Category: EDCI-569

Posted on

Module #5 EDCI – 569: The Rarely Seen Side of Technology

 

 

 

 

 

 

Photo by Alexandru-Bogdan Ghita on Unsplash

INTRODUCTION 

When considering the digital world today, so often there is a focus on access, privacy, online behaviour, types of social media platforms, and the newest and best technology, including tablets, laptops and mobile phones, and what new aspects they can provide.  Rarely, however, do we stop and think, or discuss the human and natural resource factors that have been used, and in many cases abused, to create the technology we enjoy or depend on today. After reading Jeremy Knox’s article, which focussed on “three critical perspectives on the digital, with implications for educational research and practice,” (2019, p. 357) one perspective that resonated with me was his discussion on the exploration of the “digital as ‘material’ and . . . [the] issues of labour and the exploitation of natural resources required to produce digital technologies.” (p. 357) This particular perspective forced me to stop, think, and research more around the human and environmental impacts that occur because of our consumption and usage of technological devices.

WHAT: 

When we enter shiny and glitzy technology or electronic stores, rarely, if ever, do we consider the origin of the materials or human labour used to produce technology devices. Mark Dummett, a human rights researcher for Amnesty International, comments on our lack of recognition, regarding this matter, with his statement “the…shop displays and marketing of the state of the art technologies, are a stark contrast to the children carrying bags of rocks and minerals in narrow man-made tunnels risking permanent lung damage” (Wakefield, 2016). As a humanities educator and user of digital technology, I believe the injustices presented in Knox’s article and Dummett’s quote are important to consider, discuss and reflect upon, with students, in terms of identifying the inhumane labour practices and environmental abuses that occur among many companies tied into the creation of our beloved tech devices. 

When working with learners, and examining the origins of technology devices, facts to consider include whether or not companies have used ethically sourced raw materials to build the necessary components, and were the needed minerals produced from mining companies that followed necessary safety protocols, fair labour practices and environmental sustainability procedures.

First, learners need to be aware that many of the minerals, including cobalt, used in batteries for laptops and mobile phones, coltan, also used in mobile phones, and tantalum, extracted from coltan and used in making capacitors in electronic devices, are often mined in the world’s poorest and politically unstable regions. For example, some of the largest deposits of cobalt are located in the Democratic Republic of Congo (DRC), where child labourers are forced to endure dangerous working conditions, such as mine collapses and cobalt dust while working for little pay. (“Apple, Tesla Among Tech Firms Sued over DRC Cobalt Mine Abuses,” 2019). Most times mining companies in the DRC do not practice safe working conditions, may be tied to volatile or hostile groups that reap the mining benefits, and do not follow environmental practices that prevent water contamination all the while putting labourers and locals at risk. Furthermore, the minerals are often sold to and used by multi-billion-dollar companies in the building of the components for their technology devices.

Second, students should also be aware of the human labour involved in the creation of the components themselves, and how many workers endure working long hours in overcrowded factories, where they complete repetitive tasks for very little pay. Several factories in China, again many associated with multi-billion dollar tech corporations, have been accused of, and in some cases charged with their poor working conditions and treatment towards workers. 

Lastly, it is also essential to provide learners with information that not all technology companies operate in both inhumane and negligent manners. In fact, some companies have made strides to ensure labour and environmental abuses do not occur; and research has occurred regarding what minerals can replace cobalt and tantalum. Ethical Consumer is a website, where companies, such as Fairphone, tracks where its minerals and components come from to ensure no human rights abuses have occurred in the creation of their phone (“Mobile Phones,” 2020).

SO WHAT:

Taking the time to discuss with my learners, unjust issues related to the creation of digital technology devices, I believe, is important to discuss the human factor related to the creation of technology. It enables learners to gain an understanding of complicated issues that can be related to items in our lives that we simply take for granted. Furthermore, it empowers learners to consider or research what steps some technology companies have completed to become or maintain their ethical practices, thus providing consumers with a choice. 

