I am not entirely sure what the future holds for me. I want to incorporate blogs, podcasting, and vdeo editing into my courses this year but I don't have a lot of time to do it. My tech courses are required to be a minimum of 26 hours and that is not a lot of time. I have considered doing it as an extra-curricular activity but I am already doing Lego robotics and I don't know how I am going to get any time to pursue other afterschool events? A case of wanting to do a lot more but not enough time to do it.
I have been thinking a lot about where I am going with the distance education program. I had two reasons for doing the Master of Distance Education (MDDE) program. The first was that the program would lead to a significant increase in my salary. The second was my interest in distance learning. Now I am wondering what I will do once I finish the program. I like teaching but I don't think I can do it at a high school level for the next 22 years until I can retire. Distance learning is an exciting field and not much research has been devoted to the practice at the high school level. I think there are opportunities here but I have no idea how I am going to crack into the field.
Saturday, August 12, 2006
MDDE 603: A Theory of Practice (Bibliography)
I finished the MDDE 603 course towards the end of July 2006 and I thought I would post the bibliography for the assignment. I did well on the paper but I am hesitant to publish it here. I have some concerns about plagiarism and being given credit for the work I create.
Title: A Theory of Practice: A Constantly Evolving Process
References
Anderson, T. (October 2003). Getting the mix right: An updated and theoretical rationale for interaction. International Review of Research in Open and Distance Learning, 4(2). Retrieved July 14, 2006 from http://www.irrodl.org/index.php/irrodl/article/view/149/230.
Bird, Jenny, & Morgan, Chris. (2003, April). Adults contemplating university study at a distance: Issues, themes and concerns. International Review of Research in Open and Distance Learning, 4(1). Retrieved July 21, 2005, from http://www.irrodl.org/index.php/irrodl/article/view/130/210.
Cooper, P.A. (1993). Paradigm shifts in designed instruction: From behaviorism to cognitivism to constructivism. Educational Technology, May, 12-19.
Driscoll, Mary P. (2005). Psychology of Learning for Instruction. Boston, Pearson
Education, Inc.
Huitt, W. (2003). Constructivism. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved July 20, 2006, from http://chiron.valdosta.edu/whuitt/col/cogsys/construct.html
Kanuka, Heather & Anderson, Terry. (1998). Online social interchange, discord, and knowledge construction. Journal of Distance Education, 13(1). Retrieved June 16, 2006 from http://cade.athabascau.ca/vol13.1/kanuka.html
Kanuka, Heather & Anderson, Terry. (1999). Using constructivism in technology-mediated learning: Constructing order out of the chaos in the literature. Radical Pedagogy, 1(2).
Ludwig-Hardman, S. & Dunlap, J.C. (April 2003). Learner support services for online students: scaffolding for success. International Review of Research in Open and Distance Learning, 4(1). Retrieved July 21, 2006 from http://www.irrodl.org/index.php/irrodl/article/view/131/211.
MacDonald, Colla J. and Thompson, Terrie Lynn. (July 2005). Structure, content, delivery, service, and outcomes: Quality e-learning in higher education. International Review of Research in Open and Distance Learning, 6(2). Retrieved June 14, 2006 from http://www.irrodl.org/index.php/irrodl/article/view/237/321.
Savory, J.R., & Duff, T.M. (2001). Problem based learning: An instructional model and its constructivist framework. CRLT Technical report No. 16-01. Indiana University: Center for Research on Learning and Technology.
Spitzer, Dean R. (1996, May/June). Motivation: The neglected factor in instructional design. Educational Technology, 45-49.
Tam, Maureen. (2000). Constructivism, instructional design, and technology: implications for transforming distance learning. Educational Technology & Society, 3(2). Retrieved May 15, 2005, from http://ifets.ieee.org/periodical/vol_2_2000/tam.html.
Wilson, B. G., Ludwig-Hardman, S., Thornam C. L., & Dunlap, J. C. (November 2004). Bounded community: Designing and facilitating learning communities in formal courses. International Review of Research in Open and Distance Learning, 5(3). Retrieved June 14, 2006 from http://www.irrodl.org/index.php/irrodl/article/view/204/286.
Title: A Theory of Practice: A Constantly Evolving Process
References
Anderson, T. (October 2003). Getting the mix right: An updated and theoretical rationale for interaction. International Review of Research in Open and Distance Learning, 4(2). Retrieved July 14, 2006 from http://www.irrodl.org/index.php/irrodl/article/view/149/230.
Bird, Jenny, & Morgan, Chris. (2003, April). Adults contemplating university study at a distance: Issues, themes and concerns. International Review of Research in Open and Distance Learning, 4(1). Retrieved July 21, 2005, from http://www.irrodl.org/index.php/irrodl/article/view/130/210.
Cooper, P.A. (1993). Paradigm shifts in designed instruction: From behaviorism to cognitivism to constructivism. Educational Technology, May, 12-19.
Driscoll, Mary P. (2005). Psychology of Learning for Instruction. Boston, Pearson
Education, Inc.
Huitt, W. (2003). Constructivism. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved July 20, 2006, from http://chiron.valdosta.edu/whuitt/col/cogsys/construct.html
Kanuka, Heather & Anderson, Terry. (1998). Online social interchange, discord, and knowledge construction. Journal of Distance Education, 13(1). Retrieved June 16, 2006 from http://cade.athabascau.ca/vol13.1/kanuka.html
Kanuka, Heather & Anderson, Terry. (1999). Using constructivism in technology-mediated learning: Constructing order out of the chaos in the literature. Radical Pedagogy, 1(2).
Ludwig-Hardman, S. & Dunlap, J.C. (April 2003). Learner support services for online students: scaffolding for success. International Review of Research in Open and Distance Learning, 4(1). Retrieved July 21, 2006 from http://www.irrodl.org/index.php/irrodl/article/view/131/211.
MacDonald, Colla J. and Thompson, Terrie Lynn. (July 2005). Structure, content, delivery, service, and outcomes: Quality e-learning in higher education. International Review of Research in Open and Distance Learning, 6(2). Retrieved June 14, 2006 from http://www.irrodl.org/index.php/irrodl/article/view/237/321.
Savory, J.R., & Duff, T.M. (2001). Problem based learning: An instructional model and its constructivist framework. CRLT Technical report No. 16-01. Indiana University: Center for Research on Learning and Technology.
Spitzer, Dean R. (1996, May/June). Motivation: The neglected factor in instructional design. Educational Technology, 45-49.
Tam, Maureen. (2000). Constructivism, instructional design, and technology: implications for transforming distance learning. Educational Technology & Society, 3(2). Retrieved May 15, 2005, from http://ifets.ieee.org/periodical/vol_2_2000/tam.html.
Wilson, B. G., Ludwig-Hardman, S., Thornam C. L., & Dunlap, J. C. (November 2004). Bounded community: Designing and facilitating learning communities in formal courses. International Review of Research in Open and Distance Learning, 5(3). Retrieved June 14, 2006 from http://www.irrodl.org/index.php/irrodl/article/view/204/286.
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