I am back........

This post appeared in another blog and rather than just link to it, I republished the whole thing.
It is from EdTechJournal at http://preilly.wordpress.com/.

The Wolves of Learning

At birth we are blessed with a natural curiosity. There is a great wildness in it. A shaft of sunlight illuminates a world of dust and delicate objects floating in air, as if by magic. A child who catches a glimpse of this will stop whatever it’s doing and begin to explore what it sees. We are called to learn.

Our natural curiosity is like a wild animal; it hunts where it needs to in order to satisfy its deep hunger. As children, we awaken each day with an insatiable appetite to learn. It is in our early years that we are “wolves of learning”. There is a deep, DNA-based, natural connection between learning and survival; call it the burning relevance of the empty stomach.Over the centuries, as we have institutionalized learning, we have taken something precious from our children, our young “wolves of learning”; and from ourselves. The wildness of our natural curiosity has been tamed, domesticated, and subdued.

We have done this by giving our children virtually no control over their education, little responsibility for their learning and whatever natural curiosity they have has been replaced with a structured curriculum. We reward them for following directions and doing what they are told and reprimand them if they wander too far from our agenda. Since it is our agenda and not theirs, they put minimum effort, if any effort at all, into what we ask them to do. They are in compliance mode. Compliance produces the lowest level of effort. Fear of retribution becomes the prime motivator rather than the excitement of learning.

We have trained them to expect to be fed without going on the hunt. Like domesticated pets, we offer them bland processed learning laid out in prescribed amounts at certain times of the day. We decide what they are fed, how much, and when. They rarely experience learning by their own wits, their natural curiosity, or even serendipity. They will not gorge on learning and fight over the scraps until their bellies are full.

We have so successfully domesticated our students that they are likely to rebel when they are asked to use the natural gifts for learning with which they were born. It’s as if we were trying to release a pet house dog into the wilderness, the odds of survival would be small. Within hours the dog would be back in front of the door, begging to have its master serve its dinner to it in a dish.

Let us find ways to give our children back their birthright, their natural curiosity and facility to learn. There have to be ways that we can organize our learning institutions to accommodate individual curiosity and the standardized curriculum. I believe that thoughtful educators can create environments that are less restrictive and provide much more natural habitat for learning. Let us find ways to foster the wildness and thrill of learning again. Let us answer the “Call of the Wild”.
pete

Reflection Essay

This essay is a reflective statement of my time in the Distance Education Master's program at the University Maryland University College. I have spent a very long time in that program by most standards, taking seven years to reach the Capstone course where I now am. In that time I have moved from thinking that Distance Education was a form of learning that would increase the liberation of the human spirit in general by making knowledge freely available to everyone, to a position that education, especially in the last 200 years, as an institution is not about open learning, and human development, but about selection and control within a society. Education re-enforces the status quo and discourages changes in paradigms and ruling structures.

I came to the program with great expectations. I saw it as a way to spread the world of learning and knowledge I inhabited at St. Alban’s School for Boys in Washington, DC. I thought it would allow me to spread that world beyond the reach of only those who could afford it because I did not understand at the time how school was a selection process for a society. I did not truly know that where you went to school and who you went to school with would determine your place in society. I was beaming with enthusiasm to learn how continue to expand the engagement with the world that I thought education was, an engagement that started on the front porches of Kermit Avenue when I played game after game of chess, Risk, Diplomacy, Avalon Hill war games and other historical simulations, where I relived event after event through books and imagination, to continue human liberation on the seemingly unstoppable road that it seemed to travel. I had no real idea how limited my learning world had been in those days before the Internet. I confused education with learning.

I thought that I had found the formal organization and method to make the learning ethic that I discovered in Steven Levy’s Hackers (Levy, 1985) a reality, and tried to live by that ethic in my face to face teaching, that would allow me to expand my belief in hands on student directed learning. I was right and I was wrong all at the same time. School was not about the hands on imperative or the sharing of knowledge. Your value in this world did not depend on how much you knew but instead on who you knew, and where you went to school.

