This is very late, and very much in hindsight, but very valid nonetheless. I have finally had my 'Aha' moment in this course (Economics of Distance Education). Granted, for a large part of this month I was sick and unable to think clearly, but something happened when I got better and was able to start my studies again. Everything started to click and everything began to make sense.
First, coming into this course, I figured that it makes sense to have an econonics of budgeting course in an distance education program, especially since this program can prepare its students to become director's of DE programs. However, while reading Bates, "Technology, E-Learning and Distance Education" I came across an idea that brought it all together for me. For a while, I thought that the technology of DE was a separate concept from the overall cost of the DE program. I thought that the cost factor of the DE program was similar to the cost factor of any other education institution. But, then, what was the purpose of justifying the technology, and deciding which technology would have the greater return on investment.
I am starting to think that it all comes down to justification. Why is so much research and emphasis placed on the newest technology? Why must the proponents of DE prove that this is an effiecient learning mehtod and worth the investment? Why must it be proven that it is worth the cost of investing in an LMS that costs a huge investment upfront versus using a free open source system or general blog open for everyone?
I am just now starting to connect the dots within this entire DE system. Granted, I am still at the early stages. I also hope that this weeks conference with the guest instructor Tony Bates will provide me with more insight.
More insights to come as more lightbulbs go off.
Sunday, November 21, 2010
Sunday, October 31, 2010
Ending October; Realizing Fears
I completed my first project for the Cost Economics course. I wasn't sure what I was in for, or exactly what I was going to do, but I somehow made it through. The project was laid out in such a way that you reviewed the information, your looked at and practiced with a mock assignment, so that when time for the assignment came due, you were properly prepared. Well, not everything works out as planned.
I read and reviewed the material, the Rumble text "The Costs and Economics of Open and Distance Learning." While reading the material it all made plenty of sense, because I was only reading it of course. I learned and felt I had an understanding of the basic concepts, such as overhead (sidenote: there was always the statement that DC public schools had the largest overhead in the country. I would quote this with the understanding that it meant that per student the cost to run the administrative and other sides of the school system were huge in comparison to other cities. I wasn't too far off course.) However, the Rumble text provided me a better explanation with direct and indirect costs as it matter in education. This will also prove beneficial as I begin to venture into the world of budgeting for the compliance costs at my current position.
So as I continued to read, I thought I had a basic understanding of the concepts and would be able to apply them to the project. Even the mock assignment made sense to me. So, I started the project, and was amazed. The basic ideas made sense, the maintenance, overheads, and development. These ideas to me were sound and made sense when applying them to the project. However, the more detailed analysis of the project made me investigate more and dig into a deeper undertsanding, or at least try to.
Gaining an understanding of depreciation or annualization was very difficult. As a homeowner and car owner, the idea of depreciation does not lose its message with me. However, when applied to education it doesn't hold the same value. Depreciation it what helps to distribute the costs of the planning or start up of the course development over time. An example was given in regards to the building where the product is developed. Yes, in the beginning it appears to be a huge costs, but when applied to the life of the program it is stretched throughout the development of the program.
The hardest idea for me was annualization. Literally, I reviewed this idea hours and days. The key concept of this idea that was hard for me to wrap my mind around was "the opportunity costs of interest forgone" (45). I took this as understanding that rather than spending the money or losing value in the money that was spent, it could have earned money in another account instead of being spent. In my mind, it makes more sense to stick with what is actually happening and not what may have happened. I'm still working my way, through this. Maybe the conference that is still ongoing with Rumble will provide additional insight.
I read and reviewed the material, the Rumble text "The Costs and Economics of Open and Distance Learning." While reading the material it all made plenty of sense, because I was only reading it of course. I learned and felt I had an understanding of the basic concepts, such as overhead (sidenote: there was always the statement that DC public schools had the largest overhead in the country. I would quote this with the understanding that it meant that per student the cost to run the administrative and other sides of the school system were huge in comparison to other cities. I wasn't too far off course.) However, the Rumble text provided me a better explanation with direct and indirect costs as it matter in education. This will also prove beneficial as I begin to venture into the world of budgeting for the compliance costs at my current position.
So as I continued to read, I thought I had a basic understanding of the concepts and would be able to apply them to the project. Even the mock assignment made sense to me. So, I started the project, and was amazed. The basic ideas made sense, the maintenance, overheads, and development. These ideas to me were sound and made sense when applying them to the project. However, the more detailed analysis of the project made me investigate more and dig into a deeper undertsanding, or at least try to.
