tag:blogger.com,1999:blog-64799294464927787562024-03-12T21:07:50.351-07:00Sedi Minachi's Online/eLearning Instruction BlogSedi Minachi's Online/eLearning Curriculum Development and Instruction blog2603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.comBlogger26125tag:blogger.com,1999:blog-6479929446492778756.post-8892994080975221942014-03-20T10:53:00.001-07:002014-03-20T10:53:23.299-07:00Impacts of Instructors on Creating a Supportive Community of Online Learners<!--[if gte mso 9]><xml>
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<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> Impacts of Instructors on Creating a Supportive Community of Online Learners</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">By Sedi Minachi</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Objective:<span style="mso-spacerun: yes;"> </span>The Role of Faculty </span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">A successful online course is marked by a high level
of support provided by the instructor to the online learner community. It is
expected that students want the instructor to initiate the creation of a
supportive online community enabling them to communicate and engage with their
classmates and the instructor in a non-judgmental environment.<span style="mso-spacerun: yes;"> </span>Palloff and Pratt (1999) stated that creating
a supportive online community results in students feeling welcomed and supported
as they progress through their course without being impacted by discrimination,
and feel safe to express themselves without being judged by other online
community members (Palloff & Pratt, 1999). <span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">In
an engaged learning environment, instructors have ethical and professional
responsibilities to ensure they are approachable by their students, and that
their community of learners is continuously supported regardless of who they
are. Online courses designed and developed to provide students with a
friendly/inclusive learning environment in which all students feel respected
and empowered, and develop a sense of acceptance and belonging among them
(Conrad & Conaldson, 2011).<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">The
objective of this journal is to reflect on the role of instructors in
supporting a community of online learners and explore ways to maximize learning
and other benefits.<span style="mso-spacerun: yes;"> </span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Reflective</span></b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">
<b style="mso-bidi-font-weight: normal;">Comment:</b> <b style="mso-bidi-font-weight: normal;">Success is Marked by Effective Engagement</b></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">In my opinion, a key element that faculty must be vigilant
of while delivering an online course is whether learners experience a sense of
community. One indicator of the absence of this sense of community and
community building support from faculty is when students indicate they feel
isolated and/or when a course has a high dropout rate.<span style="mso-spacerun: yes;"> </span><br />
<br />
To prevent failure caused by a lack of support from faculty, it is essential for
instructors to build trust and understanding between learners and between
learners and faculty. Without this, students experience burnout and a sense of disconnection
from the course is likely to follow (Kranzow, 2013). </span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">To overcome the sense of isolation in an online
classroom, Rovai (2002) recommends the following: </span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">… one strategy to help
increase retention is to provide students with increased affective support by
promoting a strong sense of community. Such a strategy has the potential to
reverse feelings of isolation, and, by making connections with other learners,
to provide students with a broader base of academic support. (p. 12)</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">I believe that creating a supportive online
learners’ community is difficult and requires creativity on the part of the
instructor because students mainly work at their own pace and at times
convenient to them. This implies that the main responsibility lies on the
instructor to create strategies for learning and to provide guidance to
students while connecting them together via technology and via their curricular
decisions. Conrad and Donaldson (2011) suggest using an online icebreaker
activity as one way to establish the supportive learning community and initiate
interactions between community members. “If the instructor knows other
experienced online learners in the environment, he or she may assign them a
special role to play in the icebreaker, or even ask them to lead it (Conrad
& Donaldson, 2011, p. 51).”</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">In echoing Conrad and Donaldson’s argument, and as a
person who has taken several online courses, I pose that the faculty needs to
be directly involved in creating a supportive online community by organizing
students’ online group meetings/discussion and by sharing pedagogical course
components with students. Without frequent interaction with students, students
who are not used to participating in online courses can feel lost and confused.
</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Interpretive
Comments: Team work and Collaborative work through Supportive Faculty</span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Building
a supportive educational community among online learners is important because instructors
establish role models for students to follow while students learn to care about
their peers while participating in teamwork and collaborative learning. <span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Instructors who are passionate about creating a
supportive online community of learners are expected to spend more time to set
up several groups at different times and form informal social interactions
among students, and these informal interactions go beyond being mere discussion
forums. This approach can be challenging for instructors teaching many courses
simultaneously. These busy instructors can find it more challenging to develop
a supportive environment and often due to lack of time and energy leave
students to deal with the course on their own. </span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">On
the one hand, once students feel the presence of a supportive online community,
they can develop friendships among themselves, and not only will they in many
cases successfully finish their course, they may also use its example of
teamwork and collaborative problem solving throughout their<a href="https://www.blogger.com/null" name="_GoBack"></a>
careers.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">On the other hand, once students are empowered to
engage with each other through collaborative work and different activities like
interacting with each other beyond the group discussion, they will share and
exchange academic and non-academic experiences with peers, providing these
learners with additional opportunities, especially for those new to technology
and the online environment (Conrad & Donaldson, 2011).<span style="mso-spacerun: yes;"> </span></span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 2;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Decisional
Comments: Applying a Supportive Online Community </span></b></div>
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<br /></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">As suggested by Conrad and Donaldson (2011), an
icebreaker activity helps to create a supportive online classroom. In addition,
faculty can connect with online learners by posting an introductory video
welcoming students which goes beyond explaining the course and assignment
expectations. For example, in this video faculty should encourage students to
develop friendships among themselves and share their academic experiences and knowledge
with each other in an informal setting.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 2;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">This step first requires students to introduce
themselves by posting their bio or short introductory video of themselves. They
should also have options for using different technological tools to interact socially
and communicate with others engaged in collaborative course work. I am inspired
by Conrad and Donaldson’s book (2011), <i style="mso-bidi-font-style: normal;">Engaging
the Online Community</i> and feel positive about applying their words of wisdom
in building a supportive online community in which all students feel safe to
share their backgrounds, cultures, experience and knowledge with peers and the
instructor in a non-structured setting which connects students with communities
related to their course, and encourages them to build networks reaching beyond
the classroom environment. </span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">References</span></b></div>
<h2>
<span style="font-size: 14.0pt;"><span style="mso-spacerun: yes;"> </span></span><span style="font-size: 14.0pt; font-weight: normal; mso-bidi-font-weight: bold;">Kranzow,
J. (2013).</span><span style="font-size: 14.0pt;"><span style="mso-spacerun: yes;"> </span></span><span style="font-size: 14.0pt; font-weight: normal; mso-bidi-font-weight: bold;">Faculty Leadership in Online
Education: <br />
Structuring Courses to Impact Student Satisfaction and Persistence.</span><span style="font-size: 14.0pt;"><span style="mso-spacerun: yes;"> </span></span><span style="font-size: 14.0pt; font-weight: normal; mso-bidi-font-weight: bold;">MERLOT
Journal of Online Learning and Teaching, Vol. 9, No. 1, March 2013.</span><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;"> </span><span style="mso-spacerun: yes;"> </span><span style="font-size: 14.0pt; font-weight: normal; mso-bidi-font-weight: bold;">Retrieved on March 4,
20014 from http://jolt.merlot.org/vol9no1/kranzow_0313.htm</span></h2>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Palloff, R M., & Pratt, K. (1999). </span><cite><span style="font-family: "Calibri","sans-serif"; font-size: 14.0pt; line-height: 115%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-latin;">Building Learning Communities
in Cyberspace: Effective Strategies for the Online Classroom</span></cite><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">.
San Francisco, CA: Jossey-Bass Publishers.</span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Rovai, A. P. (2002). Building sense of community at
a distance. <em>The International Review of Research in Open and Distance
Learning, 3</em>(1). Retrieved on March 4, 2014 from </span><a href="http://www.irrodl.org/index.php/irrodl/article/view/79/152"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">http://www.irrodl.org/index.php/irrodl/article/view/79/152</span></a><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Conrad, R. M. & Donaldson, J. A. (2011). Peer
Partnership and Team Activities. <i style="mso-bidi-font-style: normal;">Engaging
the Online Learner: Activities and Resources for Creative Instruction</i>.
Jossey-Bass Wiley: San Francisco</span></div>
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2603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.com0tag:blogger.com,1999:blog-6479929446492778756.post-36875276409698718662014-03-20T10:48:00.000-07:002014-03-20T10:48:06.907-07:00Online Learning Environment<!--[if gte mso 9]><xml>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 18.0pt; line-height: 115%;">Online
Learning Environment</span></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">By Sedi Minachi </span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Objective:
<span style="mso-spacerun: yes;"> </span>Create Engaging Online Learning
Environments & Experiences</span></b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Learning is a process of skills and knowledge development
requiring support from faculty and interaction among students. Actively engaging
online learners requires facilitating and connecting students using
technological tools which engage them as learners individually and in groups as
they write reflective journals and participate in online discussion. </span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Many varieties of online class activities are made
possible through the use of the internet and social media. They offer learners
more flexibility and control in terms of how and when they learn while requiring
them to work more independently of instructors. </span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">The objective of this journal is to reflect on
online learning environments I’ve encountered as a student and now an
instructor new to integrating technological tools into teaching online courses.</span></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Reflective
Comment</span></b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">: <b style="mso-bidi-font-weight: normal;">Online
Courses are</b> <b style="mso-bidi-font-weight: normal;">Self-Managed</b></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Reflecting on online learning environment is
important in any online course because as Conrad and Donaldson (2011) point
out, the learning outcome of an online course is the focus of an activity and
“… when an activity does not contribute to a learning outcome only adds
confusion to the course and risks learner dissatisfaction at having to do
unnecessary activity (p. 18).” </span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">An effective online course uses multiple tools for
class activities and the instructor sometimes has to select the best tool and
the best teaching method to match each individual student’s needs while enabling
them to overcome any barriers and challenges they encounter throughout the course.
</span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Online courses are self-paced and require students
to manage their own time to complete the course successfully. On this note, I
argue that most of the time, the learner works in isolation and the course is
mainly managed by the learner. Online courses are not suitable for students not
having sufficient confidence to follow self-directed studies. As stated by
online mentor Professor Hossein Arsham (2002), “An online class is not for you
if you have always chosen to sit in the back of the classroom, because more
responsibility is put on the learner in an online class.”</span></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Interpretive
Comment</span></b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">: <b style="mso-bidi-font-weight: normal;">Unique
Style</b> </span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Every learner has a unique experience dealing with
online course environments, and mine is no different. The online course
environment motivated me to develop time management skills and exercise more self-discipline
so I could successfully complete each course while developing online
instruction skills and earning my certificate in online teaching. In addition, this
certificate program inspired me to develop a better knowledge of computers and
social media that will help me throughout my life and career as I continue to
learn more about not only effective use of new technology, but how to
efficiently adopt it to create and deliver quality curriculums and content
capable of engaging and wowing learners. </span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">As an online instructor, I will respect learners’ diverse
experiences by designing activities honoring a learner-centered environment which
helps to translate personal experience into academic experience and knowledge.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">To me, adopting activities which enhance students’
engagement through online discussion is key to creating an online community
among peers and among students/instructors. For example, live chats among
students are the best approach to creating in-depth online dialogue, reflection
and exchange of ideas. Organizing a live chat that fits with everyone’s
schedule can be a challenge, but it is possible when there are several time
slots for students to join.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Decisional
comment: </span></b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br />
Regarding the significant impact of an activity on the online learning
environment, Conrad and Donaldson (2011) wrote “While the technology should not
be the primary focus when planning an activity, choosing the most effective
means of conducting the activity will be an important contributor to its
success. For example, a reflective activity that is conducted using a
synchronous chat may turn into a reactive exercise in which learners are typing
too quickly to think as deeply as they might in an asynchronous discussion (pp.
21-22).”</span></div>
<span style="color: black; font-size: 14.0pt;">Since my teaching philosophy is inspired
by experiential-cooperative learning, I believe that good teaching methods use
active learning techniques. This means that learning requires an active
environment allowing students to discuss issues relevant to the course, and write
reflectively on important issues allowing them to apply their past experiences
to current ones.</span><br />
<span style="color: black; font-size: 14.0pt;">As a learner, I feel fortunate
living in a country that does not limit my access to the internet, communication
tools and social media. <span style="mso-spacerun: yes;"> </span>I will take advantage
of opportunities to combine communication tools such as webcasting, instant
messaging, assignment drop box, group discussion, chat lines, email, skype,
blogs, group wikis, etc. to create a sense of community among learners and to engage
students in active learning as I teach my own online courses. </span><br />
<br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">References</span></b></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Arsham, H. (2002). Interactive Education: Impact of
the Internet on Learning & Technology. Retrieved on Feb 25, 2014 from </span><a href="http://home.ubalt.edu/ntsbarsh/interactive.htm"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">http://home.ubalt.edu/ntsbarsh/interactive.htm</span></a><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Conrad, R. M. & Donaldson, J. A. (2011). <i style="mso-bidi-font-style: normal;">Engaging the Online Learner: Activities and
Resources for Creative Instruction</i>. Jossey-Bass Wiley Imprint: San
Francisco.</span></div>
2603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.com0tag:blogger.com,1999:blog-6479929446492778756.post-74429325035308087932014-03-20T10:45:00.002-07:002014-03-20T10:45:47.961-07:00Using Quality Guidelines in eLearning<!--[if gte mso 9]><xml>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14.0pt; line-height: 200%;">Using Quality Guidelines in eLearning</span></b></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14.0pt; line-height: 200%;">By Sedi Minachi </span></b><br />
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14.0pt; line-height: 200%;">Objective: Quality
Guidelines </span></b></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">The
objective of this journal is to explore what goes into creating and conducting
a quality course following guidelines for online course development. Many
people know how convenient online or distance education is in terms of the
flexibility it provides learners to choose their hours of study and location. Online
courses have become increasingly popular since the first online courses
following the introduction of the internet in the 1990s, and many learners,
especially adults, prefer to take online courses instead of taking in physical
classrooms. The goal of educators is to develop knowledge and build skills, and
learners are increasingly choosing distance education when given this
opportunity. It’s for this reason that educators must provide relevant, quality,
effective distance learning courses enabling learners to meet their educational
goals. </span></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 200%;">Negative Reputations in
the Absence of Quality Guidelines</span></b></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">While
online course instructors may not set quality guidelines, any lack of attention
to course quality on their part can lead to chaos and confusion among learners
who become less impressed with distance education. In addition, learners have
the potential to become discouraged and may not continue enrolling in other
online courses, possibly creating negative reputations for online
programs.<span style="mso-spacerun: yes;"> </span>For example, I took an online
‘mediation and conflict resolution’ course a few years ago through a European
institution. I enrolled in it because the course description promised its
instructor was a well-known scholar in the field of conflict resolution. However,
when the course started, we, the learners were disappointed to learn that an
unknown instructor living in a country with poor internet connectivity was
assigned to teach it.<span style="mso-spacerun: yes;"> </span>The course was a
disaster for many reasons I describe below. Firstly, the instructor was absent
most of the time and rarely responded to our emails, and tried to justify his
unavailability/lack of support by saying to his class that he travelled
frequently to participate in various conferences. Secondly, the course
objective was vague and did not have clear instructions or guidelines, and the
learners did not know what the course expectations were. We found this both
disappointing and frustrating. While the students including myself were
confused about what to do, a few of us decided to inform the course administrator.
