In this introductory assignment, you are asked to identify and describe an opportunity for growth or change in your professional context that you would like to advance through action research. Compose a short narrative of 250 to 350 words as a description of your research interests, and you may draw upon the Unit 1 discussions.

This assignment challenged me to reflexively think about the opportunities for growth in my professional context. The growth is by way of a personal journey of transformative learning through the methodology of an action research case study, notably with a focus on health and well-being.  The anticipated research topic will be “Investigating the Impact of Retirement On RCMP officers’ Wellbeing.” My research interest and topic lie in participatory action research, forwarding surveys and conducting interviews focusing on working “with” rather than “upon” participants. Values used as the cornerstones will be respect, beneficence, integrity, and justice. The key features will be 1) to establish a collaborative relationship with participants I know as a sample of interest, 2) ensure the dialogue is more informal and dynamic, 3) rely on easy to access descriptive measures, and 4) look to inform practice where participants systematically solve the issues. My research will touch ordinary people in a meaningful and relevant way.

I have never conducted a research project of this magnitude. It will be exciting to identify a community of practice where participants share interests and goals to improve their situation. In formal or traditional research, a driving concern is generalizability. My research results should apply to a larger group of people; however, I am interested in a small group of participants whereby generalizability can be important but not a priority. I will be working under the assumption that my participant’s results remain similar from year to year, i.e., what I find out next year will likely be the same as the following year and the year after that.

            This learning opportunity will allow me to go forward and work beyond my social research and exceed expectations. Self-reflection is just one tool while I look through several research lenses rather than just my own. This will help me learn to take control of my learning. The growth I am looking forward to is gaining the confidence and knowledge that I will satisfy all requirements of my research project with credibility and rigour. Knowing and acknowledging my personal history while utilizing reflexivity and self-awareness will help cement these goals. Because my findings will generalize to the greater world, the results will impact future work, and the data will benefit all stakeholders. It will be personal!

Jack Whitehead shares a perspective on the central role of values in education and action research. Comment on what the “living contradiction” (Wood, 2014, p. 43) of values and practice in action research means to you. Text or audio voiceover is acceptable with references given in the text (250 words = 2 minutes).

            I cannot think of a more critical area of action research, and all research for that matter, than integrity and values. I interpret the meaning of “living contradiction,” like (Whitehead 1989), as someone not living according to their values. I think most of us are guilty of that at some point or another in our lives. For example, while living Christian values but believing in capital punishment. A second example with a law enforcement flavour would be being taught to uphold the laws fairly for everyone but being trained in undercover work to lie, cheat, and steal—all necessary evils to survive in the underground drug world.  Therefore, I find action research very interesting and yet challenging by relying heavily on balancing personal values.

            I will be conducting interviews for my research project that rely heavily on ethical issues. My interviews will be as deep and probing as possible. I know ethical problems in interview research arise mainly because of the complexities of “researching private lives and placing accounts in the public arena” (Birch et al., 2002, p. 1). I am aware that human interaction with participants will affect them somehow or another, and the knowledge produced will affect how we understand the human condition. For example, a participant may be unaware they have PTSD, and I ask a question(s) that may negatively affect them emotionally. This may require that I then refer the participant to seek psychological help.

            Interview research is full of moral and ethical issues, so it is incumbent on me to follow strict formal ethical guidelines. This will help direct me to avoid tension involving my personal biases and direct the interview results to satisfy my research question. I know my values will support my research to be rigorous and ethical rather than sabotage it, thus, avoiding a living contradiction.

Laurie

 Birch, M., Miller, T., Mauthner, M., & Jessop, J. (Eds.) (2002). Ethics in qualitative research. Sage.

Whitehead J 1989. Creating a living educational theory from questions of the kind: How do I improve my practice? Cambridge Journal of Education, 19 (1): 41-52. https://actionresearch.net/writings/livtheory.html

Consider the section in Chapter 1 of our textbook on the importance of action research (Mertler, 2019, pp. 20-24). Indicate how action research might play a role in your practice, as well as the organization or community in which you work. Text or audio voiceover is acceptable with references given in the text (250 words = 2 minutes).

