The following courses have helped me to acquire the education I need to effectively manage essential technology-related aspects of the distance education program development, including setting up appropriate technology configurations, selecting tools, media integration, course design, and development. I have included a course description, a personal reflection of each course and written samples.
OMDE 601 Foundations of Distance Education (3) (Developed by Ulrich Bernath of Germany and Eugene Rubin of the United States, in collaboration with Borje Holmberg of Sweden and Otto Peters of Germany.) An overview of the knowledge, skills and attitudes that are required by a competent practitioner of distance education. Critical concepts and issues identified in the distance education literature are explored and the history and theories of the field are critically examined.
This course was my first Distance Education (DE) class. Prior to enrolling in the MDE program, I had been an online educator for 3 years. At that point in my knowledge, I thought the Distance Education and Online Education were synonymous. To my surprise, distance education encompasses a much broader aspect of education. OMDE provided me with the knowledge, skills and technological aptitude required to be successful in my role as online educator in the field of distance education.
OMDE 603 Technology in Distance Education (3) A review of the history and terminology of the technology used in distance education. The basic technology building blocks of hardware, networks and software are identified. Analysis covers the characteristics of asynchronous and synchronous technologies and tools used in the teaching and learning, as well as the administration of distance education. The relationship between technology and the goals of the educational/training organization are critically examined. The relationship between information technology (especially online technology) and distance education is explored. Topics include the criteria and guidelines for selecting technologies for distance education and future directions of technology in distance education.
In this course, I was able to understand the purpose of synchronous and asynchronous technologies as well as identify the technical view and pedagogical view of both. As an educator, I was able to create a comparative analysis of two technologies that I use in my current work setting. These include an asynchronous technology Moodle, as well as a synchronous technology, Adobe Connect.
OMDE 606 Costs and Economics of Distance Education (3) (Developed by Thomas Huelsmann of Germany.) A study of the economics of distance education in the larger context of the economics of education. Various methodological approaches (including cost/benefit and cost/effectiveness analysis) are applied to the distance education context. Costing techniques and economic models are explored and applied to different institutional forms and levels of distance education.
This course seemed challenging to me in the beginning due to my lack of knowledge with calculations in excel. As the course progressed, I improved my skills with excel spreadsheets and calculating costs as well as the various methodological approaches (including cost/benefit and cost/effectiveness analysis) and how they are applied to the distance education context. Through various excel exercises that Dr. Heulsmann created as well as Wimba sessions; I became proficient by the end of the semester. I felt that this course provided me with the knowledge to explore economic models as well as costing techniques. This course helped me understand the financial decision making.
OMDE 608 Learner Support in Distance Education and Training (3) An introduction to the theories and concepts of support for learners in distance education and training. The various types of learner support—including tutoring and teaching; advising and counseling; and library, registrarial and other administrative services—are examined. Discussion addresses management issues such as planning, organizational models, staffing and staff development, designing services to meet learner needs, serving special groups and evaluation and applied research. Assignments include designing a learner support model for a particular context (e.g., public or private educational institution or corporate or military training).
This course provided information pertaining to the importance of student support services as part of a successful distance education program. This course has provided me with valuable information on how to support the online students in my courses. In my courses as an online educator, I feel it is important to include information about all the support services that my my students need. As the Learning management coordinator of Pennsylvania Leadership Charter School, I was able to direct the front page redesign committee to include the support services on the main page that could be easily accessed by all students.
University of Maryland, University College provides various support to the student population. These support services include: WebTycho orientation, a WebTycho user guide, library resources such as ask a Librarian, Webtycho technical support 24/7, and UMUC 360 support offered around the clock and around the world.
OMDE 610 Teaching and Learning in Online Distance Education (3)An exploration of the online teaching and learning dynamic, including its theoretical foundation and best practices. The themes that shape the online teaching/learning relationship are addressed through individual and collaborative projects. Topics include philosophical frameworks; instructional, social and cognitive presence; interaction, collaboration and participation; community and engagement; and administration and management.