</span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">We
were further frustrated when we also found her unresponsive and seemingly
uncaring. Almost half of the class participants dropped out of the course and
those who finished it felt that we did not gain skills or knowledge in the
field of mediation and conflict resolution. My final disappointment came when the
course finished and I expected to receive a certificate as promised in the
course description. Several months passed and I did not receive the certificate
or any response from the course administrator. I felt that my time and money
was wasted and contacted a scholar who originally told me about this course. To
make a long story short, I finally - after one year of ongoing communication
with the director of the institution - received my certificate, and the only
other good news is that my prodding enabled other students to receive theirs as
well. </span></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 200%;">Quality Checklist for
Online Courses</span></b></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">For
an instructor to design and deliver an effective online course, it is essential
they follow certain criteria and guidelines.<span style="mso-spacerun: yes;">
</span>According to Barker (2002), both instructors and learners are interested
in acquiring education and training that are effective and efficient. In
reading Barker’s “Canadian Recommended E-learning Guidelines”, I gained a
better understanding of the importance of the elearning course guidelines and
would adopt the following general checklist based on her paper:</span></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 200%;">Organized:</span></b><span style="font-size: 12.0pt; line-height: 200%;"> </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">The course should be
facilitated in an organized way to minimize confusion and frustration. For
example, the instructor should be easily accessible to the learners’ community
and have regular office hours. The course syllabus should clearly include
course description, learning objectives, completion requirements, course
material, additional learning resources, course activities and required
assignments.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 200%;">Quality Content:</span></b><span style="font-size: 12.0pt; line-height: 200%;"> </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">The course must have
good quality content addressing learners’ needs and identifies course material
relevant to the course’s goals and objectives. In my opinion, good quality
content not only helps the instructor to ensure the course is learner-centered
and meaningful, it also provides learners with relevant skills and knowledge.</span><span style="font-size: 12.0pt; line-height: 200%;"> </span></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 200%;">Presentation:</span></b><span style="font-size: 12.0pt; line-height: 200%;"> </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">The material must be
presented clearly, professionally and be user friendly. </span></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 200%;">Technology: </span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">The
technology needs to be reliable and easily accessible to the learning community
wherever they are. Furthermore, it should enable learners to actively engage
with each other in the construction of knowledge and should provide assistance,
guidance and communication to the learners’ community. It also needs to be
easily updatable, reliable and navigable.</span><span style="font-size: 12.0pt; line-height: 200%;"><span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 200%;">Supports Learners’
self-directed learning:</span></b><span style="font-size: 12.0pt; line-height: 200%;"><span style="mso-spacerun: yes;"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">The course
should be designed to respect learners’ flexibility, and allow them to progress
at their own pace with respect to interacting with the learning community.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 200%;">Admission information:</span></b><span style="font-size: 12.0pt; line-height: 200%;"> </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">The course should state
any admission/degree requirement and prerequisites, the curriculum overview,
specific delivery format, and grading methods. In addition, it should state
learning assessment procedures and evaluation criteria, tuition fees,
books/materials, equipment, institutional regulations, policies on plagiarism,
entry-level technical skills, and course evaluations. </span></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14.0pt; line-height: 200%;">Reflective: Personal
Experiences</span></b></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">I
have taken four online courses including this one. Aside from the negative
experience I had during the ‘mediation and conflict resolution’ course
described earlier in this paper, my VCC elearning experiences have been great. Like
most elearning students, I expect to receive a high quality education, and my
goal is to design and deliver an efficient and effective online course so that
learners can smoothly complete it successfully.<span style="mso-spacerun: yes;">
</span></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14.0pt; line-height: 200%;">Interpretive: Meaning
of the Guidelines</span></b></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-size: 12.0pt; line-height: 200%;"><span style="mso-tab-count: 1;"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">As
technology continues to develop and more learners take advantage of online
programs, the need for designers capable of creating effective, high quality
online courses increases. To create courses of this caliber, I must incorporate
guidelines reflective of my learners’ needs and perceptions. The negative
experience I had in the ‘mediation and conflict resolution’ online course did
not discourage me from taking more online courses. However, it motivated me to become
involved in this profession to do this right and design an elearning course based
on ethical guidelines maximizing opportunities for the learners’ community to
acquire knowledge and meaningful skills.</span></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14.0pt; line-height: 200%;">Decisional: Concluding
Remarks</span></b><span style="font-size: 12.0pt; line-height: 200%;"></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">As
a growing method of education, elearning courses must be designed and delivered
with care within the framework of standard guidelines so that the learners are
able to successfully complete their courses and fulfill their educational
goals. From my own experiences, and by reading elearning guidelines for
creating and delivering effective courses, I learned about the importance of ensuring
high quality design in all online courses and am determined to deepen my
knowledge of how to do this. Finally, with respect to recommendations offered
by Barker (2002), I will incorporate all the standard guidelines when
structuring, designing and developing learner-centered online courses.<span style="mso-spacerun: yes;"> </span></span></div>
<div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%;">
<br /></div>
<div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14.0pt; line-height: 200%;">Work Cited</span></b></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Barker, K. (2002) Canadian Recommended
E-learning Guidelines (CanREGs). Published by Future Ed</span></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">and Canadian Association for Community
Education. Retrieved on Dec 18, 2013 from </span></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">http://www.futured.com/pdf/CanREGs%20Eng.pdf</span></div>
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2603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.com0tag:blogger.com,1999:blog-6479929446492778756.post-50029520025293961482014-03-20T10:44:00.001-07:002014-03-20T10:44:59.788-07:00Faculty Resistance to Online Learning<!--[if gte mso 9]><xml>
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<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman";">Faculty Resistance to Online Learning</span></b></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">By Sedi Minachi </span></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Objective
Questions: What I know about the topic. </span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">Online courses open up exciting new
possibilities to both instructors and students when designed efficiently and taught
effectively. Among the many benefits they offer instructors is the fact that
they no longer need to deliver lectures standing in front of students in a
lecture hall or classroom, and can instead choose any location convenient to
them as they interact with and engage students online. <span style="mso-spacerun: yes;"> </span>Despite online courses offering increased
opportunities to teaching institutions, instructors and students, as argued by
Bates (2012), many faculty resist creating and teaching online courses, giving the
impression they do not want to deal with online teaching. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">Tony Bates (2011) conducted
extensive research on online teaching within the Canadian and American context outlines
the following five factors as major systemic barriers/limitations of
instructors to e-learning and distance learning: (1) Faculty resistance, (2)
Lack of training for teaching faculty, (3) Lack of institutional ambition for
the use of technology in teaching, (4) Lack of adequate costing methods, (5) Lack
of system – wide provision for distance education programs, (6) Poor quality
offerings, and (7) Lack of data on Canadian online and distance education. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">Meanwhile, Bates explains that one
of the key reasons for faculty resistance to online and distance education is
their lack of knowledge or understanding of pedagogy and theories of teaching
and learning. He further argues that many faculty members working in higher
education do not have teacher training and their teaching methods are based on
traditional classroom settings that they themselves have experienced when they
were students.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">The Objective of this journal is to
explore briefly the key reasons behind faculty resistance to their
organizations offering online courses, and to explore ways to overcome this
resistance.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"></span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"></span></b>
<br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">Reflective
Questions: Why I chose this topic and how I identify with it.</span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">I chose this topic because I agree
with Bates that many faculty members working in higher education do not have
teacher training and their teaching methods are based on their own experiences
within the framework of the traditional classroom setting. <br />
<br />
Bates’ research findings reminded me of my own classroom experience in undergraduate
and graduate school where almost no online courses matching my interest were
available despite the accessibility of fast internet service on and off campus.
</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";"><br />
As a student, I was sometimes frustrated by professors who followed rigid class
structure by delivering long lectures and evaluated students’ learning only through
quizzes, tests and exams.<span style="mso-spacerun: yes;"> </span>I assume
professors whose model of teaching is the rigid-traditional teaching method are
reluctant to embrace delivering instruction online. <span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">On the one hand, the issue of faculty
members resisting designing and delivering online courses needs to be addressed
promptly, because computers and related interactive technologies have
transformed every aspect of our lives, and educational institutions need to
commit to developing more online instruction skills among their faculty. On the
other hand, the faculty needs to take advantage of valuable teaching
opportunities benefiting themselves and learners. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">Steven A. Lloyd (2012) who studied
factors contributing to barriers among </span><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt;">faculty groups engaging in online
instruction, found interpersonal and institutional barriers, lack of training in
technology and cost/benefit analysis barriers were largely responsible for
faculty resisting embracing online instruction.<span style="mso-spacerun: yes;">
</span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">Interpretive
Question: What this new learning mean to me. </span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">In these transformative years new
technology and social media play significant roles in the development of
younger generations of students, and there is a strong and growing need for schools
to expand their online course offerings and to promote this method of course
delivery more among faculty members by training them how best to design
engaging courses and deliver content to online, distant learners.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">In reading Bates (2011) and Lloyd
(2012) on the topic of faculty resistance to online teaching, I learned that
educational institutions need to pay more attention to firstly raising
awareness among their faculty of the benefits of online instruction, and secondly
to training faculty members in becoming skillful designers and deliverers of
online courses. In my perspective, every faculty should offer students the
option of taking either online or in-class courses for all courses offered
within a program. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">I think that faculty resistance will
continue and students will have limited access to quality online courses and
programs in the absence of assistance and facilitation from management backing
the fast-tracking of organization-wide e-learning initiatives.<br style="mso-special-character: line-break;" />
<br style="mso-special-character: line-break;" />
</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">Decisional
Question: How this new learning can be applied in my online course.</span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">I decided to take the certificate
online teaching program at VCC College to gain knowledge about online teaching
methods and develop skills to design and deliver online curricula. <span style="mso-spacerun: yes;"> </span>I agree with Bates (2011) that nowadays, the
new generation of students has access to many kinds of new technology such as mobile
phones with camera and audio recording capabilities, access to low cost video
cameras, and access to video editing through software on their laptops and
video publishing through YouTube. <br />
They are therefore able to publish their work on the internet and access a multitude
of resources far beyond the limits of a traditional class curriculum. <span style="mso-spacerun: yes;"> </span>With the help of email, online videos, video
conferencing and social media, they are able to perform course activities
outside the traditional classroom without putting a foot on campus. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">By being aware of the great opportunities
new technological tools provide to everyone including students, I hope to soon
read research findings that show majority of instructors are increasingly embracing
online course delivery and finding even more effective ways to teach online
learners. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">Once institutions understand the barriers
to faculty resisting online teaching, I think they should take initiatives to
train their staff in online course delivery and ask each faculty member to
teach one or more online courses to help them become better at teaching online
learners<a href="https://www.blogger.com/null" name="_GoBack"></a>.</span></div>
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<br /></div>
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<br /></div>
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<br /></div>
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<br /></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">References</span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">Lloyd, S. A. & Byrne, M. M. & McCoy, T. S.
(2012). </span><b><span style="font-size: 14.0pt;">Faculty-Perceived
Barriers of Online Education. Merlot Journal of Online Learning and Teaching,
vol 8 (1), 2012.</span></b><b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";"> </span></b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">Retrieved on Feb 13, 2014 from http://jolt.merlot.org/vol8no1/lloyd_0312.htm</span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">Faculty Training is a Major Investment for Online Ed
Programs: ADA Compliance Remains a Major Vulnerability.<span style="mso-spacerun: yes;"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">Retrieved
Feb 13, 2014 from </span><a href="http://www.campuscomputing.net/item/2010-managing-online-education-survey-wvideo"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">http://www.campuscomputing.net/item/2010-managing-online-education-survey-wvideo</span></a><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">Bates, T. (2011) 2011 outlook for online
learning and distance education</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>Contact North. Retrieved Feb 10, 2014 from: http://provost.ncsu.edu/governance/task-forces/distance-education/2011/documents/2011-outlook-for-online-learning-and-de.pdf</span></div>
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<br /></div>
2603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.com0tag:blogger.com,1999:blog-6479929446492778756.post-68462302474712558962014-03-19T13:33:00.001-07:002014-03-19T13:33:11.863-07:00Becoming 21st Centry Teachers<div id="watch-uploader-info">
<strong>Published on <span class="watch-video-date" id="eow-date">Mar 17, 2012</span>
</strong>
</div>
<div id="watch-description-text">
<div id="eow-description">
<br /></div>
<div id="eow-description">
This YouTube video published on March 17, 2012 and was designed to enlighten
teachers towards the practices of 21st century teachers. It also shows how youth learn today with the help of smart phones, computers and social media. </div>
</div>
<br />
https://www.youtube.com/watch?v=c8jf2TN_-8Q<br />
<br />2603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.com0tag:blogger.com,1999:blog-6479929446492778756.post-49057961593233648312014-03-19T13:28:00.002-07:002014-03-19T13:28:31.956-07:0021st Centry Education21st Century Education: How our World has Changed?!<br />
<br />
The following links are amazing YouTube videos that show how our education has been changed by the use of computer technology.<br />
<br />
https://www.youtube.com/watch?v=O35n_tvOK74<br />
<br />
https://www.youtube.com/watch?v=075aWDdZUlM<br />
<br />
<br />2603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.com0tag:blogger.com,1999:blog-6479929446492778756.post-68785257681868402512014-03-19T12:57:00.000-07:002014-03-19T12:57:13.434-07:00The Role of Learners and Instructors in Creating an Inclusive online Community<!--[if gte mso 9]><xml>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Introduction:
the concept of community </span></b></div>
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<br /></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Well-designed online communities make students the
center of course attention and have curriculums designed to encourage
peer-to-peer engagement through the help of online discussions, blogs, video
conferencing, chatting, whiteboards, wikis, and other technology tools connecting
participants 24/7 electronically regardless of geographical-physical boundaries
(Conrad & Donaldson, 2011). <span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">To create an inclusive, effective online learning community,
instructors must promote social and academic interaction among learners while influencing
and motivating them to learn and solve problems independently. <span style="mso-spacerun: yes;"> </span>Effective, inclusive online learning communities
also enable learners to feel safe sharing their experiences, knowledge and
ideas without fear of being judged. </span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">This journal reflects on my perspectives of the
importance of creating an effective online community with respect to
experiential learning theory while focusing on the roles of the learner and
instructor in building an inclusive community of learners through eLearning.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Instructors’
role in creating an inclusive online community</span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">According to Bernard et al., (2012), in an online
environment, instructors are involved in instructional design, provide
feedback, facilitate learning, post course material/content, process
assignments, assess and evaluate students’ work, support/motivate students by
being present at all timed and encourage learners’ social and academic
involvement.<span style="mso-spacerun: yes;"> </span>To a certain extent, I
argue that a truly effective online course requires more time and dedication,
particularly on the part of instructors. As noted by Clark (2012), by including
an on-going instructor presence, the course adds more responsibilities and
workload to faculty even when the course is not instructor-centered or
lecture-based.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Significant characteristics of instructors creating
a truly effective, inclusive online community of learners are caring and
nurturing. These attributes help empower instructors to make their online
learning communities approachable by students, while also setting an example
making clear the benefits of reaching out to support each other’s learning and broader
human development using online communication tools and collaborative
activities.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">The
learners’ role in creating an inclusive online community</span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">In an instructor-facilitated environment, learners
contribute constantly to knowledge building through interactions with peers,
through engaging activities among online learners, and through self-directed
study. Therefore, a successful online learning community requires an asynchronous
environment where online learners are actively involved with their own
learning, use computer technology to communicate with their peers and
instructors, work on collaborative projects with their peers, and share
knowledge and experience with each other in a supportive environment (Conrad
& Donaldson, 2011). All of the later points take place when the instruction
encourages collaboration and the acquisition of knowledge in creating an online
learning community as emphasized by Conrad and Donaldson in chapter one of
their book <i style="mso-bidi-font-style: normal;">Engaging the Online Learner</i>.
