Online Learning: SUMMARY–PART EIGHT Paragraph Online Learning: SUMMARY–PART EIGHT

Online Learning: SUMMARY–PART EIGHT
My first adventure into online learning was a complete success. I was thrilled, motivated and inspired. I looked forward with great anticipation to the next class. I had learned so much. I had learned it was essential for me to take charge of my own learning. I learned this was truly the only way one learned anything worthwhile or meaningful. I learned that once I took charge of my own learning I could direct my own research, ideas, philosophy and principles. I also learned I could learn a lot from other students and that other students could be trusted to give me constructive feedback. I also learned that others had strengths that I model and learn to imitate. I could practice these new skills and compare the results with my new found role model. However, the most important lesson I had learned is that I had a voice. I learned I had something important to say and that others would listen. I learned that as long as I posed real questions and authentically researched the answers I could really learn effectively. Once more, the learning stayed with me. I did not have to memorize it. What I learned became a part of me and had transformed me. This was truly emancipating. Why did it take me so long to get it? Was this kind of learning always available to me in face to face classes? Or, is this what makes eLearning so powerful and transformative? Is it because of the nature of eLearning students are challenged to take on more responsibility because of the way eLearning is organized and presented? These are questions I continue to ponder and I invite you to provide your answers. Please continue to take the journey with me. Stay Tuned for my next Blob entry on eLearning cafe′.

Online Learning: The Story Continues–PART SEVEN

Online Learning: The Story Continues–PART SEVEN
As I responded to the questions and interacted with other students, I suddenly realized this was my time to learn and I was going to be the master of my ability to learn authentically. I felt empowered and there was a dynamic learning community unfolding before my eyes that could help me take this journey. What a terrific resource and opportunity.

There were numerous questions that the teacher posed. But I started asking and answering my own questions, as well as, sharing my answers with others. I was amazed when others would respond with equal conviction and passion. During this time, I changed the way I worked. I asked the questions and then genuinely tried to find the answers. I had stopped my usual old, tried and true way of conducting research: identifying my answer first and then finding data to support it later. Perhaps for the first time in my life, I truly began posing real questions and trying to find the answers in my readings, within myself and any resource I could find, particularly the other students in the online class. Stay tuned for part eight:  The summary!

Online Learning: The Story Continues–PART SIX

Online Learning: The Story Continues–PART SIX
So getting back to my story….Maybe I was able to do this because I had just taken the first most courageous and bold step of my life. I had quit my job and I was taking charge of my life. Now I was taking charge of my own learning. Looking back on it now I see the connection between the step I took about quitting my job and the new way I was approaching learning. I ask myself now, how can we, as educators, help all students get to this point. Tell me it is not true that someone must go for years wandering in the desert to finally figure this out. Surely we can lead students to this place much sooner or can we? I suddenly realized that perhaps with online learning and a new paradigm for learning we could help our students get to this place of personal learning empowerment much sooner than I and many others of my generation had been able. Suddenly, I had a glimmer of hope and I then I remembered the idealism I had when I started my teacher training at the University of Missouri-Columbia way back in 1970. My idealism was returning. I had hope for a better tomorrow. But, I am getting ahead of myself. What about today? See PART SEVEN!

My First Online Learning Experience: The Story Continues: PART FIVE

My First Online Learning Experience: The Story Continues: PART FIVE
Let’s get back to the story about why online learning was liberating me. Maybe I was able to do this because the online discussion board freed me from the things that held me back in face-to-face (f2f) classes. I was shy, insecure and not always able to express myself in ways that were effective or in my best interest. I now had more control in how I responded. Others could understand me without worrying about how I looked or the tone of my voice or other distracting things. I could control my emotions and minimize things within my personality or body language that had interfered with being heard by others. I could think about my answer. I could edit my answer. I could use my writing abilities rather than my speaking abilities to answer the question. I could say things that I had long felt in my heart, soul and mind, but had been afraid to say. I felt liberated. My inner life and my written life were congruent. I could be myself and I was not afraid. My words had integrity and I felt good about what I was saying. I was in the act of being myself. I was genuine, authentic and real. I had broken through the barrier that had held me back. Indeed, I started pleasing myself and thinking about helping the other students understand my point of view. I started genuinely listening to what others had to say. I opened my mind. Is it possible they are right too? STAYED TUNED TO PART SIX!

