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A warm welcome back to the final chapter of Bloom's Chronicles! This is place where I look back and contemplate on my learning journey following the first four months of the course. As always, happy reading! The curtains are coming down on my reflective analysis for this course. In my initial reflective piece, I mentioned that my learning journey was like a roller coaster ride. I must confess that this roller coaster ride continued until we got to the final module of the course. This time though, the ride was filled with more highs than lows. Precisely, I experienced high points every time I delved deeper into a theory and learnt something new. I especially enjoyed reading and learning more about the contentions on connectivism. I found some of the critiques to be riveting. Despite this, a key takeaway for me from all of the modules is that each theory has limitations and weaknesses. In fact, none of them explicate distance education and e-learning in its entirety. It is against this backdrop that I prefer to be guided and informed by a mix of theories as opposed to just one particular theory. My lows following the first month of classes were felt mainly when I misunderstood assignment requirements. I must confess that I struggled with some of the tasks. However, I found it interesting that my understanding deepened after receiving thorough feedback. In fact, my greatest learning moments transpired after completing assignments and receiving feedback. It is therefore safe for me to say that the discussions and assignments tested my understanding of the materials and content consumed/produced. It surely was not a matter of reading the material for reading it sake. Instead, the various tasks gave me the opportunity to fully digest and synthesize the information consumed. Interestingly, my low points turned into highs after fully grasping the content and assignment requirements. At this point in my learning journey, I would say that I have received the clarity needed which cleared up prior confusions and misunderstandings. Moreover, having gone through each module, I came to the realization that there will always be something missing from each theoretical vantage. This is the case because they each have limitations and weaknesses. Despite this, I will continue to think about how each theory can guide my future practice. Overall, I think I have come a very long way in this course. Precisely, my learning journey began as a seed and gradually sprouted into a beautiful flower as I delved deeper into each module. Every assignment, discussion, and reading contributed tremendously to my growth throughout the duration of this course. I like to think of them as the elements specifically the water, sun, and the nutrients that I needed to nurture my learning growth process. Lastly, I cannot end without acknowledging the role my peers and professor played throughout my learning journey. From beginning to end, they nurtured my growth and facilitated my learning process. Indeed, all of these various elements helped me achieve the course objectives for each module. I will wrap up by thanking you so much for journeying with me over the past 12 weeks. I really enjoyed documenting and sharing various aspects of my learning journey for OMDE 610 with you! I hope you enjoyed my reflective journey and chronicles as much as I did! Yours truly, Kind Krista

Hello there! I am back again with my final reflective chronicle for OMDE 601! As always, happy reading! The above video is the highlight of my learning journey for OMDE 601! Producing this creative piece gave me the opportunity to cement and solidify my knowledge on learning theories specifically cognitivism. My key takeaways from the learning theories week are as follows: Behaviorism's major contributors are B.F. Skinner, John B. Watson, and Ivan Pavlov. They asserted that learning is an external process. Pavlov focused on learnt behavior by way of classical conditioning while B.F. Skinner zeroed in on learnt behavior through the process of operant conditioning. Cognitivism's major contributors are Benjamin Bloom & Jean Piaget. They posited that learning is an internal process that involves the use of mental processes like thinking, perception, metacognition, memory, emotions, and motivation. Constructivism's major contributors are Lev Vygotsky and John Dewey. The major constructivist principle is that learning is an active process and a social activity. Learners construct knowledge through discussion and social interaction. Connectivism's major contributors are George Siemens and Stephen Downes. The major postulation is that the "capacity to know more is more critical than what is currently known" (Bates, 2019). Generally, though, it is a theory that is suitable for the digital era which also asserts that technology plays a major role in the learning process. Overall, I have learnt that each of these vantages has their limitations and does not entirely explicate distance education and e-learning. As such, it is crucial to be informed and guided by all of them as opposed to a particular one. I also had other major takeaways in the first five (5) weeks of the course. I will use professor's Hall infographic to illustrate what I've learnt because I think it nicely summarizes what was learnt! This course also gave me the opportunity to learn more about distance learning professional organizations like EDUCAUSE and the Association for Educational Communications and Technology (AECT). They both serve professionals, instructional designers, and educators in higher education. They also have several benefits of being a apart of their network and community. Finally, I appreciated the opportunity to complete the ATD Competency assessment. The Association for Talent Development (ATD) is an organization that focuses on in-person and e-learning talent development. The assessment gave me more insight on my capabilities, strengths, weaknesses, and learning path. As I move through the MDE program, I will continue to hone my strengths and improve my weak areas. That brings me to end of my reflective analysis of OMDE 601! Overall, I really enjoyed this course! It was truly an excellent learning experience from start to finish! 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

