What has the Master of Arts in Online and Distance Education contributed to the field of Technology Enhanced Learning and what has studying it meant to me?
Today, I entered the Robin Mason prize at the Institute of Educational Technology. You can read more about Professor Robin Mason and the award in her honour at this link.
The Master of Arts in Online and Distance Education (MAODE) facilities a better understanding of both the opportunities and constraints of Technology Enhanced Learning (TEL) to its wide network of Students, Staff and Associate Lecturers connected to the degree programme; which as a result, leads to TEL being utilised more effectively in robust and stimulating ways. The MAODE informs good practice that benefits a whole host of establishments through its creation of a community of knowledge sharing, testing of methodologies, contributions to current debates and the development of policy and research.
As a Management Consultant, Trainer and University Lecturer; the MAODE widened my support network amongst both Students and Lecturers from a range of work places who I continue to collaboratively work alongside. We share literature and theories, develop work practices and discuss new ideas, as well as, working together to solve issues. One of the key advantages for me from working in collaborative ways is the opportunity to learn from others and tap into that individual knowledge for my own personal development and lifelong learning. Distributed knowledge is an example of the diversity and complexity that are an important part of our lives. The diversity of experience and knowledge among people involved in the MAODE is a unique strength.
Reading widely around subjects, the study material, sharing theoretical perspectives and networking during the MAODE had direct relevance to my career development. I have implemented much of my learning into the workplace – carrying out research, creating online courses and supporting disabled students through accessible online learning.
The MAODE has been the start of a journey for me in developing my knowledge, reflective practice and skills in TEL and continually evaluating its use in a variety of education and workplace settings. With hands on experience of TEL and the testing of new concepts using a virtual learning environment the MAODE provided me with a toolbox of resources and technologies. It paved the way for me to study the MSc in Research Methods for Educational Technology with the Open University and I’m currently applying for a PhD place. Two of my lecturers from the MAODE have agreed to be my PhD Supervisors.
I have recently completed a small study as part of my research degree which built upon work from the MAODE and explores the experiences of young people aged 14 – 16 (Year 10 and 11 secondary school students at Key Stage 4 in England) regarded as disaffected by or excluded from other forms of education and using online learning. The research explores what they identify as the positives and negatives involved in TEL. All the young people involved in the research use Wigan Online Learning which is part of the Alternative and Complementary Education’s range of Alternative Education options to young people who are withdrawn from school. The key features are reported that support or impede young people’s learning and identify in broad terms, the determinants of positive and negative experiences for young people using technology enhanced learning.