My First Online Learning Experience: The Story Continues–PART FOUR

My First Online Learning Experience: The Story Continues–PART FOUR
It was hard at first. Then I started getting into the flow of things. I realized I could express myself authentically and there was no one to please except myself. It was like writing a journal and having a dialogue with myself. It was much like what I am doing now: pouring out my heart and soul and things that I had kept deep inside me. I could tell the truth and argue my point of view. No more trying to please the teacher. I wanted to learn and I wanted to know authentic answers to real questions. This was not a game anymore. This was important to me because I needed real answers to real questions that would affect my life. Thinking back on this now, I wonder if educators approached education in this way might we be able to reform our educational system and then really tackle the major problems of our world? Hmmm… How do we do this? Is this even possible? Enough of that for now. We will get to that later SEE PART FIVE!

My First Online Learning Experience: The Story Continues–PART THREE

My First Online Learning Experience: The Story Continues–PART THREE
That first week in my first graduate level online experience was tough! So much reading and the questions posed for the discussion board were challenging. I was intimidated. Was I up to the challenge? I didn’t know. The students in my class acted so confident. They seemed to know how to navigate this seemingly complex online world. I was worried I had gotten into something that was going to be over my head. For heaven’s sake they had all put up digital pictures of themselves within a few days. I did not even own a digital camera or know how to use one, much less know how to put up a digital picture of myself in the online classroom. I had a lot to learn and I worried that this online learning stuff was not going to work out for me. Then what would I do? I had no job. What was I going to do with my time? How was I going to figure out what to do with my life? I had to make this work. Help!

Despite the stress, challenge and worry, I hung in there. I packed up my Mac laptop and headed for Borders. It was just two miles down the road from my home and it would get me away from other distractions at home. It would get me away from distractions like real estate agents, potential buyers of my home, dogs barking, laundry, the phone…Borders became my home away from home. In a way it became an extension of the online classroom. I could get a cup of coffee, connect to the Internet, read, and reflect on my answers to the discussion board questions and ponder the meaning to my life. In this relaxed and enjoyable environment, I started to formulate my answers for the discussion board. I was in my own world. SEE PART FOUR!

My First Online Learning Experience! PART TWO

My First Online Learning Experience! PART TWO
I registered for a master’s level class called Instructional Design for Online Learning at an accredited and highly respected online university. I was excited, yet terrified. I remember my hands shook on the keyboard as I tried to enter the virtual classroom and tried to find my way around. How confusing it was at first. I remember thinking this was going to be harder than I thought. Coupled with the fact that I had just quit my job and did not yet have another job lined up, I was overwhelmed. What had I done? It looked like changing careers and forging a new path for myself was going to be the greatest challenge I had ever faced. I was shaking all the way down to my virtual boots. Stay tuned for PART THREE…

My First Online Learning Experience! PART ONE

My first online learning experience was wonderful! It started the spring of 2004 right after I quit my tenured teaching position that I had held for over 12 years. I was burned out after 24 years of university teaching, fed up with the whole gig and I knew I had to find a new direction for my life. I knew if I didn’t, I would not survive. I knew if I didn’t, I would lose my soul and would never find my way back.  But like the Chambered Nautilus, I moved forward hopefully to a better understanding about my decision to leave my position and with faith that something better was in store for me.

So what does a burned out 50 year old university professor do? You got it! Go back to school! School was all I knew! I had been in school or teaching school most of my life. It was the place I felt comfortable. I knew the rules. I could do this. I knew the territory. But this time I was going to try online learning– a totally new and unknown experience for me at that time. I had developed and taught online classes before using Blackboard 4.0 and I was intrigued by the potential of this new technology. Yet, I had never taken an online class myself. At those early, beginning stages, I had no idea how this was going to transform the way I thought about teaching, learning, life and my place in the world. I had no idea how it was going to change me forever. I had no idea how it would lead me to a new, more fulfilling career and purpose. STAY TUNED FOR PART TWO!

Ten Promising eLearning Practices: Don’t Miss this Series!

Ten Promising eLearning Practices!

1. Encourage Interaction with course content.
2. Provide adequate scaffolding in assignments.
3. Be creative and inventive.
4. Provide rich media and content that addresses different learning styles.
5. Stimulate higher order learning in discussion boards.
6. Use Socratic questioning techniques when facilitating discussion boards.
7. Develop assignments so that students interact with each other.
8. In asynchronous discussion boards assign functional and contextual
participation roles for each student.
9. Instructor presence is vital in discussion boards and email.
10. Keep your visual design consistent throughout your online course.

Stay tuned for a series of posts on each of these topics!

In the meantime, let me know what you think.

Share your best or promising practices for online learning.

Post a comment below.  I look forward to hearing from you.