In 1988 I sat down at a computer terminal connected to an acoustic modem that sent text at 300 baud/sec from my classroom to the Government and Politics department's computer at the University of Maryland College Park which hosted an international relations simulation (Project ICONS). I guess you could call it my first distance learning experience as a teacher though I would not think of it that way for years to come. For the first time the students and I were interacting with human beings, freed from the confines of time and space as well as the tyranny of curriculum and proscribed content. Instead of telling the students about international relations and the countries of the world as the curriculum viewed them, we were touching them and engaging in them by becoming them within our simulated world. I had no idea at this time of the formal world of distance education. I had no idea that what we were doing would come to be called computer mediated communication. I had no idea that what we were doing would come to be known as a Multi-user Role Playing game. All I knew for sure was that we were having fun and learning. The students would spend hours preparing the "diplomatic pouch" and "diplomatic messages" for the nations of "our world". It followed naturally for me from the games I had played as a child and young adult of connecting books to the world in hands on way. This was not a made up world but a world based on our gathering of data and becoming actors in the drama where success was measured in real world terms of negotiations and drama.

I’ll never forget the feeling of liberation when I opened my first Internet account on the WWW with Netscape and followed that with the purchase of an exorbitantly expensive 2400 baud modem. To see my voice in the first web page I constructed and not needing any one’s permission to publish it was one of the freest moments of my life. I had discovered the Internet and the Freedom that it would bring to all who could access it. The World Wide Web was still in the future but nothing would ever confine me within four walls again at a specific time and place. I had entered the world of Anytime, Anywhere learning. The ICONS experience was my first experience with computer mediated Role Playing and in effect Distance Education. It was the first time that high school students were involved in this computer simulation of negotiation and conflict resolution. It was my first real experience with simulation and distance learning from a teacher’s standpoint in my career. It was also the first time I had truly witnessed learners create content and offer it to their peers rather than to the teacher for evaluation. My fascination and interaction with the Internet grew from there and continues to grow to this day.

Trained as an historian, I was very taken up with the ideas of R. G. Collingwood, particularly expressed in The Idea of History. In that great work Collingwood articulated the idea that historians gather individual bits of information that they can ascertain to be facts, and then weave the cloth of history by imagining it as it could have been. Historians, in fact, construct history, individually and then settle on a collective vision of that history. (Collingwood, 1935). History is an imagined reality whose shape and form changes with the perspective that it is viewed from. There is only a constructivist history.

This discovery of the freedom and power a human being acquires on the Internet began a life changing relationship with cyberspace that would draw me to the Distance Education Masters program at the University of Maryland University College in an attempt to learn how to do “Distance Education”.

In 1999 I read Don Tapscott’s, Growing Up Digital (1997) and was so moved by it that I went to the Microsoft 1999 AnyTime AnyWhere Learning Conference in Dallas, Texas. After that conference I knew that the Internet would become the primary communication medium of teaching and learning. I was firmly committed to putting a laptop computing device in everyone hands. I would settle for nothing less that 1-1 computing. I began to explore distance learning as the best means of using those laptops and decided to enter the program at UMUC.

When I came to the program I thought that print learning had already given way to e-learning in distance education. I loved creating content for the world wide web and had created several web pages for classes I was teaching face to face. Sarah Horton, at Darthmouth at the time, had a great influence on me and my disdain for formal Learning Management Systems. I was active in the newsgroups and participated in several listservs. Blogging had captured my attention and I used it regularly and the Open Source movement dominated my thinking about software and sharing.

In my time in the program I discovered several intellectual strains that have encouraged me to try to take learning to the next level that goes beyond the educational institution and have also witnessed several, of what I might call, counter-revolutions to what I thought the was the promise of Distance Education. It is important to remember that I was a teacher of high school and elementary students and that a great part of my teaching responsibilities were technology related. This skewed my view of people’s ability to use the technology for learning. The kids I taught used it in ways that amazed me time and time again. My students did not have to be taught how to use technology; they just picked it up and did it. I believed then and still do today, that a person with a laptop computer, Microsoft Office or something like it such as Open Office, a web browser, and a connection to the Internet can access the sum total of knowable human data and remix it into anything that they want it to become. I thought that the Distance Education program was very trapped in the past.

I may have left the UMUC program a long time ago without my Foundations of Distance Education course. That course introduced me to the idea of transactional distance and student-teacher-content interaction. This came at the same time as I was discovering the idea of constructivism and networked learning. It also re-united me with the idea of the British Open University and with Empire State College in New York State. I also felt like a practicing professional whose viewpoint was respected and argued with. It was in this course that I also discovered my tendency to “listen” to the discussions in the conferences much more than I did in physical life. I learned to slow down and think about what other people said before voicing my own views.

