UCSP 615 - Orientation to Graduate Studies
When I first learned that I had to take an “orientation to graduate school” course I was a little peeved. Seriously, I’ve TAUGHT in graduate school for over 25 years. I’m working 80 hours a week, taking two other courses, and now this on top of everything? It’s going to be a bunch of busywork I really don’t have time for.
I was pleasantly surprised on many levels! As I look back now, I can see how the readings and learning activities were carefully chosen to represent a skill set that would be necessary in the balance of the program. Crafting a response to a discussion question, learning how to use APA referencing (ok that one almost killed me, and I’m still not a fan; I’m in the medical field and we don’t use that!), how to annotate an article as a bibliography, a critical thinking exercise (reading, applying, responding, reflecting – an ethics case), and last, creating and narrating a PowerPoint presentation.
The benefits are more apparently to me now than they were then; perhaps the instructor DID tell us why each activity was included and important, and it rolled off my back. But my hindsight is razor sharp; I plan on including a similar experience in the Online Master of Science degree in Palliative Care that I’ve created for the University of Maryland Baltimore. And I very much enjoyed my virtual relationship with the instructor – turns out we’re both rabid knitters!
I was pleasantly surprised on many levels! As I look back now, I can see how the readings and learning activities were carefully chosen to represent a skill set that would be necessary in the balance of the program. Crafting a response to a discussion question, learning how to use APA referencing (ok that one almost killed me, and I’m still not a fan; I’m in the medical field and we don’t use that!), how to annotate an article as a bibliography, a critical thinking exercise (reading, applying, responding, reflecting – an ethics case), and last, creating and narrating a PowerPoint presentation.
The benefits are more apparently to me now than they were then; perhaps the instructor DID tell us why each activity was included and important, and it rolled off my back. But my hindsight is razor sharp; I plan on including a similar experience in the Online Master of Science degree in Palliative Care that I’ve created for the University of Maryland Baltimore. And I very much enjoyed my virtual relationship with the instructor – turns out we’re both rabid knitters!
OMDE 601 - Foundations of Distance Education and E-Learning
This course was responsible for some of the highest points in the MDE program, and one significant challenge. First, I found the content very interesting – the history and evolution of distance education, education and learning theories and the use of various social media I’d not encountered before. I learned that distance education may be a humanitarian act (Peters) and egalitarian (Homberg; and what egalitarianism is!). I enjoyed comparing distance education in a developing vs. a developed country and gained greater respect for the challenges and opportunities of each. I especially enjoyed having guest professors like Dr. Alan Tait (who I had the pleasure of interviewing by phone recently).
And to be fair balance, while I enjoyed learning about the “waves” of distance education, and in retrospect appreciating what a deeply reflective exercise it was, I did NOT like working in a group (well, at least not this group). I’ll confess I’m a serious Type A personality, and I have a semi-serious case of “everyone’s entitled to my opinion.” However the disparate levels of background content expertise and experience with technology, coupled with highly variable work ethics among group members resulted in a dyspeptic experience. Later in this program, in the leadership course we were encouraged to go through the forming norming, storming and performing exercise with our group. This was hugely beneficial, and a strategy I plan to use in my own distance education teaching.
The real prize of this course, and the whole program frankly, was Professor Lisa Blaschke. I considered her an excellent role model for how to teach by distance education, when I took the course, and that opinion only grew throughout the entire program. She introduced the idea of heutagogy, which I fell dead in love with, and ended up writing my OMDE 670 research paper on the topic. In my research for the paper, I read multiple papers, chapters and even books by Blaschke and now realize how extensively she operationalized heutagogy in the OMDE 601 course. In retrospect I think this is why I loved this course so much, but some of my other colleagues found this approach foreign and intimidating.
I especially appreciated Blaschke’s highly engaging practice in the discussion board. She was interested in our posts, and challenged students to dig a little deeper. I promise I’m not a stalker, but I found myself wishing I lived closer to Germany so I could meet Blaschke and deepen our professional relationship. I wish I could say all faculty were equal to the bar set by Blaschke, but sadly this was not the case. OMDE 601 was a great start to the MDE degree!
