Hello there! In this reflective piece, I chronicle everything I have learnt in the first month of the course. Unlike chapter 1 and chapter 2, this chapter comprehensively puts module one and two together. I like to think of this chapter as a reflective merger. Happy reading!
Introduction/General thoughts
My brain has been consuming and producing pertinent theoretical information in the past month. Some of the information posed quite a challenge to apprehend and discuss while others were instantly understandable and relatively easy to explicate in my own words. Needless to say, this mixed experience made my learning journey during the first four weeks of the course exciting, riveting, and fun. I like to think of my learning journey as a roller coaster ride where there were many high learning points and a few low ones. The high points that I have experienced thus far are analogous to the many things I have learnt, the engrossing discussions that I have had with my colleagues and professor via the threads, and off course the fun infographic and timeline that I created for the first assignment.
My lows, however, were experienced when I encountered difficulty grappling with unfamiliar concepts like epistemology and new theories such as connectivism. As such, the assignments and discussion options that covered epistemology and its approaches were definitely challenging for me. However, I love challenges, and being the determined learner that I am, I embraced these low points and decided to tackle them until I achieved the learning objectives.
What have you learned?
In module one of this course, I set myself out on a mission to achieve the learning objectives which were to identify and define 20th and 21st century learning theories, explicate epistemology and its role in learning theory, make connections between learning theories and distance education practices, and discuss them. I must acknowledge that I have learnt a lot throughout the process of accomplishing the aforementioned objectives. After reviewing epistemology and learning theories in its broadest sense, I have come to the understanding that epistemology is all about knowledge. Bates (2019) highlighted its particulars noting that it studies “the nature and justification of knowledge”. I also learned and acquired a general understanding of a few learning theories. In particular, I learnt that the behaviorist approach to learning has roots in the objectivist school of thought. It emphasizes the fact that learning is measurable through overt behaviors which can be regulated by the use of rewards and punishment.
Cognitivism, however, focuses on the mental processes involved in learning. Meanwhile, connectivism and constructivism highlight the social aspects of learning. The epistemological assumption of these latter theories is subjective in nature since their focus mainly concerns learning through social interaction and networks. Unlike the former learning theory i.e., behaviorism and the latter, that is, constructivism and connectivism, cognitivism strikes an epistemological balance. I have conceptualized it as the theory that maintains equilibrium since it is informed by both deterministic (objective) and subjective epistemological vantages.
Generally, I like to think of these epistemological vantages as puzzle pieces that help DE professionals view the field holistically. In fact, as a budding DE professional, Saba’s (2003) work reiterated the need for me to understand and apply these underpinnings using systemic thinking. This systemic approach is a quintessential tool that will help me make necessary correlations and ultimately see the bigger picture. Indeed, it was another major takeaway for me.
I also had key takeaways in module 2. It mainly concerns the assessment of learning. The readings and thread introduced me to the different types of assessment. They are summative assessment (i.e., periodic, graded feedback) and formative assessment (i.e., continuous feedback). The various types of scoring rubrics discussed in the reading material were also new to me. Particularly, I learnt that holistic rubrics assess the whole or performance in its entirety while analytic rubrics assess individual parts. I also loved Craig’s (2000) point that neither rubric is better than the other.
What has surprised you?
I was actually surprised by the aforementioned point highlighted in Craig’s (2000) work. Usually, whenever I explore different modes or typologies, I try to ascertain, decipher, and sometimes choose the best one or better option. However, this point shifted my perspective to the point where I am of the view that this is not a one size fit all case. Instead, the use of a particular rubric depends on various factors and contextual situations.
What confuses you?
After completing various readings and coursework throughout the past month, I can confidently say that I no longer feel confused about the content that I was exposed to and consumed. I must confess, though, that the epistemological underpinnings of learning theories initially aroused a state of confusion. However, I currently have a better understanding of it, and if I got the opportunity to explain it in simple terms so that a five-year-old can understand, I am confident that I will be able to do so very well.
What do you think you are missing?
Finally, I got a closer look at behaviorism and cognitivism this past month. Delving deeper into each of these theories gave me more insight on their weaknesses and shortcomings. In light of this, I came to the realization that something will always be missing from each learning perspective. Behaviorism, for example, views learning only from a deterministic view ignoring the internal psychological processes of learners. As such, its explanation of distance learning can be considered to be limited, missing out and/or excluding other factors.
Closing thoughts
Overall, my learning journey roller coaster ride this past month has been informative, riveting, and fun. As it continues, I anticipate twists and turns that will ultimately lead to progression in my learning. See you in my final reflective chronicle where I hone in on my learning journey following the first four weeks of the course! Until then, continue to journey with me in chapter 4, where I unearth constructivism and other insightful concepts.
Yours truly,
Kind Krista
References
Bates, A. W. (2019). Chapter 01: Fundamental change in education, and Chapter 02: The nature of knowledge and the applications for teaching. In Teaching in a digital age. SFU Document Solutions Books. https://teachonline.ca/teaching-in-a-digital-age/teaching-in-a-digital-age-second-edition
Mertler, C. A. (2000). Designing scoring rubrics for your classroom. Practical Assessment, Research, and Evaluation, 7(25). DOI: https://doi.org/10.7275/gcy8-0w24
Saba, F. (2003). Distance education theory, methodology and epistemology: A pragmatic
paradigm in M. G. Moore and W. G. Anderson (Eds.), Handbook of Distance Education. Lawrence ERL Baum and Associates. pp. 3-19.
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