Welcome to my first reflective piece for OMDE 601- Foundations of Distance Education & E-learning. In this reflective chronicle, I contemplate on and document my strengths, areas of improvement, available resources that facilitate my growth, and my major focus throughout the MDE program. Happy reading! What strengths do you bring to the MDE program? As I embark upon this higher level of education journey, there are many transferable assets that I bring to this educational level and will ultimately help me amass success throughout the MDE program at UMGC. Precisely, I believe the same skill set that I developed at the undergraduate level and led to my success will no doubt help me amass tremendous success at the graduate level. These strengths can be categorized into two (2) major groups. They are my personality traits and my skill set. Precisely, the traits that I bring to this level are creativity, patience, and determination while my skill set include research skills. Personality Traits Like several other individuals across the globe, I possess countless personality traits. Notwithstanding, the three qualities that are extremely essential for me and that I bring to this current level include my creativity, patience, and determination. Over the years, I have expressed my creativity in various ways. My top three favorites were through performing arts, through my professional roles, and throughout my undergraduate studies. To be more specific, I was a dance instructor for just about two (2) years. During that two-year period, I choreographed and taught dance to children between the ages of 6 to 15 years. I enjoyed creating my own movements for various songs. I also loved watching the children express and channel their creativity through dance. In fact, there were several occasions where they were given the opportunity to create their own dance moves. These instances allowed me to facilitate the dance sessions and guide them through the process. This experience, though, required so much patience. In fact, this particular experience really tried and tested my patience. It was then that I came to the realization that working with kids required a lot of patience. Essentially, I think this trait was birthed out of this experience. As I accumulated more experience along the way, I must confess that I became more patient. For instance, I had to be very patient with myself throughout my learning journey at the undergraduate level. It was a journey that felt like forever and never ending. However, my patience would kick in, and I would encourage myself to just take things one day at a time. That period of my life also required determination. Eventually, I became determined that I will finish this educational race strong and that was in fact the case. In May 2021, I attained my Bachelors in psychology with honors. Upon completion, I was even more determined about commencing graduate studies. However, I encountered a few setbacks and was unable to begin during that year. Interestingly, I was not deterred by these setbacks. Instead, I was patient throughout the waiting process. Moreover, I utilized the time to refine my professional skills and even got the opportunity to express my creativity. For example, when my training period finished, I created and updated new templates for the production department using Adobe Premiere Pro CS6. These recent professional experiences validated my love for creating intriguing projects that captivate the minds of numerous individuals. As such, I am really ecstatic about this MDE program mainly because it gives me the opportunity to create and design graphics and visuals. I am also excited about channeling my creative prowess through my e-portfolio. Generally, this quality coupled with my patience and determination will be useful for me throughout the MDE program. Skill set The skills that I have developed over the years are transferable to the graduate level and will also be quite useful for me throughout my graduate learning journey. My research skills, for instance, is currently in my toolkit. Generally, I love conducting research and reading the literature on various topics of interest. In fact, while pursuing my undergraduate degree, I conducted a qualitative study that sought to understand the interplay between nervousness and class participation in the face-to-face and virtual setting. The research findings suggests that nervousness affects class participation in face-to-face classes. In light of this, I made recommendations that can reduce student’s nervousness and ultimately enhance their participation experience. These tactics were holistic in nature as they not only appealed to one group or body but it appealed to various groups within the university’s community specifically the lecturers, student services, and the student body. Overall, conducting this research as part of the Empirical Research course was an awesome experience. It equipped me with a wealth of knowledge regarding the qualitative and quantitative research methods as well as I acquired research skills such as the analysis, evaluation, and interpretation of data. What opportunities do you have to improve? Think about what will help you be more successful in the MDE program. Although I bring this and other skills to the graduate level, I must admit that there is still room for improvement. In particular, my writing abilities and my cognitive skills like critical thinking are the two major skills that will improve overtime. Graduate studies definitely provide me with the opportunity to refine and hone these skills. Precisely, the more I engage in the readings, assignments, and discussions, the better I will become. These two skills are therefore a work in progress, and I