Reflection
Artifact One
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- Friday, 22 May 2020 [36.6KB]
Rationale for Choosing this Artifact
I chose an assignment from MDDE621 Online Teaching in Distance Education and Training as my first artifact because it was one of the first papers I wrote as graduate student. It seemed fitting to use one of my earliest pieces of work at the start of my reflective journey. I feel this artifact demonstrates my earlier research ability and will provide a nice contrast to the research I conducted in MDDE703 Research Proposal Writing just over two years later. I was also drawn to this assignment because of the my findings on how this online learning is well suited to this demographic, learners with Autism Spectrum Disorder. Distance education and online learning are a type of teaching that I champion and am passionate about.
Artifact Summary
The parameters for the MDDE621 assignment I have chosen is:
A 1500 word paper that describes how online learning might be used to address some “special needs” learners' requirements.
As a brief summary of the artifact, Suitability of Online Education for Learners with Autism Spectrum Disorder, I have included the abstract from said assignment (Derksen, 2015, p. 2).
Autism Spectrum Disorder (ASD), a complex neurological disorder, affects one in 68 people. The main characteristics of ASD are a triad of impairments in communication, interaction, and imagination. In order to meet the future demands of post-secondary students with ASD, learning strategies and course supports to assist students must be available. Courses should employ universal design of instruction approaches. Online learning is “flexible, accessible, and convenient” (Srichanyachon, 2014, p. 51). Online learning is a suitable platform and delivery method, as it can meet the specific physical, emotional, and learning needs for those with ASD. Individuals with ASD are often comfortable with technology and appreciate the consistency and linear approach that [sic] computer-based learning can provide.
Why MDDE621
In the fall of 2015, I took MDDE621 Online Teaching in Distance Education and Training. MDDE621 is an elective course; I was drawn to it for a variety of reasons, but what attracted my attention originally was the course topic, professional development (PD) issues in online teaching and training. I feel a strong connection to distance education and I have a keen interest in mentoring and coaching others to champion and promote the use of online learning. Therefore, this topic appealed to me as it would assist me in supporting the learning of others while I performed my coaching and mentoring duties at work. This course added to my knowledge base and illuminated more advantages to using all that technology could offer, since taking this course I have helped to educate on different approaches to facilitation and course delivery and encouraged my instructors to incorporate new technology into their courses.(4.4) What I had not expected to grab my attention was how online learning might benefit some students with special learning needs. I was excited to conduct the research and investigate the capacity distance education has to meet learning needs in general.
As the course progressed, we examined learning theories, online teaching and learning principles, and professional development. Mid-way through the course, our first assignment was due. I felt both thrilled and overwhelmed by this assignment. The assignment parameters consisted of a variety of topics from which I could choose to investigate and write about. I was thrilled about the flexibility and autonomy such an open assignment provided me with, but I was overwhelmed at the number of topics from which to choose. I felt that the choice this assignment offered me increased my engagement and interest in the subject matter. As I mentioned earlier, my main interest was in professional development issues in online facilitation, but I could not connect any topics in the list of options to this issue. I landed on a topic that asked me to describe how I could use online learning to address some ‘special needs’ learners’ requirements. As this area was not familiar to me, I would be learning something completely new.
I was to find a variety of data on the subject, synthesize it, sum it up into a manageable size, and then present the information in my paper. I enjoy researching new ideas or topics and building connections to the material; I was happy to get started and I set off on my quest to find a group or demographic of learners that had special needs that I could delve into in more depth. I conducted a multitude of searches in various databanks for literature related to special needs and landed on learners with Autism Spectrum Disorder (ASD) as a target group for me to explore. I say explore, because my paper was not original research, but rather an in-depth review of the work of other scholars and websites related to the subject.