A resource our Humanities Department uses, that focuses on the topic of digital or technological ethics, is the novel Blue Gold, written by Elizabeth Stuart. The book embraces the lives of three individuals, from around the world, and who are impacted by cell phone technology in very different ways. While one character, situated in North America, is struggling with the ramifications and embarrassment of her online behaviour, the other two experience more life-threatening situations.  These two characters, one living in the Democratic Republic of Congo and the other in China, are impacted, respectively, by the extraction of coltan, otherwise known as blue gold or “the conflict mineral” (Fair Congo, 2019), and the labour conditions endured in the assembly of the technology devices themselves. The stories in Stuart’s novel have provided our learners with a different perspective of technology which is not often discussed. As a teaching tool, it enables learners to identify that technology is not fun and games for everyone. The book fosters discussion and encourages learners to question and research technology companies to see what policies they follow to promote ethical behaviour and practices. 

NOW WHAT:

I recognize that there are no easy steps that can be taken to solve the previously discussed problems associated with the inhumane practices some technology companies are associated with. Yet, I still believe it is important to recognize and discuss these situations as they do occur. With more discussion, who knows where it could lead or lend itself to?  It may encourage more companies to continue with or even start making ethical changes, it may lead to new innovations in technology that are not as dependent on rare earth minerals, thus decreasing the environmental impacts of mining, it may encourage some youth to be researchers, engineers and entrepreneurs, that develop future devices that are not dependent on minerals. Finally, it may lead to a simple discussion around the dinner table, where one just becomes more mindful.

Bibliography

Apple, Tesla Among Tech Firms Sued over DRC Cobalt Mine Abuses. (2019, December 17). Africa Times. https://africatimes.com/2019/12/17/apple-tesla-among-tech-firms-sued-over-dr-congo-cobalt-mine-abuses/

Bradsher, Keith, & Duhigg, Charles. (2012, December 26). Signs of Changes Taking Hold in Electronics Factories in China. New York Times, pp. A1, A14.

 (2019, October 15). Fair Congo. https://faircongo.com

Knox, J. (2019). What Does the ‘Postdigital’ Mean for Education? Three Critical Perspectives on the Digital, with Implications for Educational Research and Practice. Postdigital Science and Education. http://ezproxy.library.uvic.ca/login?url=https://doi.org/10.1007/s42438-019-00045-y

Mobile Phones. (2020, January 15). Ethical Consumer. https://ethicalconsumer.org/technology/shopping-guide/mobile-phones

The Phone That Cares for People and Planet. (2019, August 27). Fairphone. https://www.fairphone.com/en/ 

Stewart, E. (2014). Blue Gold. Annick Press. 

Wakefield, J. (2016, January 19). Device Makers Face Child Labour Claims. BBC News. https://www.bbc.com/news/technology-35311456

By Deirdre Houghton

 

 

Posted on

Module #4 EDCI -569: Appropriate Digital Footprint

WHAT?: 

Digital footprints refer to the information that learners, scholars and individuals in general, leave online through their submission of data while using internet services, such as Facebook and Twitter. Thus, anything we post online is open to be read, interpreted, and commented upon. 

Today, many scholars use online platforms to connect with other scholars for scholarship purposes or to connect with students to provide updated information.  Although the premise of contact maybe just, there are implications that must be considered; and being aware of one’s digital footprint for both personal and professional purposes is essential. 

SO WHAT?: 

As an educator, I believe it is essential that students are taught and constantly reminded of their digital footprint. More specifically, as a career educator and coordinator, I am constantly reminding students that their online behaviour and communication with others matters! Negative online communication can potentially affect one’s acceptance into a post-secondary institution or job prospect. 

On a scholastic level, being cognizant of who your readers are is very important.  Writing any material that can be misconstrued and perceived as negative, or verbally responding in a manner that is threatening opens one up to potential disciplinary actions, including job loss, loss of scholarship opportunities and/or possibly even charges.

Therefore, working with students to help them become aware of, or identify the significance of appropriate online communication is necessary. 

NOW WHAT?: 

As an educator, I believe that teaching students about appropriate online communication needs to start at an early age.  Working with students throughout both their Elementary and Secondary schooling and constantly discussing the ramifications of appropriate behaviour is essential, as are discussing the consequences, and implementing them if students are abusing their online access. 

