Gloria's Reflections of OMDE 670, Class work
This was the most important course in the masters program for students, especially for me. It marks great achievements and growth in the subject and signals a beginning to practice in the field. This has also been the most challenging course, as it does not incorporate much of Wedemeyer's empathy theory. During my research, Mills, R. (2004) put this in perspective, stating (paraphrased), learning doesn't have to be difficult because one is at the graduate level. It is not necessary to have to jump hurdles to be successful or to reach the finish line. This was a very stressful course —for this learner, and why my focus on learning will always be to incorporate the concepts from OMDE 608, learner supports in distance education and training—integrating just enough technology to offer learner support while building knowledge. From the beginning of my online learning journey, my concern with this mode of delivery was how to meet students where they are when learning takes place in different spaces and time. Holmberg, (2009) put this in perspective stating, "helping students learn is any educator's most important task...[and] must be considered at the planning stage" (p. 46).
My experiences as a second timer in this course left me feeling that I had accomplished very little; therefore, I continued to struggle with expectations and course requirements. Instead of working to bring many of the assignments to expectations I retook the course with many of the same mistakes or misdirection. This was partly due to the nature of feedback received. I submitted documents that never received feedback and no explanation of why or feedback that was not clear. In several instances feedback was received untimely causing frustrations because of the tight turnaround time to make corrections. However, like the branches of a tree I continue to grow in the field.
The new course management system (LEO) was very beneficial, especially in this course. It provided students with the mechanisms for immediate feedback, much needed support in a virtual learning environment. The technology has great potential and could have been utilized more, especially for online courses. This reminded me of the DEPM 604, management in distance education course.
The DEPM 604, course was the most significant to the capstone. It provided a foundation for the concept of student autonomy that places responsibility for learning on the student along with the need for instituting skills that document learning. In distance learning, where delivery is in separate spaces, this should be practiced through the use of a learning journal, blog, or e-portfolio and maintained throughout the online program. Although, this was not encouraged after the first two courses in the MDE program, it is a practice of successful learning. Consequently, it caused a slight disconnect in my cumulative knowledge. However, as in supervision, learned in DEPM 604, clear directions are important and more significant when followed or instilled in the learner. This is also my practice and why my interest is to prepare new learners to the online infrastructure. I also constantly tell freshman; although not practiced myself in this program, no one is going to lead you by the hand, you must show initiative and create your own learning, find techniques and strategies that work for you, employ them from the beginning of your educational career. Although, it is important to know what is required, not only from course to course, but it is especially critical at the end where all learning should eventually focus or center.
The feedback on the assignments, posted grades or assessments was acceptable, but I would have preferred more detailed feedback from the writing coach. The feedback was not specific; therefore, it was a little difficult to understand expectation. I constantly had to do a little soul searching, and learned that my learning style had changed, yet again, since my beginning in the Masters of Distance Education program. I wanted more structure and guidance—I needed that conventional learning environment, to talk out content, requirements, and expectations. I also realized that I wanted more than ever to provide an environment for new students in online and distance learning that is structured and institutionalized so to speak, where learner needs are foremost and guidance is ongoing. This is a critical function of this mode of delivery. It focuses on course content/ design in order to meet the needs of each learner, which are unique. Second, the print documents were overwhelming. I realize that providing print materials or what was termed study guides is expected, but would have also found it more conducive if supplemented with illustrations, diagrams, more use of technologies, and the like. Unfortunately, this learning environment presents challenges that are continuous, the need for quality assessment is important, but the course design must integrate learning tools to assist the student in understanding and making critical analysis with positivity so that growth is continuous and healthy. The examples of research papers were helpful for structuring as well as the UMUC library tutorials on designing the research paper.
To address the challenges I experienced with feedback, I related this to my experience with new students who are assessed on critical thinking skills, and developed a new understanding of “reflective learning.” I constantly remind students to look inside, and honestly express or examine personal thoughts and feelings about the subject—I also had to remind myself of this. I reflected not only on the materials, but also on my personal understanding and goals for this course. This was no easy task. It was an ongoing learning process. I learned that self-expression, sometimes, needs to be nurtured so that reflections are shaped to massage and capture the learner’s true thoughts and understanding, while at the same time promote learning. I did not think this was always the case.