I agree with (Mertler, 2019, pp. 20) where he lists five reasons to become involved in an action research project because my experience in education confirms their importance. The fifth reason is inspiring because action research provides alternative ways of viewing and examining approaches to educational problems. This fits nicely into my future action research project, where I fully anticipate a positive transformation of my participants. 

            As identified by (Mertler, 2019, pp. 21-22), the six vital ways action research can be used in educational settings connect like linchpins into my future action research project. The community I will represent is retired full-time law enforcement officers in the RCMP. Connecting theory to practice will include 1) bridging the gap between the researcher and educator by using the research findings to inform and teach best practices; 2) results will be reflective and collaborative, leading to improvements in the educational training of current RCMP employees; 3) providing different perspectives, ideas, experiences, and resources resulting in better instruction, better learning, and more productive and healthier employees; 4) empowerment allowing the researcher to bring personal expertise, talents, and creativity best to meet the needs of current RCMP employees and retirees; 5) eliminate the one size fits all model of instruction and introduce the instructors own problem-solving skills and professional development needs in instruction; and 6) use action research as an advocate for social justice while challenging injustice and to value diversity, currently recognized but not practiced, in the RCMP. 

            But I think the most important reason for doing action research is I will be able to explain how I can contribute to the new understandings and importance of health and well-being for myself and others who are currently in the RCMP or retiring. 

            It is good to know the why and how action research will fit into my research, and I look forward to blending personal, interpersonal, and impersonal knowledge with the participants.

This unit is about the emergence of open educational technologies and open education and learning. Discuss the opportunities you see for adult learners through these developments.

I am a learner in open education and learning, taking full advantage of open educational technologies. Transitioning from a Luddite to embracing technology has not been easy for me. My advantage is that I am a mature learner who figured out through online learning I can learn at home in my pyjamas or at Starbucks with friends if I read the assigned chapters and articles and watch the videos. I was once an on-campus learner and knew no other type of learning. Online learning re-shaped the educational activities I do as part of my learning. But I realize that being a privileged white male living in Canada has allowed me to use the highest speed internet and uninterrupted service to work on my studies anytime and anywhere. I agree with Westera (2013, p. 246); I am used to the immediate gratification of my impulses, expecting my devices to answer my queries in seconds, reflecting my impatience. But I disagree with Westera, who suggests this thinking is nothing more than striving for instant pleasure, satisfaction, happiness, and usefulness.  I have patience and self-control, but I know when, where, and how they are of value. My online learning is a lived experience that I enjoy very much, and my door of learning opportunities is wide open for ubiquitous learning technology and its advantages.  

            I see in the future how thoughtful and well-informed design of educational environments can improve the accessibility and participation of learners with disabling conditions. The technology will be used to personalize and specialize approaches to addressing specific challenges. For example, sight-impaired learners require screen-reading software. It is incumbent on the learning institutions and, while designing my course, provide assistive and standard technologies to make the online environment as accessible as possible.

            Aside from opportunities, the shift to furthering open educational technologies is a necessary evil. Younger learners have higher expectations in engaging in their pedagogical environment wanting self-direction and technology-enhanced learning and educating.  They demand sensory-rich activities and input opportunities oriented to visual media. They want that tactile feeling rather than by listening or reading.

            For the course I am designing, it is incumbent on me to pay attention to the technologies and technological skills that my learners will use within the educational context and support their transition into the workforce. From my vantage point, the dam is overflowing; flood gates of open educational technologies and open education resources and learning are wide open, and the turbines produce power of opportunities at an unprecedented rate. From reading the articles assigned in this unit, there is no way to stop it. But, why would we want to?

Laurie

Westera, W. (2015). The digital turn: How the Internet transforms our existence. AuthorHouse UK Limited. http://www.thedigitalturn.co.uk/

Several of the authors this week suggest that we are at a point in learning development that suggests ‘ubiquitous’ learning through technology, where technology has made learning all-pervasive. Discuss the move towards informal learning and the discourses relevant to this type of learning. Discuss how these concepts and the technologies used might be relevant to formal education.

This unit suggests there is a need for self-directed learning strategies and asks the question, do learners and anyone else, for that matter, need particular skills or literacies to work well in the environment of accessing educational resources? My reply is yes, and let me explain why.