Structure, dialogue, collaboration are three salient points that I obtained from this course. In addition, this course helped me realize the importance scaffolding and feedback contribute to the success of an online student. I was able to implement the theories I learned in this course to create a stronger community presence within my art course. Forum discussions enabled me to help my student's master higher order thinking skills as well as collaborate in meaningful discussions. Currently, I am restructuring the Moodle, Learning Management System Training course to incorporate the constructivist approach to increase participation by meeting the needs of various learner types, creating a learner-centered environment, and differentiating instruction through skill level groups.
DETC 620 Training and Learning with Multimedia (3) Developed by Joachim Hasebrook of Germany.) An examination of the use of digital media in a variety of educational settings to identify properties, strengths and weaknesses of multimedia in different learning contexts. Basic psychological processes of perception, understanding and learning are introduced. Focus is on multimedia and instructional design for online learning systems, such as Web-based training. Hands-on experience with several multimedia and online learning and information systems is provided. Topics also include groupware and collaborative learning technologies, intelligent systems, instructional simulations and virtual reality systems.
This course taught me how to analyze multimedia applications for use in the courses I currently teach. Multimedia applications have a great importance to classroom learning due to meeting the needs of various learner types. Incorporation of multimedia when designing a course helps learners to facilitate meaningful personal learning skills. In addition, I learned how to use the SECTIONS model to describe the criteria that a distance education institution should use for picking an educational technology.
DETC 630 Synchronous and Asynchronous Learning Systems in Distance Education (3) An examination of synchronous (real-time) and asynchronous (non-real-time) tools and technologies used in online education. Topics include synchronous functions such as text chat and audio/video conferencing and asynchronous functions such as e-mail, threaded Web discussions, blogs and wikis. Each communication model is examined critically in both a research and applied context. Review also covers how synchronous and asynchronous modes of communication are incorporated in learning management systems.
This course took my knowledge of synchronous and asynchronous courses to a new level. The courses I create at PA Leadership Charter school are all asynchronous in the Learning Management system, Moodle. The asynchronous aspects of my courses include email, forum discussions, and activity type assignments. These courses incorporate a weekly synchronous component through Adobe Connect. This course allowed me to explore asynchronous and synchronous courses outside of my typical daily use of this functions. It was interesting to discover the future of Personal learning environments.
DETT 607 Instructional Design and Course Development in Distance Education (3) An examination of the instructional design process, its history and place in today’s course development efforts, and the use of instructional design components in practice. Emphasis is on the nature of learning and the requirements for effective instruction. The theoretical underpinnings of learning are explored and applied to the design of a prototype classroom. Management issues surrounding course and curriculum development efforts are discussed and a comprehensive curriculum management plan is developed.
This course presented me with the tools to apply instructional design to an online course that I developed. In this course, I created a prototype course on Moodle training. This course coincided with the crash of PA Leadership Charter School's existing learning management system. PALCS was forced to implement Moodle in two days. At this time, I took great interest in learning everything there was to know about Moodle. I also had a desire to help other teachers at the school. I was able to create the basics of Instructional design when creating an online Beginner, Intermediate and Advanced Moodle courses for Chester County Intermediate Unit. Now, as learning content management systems coordinator, I am able to apply the same criteria to the Moodle training courses for new and existing teachers.
DEPM 604 Leadership in Distance Education (3) An introduction to the organization, management and administration of distance education systems. Topics include management theory, organizational behavior, leadership roles, human resource management, employee relations, the impact of information technology, faculty/staff development, interinstitutional collaboration, planning, policy and change. Both education and training environments, as well as the knowledge and skills necessary to function effectively in either type of organizational setting, are explored.
Leadership in Distance Education was probably the most valuable course to me. As the Coordinator of the High School Electives department, I needed to have excellent leadership skills in order to lead the teachers in my department. The most important skill I learned was how to motivate employees. All employees are motivated differently. It is important to look at the whole individual and not treat everyone the same.
DEPM 625 Distance Education, Globalization and Development (3) A study of distance education from an international perspective, highlighting developing countries. Processes are explored through concrete case studies in the areas of higher education and internationalization; teacher education, school networks and mobile learning; alternative routes to schooling; nonformal education, community radio, telecenters and radio browsing; and vocational education and training. Topics also include national and international policies on distance education, including the role of the state; international organizations (such as the World Bank or UNESCO) and their policies (e.g., the Millennium Development Goals); telecommunication infrastructure; transnational corporations and the commercialization of education; and the World Trade Organization (WTO) and the General Agreement on Trade in Services.