look forward to seeing how I progress throughout my current learning journey. What resources are available to you to support your success? The countless resources at my disposal will not only help me improve my shortcomings but will ultimately contribute to my achievements at the graduate level. These include but are not limited to graphic design sites like Canva, video content platforms like YouTube, my support system such as my family, and other UMGC services. More specifically, the tutoring services offered at UMGC will help hone and refine my writing skills and abilities. Their services will therefore be extremely useful to me throughout my graduate journey. What is your focus in the MDE program? Think about your topic interests as well as the context you want to apply your skills. Topic Interests Currently, I have keen interests in instructional design as well as learning more about how I can provide support to virtual learners in the higher education setting. Eventually, I would like to work with students in higher education programs and apply my skills in that context. Consequently, I intend to focus a great deal on learner support in the Online climate. I am therefore excited to learn more about how I can better support learners in the virtual environment and ultimately apply the skills acquired throughout the process. I also think that there are ways to make learning fun for adult learners. As such, I cannot wait to explore the instructional design material in this MDE program. Distance Learning Context Currently, I have a couple of professional goals. Nevertheless, they are all connected to the higher education context. Particularly, I am really interested in professorship and learner support opportunities in this context. In such a role, I would like to devote my time between conducting research, facilitating courses, and providing support to learners. I am definitely looking forward to serving adult learners at the undergraduate and graduate level. I am also excited about the duties that I may get to fulfill throughout my tenure. Precisely, I think I will get instant gratification from designing and developing courses, advising and supporting students, facilitating or teaching students, and conducting research. What questions do you have for me? I think learning should be a bit more fun and less mundane for adult learners in the virtual setting. What do you think about the incorporation of fun elements like gamification in some distance learning programs? And how can distance learning professionals make learning fun and interesting for adult learners especially new students in the higher education setting? Finally, distance learning can be daunting for some adult learners worldwide. In light of this, what strategies can an educator implement for adult learners who are new and unfamiliar with the process? More specifically, how do you enhance the learning experience of first year students? Yours truly, Kind Krista

Hello there and welcome to chapter 6, the place where I reflect on the final module of OMDE 610! I like to think of this module as the application module because this module gave me the opportunity to apply theory to practice. Precisely, in this module, I learnt how theory informs practice and policies. For example, it is safe to conclude that UMGC’s academic integrity policy is informed by behaviorism. If students do not comply with this policy, then they are subject to facing disciplinary sanctions. As it pertains to principles of behaviorism specifically principles of reinforcement, disciplinary sanctions can be considered to be punishment. Theory not only informs policies but it also guides practice. However, it is worth noting that practitioners and policy makers alike may or may not place emphasis on theoretical perspectives. As such, my major takeaway is that an organization’s leadership as well as practitioners have the most power. Indeed, they can be conceptualized as powerful middlemen. I created the illustration below to better understand the interaction and power play between theory, leadership, and policies. Although one may be more powerful than the other, the interaction of all is crucial in the growth and transformation of a DE organization. In fact, Otte (2019) noted that “the one imperative is always forward mobility: inertia cannot triumph in the face of a need for a change management decision, but a decision cannot be so preemptory as to harden resistance or invite stonewalling” (p. 28). This suggests that interaction between policies, theories, and leadership is not only crucial in change-making or decision-making, but is also essential between the various levels in a DE organization. Precisely, I learnt that faculty must interact with administration and administrative mandates must get buy-in from faculty and other members of staff. This multi-level interaction reminded me of the systemic vantage which places emphasis on correlations and interactions of various systems. I therefore find systemic thinking a recurring theme throughout module 5. From the readings to the discussion forum emphasis has been placed on interrelations and interactions of variables. This did not come to me as a surprise simply because I have the understanding that various parts interact with each other to form the whole. Generally, though, I did not have any surprises and misunderstandings this module. Instead, I found it to be pretty simple and understandable. At this juncture in my learning journey, I must admit that I am still blossoming into that beautiful flower that I have been referring to in previous chapters. Essentially, the more I learn, the more I grow and blossom. Check out the final chapter for more on my learning growth in the final phase of this course. See you there! Yours truly, Kind Krista References Otte, G. (2019). Online learning: New models for leadership and organization in higher education. Online Learning, 10(2). doi: http://dx.doi.org/10.24059/olj.v10i2.1761

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.

