Posted By Mark on Jun 16, 2019
In the beginning of spring April 2019, a group of students set out to start their Master’s of Arts in Learning and Technology (MALAT) offered at Royal Roads University, Victoria, British Columbia. I was one of those students. These students in question are professionals within their occupations and seek to further their own education and moreover, seek to improve the workplaces and learning environments to which they are part. The MALAT program is unique in that the entirety of the program is done via online. The first course of the MALAT program is Digital Learning Environments, Networks and Communities or LRNT521. This particular course is an appropriate start for students in that they must make a digital presence plan at the beginning of the course which fosters their development within the field of learning and technology and helps them start sojourn on their overall MALAT journey. This paper is a culmination of my digital presence plan within LRNT521 and also an introduction to the overall purpose of starting the program: “to be an agent of change with regards to air traffic control learning within the Canadian Armed Forces” (Regan, 2019, para. 2).
Childs (2019, 9:34) stated that openness in learning can be described as “a vehicle for educational change.” Cleveland-Innes (2019, 15:50) stated that “the role of instructional designers and learning designers is to be agents of change.” This theme of instructors and educators being ‘change agents’ has been echoed throughout LRNT 521. Garrison and Vaughan (2013) further indicated that leaders of change and the institution of education are not separate entities within educational and learning frameworks. Within the dynamic realm of technological globalization, educators are not immune to having to change their ways of thinking and educating. Herrera (1997) states the accelerated rate of globalization change is largely in part due to technological changes. Within LRN521, I have had to push myself in order to better understand and navigate the dynamic technological digital learning environments of today. Within my digital presence plan I stated, “I must cultivate my inner ‘resident technology user’ within me” (Regan, 2019, para. 1). Prior to cultivation, I was able to create a resident-visitor typology map to visually see my technology use, see Figure 1.
Visitor-Resident Typology Map Continuum
Figure 1. Resident visitor typology map by Regan, M.J. (2019, April 28). Visitor resident map typology [blog post]. Retrieved from https://malat-webspace.royalroads.ca/rru0114/sample-page/
By producing the visual representation of my technology use, I was able to better understand where my day-to-day technology usage was concentrated. Moreover, by analyzing Figure 1. I was also able to better gauge a way forward in order to cultivate my digital presence plan. It is clear that I need to better my technological presence in terms of my identity, as opposed to only using technology as a tool. The more I work with technology the greater understanding I have for its uses within an educational standpoint. In reflection, I surmise the aerospace community learning environment typology map would look similar to Figure 1. The aerospace control community is a very dynamic learning environment which uses a lot of simulator technology in order to instruct new air traffic controllers. Combined “with rapid advancement of technology, complex systems have evolved in which operators must adapt their decision making and performance in the face of dynamic, ever-changing environments, concurrent task demands, time pressure, and tactical constraints” (Loft, Sanderson, Neal, and Mooij, 2007, p. 376; see also Moray, 1997 & Sheridan, 2002). It is not extreme to deduce that the aerospace community would need to better utilize educational learning in the form of online technological presence or greater use of educational technological tools available. Bates (2000) states that “teaching through technology, under the right circumstances, have advantages over traditional teaching” (p.27). The aerospace community uses many traditional teaching methods and tools such as power point presentations and handouts. Bates (2000) continues by stating that one of these advantages to using technology over classroom-based learning is “new technologies can be designed to develop and facilitate higher-order learning skills, such as problem solving, decision making, and critical thinking” (p. 28). In the aerospace control community, air traffic control is described as a “dynamic environment where controllers constantly receive a large volume of information from multiple sources to monitor the changes in the environment, make decisions, and perform effective actions in a timely manner” (Xing & Manning, 2005, p. 1). In an environment such as this, innovated technological changes to digital learning must be emphasized within the aerospace control community. Realizing this, it is incumbent upon myself to aid in this realization within the Canadian Armed Forces. Not merely to only fulfill my purpose of the MALAT program or to cultivate my digital presence, but to genuinely continue to enact change within the dynamic aerospace control community learning environments.