I enjoyed this course because I became in tune with the core values of development. The three core values of development include: the ability to meet basic needs to stay alive, self esteem, and freedom from servitude and choice. This course helped me become aware of how distance education helps underdeveloped countries meet these needs. Poor and underdeveloped countries seek access to education. Inexpensive and informal education provided by distance education affords developing countries the opportunity to receive the education they deserve. This course helped me to realize that distance education is important because the education will improve upon lives in developing countries.
IMAT 639 Internet Multimedia Applications (3) A study of multimedia presentations as essential, strategic components of an organization’s competitive Web presence. Established principles of software development, aesthetics of typography and layout, benchmarking and usability engineering are used to analyze Web sites and write successful site development plans. Emphasis is on basic Web page design techniques. Topics include standards for representing common media formats, compression algorithms, file format translation tools, hardware requirements and standards, system constraints, Java, CGI scripts and virtual reality. Assignments require building a portfolio of rich media content.
This course helped me identify, critique, and evaluate websites using artistic and scientific criteria which is beneficial to me as the chair of the online lesson design committee. This class helped me lead the committee to create a set of guidelines for online teachers to implement into their courses. In addition, I developed a business plan for a website that I want to expand upon in the future to start an Online Arts center. I learned how to use the CS4 creative suite to develop and a well designed website which incorporated various multimedia formats.
OMDE 670 Portfolio and Project in Distance Education (3) A capstone study of distance education and training designed to demonstrate cumulative knowledge and skills through two major projects: an electronic portfolio and a case study. The personal e-portfolio documents credentials and accomplishments to date and also serves as an ongoing resource and record of continuing professional development. The case study, which focuses on a distance education/training program or organization, involves in-depth analysis of the setting and application of concepts and strategies to enhance practice and performance in distance education and training.
OMDE 601 Foundations of Distance Education (3) (Developed by Ulrich Bernath of Germany and Eugene Rubin of the United States, in collaboration with Borje Holmberg of Sweden and Otto Peters of Germany.) An overview of the knowledge, skills and attitudes that are required by a competent practitioner of distance education. Critical concepts and issues identified in the distance education literature are explored and the history and theories of the field are critically examined.
This course was my first Distance Education (DE) class. Prior to enrolling in the MDE program, I had been an online educator for 3 years. At that point in my knowledge, I thought the Distance Education and Online Education were synonymous. To my surprise, distance education encompasses a much broader aspect of education. OMDE provided me with the knowledge, skills and technological aptitude required to be successful in my role as online educator in the field of distance education.
OMDE 603 Technology in Distance Education (3) A review of the history and terminology of the technology used in distance education. The basic technology building blocks of hardware, networks and software are identified. Analysis covers the characteristics of asynchronous and synchronous technologies and tools used in the teaching and learning, as well as the administration of distance education. The relationship between technology and the goals of the educational/training organization are critically examined. The relationship between information technology (especially online technology) and distance education is explored. Topics include the criteria and guidelines for selecting technologies for distance education and future directions of technology in distance education.
In this course, I was able to understand the purpose of synchronous and asynchronous technologies as well as identify the technical view and pedagogical view of both. As an educator, I was able to create a comparative analysis of two technologies that I use in my current work setting. These include an asynchronous technology Moodle, as well as a synchronous technology, Adobe Connect.
OMDE 606 Costs and Economics of Distance Education (3) (Developed by Thomas Huelsmann of Germany.) A study of the economics of distance education in the larger context of the economics of education. Various methodological approaches (including cost/benefit and cost/effectiveness analysis) are applied to the distance education context. Costing techniques and economic models are explored and applied to different institutional forms and levels of distance education.
This course seemed challenging to me in the beginning due to my lack of knowledge with calculations in excel. As the course progressed, I improved my skills with excel spreadsheets and calculating costs as well as the various methodological approaches (including cost/benefit and cost/effectiveness analysis) and how they are applied to the distance education context. Through various excel exercises that Dr. Heulsmann created as well as Wimba sessions; I became proficient by the end of the semester. I felt that this course provided me with the knowledge to explore economic models as well as costing techniques. This course helped me understand the financial decision making.