            In 2015, I was enduring the pain of attending marriage counselling sessions. The marriage failed, but the counsellor suggested I may have post-traumatic stress disorder (PTSD). The counsellor identified my PTSD due to his (formal) education which I then began my research on the Internet (informal) education. None of my initial knowledge about PTSD was from a physician, and all were from the myriad of medical community’s knowledge on the Internet. I connected, researched, validated, and legitimized the disorder for myself. Fast forward to see a medical doctor, diagnosis, and treatment for anxiety, depression, and complex post-traumatic stress disorder (CPTSD).

            In June 2016, I engaged in formal learning coordinated by the Sunshine Coast Health Centre for former and current emergency services and military personnel with CPTSD, drug or alcohol addictions.

            Since August 2016, I have attended an informal self-directed learning (SDL) online self-help group through the social media of Zoom. The group is sociable but also advances my learning of CPTSD.

            In an educational context, the meetings are organized and mostly free-flowing, depending on the needs and interests of the participants. The technology used for our informal online network is the Internet and Zoom. Actor-Network Theory provides a lens through which to view the role of technology in shaping social processes. In contrast, connectivism and social interactions are essential while enjoying openness, diversity of participants, willingness to share information and narratives, and autonomy. There is an active engagement with others while engaging in a variety of experiences.

            My informal online self-directed learning has changed me from using social media and technology as nothing more than an interested party and consumer to part of the active engagement culture. Seaton (2014) suggested that the participants’ lived experiences are the cornerstones of expertise, which is a highly regarded commodity. The social aspect of online networking gives me a sense of belonging, being understood, validated, and supported, assisting me in managing and recovering from CPTSD.  

            Ubiquitous e-learning is learning which can take place anywhere, anytime. Following the paradigm of ubiquitous e-learning, I can take my participation in my group meetings using my iPhone, tablet, or laptop to participate wherever I am. Lay expertise, social constructivism, technology, formal and informal learning at its finest.

Laurie

Herod, L., & Kop, R. (2017). It’s not just about support: Self-directed learning in an online self-help group. International Journal for Self-directed Learning, 14(2), 13-26.     https://docs.wixstatic.com/ugd/dfdeaf_491f19d61009452fb51f1ec15c234be4.pdf

Morrison, D., & Seaton, J. (2014). Exploring self-directed learning in an online “Do-it-yourself” forum.    International Journal of Self-Directed Learning, 11(2), 29-45. https://6c02e432-3b93-4c90-8218-         8b8267d6b37b.filesusr.com/ugd/dfdeaf_184026cad1a64f32bc2c9edcb2bc7701.pdf

Post your understanding of ‘teacher presence’ and discuss how the ideas in the research papers are developing your understanding of pedagogy and teaching online.

This is an interesting discussion question because I never give my presence any thought when teaching. I have my class list of learners, I have their names on a whiteboard in the hallway next to the classroom door, and I greet every learner on a first-name basis with a friendly handshake. Welcome to my class.    As my class begins, I am enthusiastic and caring about the successful learning of my learners. I know they feel my sincerity, and we are off to the race called learning. I know changes in education are vitally important, and the use of technology is a vital linchpin in change, but what more is there other than a solid social context with my learners? Fullan (2016) states, “significant educational change consists of changes in beliefs, teaching style, and materials, which can come about only through a process of personal development in a social context.”

            Upon reflection, research, and review of this Unit’s readings, it became clear how face-to-face education is not like online education. There is so much more. Teaching presence relies on how I design my course, how it is organized, how I facilitate its discourse and all requiring well-focused direct instruction. Teacher presence starts before the course starts and continues during and after the course has been completed (Anderson et al., 2001). This gives learners a sense of learning and a perception of community.

            Learners get their first sense of teaching presence in the design of online materials. I have lecture material, live lecture, open question and answer time, and assorted assessments, including quizzes, open-book exams, mock trials, and more. I ask my learners what they want to learn, and I know what they should be learning in learning goals.  I understand how these goals will be accomplished through feedback and assessments. Finally, I know what I need to do and what my learners need to do to achieve their learning goals using teaching and learning activities. I have not taught in an online learning environment, but I plan to shift from preparing class sessions to preparing learning modules.