</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Given this, in an online community, learners should
reflect on their own work while reflecting on their peers’ ideas and
experiences to construct knowledge and generate critical thinking skills within
the collaborative context. In this case, engaged learners play essential roles
in building an effective online community as they fully involved and engaged in
knowledge acquisition, and their interactions are the driving force behind
learning. </span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">The
challenge of creating culturally inclusive online communities</span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Designing a culturally inclusive online community requires
much care and consideration because values, beliefs and styles of
teaching/learning differ widely from country to country. In this regard, </span><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">Reeves & Reeves (1997) pose that
great challenges may arise when the core pedagogical values in one culture are
culturally inappropriate in another culture. For example, critical thinking is
encouraged within many Canadian educational institutions, but this is not the
case in societies run by authoritarian governments such as in Iran, where I was
born and completed my elementary and high school education. Even today, students
are not allowed to question or challenge an instructor and are punished up to
including expulsion from school simply for being ‘critical thinkers’.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">Online
courses reach out to local and international learners, and so instructors must
accommodate cultural differences and be culturally sensitive to learners’ potentially
very diverse values and customs in designing all aspects of their courses. <span style="mso-spacerun: yes;"> </span>Although it makes sense to be culturally
sensitive and respectful of all cultures, designing an effective, engaging,
inclusive course for an international class is very challenging, especially
when numerous international learners have been taught to view women as second
class citizens.<br />
<br />
Consider, for example, t</span><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">he case of York University sociology
Professor J. Paul Greyson, who refused a male student’s request to avoid
participating in a group project with female students on religious grounds, and
the decision of the university administration to overrule Prof. Greyson’s
decision. Their action to support sex-segregated learning alarmed me and forced
me to think more about the challenges of implementing an inclusive community of
online learners. </span><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">The moment this news came to my attention, I sided
with Prof. Greyson because he understood that when a male student refuses to
participate in a group project with women, that student is denying principles
of gender equality and wants to impose his belief system that considers women
either as a second class citizens or less than fully human in public life. Men sharing
this student’s anti-women beliefs rule most Middle East countries and make life
very difficult for women, and I was surprised when York University’s highest
administrators accommodated the student’s exclusionary attitudes, saying it is
the role of the professor to accommodate cultural differences. This leads me to
believe that institutions need to guide instructors on how to design online
courses which accommodate learners’ beliefs and values while not undermining
gender equality which also fully respect individual rights guaranteed by the Canadian
Charter of Rights and Freedoms. </span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Although course designs need to accommodate
international learners’ beliefs and values, it should move beyond the narrow
prescriptive of cultural boundaries. This means that the instruction design
should implement multicultural values that are inclusive and meet the needs of
a diverse learners’ community.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">It is beyond the scope of this paper to go further
into this issue; however, this prepares me to be more thoughtful and
collaborate with more experienced individual instructors when designing courses
reaching out to the international community.<span style="mso-spacerun: yes;">
</span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Conclusion</span></b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">As discussed earlier in this paper, eLearning is
largely facilitated through the asynchronous model, and learners produce
knowledge through peer engagement and collaborative work.<span style="mso-spacerun: yes;"> </span>Therefore, when an instructor designs an
online course, the focus should not be only on the creation of course content
and material, but the instructional design should also be based on creating opportunities
to empower learners to be critical thinkers, and to put them in charge of building
knowledge and their own learning experiences. As stated by Conrad and Donaldson
(2011), in a learner-centered community, the successful learners are those who
become active partners in knowledge generation and play roles in making
decisions about learning while being engaged throughout the course. </span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">References</span></b></div>
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<br /></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Bernard, R. M.; Abrami, P. C.; Lou, Y.; Borokhovski,
E.; Wade, A.; Wozney, L. &<span style="mso-spacerun: yes;"> </span>Huang, B.
(2004). How does distance education compare with classroom<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>instruction?
A meta-analysis of the empirical literature. Review of Educational <span style="mso-spacerun: yes;"> </span>Research, 74(3), 379-439. Retrieved on March
12, 2014 from </span><a href="http://education.indiana.edu/graduate/programs/hesa/iuspa/4-%20Student%20Growth%20in%20Asynchronous%20Online%20Environments%20Learning%20Styles%20and%20Cognitive%20Development.pdf"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">http://education.indiana.edu/graduate/programs/hesa/iuspa/4-%20Student%20Growth%20in%20Asynchronous%20Online%20Environments%20Learning%20Styles%20and%20Cognitive%20Development.pdf</span></a><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">
</span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Clark, C. C. (2012). Student Growth in Asynchronous
Online Environments: Learning Styles and Cognitive Development.<span style="mso-spacerun: yes;"> </span>Retrieved on March 12, 2014 from </span><a href="http://education.indiana.edu/graduate/programs/hesa/iuspa/4-%20Student%20Growth%20in%20Asynchronous%20Online%20Environments%20Learning%20Styles%20and%20Cognitive%20Development.pdf"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">http://education.indiana.edu/graduate/programs/hesa/iuspa/4-%20Student%20Growth%20in%20Asynchronous%20Online%20Environments%20Learning%20Styles%20and%20Cognitive%20Development.pdf</span></a><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"></span></div>
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<br /></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Conrad, R. M. & Donaldson, J. A. (2011). Peer
Partnership and Team Activities. <i style="mso-bidi-font-style: normal;">Engaging
the Online Learner: Activities and Resources for Creative Instruction</i>.
Jossey-Bass Wiley: San Francisco</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">Reeves, T., & Reeves, P. (1993).
Effective dimensions of interactive learning on the World Wide Web. In B. Khan
(Eds.), <i style="mso-bidi-font-style: normal;">Web-based instruction</i> (pp.
59-66). Englewood Cliffs, New Jersey: Educational Technology Publications. </span></div>
2603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.com0tag:blogger.com,1999:blog-6479929446492778756.post-38023195227540802062014-02-11T17:26:00.001-08:002014-02-11T17:26:37.726-08:00The Real Cost of Financing a Mortgage<b><span data-measureme="1"><span class="null">The real cost of financing a
mortgage </span></span></b><br />
<br />
<span data-measureme="1"><span class="null">I purchased a pre-construction condo for the amount of $426,900.00 in
2006 and have documents showing I paid a $64,000.00 down payment toward
this purchase. The condo was ready in Nov 2007 and originally my
mortgage started with Maple Trust. After two years of mortgage payments
to this company, we learned that Maple Trust merged with the Bank of
Nova Scotia. I then transferred the mortgage to TD Canada Trust April 1,
2009. Despite having paid more than $50,000.00 mortgage payments to
Maple Trust, our mortgage with TD started at $388,806.40! </span></span><br />
<br />
<span data-measureme="1"><span class="null">For many
reasons, I decided to sell our condo in 2013.
The mortgage maturity date was June 1, 2014, and the closing balance on
our mortgage was $337,505.56 as of Nov 29, 2013. My notary public agent
paid the full amount owing to TD Bank including a $2200.00 penalty for
terminating our mortgage before it expired.
The closing balance was $339,876.03. To my surprise, TD bank continued
taking money toward the discharged mortgage account from my checking
account on the evening of Nov 29, 2013 ($404.11) and Dec 6, 2013
($404.11). However, a withdrawal of $404.11 was returned to my account
immediately, giving me the impression that someone did not disable
automatic mortgage debiting until Dec 6, 2013. </span></span><br />
<br />
<span data-measureme="1"><span class="null">Despite my request, I was
never reimbursed the $404.11 for TD Bank’s Nov 29, 2013 withdrawal, nor
have I received any discharge statement from TD Bank as of Feb 3, 2013
in spite of numerous requests for them. The point is that the TD Bank
manager states that even though the notary public paid my mortgage debt
to TD Bank on Nov 29, 2013, I was still responsible for paying one
additional payment on the discharged account and she refuses to
reimburse me for this additional payment. </span></span><br />
<br />
<span data-measureme="1"><span class="null">My result of paying my TD Bank mortgage for almost 6 years is that
almost all money they took from me was for interest payments, with very
little going to reduce my debt. Adding insult to injury is the fact that
I now am faced with paying TD Bank even more – this time in the form of
a $2000.00 penalty because I ended this mortgage six months prior to
the expiry date of June 1, 2014. Did I become poorer by dealing with
this mortgage or was it a huge mistake to buy a condo in the first place
and give thousands of dollars interest to the banks?! </span></span><br />
2603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.com0tag:blogger.com,1999:blog-6479929446492778756.post-9664549130401871242014-01-12T22:20:00.004-08:002014-01-12T22:20:49.406-08:00Summarizing my Learning from PIDP 4150<!--[if gte mso 9]><xml>
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<div align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"> </span></b><b>Sedi Minachi Journal #3</b></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Objective Questions: My Learning Experiences about Developing
an Effective Online Course</span></b></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">In
my experience, developing an effective online course depends on how the course
provides a sense of leadership to the learners’ community so that they contribute
to the learning experience and the development of course content. As stated by
Boettcher and Conrad (2010), “Having learners lead activities also supports
Vygotsky’s theory of the zone of proximal development” (226). In order for the
learners to develop skills through an online course, I think it is important
that the course instructor assumes the role of coach, shaping, supporting, clarifying
and critiquing (Boettcher and Conrad, 2010) instead of directing and telling
students what to do. <span style="mso-spacerun: yes;"> </span>For example, the
instructor needs to empower learners to be self-directed in working on a
project whether individually or in a group. In this sense, as stated by
Boettcher and Conrad, “Learners then can see themselves as knowledge generators
and connectors”, not as those who follow the instructor’s direction. Although
designing and implementing a learner-led online course can be challenging and
complex, the instructor should clarify the outcomes of an activity such as
developing expertise in being self-reliant and problem solvers in a cooperative
and engaging process. The objective of this paper is to reflect on the development
of an effective online course with respect to my learning experiences throughout
the PIDP 4150 course. </span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Reflective Questions: Matching PIDP 4150 with Learner’s Experience</span></b></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Through
PDIP 4150, I gained knowledge about learning theories (e.g., experiential and
transformative learning), teaching guideline/principles, online teaching best
practices and teaching tools. As part of the course requirements, I developed
my own professional blog and gained experience in working with a partner to
complete a wiki project. </span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">This
course has become a template for me to use designing effective and meaningful
online courses meeting the needs of communities of engaged learners. For
instance, I now know to use various online tools to facilitate experiential and
transformative learning theories among learners, and to provide an opportunity
to them to actively reflect on their new skills. In addition, through this
course, I learned about the importance of providing effective and constructive feedback
to learners so that they develop writing skills and critical thinking.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">In
addition to providing relevant course content, effective teaching, and being available
to meet student needs as required, I will ensure learners have access to online
support services. Like their counterparts taking on-campus courses, distance
education students taking online courses should have access to online support
services such as advising/counseling, financial aid, libraries, tech help desk,
academic writing centers, etc.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Interpretive Questions: Moving Forward</span></b></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">The
first important fact I learned in this course is that as an online course
instructor, my role is to be an accessible, responsive, transparent facilitator
open to creative ideas. This is because when online learners do not receive the
support they need from the course, they quickly become frustrated and discouraged
from finishing the course. This will negatively impact the reputation of online
courses, and in particular the course not meeting students’ needs. Therefore,
it is important that the instructor provides a nurturing and encouraging
environment empowering and supporting learners throughout the course which also
implement experiential and transformative learning theories and reflect on
skills learned throughout the course.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Decisional Questions: Applying PIDP 4150 in Designing an Online
Course</span></b></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span>As
experience has shown, the elearning industry is rapidly attracting students
from both the new and older generation of learners. Educational institutions are
increasingly offering online courses to students who can access these courses from
anywhere worldwide having electricity and internet access.</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">I
think, online courses provide freedom and flexibility to both learners and
instructors and teach them to become good time managers. Working as an online
instructor is attractive to me and I am eager to pursue my career in this
exciting field because it gives me the opportunity to teach from almost
anywhere while enabling me to engage diverse students from different cultural
backgrounds worldwide from the convenience of my own home. </span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>All the useful learning theories, teaching
guidelines and tips I learned throughout this course have increased my motivation
to facilitate effective and meaningful online courses following proven teaching
and course design guideline, with transparency being the foundation of my
teaching ethics. Nevertheless, my primary goal in designing and delivering
online courses is to create an atmosphere fostering mutual learning between the
instructor and students and between peers. For me to be a creative and open
minded instructor, I will keep abreast of new technologies and online tools and
adopt those enabling me to more effectively interact with my communities of learners.
