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Purpose: To compare, analyse and appraise my learning experiences for the entire subject.

Focus: e-learning and distance education

Compare my learning experience from my research into e-learning in organisational practice, the completed short course and the experience of using a weblog.

Introduction 

“It has been recognised that e-Learning is becoming an integrated tool in organisational learning and an essential ingredient in your professional development”(Bartlett-Bragg, 2006 p.3) As a teacher in distance education, I am excited about the many applications of e-learning that are available to OTEN staff and to our learners. While some applications are part of my daily practice as an educator, undertaking “e-Learning Experiences” at UTS has supported me to take the first steps of exploration into new technologies in education, with the goal of providing a range of options that will provide the best learning experiences for our distance learners. E-learning is not merely slotting traditional ways of teaching into technology but assessing all available options and deciding what will provide the best options in this situation. The need to explore, create, share and learn were met for me during this period of studying, which mirrors for me the whole e-learning experience.

I originally chose this elective as I enjoy working with technology in education. Up to this point I feel I have been primarily self-taught and I still feel, even after this subject that to really understand the applications of technology you just have to get in there and have a play around. Often it is fear of the unknown that stops people form engaging in technology in a meaningful way. Until recently I was know in one circle of friends as be very “un-techo”. My attempts of engaging in mobile phone applications are legendary. Yet in work circles I held a reputation for being able to navigate my way around a computer when all around me struggled with managing emails. I love the thrill of the chase on the internet and see great benefit to my colleagues in providing current resources that they would not otherwise access.

After 13 years teaching face-to-face, I moved into the world of distance education and faced a complete culture shock. Here was a world without classrooms, without a timetable, without lesson preparation and without a class. I found myself asking the question “Is this teaching?” My question implied that learning could only take place in a classroom with a teacher placed out the front of a class. For most learners this is still the main and perhaps preferred learning process. This could be due to conditioning from the school education system and it could also be because it is the only option some adult educators offer. Yet for some learners (35,000 in OTEN, OTEN 2006) it is not an option and/or it is not a preference. The principles of equity and access must be applied to learners and the opportunities presented to them to achieve their educational goals. Learners should not be denied access to learning because they cannot or prefer not to learn without a traditional classroom context. Distance education provides these opportunities to learners and like all learning strategies not everything works for everybody all the time. It is therefore vital that within a distance education context, teachers look for options with learning strategies to give to support learners to achieve their educational goals.

1. Case studies – what are organisations doing?

I identified two e-learning case studies from OTEN, the first”E-support classrooms: from a distance” and the second,  ”Audio-dynamism: engaging audio for learning”. http://bethalexandra.edublogs.org/e-learning-case-studies/ The Audiodynamism case study I felt I knew more about as I currently receive regular updates from the group and had spoken directly to some of the members about the group. This case study was of greater interest to me as it is an area that I have started to develop my skills in and intend continuing that journey beyond this subject and the course as a whole.

From my conclusion after comparing and contrasting the two case studies I made the following comment:

“E-learning presents learners and educators with a greater range of tools to achieve learning goals, not only in distance education but also in face-to-face education. When combined with support services, learner in-put in program design, skilled educational providers and appropriate motivation the learning process can be accessible, flexible and enjoyable. E-learning can enhance the learner-educator relationship by empowering stakeholders through technology. ”

I think it is very important from my personal experience in distance education and through my reading of the case studies that any e-learning must be supported and be a part of a broad range of options. I find this particularly relevant in my role as a distance education teacher in Community Services. Some students are able to pick-up technology and manage it in their learning with little support, while others require additional feedback through telephone, email and written contact and while I may find technology very dynamic and effective, this is not the view of all students. Many students who have study with OTEN for some time using written learning material are reluctant to adopt new strategies.

I think identifying other e-learning activities that educators are engaged in to be an important learning tool for me and I am continuing to seek out projects through my various networks.

2. Short course experience

The short course experience became particularly relevant once I decided on a topic that would be of benefit to me – podcasting! 

http://bethalexandra.edublogs.org/2006/10/18/online-short-course/

It was very exciting to achieve the end result of a podcast!

http://bethalexandra.edublogs.org/2006/10/24/online-course-reflections/

It is very important with online courses that learners have access to additional support. This relates back to my reflections from the case studies that presented with options some students are reluctant to take up new strategies for learning when they have little or new experience of them.

This point was demonstrated in 2005 when I participated in a pilot online program for one of the modules I deliver. The module was also available in the normal written format. Students enrolled in the module or who were yet to complete the module, were invited to participate in the module online. Five students agreed and the necessary procedures were set up for them. Four of the five students completed the initial registration online but that was the only time they logged on. All five students completed the module by the written material. One suggestion for this was that the students had already received the written material and were in the rhythm of completing their work in that format.