Module 4 is nearing completion and I must acknowledge that it has been an interesting one. A warm welcome to chapter 5! This chapter is dedicated to MOOCs and connectivism. It’s time to dive in! Prior to module 4, I must confess that I had difficulty grappling with the connectivism theory. I was confused about its basis and encountered difficulty understanding its underpinnings and principles. However, as I began exploring the resources in module 4, I felt a glimmer of hope as everything was finally beginning to make sense. As the saying goes, ‘give credit where credit is due’. As such, I must give credit to the articles produced by George Siemens (2005), Rita Kop, and Adrian Hill (2008). Overall, these two articles aided in my deeper understanding of connectivism and I will definitely refer to them in the future. In his article titled, ‘Connectivism: A Learning Theory for the Digital Age’, George siemens (2005) broke down his perspective quite simply and nicely. After reading his work, I had a few major takeaways: Connectivism is a theoretical framework established by George Siemens and Stephen Downes. It is associated with the principles: chaos, self-organization, complexity, and network. Some of its key learning principles are that: “learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known. Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill” (Siemens, 2005, p. 5-6). One of my favorite takeaways is Siemens’ (2005) assertion that “the pipe is more important than the content within the pipe” (p. 7). I especially enjoyed completing the discussion thread on this perspective. This thread allowed me to really contemplate on Siemens (2005) assertion on a deeper level and at the end, I was able to offer a slightly different perspective on the matter which is that what is already known i.e., the content within the pipe is just as important as our capacity to know more. Moreover, after reading the material, I began to conceptualize connectivism as the new kid on the block. However, just because its new does not necessarily make it more important than the traditional learning theories. I like to think of it as the construction site analogy made in the previous chapter, that is, chapter 4. To explicate, most buildings have a foundation which is then built upon. In this case, traditional learning theories can be considered to be the foundation while connectivism can be seen as an addition to the structure offering a different perspective of distance education. Like the other theories, this new addition has its limitations and does not explicate distance education in its entirety. In fact, according to Foster (2007), “for connectivism to be a learning theory, the theory’s limitations and the full range of contexts in which learning can take place must be accounted for. Otherwise, connectivism’s implementation by teachers may be insufficient and misguided” (as cited in Kop & Hill, 2008, p. 7). As such, there are missing elements and pieces of connectivism. It has also been argued that it is missing and lacking extensive support from the literature (Verhagen, 2006, as cited in Kop & Hill, 2008). Despite these criticisms and limitations, connectivism still provides very useful insights that help professionals better understand learning in this digital era. A question that I think is worth exploring is how connectivism is currently impacting distance learning communities and how it will continue to be impactful. Regarding its application and use in the DE sphere, a quick and easy way to apply it is to simply encourage collaboration and interaction among students. Give them the opportunity to connect with each other and share their knowledge and expertise in the DE classroom. In doing so, a learning network can be created and established among students. Since this is just one way it can be applied in the DE arena, as I progress through my graduate studies and my career, I want to continue to think about its application and effects on the ever-changing climate of teaching and learning especially with continued technological advancements. We also explored MOOCs in module 4. Bates (2019) is the reading material that I will refer to for any clarifications simply because he thoroughly discussed MOOCs in his work. In particular, I learnt the following from his work: MOOCs stand for Massive Open Online Courses. There are different variations of MOOCs, the major ones being xMOOCs and cMOOCs. MOOCs are extremely valuable and useful because it provides access to high quality content to anyone for free. Generally, I like the fact that MOOCs promote and facilitate lifelong learning. I was however, surprised and confused by one of its limitations which is that it is very expensive to develop. In this case, I found myself wondering how come these costs are not transferred to learners. I was also surprised to learn that MOOCs do not necessarily develop higher level thinking skills. Today, many emphasize the importance of such skills especially critical thinking, problem solving skills, and creative thinking skills. If MOOCs do not enhance these skills, then my question would be what is the significance of MOOCs and what makes it so valuable to learners. Despite this, it is noteworthy that MOOCs are here to stay. In light of this, I definitely want to continue thinking about how it will continue to revolutionize the higher education sphere. I will wrap up by stating that busy adult professionals can complete MOOCs to upskill and reskill giving them the opportunity to remain competitive in the labour market. This, though is merely one way that it can be applied in the DE sphere. For a more comprehensive review on MOOCs, feel free to review this additional resource that I have created: All in all, the more I learn the more I grow and bloom. In the previous chapter, I was in the seedling stage where my learning journey is concerned. However, at this juncture in my learning process, I have experienced significant growth and I am beginning to flourish into a beautiful plant/flower. See you in chapter 6 where I delve beneath the surface of best practices and organizational policies in distance education. 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 Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past?. The International Review of Research in Open and Distributed Learning, 9(3). https://doi.org/10.19173/irrodl.v9i3.523 Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1). Retrieved from https://jotamac.typepad.com/jotamacs_weblog/files/Connectivism.pdf