- Interpolation and Extrapolation
- Variable and fixed Costs Spreadsheet
- Variable and Fixed Costs
- Group Project
- Group Project Spreadsheet
OMDE 608 Learner Support in Distance Education and Training (3) An introduction to the theories and concepts of support for learners in distance education and training. The various types of learner support—including tutoring and teaching; advising and counseling; and library, registrarial and other administrative services—are examined. Discussion addresses management issues such as planning, organizational models, staffing and staff development, designing services to meet learner needs, serving special groups and evaluation and applied research. Assignments include designing a learner support model for a particular context (e.g., public or private educational institution or corporate or military training).
This course provided information pertaining to the importance of student support services as part of a successful distance education program. This course has provided me with valuable information on how to support the online students in my courses. In my courses as an online educator, I feel it is important to include information about all the support services that my my students need. As the Learning management coordinator of Pennsylvania Leadership Charter School, I was able to direct the front page redesign committee to include the support services on the main page that could be easily accessed by all students.
University of Maryland, University College provides various support to the student population. These support services include: WebTycho orientation, a WebTycho user guide, library resources such as ask a Librarian, Webtycho technical support 24/7, and UMUC 360 support offered around the clock and around the world.
- Annotated Bibliography
- Group Case Study: Distance education delivery to U.S. active duty military personnel by UMUC: Student Support System
OMDE 610 Teaching and Learning in Online Distance Education (3)An exploration of the online teaching and learning dynamic, including its theoretical foundation and best practices. The themes that shape the online teaching/learning relationship are addressed through individual and collaborative projects. Topics include philosophical frameworks; instructional, social and cognitive presence; interaction, collaboration and participation; community and engagement; and administration and management.
Structure, dialogue, collaboration are three salient points that I obtained from this course. In addition, this course helped me realize the importance scaffolding and feedback contribute to the success of an online student. I was able to implement the theories I learned in this course to create a stronger community presence within my art course. Forum discussions enabled me to help my student's master higher order thinking skills as well as collaborate in meaningful discussions. Currently, I am restructuring the Moodle, Learning Management System Training course to incorporate the constructivist approach to increase participation by meeting the needs of various learner types, creating a learner-centered environment, and differentiating instruction through skill level groups.
- Micheal Moore's theory of Transactional Distance as it relates to online student success
- Constructivist Instructional Techniques to Increase Student Participation
- Reflection of an Online Student
DETC 620 Training and Learning with Multimedia (3) Developed by Joachim Hasebrook of Germany.) An examination of the use of digital media in a variety of educational settings to identify properties, strengths and weaknesses of multimedia in different learning contexts. Basic psychological processes of perception, understanding and learning are introduced. Focus is on multimedia and instructional design for online learning systems, such as Web-based training. Hands-on experience with several multimedia and online learning and information systems is provided. Topics also include groupware and collaborative learning technologies, intelligent systems, instructional simulations and virtual reality systems.
This course taught me how to analyze multimedia applications for use in the courses I currently teach. Multimedia applications have a great importance to classroom learning due to meeting the needs of various learner types. Incorporation of multimedia when designing a course helps learners to facilitate meaningful personal learning skills. In addition, I learned how to use the SECTIONS model to describe the criteria that a distance education institution should use for picking an educational technology.
- Constructivist Model for Multimedia Learning
- Multimedia Finalists
- Creating a Multimedia Online Arts Course
DETC 630 Synchronous and Asynchronous Learning Systems in Distance Education (3) An examination of synchronous (real-time) and asynchronous (non-real-time) tools and technologies used in online education. Topics include synchronous functions such as text chat and audio/video conferencing and asynchronous functions such as e-mail, threaded Web discussions, blogs and wikis. Each communication model is examined critically in both a research and applied context. Review also covers how synchronous and asynchronous modes of communication are incorporated in learning management systems.
This course took my knowledge of synchronous and asynchronous courses to a new level. The courses I create at PA Leadership Charter school are all asynchronous in the Learning Management system, Moodle. The asynchronous aspects of my courses include email, forum discussions, and activity type assignments. These courses incorporate a weekly synchronous component through Adobe Connect. This course allowed me to explore asynchronous and synchronous courses outside of my typical daily use of this functions. It was interesting to discover the future of Personal learning environments.
