Graduate Theme 2: Distance & E-Learning
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Distance and E-Learning are two important concepts based on my work and educational experience.
The driving force behind my decision to enroll in graduate school was a
need to expand my knowledge in these subjects.
My path to the training and development field was an organic progression
based on previous work experience. With
a background in secondary education and laboratory research, I found myself
with the opportunity to manage the health and safety training needs of a major
academic medical center. The position was vastly different from the
high school classroom. Andragogy and not
pedagogy was the new paradigm and most of the training and education was
conducted via the web.
As I progressed through the program, I learned a few very important lessons about distance and e-learning. First, support my choices and decisions with research. As I analyzed my own work and observed others in the workplace, I found that many choices in delivery, design and implementation were based on personal preference or the availability of new technology. The choices were not made based on a solid analysis of the audience and content or a review of relevant research. Second, distance teaching is not classroom teaching. My first experience with teaching was in a high school biology class. There are many challenges to overcome and choices to make when teaching at a distance. Distance teaching requires a different skill set than those required in a classroom. To be highly effective, skills in technology, adult learning theory and research are a minimum requirement.
Distance and e-learning emerged as a common theme in my coursework because of my desire to expand my knowledge and skill in this area. To evidence of my growth in this area I picked five projects. My selections start with case studies of adult learners. I then progress through conducting solid research with an annotated bibliography and a journal analysis. I end this progression with evaluating and reflecting on the research with a technology evaluation and case study.
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As I progressed through the program, I learned a few very important lessons about distance and e-learning. First, support my choices and decisions with research. As I analyzed my own work and observed others in the workplace, I found that many choices in delivery, design and implementation were based on personal preference or the availability of new technology. The choices were not made based on a solid analysis of the audience and content or a review of relevant research. Second, distance teaching is not classroom teaching. My first experience with teaching was in a high school biology class. There are many challenges to overcome and choices to make when teaching at a distance. Distance teaching requires a different skill set than those required in a classroom. To be highly effective, skills in technology, adult learning theory and research are a minimum requirement.
Distance and e-learning emerged as a common theme in my coursework because of my desire to expand my knowledge and skill in this area. To evidence of my growth in this area I picked five projects. My selections start with case studies of adult learners. I then progress through conducting solid research with an annotated bibliography and a journal analysis. I end this progression with evaluating and reflecting on the research with a technology evaluation and case study.
Click the buttons to explore each example