Well, already I am experiencing difficulties understanding what I should be doing in my blogs. I believe Robin wants us reflecting on our learning in Module 2. Given the fact that I have not taken courses in Education before, the theories presented in this field of study must be close to those Robin had us learning about this week, primarily Perry’s theory and 9 positions. There were the new concepts of novice and expert behavior and adaptive and routine thinking regarding the solving of ill-structured and well structured problems. Also, Communities of Participation and Situated Cognition helped give us new insight into the ways people learn and in what context or environment. All of this was in preparation for designing our course. The Essentials of eLearning was the structure course and Assessment is the content portion of the eLearning certificate.
Robin writes in our modules, if you do not understand the material at the end of the module, you are not fully engaged. It looks like I am going to be engaged with this blog and my Module 3 work for the next ten hours today and probably ten hours tomorrow. I will spend several hours writing and refining my blog on Saturday…and then my second blog on meta cognition after that for Module 3. This is becoming the most engaging course I have ever taken, with the most time spent learning the material and writing about what I have learned in order for Robin to assess whether I “get it” or not. This is not a course for non-thinkers! This is not a course for learners who hate to blog, unless of course they are far more creative than I am.
I understand the concepts put forth in Module 2; but would love to have the time to challenge them. Unfortunately this class is not about challenging concepts and theories. It is about applying the principles of backward design in order to construct an online course. To do this one must begin by understanding backward design. The guiding question here is, what do I want my learners to learn in my course? Ultimately this is the big question. Then we begin to ask ourselves, how can I help my learners learn using their CoPs’ resources and each other through discussion? Then, how will I get them to use an adaptive approach to the ill structured problems I will present to them? I want them to learn in a situated cognitive learning environment. Given all this how will I assess their work? What tasks will I assign them to give them practice using their problem solving skills? What types of assessment will I use to help me figure out whether they are thinking in an adaptive way or in the ninth position of Perry?
This is the point at which I can’t help but wonder why I was not born a Vulcan. One simple ” Vulcan mind meld” would solve all my time limitation issues. I suppose the following quote is a good one (but in spite of this, I would rather do mind melds as assessment and take my chances with messy minds):
“Vulcan mind meld; utter foolishness. Anyone with an ounce of sense wouldn’t share his[/her] own brain with someone else; would you? I certainly wouldn’t.”
–The Doctor
Okay, there it is. No mind melds are on my horizon. I will have to continue to digest the material and figure out a way to get another A. A grade, why I am I working toward a grade?! Settle down now. All it is showing me is I am on the right track and completed the assignments requested of me. Teaching or landing a teaching job will be the true test of what I have learned and what I know how to apply. Of course I might need some plastic surgery and a fake ID showing my age about…15 to 20 years younger. Or possibly a brain transplant. Does anyone know if it is possible to get one somewhere if your unable to pay for it?
JOYSTECHTOOL 
I’ve decided on a “take what you want and leave the rest” approach. I realize the internet allows us instant and constant information that is changing. I’m not sure that depth doesn’t get sacrificed in the process or if it occurs as we have to connect all the information we get. Jennifer – last course instructor – indicated she usually never bookmarks/notes things because something else will always come up. I take Robin’s – you should know more about the topic when you started – to be a similiar concept – expand from where you are. Basically, metacognition, I guess, just for the sake of it.
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It seems thinking about one thing deeply is not what is required anymore. Theory building is one way to look at and think about the world around you. Some authors call this structure. It helps us make sense out of what we are experiencing in our everyday lives, be it as scholars, instructors or whatever.
What is the opposite of Theory or structure? In political science and sociology it is a lack of structure or the break down of institutions, mores, values. This state happens when rapid change occurs. It is called anomie.
A thought worth pondering…Robert Merton did in his Theory of Anomie.
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Wrong there! Thinking about one thing deeply is VERY much what this course is about. You’re spending 9 weeks thinking about how to teach–approaching it from theoretical and practical perspectives, thinking about learning more deeply that you ever have before.
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