And to be fair balance, while I enjoyed learning about the “waves” of distance education, and in retrospect appreciating what a deeply reflective exercise it was, I did NOT like working in a group (well, at least not this group). I’ll confess I’m a serious Type A personality, and I have a semi-serious case of “everyone’s entitled to my opinion.” However the disparate levels of background content expertise and experience with technology, coupled with highly variable work ethics among group members resulted in a dyspeptic experience. Later in this program, in the leadership course we were encouraged to go through the forming norming, storming and performing exercise with our group. This was hugely beneficial, and a strategy I plan to use in my own distance education teaching.
The real prize of this course, and the whole program frankly, was Professor Lisa Blaschke. I considered her an excellent role model for how to teach by distance education, when I took the course, and that opinion only grew throughout the entire program. She introduced the idea of heutagogy, which I fell dead in love with, and ended up writing my OMDE 670 research paper on the topic. In my research for the paper, I read multiple papers, chapters and even books by Blaschke and now realize how extensively she operationalized heutagogy in the OMDE 601 course. In retrospect I think this is why I loved this course so much, but some of my other colleagues found this approach foreign and intimidating.
I especially appreciated Blaschke’s highly engaging practice in the discussion board. She was interested in our posts, and challenged students to dig a little deeper. I promise I’m not a stalker, but I found myself wishing I lived closer to Germany so I could meet Blaschke and deepen our professional relationship. I wish I could say all faculty were equal to the bar set by Blaschke, but sadly this was not the case. OMDE 601 was a great start to the MDE degree!
OMDE 603 - Technology in Distance Education and E-Learning
I took this course concurrently with OMDE 601, and all I can say is thank goodness. I strongly disliked this course, but it had nothing to do with the content or teaching methods. First, the “pro’s” of this course. I love using new technology, and I love teaching, so the content was very appealing. We compared and learned about technologies in synchronous and asynchronous learning. The history of distance education and the evolution of technology in each phase was explored. We also considered the criteria and guidelines for selecting technologies for distance education, and the future of technology in distance education.
The not so good (but with a silver lining) was the instructor. Unfortunately this instructor was inattentive to our class, and didn’t seem enthusiastic about teaching. If I hadn’t been taking OMDE 601 at the same time, I might have dropped out of this program.
So what’s the silver lining? First, I did learn some content (mostly on my own). Just as Blaschke served as a model of excellence in OMDE 601, this instructor served as a model for what not to do. As a faculty member myself, developing a distance education program, this lesson was painfully learned but appreciated.
The not so good (but with a silver lining) was the instructor. Unfortunately this instructor was inattentive to our class, and didn’t seem enthusiastic about teaching. If I hadn’t been taking OMDE 601 at the same time, I might have dropped out of this program.
So what’s the silver lining? First, I did learn some content (mostly on my own). Just as Blaschke served as a model of excellence in OMDE 601, this instructor served as a model for what not to do. As a faculty member myself, developing a distance education program, this lesson was painfully learned but appreciated.
OMDE 610 - Teaching and Learning in Online Distance Education
I have long been interested in learning theory and had a modest exposure to such in my master’s program in Instructional Systems Development. This course was advertised as “an exploration of the online teaching and learning dynamic, including its theoretical foundation and best practices.” We learned about behaviorist, cognitivist, and constructivist learning theory and how to operationalize these approaches through distance education. I really enjoy the required book for this course (Harasim, L., 2012. Learning theory and online technologies. New York, NY: Routledge). I read it cover to cover (some pages are about to fall out), highlighted sections, and wrote notes in the margins, and to this day I refer to it frequently!
On another blog I incredulously ranted that I, a rabid bibliophile, only learned that the real meaning of “inform” (e.g., “The XYZ University model informs the book’s content”), “affordance” (a clue to the function of an object, sort of a “hey did’ja know?”), and “discourse” (communication of thought by words, talk or conversation). I wrote a blog titled “Recipe for Learning: Discourse, Reflect, Rinse, Repeat.” I believe this is the first course in the program where we seriously addressed the value of reflection, an important part of constructivism.
