My Reflection Paper - Final Draft

In evaluating a class and what I learned from it, I am careful not to firewall the subject matter as "totally awesome" or condemn it as "a total waste of time." It stands to reason that most of the courses we have ever taken fall somewhere along this continuum.

So let me start with the positive aspects of EDT 630. First, it provided an excellent starting point for anyone who was a novice at computer technology and online learning. I for one appreciated the opportunity to learn how to use Microsoft Publisher. Prior to taking this class, the only presentation software I felt comfortable using was powerpoint. Now I feel much more confident using everything from Livetext to interactive websites.

A second aspect I thoroughly enjoyed was the opportunity to have meaningful discussions with my group members and with the class as a whole on topics ranging from behaviorism to cognitivism to constructivist theories of learning. Until my group (#4) discussed B.F. Skinner's contribution to behaviorist psychology, I hadn't thought about Skinner's work since I was an undergraduate student back in 1996. Furthermore, I was able to bring my neuroscience background into discussions. For example, in a discussion of cognitivism, I brought up the case of H.M., a recently deceased man who suffered an almost total loss of the ability to form new memories following an operation for intractable epilepsy.

Having said that, I still prefer face to face group or class discussions over blogging or even instant messaging. In fact, I think the lack of in person meetings after September posed a serious obstacle in terms of communication and organization. If I could change a single feature of this course, it would be to have at least three more class meetings (as opposed to online class discussions) to more effectively present and debate the various themes upon which our assignments focused. There really is no substitute for a class meeting when it comes to a group discussion.

I found the most enjoyable aspect of the course to be the final assignment, for two reasons. First, it allowed for no holds barred creativity. I can proudly say that I am totally at ease creating hyperlinks to many informative websites about cell organelles, the cell cycle, and mitosis. Second, the assignment forced us to synthesize the major concepts we covered (technology resources, affordance analysis, theories of learning) into a coherent lesson plan.

Finally, I have one more thought about the group discussion approach at the heart of this course: The group discussion format paradoxically vindicated the core aspects of my theory of learning. In short, I believe that most learning (starting in late adolescence) occurs independently. Once a person has listened to a lecture, read an article, or participated in a lab or debate, the value s/he assigns to that information - and what that person ultimately remembers - comes down to individual enjoyment of the subject matter at hand . On the same note, individual reflection or "processing time" if you will, is every bit as important as class time in consolidating new information. On the other hand, the group dynamic is often a powerful motivator that sparks a person's natural curiosity and inspires him/her to ask questions and (hopefully) do independent research.

All in all, I believe this course has tremendous value, and given the rapid pace of technological advances, presents many great opportunities to students in the UAB School of Education.