In considering the work done in week 5-7
of OMDE 601 concerning the second wave of DE, the following stands out in what
has been accomplished.
Group Grid
Completing the group grid for wave 2 was easier this time around compared to wave 1. This happened because James took the lead and made a target specific list that we could follow with dates for completion of certain tasks included. We also had more of the group working on the grid and relieving the pressure from the other group members. Thanks to Elias for doing the editing and Turn-it-in submission.
I was responsible for the column on predominant technology. This was an astute choice on my part as with my engineering background technology has, and probably will always be, drawn me. I can say with conviction that I find this part of the grid the most interesting. Something else that is interesting is that with the completion of this part of the grid it is becoming more apparent that the influence of technology is prevalent throughout the grid. To me this shows that technology is one of the major driving forces in the development of DE.
Each of the columns in the grid are interesting in different ways. The driving forces of the wave is interesting in that it shows the forces (political, social and technological) that give rise to this new wave. The theories and understanding of DE column shows us what research was being done during the time of the wave and how DE was interpreted in accordance to this research. The systems and ways of operating column give us a view of how different institutions used technology, the driving forces and the different theories to find ways of operating and delivering their product to students. The main way of operating in this wave is that of the systems approach. Teaching and learning theories showcases the theories that were developed and researched in this wave. Three main theories come to mind: Transactional distance, andragogy and constructivism. The last column, key authors, is interesting in that it allows us to see at a glance which researchers had the most influence in the wave. If I had to my head on a block, I would say that the column that I found the least interesting (but still interesting) would be the driving forces column.
A-ha! Moments
While all of the readings and interviews were interesting, I found Moore’s theory of transactional distance to be my big A-HA!! moment during this part of the course. What occasioned this was that while lecturing engineering in DE, I have struggled with reaching students and teaching at a distance. While at that time I had not heard of the theory, I had the experience at the practical implications of the theory. After reading Moore’s theory, I could actually put a name to what I have been struggling with in my own teaching. It was then natural that when reading the theory for the first time, I went overboard and tried to get my hands on as much information about transactional distance that I could find. I found The Distance Education Handbook, edited by Moore to very enlightening.
Another fact that has compelled my in the theory of transactional distance was that can be expressed mathematically for the dialogue (D) and structure (S) parts of the theory: This immediately caught my attention as, as an engineer, I tend to think better when relating words and mathematics.
Revision of DE definition
When looking at my initial definition of DE, I find that, while it is general, it is not general enough. The changes that I would make to it is to remove the part about qualifications. Although I feel very strongly that any DE course should be accredited by the appropriate governing body, I release that that is not always the case. I would revise the definition to read as follows:
Distance education is any system of teaching and learning that uses technology to
offer education to students that are removed from the source of the teaching.
This, I feel, is a more appropriate definition of DE. I would also like to mention Moore’s theory of transactional distance here as I feel that that theory goes a long way in explaining the problems that DE has in fulfilling its goals.
Alan Tait and Tony Bates
Although I did not post anything to the discussion with Alan Tait, I did read the discussions that were posted. What I found revealing was that Alan confirmed something, that I have been feeling more strongly about as the course goes on, for me. This is that, although Peters talks about DE as being Sui generis, I find myself thinking that DE and traditional education is converging with the introduction of new technologies in both systems. Where I do differ from Alan is that I think that at the time that Peters formed his theory of Sui Generis it was totally valid and did explain DE at that time. With the introduction of new technologies in education in general the two main forms of education have begun to converge and I see the day not too far in the future when the two forms will merge into one type of education for all.
Another point that Alan made, and that I agree with, is that with the advent of mobile technology the gap is closing between the first world countries and the developing world countries. I do think that it will still be quite some time before the gap closes completely. This will not depend only on education but also on the economic and political dimensions of the developing countries.
Tony Bates talks about the Open University (OU) and its founding. He describes the five points that he feels made the OU such a success, the strong political push, an untapped market, the partnership with the BBC, research and the OU policy of developing integrated study material. The point that I found most interesting was that the OU made research one of their main objectives from the start. This allowed them to use the research to enhance their courses by feeding the results back into the development thereof. Another interesting point is that academics were given time to conduct their research.
The development of their courses through a team approach and the integration of technology in the courses is one of the things that make the OU stand out from the pack. Up until the OU was founded only 8% of Great Britain’s population had access to higher education. I think that this was the main push to the creation of the OU.
Quality of study material (both print and other), student support and research of the OU set them apart from other open universities.
Syllabus
At this time I would say that OMDE 601 has reached many of its objectives and I can say that in the 5 weeks left, all of the course objective will be met.