I also really enjoyed learning about communities of practice (CoP). Once I understood what a CoP was, I realized that I’m a member of several CoP’s – professional and personal! I really enjoyed this course!
On another blog I incredulously ranted that I, a rabid bibliophile, only learned that the real meaning of “inform” (e.g., “The XYZ University model informs the book’s content”), “affordance” (a clue to the function of an object, sort of a “hey did’ja know?”), and “discourse” (communication of thought by words, talk or conversation). I wrote a blog titled “Recipe for Learning: Discourse, Reflect, Rinse, Repeat.” I believe this is the first course in the program where we seriously addressed the value of reflection, an important part of constructivism.
I also really enjoyed learning about communities of practice (CoP). Once I understood what a CoP was, I realized that I’m a member of several CoP’s – professional and personal! I really enjoyed this course!
DETC 620 - Training and Learning with Multimedia
This was an interesting course; it started off with a bang in a heated debate as to whether or not multimedia improves learning. I ADORE a good debate, and don’t even really care which side of the fence I’m assigned to (luckily, I actually DID support my assigned side).
We also had the opportunity to do a multimedia resource analysis and proposal, with a project management plan, culminating in creation of a storyboard. I adore instructional design, so I didn’t perhaps learn as much as others, but I always enjoy an opportunity to sharpen skills in this area!
We also had the opportunity to do a multimedia resource analysis and proposal, with a project management plan, culminating in creation of a storyboard. I adore instructional design, so I didn’t perhaps learn as much as others, but I always enjoy an opportunity to sharpen skills in this area!
EDTC 650 - Teaching and Learning in K-12 VIrtual Schools
I enjoyed the heck out of this class! First, I was ASTOUNDED to learn how many kids pre-school through high school, participate in on-line learning. And it comes in all shapes and sizes! My first assignment was an essay which I titled “50 Shades of Gray: The Many Faces of Virtual Learning” because it’s the absolute truth.
I was especially dead in love with the assignment to interview someone at a pre-college virtual institution and write a paper, and create a marketing presentation. I interviewed Mr. Darren Smith, Director of National University Virtual High School. He was most gracious and spent an hour on the phone with me. I used my freeconferencecall.com line and recorded the conversation (and posted it) and developed my narrated PowerPoint presentation. I am still shocked to discovered all this has been going on, and I’m just learning about it.
Of course, ever the opportunist, I think the first four courses in my Online Master of Science degree in Palliative Care, which I’ve developed through the University of Maryland, Baltimore, would be very suitable electives for high school students. After I catch my breath, I think I’m going to investigate that! Loved this course!
I was especially dead in love with the assignment to interview someone at a pre-college virtual institution and write a paper, and create a marketing presentation. I interviewed Mr. Darren Smith, Director of National University Virtual High School. He was most gracious and spent an hour on the phone with me. I used my freeconferencecall.com line and recorded the conversation (and posted it) and developed my narrated PowerPoint presentation. I am still shocked to discovered all this has been going on, and I’m just learning about it.
Of course, ever the opportunist, I think the first four courses in my Online Master of Science degree in Palliative Care, which I’ve developed through the University of Maryland, Baltimore, would be very suitable electives for high school students. After I catch my breath, I think I’m going to investigate that! Loved this course!
OMDE 608 - Learner Support in Distance Education and Training
I found this course to be very practical, and many times during the semester I remember thinking ‘I’m going to do this for learners in my Online Master of Science degree in Palliative Care program.” The course covered all avenues of student support from tutoring, advising, registration, technology, administrative, and more. I think library support is critically important, and clearly UMUC’s library is without equal. As a matter of fact, I have an appointment with one of our librarians next week to discuss library support for my new program.
There were several essays to write in this course, but what I especially liked (and still think about quite often) is the group project to identify an online program, and assess their student support services, and determine how we could improve their processes. First, I was BLESSED to be in a group with two people I already knew and liked, and two new friends. One of my group members lives near Brussels, and we still keep in contact! Anyway, I desperately wanted to evaluate the online Master of Science degree in Palliative Care from Cardiff University in Wales. The group member near Brussels spent a lot of time on the phone with the program director, and we all spent a lot of time combing through their web site. It was a great learning experience for me – I plan on using the best of what they did, and doing things differently where I perceived they didn’t do such a great job (with my Online Master of Science degree in Palliative Care).