 As a parent, I believe it is my responsibility to discuss and expect proper online etiquette from my child.  I recognize that my opinion regarding my responsibility with this matter may not be shared or provided by all parents. However, if I am providing my child with access to use the internet at home and at school, I strongly believe I have a responsibility to discuss their digital footprint as they advance through school, post-secondary education and onto a career.

By: Deirdre Houghton

Social Media Picture by: Merakist on Unsplash https://unsplash.com/@merakistutm_source=unsplash&utm_medium=referral&utm_content=creditCopyText

Posted on

Module #3 EDCI-569: Distance Educators Go the Distance!

 

WHAT:

Many learners simply do not fit within the confines of the regular brick and mortar or traditional school setting, ergo distance education is an option for such learners. Distance education (DE) itself has been defined as “the practical subset of education that deals with instruction in which distance and time are the criterial attributes; that is, student and teacher (and other students) are separated by distance and/or time,”(Shé Ní, C., Farrell, O., Brunton, J., Costello, E., Donlon, E., Trevaskis, S., & Eccles, S., 2019, p.18,). Indeed, distance learning provides the aforementioned learners with choices, experiences, accessibility and equity to those in situations including, but not limited to, living in remote locations, working at part-time jobs, being involved in various extracurricular activities, having few options within the traditional school setting to support one’s interests, or possessing limiting health issues preventing regular school attendance.   Ayse Bagriacik Yilmaz, a research assistant at Turkey’s Aydin Adnan Menderes University wrote an article, which focuses on students’ perceptions regarding both distance education and the classroom setting, whereby, she shares a quote from a distance education student as stating this style of learning is “a golden blessing, a great opportunity and indispensable”(Bagricik Yilmaz, 2018, p. 191). Furthermore, distance education provides options for highly motivated learners to take extra courses outside of their regular timetable, thus enabling them to work ahead. 

Upon reading articles on distance education, working in a district that supports its own distance education school (EBUS Academy), and discussing experiences with colleagues, in our master’s cohort, whom have firsthand experience teaching in a distance education setting, it is clear that regardless of the reason why students complete distance education courses, it is a unique learning experience. However, what is not always made clear or discussed, are the jobs and demands of distance educators themselves. 

SO WHAT:

From the outside looking in, a distance educator’s work may not seem much different than that of a teacher in the traditional classroom setting. Both styles of educators must follow the BC Ministry of Education Guidelines and the Ministry’s Curriculum Outlines, which include completing report cards, supporting learners with different skill-sets and abilities, creating and conferring with IEP’s, planning and delivering lessons accordingly, communicating with parents, and assessing learner progress. Although there may not be classroom management or behavioural issues to deal with at the distance education setting, there are, however, challenges that distance educators endure, that classroom teachers do not face (as noted in our EDCI-569 discussion session on Tuesday, Dec. 17, 2019). Upon reflection of the discussions with colleagues, there were three issues that resonated with me regarding distance educators “help[ing] students attain their educational goals without needing to be regularly on campus” Shé Ní, C.et al. p.08, 2019). These issues include technology obstacles, student numbers, and connection with students.  