            In designing my future online course, I will regularly ask 1) what do I want my learners to learn in this module? 2) how will my learners demonstrate their learning of the materials in this module, and 3) what assignments or learning activities will support the learning for this module? These questions will support learner learning and establish my teaching presence, starting with the design of the course—a lot more than just meeting learners at the front door with a handshake and friendly smile.

Laurie

Anderson, T., Rourke, L., Garrison, D. and Archer, W., (2001). Assessing Teaching Presence in a             Computer Conferencing Context.  Journal of Asynchronous Learning Networks, 5 (2), 1-17.

Fullan, M. (2016). The new meaning of educational change (4^th Ed.). Teachers College Press.

            http://mehrmohammadi.ir/wp-content/uploads/2019/07/The-New-Meaning-of-Educational-          Change.pdf

Use the readers of this week to discuss the differences between e-learning resources and e-learning experiences and highlight your own developing view of learning design and issues and tools you feel are important in the design of learning activities and/or experiences.

I am enjoying the eLearning experience, although I miss the face-to-face classroom teaching environment like many of my peers. As stated in the video on engaging and motivating students, teacher presence is more than a Zoom meeting or lecture. The learning and teaching space is where I excel at teaching, and I miss that space and a one-to-one social relationship with my learners.

            Sure, Bates (2019) acknowledges how the physical learning space impacts learning in the classroom and as learning transitions to the online environment, the learning space includes the virtual space. But, it is NOT the same. As posited by Hammond (2015), as an educator, it is vital to make the face-to-face learning experience for learners as close as possible in an online environment.

             Elearning resources and elearning experiences strengthen learners’ ability to learn autonomously, but learners cannot become autonomous without appropriate support. The autonomous learning process must be scaffolded for learners to shift from dependency or helplessness to autonomy (Hammond, 2015). This support can be in the way of both resource and experience in the form of a negotiated syllabus (Clark, 1991), whereby learners have the autonomy to adapt assignments, materials, and content to their learning needs. As a result, learners might be allowed a degree of choice and self-expression unavailable in most existing syllabus types.

            Tony Bates has a blog site with ‘resources’ associated with online learning and distance education; ‘resources’ he has found valuable and interesting; ‘resources’ meant for students, faculty, academic administrators and policymakers; and ‘resources’ chosen for their relevance and value for teaching well with technology. The resources adopt the concept of Open Educational Resources (OER), which are free teaching and learning materials licensed to allow for revision and reuse. They include fully self-contained textbooks such as videos, quizzes, learning modules, and more. This is a site I will frequent soon.

             I will be adopting the principles of universal design in my course because I have read enough comments like “the ideals of universal design have profoundly impacted instruction, policy, and infrastructure in course architecture and design” (Brown et al., 2017, p. 1) to convince me of its value in education. But my ideas for designing learning activities and related meaningful learning experiences will be basic. They include, 1) clear objectives and realistic expectations, 2) follow a fully involved learner-centred approach, 3) address my learner’s emotions such as attention and motivation using pictures and stories, 4) use interactivity like games, videos, and animations, 5) use imagination presenting real-world benefits due to learning, 6) ask for feedback and constantly assess my learners, 7) but most importantly, have fun while learning!

 Laurie

 Bates, T. (2020). Online learning and distance education resources.

https://www.tonybates.ca/welcome/

Brown, K., David, R. & Smallman, S., (2017). Adopting the principles of universal design into International and Global Studies’ programs and curriculum. Journal of International & Global Studies, 9(1), pp. 77-92. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=a9h&AN=127821471

Clark, D. F. (1991). The negotiated syllabus: What is it, and is it likely to work. Applied Linguistics, 12(1), 13-28.

https://academic.oup.com/applij/article-abstract/12/1/13/244634

COFAonlineUNSW. (2011, January 19). Engaging and motivating students [Video]. YouTube. https://www.youtube.com/watch?v=DvJuzE-g7OM

Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigour among culturally and linguistically diverse students. Corwin.