Just thinking about this course and working with that group gives me a warm, fuzzy feeling!
There were several essays to write in this course, but what I especially liked (and still think about quite often) is the group project to identify an online program, and assess their student support services, and determine how we could improve their processes. First, I was BLESSED to be in a group with two people I already knew and liked, and two new friends. One of my group members lives near Brussels, and we still keep in contact! Anyway, I desperately wanted to evaluate the online Master of Science degree in Palliative Care from Cardiff University in Wales. The group member near Brussels spent a lot of time on the phone with the program director, and we all spent a lot of time combing through their web site. It was a great learning experience for me – I plan on using the best of what they did, and doing things differently where I perceived they didn’t do such a great job (with my Online Master of Science degree in Palliative Care).
Just thinking about this course and working with that group gives me a warm, fuzzy feeling!
DETT 611 - Library and Intellectual Property Issues in Distance Education and E-Learning
I enjoyed the content in this course very much. We learned about copyright protection which is a very complicated topic in my opinion. While I do have a better understanding of copyright law, I think my bottom line was “thank goodness we have an awesome library, and brilliant librarians who work there!”
In my work in developing our Online Master of Science degree in palliative care, I am very happy that I learned about the ability to write a contract for faculty that can be “work for hire.” Once they are paid for developing a course, we retain the rights to the learning material and lesson plans. So much easier; of course who would ever want to stop working for the University of Maryland, Baltimore?
I also enjoyed the content on development and providing library resources to both students and faculty. I think I learned the most about supporting learners on library services by BEING a UMUC student. They have such helpful tutorials that are brief (“just-in-time learning”) and other resources. Finishing this degree and losing this access is the biggest regret I have. The course was rounded out with the evaluation of digital rights management.
I enjoyed this course, but there was an awful lot of reading and extensive writing. I believe it is unreasonable to expect someone to read 200+ pages, and of course I didn’t. I’m a strong, self-determined learner and I got what I needed from this course. I enjoyed the instructor (she was a fiery, engaging librarian!) very much; she was a dedicated participant in the course. Thanks!
In my work in developing our Online Master of Science degree in palliative care, I am very happy that I learned about the ability to write a contract for faculty that can be “work for hire.” Once they are paid for developing a course, we retain the rights to the learning material and lesson plans. So much easier; of course who would ever want to stop working for the University of Maryland, Baltimore?
I also enjoyed the content on development and providing library resources to both students and faculty. I think I learned the most about supporting learners on library services by BEING a UMUC student. They have such helpful tutorials that are brief (“just-in-time learning”) and other resources. Finishing this degree and losing this access is the biggest regret I have. The course was rounded out with the evaluation of digital rights management.
I enjoyed this course, but there was an awful lot of reading and extensive writing. I believe it is unreasonable to expect someone to read 200+ pages, and of course I didn’t. I’m a strong, self-determined learner and I got what I needed from this course. I enjoyed the instructor (she was a fiery, engaging librarian!) very much; she was a dedicated participant in the course. Thanks!
OMDE 606 - Costs and Economics of Distance Education and E-Learning
In this course I enjoyed debating about the economics, value and return on investment in education. I found learning about screen theory, job competition model, human capital theory, cost efficiency and cost effectiveness fairly interesting.
I did struggle with the individual and group financial modeling project for a variety of reasons. I have a business degree, I’m married to an accountant, and I LOVE math. I even wrote the world’s only book on opioid conversion calculations that went bloody viral. The example and tutorial the professor didn’t reflect anything I knew to be true up to that point in my life (or my husband’s, and did I mention he’s an accountant who works internationally?), based on our text, or other readings. When I completed the project based on all these resources I didn’t get the outcome the instructor wanted. So I plugged and chugged to get the job done, but felt like I was just jumping through hoops to satisfy the instructor. And group work – this was the work experience of the entire MDE journey. Say no more.