Group Grid
Completing the group grid for wave 2 was easier this time around compared to wave 1. This happened because James took the lead and made a target specific list that we could follow with dates for completion of certain tasks included. We also had more of the group working on the grid and relieving the pressure from the other group members. Thanks to Elias for doing the editing and Turn-it-in submission.
I was responsible for the column on predominant technology. This was an astute choice on my part as with my engineering background technology has, and probably will always be, drawn me. I can say with conviction that I find this part of the grid the most interesting. Something else that is interesting is that with the completion of this part of the grid it is becoming more apparent that the influence of technology is prevalent throughout the grid. To me this shows that technology is one of the major driving forces in the development of DE.
Each of the columns in the grid are interesting in different ways. The driving forces of the wave is interesting in that it shows the forces (political, social and technological) that give rise to this new wave. The theories and understanding of DE column shows us what research was being done during the time of the wave and how DE was interpreted in accordance to this research. The systems and ways of operating column give us a view of how different institutions used technology, the driving forces and the different theories to find ways of operating and delivering their product to students. The main way of operating in this wave is that of the systems approach. Teaching and learning theories showcases the theories that were developed and researched in this wave. Three main theories come to mind: Transactional distance, andragogy and constructivism. The last column, key authors, is interesting in that it allows us to see at a glance which researchers had the most influence in the wave. If I had to my head on a block, I would say that the column that I found the least interesting (but still interesting) would be the driving forces column.
A-ha! Moments
While all of the readings and interviews were interesting, I found Moore’s theory of transactional distance to be my big A-HA!! moment during this part of the course. What occasioned this was that while lecturing engineering in DE, I have struggled with reaching students and teaching at a distance. While at that time I had not heard of the theory, I had the experience at the practical implications of the theory. After reading Moore’s theory, I could actually put a name to what I have been struggling with in my own teaching. It was then natural that when reading the theory for the first time, I went overboard and tried to get my hands on as much information about transactional distance that I could find. I found The Distance Education Handbook, edited by Moore to very enlightening.
Another fact that has compelled my in the theory of transactional distance was that can be expressed mathematically for the dialogue (D) and structure (S) parts of the theory: This immediately caught my attention as, as an engineer, I tend to think better when relating words and mathematics.
Revision of DE definition
When looking at my initial definition of DE, I find that, while it is general, it is not general enough. The changes that I would make to it is to remove the part about qualifications. Although I feel very strongly that any DE course should be accredited by the appropriate governing body, I release that that is not always the case. I would revise the definition to read as follows:
Distance education is any system of teaching and learning that uses technology to
offer education to students that are removed from the source of the teaching.
This, I feel, is a more appropriate definition of DE. I would also like to mention Moore’s theory of transactional distance here as I feel that that theory goes a long way in explaining the problems that DE has in fulfilling its goals.
Alan Tait and Tony Bates
Although I did not post anything to the discussion with Alan Tait, I did read the discussions that were posted. What I found revealing was that Alan confirmed something, that I have been feeling more strongly about as the course goes on, for me. This is that, although Peters talks about DE as being Sui generis, I find myself thinking that DE and traditional education is converging with the introduction of new technologies in both systems. Where I do differ from Alan is that I think that at the time that Peters formed his theory of Sui Generis it was totally valid and did explain DE at that time. With the introduction of new technologies in education in general the two main forms of education have begun to converge and I see the day not too far in the future when the two forms will merge into one type of education for all.
Another point that Alan made, and that I agree with, is that with the advent of mobile technology the gap is closing between the first world countries and the developing world countries. I do think that it will still be quite some time before the gap closes completely. This will not depend only on education but also on the economic and political dimensions of the developing countries.
Tony Bates talks about the Open University (OU) and its founding. He describes the five points that he feels made the OU such a success, the strong political push, an untapped market, the partnership with the BBC, research and the OU policy of developing integrated study material. The point that I found most interesting was that the OU made research one of their main objectives from the start. This allowed them to use the research to enhance their courses by feeding the results back into the development thereof. Another interesting point is that academics were given time to conduct their research.
The development of their courses through a team approach and the integration of technology in the courses is one of the things that make the OU stand out from the pack. Up until the OU was founded only 8% of Great Britain’s population had access to higher education. I think that this was the main push to the creation of the OU.
Quality of study material (both print and other), student support and research of the OU set them apart from other open universities.
Syllabus
At this time I would say that OMDE 601 has reached many of its objectives and I can say that in the 5 weeks left, all of the course objective will be met.