In my blended learning course, I do not only show or identify the weak areas. This must be approached with both positive and negatives. This was one of the many techniques of the distance education leader, I learned. Leaders’ nurture the students’ learning by almost taking the student or supervisee by the hand until the task mastery is obvious. When trying to get students to see from the facilitators’ perspective, sometimes, clearly stated directions are needed and feedback is critical and should be immediate as possible.
During the pre-week, after reviewing the course deliverables and the course requirements, I knew that I had not prepared well for this journey (OMD 670), and was a little apprehensive about moving forward. The semester began with many challenges, in spite of my enthusiasm. I became overwhelmed, and frustrated with the many demands, and especially with such little time to obtain structure. I dug in, and set my usual expectations for the course.
Another important point learned from the OMD program is that students and facilitators learn from each other, as I have observed in discussion boards with my peers. I have looked at the work of my peers, many times for guidance, structure or support in completing what seems like complex assignments. However, many of us, in learning/ life have traits we have to work on to build competencies, which present challenges for some, but naturally for others. But, as distance learners the challenges of separation must be nurtured in other ways. This becomes more of a challenge, when stressed. In this class, building competencies were one of the main contributors to my frustrations, especially when all of the tools or supports are not available or in your face. I felt this many times in this course, in spite of the print guides. For me, just as student learning must be accessed with various methodologies, learning must be captured in a way that maintain student’s interest, engagement and persistence as in face-to-face learning. This was learned in Gage’s nine learning steps. I truly realize the need for pedagogy, and the integration of learning theories in online teaching, especially for completing the capstone with its stringent expectations and guidelines along with pages of text or print. The integration of more visual supports would definitely capture learning styles of the visual learner.
Third, the pace of the program requires more W/C's and perhaps technical assistants who provide learner support other than with the technology. Too many assignments overlapped as far as due dates, the additional supports would help meet time constraints which is not the concept learned in my studies—no place or time constraints. I personally would have liked to see the course staffed with more tutors for students or the integration of different types of technologies to assist students in the writing and research process, for example writing software that provide more than plagiarism checks. Since online or distance learning is about the integration of technologies, as learned in OMDE 608, technologies should be utilized to provide a more inclusive learning experience.
The course has been an educational experience, helping me appreciate more the conventional or blended mode of learning. Thank you.
This was the most important course in the masters program for students, especially for me. It marks great achievements and growth in the subject and signals a beginning to practice in the field. This has also been the most challenging course, as it does not incorporate much of Wedemeyer's empathy theory. During my research, Mills, R. (2004) put this in perspective, stating (paraphrased), learning doesn't have to be difficult because one is at the graduate level. It is not necessary to have to jump hurdles to be successful or to reach the finish line. This was a very stressful course —for this learner, and why my focus on learning will always be to incorporate the concepts from OMDE 608, learner supports in distance education and training—integrating just enough technology to offer learner support while building knowledge. From the beginning of my online learning journey, my concern with this mode of delivery was how to meet students where they are when learning takes place in different spaces and time. Holmberg, (2009) put this in perspective stating, "helping students learn is any educator's most important task...[and] must be considered at the planning stage" (p. 46).
My experiences as a second timer in this course left me feeling that I had accomplished very little; therefore, I continued to struggle with expectations and course requirements. Instead of working to bring many of the assignments to expectations I retook the course with many of the same mistakes or misdirection. This was partly due to the nature of feedback received. I submitted documents that never received feedback and no explanation of why or feedback that was not clear. In several instances feedback was received untimely causing frustrations because of the tight turnaround time to make corrections. However, like the branches of a tree I continue to grow in the field.
The new course management system (LEO) was very beneficial, especially in this course. It provided students with the mechanisms for immediate feedback, much needed support in a virtual learning environment. The technology has great potential and could have been utilized more, especially for online courses. This reminded me of the DEPM 604, management in distance education course.
The DEPM 604, course was the most significant to the capstone. It provided a foundation for the concept of student autonomy that places responsibility for learning on the student along with the need for instituting skills that document learning. In distance learning, where delivery is in separate spaces, this should be practiced through the use of a learning journal, blog, or e-portfolio and maintained throughout the online program. Although, this was not encouraged after the first two courses in the MDE program, it is a practice of successful learning. Consequently, it caused a slight disconnect in my cumulative knowledge. However, as in supervision, learned in DEPM 604, clear directions are important and more significant when followed or instilled in the learner. This is also my practice and why my interest is to prepare new learners to the online infrastructure. I also constantly tell freshman; although not practiced myself in this program, no one is going to lead you by the hand, you must show initiative and create your own learning, find techniques and strategies that work for you, employ them from the beginning of your educational career. Although, it is important to know what is required, not only from course to course, but it is especially critical at the end where all learning should eventually focus or center.