Inspiration
UDL Presentation
Research Methodology
Using search engines and databases, I conducted my online literature review. I found a number of peer-reviewed articles through inputting keywords into search engines and searching the Athabasca University library databank (1.4); however, I did not feel these articles offered an optimal balance of information on the subject because they only shed light on part of the issue and not the full picture of the needs of this demographic or the learning needs of those with ASD.(5.3, 5.10) I wanted to ensure I had a broad range of data and that I incorporated facts from all sides of the issue. I wanted to have a comprehensive understanding the needs of learners with ASD from all aspects. To ensure I had balance and avoid bias I went beyond journal articles. In order to gather more information, I watched YouTube videos on the topic and consulted a variety of websites. I used sources that I felt had a high degree of credibility related to the demographic, such as Alberta Education and the Center for Disease Control (CDC) and such as Autism Ontario.
I wanted to ensure I was well-read on the topic and could present a credible augment in my paper. In order to do this, I critically weighed out the findings and investigated the legitimacy of the authors as I waded through the articles and written material.(5.4) I questioned the motives of the web designers while reviewing the findings in videos and information presented on websites. I considered the authors’ and publishers motives for providing this information and I questioned if material gains or money could be motivating factors to offer this information to the public. Drawing on research skills I gained in critical writing course, I examined the providers and researchers in an attempt to confirm their credentials and assess their credibility on the topic.
To learn more about ASD, I created an initial list of questions based on what I wanted my investigation to uncover. I fashioned my initial questions on the five W's; I wanted to know who the learner is, how do they learn, and why does it matter.(1.3) However the more data I found, the more questions I wanted answers to. The new questions went beyond my original intent to explain what special needs these learners might have and how can technology address them; my questions started to deepen, questions such as who is someone on the spectrum, how does this set them apart from the typical learner, how can technology help or hinder them, and how can the answers to these question inform my own practice and improve my teaching skills. Instead of just asking how technology can help, I wanted to discover and understand how traditional learning impacts them, both positively and negatively. I found these new questions helped me to think critically and truly examine what each piece of information meant and how this data related to or answered my questions.(1.5) I did not find this to be an easy task; not everything is obvious or evident and often required significant time and energy.
My research into this topic was interesting and informative. Investigating this topic allowed me insight into this spectrum, I had no idea how prevalent autism is. I discovered that autism is actually a spectrum with a wide variation and severity of symptoms; it is a “complex neurological disorder” (Derksen, 2015, p. 3) and that 1 in 68 people are classified as having Autism Spectrum Disorder (ASD) (WHO, 2015). My research explored the “suitability of online education for learners with Autism Spectrum Disorder by examining the inherent learning needs of ASD” (Derksen, 2015, p. 3).
After critically evaluating and synthesizing the data from my sources, I concluded that the number of people diagnosed with ASD is increasing and “therefore, it is likely that many future post-secondary students will have ASD” (Derksen, 2015, p. 7). I feel that, based on the increasing proportion of learners in with ASD and their unique needs, it is imperative that we find educational solutions to better meet the learning needs of this diverse group.(1.7)
I feel that it is vital that educators invest the time to understand a variety of instructional techniques and work them into their course design and facilitation. I have come to recognize that, by employing best practices and finding ways to meet the students’ needs, I can encourage learning and champion their success.(1.8, 4.4) In actuality, employing best practices often takes very little effort on my part, but can make a big impact and have large rewards.
As a result of my investigation into ASD I now recognize the value of applying instructional design principles and the importance of including universal design for learning (UDL) when designing a course. I included this suggestion in my assignment, “when developing a course for students with special needs such as learners with ASD, it is important to employ universal design of instruction strategies” (Derksen, 2015, p. 7). I am conscientious of the UDL guidelines and make every effort to include a variety of strategies when I design a course or presentation. While this assignment was not meant to practice instructional design and development, I felt it was important to share my findings with my fellow educators, in particular, the benefits of adhering to the UDL guidelines. In an effort to educate and enlighten my staff, I created a presentation on UDL and included some UDL principles to present to my coworkers.(1.9, 4.2, 4.6) It is important for my instructors to embrace the information from the presentation and use these principles when designing their course and learning activities. I encouraged them to be cognizant of the impact UDL can have on learners in general.