</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-indent: 36.0pt;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Word Cited</span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Boettcher, J. V. & Conrad, R. M.
(2010). The Online Teaching Survival Guide: Simple and Practical </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Pedagogical Tips. Jossey-Bass:
Wiley.</span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-indent: 36.0pt;">
<br /></div>
2603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.com0tag:blogger.com,1999:blog-6479929446492778756.post-87273389979441874842014-01-12T22:17:00.000-08:002014-01-12T22:17:10.655-08:00Journal # 2: Using Quality Guidelines in eLearning<!--[if gte mso 9]><xml>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14.0pt; line-height: 200%;">Sedi Minachi Journal # 2: Using Quality Guidelines in eLearning</span></b></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14.0pt; line-height: 200%;">Objective: Quality
Guidelines </span></b></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">The
objective of this journal is to explore what goes into creating and conducting
a quality course following guidelines for online course development. Many
people know how convenient online or distance education is in terms of the
flexibility it provides learners to choose their hours of study and location. Online
courses have become increasingly popular since the first online courses
following the introduction of the internet in the 1990s, and many learners,
especially adults, prefer to take online courses instead of taking in physical
classrooms. The goal of educators is to develop knowledge and build skills, and
learners are increasingly choosing distance education when given this
opportunity. It’s for this reason that educators must provide relevant, quality,
effective distance learning courses enabling learners to meet their educational
goals. </span></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 200%;">Negative Reputations in
the Absence of Quality Guidelines</span></b></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">While
online course instructors may not set quality guidelines, any lack of attention
to course quality on their part can lead to chaos and confusion among learners
who become less impressed with distance education. In addition, learners have
the potential to become discouraged and may not continue enrolling in other
online courses, possibly creating negative reputations for online
programs.<span style="mso-spacerun: yes;"> </span>For example, I took an online
‘mediation and conflict resolution’ course a few years ago through a European
institution. I enrolled in it because the course description promised its
instructor was a well-known scholar in the field of conflict resolution. However,
when the course started, we, the learners were disappointed to learn that an
unknown instructor living in a country with poor internet connectivity was
assigned to teach it.<span style="mso-spacerun: yes;"> </span>The course was a
disaster for many reasons I describe below. Firstly, the instructor was absent
most of the time and rarely responded to our emails, and tried to justify his
unavailability/lack of support by saying to his class that he travelled
frequently to participate in various conferences. Secondly, the course
objective was vague and did not have clear instructions or guidelines, and the
learners did not know what the course expectations were. We found this both
disappointing and frustrating. While the students including myself were
confused about what to do, a few of us decided to inform the course administrator.
</span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">We
were further frustrated when we also found her unresponsive and seemingly
uncaring. Almost half of the class participants dropped out of the course and
those who finished it felt that we did not gain skills or knowledge in the
field of mediation and conflict resolution. My final disappointment came when the
course finished and I expected to receive a certificate as promised in the
course description. Several months passed and I did not receive the certificate
or any response from the course administrator. I felt that my time and money
was wasted and contacted a scholar who originally told me about this course. To
make a long story short, I finally - after one year of ongoing communication
with the director of the institution - received my certificate, and the only
other good news is that my prodding enabled other students to receive theirs as
well. </span></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 200%;">Quality Checklist for
Online Courses</span></b></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">For
an instructor to design and deliver an effective online course, it is essential
they follow certain criteria and guidelines.<span style="mso-spacerun: yes;">
</span>According to Barker (2002), both instructors and learners are interested
in acquiring education and training that are effective and efficient. In
reading Barker’s “Canadian Recommended E-learning Guidelines”, I gained a
better understanding of the importance of the elearning course guidelines and
would adopt the following general checklist based on her paper:</span></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 200%;">Organized:</span></b><span style="font-size: 12.0pt; line-height: 200%;"> </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">The course should be
facilitated in an organized way to minimize confusion and frustration. For
example, the instructor should be easily accessible to the learners’ community
and have regular office hours. The course syllabus should clearly include
course description, learning objectives, completion requirements, course
material, additional learning resources, course activities and required
assignments.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 200%;">Quality Content:</span></b><span style="font-size: 12.0pt; line-height: 200%;"> </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">The course must have
good quality content addressing learners’ needs and identifies course material
relevant to the course’s goals and objectives. In my opinion, good quality
content not only helps the instructor to ensure the course is learner-centered
and meaningful, it also provides learners with relevant skills and knowledge.</span><span style="font-size: 12.0pt; line-height: 200%;"> </span></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 200%;">Presentation:</span></b><span style="font-size: 12.0pt; line-height: 200%;"> </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">The material must be
presented clearly, professionally and be user friendly. </span></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 200%;">Technology: </span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">The
technology needs to be reliable and easily accessible to the learning community
wherever they are. Furthermore, it should enable learners to actively engage
with each other in the construction of knowledge and should provide assistance,
guidance and communication to the learners’ community. It also needs to be
easily updatable, reliable and navigable.</span><span style="font-size: 12.0pt; line-height: 200%;"><span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 200%;">Supports Learners’
self-directed learning:</span></b><span style="font-size: 12.0pt; line-height: 200%;"><span style="mso-spacerun: yes;"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">The course
should be designed to respect learners’ flexibility, and allow them to progress
at their own pace with respect to interacting with the learning community.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 200%;">Admission information:</span></b><span style="font-size: 12.0pt; line-height: 200%;"> </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">The course should state
any admission/degree requirement and prerequisites, the curriculum overview,
specific delivery format, and grading methods. In addition, it should state
learning assessment procedures and evaluation criteria, tuition fees,
books/materials, equipment, institutional regulations, policies on plagiarism,
entry-level technical skills, and course evaluations. </span></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14.0pt; line-height: 200%;">Reflective: Personal
Experiences</span></b></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">I
have taken four online courses including this one. Aside from the negative
experience I had during the ‘mediation and conflict resolution’ course
described earlier in this paper, my VCC elearning experiences have been great. Like
most elearning students, I expect to receive a high quality education, and my
goal is to design and deliver an efficient and effective online course so that
learners can smoothly complete it successfully.<span style="mso-spacerun: yes;">
</span></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14.0pt; line-height: 200%;">Interpretive: Meaning
of the Guidelines</span></b></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-size: 12.0pt; line-height: 200%;"><span style="mso-tab-count: 1;"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">As
technology continues to develop and more learners take advantage of online
programs, the need for designers capable of creating effective, high quality
online courses increases. To create courses of this caliber, I must incorporate
guidelines reflective of my learners’ needs and perceptions. The negative
experience I had in the ‘mediation and conflict resolution’ online course did
not discourage me from taking more online courses. However, it motivated me to become
involved in this profession to do this right and design an elearning course based
on ethical guidelines maximizing opportunities for the learners’ community to
acquire knowledge and meaningful skills.</span></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14.0pt; line-height: 200%;">Decisional: Concluding
Remarks</span></b><span style="font-size: 12.0pt; line-height: 200%;"></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">As
a growing method of education, elearning courses must be designed and delivered
with care within the framework of standard guidelines so that the learners are
able to successfully complete their courses and fulfill their educational
goals. From my own experiences, and by reading elearning guidelines for
creating and delivering effective courses, I learned about the importance of ensuring
high quality design in all online courses and am determined to deepen my
knowledge of how to do this. Finally, with respect to recommendations offered
by Barker (2002), I will incorporate all the standard guidelines when
structuring, designing and developing learner-centered online courses.<span style="mso-spacerun: yes;"> </span></span></div>
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<br /></div>
<div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14.0pt; line-height: 200%;">Work Cited</span></b></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Barker, K. (2002) Canadian Recommended
E-learning Guidelines (CanREGs). Published by Future Ed</span></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">and Canadian Association for Community
Education. Retrieved on Dec 18, 2013 from </span></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">http://www.futured.com/pdf/CanREGs%20Eng.pdf</span></div>
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2603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.com0tag:blogger.com,1999:blog-6479929446492778756.post-18088260499627324572013-12-17T21:40:00.003-08:002013-12-22T13:10:32.848-08:00The Value of an Eportfolio in Online Learning<!--[if gte mso 9]><xml>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">The
Value of an Eportfolio in Online Learning</span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Eportfolio or an electronic portfolio is
a primary tool for online instructors to assess learning outcome of the
students. Baker (2005) defines eportfolio as “…an electronic portfolio of
acquired learning – knowledge, skills and abilities acquired through formal,
non-formal, informal, accidental and incidental learning.” Eportfolio approach
to assessment provides the online instructors to document what the learners’
accomplish and how they are engaged in critical reflection of knowledge gained
through variety of activities such as class presentation, writing reports/journals
and engaging in collaborative activities. This approach not only benefits online
instructors to assess and record students’ acquired learning, it also benefits students
by empowering them to have control over their learning development and
strategies as well as allows them to self assess and develop critical thinking
skills. In this regard, Pelliccion & Dixon (2008) state:</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">This approach provides students with the opportunity to
become stakeholders in their own progress and also provides an environment for
deep learning to occur. An ePortfolio approach that spans a course of study and
beyond to a professional setting allows participants to originate and maintain
‘conversations’ about their learning and by doing so they become active in
formative assessment rather than passive receivers of graded results. Formative
learning activities such as ePortfolios shift the focus of the traditional
higher education paradigm as students are encouraged to take responsibility for
what and how they learn.(p. 752)</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">In my experience, instructors who adopt eportfolio in their
teaching assessment, create an environment for their students in a way that
course content is meaningful and leads to high level of understanding while
opens up possibilities for personal growth such as confidence building, team
work and active-positive thinking. </span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Baker (2005) argues that eportfolio approach
of assessment advanced from portfolio learning assessment. I was first exposed
to this approach in late 1990s when I took my first Women Studies course at
Langara College with an inspiring mentor, Patricia Moore. Throughout the
course, the instructor used a collection of ways to assess students learning
outcome. For example, instead of only relying on a mid- term or a final exam, they
were engaged in different activities such as presenting on a topic of interest,
engaging in group discussions throughout the course, writing summary of certain
readings as well as writing a research paper. Students also were empowered to
critically reflect on their learning achievements leading someone like me to be
in charge of my own development. The feedback from the instructor and peers was
another source of my empowerment allowing me to be aware of my strengths and
weaknesses resulting in my interest to progress my higher education in Women’s
Studies at UBC and achieve my BA and MA in this interesting discipline. </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">According
to Baker (2005), some of the advantages of a portfolio based assessment include
the following: <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"></span></div>
<br />
<ul>
<li><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">It provides a wealth of information for
instructional decisions; </span></li>
<li>
</li>
<li><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">It allows for effective means of
communicating students’ developmental status and progress; </span></li>
<li>
</li>
<li><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">It can serve to motivate students
and promote student self-assessment and self-understanding</span></li>
<li>
</li>
<li><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">It contextualizes assessment and
provides a basis for challenging formal test results that is not authentic or
reliable, e.g., a single test score. </span></li>
</ul>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">In
the past few days, I learned more details about eportfolios through PIDP 4150
online course. Without any doubt I argue that the approach of eportfolio
assessment is a great fit for online teaching and find this method of
assessment very effective particularly for instructors who adopt experiential
learning in the design and delivery of an online course. This is because similar
to portfolio assessment, eportfolio approach makes learners to be more creative
and more motivated to successfully finish the online course as well as it
provides an opportunity to learners to self assess their learning outcomes and
develop skills in critical reflection. </span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">My
goal is to teach online courses in the near future and to engage in
facilitation of learning strategies which incorporate eportfolio style of
assessment. I would like to finish this blog by quoting the following statement
by Barker, “</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Future Ed
is deeply concerned that there be collaboration between and among ePortfolio developments
in order that this learning innovation achieves its potential for improving learning
systems and promoting lifelong learning. (p. 10)</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">References</span></b></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Barker K.C. (2005). Eportfolio for the
assessment of learning. Retrieved from <a href="http://www.futured.com/documents/FuturEdePortfolioforAssessmentWhitePaper_000.pdf" target="_blank"><span style="font-size: x-small;">http://www.futured.com/documents/FuturEdePortfolioforAssessmentWhitePaper_000.pdf</span></a></span></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Pelliccione l., Dixone, K. (2008)
Portfolios: Beyond assessment to empowerment in the learning landscape.