First, in terms of usage and knowledge of specific technology, distance educators must be familiar with the plethora of systems available to them to assist in planning multiple disciplinary lessons, successfully carrying out their teaching practices, monitoring student progress, communicating with both students and parents, and, lastly, completing assessments. For example, at E-Bus Academy, the Nechako Lakes’ (District #91) Distance Education School, which has been successfully operating for twenty-five years and enrolls thousands of cross-enrolled students from around BC each year, distance educators employ a variety of technology platforms to deliver courses and engage students. Some of the integrated digital platforms distance educators use include but are not limited to Remix, Moodle, Office-365, Cantaisa, and TeamMS. In addition to these platforms, E-Bus educators recognize that not all of their learners have a variety of technology options on their personal or home computers; therefore, educators have had to make adaptations in their choice of soft-ware usage, and resort to employing Facebook and other social media platforms to ensure students can access their course material, receive feedback, and provide continuous support and communication. Moreover, it is also expected that distance educators make time, within their busy schedule, to train themselves on new digital programs being implemented, as older platforms are either no longer supported or become obsolete, and troubleshoot when technology problems arise, such as when viruses hit or because there is limited technology support at the district level or within the distance education school itself. Although Araz Bozkurt, a researcher for the Anadolu University’s Department of Distance Education, in Turkey, recognizes that distance education is “a constantly evolving and advancing field [whereby, the] benefits from online and offline technologies…provide the most effective working solutions for learners who are separated in time and space from facilitators…[and it’s]…a pragmatic approach to learning,” (Bozkurt, 2019, p. 497), he also identifies the challenges associated with this practice by recognizing in his statement that “[distance education is] multidimensional and multilayered ecology with overlapping and intersecting boundaries with living and nonliving entities [having] significant importance” (Bozkurt, 2019, p. 497). Bozkurt’s statement identifies, in my opinion, how important technology is within the huge realm of distance education, and how its constant changes impact the teaching methods and skills of distance educators; and these challenges are not faced regularly by the classroom teacher or at least to the same extent.   

A second challenge that distance educators face is student headcount or course capacity.  Unlike the traditional classroom setting, where caps or limits are placed on the number of students per class, this is not the same for all distance educators. For example, at E-Bus Academy, it is not uncommon for a teacher, at the high school level, to have well over two hundred students. Furthermore, it should be noted that distance education courses at E-Bus Academy are self-paced, so not all students are working at the same pace.  Consequently, the distance educator ends up marking vast amounts of work, due to the accepted large headcount, while at the same time making adaptations or modifications for different learning styles and abilities, and providing the necessary communication, all the while potentially using various technology platforms dependant on what the student has available to them. The large student numbers, style of workload, and varying forms of communication are significantly different from the regular classroom setting. 

Creating connections with students is the third challenge distance educators deal with. While some distance educators may travel to meet some of their students, thus putting a face to a name for both parties involved, or communicate through visual remote technology, email, text, tweet and speak on the phone, these methods of connectivity are not the same as having the daily face-to-face contact, that exists in the traditional setting, which can bring challenges to the distance student-teacher dynamic. For example, in the distance education setting, students and teachers will not get to see the growing personalities and talents of each other. This may lead students to feel that their teacher may not be approachable when in fact they truly are. Distance teachers also miss out on witnessing other areas where their students excel or where their interests lie. A further challenge related to connections in digital education is the fact that educators constantly have to design course material where students have to prove their learning throughout various stages, whereas in the regular or traditional classroom setting it can be observed by the teacher. 

NOW WHAT:

The methodology of distance education and discussions around it, resonated with me on a personal level for two reasons. First, as I work in a district that supports its own distance education school, and second, as I had the opportunity to witness my child complete a distance education course at EBUS Academy.  

Nechako Lakes School District supports the distance education school, EBUS Academy, which has enabled thousands of students across the province, to have access to completing courses that may otherwise, not be offered at their regular school. Although there is the main campus where educators work out of, there are smaller stations around our district that enable EBUS employees to work close to their hometown, thus limiting their travel. This aspect is important for educators as we live in a largely rural district with inclement winter weather. This setup also enables staff, with mobility issues, to have limited driving distances to work. However, in spite of these perks, I also recognize that these distance educators are responsible for educating hundreds of students throughout a semester or year, which is far different from myself who works within the traditional classroom setting. 

As a parent, I was a little nervous about the concept of my child learning in this manner. I was not sure how self-motivated my child would be in completing the course, or what the protocol was if there were learning struggles. Suffice to say, I was really impressed with the entire process. The communication between the educator and my child was prompt and encouraging, the information given to him was clear and concise, and the educator was easy to access should my child need to make contact.  Furthermore, my child’s teacher made accommodations and suggestions that were helpful with regards to our computer’s limited programs. The flexibility of distance education enabled my child to complete an extra course outside of the regular school timetable, which ultimately, opened up more options or choices in the following school year. Lastly, the fact that the distance education course was self-paced enabled my son to complete his regular coursework and still be involved in extracurricular activities that involved travel.  As a both a parent and educator, I am grateful for the distance education options that are available to students, as they provide learning advantages for students with busy schedules, which in turn, keeps doors open for other learning opportunities, and it enables learners to work on developing a variety of independent skills which can be implemented throughout life.