I participated in an online course at the Certificate IV level some years ago. This option was of particular interest to me as the course was a requirement for work but I did not put much weight in the course being able to deliver any benefits to me. So I was very unwilling to dedicate more time than was absolutley necessary and sitting in a classroom was unthinkable! I learned very quickly that the teacher was not reading my topic activities as there was no individual feedback. This then lead me to skip the content and activities and just complete the assignments. Flexible and self-paced – but as for the learning process? Some of the basic principles of adult education were missing from this in the first place – however the purpose was served!

This is an area that I would love to explore further in distance education and the options are certainly available but time is my biggest enemy until I complete the Grad. Dip in June.

3. Weblog experiences

Prior to this subject I had participated in a 1 hour training session at OTEN. The server was down so no one could publish their blogs and I walked out not really understanding its applications. Now after setting up my own blog for E-Learning I can see a great range of applications and have already begun to act on them.

The intial setting up of the blog I found very straight forward. I think the step by step nature of the weblog learning material and its format online suited my learning style as I could access the information I needed at my own level and pace. I became very enthusiastic very quickly and set up every thing very quickly and became a very keen blogger. This became an additional benefit in class as a number of my colleagues were struggling and I was able to provide them with support.

So now I have three blogs underway.

http://otencommunityservices.edublogs.org

This blog has been set up as way to let our distance education students now what is happening in our section. We used to produce a newsletter but time restraint meant that we just were not getting them out any more.  A blog means I can add information on a daily basis including links, articles, other resources and imporant administration notices. Blogs will let us add a couple of sentences only which would have been completely impractical in a newsletter. Now the information is current and immediate. Students will need to actively seek out the information and I am sure many will and hopefully provide feedback. We made be able to make this so students can network with one another too.

OTEN does have its own website http://www.oten.edu.au/oten/study/ols.shtm which provides student support and teachers can and do add additional resources and announcements. However it does require some time and skills to add resources and has a 24 hour upload. We will still maintain the OTEN Learner Support (OLS) site but will be able to offer students a range of options to access additional resources and ask questions.

This blog is still in its infancy due to the demands of university of my time but in the coming weeks I will be dedicating more time to it, especially as we start enrolments from Monday. I have also decided to enter the blog in the TAFE quality assurance awards in the hopes of getting some additonal funding.

http://learningwithoutborders.edublogs.org

This blog was set up for my subject “The Practice of Workplace Learning 2″. As a group we are required to develop and run a 4 hour workshop and document the group process as well as develop a publication for future groups. Given that the topic of our workshop focusses on empowering teachers with technology, we thought it appropriate that we mirror this in our work hence the blog. I have been posting our minutes and group reflections, advertsing for the workshop and relevant articles. We will be recording podcasts of our reflections as recording the workshop for posting the blog. We also hope to support transfer of learning from the workshop by encouraging participant to visit the blog prior to the event and after the event to complete their evaluation with the incentive of a prize for one lucky person.

I find blogging, quick, easy and instantly satisfying – a new dedicated blogger!

Differences and similarities between experiences

The recurrent theme throughtout these reflections has been providing students with a range of options and support to engage in technology. While e-learning is still in its early stages of development as discussed in my post “The state of the e-learning market” this will naturally require additional time to obtain skills, knowledge and to establish e-learing processes. This in its self is often the cause for teachers staying away from technology as it is viewed as time consuming. However through technology educators can network and obtain resources and information from educators already engaging in e-learning. Steven Parker’s blog is a good example of an educator who is at the forefront of e-learning and is engaging educators and learners in e-learning and promoting the sharing of skills and knowledge.

www.networklearning.blogspot.com

I found the readings of minimal value in this experience and preferred the hands-on nature of the subject. Of greater value for me was the newtworks I have begun to develop that can give me snippets of information when I need them. This is one of the great benefits I see in e-learning is the relevancy and immediacy of information.

The concept of networking with other teachers through technology has great appeal to me, even though I participated in leaving comments on other people’s blogs at a very low level. I feel leaving a comment needs to be a natural response to what I have experienced rather than a requirement. As a result I have rarely engaged in forums and often find the unstructured nature of discussions to be of little value.

Conclusion

I would have liked the opportunity to explore further e-learning options while in a supported environment however I recognise that the door has been well and truely opened for me. I hope that I may have the opportunity to undertake further formal learning in this area and have made this a goal within my teacher training and professional development. I have learned a lot about my skills and abilities and have been able to make a connection between my learning style and the way I develop and deliver learning strategies to my students. I look forward to continuing on my journey through a very exciting world of change!

References

 Bartlett-Bragg, A. e-Learning Experiences Subject Outline University of Technology Sydney 2006

OTEN Learning Support Website

 http://www.oten.edu.au/oten/about/our_role.shtm

State of the e-Learning market

http://bethalexandra.edublogs.org/2006/08/14/the-state-of-the-e-learning-market/