Click to access CRT%20higlights.pdf

Read the sections on ‘connectivism’ in the publication by Downes (2019) and the book by Bates (2019) and try to get an understanding of the emerging theory of ‘connectivism’. Discuss what the effect of ‘connectivism’ would be on learning and knowledge and how it differs from social constructivism. What would this mean for adult education?

George Siemens (2005) argued that changing technology is prevalent in education, and the current learning theories (behaviorism, cognitivism, constructivism, and constructionism) were limiting. Connectivism is the first theoretical attempt to examine the implications for learning the Internet and the explosion of new communications technologies (Bates, 2019). Connectivism is a theory of learning and pedagogy tied to the pervasive use of technology. It generates information through which knowledge is created.  If one looks at knowledge, we need to know the presently known to understand the potential of wisdom, should that be our objective      

            Constructivism is the theory that says learners construct knowledge rather than just passively take in information. People experience the world and reflect upon those experiences; they build their representations and incorporate new information into their pre-existing knowledge (schemas). Connectivism can be seen as a response to constructivism which backgrounds the role of the instructor. Educators take an essential role in digital learning. (Downes, 2019). Trilling and Fadel (2009) argue that a shift is needed in pedagogy and curriculum, emphasizing critical thinking and problem solving within the connectivist paradigm. Siemens’s social constructivist paradigm articulates this.

            In adult education, connectivism can come at a cost. As educators, we may have experienced where vulnerable learner populations have limited access and understanding of technology. New learners from countries with little or no technical knowledge may be expected to learn in an online environment. Those learners may give up frustrated because they have not had a lifetime of learning or the advantage of technology basics. In all cultures, learning and knowledge are rooted deeply in social, cultural, and human connectivity. Making the shift from non-technical to technical environments asks: What knowledge is valued, and what knowledge may be lost in the move?

            Learning is the process of creating connections and developing a personal network. At the same time, it is essential to consider the value of the information and determine if it is useful or not. When learning anything, it is important to differentiate between what knowledge is and what information is?

 Laurie

 References

 Bates, T. (2019). Teaching in a digital age: Guidelines for designing teaching and learning (2^nd ed.). Tony Bates Associates Ltd.

 Downes, S. (2019). Recent Work in Connectivism. European Journal of Open, Distance and E-Learning, 22(2), 112-131. European Distance Education Network (EDEN). https://sciendo.com/article/10.2478/eurodl-2019-0014

Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age? Medical Teacher, 38(10), 1064–1069. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=ehh&AN=118586828

Siemens, G. (2005). Connectivism: A theory for the digital age. International Journal of Instructional Technology and Distance learning, 2(1), figure 2.6.3 https://www.semanticscholar.org/paper/Connectivism%3A-A-Learning-Theory-for-the-Digital-Age-Siemens/f87c61b964e32786e06c969fd24f5a7d9426f3b4

Trilling, B. & Fadel, C. (2009). 21st-century skills: Learning for life in our times. Jossey-Bass.

Drawing on this week’s reading, do you think that the development of a Personal Learning Environment (as opposed to an institutional learning environment would be a positive or negative development?

The PLE (Personal Learning Environment) and ILE (Institutional Learning Environment) should work together and not be separated. However, my focus during this period of my formal education is on the ILE and recommendations it provides. There are a plethora of new educational software systems and different technologies to carry out educational activities. At this stage of my education, I do not feel comfortable engaging in ongoing decision-making to maintain, organize, and grow in new learning environments. I require the guidance of an educator and ILE to become aware of the widely used and recognized Web2.0 technologies and social networks.

            A popular trend is the use of mobile devices known as mLearning to learn and educate. During this course, I will be learning as much as I can about using my iPhone 6 for education. I want to connect with my learners from the beaches of Kelowna or my Mac at home. Looi & Toh (2014) posit that technology-enabled learning should give every learner a mobile device. MLearning supports ELearning like ILE supports PLE. ILE must consider the existing eLearning landscape and application of 2.0 Web tools that enable an online implementation of the student-centred learning paradigm. As stated by (Conde et al. 2013, p. 1), “PLE’s need to coexist with the traditional ILE learning platforms and to learn management systems. Mobile learning should facilitate the use of mobile devices to support these two learning ecosystems.” I can use such a system to combine institutional tools with others used to learn in a mobile system and reflect the activities carried out on them into the institutional side.