The next course almost did drive me from the program. Technology in Distance Education seemed to me rather childish and not for a teacher who loved the Internet. It seemed to be designed for people who were not really interested in discovering new knowledge but in the best way to make more money on the job. To be honest I thought the course was dated. It was also the first time I was directly punished for not meeting the prescribed quota of conference postings. “Lurking” was not allowed.

Distance Educations Systems in the spring of 2006 firmly rooted me in the systems design model of education. It is where I discovered Peter Senge and systems thinking. It was also my introduction into the industrial mode of course creation and that knowledge value might not be scarcity based any longer. I also discovered the Lone Ranger method of course creation which was what I actually used in my real life. It helped me to begin to form the idea in my head that the behaviorist mode of teaching and learning was not the way that human beings best learned.

The best moments of my time in the program would come in the last two years of study. Instructional Design and Course Development became a laboratory where I could practice my ideas on imagination and constructivism. I was ready to quit again because I had begun to chafe under the idea of course objectives and curriculum development. The idea of time restraints and specific requirements to complete a course seemed so misplaced in distance education until I realized that education was the problem. I began to develop the idea that a course or learning community should go in the direction of the learners and not the teacher if the school was to be truly learner directed and meet the needs of the learners. A teacher’s job was to discover the interests of the students and then connect those interests to the subject under discussion. The curriculum should be determined by the interests of the students and what they wanted to learn and not by the teacher and what he wanted to teach. I would like to publicly thank Som Nadu for encouraging me to think through these ideas and to go for it in this class. It works. It can be done, it is hard, but it works out best for everyone.

Where did these ideas come from? If you notice in the progression of my courses, I did not take a course in 2002. Skipping this year seemed almost like the kiss of death in my formal studies. I actually attempted Instructional design in this year but chaffed under it regime and actually received an F because I could not bring the class to completion.

During that year, and the time since, I have read widely in the pedagogy of and philosophy of teaching and learning. I have become fascinated with Multi-Media and its place in E-learning I discovered and devoured Pablo Friere, Ivan Illich, Roger Schank, Marc Prensky, Clark Aldridge, James Paul Gee and other theorists of hands on learning. I have thrown around the ideas of Grenville Rumble, Peter Senge, Otto Peters, Gene Rubin, and other thinkers in the field. I have been fascinated with ideas of Web 2.0 and the ferment that it is causing within the educational world. To use Shanks term, just tell me a story.

All of the courses had some value in my development as a theorist of learning. My explorations of Multimedia in Learning and Teaching with Multimedia helped me to understand the power of the Internet and the allure of gaming as a viable teaching method. Training at a Distance helped me to understand that the flat world that we now inhabit no longer needs schools or training departments based on the old tell and test methodology but instead will replace them with viritual worlds that help us all to create new identities and personas that will allow us to escape the content driven education system we have today.

I am not sure that what happened to me while I was in the distance education program is what the program intended to happen to me. I thought outside of the box that the program presented to me. If one stays in the box of institutional design I am afraid you may be prepared for a world that no longer exists. I know that I missed some of the hoops. I hope I still finish the program.

I believe that school, whether it be Distance, Face to Face or some hybrid of the two, is no longer an effective way to learn things. School tries to control content through curriculum and selection which tends in my view to retard the progress of the human race. School is for the industrial world that demands order and control in order to produce things. Learning is not an orderly process.

Ivan Illich wrote:

"A good educational system should have three purposes: it should provide all who want to learn with access to available resources at any time in their lives; empower all who want to share what they know to find those who want to learn it from them; and finally, furnish all who want to present an issue to the public with the opportunity to make their challenge known. Such a system would require the application of constitutional guarantees to education. Learners should not be forced to submit to an obligatory curriculum, or to discrimination based on whether they possess a certificate or a diploma. Nor should the public be forced to support, through regressive taxation, a huge professional apparatus of educators and buildings which in fact restricts the public's chances for learning to the services the profession is willing to put on the market. It should use modern technology to make free speech, free assembly, and a free press truly universal and, therefore, fully educational"

Everyone should be able to find the answers to the questions that they want to address. Everyone should be able to address whatever questions they desire to address. I believe it can be done and what I have learned in the Master’s of Distance Education program at University College will help me to do it.

I think Illich foresaw the Internet, which could very well make all of this possible. Instead of Distance Education maybe we could call it Digital Free Learning.





.

