{"id":152,"date":"2024-05-02T20:40:51","date_gmt":"2024-05-03T00:40:51","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru293\/?p=152"},"modified":"2024-09-01T15:30:18","modified_gmt":"2024-09-01T19:30:18","slug":"unit-3-reading-reflection","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru293\/unit-3-reading-reflection\/","title":{"rendered":"Unit 3 Reading Reflection"},"content":{"rendered":"\n

Photo by Cenk Batuhan \u00d6zaltun<\/a> on Unsplash<\/a>.<\/p>\n\n\n\n

At the time of this writing, I am still working through through Chapters 4-7 of Dron & Anderson’s Teaching Crowds<\/em>. It’s been an interesting read so far, particularly on the challenges of closed Learning Management Systems (LMSs) and the emergence of robust open source LMSs as viable competition. I do wonder what the future will hold for open source LMS development as we (hopefully) transition from SCORM to xAPI and cmi5. SCORM is such a limiting standard for learning analytics and, even though it’s over a decade old, xAPI still hasn’t gained the mainstream adoption that it deserves. <\/p>\n\n\n\n

The readings by Garrison et. al., vanOOstveen et. al. and Veletsianos had me pondering the design of the MALAT program and LRNT 521. I recognize it’s still early in the program, but I think I see connections in the design of our program and some of the ideas presented in these readings (and many more evidence-based resources, I’m sure). From Garrison et. al.’s implementation template for digital Communities of Inquiry (COIs) to vanOostveen et. al’s movement of the teaching presence into the collaborative learning domain of the Fully Online Learning Community (FOLC) and Veletsiano’s perspectives on designing learning environments to create “transformative learning experiences”, it’s interesting to see both the evolution of digital learning environment concepts as well as variable implementation paths. I have much to learn, but from a metacognitive standpoint, it’s exciting to be experiencing the concepts we are learning and understanding how they affect our learning behaviour. It’s a strange recursion though, because I’m now pondering how my awareness of these learning concepts and constructs will affect how I engage with them. <\/p>\n\n\n\n

I’m curious how I will feel about this perspective when I near the end of the program. <\/p>\n\n\n\n

Finally, the Youtube video by Stewart et. al. was a wonderful call to action for participatory open education, but I fear that the issues noted in the video have only worsened since 2019. I’ve covered this briefly in my initial DIPD post<\/a>, but I’m not confident that a pro-social web is viable in the current global conditions. <\/p>\n\n\n\n

References<\/strong><\/p>\n\n\n\n

Dron, J, & Anderson, T. (2014).\u00a0Teaching Crowds<\/em><\/a>. Athabasca University Press. (Note: free PDF available for download). Chapter 4 – 7.<\/p>\n\n\n\n

Garrison, R., Anderson, T., & Archer, W. (2000). Critical inquiry in text based environment: Computer conferencing in higher education<\/a>. The Internet and Higher Education<\/em>, 2<\/em>(2\u20133), 87\u2013105.<\/p>\n\n\n\n

Stewart, B., Phipps, L., & Cormier, D. (2019, April 10). The Participatory open: Can we build a Pro-Social, Pro-Societal web?<\/a> <\/em>[Video]. You Tube.<\/strong><\/p>\n\n\n\n

vanOostveen, R., DiGiuseppe, M., Barber, W., Blayone, T., & Childs, E. (2016). Developing Learning Communities in Fully Online Spaces: Positioning the Fully Online Learning Community Model<\/a>. Paper presented at the Higher Education in Transformation Symposium, Oshawa, Ontario, Canada. <\/p>\n\n\n\n

Veletsianos, G. (2016). Digital learning environments<\/a>. In N. Rushby & D. Surry (Eds), Handbook of Learning Technologies<\/em> (pp. 242-260). UK: John Wiley & Sons.<\/p>\n","protected":false},"excerpt":{"rendered":"

Photo by Cenk Batuhan \u00d6zaltun on Unsplash. At the time of this writing, I am still working through through Chapters 4-7 of Dron & Anderson’s Teaching Crowds. It’s been an interesting read so far, particularly on the challenges of closed Learning Management Systems (LMSs) and the emergence of robust open…<\/p>\n

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