            EDAE 6373 increases my motivation to learn and participate because of the ILE, PLE, and mobile tools. I am enjoying building and managing a PLE while fostering a meaningful learning experience. As suggested by (Kop 2010), learning autonomy is not a particular quality or level of independence in learning but a relational interplay between contextual and personal factors. I require work on my autonomy, also known as discipline. However, my takeaway from researching this discussion question is that I am aware that educators must have the skills, among others, to orchestrate learning with the support of new technologies and mobile devices, whether from ILE’s or PLE’s.

Laurie

References

Conde, M.A., Penalvo, F.G., Alier, M., Casany, M.J., & Piguillem, J. (2013). Mobile devices applied to computer science subjects to consume institutional functionalities through a personal learning environment. International Journal of Engineering Education (IJEE), 29(3), 610-619.

Kop, R. (2010). The design and development of a personal learning environment: researching the learning experience. European Distance and E-learning Network Annual Conference 2010, June 2010, Valencia, Spain, Paper H4 32. https://docs.google.com/file/d/0B1rJCJ_c-aCXRUh6czBuTnk1cEU/edit?usp=sharing

Looi, C.K., & Toh, Y. (2014). Orchestrating the flexible mobile learning classroom. In M. Ally & A. Tsinakos (Eds.), Increasing access through mobile learning. Athabaska University.

Read the articles this week and discuss views and philosophies related to technology and education and express which views you feel most comfortable with and why.

I found the article by Dianne Forbes, Professional Online Presence and learning Networks: Educating for Ethical Use of Social Media, and her views the most comforting. The topic was precise, and it had my attention from the first sentence whereby it considers the use of social media for building a professional online presence and learning network. I plan on designing and instructing an online course for Okanagan College, although I have a limited knowledge base on what media to use. I was reassured to read where the trend in education is Twitter, Blogging, and other professional contexts for teaching purposes (Fox & Bird, 2017; Lupton, 2014). However, I am a person like Forbes posits; I feel exposed and vulnerable and feel overloaded from managing multiple media accounts. For example, I have not been on Facebook for a year, Linkedin for two years, and Twitter for three years. I seem to have lost focus on the purpose of my social media use and feel I can utilize my time better. This course will now propel me into facing these media giants once again.

            I seem to be on the right track, considering I have a Twitter, Blog, Linked In, and Facebook account. Not too long ago, I was a solid Luddite with little future in using social technology. Perhaps I inherited my father’s views on technology, where he referred to television as an idiot box.  The only exception was Wednesday and Saturday evenings during Hockey Night in Canada.

            In their YouTube video, Sherry Turkle, and Steven Johnson, Exploring the Pain and Promise of Technology, posit that technology is working fast and we have control over it – but do we? Technology like television and cell phones makes things available, but it also makes you vulnerable. To me, that vulnerability is wasting time, or is it time well wasted? Unfortunately, Internet addiction leads to vulnerability. Turkle and Johnson also suggest the Internet is just a role model and not designed to solve all your problems. Using it wisely and get the balance right so you can step back and reflect – then return. I rarely miss a day without consulting the Internet to solve my myriad of problems, so perhaps it is time to search the Internet for a good therapist.

            As Sherry Turkle stated, “I am not a Luddite. I want you to keep your toys.” I consider much of technology as nothing but a toy. However, I share her view where there should continue to be serious work that critiques technology.

Laurie

References

Forbes, D. (2017). Professional online presence and learning networks: Educating for ethical use of social media. International Journal Review of Research in Distributed Learning, 18(7), 175–190. http://www.irrodl.org/index.php/irrodl/article/view/2826/4438

Fox, A., & Bird, T. (2017). The challenge to professionals of using social media: Teachers in England negotiating personal-professional identities. Education and Information Technologies, 22(2), 647-675.

Lupton, D. (2014). ‘Feeling better connected’: Academics’ use of social media. Canberra: News & Media Research Centre, University of Canberra, Australia.

The Verge. (2012, October 5). Sherry Turkle and Steven Johnson explore the pain and promise of technology [Video]. YouTube. https://www.youtube.com/watch?v=VKXBHXRerc4