Hi there! A heartfelt welcome to chapter 4! This reflective chronicle focuses on constructivism, Online Collaboration Learning (OCL), and Communities of Inquiry (COI). Let’s dive in! The image above is an excellent representation of constructivism! In the picture, there are construction workers and scaffolds that support both the building and the workers. These pictorial elements are quite important as they are symbolic of various aspects of constructivism. First, the construction workers are analogous to the learners in a distance learning environment. As can be seen in the photo, the workers are busy constructing a building. Similarly, learners under the constructivist vantage are considered to be constructers of their own knowledge. According to Kurt (2021), “students add (or build) their new experiences on top of their current foundation of understanding” (para. 2). Jean Piaget, Lev Vygotsky, and John Dewey are a few of the associated theorists of this school of thought that viewed learners as active agents in the learning process. Moreover, the instructor plays a crucial role in this active process. In fact, educators are considered to be facilitators and guides that assist students in their construction process. This, is in fact, one of the major applications of the theory in distance education. In several online credit courses, instructors serve as facilitators guiding students throughout their learning journey as well as providing support throughout the process. Interestingly, the construction process oftentimes involves scaffolding. In the initial photograph, the scaffolding provides support to the construction workers. Having already established that the construction workers represent learners, it is worth noting that the scaffold in the image above depicts and represent instructors or educators. The scaffolds are also analogous to Vygotsky’s scaffolding postulation. In one of the discussion boards, I learnt that it is simply an instructional method where students receive assistance to master something that they could not have mastered on their own. Vygotsky coined this as the Zone of Proximal Development (ZPD). Prior to the discussions in the threads, I must admit that I was confused and struggled to understand scaffolding and his ZPD concept. However, the image below was provided in our discussion board and it really helped me understand Vygotsky’s constructivist notion clearly. This illustration coupled with explanations from my instructor and readings from Bates’ (2019) work are the sources that I would definitely refer to. Finally, as I progress through my studies and career, I will continue to think about how I can strike a balance between serving as a facilitator and teacher in my context. It is now time for me to delve beneath the surface of Online Collaborative Learning (OCL) and Communities of Inquiry (COI). According to Bates (2019), the constructivist perspective led to the development of the initial theory i.e., OCL. Linda Harasim is the mastermind of its development. She emphasized “the role of peer discourse as key to learning and defines learning as intellectual convergence, achieved through three progressive stages of group discourse: Idea Generating, Idea Organizing and Intellectual Convergence” (Harasim, n.d., para. 5). To the contrary, the associated theorists of COI specifically Garrison, Anderson, and Archer (2000) identified different elements of the COI model. The elements are social presence, teaching presence, and cognitive presence. I created the venn diagram below to help me better conceptualize the differences between OCL and COI. As can be seen in the illustration above, discourse is at the center of them all! I have come to the understanding that it is in fact the commonality between the two of them. Giving students the opportunity to have peer discussions via forums in the online classroom is thence a great way to apply both theories (especially considering the fact that discourse is a commonality between them). Although they are different to a degree, they have similarities which can make them seem a bit confusing and difficult to tell apart in the distance education setting. However, for clarity purposes, I like to think of them as siblings; siblings that are characteristically similar but also possess individual differences. Moreover, like human siblings, they too have their strengths and weaknesses. Precisely, although they facilitate deep learning and allow students to network with each other, they require skilled instructors and a small class size. Finally, the article I shared with my peers in the threads for our find and share activity as well as Bates (2019) work emphasized the need for distance educators to be culturally aware when applying OCL and COI. Although the article did not make reference of Harasim's OCL theory, there were still pertinent and useful data. For example, LEE and Osman’s (2021) research encouraged educators to take cultural influences into consideration in the Online Collaborative Learning environment. Similarly, Bates (2019) specifically noted that “teachers need to be aware that there are likely to be students in any class who may be struggling with language, cultural or epistemological issues, but in online classes, where students can come from anywhere, this is a particularly important issue”. In light of this, I want to continue to think about how I can make pedagogies and learning activities culturally relevant in the higher education setting. Having completed module 3, I feel like my learning seed has blossomed into a beautiful seedling that is finally above ground. The more I delve beneath the surface of each theory, the stronger my roots become and the more I experience growth above ground and beneath the soil surface. I look forward to seeing my discoveries in module 4 and I can not wait to share them with you! See you in chapter 5! 