Final Reflections
When reflecting upon my experiences throughout the MEd (DE) Program I must note how this program has changed my career path, as well as me personally. From start to end my expectations changed as did I. Now, I see when beginning this program I was naïve to what my skill set truly was. Throughout the program I learnt a lot from both the technical and theoretical concepts presented. The assignments were building blocks to future projects that I have undertaken.
The program requirement is 33 credits or 11 courses, each one, more diverse than the previous. The courses allowed me to explore issues within education such as restrictions (gender diversity, agnostic challenges, availability of resources), limitations (once again availability of resources, motivators and goals of potential learners), and overall challenges distance education faces. As distance education grows it’s unique to see how it is slowing interfacing with these challenges to grow and become available to all potential learners.
While there are six core learning competencies listed under this program it is safe to say the learning experience one gains is immeasurable. I have learnt immensely from all six areas. Below are summaries of the learning competencies and how they have affected me, while you can find more detailed examples, and reflections within my chosen artefacts. My chosen artefacts are assignments that have provided me with lifelong learning skills, projects that highlight the most competencies learned and assignments that have actually created future projects that I have built off of. The six learning competencies are;
- Problem solving, analysis and decision making. Even the best laid out plans can go awry. It is important to be able to troubleshoot problems, and pivot your plan so your work is not lost. While troubleshooting it is imperative you know your choices to enable you to analyse the problem and solve the problem. Throughout this course I have learnt that sometimes technical issues can bring down a group presentation, and that everyone has personal lives that affect group work and their availability and of course what assignment to choose, and how to go about starting it!
- Instructional design & development – the method of delivery is just as important as its content. Analysis of target demographics, standards and practices are of utmost importance when developing programs.
- Communication technologies and networking – prior to this program I really didn’t realize how much technologies were available to instructional designers, how different technologies work with particular demographics and the truth of our education state in North America – several schools (elementary, secondary) do not have the resources for any current technologies. I was able to experiment and learn new technologies that I continue to use today. I also learnt that when you’re on a Skype call in a busy work place it is common courtesy to have yourself on mute if you are not speaking (ugh).
- Communication & interpersonal skills – During my undergraduate degree I was never particularly fond of group projects, or working collaboratively in teams. I no doubt was hesitant working in groups, and even once asked a professor to work alone (he of course declined). Throughout the progression in this program I realized the value of team work, how working collaboratively is a workplace lesson. While I extend my career path I work collaboratively with teams throughout North America – many of whom I have never met. Communication and interpersonal skills have become a building block to my successes.
- Research – proper research skills are very important, implementing elements and new trends relies on keeping up-to-date on all changes within the education sector (which also includes government policies and implementations).
- Management, organization and leadership – When starting this program I was a follower, I was the team player that could successfully get work done and deliver in a timely, professional manner. Now I am confident in my experience and knowledge and I am an influencer and motivator in my field. I seek out opportunities; research desired solutions and lead my team through hurdles to accomplish goals.
While I was motivated by good grades, it was setting personal milestones, celebrating small wins and building on assignments already completed that encouraged me through the program successfully. This program has taught me a lot about Instructional Design, collaborative work, and of course lifelong learning. As I progressed as a student in this program, I also progressed professionally. My career goals shifted, my expectations grew, and I was seeing education in a different light. In concluded this program I recognize that not only did I meet my original goals of gaining knowledge in the formal sector; I surpassed them by realizing the ability of the formal sector and informal sector to integrate. I transformed from a professional wanting to “teach” and “present” new materials to a professional that wanted to help students experience and engage in new theories and concepts. While I would like to say I expected the transformation – I did not; it was a happy surprise.