Conference proceedings Ascilite 2008. Retrieved from <a href="http://www.ascilite.org.au/conferences/melbourne08/procs/pelliccione.pdf" target="_blank">http://www.ascilite.org.au/conferences/melbourne08/procs/pelliccione.pdf</a></span></div>
2603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.comtag:blogger.com,1999:blog-6479929446492778756.post-64357122119471402402013-12-11T23:19:00.002-08:002013-12-11T23:19:27.397-08:00Experiential Learning Theory and E-LearningSedi Minachi PIDP 4150 Dec 11, 2013<br /><br />
<b>Constructivist Learning Theory: John Dewey’s Experiential Learning</b><br /><br />
<b>Introduction: Highlights of John Dewey’s Experiential Learning</b><br /><br />
In reading about learning theories and theorists in the Online Teaching Survival Guide (2010), I<br />easily find myself in agreement with Lev Vygotsky’s theory of social development, John Dewey’s<br />experiential learning theory, Jean Piaget’s genetic epistemology, Jerome Bruner’s constructivist<br />theory and John Seely Brown’s cognitive apprenticeship theory. All of these theories are grounded in<br />the constructivist’s viewpoint and share the idea that “… learners actively construct and build<br />knowledge structure from the interaction of what they already know with what they pay attention to<br />in their environment, including language, people, and images” ( Boettcher and Conrad, 2010, p. 12).<br />Lewis and Williams (1994) define experiential learning theory as:<br />“In its simplest form, experiential learning means learning from experience or learning by<br />doing. Experiential education first immerses learners in an experience and then encourages<br />reflection about the experience to develop new skills, new attitudes, or new ways of thinking.<br />(p. 5)”<br /><br />
Although the original experiential learning theorists lived before social media and the formal<br />education system in their countries of origin followed traditional ways of teaching and instruction,<br />these theorists were far ahead of their time and challenged their educational systems by demanding<br />reform to the roles of learners and instructors while also calling for changes to the delivery of<br />instruction. The model of experiential learning or “learning by doing” (Lewis and Williams, 1994) they<br />advocated, was slowly introduced into the formal education system in the advanced industrial<br />countries where they had influence. As a result, the majority of humanity and social science faculties<br />adopted experiential learning model in their curriculums since late twentieth century. It is beyond<br />the scope of this paper to explore the strong resistance to – and backlash against ‐ adopting the new<br />approach to teaching promoted by experiential learning theorists in the 19th and 20th century. This<br />paper does, however, explore John Dewey’s experiential learning theory by highlighting the key<br />concepts of his theory and relating them to e‐learning model of education.<br /><br />
<b>E‐learning and Experiential Learning</b><br /><br />
In applying experiential learning to e‐learning, I argue that this model makes formal education<br />accessible to learners globally and that learners can use it to reach their own potentials more often by<br />learning how to apply instruction to real life, and by engaging in a variety of exercises to build<br />knowledge and develop all kinds of skills. Also, in adopting experiential learning, e‐learners can apply<br />their academic understanding to real word situations and develop critical thinking and reflective skills<br />as well as strengthen their confidence to overcome difficulties and obstacles in life.<br />We are the first generation to use new technology which facilitates creating and connecting a<br />global community. Those of us aiming to develop skills to advance our careers in the global market<br />have great opportunities to become global educators by taking advantage of e‐learning based on the<br />experiential learning model. Constructivist theorist Driscoll (2000) states that learners actively process<br />knowledge through practical experiences and that knowledge creation is a lengthy process. Stephen<br />Downes, who wrote (2007) on ‘Connectivism’ as a learning theory for the digital age, argues that<br />“knowledge is distributed across a network of connections which makes the learner gain knowledge<br />through a diverse network of ideas. Wikipedia describes ‘connectivism’ as a theory of learning which<br />brings forward the role of social and cultural experiences in our lives. Downes (2013) further argues<br />that the distribution of knowledge across connected networks and learning consists of the ability to<br />construct those networks.<br /><br />
<b>Reform in the Education System</b><br /><br />
American educator and philosopher John Dewey (1859‐1952) played a major role in reforming<br />the education system wherever he worked, advocating for social and education reforms in his<br />writings, and making him one of the influential educators of the 20th century. To me his experiential<br />learning theory created a silent revolution in his era. The themes of Dewey’s experiential learning are<br />based on education and learning as social and interactive processes, and he understood the<br />important role played by schools in socializing learners and creating social reform.<br />He believed that students should interact with the curriculum and that all students should<br />have the opportunity to take part in their own learning (Wikipedia). He argued that in order for<br />education to be effective, content must be presented in a way that allows students to relate the<br />knowledge to their life experiences and make connections with the new knowledge (Boettcher and<br />Conrad, 2010). In other words, he advocated for students to be at the center of their education by<br />playing an active role in gaining knowledge. According to Dewey (1897), the teacher should not stand<br />at the front of the classroom lecturing as students observe passively. Instead, he believed the<br />teacher's role should be that of facilitator and guide in the learning process. As Dewey (1897) explains<br />it:<br />The teacher’s role is not to impose certain ideas or to form certain habits in the child, but is<br />there as a member of the community to select the influences which shall affect the child and<br />to assist him in properly responding to them. Thus the teacher becomes a partner in the<br />learning process, guiding students to independently discover meaning within the subject area.<br />This philosophy has become an increasingly popular idea within present‐day teacher<br />preparatory programs. (p. 4)<br /><br />
<b>Non‐hierarchical approach to education</b><br /><br />
Dewey’s experiential learning theory resonates for me because I believe in non‐hierarchical<br />relationships between learners and the instructor, where both are active learners as the instructor<br />acts as a facilitator by actively involving the learners in solving problems, presenting subjects of<br />interest to their peers, and finding answers to their questions. When learners interact with each other<br />in a non‐rigid classroom setting, when learners observe information with a critical lens, when learners<br />are challenged by real tasks, and when learners cooperate with each other instead of competing, the<br />process of learning is more pleasant, rewarding and transformative – important indicators of a more<br />effective learning environment conducive to knowledge generation and transfer.<br /><br />
<b>The role of the instructor</b><br /><br />
E‐learning instructors have the option of playing a facilitating/leading role when adopting<br />experiential learning. As experiential learning instructors, their role is not to transfer knowledge to<br />learners through lectures and expecting students to passively listen or observe. New technology<br />provides great opportunities for learners to connect to a variety of sources via the internet and social<br />media to gain knowledge and information. We can easily access the learners’ community and experts<br />from every corner of the globe.<br /><br />
The benefits of applying experiential learning theory to e‐learning curriculum design and<br />instruction empower the instructor to more effectively facilitate a multi‐dimensional learning<br />experience capable of effectively engaging diverse groups of learners by directing learners to search<br />for answers and apply knowledge within their own experiences. In my perspective, the role of the<br />instructor is to provide both course content and effective feedback to learners which strengthens<br />their ability to assimilate knowledge by helping them better understand their strengths and<br />weaknesses. Another role e‐learning instructors play is as an online community guide encouraging,<br />empowering and engaging learners to take greater responsibility for their own education.<br />Instructors adopting experiential learning theory provide increased opportunities to learners<br />to develop their own ideas by exploring subjects applied to real‐life situations and by interacting with<br />peers for collaborative group work. Engaged learners make the classroom environment dynamic and<br />create opportunities for them to explore their own potentials and strengths while learning new<br />knowledge. In this environment, e‐learners can develop critical thinking skills, and reflect critically on<br />different experiences while learning skills such as how to create an open dialogue with those in<br />disagreement, problem solving, decision making, and how to share their findings with others in a safe<br />environment.<br /><br />
<b>The role of the learner</b><br /><br />
Great learning can happen when the focus of e‐learners is on reflecting on their own<br />experiences and transforming their experiences into new, useful knowledge based on their<br />understanding of and engagement with course content. As argued earlier in this paper, John Dewey’s<br />experiential theory has direct relevancy to an e‐learning/online model of learning because it increases<br />students’ motivation to learn and actively engage with the learners’ community. This empowers<br />learners to take part in discussion and play a role in solving problems. In my experience, the<br />experiential learning model makes e‐learners more creative and provides them with an opportunity to<br />achieve higher grades while advancing their expertise on the subject. In this regard, Schwartz (2007),<br />states: “In experiential learning, the student manages their own learning, rather than being told what<br />to do and when to do it. (p. 1)”<br /><br />
<b>Conclusion</b><br /><br />
The new reality of the digital age and the advancement of new technology such as computers<br />and the internet changed our lives over the past two decades and revolutionized people’s<br />communication style worldwide. The availability of the internet provides a significant global<br />opportunity for e‐learners applying e‐learning to experiential learning.<br />John Dewey’s experiential learning theory is relevant to the e‐learning model of learning<br />because it gives learners the flexibility of gaining knowledge from a variety of sources. In fact, as<br />argued by all constructivist theorists, learning is a process and we gain knowledge from institutions,<br />family members, friends, media, through technological interactions, as well as through social and<br />cultural interactions. In applying the experiential learning theory to teaching, instructors today use elearning<br />to create direct dialogue between learners and their peers, as well between the instructor<br />and the learners, making the instructor an active facilitator guiding learners to achieve their learning<br />objectives in a collaborative and supportive environment.<br /><br />
<b>References</b><br /><br />
Boettcher, J. & Conrad, Ri. M. (2010). The Online Teaching Survival Guide: Simple and Practical<br />Pedagogical Tools. Jessey‐Bass: Sanfrancisco<br /><br />
Connectivism, Wikipedia: http://en.wikipedia.org/wiki/Connectivism last retrieved Dec 5, 2013<br /><br />
Dawnes, S. (2007). What Connectivism is. http://halfanhour.blogspot.ca/2007/02/whatconnectivism‐<br />is.html last retrieved Dec 5, 2013<br /><br />
Dewey, J. (1897). My Pedagogic Creed. Retrieved from:<br />http://playpen.meraka.csir.co.za/~acdc/education/Dr_Anvind_Gupa/Learners_Library_7_March_200<br />7/Resources/books/readings/17.pdf last visited on Dec 10, 2013<br /><br />
Driscoll, S. (2000). Psychology of Learning for Instruction. Needham Heights, MA, Allyn & Bacon.<br /><br />
Lewis, L.H. & Williams, C.J. (1994). In Jackson, L. & Caffarella, R.S. (Eds.). Experiential Learning: A New Approach (pp. 5‐16). San Francisco: Jossey‐Bass<br /><br />
http://en.wikipedia.org/wiki/John_Dewey last visited Dec 9, 2013<br /><br />
Schwartz, M. Best Practices in Experiential Learning. The Learning and Teaching Office. Retrieved from<br />http://www.ryerson.ca/content/dam/lt/resources/handouts/ExperientialLearningReport.pdf last<br />visited on Dec 10, 20132603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.com0tag:blogger.com,1999:blog-6479929446492778756.post-34350433217303071562013-12-11T21:43:00.001-08:002013-12-17T21:42:22.074-08:00Challenges and Opportunties of E-Learning<!--[if gte mso 9]><xml>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">The challenges and opportunities of e-learning</span></b></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Introduction</span></b></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%;">E-learning
refers to the use of computer, social media, and information/communication
technology (ICT) based learning and teaching (Sangara et al., 2012). Distance
education, also called e-learning, enables learners to study independently at a
distance. This dynamic method of education started at the beginning of the 21<sup>st</sup>
century allows students to learn whenever they have time and internet access.
The result is that many students from developing countries earn their degrees
from advanced industrial countries without leaving their home countries. I will
discuss this relatively new opportunity later in this paper. </span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%;">E-learning
education is relatively new, and was adopted by Canadian educators as soon as the
internet became widely accessible to learners. I took my first distance
education course in sociology in 1999, and my only method of communication with
the course instructor was through phone and email since webcams, Skype, Facebook
and other forms of social media did not exist then. Although I mainly worked on
my own and felt isolated most of the time, I benefited greatly from the course
in terms of saving travel time. In addition the course gave me the opportunity
to acquire more computer skills. In this paper, I explore the challenges and
benefits of e-learning courses from the perspective of both instructor and
learner. </span></div>
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<br />
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">The instructor based challenges of e-learning</span></b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> </span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%;">Similar
to other learning methods, e-learning poses challenges. </span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">One of the main instructor based
challenges of e-learning is the expectation that the instructor should be continually
available to provide assistance. For example, students having low levels of
computer skills expect on-going support from the course instructor, particularly
at the beginning of their course. This happens despite even after e-learning
course instructors clearly state their availability in the course syllabus. </span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: 36.0pt; text-indent: 36.0pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">In some cases, even when e-learning
course instructors create boundaries for the time spent with learners, they can
automatically be drawn into dealing with students’ discussions and course
related issues. As argued by Boettcher and Conrad (201), no matter how
expectations are communicated regarding faculty availability, “…the default
mode is twenty-four hours a day, seven days a week.” (37) </span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">What
can instructors do to manage some of the challenges of e-learning</span></b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">?</span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">While as argued by Boettcher (2011),
setting clear expectations is a good strategy for supporting e-learners and helps
to prevent faculty burnout while creating a balanced set of dialogues between
faculty and learners. This also helps faculty build a high quality community of
learners. Furthermore, instructors should empower learners to be independent by
designing courses that are more self-directed. For example, they should
encourage learners to raise their problems in a discussion forum and work with
peers prior to asking the instructor privately. This method can encourage
active engagement of peers while increasing cooperation among them. </span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Learner based challenges and
solutions</span></b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-indent: 36.0pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">For learners, time management can be
the most challenging aspect of an e-learning course, as every course requires a
time commitment and e-learning courses are no exception. Since e-learning
courses do not require that learners meet in a traditional classroom setting,
some students may wait until close to the end of the course to complete its
requirements (due to employment commitment) instead of regularly working on it
throughout the course. This may cause stress, burnout and a poor learning
outcome. </span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-indent: 36.0pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Another learner based challenge relates to the learner’s technical
skills. Some students lack the technical skills to benefit from e-learning. They
for example may not be familiar with Word and Excel or do not know how to solve
technical problems. The result may be an overwhelming experience when they struggle
to learn computer skills while taking an e-learning course. To overcome this
challenge, as suggested by Carpenter (2010), it is essential for learners to
take an introductory computer course prior to taking an e-learning course.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: 36.0pt; text-indent: 36.0pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">The learners usually work in isolation
while taking any e-learning course due to the lack of face-to-face interaction
with other learners and faculty. To avoid isolation, one alternative is to interact
with peers and the instructor through forum discussion or social media, and to
be present online whenever possible. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-indent: 36.0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">The advantages of e-learning over face to face learning</span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-indent: 36.0pt;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: 36.0pt; text-indent: 36.0pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%;">E-learning
offers learners many advantages. As mentioned, one of the main advantages is
that it gives them the flexibility to learn at times convenient to them. For
example, they can fit the learning time into their schedules while working full
time or part time. Another advantage is that learners do not need to travel to
school and can use time they would have spent travelling learning. </span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: 36.0pt; text-indent: 36.0pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%;">Furthermore,
e-learning courses are borderless and courses are accessible to learners worldwide
who gain access to distant experts. This allows knowledge and information on
specialized subjects to be accessible to people anywhere on the globe. For
example, a few years ago, I took an on-line course which allowed me to interact
with peers from all over the world. The course instructor was living in
Switzerland, and learners lived as far away as Africa, South/East Asia and
South/Central America. </span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: 36.0pt; text-indent: 36.0pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%;">I
think we are the luckiest generation to participate in this global interaction
without having to put a foot in other countries. The near-global accessibility
of computers and the high speed internet has allowed teachers/instructors to be
borderless and to teach remotely without being physically present in a country.
