Conclusion

After looking back to the start of my journey by using the ePortfolio I introduced myself beginning with my academicals background. Trying a master degree in education is quite a challenge when one is coming from a non-educational field. However, I introduced also my learning goals, my taken classes and five artefacts.

The journey through the course of studies was individually by me divided into five areas:

• Distance                     601
• Research Method      602
• Instructional design    603
• Technology                620

and a special artefact:

• Learning at 50+         703.

The first area Distance is about alternatively learning at a distance instead of face-to-face. The second area Method copes with qualitative and quantitative methods to choose from. The third area Instructional design looks at “tricks” how to get teaching over to students.

The fourth area is about technology supporting teaching and learning.

The last area proposes a thesis about learning at 50+ and concludes the journey as well as the course of studies.

Every area also comprises a main set of competencies:

• Distance                        Problem Solving, Analysis, & Decision Making
• Research Method          Research
• Instructional Design       Instructional Design & Development
• Technology                    Communication Technologies and Networking
• Learning at 50+             Communication & Interpersonal Skills + all others

While for the artefacts # 1 to 4 predominantly one set of competencies applies, for artefact # 5 fit all competencies except those for management, organization and leadership. One could think that was a coincidence but the program of studies was organized that way that competencies to gain was well organized.

My learning goals were divided into first the line to walk by reaching out for formal papers and second more detailed and personal goals like improving special skills.

Before entering the MEd program I got a College Diploma from the College of New Caledonia, a Bachelor of Management from Athabasca University, and inside the MEd program a Post Baccalaureate Diploma in Distance Education Technology from AU. Finally I am still working on a MEd from AU. So far I am still following the formal path.

The learning goals for improving special skills are way more difficult to identify. When we talk about English reading and writing skills, the undergraduate path was not so demanding in looking for those skills. The graduate path was sometimes; please allow that statement, a pain in a butt. Although I believe I have improved my skills, there is still place for bring it to perfection. As for a business person it is rather about best and worst cases, for a graduate student critical thinking is asked for. Not only knowing stuff counts but more than that critically looking at whether it works or not is important. This was already a theme in the first artefact about reviewing an article.

Effective teaching at a distance was handled in courses for instructional design which was theme for artefact # 3. Combining theory with practice and applying the learned helped strengthen the skills. The same goes for learning to prepare lessons.

Understanding the goals of adult learners is most effective taught in technology classes. Here it is especially pointed out, that constraints like job and family influence decisions of adult learners. Times as well as locations for classes can be over bridged by learning in free times after or before work, and that all, even well, at home.

Whether this journey ever ends depends on some picky professors.