 By: Deirdre Houghton

Photo by-Ruben-Rodriguez-IXTvnOOSTyU-unsplash-scaled.jpg

References

Bagriacik Yilmas, A. (2019). Distance and Face-To-Face Students’ Perceptions Towards Distance Education: A Comparative Metaphorical Study. Turkish Online Journal of Distance Education, 191-207. https://doi.org/10.17718/tojde.522705

Bozkurt, A. (2019). Intellectual roots of distance education: a progressive knowledge domain analysis. Distance Education, 40(4), 497-514. https://doi.org/10.1080/01587919.2019.1681894

Shé Ní, C., Farrell, O., Brunton, J., Costello, E., Donlon, E., Trevaskis, S., & Eccles, S. (2019). Teaching online is different: Critical perspectives from the literature. Retrieved from Dublin City University website: https://openteach.ie/wp-content/uploads/2019/11/Teaching-online-is-different.pdf

 

Posted on

MODULE #2 EDCI – 569: The WHAT, So WHAT and Now WHAT of Digital Technology in the Realm of Education (Particularly OER’s)

Photo by Hennie Stander on Unsplash

WHAT?  

Open Education Practices (OEPs) have provided new opportunities to researchers, teachers and learners, through the increase of access. Stanford University Professor and a co-founder of Coursera, Daphne Koller stated that “…there are new opportunities that online learning opens up that would never have been possible without [digital] technology” (Brainy Quote).True. Digital technology has transformed education and learning experiences for researchers, educators and learners. Open Educational Resources (OERs), Open Digital Textbooks (ODTs) and Massive Open Online Courses (MOOCs), as discussed in both Reflection on the Impact of the Open Education Movement, by Grainne Conole and Mark Brown, and EDCI – 569 course discussions, enable many possibilities including, but not limited to, economies of scale, increased access to knowledge and information, flexibility in learning, cheaper access to information than traditional printed textbooks, updated curriculum, further development of technology skills, opportunities to improve teaching practices, differentiated learning strategies, collaboration on a wider scale, sharing, increased scholarship for both individuals and institutions, and increasing research opportunities. In spite of the positive characteristics, and opportunities associated with OERs, ODTs and MOOCs, they are not without their challenges.  

I am a firm believer and supporter that everyone has the right to an education and should have free access to knowledge, at all levels of education, including K-12 and post-secondary.  The United Nations’ Universal Declaration of Human Rights, article 26, section 1, states that “Everyone has the right to education….Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.”  This declaration outlines not only the right to education, but its accessibility. Many post-secondary schools, Massachusetts Institute of Technology Open Courseware for example, and public schools offer a range of courses available online or in distributed format. Furthermore, there is also the development of online repositories housing e-textbooks, thus reducing the need to purchase costly textbooks. Thus, one would think, with all the technology available today, and the opportunities it has provided in the world of education, accessing knowledge and information would be relatively easy and equitable. Unfortunately, that is not always the case. 

SO WHAT? 

On a local or personal level, I currently work in a district that hosts an online school which provides education options for thousands of cross-enrolled students throughout BC, in addition to students in our own district (this is not to be confused with true open education). While I support the openness and flexibility that this online school and others provide, I do question the concepts of accessibility and equity, in general for all realms of education that classify themselves as truly, open. For example, students that live in very remote regions or live in families that may not be able to support or afford internet access at home, or even own a computer, gaining open educational resources, open access and e-textbooks are very difficult, if not impossible, to access. Consequently, there will be the reliance upon the traditional school setting and textbooks, and in some cases, remote learning may involve physically mailing in school work and waiting for replies, as internet connection is poor to non-existent. Further situations where access to online information for educational purposes is limited, if not impossible to access, are in countries where governments have strict control over online content, or countries meeting the classification as developing countries. Again, although I see the benefits of open educational resources, access, sharing and learning, I recognize there is a dichotomy with this style of learning because not everyone has the same opportunity or equity of access, thus reducing the ease of accessing information and knowledge.  