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 Harasim, L. (n.d.). OCL theory. Linda Harasim Blog. Retrieved from https://www.lindaharasim.com/online-collaborative-learning/ocl-theory/ Kurt, S. (2021). Constructivist learning theory. Educational Technology. https://educationaltechnology.net/constructivist-learning-theory/ LEE, J., & Osman, G. (2021). Students’ experiences and perceptions of online collaborative learning in higher education of Korea and the UAE. Turkish Online Journal of Distance Education, 22(1), 1-18. https://doi.org/10.17718/tojde.849870

Hello there! Welcome to my reflection journal for OMDE 610- Teaching and Learning in Online Distance Education! Introduction This journal is near and dear to me because it gives me the opportunity to pause and contemplate on the content that I have been exposed to throughout the course. In doing so, I get to utilize and hone my metacognitive skills. This strategy, is in fact, a cognitivist strategy that Alley (2008) suggested and thoroughly discussed in his work. In his discussion of the cognitivist learning theory, he identifies various ways that distance education professionals can engage and support learners. One such cognitivist strategy is to give students the opportunity to use their metacognitive skills (Alley, 2008). Reflection assignments have been considered to be a metacognitive activity because it allows learners to thoughtfully assess what they are doing as well as their progress throughout the learning process. This is exactly what I am doing and is the major purpose of this learning journal for OMDE 610. Journal Organization In the chronicles that follow this Introductory section, I briefly review and reflect on the major underpinnings of e-learning or distance education. They are behaviorism, cognitivism, constructivism, community of inquiry, open collaborative learning, and connectivism. These theories will be categorized and discussed in a chapter-based format with chapter 2 covering behaviorism and cognitivism. The chapters that follow cover the aforementioned learning theories respectively and provide a general reflection on the first month of the course. Lastly, the journal wraps up with a final reflection which shares parting thoughts. But first, here is a synopsis of module 1. Module 1 Summary & Reflection Module 1 of this course is indeed analogous to the roots of a plant, the foundation of a building, or the tip of an iceberg. How? Well, it laid the foundation for what is to come specifically the other modules that follow. It is especially analogous to the tip of an iceberg because the readings briefly discussed major learning theories like behaviorism, cognitivism, constructivism, and connectivism. The readings also briefly examined its epistemological assumptions. Essentially, the content in this module served almost like a preview of a detailed and thorough chapter. Bates’ (2019) work is a great exemplar of this. Chapter 2 of his book provides brief insights on epistemology and the previously mentioned learning perspectives. Overall, I must acknowledge that he did a fantastic job of breaking down the term epistemology (i.e., the theory of knowledge) along with the epistemological approaches. Honestly, prior to exposure to his work, I had no clue what epistemology was and that such a word even existed. In fact, I vividly recall feeling anxious about the discussions and assignments that covered this concept simply because it was new to me and there was also a lack of understanding. Consequently, the discussion option and assignments initially posed a challenge to me. However, I love challenging myself. So, I embraced this challenge. After reading Bates’ (2019) work about three times and doing other Google searches on the term, my understanding began to deepen. As my apprehension of epistemology got deeper, I decided to tackle option 1 of the Theory Changes and You thread. Particularly, I pinpointed the significance of understanding the epistemology underlying a learning theory and discussed the impact such understanding can have on a DE professional’s instructional and technological choices. In short, the major reason put forward is that an apprehension of the epistemology underlying a learning theory helps DE practitioners make the best decisions that suit their context. Essentially, this understanding can shift their perspective, and as a result help guide their practice. The infographic assignment also helped me better conceptualize epistemology. The readings coupled with these tasks heightened my knowledge and understanding, and at the end, I learned the following: Epistemology is a philosophical branch that studies and focuses on knowledge. Bates (2019) specifically notes that it studies “the nature and justification of knowledge”. It forms the basis of learning theories which helps DE professionals to understand the origin, validity, and apprehension of learning theories. The behaviorist epistemology is an objectivist approach where learning is measured through overt behaviors. Cognitivism, however, focuses on the mental processes involved in learning, and connectivism and constructivism highlight the social aspects