Final Thoughts
During the early days in the course, I remember the comments of my peers in discussion forums would leave me feeling overwhelmed and wondering if I had the foundation to be in a graduate program. I really felt out of my depth and that I was not able to collaborate or hold my own in a discussion with my peers. I employed critical thinking and actively worked demonstrated credibility in my assignment by having synthesized the information and providing credible sources. As we moved forward and I was immersed in my research, I started to feel that my ability to hold my own was improving. When I saw my grade and read the feedback I received from the professor, I felt encouraged and perhaps even validated; I realised that I can do this, I can be a graduate student.
Comments
Pamela Walsh
20 May 2020, 10:55 PM
their Hi Lee,
I see that you have set up your collection of pages and have a draft of your Introduction and artefact one. Well done!
I will let Rita make additional comments on your Introduction. You have experienced a fascinating academic and professional career.
I like your picture- very appropriate. The following is a shortlist of my additional observations and recommendations for your consideration.
-You have demonstrated an ability for reflective writing.
-Consider breaking up the text on this page by creating more heading and subheadings. For example, you can have a heading called Introduction, where you explain why you chose this artefact and provide a short descriptive paragraph about the assignment.
- It will be more visually appealing if instead of having one big block of text, you create several separate blocks (not all in the middle), each with a heading or subheading and white space between them.
I have chosen one of your reflective passages at random (see below) and offer some comments in bold text.
In the fall of 2015, I took MDDE621 Online Teaching in Distance Education and Training. MDDE621 is an elective course; I was drawn to this course for a variety of reasons, but what attracted my attention originally was the course topic “professional development (PD) issues in online teaching and training” (“MDDE621”, n.d., para. 2). Good reflection; it is not necessary to use a citation. I feel a strong connection to distance education, and I have a keen interest in mentoring and coaching others to champion and promote the use of online learning. Therefore, this topic appealed to me as it would help me support the learning of others while I performed my coaching and mentoring duties at work (4.4). Another good reflection; how did this topic help you to support the learning of others? What I had not expected to grab my attention was how online learning might benefit some students with special learning needs. I was excited to conduct the research and investigate the capacity distance education has to meet learning needs in general (1.4, 5.4). How did you go about doing this research, and how did you critically evaluate the literature?
- When you are reflecting on the process of your learning, use these trigger questions to help you reflect more deeply on how you learned what you learned and why it is meaningful to you. Include these reflections before you place your sub-competencies.
You are on the right track, Lee. Let me know if you have any questions.
I will return to this page.
Pamela
Lee Derksen
23 May 2020, 3:29 PM
Thank you Dr. Walsh. I appreciate your feedback. I have considered your suggestions and made changes to my reflection. Best regards, Lee
Pamela Walsh
28 May 2020, 12:09 PM
Hi Lee, Your hard work is evident.
Comments and recommendations
What I had not expected to grab my attention was how online learning might benefit some students with special learning needs. I was excited to conduct the research and investigate the capacity distance education has to meet learning needs in general (1.4, 5.4). In order to align sub-competency 5.4, you will need to reflect on How did you go about doing this research, and how did you critically evaluate the literature? Stating that you were xcited to do the research is great, but how did you "Critically review literature both broadly and in-depth" (5.4) and why was that important for your learning?
I will offer more comments in the next 15 minutes (I have to first do comments in a word doc because when I have your comments box open, I cannot see your eportfolio)
Pamela
Lee Derksen
28 May 2020, 12:18 PM
Hello Dr. Walsh
Thank you for letting me know. I have deleted and re-created my page for the second artifact, so I am hopeful the troubles with commenting will be behind us.
Regards, Lee
Pamela Walsh
28 May 2020, 12:29 PM
Hi Lee,
Let's look at the following passage from your eportfolio. I have inserted comments in bold text.