This specified task seems daunting from the perspective of taking this challenge solely upon myself. In actuality, success is more likely to occur through the process of collaborative learning and collaborative instructing. In terms of collaborative instructing, the realization of one’s own impact structures in reference to digital learning can aid in the success of one’s digital presence plan. What is meant by this? Impact structures such as networks or communities allow for and foster collaboration towards a goal or end state. “Networks are an organizational structure that may exist in digital learning environments” and “the term community is frequently encountered in the education literature” (Dron & Anderson, 2014, p. 245). Dron and Anderson (2014) suggest that by simply learning online with others, allows for greater opportunity for learner and instructor. Moreover, they indicate that technology allows us to connect with networks and communities (Dron & Anderson, 2014). By fostering collaboration within my impact structures, it is not over-reaching to conclude that by doing such I will be aiding in the culmination of my digital presence plan and also aiding in the positive learning development within the aerospace control community. It was noted by Wilson, Parrish, and Veletsianos (2008) that high‐ quality learning experiences are rare and suggest that educators and designers should aim to design socially just and transformational learning experiences, and not simply pursue instruction that is effective and efficient (see also Dron & Anderson, 2014). High stress learning environments, such as those within the aerospace control community, could benefit from early facilitated networked and community learning initiatives to help transform the learning experience. This could in turn foster a relational aspect to aid students during times of greater stress. This relational aspect is echoed and supported by Reese, Jeffries, and Engum (2010) when they noted, through the use of simulation, that innovative collaborative-learning from students fostered helpful instruction with the use of multiple learning and teaching materials; moreover, students felt more engaged and learned from others to whom they were collaborating with fostering good work habits for the future. In my opinion, collaborative learning should be a key component for the realization of instructional and learning changes within the aerospace control community. The realization of effective learning and educational designs can be accomplished with critical components that would allow a measurable aspect to the needed change. The components as suggested by Veletsianos (2011) state that “instructional designers should: design opportunities that allow engagement beyond course activities; design for lasting impression; design for intrigue, risk-taking, and challenge; design for engagement; and design for reflection” (p. 42). I concur with these base components and would seek to further translate these components to items that can be actioned within the framework of aerospace control community learning and education.
Driven change within the aerospace control community learning environment must have an end state of success and success of my digital presence plan must be realized in order to help facilitate me being an agent of change for the aerospace control community. In perspective of these realizations Hannah, Smith, and La (2017) suggest that success within higher learning is difficult to define as most students have differing views of what success looks like. They continue by stating “[learning establishments] should offer a range of experiences for students to feel successful” (Hannah, Smith, & La, 2017, p. 261). Also, Ironic to my digital presence plan along with my purpose of this course, Mujis, Ainscow, Chapman, and West (2011) suggest the “measure of success is based on the ability to see real change” (p. 123). Success in my goal to be “a leader of change by committing myself to be a team player within a collaborative learning environment” (Regan, 2019, para. 3) could be defined by change simply having taken place. As simple as this is, further defining would be helpful. I suggest success would be realized change within specific digital learning within air traffic control. Change could be in the form of a new digital learning technology or new initiatives for innovated collaborative-learning techniques being employed. Overall, clear change must also be tangible and seen. Muijs, et al. (2011) further speak of tangible success as being realized by successful and positive student outcomes. To elaborate on this, one measure of successful change within the learning in the aerospace control community could be empirically based such as, how many students are successful on course and/or metaphysically based such as, producing positive respondents who were successful on course. One particular dilemma with this type of measuring would be how one would have to correlate or relate the success of students to the actual changes that were made to the learning program. In other words, how does one know that the change introduced was the actual cause of more success in the course? If that was the true end result. Further research into how to implement and measure the change would be prudent to any educator introducing new or adapted digital learning to a course.