Reflections--continued

In 1988 I sat down at a computer terminal connected to an acoustic modem that sent text at 300 baud/sec from my classroom to the Government and Politics department's computer which hosted an international relations simulation (Project ICONS). It was the first time that high school students were involved in this computer simulation of negotiation and conflict resolution. It was my first real experience with simulation and distance learning from a teachers standpoint in my career. I guess you could call it my first distance learning experience as a teacher though I would not think of it that way for years to come. For the first time the students and I were interacting with human beings freed from the confines of time and space and the tryanny of curriculum. Insteand of telling the students about international relations and the countries of the world we were touching them andd engaging in them by becoming them within our simulated world. I had no idea at this time of the formal world of distance education. I had no idea that what we were doing would come to be called computer mediated communication. I had no idea that what we were doing would come to be known as a Multi-user Role Playing game. All I knew for sure was that we were having fun and learning. The students would spend hours preparing the "diplomatic pouch" and "diplomatic messages" for the nations of "our world". It followed naturally for me from the games I had played as a child and young adult of connecting books to the world in a hands on way. I was on my way to the Distance Education at the University of Maryland University College. Twenty years have passed in that journey and I would like to reflect on them a bit.

Trained as an historian, I was very taken up with the ideas of R. G. Collingwood, partcularly expressed in The Idea of History. In that great work Collingwood articulated the idea that historians gather individual bits of information that they can ascertain to be facts, and then weave the cloth of history by imagining it as it could have been. Historians, in fact, contruct history, individually and then settle on a collective vision of that history. (Collingwood, 1935). History was an imagined reality.

This concept of this essay began as a reflective statement of my time in the Distance Education Master's program at University Maryland University College. I have spent a very long time in that program by most standards, taking seven years to reach the Capstone course where I now am. When I think about it however, In that time I have moved from thinking that distance education was a form of education that would increase the effectiveness of education in general by making it available to anyone who desired to learn to the realization that education as we know it was not about open learning but about selection.

I am back to blogging and this is the place where it all started. When I think of what happened to my thinking over the past few years I must consider this blog and how I became such an unrepentent advocate of one to one laptop schools. My thinking has reached the point where I have realized that school as is presently constituted has ceased, to be a meaningful experience for students, particularly in the K-12, learning enviorment. School, as presently constructed, is an orgainized content based experience, that encourages conformity rather than originality.

Students are viewed as a product to be manufactured. School is a selection process rather than a learning process. Position and access to wealth in a society is based on that selection. School is a conservative freedom restricting activity preserving the status quo.

I have been a school teacher for most of my professional life. For most of those years I have chaffed at the "tell and test" paradigm of teaching that is prevalent in most American schools.

Digital Learning-A reflection

This essay origninally began as a reflective statement of my time in the Distance Education Master's program at University Maryland University College. I have spent a very long time in that program by most standards, taking seven years to reach the Capstone course where I now am. In that time I have moved from thinking that distance education was a form of education that would increase the effectiveness of education in general by making it available to anyone who desired to learn to the realization that education as we know it was not about open learning but about selection.

I am back to blogging and this is the place where it all started. When I think of what happened to my thinking over the past few years I must consider this blog and how I became such an unrepentent advocate of one to one laptop schools. My thinking has reached the point where I have realized that school as is presently constituted has ceased to be a meaningful experience for students, particularly in the K-12, learning enviorment. School, as presently constructed, is an orgainized content based experience with a fixed curriculum. Students are viewed as a product to be manufactured. School is a selection process rather than a learning process. Position and access to wealth in society is based on that selection. School is a conservative freedom restricting activity preserving the status quo.

More to come.......

Resume--as of July 18,2007

Norman J. Constantine

1807 Packer Court
Bowie, Maryland
20716-1633
Phone 301-908-2996
E-mail njconstantine@verizon.net

Objective
To obtain a position of leadership and responsibility in the area of E-learning where I can use my technology and teaching skills to engage learners in the study of the subject and serve as an example and mentor for other learning guides in integrating technology into social learning communities.