In summary, I was mildly interested in most of the content in this course, and even though the instructor is world-renowned in this field, and he was very responsive in the discussion boards, I just don’t get it, and I’m glad I don’t have to do this for a living! Thank goodness we have a smart Associate Dean who did the cost justification for my master’s program at the University of Maryland!
I did struggle with the individual and group financial modeling project for a variety of reasons. I have a business degree, I’m married to an accountant, and I LOVE math. I even wrote the world’s only book on opioid conversion calculations that went bloody viral. The example and tutorial the professor didn’t reflect anything I knew to be true up to that point in my life (or my husband’s, and did I mention he’s an accountant who works internationally?), based on our text, or other readings. When I completed the project based on all these resources I didn’t get the outcome the instructor wanted. So I plugged and chugged to get the job done, but felt like I was just jumping through hoops to satisfy the instructor. And group work – this was the work experience of the entire MDE journey. Say no more.
In summary, I was mildly interested in most of the content in this course, and even though the instructor is world-renowned in this field, and he was very responsive in the discussion boards, I just don’t get it, and I’m glad I don’t have to do this for a living! Thank goodness we have a smart Associate Dean who did the cost justification for my master’s program at the University of Maryland!
DEPM 604 - Management and Leadership in Distance Education and E-Learning
I went into this course thinking “oh no, a necessary evil – a course on management!” and was delightedly surprised to find I really enjoyed it! Dr. Olcott was equal to Professor Blaschke in terms of engaging learners in the discussion board (which is probably why they were both awarded the Stanley J. Drazek Teaching Excellence Award – congrats!).
This course required a lot of reading and length writing, but I found the topics pertinent and thought-provoking. I selected Warren Bennis as the leader to research, and I found myself exclaiming about Bennis to some of my business-minded colleagues (let’s just say I “discoursed”), and they just smiled indulgently at me! As mentioned earlier in a different blog, I especially enjoyed the effort spent on techniques to enhance group dynamics. My group interviewed Dr. Alan Tait (who I now want to kidnap and take home with me). We did the forming, norming, storming and performing and it worked beautifully! I’m not sure if I just got lucky with my groupmate assignments, or the process really worked, but it was like finding out you don’t need three root canals after all. Not only was it NOT painful, it was a pleasure to work with these like-minded individuals.
As the Program Director of the Online Master of Science degree in Palliative Care, I found to my surprise that I really enjoyed this course and see the value of this skill set in my new professional responsibility. Dr. Olcott (and Dr. Tait) really enhanced my ability to tackle this new task!
This course required a lot of reading and length writing, but I found the topics pertinent and thought-provoking. I selected Warren Bennis as the leader to research, and I found myself exclaiming about Bennis to some of my business-minded colleagues (let’s just say I “discoursed”), and they just smiled indulgently at me! As mentioned earlier in a different blog, I especially enjoyed the effort spent on techniques to enhance group dynamics. My group interviewed Dr. Alan Tait (who I now want to kidnap and take home with me). We did the forming, norming, storming and performing and it worked beautifully! I’m not sure if I just got lucky with my groupmate assignments, or the process really worked, but it was like finding out you don’t need three root canals after all. Not only was it NOT painful, it was a pleasure to work with these like-minded individuals.
As the Program Director of the Online Master of Science degree in Palliative Care, I found to my surprise that I really enjoyed this course and see the value of this skill set in my new professional responsibility. Dr. Olcott (and Dr. Tait) really enhanced my ability to tackle this new task!
DETT 607 - Instructional Design and Course Development in Distance Education and E-Learning
I liken this course to being invited to a knitting cruise (I’m a rabid knitter!). I have a master’s degree in Instructional Systems Design so I didn’t learn a ton of new information, but I used this course as an opportunity to plan an educational project I will actually be operationalizing in the next few weeks.
Dr. Smith was lovely to work with, I know my colleagues and I appreciated the models of excellence she provided. Long live ADDIE (SAM who?).
Dr. Smith was lovely to work with, I know my colleagues and I appreciated the models of excellence she provided. Long live ADDIE (SAM who?).
