This week the discussion moved on to the exploration of wikis and access to information using the Internet and handhelds like cellphones. One point of speculation about wikis is their ‘editable’ nature. There are people who are not comfortable having their ideas and words changed, modified, deleted or moulded. It could be a personality issue as well. Just like everyone has a different style of socialization and communication, everyone could have a different perspective on online communication through the mode of wikis.
In a lot of workplaces (especially schools), people struggle with issues of collaboration because of lack of time. Sometimes, starting a wiki seems like a possibility in such situations, but since work needs to be done, people cannot really wait for another person to learn how to use a wiki, to get out of his or her comfort zone, to make sure at least one post is made every day by every person and to ensure that everyone is regularly checking up on the information. In light of all these possibilities, it does not seem practical in a lot of situations, especially where the technical levels of participants is very varied.
Sunday, January 30, 2011
Tuesday, January 25, 2011
Online environments and their facilitation (1609 - 3)
Moderating last week’s discussion was fun. The topic of discussion was a comparison between synchronous and asynchronous online environments. There were many interesting arguments – mostly in favour of asynchronous. People seem to enjoy the control they have in asynchronous. Although I was expecting a lot of people to say that each type of mode has its own place, I found myself putting check-mark after check-mark for asynchronous. It lets people pick their own time, think things through and avoid confusion.
We also discussed obstacles in Online Learning Environments (OLEs) and Vincent raised a good point about ‘writing anxiety’. Certainly the stronger writers are more comfortable in OLEs since text is the major mode. That brings forth the issue of facilitation. What opportunities are provided and how all participants can feel comfortable is mostly in the hands of the facilitator. One of the learnings from another course that has always stuck with me is the TPACK model which emphasizes the convergence of technological, pedagogical and content knowledge on the part of the teacher. I found myself thinking back to that concept as we discussed the importance of facilitation. Interestingly, on similar lines, another group was discussing social presence and how it can be cultured through the conscious use of some parameters. Jennifer and Murat attached their papers based on their past studies related to social presence, which I found wonderful. Sharing of such ideas, especially coming from one's own expertise, helps provide a structured viewpoint on the issue.
We also discussed obstacles in Online Learning Environments (OLEs) and Vincent raised a good point about ‘writing anxiety’. Certainly the stronger writers are more comfortable in OLEs since text is the major mode. That brings forth the issue of facilitation. What opportunities are provided and how all participants can feel comfortable is mostly in the hands of the facilitator. One of the learnings from another course that has always stuck with me is the TPACK model which emphasizes the convergence of technological, pedagogical and content knowledge on the part of the teacher. I found myself thinking back to that concept as we discussed the importance of facilitation. Interestingly, on similar lines, another group was discussing social presence and how it can be cultured through the conscious use of some parameters. Jennifer and Murat attached their papers based on their past studies related to social presence, which I found wonderful. Sharing of such ideas, especially coming from one's own expertise, helps provide a structured viewpoint on the issue.
Thursday, January 20, 2011
Online learning needs no bashing (1609 - 2)
An interesting question was raised last week about the perception of online learning; what the media’s stand is on this and what is being projected about online learning - including distance education.
When looking at the holistic picture, it still does seem that conventional, face-to-face learning is more acceptable for some scenarios. I know for example, that just until some time ago, when an internationally trained teacher came to Canada and applied for certification, their B.Ed. program was not given any credit by OCT if the program had been done in a distance mode. Nowadays, however, I have heard that they have started to look into such cases as well, but the number of conditions imposed are higher than in the case of teachers whose programs have been face-to-face. I believe that the reasoning behind their non-acceptance of distance education programs emerges from the fact that people take such courses sometimes just for the sake of credentials and in a very ‘quick and easy’ way. It was believed that distance education lacks serious passion and commitment.
Personally I believe that it is the way a distance education program is set up that determines its effectiveness. Things are changing pretty fast with more online resources available now than ever before. It reminds me of a video that I watched in a previous course in which Allen Collins mentions our current age as a life-long learning era , where learning is available just when and where we would like to have it. Not only graduate and other academic courses, but also various ‘casual’ courses are now available to provide interested individuals some learning at their own pace.
When looking at the holistic picture, it still does seem that conventional, face-to-face learning is more acceptable for some scenarios. I know for example, that just until some time ago, when an internationally trained teacher came to Canada and applied for certification, their B.Ed. program was not given any credit by OCT if the program had been done in a distance mode. Nowadays, however, I have heard that they have started to look into such cases as well, but the number of conditions imposed are higher than in the case of teachers whose programs have been face-to-face. I believe that the reasoning behind their non-acceptance of distance education programs emerges from the fact that people take such courses sometimes just for the sake of credentials and in a very ‘quick and easy’ way. It was believed that distance education lacks serious passion and commitment.
Personally I believe that it is the way a distance education program is set up that determines its effectiveness. Things are changing pretty fast with more online resources available now than ever before. It reminds me of a video that I watched in a previous course in which Allen Collins mentions our current age as a life-long learning era , where learning is available just when and where we would like to have it. Not only graduate and other academic courses, but also various ‘casual’ courses are now available to provide interested individuals some learning at their own pace.
I cannot close this journal without mentioning YouTube! Being away from my parents and older, experienced relatives, all my kitchen learning usually comes from YouTube. When I was put in the role of a technology teacher a few years ago, I self-taught myself quite a bit of technology using YouTube. There are several online methods nowadays like video, audio, screencasts, podcasts, streaming, forums etc that will let us learn all the time. Online learning needs no bashing, because it is valuable.
Wednesday, January 12, 2011
CTL 1609 begins! :)
Open lines of communication always warm me up. So, when Clare started a discussion about what could be some potential problems we could face in this online course, it felt like a community. With everyone sharing their ideas of what works and what doesn’t work for them in online courses, I felt safe to share mine. I also got a chance to elaborate on the fact that my social outlook and my own personality make me a better fit for online courses. Computer-mediated communication refreshes me. It opens up several wonderful opportunities for expression in my case. I hardly mention this elsewhere, but my graduate diploma in Journalism which culminated with a Frank Moraes memorial award for Editing gives me confidence in written expression.
Another issue discussed was 'Tagging'. In the beginning, I wasn't too sure what to think of it, but it became clear with the readings and discussion that it was a technique to follow if one has to stay on top of the exponentially increasing information and use it to one's benefit.
The interesting biographies of some of my amazing classmates are providing a forum for rich conversation - again helping to build community. It was so funny running into a classmate who is in India at this time and basically living the life that could have totally been mine! Small world I guess. Even smaller with Computer-mediated communication around!
Another issue discussed was 'Tagging'. In the beginning, I wasn't too sure what to think of it, but it became clear with the readings and discussion that it was a technique to follow if one has to stay on top of the exponentially increasing information and use it to one's benefit.
The interesting biographies of some of my amazing classmates are providing a forum for rich conversation - again helping to build community. It was so funny running into a classmate who is in India at this time and basically living the life that could have totally been mine! Small world I guess. Even smaller with Computer-mediated communication around!
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