Home » E-Learning » H807: Innovations in E-Learning. Tutor Marked Assignment 3 – Reflective Writing and e-learning (or not).

H807: Innovations in E-Learning. Tutor Marked Assignment 3 – Reflective Writing and e-learning (or not).

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I understood from the heading for TMA03 in H807 that ‘it is permissible to use an extract from a very long message.’ I therefore deleted the 900+ additional words that on two occasions occurred in a forum message.

At one stage I had in an earlier draft all messages including the Tutor’s introduction, my full response and even a previous pertinent message from another contributor. This for ‘context’ and making marking easier might have been better than all the html links that I added PER MESSAGE. I checked these anchors/links and there was a graphic in the Blog message too – clearly something in the uploading/submission process fangled these up.

The links/titling were absolutely as clear as anyone could wish them to be. A message per page.

My understanding of what makes ‘reflective’ writing is perfectly valid. It is open ended, not prescriptive – it is after all my mind that is coming up with these ideas, which is the entire point of it, to develop my personal understanding. I am trying to enhance my way of thinking, not adopt someonelse’s.

In relation to my continued dislike of the term ‘e-learning,’ it isn’t difficult to refer to plenty of current articles, including JISC that agree that the term is not universally agreed or accepted. Salmon referring to ‘e-lapsed’ time for an ‘E-tivity’ is palpably ridiculous. Academic os this ludicrous desire to ‘coin a word or phrase and a clichéd attitude regarding e-learning that anything with ‘e’ attached gains the ‘e-‘ branded values. Balderdash.

‘The first decade of the 21st century is already on the wane and we stand at an interesting point as regards the use of technology to support and enhance learning and teaching. The fact that we still refer to much of this enhancement as e.learning (and still disagree about what the term actually means) signals that the relationship between technology and learning is not as yet an entirely comfortable one.’ JISC 2007 (Introduction)

The lesson I have learnt is that it is vital to meet face-to-face, even to speak to someone through. Elluminate or on the phone where all kinds of important cues and nuances to understanding come into play: tone of voice, pauses, choice of words … and then facial expressions and body language when face-to-face. As occurred at an ASA workshop the other week, I simply couldn’t get my head around what the tutor was trying to say about Some aspect of Nutrition,I eventually left it, but a fellow student could see by my expression that I was just fed up of asking the same question and getting a numpty response that made no sense – this student made a far better job of explaining to me the point the tutor could not.

Two decades of sailing and I could tie and adequate Bolen knot with a struggle having been shown how to do it a hundred times – only when an instructor used the term ‘it’s a gripping knot’ did I understand WHY the knot worked and WHY it was important. My father didn’t permit the word ‘why?’ His favourite line was ‘don’t ask why, ask how high.’ Whatever that means!?
I must know why.

My quest is to discover why. Why is my nemis. Get me asking questions and I become driven to find answers, my answers.

If I keep asking ‘why?’ regarding the ECA, it will be because I haven’t had this ‘Bolen knot’ moment – I genuinely thought with TMA03, as occurred on about the 7th draft of TMA02, that this moment had occurred.

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