Gaining an understanding of depreciation or annualization was very difficult. As a homeowner and car owner, the idea of depreciation does not lose its message with me. However, when applied to education it doesn't hold the same value. Depreciation it what helps to distribute the costs of the planning or start up of the course development over time. An example was given in regards to the building where the product is developed. Yes, in the beginning it appears to be a huge costs, but when applied to the life of the program it is stretched throughout the development of the program.
The hardest idea for me was annualization. Literally, I reviewed this idea hours and days. The key concept of this idea that was hard for me to wrap my mind around was "the opportunity costs of interest forgone" (45). I took this as understanding that rather than spending the money or losing value in the money that was spent, it could have earned money in another account instead of being spent. In my mind, it makes more sense to stick with what is actually happening and not what may have happened. I'm still working my way, through this. Maybe the conference that is still ongoing with Rumble will provide additional insight.
Tuesday, October 19, 2010
Budgeting Fears
It has been quite some time since I have logged into the blog and relayed any of my thoughts. My thoughts have been stretched very thin lately between work and school. Currently at work I am fighting what feels like a losing battle to help others understand that quality is of importance. For some reason, quality assurance in the mortgage business is nonexistent (I say this very tongue in cheek). I am unable to breakthrough to the course providers that there should be interaction and a level of quality in their courses. Another battle is with my supervisor. Unfortunately, he has started to feel that almost everyone is doing wrong and that the technology that helps the course providers teach the course needs to be restricted for purposes of quality assurance.
In the school zone, I am working on a budgeting project. The actual term budget scares me and the project (until I break it into more pieces) is very daunting. I have read the material (sometimes even twice), and it doesn't seem to stick. Also, at times during this term, I am completely confused by the interaction in the course.
In previous classes, it was completely understood and laid out regarding course participation, and what postings we were expected to respond to. This term, the professors have put most of the onus on the students. For the first time, I feel almost as if I am in the course alone.
At any rate, I will continue to press on. I will complete my budgeting project, and gain a more thorough knowledge of the course assignments. I will remove all fears.
PS - I know that a comment to my blog was to include more of the course content, but I really needed to get back into the swing of things with just blogging (it has been a while).
In the school zone, I am working on a budgeting project. The actual term budget scares me and the project (until I break it into more pieces) is very daunting. I have read the material (sometimes even twice), and it doesn't seem to stick. Also, at times during this term, I am completely confused by the interaction in the course.
In previous classes, it was completely understood and laid out regarding course participation, and what postings we were expected to respond to. This term, the professors have put most of the onus on the students. For the first time, I feel almost as if I am in the course alone.
At any rate, I will continue to press on. I will complete my budgeting project, and gain a more thorough knowledge of the course assignments. I will remove all fears.
PS - I know that a comment to my blog was to include more of the course content, but I really needed to get back into the swing of things with just blogging (it has been a while).
Friday, October 1, 2010
Educational Value
In a similar vein regarding knowing one's own worth, it is interesting to note which countries appear to value education. I have always been of the thought that America does not value education and it shows in how they treat the educational system. It is even reflected in the quote, "if you can't do, teach." This connotes that if you fail in the area that you wish to work in and it doesn't work, just teach, since you are unsuccessful. As a product of public schools and a former teacher in the public school system, I am worried about where the country is heading in regards to its educational system which I feel shows the future of the country. I think its similar to a farm, that the students and children in schools are seeds planted to evenutally become the crops for tomorrow.
The assignment this week created more thoughts on this topic. We reviewed the data from a study of the student enrollment of developing and industrialized countries. It showed that developing countries student enrollment was increasing while the industrialized countries enrollment was stagnant. I am sure that there are many other factors that combine with this information outside of just my thoughts on the value of education, but it can be seen as a slight factor.
Also, what was seen was that the developing countries are realizing the value of education can be used to their benefit. Since many countries are using the developing countries for their labor force, the education levels in the countries that outsorce the work find a strong need for degrees as the labor workforce is not as strong in industrialized countries.
This is getting a little convoluted now, so I will have to rethink this a little more. Questions I am left with:
1. Is this just a cycle? The industrialized countries were once developing and once also had a strong labor force. However, now, the industrialized country focuses most of its employment on higher level education positions. So, what will happen once the developing countries realize they have started to promote higher education and the workforce is smarter and more skilled for the labor workforce that the country thrived on.
2. Will higher education begin to include labor education? For example, higher education is changing from just philosophical and artistic studies, to skill related degrees (I'm thinking MBA, computer scientist, accountants, etc.).