Education
1968-1972 State University College Buffalo
BA History, 1972

1975-1978 University of Maryland College Park
MA American Studies, 1978

2000-present University of Maryland University College
MS Distance Education
Expected completion date Aug 2007


Professional experience
2004-present St. Mary’s High School Annapolis, MD
Technology Associate for Curriculum Technology Integration, School Scheduler, Teacher and Coach

§ Responsible for assisting teachers, administration and staff to integrate computer technology into their face-to-face classes in both the administrative and teaching sphere, and to develop an online presence for offered classes.
§ Responsible for developing and implementing the prototype for the St. Mary’s On-Line Advanced Placement Program. A course in AP European History was presented in the summer of 2005 in conjunction with the school history teacher.
§ Responsible for creating the school schedule along with Assistant Principal for Academics and assisting the Guidance Office with Transcripts, Report Cards and record keeping.
§ Created and offered the first course in Computer Programming offered at St. Mary’s High School in the Fall of 2006. (face to face). Currently developing an on-line version of the course.
§ Named Maryland K-12 Distance Educator of the Year 2006 by the Maryland Distance Learning Association
§ Created a course, Creating and Using Interactive Web Activities on a Class Website for the Archdiocese of Baltimore teachers offered completely on-line.
§ Coach of the JV Soccer Team and moderator of the Mock Trial Team.

Professional experience
1997-2004 St. Albans School, Washington DC
Chairman Computer Science Department, School Scheduler, Teacher and Coach.
§ Responsible for budgeting, equipment acquisition, and course planning and creation for the Computer Science Department
§ Responsible for developing the school schedule each year for classes, teachers and students as well as the publication of the St. Albans’ Program of Study
§ Teacher of Introduction to Computer Networking, Visual Basic, Advanced Placement Computer Science in Pascal, C++ and JAVA, Digital Photography, Digital Video, Advanced Digital Movie Making, Multimedia and Web Page Design, as well as several independent studies in special topics ranging from cryptography to 3D character design.
§ Served on the Curriculum Committee, the Technology Committee, and the Coordinate Committee.
§ Served as Chess Coach, Junior Varsity Soccer Coach, advisor to the Net Society, developed and organized an Internet Radio Station, produced an Internet talk radio program, Norm at Night and participated in a political interview show simulation for the St. Albans School of Public Service. broadcast over the Internet.
§ Teacher of Summer School in Computer Programming, Multimedia Web Site Design, and Digital Photography.
§ Technology Teacher for the National Cathedral Scholars Program. Taught Web Design and Cyber-Culture Studies to DC Public School students. Assisted them in creating a literary magazine, The Scholar, in both print and electronic versions.
§ Participated as a trainer in staff training programs in the use of technology in school.
§ Participated in 4 Franz Merrick Summer Grant program for technology use in school as a trainer with Russian, English, and History teachers.
Professional experience
1996-1997 National Multimedia Association
Director, Technical Support
§ Responsible for supervising the technical support functions of the association assisting Multimedia professionals with Internet issues and professional development in the area of web usage.
§ Responsible for maintaining the technical support Web Site and the development of educational programs in Internet use and culture..
§ Moderated an electronic discussion group on multimedia issues.

Professional experience
1979-1996 The Newport School Kensington, MD
Chairman, Computer Science Department, Director of Publications, Director of Summer Programs, Teacher and Coach.
§ Responsible for budget development, curriculum development, hardware acquisition, staff development and staff supervision for the Computer Science Department.
§ Responsible for the installation and care of a 14 node LAN (Windows NT), the installation and care of an Internet Gateway, (LINUX) for the LAN and the implementation of a school-wide e-mail system.
§ Responsible for the establishment of a school publications office, publication and distribution of a weekly school newsletter, the development of an in-house graphic design group to support the publication office, and the development of electronic versions of all school publications.
§ Responsible for the re-design and development of the Newport Schools Summer Program. Supervised and hired staff, developed and administrated the program budget, developed program media plan and actively participated in program instruction in computers, chess, model railroading and model car racing.
§ Teacher of Advanced Placement Computer Science in Pascal, Computer Applications (Microsoft Office), Web Page Design, Chess, Computers and Problem Solving, (Creativity and Thinking Skills), Pre-calculus, Discrete Mathematics, Algebra II and Trigonometry, 4th-6th grade mathematics, Advanced Placement English (team teach), 9th grade Honors English, 7th and 8th grade English, 11th grade American History, Economics and American Government.
§ Served as Varsity Boys High School Soccer Coach 1990-1994, High School Varsity Girl’s Basketball Coach 1992, High School Girls Varsity Softball Coach 1988-1992, Varsity High School Chess Coach 1985-1995, High School Mathematics Assistant Coach, 1988-1992, Coach and moderator of Project ICONS international relations simulation team at University of Maryland College Park.
§ Served as advisor to the school yearbook, the Chess Club, (winning several Maryland team championships and coaching two Maryland individual High School Champions and 2 Maryland Middle School champions), Model Railroad and Slot car club, Debate Club, Student Book Store, Aviation Club and Computer Club.
§ Received the Tandy Technology Scholar Award
§ Received the Project ICONS Simulation Service Award
§ Received the Newport School Athletic Director’s Award

Professional experience
1975-1979 Department of Resident Life, University of Maryland College Park.
Residence Hall Community Development
§ Responsible for the development of educational, cultural, social and athletic activities for a 1500 member residence hall community.
§ Responsible for developing staff training programs for the Residence Assistant staff
§ Responsible for the development of a community newsletter with the residence hall community..