</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Best practices for instructors and learners to gain the most
benefit</span></b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> <b style="mso-bidi-font-weight: normal;">from</b> <b style="mso-bidi-font-weight: normal;">e-learning</b></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: 36.0pt; text-indent: 36.0pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%;">Teachers<b style="mso-bidi-font-weight: normal;"> </b>engaged in online teaching need to be
familiar and up to date with the broad selection of communications technology
available to them. This method of education allows everyone to use e-communication
tools such as email, Skype, Twitter and Facebook as effective communication
tools without limitations. </span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Best
practices for e-learning instructors focus on course planning and management to
help ensure learners meet course objectives. Course objectives should clearly
state course expectations such as learners’ performance, behavior and
understanding, and also how to achieve the learning objectives stated in the
course syllabus. Course delivery should be smooth to create a learning
community among learners without creating stress and frustration. This means
that cooperative and peer learning should be encouraged and valued by the
instructor at every level of the course.</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; text-indent: 36.0pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Finally, the best way for learners
to gain the most benefit from e-learning is to interact with peers and the
instructor through forum discussion, email, Facebook, Skype and other social
media tools. </span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%;"><br />
<span style="mso-tab-count: 1;"> </span><b style="mso-bidi-font-weight: normal;">Conclusion</b></span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: 36.0pt; text-indent: 36.0pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%;">In
conclusion, e-learning is an ideal model of learning and achieving a degree for
those who want or need flexible hours while learning from the convenience of
their homes. Learners save money and time on travel expenses, making this type
of education more cost effective by enabling learners to use multimedia to
engage with a large, global audience while gaining access to subject matter experts
communicating with them across borders. Furthermore, e-learning is accessible
to learners who follow their own schedule rather than their instructor’s
schedule. Finally, the other major benefit to e-learning course learners is
that they can follow and repeat course work while learning at their own
pace.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: 36.0pt; text-indent: 36.0pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%;">The
fast growing technological revolution in the 21<sup>st</sup> century has
provided an excellent opportunity for educational institutions to access and
engage students globally. Some of the benefits of e-learning for instructors
include being able to accommodate the needs of far away students while offering
them better opportunities for collaborative work among peers and between
learners/instructors, and meaningful professional development. However, the most
significant benefit that teaching becomes more learner-centered and based on
the learner’s pace.</span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><br /></span></div>
<div align="center" class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Work cited</span></b></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Boettcher,
J. and Conrad, R. M. (2010). <i style="mso-bidi-font-style: normal;">The Online
Teaching Survival Guide: Simple </i></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span>and
Practical Pedagogical Tips</span></i><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">. Jossey-Bass:
San Francisco</span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Boettcher,
J. (2011). Designing for Learning: Ten Best Practices for teaching Online.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span></span><a href="http://www.designingforlearning.info/services/writing/ecoach/tenbest.html"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">http://www.designingforlearning.info/services/writing/ecoach/tenbest.html</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span>last visited on Nov 28, 2013</span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Carpenter,
G. (2010). E-learning in the Canadian Post-Secondary Education System.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span>Ontario Undergraduate Student
Alliance. </span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span></span><a href="http://www.ousa.ca/dev/wp-content/uploads/2010/06/E-Learning.pdf"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">http://www.ousa.ca/dev/wp-content/uploads/2010/06/E-Learning.pdf</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span>last visited on Nov 28, 2013</span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpLast" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Sangara,
A. & Vlachopoulos, D. and Cabrera, N. (2012). Building an Inclusive </span></div>
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">Definition of E-learning: An Approach to the
Conceptual Framework. The International </span>2603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.com0tag:blogger.com,1999:blog-6479929446492778756.post-1966702719022247612013-12-11T21:39:00.003-08:002013-12-11T21:39:23.798-08:00Geneations of Learners<!--[if gte mso 9]><xml>
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<br />
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 2;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">Sedi
Minachi<span style="mso-tab-count: 5;"> </span><span style="mso-tab-count: 3;"> </span>Oct 15, 2013</span></b></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 2;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">PIDP
4150</span></b></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 2;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 18.0pt; mso-fareast-font-family: "Times New Roman";">REFLECT:
Generations of learners</span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Objective:</span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">The objective of this journal is to
reflect on my learning experiences based on working with different generations
of learners in an online forum.</span></div>
<div class="MsoNormal" style="line-height: normal;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Reflective:</span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">According
to Teras (2011), new technology and new communication tools have been embraced
by different generations, but it was the generation born in post 1970s which started
using computers, video games and digital technology.<span style="mso-spacerun: yes;"> </span>In my experience, although many of us have
been using computers, cell phones and other new communication tools since the
1990s, the millennium generation is the tech savvy using both digital technology
and social media, which as stated by Teras (2011), this generation is born to
use naturally. <span style="mso-spacerun: yes;"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="line-height: normal;">
<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">I came to Canada in 1988 and heard of
desktop computers for home use. I could not afford to buy one because they were
too expensive at the time when many people did not have computers at home.
However, since the early 1990s, the prices slowly dropped and many students and
working people were able to purchase them for personal use. I bought my first
computer in 1994. It was super slow and old because I bought it second hand
from a friend. Initially, I used it for writing school papers or reading online
news. Email was introduced to me by my partner in 1997, when I opened my first
hotmail account but didn’t check my email frequently. Now, I cannot imagine
living without a computer, email, cell phone, Facebook, Twitter and Skype, as
they are part of my daily life. </span></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Even though I’m facebooking, tweeting,
skyping, etc., the new generation (born after 1990) is much more advanced in
using new technology compared to people of my generation. It’s natural for them
to easily adopt and use new technology to assist them with their school work. I
have seen many kids teach their parents how to use smart phones and how to
navigate Facebook. It seems like their brain has been naturally wired with
digital technology and social media. </span></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">This new generation is very quick to adopt,
accept, learn and use new technology to express themselves in public and to
communicate remotely across borders. Similar to other people my age, I rely on the
new generation to help me learn how to make the most of new technology. For
example, my younger brother who only has a high school diploma taught me how to
use my smart phone’s microphone to record an interview.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Interpretive
Questions:</span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Considering<b style="mso-bidi-font-weight: normal;"> </b>how 21<sup>st</sup> century learners
embrace and adopt technology faster and are more skilled in using it to
communicate, learn and network, I need to learn from them to keep up to date
with technology to best position myself to teach online courses. Without any
doubt, my generation of educators/facilitators needs to understand this tech
savvy generation by planning effective strategies and designing curricula meeting
their educational goals and desires. In addition, we need to incorporate
emerging technology into every (online and traditional) course design to
motivate learners to take advantage of formal and informal learning
opportunities and encourage them to use social media to engage their peers in
collaborative activities. </span></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">This
e-learning program has opened up a new world for me and changed my perspectives
on effective teaching methods that are based on cooperative/collaborative work
among learners and course facilitators. <span style="mso-spacerun: yes;"> </span>I
learned that the new generation of learners is different from my generation and
my parents’ generation. Also, as long as my generation and the generation
before mine resists adopting strategies incorporating the use of emerging
learning technologies and social media assisted learning, there will be
misunderstanding between generations. This misunderstanding will impact
learners’ performance, growth and success (Tapscott, 2009; Shirky, 2008).<span style="mso-spacerun: yes;"> </span>If older generations of educators are slow to
respond to the demands of younger generations, or if they do not incorporate digital
technology and social media into educational curricula, the education system will
miss important opportunities to educate learners and build an increasingly
collaborative society that’s better at solving important challenges. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Decisional
Questions:</span></b></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">My motivation in taking VCC’s
e-learning certificate program is to pursue my aspiration of teaching in a
non-traditional setting by making myself available to learners worldwide.
Therefore I am interested in creating inclusive opportunities to help multi-ethnic
learners from across the world grow and become successful individuals in this diverse-global
knowledge society. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">As an e-learning educator/facilitator,
I will constantly learn and expand the use of emerging learning technologies
and social media assisted tools to create courses and programs which adequately
serve the new generation. To facilitate this, first I will be open to learn and
develop my knowledge about digital technology from this digital generation. Second,
I will design courses that allow collaborative work among learners. In this
regard, I should note that creating effective cooperative and collaborative
online learning environment requires particular skills and behaviours on
instructor’s side.<span style="mso-spacerun: yes;"> </span>Therefore, I need to
learn and develop skills on how to promote discussion among online learners so
that they are able to express themselves in a safe environment, how I
facilitate and manage interactions among them and how to promote online
activities with respect to valuing diversity among the new generation of
learners. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div align="center" class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">References</span></b></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Shirky, C. (2008). Here <i style="mso-bidi-font-style: normal;">Comes Everybody: the Power of Organizing
Without Organizations</i>. Penguin Publisher.</span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Tapscott, D. (2009). <i style="mso-bidi-font-style: normal;">Grown up Digital: How the Net Generation is
Changing Your World</i>. New York: McGraw Hill. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Teras, H. (2011). Empowering
Teachers to Meet the Digital Native Learners. Academica.edu </span><a href="http://www.academia.edu/420105/Empowering_Teachers_to_Meet_the_Digital_Native_Learners"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">http://www.academia.edu/420105/Empowering_Teachers_to_Meet_the_Digital_Native_Learners</span></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">last visited: Oct 15, 2013.</span></div>
2603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.com0tag:blogger.com,1999:blog-6479929446492778756.post-6609249940085487732013-09-14T05:30:00.001-07:002013-12-21T14:59:36.857-08:00Handwriting vs Digitalwriting<div class="topic firstpost starter">
<div class="subject">
Handwriting vs Digitalwriting</div>
<div class="author">
</div>
<div class="author">
by <a href="http://moodle.vcc.ca/user/view.php?id=71860&course=3012">Sedigheh Minachi</a> - Saturday, 14 September 2013, 05:28 AM</div>
</div>
<div class="left">
<div class="grouppictures">
</div>
</div>
Hi
everyone. As we all noticed, more people use typing or digitalwriting
rather than handwriting in the recent years and I often hear how the art
of handwriting is deteriorating. I even heard a school in the US
teaches students how to type instead of teaching them how to write text.
The article in below link explains how the act of handwriting helps us
clarify our thoughts, remember things better and reach our goals more
surely.<br />
<a href="http://lifehacker.com/5738093/why-you-learn-more-effectively-by-writing-than-typing">http://lifehacker.com/5738093/why-you-learn-more-effectively-by-writing-than-typing</a><br />
<br />
I will write more about this topic and would like to explore this question for now: do you think digital writing can effect the disappearance of handwriting by the next century?<br />
<br />2603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.com0tag:blogger.com,1999:blog-6479929446492778756.post-73106922574719641582013-09-09T18:32:00.002-07:002013-09-09T18:32:39.700-07:00How Women Can Help Build a Culture of Peace<div class="tb">
<h1>
How Women Can Help Build a Culture of Peace</h1>
</div>
<div class="postbody">
<div class="xg_user_generated">
From the U.S. Institute of Peace blog <a href="http://www.usip.org/olivebranch" rel="nofollow" target="_blank">The Olive Branch</a>. To read the post on the USIP web site, click <a href="http://www.usip.org/olivebranch/how-women-can-help-build-culture-of-peace" rel="nofollow" target="_blank">here</a>.<br />
<div class="field-label">
By Maria Jessop</div>
<div class="field-label">
</div>
<div class="field field-name-field-short-description field-type-text-long field-label-hidden">
<div class="field-items">
<div class="field-item even">
For
many in the United States, Iraq has become synonymous with violence and
insecurity. For those who are from there and those of us who have had
the privilege of spending time there -- working with Iraqis and building
friendships -- we know that Iraq is not defined by violence. Iraq has a
proud culture and history, and the vast majority of its citizens lead
peaceful lives and are trying to build a better life for their families.</div>
<div class="field-item even">
Iraq is not unique in this sense. The
aspiration to live in peace and security is one of the most important
things that unites us.<br />
What disunites us and what gives rise to violence is the erroneous
belief that we are separate. Science has recently been catching up to
what spiritual leaders all over the world have been teaching all along.<br />
We know from the field of quantum physics, for example, that
everything is energy and that all living things are connected by a field
of energy. We know from the science of DNA that we have infinitely
more in common with the natural world than we ever imagined.<br />
We may be different, but we are not separate. We are all connected.<br />
Another false belief we have is that we are somehow hard-wired for
violence. But there is no evidence of this. Concepts such as “survival
of the fittest” have been misinterpreted and misused to justify this
claim. The truth is that we are wired for cooperation and compassion. We
would not have functioning societies at all if we weren’t.<br />
Moreover, the results of research <a href="http://www.foreignpolicy.com/articles/2012/04/24/what_sex_means_for_world_peace" rel="nofollow">published</a>
in Foreign Policy magazine last year by academics in Texas showed that
“the very best predictor of a state’s peacefulness is not its level of
wealth, its level of democracy, or its ethno-religious identity; the
best predictor of a state’s peacefulness is how well its women are
treated.” This corroborated other studies that have shown that the
larger the gender gap between the treatment of men and women in a
society, the more likely a country is to be involved in internal and
interstate conflict, to be the first to wield force in such conflicts,
and to resort to higher levels of violence. The best predictors on
matters of national health, economic growth, corruption, and social
welfare, are also those that reflect the situation of women.<br />
The Texas research, published in Foreign Policy last year, was conducted by a team led by <a href="http://bush.tamu.edu/faculty/vhudson/" rel="nofollow">Valerie M. Hudson</a>,
a professor and the George H.W. Bush chair at Texas A&M University.
Their database rated countries based on several dimensions of women’s
security from 0 (best) to 4 (worst). The world average is 3.04, which
demonstrates the scope and severity of the problem of violence against
women, even among the highly developed and free nations.<br />
So the most important thing anyone, including women, can do to build a
culture of peace is to improve the status of women. The general
violence and insecurity in places like Iraq and Afghanistan, are often
used as excuses to put the issue of women’s rights on the back burner.