of learning. I like to think of these epistemological vantages as puzzle pieces that when put together by a DE professional create a grandeur and holistic picture of distance education. Each piece or part plays a significant role in my apprehension of the whole (i.e., distance education/e-learning). Saba’s (2003) reading puts this into perspective specifically noting that the synergies of theoretical vantages aid in the holistic and systemic understanding of distance learning. His thorough discussion on systems thinking and pragmatism deepened my understanding on the potency of each learning theory and the importance of making interrelations and correlations between them. I must admit, though, that his work when compared to Bates (2019) was quite a difficult read, and I had to read it about three times to fully understand his discussion. Notwithstanding this, I think it is a great read and I am happy to have read it. Ultimately, these are two sources that I will go back to for further information. Having gained a better understanding of the learning theories and its epistemological assumptions, I do not have any inquiries about the theories. Perhaps, as I delve deeper into each theory, questions may arise. I also do not find anything to be missing from the information that I was exposed to in this module. However, as I study each theory more thoroughly in the upcoming weeks, I will continue to think about how they inform my current context and how they can inform my future context. I will also continue to think about how they can be used and applied in these contexts. I will wrap up by saying thanks to the readings, threads, and assignments, I can confidently identify and explicate epistemology and its role in learning theories, and make necessary correlations between learning theories and current distance education practices. As such, I am ending this module with a great deal of clarity and I am no longer confused or feels anxious about epistemology and its approaches. I am therefore looking forward to the modules that follow. In reference to the analogies made at the start of this section, I must admit that I cannot wait to delve beneath the surface of the learning theories iceberg. I also look forward to seeing how my learning process germinates and ultimately blooms into a beautiful flower! See you in chapter 2! Yours truly, Kind Krista References Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson (Ed.). The theory and practice of online learning. Athabasca University Press. pp. 15-44. 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 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.

Hello there and a warm welcome to chapter two! In the introductory chapter, I talked a little bit about the distance learning theories. Truly, that discussion was just the tip of the theoretical iceberg. It is now time for me to delve beneath the surface and explore the layers of behaviorism and cognitivism. So, let's dive in! Behaviorism is the first layer of the theoretical iceberg to examine and is in fact one of the older distance learning theories. John B. Watson is considered to be the pioneer and father of this school of thought. His works on behaviorism laid a firm foundation that other scholars like Ivan Pavlov and B.F. Skinner built on. As I dived deeper beneath the behaviorism layer of the iceberg, I discovered that each theorist made varying contributions to this school of thought. Pavlov, for instance, asserted that we learn by association, that is, a stimulus-response association. He coined this learning process 'classical conditioning'. Skinner, however, posited that we learn through a system of reinforcement and punishment. In particular, he believed that learnt behaviors can be regulated through rewards and punishment. He termed this learning process 'operant conditioning'. Although behaviorists made different postulations, they established a key consensus which is that learning is an external process measurable through overt behaviors. Their epistemological underpinnings are rooted in objectivism. According to Bates (2019), “behaviourists attempt to maintain a high degree of objectivity in the way they view human activity”. As such, behaviorist pedagogy focuses more on tests and quizzes with instruction being teacher-centered. Here is a snapshot of Pavlov’s classical condition assertion: “Classical conditioning” by Psychologysays.net Here is another snapshot illustrating Skinner’s operant conditioning postulation: These images definitely aided in my understanding of the varied behavioral perspectives. So, it is therefore fitting for me to incorporate it in my journal. The latter snapshot which depicts operant conditioning was taken from Standridge’s (2002) work. The visuals in his work were a great addition because it made the concepts discussed more comprehensible. I also acquired a better apprehension on shaping, modeling, and cueing from his work. Precisely, I learnt that modeling also termed observational learning was posited by Albert Bandura who believed that children learnt through observation. Cueing, however, are environmental stimuli that prompt a particular behavior. Lastly, shaping is a process that involves the gradual change of a behavior. According to Standridge (2002), “the desired behavior is broken down into discrete, concrete units, or positive movements, each of which is reinforced as it progresses towards the overall behavioral goal” (p. 9). His work coupled with Bates’ (2019) work gave me a better understanding of behaviorism and other distance learning theories. Truly, these are the sources that I would refer to for further clarification and information of behaviorism and cognitivism. Speaking of cognitivism, it has become one of my favorite theories! I especially love the whole idea of metacognition. Prior to delving deeper into cognitivism, I