner Participation in Open Information Communities
7. Electronic Collaboration and Interaction
8. Alternate Reality Learning
9. Real Time Mobility and Portability
10. Networks of Personalize Learning

What I found most interesting was the concept of “sharing.” I experienced a real “ah-ha” moment when Dr. Bonk explained how everything was now shared when just a few years ago privacy of “knowledge” was the norm. Now everyone shares everything from personal lives (facebook, myspace) to school and professional work (e-portfolios). These would have been deemed “private” issues not that long ago. The move to “open” is allowing a new door to open in learning and we are only in the beginning of its potential. This first week was a real eye-opener of what the world of “e” has to offer to learning.

Articles Read:

Bonk, C. J. (2004, June). The perfect e-storm: Emerging technologies, enormous learner demand, enhanced pedagogy, and erased budgets. London: UK: The Observatory on Borderless Higher Education. (see http://mypage.iu.edu/~cjbonk/article.html or http://www.publicationshare.com/). http://mypage.iu.edu/~cjbonk/part1.pdf and http://mypage.iu.edu/~cjbonk/part2.pdf

Scott L. Howell, Peter B. Williams, & Nathan K. Lindsey (2003, Fall). Thirty-two trends affecting distance education: An informed foundation for strategic planning. Online Journal of Distance Learning Administration, 6(3). http://www.westga.edu/~distance/ojdla/fall63/howell63.html

Garrison, R. (2000). Theoretical challenges for distance education in the 21st century: A shift from structural to transactional issues. International Review of Research in Open and Distance Learning. 1(1). Retrieved October 5, 2006, from http://www.irrodl.org/index.php/irrodl/article/view/2/333

“Tidbits”

1. Peter Smith, (2004, May/June). Of Icebergs, Ships, and Arrogant Captains, EDUCAUSE Review, vol. 39, no. 3 (May/June 2004): 48–58. http://www.educause.edu/pub/er/erm04/erm0433.asp
2. Vannevar Bush (1945, July). As We May Think. The Atlantic Monthly; Volume 176, No. 1; pages 101-108. http://www.theatlantic.com/unbound/flashbks/computer/bushf.htm

1 comment:

Yichun's BLOG in IST, IUB said...

Yes, you are right. I am also thinking that, probably in the future, I will take courses online! You are good at inserting CSS of Web linking. It’s so nice to have that. Is it hard? Will it be time-consuming? I also like Storm 3 very much, especially the asynchronous and synchronous part. I think the pedagogy and ways he suggested are helpful in online learning.