EDET+755+Portfolio

=**EDET 755 Course Portfolio **=

**Research and Practice in Distance Education **
[|Theory and Practice of Online Learning, Chapter 10 Slidecast (http://is.gd/1l14T)] [|Theory and Practice of Online Learning, Chapter 13 Slidecast (http://is.gd/1l191)] [|Research Synthesis (http://is.gd/1l2Sv)]
 * Goal 1. To be knowledgeable about research in aspects of distance education and the use of telecommunications in educational and other settings.**

The wide exposure to both literature and working educational materials within the field served both as a reminder of what has been completed and suggested, and what significant body of work continually remains as we attempt to cope with fast-paced technology and educational demands. The process of communicating within a small group to discuss three chapters of material served as an excellent starting point, to review some major topic areas in distance education that tend to provoke some disagreement or differing points of view. I enjoyed hearing and arguing for viewpoints in all of these discussions, particularly the discussion that I lead with Winona. Following this introduction to some distance education literature, the Chapter 10 and 13 slidecasts from The Theory and Practice of Online Learning (TPOL) helped to solidify my understanding of basic challenges within distance education development, both from a development and quality perspective. These slidecasts were also helpful in synthesizing my knowledge and background in corporate learning with the uniquely different traditional education model (Objectives 1,2). Finally, the Research Synthesis reinforced the availability and scope of research within my specific field of inquiry—the topics of community and collaboration in online learning—and also served as an excellent reminder of where I began the class: slightly overwhelmed with the body of literature currently available, but excited and the potential for filling noticeable voids in the educational technology research landscape as we continue to study basic issues in distance education.

[|LMS Rubric (http://is.gd/1l0Qr)] [|LMS Evaluation Summary (http://is.gd/1l0Yo)] [|Research Synthesis (http://is.gd/1l2Sv)] [|LMS Reflection (http://is.gd/1l0Lj)]
 * Goal 2. To critically evaluate examples of distance education implementation in educational and business settings.**

The process of critical evaluation, both of product and process, was helpful in understanding the elements that come together in a successful distance learning implementation. Understanding the importance of instructional design and LMS functionality began the pursuit, with the development of a rubric to evaluate existing LMS courseware, through a group effort. Our group's rubric focused on elements of online instructional design, which were relatively well understood, but we also uncovered a number of elements that form a quality learning environment that were dependent on LMS functionality, usability and design expertise, and the explicit use and design of various collaboration and interactive models. Through this rubric development process, the preparation for both my research synthesis and my group's LMS site began to take shape, at least in a structural form. Although the number of elements that comprise a quality online learning experience are broad, it is important to understand the elements at work, both from an individual and holistic perspective (Objective 1).

The formal evaluation of LMS courseware with our group's rubric emphasized the importance of all of the elements we had integrated into our rubric, and the research process for my Research Synthesis centered on some of the interactive and collaborative elements that our team discussed and evaluated at this early stage. The final LMS Reflection, based on my group's construction and facilitation of an online course, as well as the experiences of taking other student-constructed courses, was a valuable synthesis that brought the elements of the rubric with which we began full-circle—ultimately, the areas in which our courseware succeeded or failed was predicted by our rubric, and the categories of thought underlying that structure. The LMS Reflection and preparation also informed my Research Synthesis, in tandem with my past experiences in distance education, pinpointing the elements of collaboration and community that have been successful, and to what extent these features are tied back to specific LMS or other technology functionality.

[|YouTube Accessibility LMS Site (http://is.gd/1l0vq)] [|LMS Reflection (http://is.gd/1l0Lj)]
 * Goal 3. To construct effective delivery of courses, topics, or training by using existing CMS tools.**

The construction of our group LMS sites was, in many ways, the pinnacle of this course experience. Although much of the groundwork, laid in the first two learning goals, were necessary and valuable, the knowledge gained in these early processes were actualized in the physical course development and facilitation process. The course development process began with somewhat unfamiliar tools, in the form of Moodle, but the structures and technological capabilities that were available quickly guided our group's instructional design process and assessment methodology (Objectives 5,6). The openness of course content, display, and subsequent reflection allowed the the design of the course to maximize accessibility and learning style sensitivity, while still providing a basis of usability and clean, uncluttered design. The process of facilitation was equally valuable, although I have facilitated online classes in the past and present in similar formats. Even so, the round-trip process of designing, developing, and facilitating a course was a valuable experience that will inform my future online instructional design to a great degree. The LMS Evaluation Summary aided in the synthesis of all of these valuable lessons, which, through the experiences of the other courses I participated in, reinforce the need for quality upfront instructional design and proper utilization of LMS functionality (Objective 4).