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ds106: teaching an ethos

My final paper is proceeding apace. And by “apace” I mean WHY DID I SIGN UP FOR THIS LAST SEMESTER? What made me think this was a good plan? DEAR GOD I GRADUATE IN TWO MONTHS!

Panicking aside, I’ve made some decent progress on sorting out how I want to conclude my paper, and how I’m going to get there (kudos to my adviser Dr. Whalen for all the awesome conversations in that vein).

First and foremost, I think that for the purposes of this paper I’m going to define online learning as a branch of edtech. It makes a lot of sense to me: anything that happens on the internet is facilitated by technology, which, to my thinking, makes online education a function of educational technology. Therefore, when I use to the term “educational technology” or “edtech,” I’m also referring to online courses, open and otherwise. I hope to use “edtech” as an umbrella term, and then narrow my terminology when needed, such as when I’m referring to open educational resources or massively open online courses in specific. Then again, if that usage is completely wonky in the actual edtech/online ed world, I’d love some feedback so I’m not producing a paper that’s unintelligable.

I think one of the struggles I’ve been having in trying to pin down where I want my paper to wind up is that, as usual, my focus wasn’t narrow enough. I’m not going to be able to make large pronouncements about The State Of Edtech with this project, no matter how much I feel like that’s what I should be doing. What I can do is narrow my focus back down, like I keep talking about, and bring things back to ds106. Finally. After about three blog posts insisting that’s what I was going to do.