Artefact 4

MEd (DE) Competencies Addressed

Problem Solving, Analysis, & Decision Making

1.1 Recognize problems.

1.2 Define the aspects of problems.

1.3 Formulate questions.

1.4 Find and access information.

1.5 Critically evaluate the relevance of information for a given situation.

1.6 Compare alternatives using critical analysis.

1.7 Make reasoned arguments using critical reflection, leading to rational solutions.

1.8 Justify these solutions.

1.9 Present them to others.

1.10 Recognize the wider implications of specific knowledge.

1.11 Adapt solutions to suit varied situations.

Instructional Design & Development

2.1 Critically analyze and discuss the implications of personal perspectives and epistemological orientations for the teaching-learning process.

2.2 Appropriately apply systems theory and systems analysis techniques to instructional design situations in distance education.

2.3 Describe and appropriately apply a range of learning and motivational theories to instructional design situations in distance education.

2.5 Develop instructional products or learning objects in distance education.

2.7 Apply instructional design principles and models in distance education, in your workplace, or in other instructional contexts.

Communication & Interpersonal Skills

4.4 Support the learning of others when involved in teaching, mentoring, moderating, collaboration or demonstration activities.

Research

5.3 Access and critically evaluate sources and content for quality, applicability and relevance.

5.4 Critically review literature both broadly and in-depth.

5.5 Formulate questions and reasoned arguments, leading to rational conclusions.

5.6 Summarize and synthesize information with a view to pursuing deeper understanding.

5.7 Effectively communicate information, arguments, and analyses in the discipline of Distance Education, in a variety of forms, to suit different contexts and audiences.

Management, Organization and Leadership

6.1 Analyze the current and future climate of the distance education and distance learning industry, and formulate strategies to respond to that climate.

MDDE 621 - Online Teaching in Distance Education and Training

Artefact: Constructivism - The Ideal Approach for Adult Distance Learning

Summary

At SAIT, I often facilitate Instructional Skills Workshops (ISW) for new SAIT faculty. I think of ISW as a crash, 24-hour course where we take industry subject matter experts and begin their transformation into polytechnic instructors. One of the first things I explain during the opening plenary session is that the facilitators will be talking about instructional best practices while simultaneously demonstrating those very same practices - a play within a play, if you will.

This same analogy is why I decided to write about constructivism in adult distance learning for MDDE 621, and why I include this artefact here. MDDE exemplifies constructivism. Each of my classmates and I have been presented with the same information, readings, and activities, yet we are all emerging from the program with our own stories, viewpoints, knowledge, and determination of value (Mezirow, 1981) (4.4).

Similar to my ISW analogy, this artefact explores constructivism within a MDDE constructivist program. Further, the action of writing the paper itself was constructivism at work. A play within a play within a play, all conducted at a distance.

During MDDE 621, I was able to use and apply this analogy yet again.

Reflections

At the time of this artefact, I was also redesigning a course at SAIT - Distance Education Foundations (DEF).

DEF is a mandatory, online, introductory 3-week course for SAIT instructors who will be instructing at a distance. The audience for the course positions it as a perfect place for the principles of andragogy. The learners know why they need to learn the information, the learning happens experientially, the course is a ‘problem’ to be solved, and the learning and credential has immediate value to them (Knowles, 1984). In studying constructivist principles, I was able to reconfigure DEF to better adapt it to its intended audience (6.1).

I first noticed that the ratios of collaborative interaction were askew (1.1, 1.2, 1.3, 5.7). Meaningful learning happens at the nexus of exchanges between teachers and learners, learners and learners, and learners and course content (Garrison, 1989) (5.3, 5.4, 5.5). I rebalanced these components while keeping in mind constructivist principles as outlined by Knowles, Mezirow, Piaget, Thorndike, and others (1.4, 1.5, 1.6, 1.7, 2.1, 2.3, 2.5, 2.7). Of particular note, Vygotsky’s zones of proximal development (1978) influenced my work at this time. I strengthened DEF’s objective statements, mediated the collaboration of all learners regardless of their experience and abilities, and ensured the learning was scaffolded in each successive week of the course (1.8, 1.9, 1.11, 2.2). Assessment, too, became experiential and authentic.

Of course, there are other valid and useful learning theories and epistemologies. I recall reminding myself during the writing of this artefact that rote learning, task-based learning, action-reaction learning, and other behaviourist theories still have their place, especially in my skills-based polytechnic environment.

Conclusions

An emerging theme in my ePortfolio is the constant reminder of my good fortune at having navigated my way through MDDE while employed as first a post-secondary instructor, and then a faculty development facilitator. Both my work and my studies are almost exclusively constructivist experiences.

Because constructivism is at the core of andragogy, the themes I encountered in this artefact have exemplified a large number of MDDE competencies. I entered MDDE with an overarching view of increasing my knowledge about adult education and exploring constructivism certainly helped accomplish that.

Suffice to say, I am now a constructivist aficionado, at least in my present roll in faculty development. I am able to work with the principles daily, and look forward to my continued exploration of the many ways to put constructivism into practice via course design, instructional techniques, and the expectations I place upon my learners and myself (1.10, 5.6).

Works Cited

Garrison, D. R. (1989). Understanding distance education: A framework for the future. London: Routledge.

Knowles, M. S. (1984). Andragogy in action. San Francisco: Jossey-Bass.

Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education, 32, 3-24.

Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge: Harvard University Press.