Narrative 

5 June 2012

Written by Lorraine Taylor – wlaj@orcon.net.nz

11052568 – Massey University

The learning outcomes for this coure include:

1. Demonstarte in-depth understanding of the central concepts, theories, and current areas of debate in the study of teaching in online environments;
2. Identify, discuss and anlyse the roles and responsibilities of the teacher in E-learning situations and demonstrate their application in practice; and
3. Define teaching challenges arising from the use of educational technologies for distance and distributed teaching in their own educational setting and develop, discuss and implement ways of meeting those challenges in that setting.

A Continuing Journey – Start and Finish Points in This Course

This narrative describes the learning journey I embarked on during the course on Teaching for e-Learning.  It is part of a larger journey of life-long learning.  It begins with expressing What I Hope to Accomplish (2).  My main aim was to demonstrate an in-depth understanding of the central concepts and theories of e-Learning.  I would experience carving out more details on who I am as a learner and as a teacher.  This helped me to define with more clarity what is behind my teaching and to allow me to transfer this understanding out of the traditional classroom setting and explore blended learning, online learning and workplace learning. 

A resonating theme through discussions with peer learners in the course was how to support the learner.  I hope to transfer this understanding to support workers in knowledge sharing environments within the workplace.  In order to do that effectively, I delved into a more in-depth understanding of the social and collaborative pedagogies shaping our world. I examined myself as a learner and listened as others expressed their ideas based on practical experiences. I realized and experienced throughout the course that The Key To Learner Support is the Community (1, 2). I am passionate that to affect positive change one needs to be An e-Learning Champion (1, 2, 3).  E-Learning flourishes when a competent e-Learning champion, with good leadership skills, establishes a sound foundation within the framework of e-Learning.

The Journey’s Foundation

A solid foundation is essential.  As this was the final course for the Post-Graduate Diploma in E-Learning I came prepared with pedagogical lenses and theories by which to view new concepts.  Gunawardena and Zittle’s (1995) examination of teaching and learning processes in distance education laid a foundation for continuing on in my learning. This examination was formulated in The Critical Elements (1. 2) assignment with reference to my personal situation.  It then became the cogs in the wheel that propelled me to be an active and engaging learner.  I challenged myself to be socially present, to interact, to collaborate, to be learner-centered, and to capture cognitive challenges.  The seminar that I peer-authored was based on these principles.

We further expanded our seminar to cement a strong foundation by examining ways that pedagogy and technology can be woven into creating good online design.  It is my belief that Knowledge is a Vehicle that is Driven By Pedagogy and Technology (1, 2).  This paves the way for good online communication through positive social presence as knowledge is moved through the technological tools available.

Bumps Along the Way

The debate between Mersham and Kehrwald (1) afforded an opportunity to critically examine and participate in differences of opinion with regards to e-Learning.  I view it as a bump in the road as it was a challenge from another perspective to put on different lenses to view e-learning.  Prompted in this activity was an analysis of the journal articles and the forms of rebuttal and literary dialogue.  This was a light bulb moment for me.  It was refreshing to view a debate by two learned people both aiming to gain a further understanding of e-Learning through informed dialogue.  I always appreciate evaluation of my ideas and seek to become better at providing good evaluation for others. 

The second bump in the road was perhaps by coincidence and not by design.  At a moment of sheer frustration with trying to cope with the demands of academic life, travel, family and personal obligations I experienced failure in e-Learning.  It was at that moment that the task I was to complete was to examine failure in e-Learning and Failure Was Happening Now (1, 3).  This is a bump in my learning journey but it is one I do not want to forget.  I do not want to forget that everyone at some point will experience this feeling of failure, the cognitive and expectation overload that can plague even those with the best intentions.

Sharing the Journey 

As my journey through the Teaching for E-Learning course draws to a close I take time to reflect.  Learning in a community is what humans do best.  To ensure that that community remains strong we each participate by drawing from the community and giving back to the community.  As I learn, I hope to share what I know, because I first learn from others.  In consideration of workplace environments this is crucial.  An aging workforce is threatening to leave workplaces void of expertise as people retire and move on.  Tapping into that expertise and drawing from the knowledge that exists breathes life back into the community.  Through good pedagogical practices we can ensure that the community remains strong and ceases to continually re-invent the wheel.  Three examples of giving back to the community is sharing the Seminar - PedTech Island (2, 3) as an exemplar for using Wikispaces to create a virtual community where academic dialogue can occur, posting Instructional Videos (3) on my website for others to access, and adding to my Blog (1, 2, 3) as I learn so others can build on these concepts. 

References

Gunawardena, C. N., & Zittle, R. (1995). An examination of teaching and learning processes in distance education and implications for designing instruction. In M. F. Beaudoin (Ed.), Distance Education Symposium 3: Instruction (Vol. 12, pp. 51-63). State College, PA: American Center for the Study of Distance Education.