- Suite of Asynchronous Functions applied to Arts Online
- A critical analysis of WebTycho and the implementation of a PLE
DETT 607 Instructional Design and Course Development in Distance Education (3) An examination of the instructional design process, its history and place in today’s course development efforts, and the use of instructional design components in practice. Emphasis is on the nature of learning and the requirements for effective instruction. The theoretical underpinnings of learning are explored and applied to the design of a prototype classroom. Management issues surrounding course and curriculum development efforts are discussed and a comprehensive curriculum management plan is developed.
This course presented me with the tools to apply instructional design to an online course that I developed. In this course, I created a prototype course on Moodle training. This course coincided with the crash of PA Leadership Charter School's existing learning management system. PALCS was forced to implement Moodle in two days. At this time, I took great interest in learning everything there was to know about Moodle. I also had a desire to help other teachers at the school. I was able to create the basics of Instructional design when creating an online Beginner, Intermediate and Advanced Moodle courses for Chester County Intermediate Unit. Now, as learning content management systems coordinator, I am able to apply the same criteria to the Moodle training courses for new and existing teachers.
DEPM 604 Leadership in Distance Education (3) An introduction to the organization, management and administration of distance education systems. Topics include management theory, organizational behavior, leadership roles, human resource management, employee relations, the impact of information technology, faculty/staff development, interinstitutional collaboration, planning, policy and change. Both education and training environments, as well as the knowledge and skills necessary to function effectively in either type of organizational setting, are explored.
Leadership in Distance Education was probably the most valuable course to me. As the Coordinator of the High School Electives department, I needed to have excellent leadership skills in order to lead the teachers in my department. The most important skill I learned was how to motivate employees. All employees are motivated differently. It is important to look at the whole individual and not treat everyone the same.
DEPM 625 Distance Education, Globalization and Development (3) A study of distance education from an international perspective, highlighting developing countries. Processes are explored through concrete case studies in the areas of higher education and internationalization; teacher education, school networks and mobile learning; alternative routes to schooling; nonformal education, community radio, telecenters and radio browsing; and vocational education and training. Topics also include national and international policies on distance education, including the role of the state; international organizations (such as the World Bank or UNESCO) and their policies (e.g., the Millennium Development Goals); telecommunication infrastructure; transnational corporations and the commercialization of education; and the World Trade Organization (WTO) and the General Agreement on Trade in Services.
I enjoyed this course because I became in tune with the core values of development. The three core values of development include: the ability to meet basic needs to stay alive, self esteem, and freedom from servitude and choice. This course helped me become aware of how distance education helps underdeveloped countries meet these needs. Poor and underdeveloped countries seek access to education. Inexpensive and informal education provided by distance education affords developing countries the opportunity to receive the education they deserve. This course helped me to realize that distance education is important because the education will improve upon lives in developing countries.
IMAT 639 Internet Multimedia Applications (3) A study of multimedia presentations as essential, strategic components of an organization’s competitive Web presence. Established principles of software development, aesthetics of typography and layout, benchmarking and usability engineering are used to analyze Web sites and write successful site development plans. Emphasis is on basic Web page design techniques. Topics include standards for representing common media formats, compression algorithms, file format translation tools, hardware requirements and standards, system constraints, Java, CGI scripts and virtual reality. Assignments require building a portfolio of rich media content.
This course helped me identify, critique, and evaluate websites using artistic and scientific criteria which is beneficial to me as the chair of the online lesson design committee. This class helped me lead the committee to create a set of guidelines for online teachers to implement into their courses. In addition, I developed a business plan for a website that I want to expand upon in the future to start an Online Arts center. I learned how to use the CS4 creative suite to develop and a well designed website which incorporated various multimedia formats.
OMDE 670 Portfolio and Project in Distance Education (3) A capstone study of distance education and training designed to demonstrate cumulative knowledge and skills through two major projects: an electronic portfolio and a case study. The personal e-portfolio documents credentials and accomplishments to date and also serves as an ongoing resource and record of continuing professional development. The case study, which focuses on a distance education/training program or organization, involves in-depth analysis of the setting and application of concepts and strategies to enhance practice and performance in distance education and training.