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Reflectionwave 3

The document summarizes the reflections from a student's e-portfolio journal on their learning from a module on distance education. The student describes having an "A-ha!" moment when they realized digitized learning changes the entire pedagogical process from instruction to enablement. They also updated their definition of distance education to incorporate a more meaningful role for student-teacher interaction based on a reading from Garrison and Cleveland-Innes. Finally, the student discusses applying what they learned by transforming their workshops into online courses and recognizing their new role is to enable learning through technology as an instructor.

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106 views2 pages

Reflectionwave 3

The document summarizes the reflections from a student's e-portfolio journal on their learning from a module on distance education. The student describes having an "A-ha!" moment when they realized digitized learning changes the entire pedagogical process from instruction to enablement. They also updated their definition of distance education to incorporate a more meaningful role for student-teacher interaction based on a reading from Garrison and Cleveland-Innes. Finally, the student discusses applying what they learned by transforming their workshops into online courses and recognizing their new role is to enable learning through technology as an instructor.

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api-194320273
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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In your e-portfolio (learning journal), please respond to the

questions for reflection for Wave 3:


1. Choose something that you have learned in this module. Describe this
situation in your journal. Did you experience any "a-ha!" moments during
this wave? Tell us more about them and what specifically made them "aha!" moments.
Yes I experienced an A-Ha moment. My A-ha! moment came when it was pointed out that
digitized learning not only changes the role of the teacher, and the role of the student, instead
it changes the entire dynamics and the pedagogical process of instruction. It is no longer to
be thought of as instruction but instead as an enablement towards the attainment of new
knowledge.
For me summarizing key concepts and ideas to create a contextual framework that includes the
main or central idea succinctly, creates a quick reference point of previous knowledge learned
for my easy retrieval. In another students post they pointed out this reference which helped to
make things crystal clear for me.
Today as well in the future it is important that we get away from the pedagogy of instruction and
create and implement a pedagogy of enablement in its place (Peters, O. 2010, p. 153). Enablement in
this context could mean the advent of technology in education.

2. Go back to your original definition and consider again how it has changed
(and if it has). What specific readings, interactions, and/or discussions
influenced the change?
Distance Education A means of acquiring education regardless of location or time frame that allows
for interaction between the learner and the instructor, and peer to peer interaction to occur both
asynchronously, and synchronously usually with the assistance of technology. .. Kim White
I would add the deeper and more meaningful rational for student-teacher interaction to this definition,
taken from, Garrison and Cleveland-Innes (2005) they argue that interaction is not enough for students
to take a deep and meaningful approach to learning online. The nature of the interaction must be more
structured and systematic if a collaborative process of critical inquiry is to be initiated and sustained.
Various interactions must be integrated in a coherent and purposeful manner that initiates and
facilitates critical discourse and which purposefully moves toward meaning and understanding.

3. Think of a real-world situation, perhaps your current work environment,


where you could apply something that you have learned in this module.
Describe this situation in your journal.

As I move forward with the idea of converting my workshops and trainings into online courses, I
now recognize that I am transforming learning methodologies. I also understand that I am
functioning in the third wave of distance education. As I develop these online courses I am
now comprehending that I am not only changing the pedagogical concept of instruction to
enablement for the student, but that for me my role has changed also. As the instructor I am
enabling the students to learn with technology. Also I am the enabler by creating the content
on a digital platform. For the record I wholeheartedly embrace my new role in this paradigm
shift of education.

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