DETT 621 - Online Learning and Development in the Workplace
This was a “comfortable” course. It confirmed for me that learning and development in the workplace absolutely parallels (although not exactly the same) developing educational activities for academic institutions. When I say it felt “comfortable” I mean it was a familiar tune, just played on a different instrument.
I did enjoy the “Stages of learning and development capability/maturity” project. First, I think I got lucky with my group members – friends and colleagues I’ve spent the last two years with. We staged the capability and maturity of a hospice program I currently work with. We all independently ranked this hospice as a stage 2. I found this experience very interesting because my groupmates and I clearly thought a Stage 2 indicates significant room for improvement, but since I’m intimately familiar with this field, and this particular hospice, I also have the perspective of what a well-run, well-respected hospice looks like. Which begs the question, how much more awesome and impactful could they be if they took steps to mature to a Stage 3 or 4? Maybe if the President read the recommendations from my group that would happen! It truly boggles the mind!
I did enjoy the “Stages of learning and development capability/maturity” project. First, I think I got lucky with my group members – friends and colleagues I’ve spent the last two years with. We staged the capability and maturity of a hospice program I currently work with. We all independently ranked this hospice as a stage 2. I found this experience very interesting because my groupmates and I clearly thought a Stage 2 indicates significant room for improvement, but since I’m intimately familiar with this field, and this particular hospice, I also have the perspective of what a well-run, well-respected hospice looks like. Which begs the question, how much more awesome and impactful could they be if they took steps to mature to a Stage 3 or 4? Maybe if the President read the recommendations from my group that would happen! It truly boggles the mind!
OMDE 670 - Portfolio and Research Principles in Distance Education and E-Learning
Just like your adrenal glands are your kidney cappers, this course was the capper for the MDE program. There were two primary components to this course – the capstone research project on a distance education topic, and the development of an electronic portfolio.
For my research paper, I chose to investigate using a heutagogical learning approach (self-determined learning), and described how we will apply this to our new Online Master of Science degree in Palliative Care, providing explicit examples. Since finishing the paper I have already shared it with the faculty I am hiring and developing to teach in this program so they can better understand my vision. Re-reading all the references I’d accumulated since writing a much shorter paper in OMDE 601, as well as newer resources I collected made me appreciate how I’ve come full circle through my own double-loop (possible even triple-loop – stand back I don’t how big this is going to get!) learning. I don’t want to sound too “Kumbaya” but I feel, quite profoundly, the impact of my own metacognition as I wrap up this degree.
We were given a choice for the electronic portfolio – it could either be entirely reflective of the MDE journey, or transfigured into a more global professional portfolio, which is what I chose to do. I am very proud of this piece of work, starting with my mastery of Weebly (hold on – I’m not claiming to be a master OF Weebly, just that I’ve sufficiently mastered it to accomplish what I wanted to do!). I have incorporated mCurriculum Vitae, broken into easily accessed chunks (publications, presentations, grants, teaching, etc.). I have already referred colleagues who requested my CV directly to the website instead of having to send it to them. I am a Professor at the University of Maryland School of Pharmacy, and they have agreed to send visitors to my site on the SOP website to my new personal website.
I had an especially good time assembling resources for two of my communities of practice – Palliative Care and Distance Education/E-Learning. I have already referred colleagues to my website so they can access these resources as well.
The last, and largest component of my webpage concerns my development. I included course descriptions of all the courses in the MA degree in Instructional Systems Development I received from UMBC. Similarly, I included a description of all the courses I took in the MDE degree from UMUC, including artifacts and reflections on each course (which you are now reading).
I finished writing these reflections while on a 5.5 hour flight from Baltimore to Las Vegas. My husband accompanied me and asked “How long have you known you had to do this?” I replied, “Since the end of August; well actually since the beginning of the whole program.” He gave me one of those “You are your own worst enemy” looks, indicating I’d waited until the very end to do this. I didn’t really have the steam at 40,000 feet to explain that I’d chosen to reconfigure my electronic journal into a professional electronic portfolio, but using my self-aware metacognitive skills, I can definitely say I’m glad this is my last task in the program.