A second area I question, regarding OERs, is the management or curreation of resources. In order for free online courses, resources and e-textbooks to maintain their accessibility, it is necessary for someone to maintain the site(s) on which they are located. I was surprised to find out that BC is one province that hosts a repository for OERs (BC OpenEd). Again, although I support this method of access to educational information, as it supports the argument that everyone has a right to education, my quandary is, how long will the site be maintained, and is it currently aligned with new curricular changes?  

NOW WHAT?

With all the new technology out there, how do we ensure that education is easily accessible? How do we make sure that everyone can get, or have access to the internet to access valuable resources? These are questions that will need to be addressed in order to ensure that open resources are indeed open. 

By: Deirdre Houghton

 

Posted on

EDCI-569: Module #1 – Mapping Research Trends from 35 Years of Publications in Distance Education

 

 

 

 

 

 

                            Photo by Tim Mossholder

My following blog consists of an annotation on Mapping Research Trends from 35 Years of Public Education in Distance Education, including a brief explanation of the themes discussed in the article, followed by my critical reflection, based on the What? So What? & Now What? framework.

 

Introduction:

Zawacki-Richter’s and Naidu’s article provided insight into the evolving themes highlighted within the journal, Distance Education, over the time-frame of thirty-five years. The authors use of the Leximancer, a “text-mining tool…used to identify and describe themes in distance education” (p. 245, 2016) over the period 1980 to 2014,  provided insight into specific themes commonly researched, throughout the given time frame. Common topics included “professionalization and institutional consolidation, instructional design and educational technology, quality assurance, student support, collaborative learning and interaction, virtual learning, and the integration of MOOCs (Massive Online Open Courses) and OERs (Open Education Resources)” (p. 245, 2016). 

Theme #1: Professionalism & Institutional Consolidation 

The first theme, professionalism and institutional consolidation between 1980-1984, identified in the article, involved researchers focusing on the establishment of a common language and scholarship within distance education itself. The article suggested that, although many distance education institutions had already been developed by this time, researchers in the early 1980’s identified this period as a “time of reflection” (p. 251) whereby, distance education institutions and educators alike, focussed on establishing recognition of being both scholarly and professional.  

Theme #2:  Instructional Design & Education Technology

Instructional design, and educational technology, was the second evolving theme, common among distance education researchers and writers during 1985-1989. The focus, at this time, was on the significance of course design, concerning its impact on scholarly content and course delivery within the realm of distance education, in addition to the opportunity and supportive elements technology provided to learners. Zawacki-Richter and Naidu indicated that the use of technology became recognized as a method to bridge the distance between learners, educators and institutions alike.  

Theme #3:  Assurance

Quality assurance in distance education developed, between 1990 -1994, as the third theme, common among researchers. During this period, two main focal points within distance education were commonly discussed. The first, included the provision and/or improvement upon quality education, while the second, involved different ways to present information and provide improved access to learners. Zawacki-Richter and Naidu noted that this was a period of time where researchers recognized the significance of utilizing technological developments, including “remote audio and video conferencing systems” (p. 253) to assist in learning, and to provide enhancements to the traditional “paper based study materials” (p. 254). 

Theme #4: Student Support & Online Learning  

Between 1995-1999, the fourth theme focused on student support and online learning. During the late 90’s, the goal within distance education, was to provide improved support for distance education learners. During this time, students’ learning, support, instructional design, and learning materials became increasingly interconnected, resulting from the growth and implementation of education technology. The use of the internet and new communication technologies provided and supported more access to information to the growing population of distance learners, regardless of their geographical location. Additionally, educational technology tools, provided growing opportunities to share resources and facilitate collaboration processes among learners, educators and institutions alike. 

