MDDE 603 introduces educational systems, systems analysis, and learning theories. This course establishes new ways thinking of how distance education works in regards to learning theories and instructional design.

Artefact Summary

The third artefact that I have included in this e-portfolio is a collaborative project with two other classmates. The assignment requirement consisted of two parts.

Part 1 - Our group was required to choose an education system and identify the main features of the system. The main features included describing and identifying how the system operates in regards to the processes and feedback mechanisms. Once this outline was completed, we analyzed the system using two lenses that Banathy proposes for describing educational systems.

Part 2 - Our group was required to select and describe a situation in an organization and apply the full Checkland approach to the situation.

For this assignment our group selected CBe-learn, the Distance Education system of the Calgary Board of Education.

This chosen artefact exemplifies my learning journey by focusing on competencies outlined in the Problem Solving, Analysis, and Decision Making section; the Instructional Design and Development section; the Communication and Interpersonal Skills section; the Research section; and the Management Organization and Leadership section. Each related competency is listed on the left pane under the Associated Competencies heading.

To view this artefact, click on the PDF document link located on the left pane under the Artefact 3 heading.

Reflection

This course was separated into two main sections that included systems analysis and learning theory. I found learning theory to be relevant and informative, and I was able to apply my personal learning theory outcomes to my work immediately. I did this by incorporating newly developed theories (Assignment 1) into the classes I was instructing, as well as the instructional design project I was working on in MDDE 604 (2.2). For example, the cognitive learning theory recognizes attention as being an integral part of successful learning; therefore, I incorporated design implementations that gain and maintain student’s attention such as activities and games that promote critical thinking and problem solving skills.  In addition, I maintain an enthusiastic, positive, approachable attitude that sustains student's attention.

The second part of the course, systems analysis (which related to Artefact 3), was much more challenging. Our group was established and we proceeded to work through Part 1 of the assignment. We performed in-depth research of CBe-Learn by collecting and examining CBe‑Learn's operations, philosophy, structure, and response to the environment (1.4, 1.5, 4.3, 4.5, 4.7, 4.8, 6.2). Inspecting this institution’s overall processes was interesting and I often found myself comparing differences among the support services, feedback mechanisms, and other structural components to those of Okanagan College (2.2). As a group, we collaborated on analyzing CBe-Learn’s system by referring to Banathy’s three lenses. During this process we critically examined interdependent parts of CBe-Learn’s system and presented our findings in various tables (5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.10). Using tables to present our findings was useful for organizing our information and used for brainstorming sessions (4.3, 4.5, 4.7, 4.8). Through discussion, review of the table, and guidelines set out in Banathy’s lenses, we felt our research of all the elements was adequate and effectively summarized CBe-Learn’s environment.  Once again, while working through this process, I found myself comparing Okanagan College’s system with CBe-Learn’s system as a way to enhance my learning experience.

Part 2 was very convoluted; therefore, we relied heavily on critical thinking. Initially, step 2 was overwhelming and I was concerned that we would miss an important step; however, as we began the process, as outlined by Checkland, and distributed our work, the process was not as painful as I had expected. The implementation of Checkland's soft systems analysis was an effective approach and revealed visual problem situations through tables and pictures. This type of visualization clarified and summarized situation, making concepts and problems become clear (5.6, 5.7, 5.8). I especially enjoyed creating the rich picture; the structures, processes, relationships, and personal interactions involved amazed me. We then compared the "real" world (rich picture) with a conceptual model and identified differences and similarities between the two. Interestingly, each group member identified unique perspectives regarding the situation (1.1,1.2, 1.3, 1.5, 1.6, 1.7, 1.8, 1.10). These perspectives greatly enhanced our learning and demonstrated the importance of other's opinions (4.3). The group then presented the findings and issues to stakeholders, as well as suggested potential changes to the existing system (1.8, 1.11, 6.1, 6.5). This collaborative group was effective and very thorough with applying Checkland's approach as expressed by our professor's feedback provided below (4.1, 4.3, 4.5, 4.7, 4.8). *

Your systems theory and application assignment is very good.  It is well written and well organized throughout, and you provide detailed information on your system – CBe-learn - and the analysis that you undertake in both sections.  You provide detailed background on the system itself, and also on systems theory and its origins, and its current applications via Banathy and Checkland.

Part I is very good, with the features of the system examined through the systems/environment and function/structure lenses.  Tables 1 and 2 present the systemic and general environmental factors impacting on the system and how it operates.  Tables 3 and 4 are also very good, providing system specifications and the functions/structures.   You provide linkages to related systems and the subsystems.  Your analysis is fitted well to these two lenses throughout.

Part 2 is also strong.  You follow Checkland’s seven steps in performing the soft systems analysis of CBe-learn.  You recognize the client and his/view of the problem situation, and the potential problem owners and problem solvers.  Table 1 is very good, identifying all the key players in the system and its perceived registration problem.  The Figure 1 rich picture is strong, and it represents the various views of those in the system.   Your root definition is good, focused, and upheld by the CATWOE.  Figure 2 presents a good conceptual model, and the comparison points to very few differences – to be expected in a system that generally is functioning well.   The agenda points to areas for debate, and your suggested ideas for implementation are very good.

Fine work throughout both sections, and thanks for an enjoyable read!

I have included the above feedback for its underlying intention of promoting lifelong learning. The professor's positive reassuring message and feedback endorses self-confidence and is critical to future performance. She recognized our hard work through praise and encouragement making our learning experience positive. This type of message left us feeling successful and proud of our endeavour which encourages continual learning (4.4).

Application

There are many competencies that relate to this artefact. New competencies were formed while others solidified. Many concepts and theoretical knowledge gained from this activity allowed me to take a closer look at my institution and its "real-world" situation regarding instruction and distance education. The use of pictorial representations of information was an element in the learning process which I found very effective. I plan to incorporate this element into my coursework by considering more usage of tables and pictures where applicable. In addition, the sense of pride I felt upon receiving feedback is significant in the learning process. Therefore, I will ensure that my students received the same type of gratitude and acknowledgement of their hard work.

*Permission to use this assignment feedback was received by email on 05/24/2013.