Taking a step back, considering all the building blocks that led to this point has kind of been like seeing the whole picture from this airplane window. I see it now! I am very fortunate, more by accident than design, to have first studied ISD, then DE. Between those two skill sets, and my lifelong dedication to excellence in my chosen area of content expertise (palliative care) I feel strong, empowered, and righteous in my “NMT” (next big thing) – crafting a distance education program in Palliative Care from the ground up. I spent a year on the instructional design, I’ve designed courses and activities, all using a heutagogical approach. I know in my heart that my preparation and training will result in an awesome product that will affect numerous interprofessional learners, who will then help countless patients and their families achieve a more comfortable, peaceful death. This has truly been a transformative experience.
I’d like to thank Dr. Linda Smith, who was extremely supportive and helpful at the start of this program, and throughout to the finish line. Oh – and one more shout out to Professor Lisa Blaschke – she’s my hero and I’ll bet she doesn’t even know it! Thanks to all!
THE END!
For my research paper, I chose to investigate using a heutagogical learning approach (self-determined learning), and described how we will apply this to our new Online Master of Science degree in Palliative Care, providing explicit examples. Since finishing the paper I have already shared it with the faculty I am hiring and developing to teach in this program so they can better understand my vision. Re-reading all the references I’d accumulated since writing a much shorter paper in OMDE 601, as well as newer resources I collected made me appreciate how I’ve come full circle through my own double-loop (possible even triple-loop – stand back I don’t how big this is going to get!) learning. I don’t want to sound too “Kumbaya” but I feel, quite profoundly, the impact of my own metacognition as I wrap up this degree.
We were given a choice for the electronic portfolio – it could either be entirely reflective of the MDE journey, or transfigured into a more global professional portfolio, which is what I chose to do. I am very proud of this piece of work, starting with my mastery of Weebly (hold on – I’m not claiming to be a master OF Weebly, just that I’ve sufficiently mastered it to accomplish what I wanted to do!). I have incorporated mCurriculum Vitae, broken into easily accessed chunks (publications, presentations, grants, teaching, etc.). I have already referred colleagues who requested my CV directly to the website instead of having to send it to them. I am a Professor at the University of Maryland School of Pharmacy, and they have agreed to send visitors to my site on the SOP website to my new personal website.
I had an especially good time assembling resources for two of my communities of practice – Palliative Care and Distance Education/E-Learning. I have already referred colleagues to my website so they can access these resources as well.
The last, and largest component of my webpage concerns my development. I included course descriptions of all the courses in the MA degree in Instructional Systems Development I received from UMBC. Similarly, I included a description of all the courses I took in the MDE degree from UMUC, including artifacts and reflections on each course (which you are now reading).
I finished writing these reflections while on a 5.5 hour flight from Baltimore to Las Vegas. My husband accompanied me and asked “How long have you known you had to do this?” I replied, “Since the end of August; well actually since the beginning of the whole program.” He gave me one of those “You are your own worst enemy” looks, indicating I’d waited until the very end to do this. I didn’t really have the steam at 40,000 feet to explain that I’d chosen to reconfigure my electronic journal into a professional electronic portfolio, but using my self-aware metacognitive skills, I can definitely say I’m glad this is my last task in the program.
Taking a step back, considering all the building blocks that led to this point has kind of been like seeing the whole picture from this airplane window. I see it now! I am very fortunate, more by accident than design, to have first studied ISD, then DE. Between those two skill sets, and my lifelong dedication to excellence in my chosen area of content expertise (palliative care) I feel strong, empowered, and righteous in my “NMT” (next big thing) – crafting a distance education program in Palliative Care from the ground up. I spent a year on the instructional design, I’ve designed courses and activities, all using a heutagogical approach. I know in my heart that my preparation and training will result in an awesome product that will affect numerous interprofessional learners, who will then help countless patients and their families achieve a more comfortable, peaceful death. This has truly been a transformative experience.
I’d like to thank Dr. Linda Smith, who was extremely supportive and helpful at the start of this program, and throughout to the finish line. Oh – and one more shout out to Professor Lisa Blaschke – she’s my hero and I’ll bet she doesn’t even know it! Thanks to all!
THE END!