The feedback on the assignments, posted grades or assessments was acceptable, but I would have preferred more detailed feedback from the writing coach. The feedback was not specific; therefore, it was a little difficult to understand expectation. I constantly had to do a little soul searching, and learned that my learning style had changed, yet again, since my beginning in the Masters of Distance Education program. I wanted more structure and guidance—I needed that conventional learning environment, to talk out content, requirements, and expectations. I also realized that I wanted more than ever to provide an environment for new students in online and distance learning that is structured and institutionalized so to speak, where learner needs are foremost and guidance is ongoing. This is a critical function of this mode of delivery. It focuses on course content/ design in order to meet the needs of each learner, which are unique. Second, the print documents were overwhelming. I realize that providing print materials or what was termed study guides is expected, but would have also found it more conducive if supplemented with illustrations, diagrams, more use of technologies, and the like. Unfortunately, this learning environment presents challenges that are continuous, the need for quality assessment is important, but the course design must integrate learning tools to assist the student in understanding and making critical analysis with positivity so that growth is continuous and healthy. The examples of research papers were helpful for structuring as well as the UMUC library tutorials on designing the research paper.
To address the challenges I experienced with feedback, I related this to my experience with new students who are assessed on critical thinking skills, and developed a new understanding of “reflective learning.” I constantly remind students to look inside, and honestly express or examine personal thoughts and feelings about the subject—I also had to remind myself of this. I reflected not only on the materials, but also on my personal understanding and goals for this course. This was no easy task. It was an ongoing learning process. I learned that self-expression, sometimes, needs to be nurtured so that reflections are shaped to massage and capture the learner’s true thoughts and understanding, while at the same time promote learning. I did not think this was always the case.
In my blended learning course, I do not only show or identify the weak areas. This must be approached with both positive and negatives. This was one of the many techniques of the distance education leader, I learned. Leaders’ nurture the students’ learning by almost taking the student or supervisee by the hand until the task mastery is obvious. When trying to get students to see from the facilitators’ perspective, sometimes, clearly stated directions are needed and feedback is critical and should be immediate as possible.
During the pre-week, after reviewing the course deliverables and the course requirements, I knew that I had not prepared well for this journey (OMD 670), and was a little apprehensive about moving forward. The semester began with many challenges, in spite of my enthusiasm. I became overwhelmed, and frustrated with the many demands, and especially with such little time to obtain structure. I dug in, and set my usual expectations for the course.
Another important point learned from the OMD program is that students and facilitators learn from each other, as I have observed in discussion boards with my peers. I have looked at the work of my peers, many times for guidance, structure or support in completing what seems like complex assignments. However, many of us, in learning/ life have traits we have to work on to build competencies, which present challenges for some, but naturally for others. But, as distance learners the challenges of separation must be nurtured in other ways. This becomes more of a challenge, when stressed. In this class, building competencies were one of the main contributors to my frustrations, especially when all of the tools or supports are not available or in your face. I felt this many times in this course, in spite of the print guides. For me, just as student learning must be accessed with various methodologies, learning must be captured in a way that maintain student’s interest, engagement and persistence as in face-to-face learning. This was learned in Gage’s nine learning steps. I truly realize the need for pedagogy, and the integration of learning theories in online teaching, especially for completing the capstone with its stringent expectations and guidelines along with pages of text or print. The integration of more visual supports would definitely capture learning styles of the visual learner.
Third, the pace of the program requires more W/C's and perhaps technical assistants who provide learner support other than with the technology. Too many assignments overlapped as far as due dates, the additional supports would help meet time constraints which is not the concept learned in my studies—no place or time constraints. I personally would have liked to see the course staffed with more tutors for students or the integration of different types of technologies to assist students in the writing and research process, for example writing software that provide more than plagiarism checks. Since online or distance learning is about the integration of technologies, as learned in OMDE 608, technologies should be utilized to provide a more inclusive learning experience.
The course has been an educational experience, helping me appreciate more the conventional or blended mode of learning. Thank you.