In conclusion, within my LRNT521 course I have created a digital presence plan in order to help realize my goal to be “a leader of change by committing myself to be a team player within a collaborative learning environment” (Regan, 2019, para. 3). LRNT521 has enabled my digital presence plan to unfold through the creation of a website blog. This blog has enabled me to digitally collaborate both on an instructor-student and student-student relational level. Through specific assignments, I have learned what it means to collaboratively learn within digital learning environments. I have been able to see how impact structures effect learning. Muijs, et al. (2011) suggests networked communities allow for developments to occur aimed at relocating innovation…in order to generate greater collective capacity for change. I concur with this statement and have noted to myself to foster a mindset to generate greater collective capacity for change. The course has allowed me to visually see my technology use (See Figure 1.) in order to gauge a way forward to cultivate my digital presence plan. At the end of the course I feel I am now a bit closer to achieving my goal within the MALAT program.
References
Bates, T. (2000). Managing technological change: strategies for college and university leaders. San Francisco, CA: John Wiley & Sons Inc. Retrieved from http://search.ebscohost.com.ezproxy.royalroads.ca/login.aspx?direct=true&db=nlebk&AN=26072
Childs, E. (2019, April 15). Openness and Networked Learning M.A. Degree (video webcast). Retrieved from http://ow.ly/fFHu50qnns9
Cleveland-Innes, M. (2019, April 18). The Role of ID in Higher Education Reform. Retrieved from http://ow.ly/s79f50qR2iq
Dron, J, & Anderson, T. (2014). Teaching Crowds. Athabasca University Press.
Garrison, D. R., & Vaughan, N. D. (2013). Institutional change and leadership associated with blended learning innovation: Two case studies. The Internet and Higher Education, 18, 24-28. doi: 10.1016/j.iheduc.2012.09.001
Hannah, O., Smith, L.R., & La, G. (2017). Success at university: the student perspective. In L.N. Wood & Y.A. Breyer (Eds.), Success in higher education (pp. 257-268). doi: 10.1007/978-981-10-2791-8
Herrera, J.M. (1997, December 01). Book reviews: leading change. [Review of the book Leading change, by Kotter, J.P.]. Organizational Dynamics, 25(3), 75-76. Retrieved from https://pdf.sciencedirectassets.com/272151/1-s2.0-S0090261600X01143/1-s2.0-S0090261697900498/main.pdf
Loft, S., Sanderson, P., Neal, A., & Mooij, M. (2007). Modeling and predicting mental workload in en route air traffic control: Critical review and broader implications. Human Factors, 49(3), 376-399. doi: 10.1518/001872007X197017
Moray, N. (1997). Human factors in process control. Handbook of human factors and ergonomics(p1944-1971). New York: Wiley. Retrieved from: https://www.researchgate.net/profile/Neville_Moray/publication/23580672_Strategic_behavior_workload_and_performance_in_task_scheduling/links/582c7c9d08ae138f1bfe2925/Strategic-behavior-workload-and-performance-in-task-scheduling.pdf
Muijs, D., Ainscow, M., Chapman, C., & West, M. (2011). Collaboration and networking in education. doi: 10.1007/978-94-007-0283-7
Reese, C. E., Jeffries, P. R., & Engum, S. A. (2010). Learning together: using simulations to develop nursing and medical student collaboration. Nursing education perspectives, 31(1), 33-37. Retrieved from https://journals.lww.com/neponline/Abstract/2010/01000/LEARNING_TOGETHER_Using_Simulations_to_Develop.9.aspx
Regan, M.J. (2019, April 20). Inauguration of my metacognitive journey [blog post]. Retrieved from https://malat-webspace.royalroads.ca/rru0114/the-inauguration-of-my-metacognitive-journey/
Regan, M.J. (2019, April 28). Visitor resident map typology [blog post]. Retrieved from https://malat-webspace.royalroads.ca/rru0114/sample-page/
Regan, M.J. (2019, April 29). Cultivation of digital presence [blog post]. Retrieved from https://malat-webspace.royalroads.ca/rru0114/cultivation-of-digital-presence/
Sheridan, T.B. (2002). Humans and automation: system design and research issues. Santa Monica, CA: Wiley. Retrieved from: https://psycnet.apa.org/record/2011-24945-000
Veletsianos, G. (2011). “Designing Opportunities for Transformation with Emerging Technologies.” Educational Technology, 51(2), 41–46. Retrieved from https://www.jstor.org/stable/44429917?seq=1#page_scan_tab_contents
Wilson, B.G., Parrish, P.E., & Veletsianos, G. 2008. Raising the bar for instructional outcomes: toward transformative learning experiences. Educational Technology, 48(3), 39. doi: http://dx.doi.org/10.25316/IR-92
Xing, J., & Manning, C.A. (2005). Complexity and automation displays of air traffic control: Literature review and analysis (Report No. DOT/FAA/AM-05/4). Washington, DC: US Department of Transportation Federal Aviation Administration.