never really understood the metacognitive concept. However, the more I interacted with resources and reading material on cognition, the more I grasped its affiliate concepts, and the more I fell in love with them. Generally, I am a reflective person, always contemplating and thinking about my experiences especially my learning experiences. I have found that my reflective process is the epitome of cognitivism. How? You see, unlike behaviorism, cognitivism is an internal process that involves the use of our perceptions, metacognition, memory, emotions, and motivation. Generally, it is a school of thought that focuses on how our brain receives, processes, stores, and retrieves incoming information. Jean Piaget and Benjamin Bloom are the masterminds behind this learning theory. Like Pavlov and Skinner, they too had their differences in perspectives. Bloom, for example, believed that learning is hierarchal which involve an upward progression. Learners began from the bottom of the learning hierarchy, that is, at the remembering level and proceeded to other levels until they got to the higher levels which are evaluating and creating. Piaget, on the contrary, viewed learning in four stages. These stages include the sensorimotor (birth to 2 years), preoperational (2 to 7 years), concrete operational (7 to 11 years), and formal operational stage (11+). Standridge (2002) noted that “in each stage, children demonstrate new intellectual abilities and increasingly complex understanding of the world” (p. 13). The illustrations below paint a clearer picture of their varying cognitive perspective: “Piaget’s 4 stages of cognitive development” by Blogspot.com “Bloom’s Taxonomy” by Vanderbilt university As I dived deeper into the cognitivism layer of the iceberg, I also discovered that we learn through the process of accommodation and assimilation. Assimilation is simply incorporating new information into existing schemas while accommodation is the revising or changing of existing schemas so that new information can be incorporated. Cognitivists assert that these processes require learners to be active and not passive. According to Bates (2019), “the search for rules, principles or relationships in processing new information, and the search for meaning and consistency in reconciling new information with previous knowledge, are key concepts in cognitive psychology”. While doing further research on the web, I came across the illustration below which gave me a better understanding of the two processes. “The assimilation and accommodation processes” by Pediaa I had other major takeaways as I delved deeper into the content of module two. In particular, I was surprised to learn that there are different types of assessments and scoring rubrics. As it pertains to assessments, I gained more insight on summative and formative assessment/feedback. Summative assessment is periodic and is usually in the form of a grade whereas formative feedback is continuous. Regarding scoring rubrics, I learnt that there are two types. They are holistic and analytic rubrics. Holistic rubrics are mainly used to assess a learner’s performance in its entirety while analytic rubrics assess a learner’s performance in parts. As I engaged my classmates in the threads as well as the reading material on rubrics and assessment, I began to wonder which one is better to use or which one is the best. To my surprise, I found out from Mertler’s (2000) work that none is better than the other and that their use depends on various factors and contextual situations. Finally, my exploration of cognitivism as well as behaviorism led to my discovery of their weaknesses. Behaviorists, for example, have been criticized for being one-dimensional in their thinking and approach. Critics argue that behaviorist fail to account for other influences such as the processes of the conscious and unconscious mind in the learning process. Conversely, behaviorists argue that cognitivism is not directly observable. These weaknesses and shortcomings suggest to me that something is missing from their explanation of distance learning. As such, I have come to the understanding that they do not explain distance learning in its entirety. To wrap up, I must admit that the theories and content presented in this module was very easy to understand. As such, I did not feel confused about anything and ended the module with a great deal of clarity. I also think that they are very easy to apply in the DE environment. For example, in the k-12 context, rewards such as digital stars, hearts, or virtual tokens can be used to increase positive behaviors among students. Positive feedback is also useful in the higher education setting when rewarding adult learners. Meanwhile, giving students the opportunity to engage in metacognitive activities like completing reflective posts and journals are great applications of cognitivism in DE. There are off coarse countless other ways in which they are applicable and so as I progress through my graduate studies and career, I will continue to think about how I can combine, use, and apply them in the higher education context. Lastly, I cannot end without making reference to my analogies. In particular, at this point in my learning journey, I am happy that I am finally diving and delving beneath the surface of the theoretical iceberg. The deeper exploration of cognitivism, behaviorism, and rubrics/assessments resulted in the germination of my learning seed. In reference to the image below, I am happy to announce that my learning journey is blossoming; my roots are finally taking shape in the theoretical soil! See you in chapter 3 where I give highlights of module 3! 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 Standridge, M. (2002). Behaviorism in Zhou, M., & Brown, D. (Eds.). Educational learning theories. 2nd ed. (2017). Education Open Textbooks.