Using search engines and databases, I conducted my online literature review. I found a number of peer-reviewed articles through inputting key words into search engines and searching the Athabasca University library databank Sub. C. 1.4 is fine but 5.10 should be aligned with your reflection on how you demonstrated achievement that sub-competency. See where I have placed it (1.4, 5.10); however, I did not feel these articles offered an optimal balance of information on the subject because they only shed light on part of the issue and not the full picture of the needs of this demographic or the learning needs of those with ASD (5.3; 510). I wanted to ensure I had a broad range of data and that I incorporated facts from all sides of the issue. I wanted to understand the learning needs of leaners with ASD. To ensure I had balance and avoid bias I went beyond journal articles and consulted websites, such as Autism Ontario, to gather more information (5.2).5.2 states: Identity, discuss and apply theoretical considerations to proposed research. Before you align 5.2 with your reflections, include what theoretical considerations did you identify the were important to your research.
The work you have done is great, now you need to dig a little deeper using how and why questions to trigger deeper reflections. I recommend that your review all of your reflections and alignment of sub-competencies to ensure that you have included reflections on how and why.
Thank you, Lee
Pamela
Lee Derksen
30 May 2020, 2:05 PM
Hello Dr. Walsh
Thank you for the feedback and encouraging me to dig deeper and really get to the why it matters. I have rewritten some of my reflection to make it deeper and more robust. I am at a loss as to why I used sub C 5.2, I was not able to justify it, so I am not really sure what I was thinking at the time. Thank you for pointing it out :I
Regards, Lee
Lee Derksen
31 May 2020, 10:12 AM
Comment from Dr. Walsh:
Hi Lee, I am not able to access tour comments box. I had a quick look at your revised page and noticed that you have not moved 5.1 to the place which aligns with your reflections (I have showed you where to move it). I won't have time to review your entire page today but will do so on Monday. I highly recommend that you revisit your alignment of all sub-competencies and ask yourself, in each case, "did i answer the how and why questions?" I will be in a better position to assess your changes on Sunday night or Monday afternoon. Check on your comments box.
Thanks, Lee!
Lee Derksen
31 May 2020, 10:28 AM
Hello Dr. Walsh,
I am not sure why the comments is deactivated again for you. I have taken your comment from the message and added it to this thread of comments to ensure continuity and that nothing is lost.
I did take your feedback and advice under advisement, especially for sub C 5.10. I had thought it aligned to "In order to gather more information, I watched YouTube videos on the topic and consulted a variety of websites". In light of your feedback, I have reconsidered and have now aligned it to "I did not feel these articles offered an optimal balance of information on the subject because they only shed light on part of the issue and not the full picture of the needs of this demographic or the learning needs of those with ASD (5.3)." as per your suggestion. Thank you for your ongoing and timely feedback :)
I will review all of the sub C I have used to ensure alignment.
Thank you once again.
Regards, Lee
Rita Zuba Prokopetz
31 May 2020, 2:50 PM
Hi Lee,
Thank you for reaching out to me regarding the comment box. I am able to view it fine. The access to your pages can be made via the AU eportfolio site, and your viewers would need to be “logged-in users” to be able to comment.
To change access (public, your connections, groups, etc.), just click on Portfolio on the Navigation bar, and then on "Shared by me" - you will be able to view the dropdown window and then change your settings accordingly. Thank you so much, Lee!
Lee Derksen
31 May 2020, 6:52 PM
Hello Everyone,
I feel that I have completed the sub C 1.8 Justify these solutions
This is my sentence regarding this sub C.
I have come to recognize that, by employing best practices and finding ways to meet the students’ needs, I can encourage learning and champion their success (1.8).
I feel that I can explain how I justified the solutions in that it helps student learning, but I am really struggling with explaining the 'why'. I feel like the why is also to improve student learning. Does anyone have any suggestions on how I can improve or expand on this?
Regards,
Lee
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References
Derksen, L. (2015). Suitability of Online Education for Learners with Autism Spectrum Disorder. MDDE621 Assignment.
Moriarty, C. (n.d.). Inspiring Quotes. Retrieved from https://www.inspiringquotes.us/quotes/P3Iz_2QnofVqp