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Posted By Mark on May 10, 2019
Mark’s Facebook Visualization Connections
“Community is frequently encountered in the education literature” (Veletsianos, 2016). As you can see in my visualization of Mark’s Facebook Connections, you can get a sense of my three distinct communities. When starting this visualization activity, I assumed that my Facebook was merely an online tool in which networking occurs. This to an extent is true; however, Veletsianos (2016) states “a network may approximate that of a community, but the two are distinct as networks are relatively loose and communities appear to exhibit commitment, coherence, and continuity.” One can see three distinct communities within my visualization: family, friends, and military; all three are arguably communities within my overarching life and not just networks. It should be stated that Facebook can be described as a networking tool to form network connections (see Pempek, Yermolayeva, and Calvert, 2009) as much as it can form communities as well. To take this activity a step further, I wanted to relate my community-based Facebook visual with my goal to be an agent of change within the aerospace control instructor community. Veletsianos (2016) in his latter conclusions elaborates on the significance of learning designers being of a critical mindset. By doing this, Veletsianos (2016) concludes that “developing a critical mindset will allow learning designers to counter simplistic assumptions about design, pedagogy, and the role of technology in education, thus becoming better equipped to create effective and empowering learning opportunities supported by technology.” I agree with Veletsianos (2016) that communities can effect change within both education literature and education in general. By having a critical mindset and using my military community, as seen in my visualization, I believe my goal can be realized. This is why I believe communities, as described by Veletsianos (2016), can be an extremely valuable tool for any instructor or learning designer within a particular digital learning environment.
Reference
Pempek, T.A., Yermolayeva, Y.A. and Calvert, S.L. (2009). College students’ social networking experiences on Facebook. Journal of Applied Developmental Psychology, 30(3), 227-238. doi: 10.1016/j.appdev.2008.12.010
Veletsianos, G. (2016). Digital learning environments. In N. Rushby & D. Surry (Eds), Handbook of Learning Technologies (pp. 242-260). UK: John Wiley & Sons.
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Posted By Mark on Apr 29, 2019
There appears to be no way around it. I must cultivate my inner ‘resident technology user’ within me. I must “see the Web as a place, perhaps like a park or a building in which there are clusters of friends and colleagues whom they can approach and with whom they can share information about their life and work” (White & Le Cornu, 2011). I have been a ‘visitor’ my whole life to the world wide web, as White and Le Cornu (2011) would describe: I use the internet like a series of tools or as “an untidy garden shed” full of tools. My goal and purpose to support the cultivation of my digital presence in this course is to meaningfully utilize the current technology I have in order to make them more than just tools, but agents of change. My approach to doing this is to take greater responsibility in the tools I already use, so as to increase my digital presence. Watters (2015) states “the importance of giving students responsibility for their own domain cannot be overstated.” Watters is speaking about students having their own domain, or arguably, their own digital presence, within their learning institutions. White (2015) argues, “this can be a way to track growth and demonstrate new learning over the course…something they themselves can reflect upon.” If my goal is to meaningfully use my current technology, then I need to cultivate my digital presence by using my course blog effectively and with purpose, and not just because the course states I need one. Campbell (2008) simply states “any technology gradually creates a totally new human environment.” By using my blog effectively, according to Campbell, I can create my own human environment. Campbell (2008) goes on to propose that “students with this kind of digital fluency will be well-prepared for creative and responsible leadership in the post-Gutenberg age.” My skills in technology are not superior; however, my drive to learn and achieve my goals overshadows any technological deficiencies I may encounter throughout my digital cultivation process. In the end, I know I will have accomplished my goal and purpose through the reflective comments and replies of the technology I will be using. I look forward to creating my own human environment for people to experience and learn from.