People say it’s not the right time, we have economic priorities, we have
to contain the larger violence, etc.<br />
But all violence is connected, and we now have plenty of empirical
evidence that correlates women’s security with state security.<br />
One of the first Iraqi women I met on my first trip to Iraq in 2008
was Dana, a young woman in her twenties who is a graphic arts instructor
at a technical school in Baghdad. Dana told me that the classroom she
taught in had no computers, it had no desks, and it had no chairs. She
and her students sat on the floor. Yet she showed up for her students
every day and scraped together supplies, even using leftover wall
paint. She knew it would be better for the students to come to her
class than be on the street.<br />
There was one student, a 16-year-old boy, who looked despondent. So
she sat and talked with him after class one day. She learned that the
boy’s parents were pressuring him to join an armed group because they
needed the money. Eventually, he gained the strength to move in with
his sister and her husband. Thanks to Dana’s support, the boy didn’t
join the armed group.<br />
That’s building a culture of peace.<br />
There’s Zainab, a 40-year-old attorney from Basra, a socially
conservative area in southern Iraq, who runs her own NGO to combat
violence against women. I first met Zainab at a dialogue workshop
co-sponsored by USIP. She learned how dialogue can help bridge divides,
and she subsequently found the courage to engage the conservative
leadership in her community on women’s issues.<br />
That’s building a culture of peace.<br />
Women’s leadership in building a culture of peace is not rare, even
in places like Iraq, where women still struggle for equality and
security. It just doesn’t get noticed as much.<br />
Still, prejudices and stereotypes keep women from working together
effectively, and it weakens them as it weakens the whole society. Women
who have gained political power, perhaps because of a society’s quota
system, may lack experience and end up marginalized. Strengthening
relationships with women from across the political and social spectrum
puts them in a stronger position to accomplish positive changes. This is
one reason that a significant area of focus for the Institute’s work
with women in Iraq has been to build bridges among women from different
backgrounds.<br />
When we can dispel the falsehood that you and I are separate and we
embrace the truth of our interconnectedness and interdependence, then we
will all be taking actions that build a culture of peace.<br />
<em>Maria Jessop is a senior program officer in USIP’s Academy for
International Conflict Management and Peacebuilding. This blog post is
adapted from remarks she made on Aug. 23 to an audience at the Iraqi
Cultural Center in Washington D.C. for a discussion entitled “The Role
of Women in a Culture of Peace.”</em><br />
</div>
</div>
</div>
</div>
</div>
2603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.com0tag:blogger.com,1999:blog-6479929446492778756.post-27850917409208786602013-09-08T17:35:00.001-07:002013-09-08T17:37:52.052-07:00Turkey provided education for Syrian children who have been displaced in Turkey<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/sf-40fJa8dw" width="560"></iframe>2603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.com0tag:blogger.com,1999:blog-6479929446492778756.post-91371310228051812192013-09-02T14:12:00.001-07:002013-09-02T14:12:48.241-07:00Journal # 3 Internationalization of the Western Universities<!--[if gte mso 9]><xml>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14.0pt; line-height: 115%;">Internationalization of
the Western Universities</span></b></div>
<div class="MsoNormal" style="line-height: 200%; tab-stops: 123.1pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 200%;">Objective:</span></b><span style="font-size: 12.0pt; line-height: 200%;"> <span style="mso-spacerun: yes;"> </span><span style="mso-tab-count: 1;"> </span></span></div>
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<span style="font-size: 12.0pt; line-height: 200%;">Bowen (2012) defines “<i style="mso-bidi-font-style: normal;">glocalization”</i><span style="mso-spacerun: yes;"> </span>as adapting a global product to fit local
customs and needs. “For example, McDonald’s is a global company known for the
consistency of its products, but in India it offers mostly chicken, lamb, and
vegetarian food.” He then suggests in education, there is a need to localize
the material and internationalize the product (e.g., New York University in Abu
Dhabi). The objective of this journal is to critically discuss why major
universities have become internationalized and how they take advantage of new
technology to integrate active learning among student and faculty remotely. </span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 200%;">Reflective:</span></b></div>
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<span style="font-size: 12.0pt; line-height: 200%;">In my perspective, internationalization
of higher education is a great service to humanity in the long run as long as
it’s not profit motivated. I like Bowen’s argument on the significant role of
universities “at integrating the human and personal significance of content,
enhancing the human <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>intellectual curiosity, increasing personal
investment in the material, negotiating difference, and connecting information
across disciplines.” (p. 285) Unfortunately, the decreasing financial support
from the federal and provincial governments has forced many universities to compete
at the global level for private donors to cover costly expenses, including updating
or expanding their facilities. <span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<span style="font-size: 12.0pt; line-height: 200%;">Traditionally, many students from developing
countries located themselves in Western countries to gain knowledge and skills,
and the expectation was for them to return to their home countries and advance their
societies. While Canadian universities still admit thousands of international students,
technological tools have made it possible for many other students to stay in
their home countries and graduate from the same universities. In this case,
those graduating from the University of British Columbia remotely don’t incur the
high cost of living in Vancouver and mainly pay tuition fees and course related
expenses. <span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 200%;">Interpretive</span></b><span style="font-size: 12.0pt; line-height: 200%;">:</span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<span style="font-size: 12.0pt; line-height: 200%;">The concept of Internationalization is
not a foreign concept to many of us, particularly since the increasing pace of globalization
in the world market and trade economy. “Internationalization describes the
voluntary and perhaps creative ways of coping (Altbach, 2004:3).”<span style="mso-spacerun: yes;"> </span>The process of internationalization of higher
education involves voluntary interaction between individuals (students, faculty
and staff) and between nations across borders.<span style="mso-spacerun: yes;">
</span>Internationalization of higher education creates opportunities for
education partnerships with governments and nations, academic institutions at
the global level, non-governmental organizations, businesses, faculty and
students, and diverse Canadian and global communities. <span style="mso-tab-count: 1;"> </span></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<span style="font-size: 12.0pt; line-height: 200%;">Although I agree with Bowen that universities
need to change their approaches and strategies in this era of globalization to
become global universities, in recent years, advancements in technology have
made it much easier for educational institutions and universities to offer
distance education and on-line education to students and scholars who may
study, work and live anywhere in the world.<span style="mso-spacerun: yes;">
</span>Currently, distance education and on-line education is more popular in
the fields of business, management and technology to middle class international
students whose parents have money and who study and work in their home
countries and receive their degrees from foreign universities.<span style="mso-spacerun: yes;"> </span>This has been reported in the Vancouver Sun article
“The Chinese connection”:</span></div>
<div class="MsoNormal" style="margin-left: 36.0pt;">
<span style="font-size: 12.0pt; line-height: 115%;">The number of students in China packing their bags to study
in Canada is dropping, but that isn’t stopping many of them from getting a
Canadian education.<span style="mso-spacerun: yes;"> </span>Faced with declining
numbers of international students seeking admission to programs here, Canadian
institutions have been putting more emphasis on creative partnerships that deliver
Canadian curriculum-seen as an advantage in a globalized economy-to students in
China. (2005, E1)</span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-size: 12.0pt; line-height: 200%;">As argued by Bowen, the focus of universities that market
their service at the global level should be on motivating students to learn and
to “…find new ways to connect with students.” (p. 288)<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-size: 12.0pt; line-height: 200%;">As discussed, the integration of national markets into a global
market has pushed the administrations of many Canadian universities to internationalize
their campuses and to maximize revenue from international students.<span style="mso-spacerun: yes;"> </span>Faced with increased cuts to education budgets
at both provincial and federal levels since the early 1990s, many university
administrations have been forced to accept funding from multinational
companies, particularly for their science and technology departments.<span style="mso-spacerun: yes;"> </span>Whether this new direction for Western
universities puts quality of education ahead of profits or whether it’s beneficial
for the survival of the universities is beyond the scope of this journal, my concern
is whether educators are using opportunities offered by <span style="mso-spacerun: yes;"> </span>“<i style="mso-bidi-font-style: normal;">glocalization”</i><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;"><span style="mso-spacerun: yes;"> </span></i>to
create quality, effective education that is very accessible, interactive,
inclusive, supportive and promotes active learning.</span></div>
<div class="MsoNormal" style="line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 200%;">Decisional</span></b><span style="font-size: 12.0pt; line-height: 200%;"></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<span style="font-size: 12.0pt; line-height: 200%;">Educational institutions need to
encourage interactive relationships between students, faculty and staff to
motivate participation of all groups in the design and delivery of
international programs.<span style="mso-spacerun: yes;"> </span>If I have some
kind of decision making power in higher education at the global level, I will
not force my way of thinking on anyone, including nations considered
‘financially poor’, but instead create equal opportunities for collaborative
sharing and exchange of knowledge/skills with the aim of improving the quality
of life for people worldwide.</span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<span style="font-size: 12.0pt; line-height: 200%;">As our experience has shown, in
recent years, many educational institutions are pushed into privatizing
departments and programs. In my perspective, individual students, staff and
faculty members can make a big difference in moving campuses toward being
inclusive, supportive, caring and passionate in rising to the challenge of
making the world more humane and livable for everyone by transforming our
institutions into needed societal leaders and role models.</span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<span style="font-size: 12.0pt; line-height: 200%;">The opportunities provided by the new
technology have allowed all students to share their knowledge, expertise and related
experiences with a broader audience at the global level.<span style="mso-spacerun: yes;"> </span>This course has encouraged me to think more about
the concept and practices of higher education in this fast growing era of
technological advances in every aspect of our lives. <span style="mso-spacerun: yes;"> </span>In this era of a knowledge economy, educators need
to create and implement curricula that are relevant locally and internationally.
<span style="mso-spacerun: yes;"> </span>In this context, <span style="mso-spacerun: yes;"> </span>“<i style="mso-bidi-font-style: normal;">glocalization”</i><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;"><span style="mso-spacerun: yes;"> </span></i>of
education motivates me to create a curriculum that will meet the demands of the
international community and meet the needs of local and remote learners. Therefore,
my aim will be to share my knowledge and skills to make the world better for
all humanity.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="line-height: 200%; text-align: center; text-indent: 36.0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14.0pt; line-height: 200%;">References</span></b></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">Altbach,
Philip.<span style="mso-spacerun: yes;"> </span>(2004).<span style="mso-spacerun: yes;"> </span>‘Globalization and the University:<span style="mso-spacerun: yes;"> </span>Myths and Realities in an Unequal
World’.<span style="mso-spacerun: yes;"> </span>Tertiary Education and
Management (No. 1, 2001).<span style="mso-spacerun: yes;"> </span>Centre for
International Higher Education, Campion Hall, Boston College, Chestnut. </span></div>
<div class="MsoNormal">
<span style="background: white; color: #222222; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Arial;">Bowen, J. A. (2012). <i style="mso-bidi-font-style: normal;">Teaching Naked: How Moving Technology Out of Your College Classroom
Will Imp</i></span><span style="font-size: 12.0pt; line-height: 115%;"> </span></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">Shaw,
Gillian. (2005).<span style="mso-spacerun: yes;"> </span>‘International program
widens horizons for students in B.C. and Asia: The Chinese connection’.<span style="mso-spacerun: yes;"> </span>Monday, March 14, 2005. E1, Vancouver Sun. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%;">
<br /></div>
<div class="MsoNormal">
<br /></div>
2603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.com0tag:blogger.com,1999:blog-6479929446492778756.post-5630228750070049462013-08-29T18:47:00.001-07:002013-08-29T18:47:40.934-07:00New research argues being poor uses so much mental energy there is
little brainpower leftover to make good, life-changing decisions"<br />
<br />
See <a href="http://www.vancouversun.com/Poverty+make+stupid+study+shows/8848734/story.html" target="_blank">Poverty can make you stupid, UBC study shows</a><br />
<br />
http://www.vancouversun.com/technology/Poverty+make+stupid+study+shows/8848734/story.html<br />
2603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.com0tag:blogger.com,1999:blog-6479929446492778756.post-33545888611090497032013-08-27T18:04:00.000-07:002013-08-27T18:04:00.639-07:00Why technology is the future of conflict prevention?I read the following article online (http://www.internationalpeaceandconflict.org/forum/topic/show?id=780588%3ATopic%3A871997&xgs=1&xg_source=msg_share_topic#.Uh03a6x0k0k) and found it interesting. I decided to post the entire article on my blog, since it's relevant to PIDP 3240 course. I think technology plays a significant role in building trust between conflicting nations as long as both sides of conflict have access to technology equally. Sedi<br />
<br />
<b>Why Technology Is the Future of Conflict Prevention</b><br />
Over the last decade or so the use of ICTs (information,
communications and technology – social media, internet and mobile
phones) have actively shaped conflicts, as witnessed in Tunisia and
Egypt. Citizen engagement, or just passive participation by the virtue
of being a recipient of ICT communications, in important socio-political
transformations has become more ubiquitous because of access to mobile
phones and various kinds of social media. Access to ever-increasing
information and data also translates into the ability to monitor events
and evaluate and trigger responses to verifiable crises. This also
allows various private and public sector organisations to access
real-time information and data through social media and mobile phones.<br />
Daniel Stauffacher, Barbara Weekes and Sanjana Hattotuwa (leading practitioners from the <a href="http://ict4peace.org/?cat=9" rel="nofollow">ICT4Peace</a> organisation), in a preliminary discussion <a href="http://goo.gl/oit0uC" rel="nofollow">paper</a> titled <i>Digital Divide Debates -Understanding the Real Impact of ICTs, Social Media and Crisis Mapping</i>,
interestingly point out that peace is often a prerequisite to
development and that enormous amounts of progress accomplished during
years of peace can be wiped out in just a few weeks of conflict:<br />
Peace is a necessary prerequisite for social and economic
development. Throughout the world, many regions experiencing violent
conflict are cut off from equitable, sustainable development
opportunities. Also, in recent years, we have witnessed decades of
excellent development work done by countries and international
organisations destroyed through conflict in a matter of weeks. The
return on investment in conflict prevention is immeasurably larger than
the investments required to reconstruct countries and build peace
post-conflict.<br />
The takeaway from this report is that conflict prevention is critical
to ensuring that years of progress do not unravel. Today’s post will
explore the opportunities and challenges presented by the use of ICTs in
conflict prevention and transformation.<br />
While the use of communications technology to incite conflict and
propagate messages of hate and destruction are well known, the question
that now arises is whether we can use ICTs for peacebuilding and
ensuring stability in a post-conflict situation. Practitioners in the
field of <a href="http://prezi.com/qtblupojndp3/new-technologies-for-conflict-prevention/" rel="nofollow">tech4Peace</a> (technology for peace) are analysing four crucial questions:<br />
<ol>
<li>How to combine traditional conflict prevention methods with tech-based solutions?</li>
<li>Is this limited to only countries/regions with internet access or mobile networks?</li>
<li>Is this limited to only the early-warning aspects of conflict prevention?</li>
<li>How to make technology-enabled initiatives more conflict sensitive?</li>
</ol>
In doing so, there is also a need to ensure that technology-based
interventions ‘Do No Harm’. Given that access to different kinds of
technologies and communications tools is not uniform around the world,
we need to take a step back and consider if technology is helping us
create more connections than divisions within societies, or vice-versa,
or is it doing both simultaneously?<br />
More importantly, the question that stares back is, are we putting
too many expectations on technology in promoting peace and harmony – are
we being realistic?<br />
ICTs are increasingly being used to track progress on the ground, for
conflict prevention and resolution, and to maintain stability through
peace-keeping efforts. In all these areas, we see the humanitarian aid
agencies and <a href="http://engagespark.com/blog/mobile-phones-bringing-change-governance/" rel="nofollow">government bodies</a> relying more and more on mobile technology, and other interactive tools to tackle potentially hostile situations.<br />
<a href="http://edition.cnn.com/2013/02/28/opinion/mobile-violence-kenya-treisman" rel="nofollow"><b>Conflict Prevention</b></a> <b>during Kenyan elections</b><br />
The world watched earnestly as Kenyans stood in mile-long lines
outside polling booths to cast their votes during the recent 2013
presidential elections. The anxiety around the election period was
reflective of the unprecedented violence that followed the previous
elections in 2007-2008.<br />
Christopher Radler talks about his <a href="http://ict4peace.org/social-media-as-a-means-of-crisis-information-management-a-kenyan-case-study/" rel="nofollow">experience</a> as a security risk manager during the 2013 elections and as part of the Crisis Information Management (CIM) team for <a href="https://uchaguzi.co.ke/main" rel="nofollow">Uchaguzi</a> – a platform developed by <a href="http://www.ushahidi.com/" rel="nofollow">Ushahidi</a>.