Theme #5: Virtual Learning in Distance Education

The fifth theme, commonly discussed between 200-2004, was virtual learning.  The aforementioned article, indicated that the growth of information technology, clearly challenged the traditional education setting.  New technology enabled both educators and learners to teach and learn, respectively, from virtually anywhere in the world. The possibilities that technology afforded distance learning were immense. However, it also brought forth new and unforeseen challenges, including, but not limited to, privacy issues, participation difficulties and ethics. These new domains would certainly be explored, henceforth. 

Theme #6: Collaborative Learning & Online Interaction

Research in distance education, during 2000-2009 focused more heavily on collaboration and the growth of online interaction. Online education provided learners the opportunity to engage in courses that adopted a variety of technology tools, teaching methodologies and learning processes. Studies focused on both asynchronous and synchronous learning styles, and the effects of collaboration on the learning process.  The rise of new technologies and teaching methods in distance education afford both growing opportunities and support to institutions, educators, and learners. 

Theme #7:  Interactive Learning, MOOCs and OERs 

Research from 2010-2014 focused on the technology that facilitated in providing accessibility and thus equity, thereby enabling interaction between both educators and students, from basically anywhere in the world. Furthermore, this new technology led to the growth of MOOCs and OERs, which in turn, led to further development of new courses, educational flexibility, growing knowledge and connectivity on behalf of the instructors and learners. 

Article Critical Reflection: Following the What? So What? Now What? Framework

Photo by Nikita Kachanovsky

What?   

The Zawacki-Richter and Naidu article provided me, the learner, with an understanding of specific, distance education trends that were commonly researched between 1980-2014.  The chronological format and use of diagrams provided detailed information outlining the growth, developments and changes technology tools advanced in the world of distance education.  Prior to reading this article, I never really considered the profound changes and intricacies that were involved in both the development and exponential growth of distance education, and in turn the outcomes and new challenges that evolved with this new style of learning, yet I have seen the value in the opportunities of distance education, both for myself, as a current distance education student, and the students within our school or district.

The district I currently work for, operates a distance learning school, separate from the traditional brick and mortar traditional settings. E-Bus, as it is called, enrolls thousands of students across B.C., including full time students and cross-enrolled students. This distance education school, enables students to take courses that may not fit into their regular time table schedule, take courses not offered in their school,  and/or take extra courses based enabling them to work ahead. Regardless of the reason as to why students enroll, it is important to recognize the options and opportunities that distance education can provide.

So What? 

The advancements of distance education is important to consider, as it impacts various elements, including, but not limited to educational opportunities, growth of scholarship, institutional course loads and availability, need for more educators, economics to fund more courses and pay more educators, flexibility in the areas of teaching and learning, increased access to learning and teaching opportunities, thus increasing education equity, to those involved.

From a personal and professional perspective, having the opportunity to complete my masters degree following a distance learning format enables me to further my education, while staying in my home community where I can be with my family and maintain working at my career as a teacher. Without this opportunity, it would be difficult, if not impossible for me, at this time, to complete this professional, educational adventure. Therefore, I am grateful to follow an online, distance education configuration. Furthermore, my distance education experience is providing me with the opportunity to meet, listen to, learn from and collaborate with peers and educators from around the province, country or world, which in turn provides a wealth of knowledge and experience, from which to learn. 

Now What? 

Personally, I would recommend taking an online, or distance education course/program, to anyone considering it, if the opportunity is available and it suits their needs. The flexibility and opportunities provided are positive characteristics to consider, especially if you live in remote areas, are not able to simply uproot and move closer to a post-secondary institution, and/or  have a career commitment. 

Professionally, distance education courses are providing me with the opportunity to improve upon my teaching, reflecting, and communication skills, which will positively affect my students learning experiences. As a Career Teacher and Career Coordinator, I would not hesitate to discuss my distance education experience with my students, as it demonstrates, that learning is a life-long process. Furthermore, discussing distance education options, may provide students with other learning possibilities as they move on to post-secondary learning environments, or work and study part time. 

Thus far, I have found the opportunities provided by online distance education, to be a positive, growing experience.  It is forcing me to become a “speaker” in the group, rather than a bystander. I am enjoying this new process, and again, grateful for it!

Photo by Matthew Sleeper

Written By: Deirdre Houghton