Reference
Campbell, G. (2009). A personal cyberinfrastructure. Educause Review, 44(5), 58-59. Retrieved from https://er.educause.edu/articles/2009/9/a-personal-cyberinfrastructure
Watters, A. (2015, July 15). The Web we need to give students. Bright. Retrieved from https://brightthemag.com/the-web-we-need-to-give-students-311d97713713
White, D. S., & LeCornu, A. (2011). Visitors and residents: A new typology for online engagement. First Monday, 16(9). Retrieved from https://firstmonday.org/article/view/3171/3049
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Posted By Mark on Apr 20, 2019
It is official, my MALAT journey has begun. What could be better to initiate this expedition of collaboration and higher learning then with a Virtual Symposium. Experts in the field of education and virtual learning were able to give arousing personal insight into their occupations and in turn, allowed for thoughtful reflection and learning to take place by the select watching. I consider myself humbled yet emboldened to start this excursion into learning, education, and technology.
Nelson Mandela once said, “education is the most powerful weapon, which you can use to change the world” (Strauss, 2013, p. 1). Reflecting back to the symposium, a common theme brought up numerous sessions was the development of change through educational or learning leadership. A theme that not only intrigued me, but one that I was keen in learning about. One instructor stated it best during her webinar when stating, that the role of instructional designers (IDs) and learning designers is to be “agents of change” (Cleveland-Innes, 2019, 15:50). Ironically enough, my main reason for starting this program was to be that ‘agent of change’ with regards to air traffic control learning within the Canadian Armed Forces. Garrison & Vaughan (2013) when documenting change and leadership within higher education summarized that “transformational institutional change…is predicated upon committed collaborative leadership that engages all levels of the institution” (p. 28). Cleveland-Innes and Garrison & Vaughan (2019; 2013) indicate that leaders of change and the institution of education are not separate entities within educational and learning frameworks, a position I thoroughly support and agree with.
Another overarching concept I was able to unravel this past week: collaborative learning. Gokhale (2012) describes collaborative learning as: “an instruction method in which students at various performance levels work together in small groups toward a common goal.” I learned from this Virtual Symposium that a key aspect to collaborative learning is teamwork. Gokhale (2012) went on to state that, “advances in technology and changes in the organizational infrastructure put an increased emphasis on teamwork.” Overall, putting these two big learning epiphanies together have led me to conclude that I want to be a leader of change by committing myself to be a team player within a collaborative learning environment. This further led me to ask how does one accomplish the above? The answer is not simplistic in nature, yet one part of the answer could lie in the concept of open educational practices. In one presentation during the symposium, openness was described “as a vehicle for educational change” (Childs, 2019, 9:34). If the above goal is to be a leader of change, then it is not unfair to say that open educational practices is one aspect that may aid in that realization. In my current field, the instructional aerospace control community may have to adopt more open educational principles and pedagogy in order for change to be realized. In conclusion, this Virtual Symposium has been a thought-provoking and collaborative experience. I have a renewed sense of inspiration and intrigue into learning and technology.
References
Childs, E. (2019, April 15). Openness and Networked Learning M.A. Degree (video webcast). Retrieved from http://ow.ly/fFHu50qnns9
Cleveland-Innes, M. (2019, April 18). The Role of ID in Higher Education Reform (video webcast). Retrieved from http://ow.ly/s79f50qR2iq
Garrison, D. R., & Vaughan, N. D. (2013). Institutional change and leadership associated with blended learning innovation: Two case studies. The Internet and Higher Education, 18, 24-28. doi: 10.1016/j.iheduc.2012.09.001
Gokhale, A. A. (2012). Collaborative learning and critical thinking. Encyclopedia of the sciences of learning. doi: 10.1007/978-1-4419-1428-6_910
Strauss, V. (2013, December). Nelson Mandela on the power of education. Washington Post. Retrieved from https://www.washingtonpost.com/news/answer-sheet/wp/2013/12/05/nelson-mandelas-famous-quote-on-education/?noredirect=on&utm_term=.dc303a39d4d8
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