The conflict mapping and crowd-sourcing platform was developed ahead of
the elections, and it allowed Kenyans with mobile phones, or access to
the Internet, to send real-time, on-the-ground election-related
information to Uchaguzi through SMS or social media. The information was
then verified by a team of volunteers who assessed the reported
information and translated this by geo-locating the received information
on the map set-up at Uchaguzi’s website. Recognising the difficulties
in verifying each and every incoming report, Radler notes that “though
limited in many ways and often of questionable reliability, they (the
platform) were allowing us to capture the ambience on the ground
and…foresee trends”.<br />
While violence did happen in Mombasa by the separatist rebel group
trying to deter voters, it was limited and did not escalate beyond.
Despite both the candidates playing the tribal card, and the fact that
questions of vote-rigging were raised, this did not translate into a
repeat of the 2007-08 violence. So what prevented violence despite the
many triggers? Not only were Kenyans urged to opt for peace through text
messages, but every institution in the country, popular personalities
and religious leaders chose to use their influence to promote peace.
Journalists were also careful in reporting and omitting inflammatory
speeches – Raila Odinga’s post-election speech was not aired due to
fears that it may incite violence – journalists displayed personal
responsibility and patience in covering events and urging people to stay
calm. These initiatives by tech experts and civil society did ensure
that <a href="http://www.huffingtonpost.com/susan-benesch/kenya-elections_b_2921096.html" rel="nofollow">peace happened</a>. Most importantly their efforts in promoting peace and conflict prevention were collaborative.<br />
Prior to this in 2010, UNDP (United Nations Development Programme)
introduced crowd-sourcing for conflict prevention through its <a href="http://www.undp.org/content/kenya/en/home/operations/projects/peacebuilding/uwiano-peace-platform-project/" rel="nofollow">Uwiano Platform for Peace</a>
whereby citizens could report incidents of violence during the 2010
referendum by sending mobile text messages to a toll free number. A
total of 20,000 text messages were received, analysed and verified by a
team of volunteers and staff; this information then fed into initial
responses from members of the civil society and the police.<br />
While Uchaguzi and Uwiano may be only two of the few examples of
crowd-sourcing for conflict prevention and mapping, they give us an
insight on how similar platforms/methods can be used to understand local
trends and potentially also trigger early responses to mitigate a
full-fledged conflict.<br />
<b>Key Challenges in Using Digital Tools for Conflict Prevention</b><br />
This brings us to the earlier questions that trouble the ICT-for-Peace enthusiasts: -<br />
Are we limiting our audience/participants to those only with access
to digital tools? In doing so, are we creating a so-called digital
divide, where access-to-peace is limited to those with a mobile phone
and an internet connection? Or is this less of an issue, as <a href="http://engagespark.com/blog/women-empowerment-mobile-phone/" rel="nofollow">mobile phone penetration</a> (though not Internet access) is reaching almost 100% among adult populations in most developing countries.<br />
Even if everyone had access to these digital tools equally – how do
we verify the potential overflow of information and direct conflict
prevention responses efficiently and in due time?<br />
Also, how do we create trust in the system? In other words, how do we
ensure transparency, and at the same time, anonymity of the
participants (as in some cases, the identity of those participating may
be in jeopardy, especially in situations where state authorities are
part of the problem – <a href="http://www.undp.org/content/dam/undp/library/crisis%20prevention/Issue_brief_Conflict%20Prevention_digital_tools_March2012.pdf" rel="nofollow">see UNDP Issue Brief</a> on Using Technologies for Conflict Prevention).<br />
And lastly, there would be a need to build capacity in how to use the
latest ICTs, so how do we ensure that we train people as quickly as we
are producing different kinds of communication methodologies?<br />
In the midst of all this, is it too difficult to manage the impending
marriage of traditional conflict prevention methodologies with
tech-based solutions that require thought and understanding? Put another
way, with access to an ever increasing flow of information and the
potential to initiate localised conflict prevention responses, are we
being realistic in our ambitions with technology? Do share your thoughts
with us below and tell us what you think!2603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.com0tag:blogger.com,1999:blog-6479929446492778756.post-81216476044016763742013-08-18T19:47:00.000-07:002013-08-18T19:47:39.082-07:00Hilary Cremin's lecture on peace educationI found the following link to peace education interesting. The speaker's name is Hilary Cremin and the title of her lecture is: Transformational Peace Education in the 21st Century<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/veQpItTZhT4" width="420"></iframe><br />
<br />
<br />2603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.com0tag:blogger.com,1999:blog-6479929446492778756.post-55750793749607607182013-08-18T11:34:00.003-07:002013-08-18T11:34:56.062-07:00Benefits of Technology in Course Design and School Curriculum <div class="MsoNormal">
<span style="font-size: 12.0pt;">Aug
18, 2013<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt;">PIDP
3240 Journal #2<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b><span style="font-size: 12.0pt;">Benefits of
Technology in Course Design and School Curriculum <o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt;">Objective:
<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<span style="font-size: 12.0pt; line-height: 200%;">According to Bowen (2012), almost
every student brings a laptop and a smart phone to class. He makes clear that knowledge
is available to them from both the classroom where educators deliver lectures, and
from many other internet related sources. Educators can create a community of engaged
students by designing courses that motivate students to learn and stimulate “… their
minds and their technology and not let them sit passively.” (p. 213) To Bowen,
the use of technology as a tool in course design and in the creation of
collaborative learning environments is referred to as the ‘naked classroom’ which
allows teachers to take advantage of technology to eliminate boredom and stimulate
critical thinking in the classroom. The objective of this journal is to reflect
on the benefits of new technology in transforming the traditional classroom
into one where students become active learners, work collectively with each
other and apply lesson plans to the real world. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt;">Reflective:<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-size: 12.0pt; line-height: 200%;"> It sounds a
great idea to integrate new technology (computers, internet, social media, etc)
into course design and improve communication skills broadly, but in my
experience, educators who started their carriers prior to the 1990s either lack
personal experience with technology and social media or resist using it. In this case, the solution is easy: the education
system must find time to train educators to understand and learn how to
incorporate technology-based projects into their course designs and also into
their interactions with students. For example, when a lecture is recorded, it
allows those students who struggle with understanding the content to listen
over and over until they feel comfortable with it. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-size: 12.0pt; line-height: 200%;">Interpretive:<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-size: 12.0pt; line-height: 200%;"> I was the
teaching assistant for an introductory sociology course about three years ago
and ran tutorials for two large groups of students two times a week. Almost all
my students used Facebook and communicated with each other on a daily basis. A
few of them expressed their shock when they learned that I never used Facebook
and asked how I could live without it! I responded that I did not want my
personal information to be public and also I did not have time to spend on Facebook
to communicate with virtual friends! Although
I was fascinated to see how the younger generation embraced e-communication in
communicating with each other and with the world instantly, I did not deeply understand
the advantages and benefits of e-communication until three weeks ago when I
started our PIDP 32040 course. I should admit that I was one of those
traditional facilitators who was stuck on engaging students in class discussion
by asking them questions and encouraging them to debate with each other. However,
I quickly realized that students were bored by this technique and the class attendance
was going down. When I started using YouTube and short documentaries, the class
attendance went up and students were more passionately engaged with their peers
during class discussion. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-size: 12.0pt; line-height: 200%;">Decisional:<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<span style="font-size: 12.0pt; line-height: 200%;">According to education researcher
Schacter (2001) on the improved attitude of students, when technology is used
as a classroom learning tool, students’ attitudes toward learning and their own
self-concept improves. To validate Bowen and Schacter’s arguments, when technology
is incorporated into the course design, it facilitates the delivery of content
to students in a practical way, enhances engagement between student-to-student
and student-to-teacher and helps students develop useful workforce skills. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 36.0pt;">
<span style="font-size: 12.0pt; line-height: 200%;">Today’s world demands educators skilled
in using new technology and e-communications methods. In understanding and
facing this basic fact, I enrolled into this on-line course to learn how to be
more successful and effective as an instructor in today’s world. I believe when
I know how to use technology effectively in my classroom activities, I will be empowered
to provide mentorship to my students and help enable them to become successful
members of the 21<sup>st</sup> century workforce. To me, the use of technology
in the classroom is not only about learning, connecting and engaging with
students, it is also about encouraging them to share their knowledge with
everyone worldwide. <o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;">
<b><span style="font-size: 12.0pt; line-height: 200%;">References<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="background: white; color: #222222; font-size: 12.0pt; mso-bidi-font-family: Arial;">Bowen, J. A. (2012).
<i>Teaching Naked: How Moving Technology Out
of Your College Classroom Will Improve Student
Learning</i>. San Francisco: A Wiley Imprint.<i><o:p></o:p></i></span></div>
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<span style="font-size: 12.0pt;">Schacter,
J. (2001). The Impact of Educational Technology on Student Achievement: What
the Most Current Research has
to Say. Retrieved from <a href="http://www.mff.org/pubs/ME%20161.pdf">http://www.mff.org/pubs/ME
161.pdf</a> Last visited on Aug 17, 2013<o:p></o:p></span></div>
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2603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.com0tag:blogger.com,1999:blog-6479929446492778756.post-59224133951498537732013-08-11T14:15:00.003-07:002013-08-11T14:15:59.458-07:001st Journal for PIDP 3240<div class="MsoNormal">
August 4, 2013</div>
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PIDP 3240, Journal #1</div>
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<b>The unlimited use of
social media<o:p></o:p></b></div>
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The objective of
this journal is to reflect on ways social media, E-Communications and the
internet have benefited the education system by enabling instructors to create remote
learners’ communities anywhere in the word, to “… connect with students,
integrate ideas, apply knowledge, influence student culture, and improve
student learning.” ( Bowen, p. 30). The importance of e-communications for
on-line teaching is emphasized by Bowen in his <i>Teaching Naked</i> book, and as a reader, I am convinced to use
multiple social media channels offered to expand my engagements with
students. </div>
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I agree with the
author that social media has increased teaching options and removed the need
for learners to physically be present in the classroom. For example, the near-global
accessibility of computers and the internet has allowed teachers/instructors to
be borderless and to teach remotely without putting a foot in the classroom or even
in the country. Teachers<b> </b>who are
engaged in online teaching need to be familiar and up to date with the broad
selection of communications technology available for teaching and learning. My
immediate reaction to the implementation of the E-Communication Strategy on
page 32 for expanding E-Communication beyond email and Skype was that I need to
start using Twitter and Facebook to more effectively communicate with students. </div>
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Despite the many
advantages and opportunities to learn, teach and to create change while increasing
interaction between students and faculty from anywhere in the world through an
on-line course, there are challenges and limitations teachers and instructors
need to take into account to avoid misunderstanding and miscommunication. For
example, we need to avoid mixing our personal and professional lives on Facebook
by using course accounts instead of personal accounts, limit our forms of
communication and be consistent with what we use. For example, if I use
Facebook, Skype, and email for my communications with students, I should avoid
using blogs, twitter and LinkedIn to avoid confusion and work more efficiently.
</div>
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To date I have
avoided Facebook and Twitter mostly because I did not want to spend most of my
time in front of the computer. However, after reading the first three chapters
of Bowen’s book, I learned how important it is to be available to students
beyond email and Skype, and also how important it is for me to be connected to
the world while using the most appropriate technology available to us in this
twenty first century. My goal this weekend is to create Facebook and Twitter accounts
and start learning how to use them as part of teaching an e-learning course and
being engaged with people worldwide.</div>
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<b><span style="font-size: 14.0pt; line-height: 200%;">References<o:p></o:p></span></b></div>
<br />
<div class="MsoNormal" style="line-height: 200%;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif";">Bowen, J. A. (2012). <i>Teaching Naked: How Moving Technology Out of Your College Classroom
Will Improve Student Learning</i>. San Francisco: A Wiley Imprint.<i><o:p></o:p></i></span></div>
2603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.com0tag:blogger.com,1999:blog-6479929446492778756.post-40252724806399234102013-08-08T21:59:00.000-07:002013-08-08T21:59:10.223-07:00Public Education: Developing a Culture of Human Rights<br />
The following article is a great one, I enjoyed reading it.<br />
<br />
http://www.ohrc.on.ca/en/about-us/public-education-developing-culture-human-rights-2<br />
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<br />2603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.com0tag:blogger.com,1999:blog-6479929446492778756.post-22613567132809702342013-08-08T21:50:00.001-07:002013-12-21T15:00:31.222-08:00Education is a Human Right! VideoEducation is a Human Right!
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/0nQz3cycNAw" width="560"></iframe>2603-7063 Hall Ave, Burnabyhttp://www.blogger.com/profile/00931050328382882950noreply@blogger.com0