Professional experience
1973-1974 United States Navy
Commissioned Ensign USNR, June 1973
§ Naval Aviation Officer Candidate School, Pensacola FL.
§ Primary Naval Flight Officer Training, Pensacola FL
§ Advanced Navigation Training, Corpus Christi, TX
§ Honorable Discharge , 1974

Computer Hardware and Software Experience
Operating Systems-Linux, Windows XP
Application Software-Microsoft Office 2003, Microsoft Frontpage, Microsoft Sharepoint, Microsoft Outlook, Internet Explorer, Adobe Premier, Adobe Photoshop 7.0, Adobe In-Design, Macromedia Studio MX, and many open source programs for various tasks such as mp3 recording and mixing, podcast and blog production, and geography programs), and Blackbaud Scheduling and Administrative Package

Learning Management Systems (Learning and Teaching with)-Blackboard, WebTycho, and Moodle.

Languages-Fortran, Basic, Pascal Java, C, C++ and HTML.




Community Activities

South Bowie Boys and Girls Club-Soccer Coach, Baseball Coach, Basketball Coach, and Board of Directors.

Bowie Boys and Girls Club- Soccer Coach

Bowie Soccer United Soccer Club-Soccer Coach

Freestate Soccer Alliance- Soccer Coach

Maryland Chess Association- Board of Directors, Membership Secretary, National United States Chess Federation voting member, Editor Maryland Chess Newsletter.


References Submitted upon Request

Introduction to my thinking......

School as it is presently constituted has simply become irrelevant to the upcoming generation of students (Prensky, 2007) who now attend at the k-12 level. Electronic communication has changed the transactional distance of learning and redefined space and time. Michael Moore, the originator of transactional theory, writes: "Even though there are now means of communicating with learners besides having a class, the class is still the main way that students are organized. This is partly because teachers and administrators can think of no other way of organizing students, and partly because in the short term--though not in the long term--it is the cheapest way of delivering the teaching acts of stimulation, presnetation, application, evaluation, and student support. (Moore, 1996, p 122)

Zane Berge, a professor at UMBC, has investigated barriers to the implimentation of e-learning at K-12 schools and found that the largest barrier is faculty and administrative resistance to change. He made several suggestions for improvements but they all dealt with training and equipment for the teachers to operate within the present paradigm. He made no attempt to explore the struture of the paradigm and the lack of electronic networking and teaching. (Berge, 2002). A signifcant problem that Berge fails to investigate is the separation of intellectual vision between the students who attend the schools and the teachers and administrators who organize the school. Pensky describes these two generations as "digital natives" (the kids in school) and "digital imigrants" (school decision makers). E-learning demands a different form of learning institution than the structure of school and its emphasis on control and curriculum.

It is my intention to suggest a new paradigm of learning that utilizes the ideas of Marc Prensky and James Paul Gee in the area of gaming and digital communication. In what follows I will draw a blueprint of a just in time electronic learning environment based on the video game paradigm. I hope to demonstrate how this paradigm, combined with simulation learning, , will create a new networked learning enviorment that will approach the web of learning proposed by Ivan Illich and the dialogic ideas of Paulo Freire.

More to come...........

The Beginning of the Journey

I always had a hard time beginning a project or a paper because I never knew where to start. That is why I have not written the introduction to my Master's Project yet. Then this morning I was reading No Plot, No Problem, A Novel Writing Kit and I discovered an answer to my life long problem...Where to begin? The answer was just plain--START ANYWHERE! I have started.

Why get a Master's Degree in Distance Education? Having started seven years ago in this quest, I am not really sure anymore why I started. I remember taking that first course with Gene, Foundations of Distance Education, and coming away with the idea of transactional distance. I began my exploration of distance education by trying to figure out how to reduce the instructional distance between the teacher and student in distance education to the same distance as it was in the face to face classroom. That was my quest.

I hope in this Blog to trace that quest to where I am now and take you through my Master's Project with me as it develops. I am sure that this is not traditional but then not much of my degree quest has been. More later.