3. Will America ever place a focus back on its educational system.
The assignment this week created more thoughts on this topic. We reviewed the data from a study of the student enrollment of developing and industrialized countries. It showed that developing countries student enrollment was increasing while the industrialized countries enrollment was stagnant. I am sure that there are many other factors that combine with this information outside of just my thoughts on the value of education, but it can be seen as a slight factor.
Also, what was seen was that the developing countries are realizing the value of education can be used to their benefit. Since many countries are using the developing countries for their labor force, the education levels in the countries that outsorce the work find a strong need for degrees as the labor workforce is not as strong in industrialized countries.
This is getting a little convoluted now, so I will have to rethink this a little more. Questions I am left with:
1. Is this just a cycle? The industrialized countries were once developing and once also had a strong labor force. However, now, the industrialized country focuses most of its employment on higher level education positions. So, what will happen once the developing countries realize they have started to promote higher education and the workforce is smarter and more skilled for the labor workforce that the country thrived on.
2. Will higher education begin to include labor education? For example, higher education is changing from just philosophical and artistic studies, to skill related degrees (I'm thinking MBA, computer scientist, accountants, etc.).
3. Will America ever place a focus back on its educational system.
Wednesday, September 15, 2010
Know Thy Worth
Human Capital Theory is the name of the game and it keeps bringing me back to relationships. Many times, I have over heard another female exclaim, "I know MY worth and I am too good for that!" The issue is always about a man and how he devalues her in a relationship and she deserves so much more. This statement can be applied to another relationship, the employer/employee relationship. Does one not provide a service to that employer? Are one's skills and talents not compensated for? And recently, the most commonly quoted statement in the office place is "that is above my pay grade." Although the employee may know the answer or have a solution to the problem, they place a value on the information that they provide to others within the company.
By this same thought, knowing ones worth in a work environment, appears to be directly related to their educational standing. From what I can tell at this moment is that one's productivity is higher because of a higher level of education which in turn creates a higher salary. Productivity is not directly related to one's talent, skill, or social setting and does not present the same outcome.
I am really going to have to roll this concept around in my head for some time because at the moment, I don't have that strong of a grasp on it yet.
More to come on HCT.....
By this same thought, knowing ones worth in a work environment, appears to be directly related to their educational standing. From what I can tell at this moment is that one's productivity is higher because of a higher level of education which in turn creates a higher salary. Productivity is not directly related to one's talent, skill, or social setting and does not present the same outcome.
I am really going to have to roll this concept around in my head for some time because at the moment, I don't have that strong of a grasp on it yet.
More to come on HCT.....
Sunday, September 12, 2010
Staying Afloat and Early Thoughts
Well, even though the first full week isn't completely over, I am still staying afloat. Unfortunately, the posting site is done this evening, but this just gives me a reason to watch the Skins game tonight. At any rate, the first postings have me thinking about what came first, education or the need for education.
Think about it, how was it decided that to hold a career and to be 'successful' in a job, you should train or become educated in that field. As I think about this, there seem to have always been apprenticeship programs. You studied carpentry under someone that had already learned the craft; you studied agriculture under a successful famer. The list can go on and on. But education, was completely different from these apprenticeship and training programs. Education was about literature and philosophy, but not about an actual application of the skills learned.
I can't help but think about when education started to transform into a training for your future. Even in watching the movie "300", it was stated that the Spartans were trained in all areas, the arts, philosophy, also how to fight.
So this is how I start off the semester, in thought of how training and education started to merge into one. How was it decided that there is preparation that a person should go through prior to starting a professional life? And is all education about becoming a professional?
And so, the semester begins, what came first, education or training?
Think about it, how was it decided that to hold a career and to be 'successful' in a job, you should train or become educated in that field. As I think about this, there seem to have always been apprenticeship programs. You studied carpentry under someone that had already learned the craft; you studied agriculture under a successful famer. The list can go on and on. But education, was completely different from these apprenticeship and training programs. Education was about literature and philosophy, but not about an actual application of the skills learned.
I can't help but think about when education started to transform into a training for your future. Even in watching the movie "300", it was stated that the Spartans were trained in all areas, the arts, philosophy, also how to fight.
So this is how I start off the semester, in thought of how training and education started to merge into one. How was it decided that there is preparation that a person should go through prior to starting a professional life? And is all education about becoming a professional?
And so, the semester begins, what came first, education or training?
Wednesday, September 8, 2010
Start of Fall 2010 Semester
Amazingly enough, I have made it through my first year of the MDE graduate program. Last semester was my hardest, with the travels, blizzard, changing jobs, and adjusting to life at home with school work. One would think that it would be harder to do schoolwork on the road, but I somehow found comfort in my schoolwork in the many Marriott's across the country.
At any rate, here I am, at the beginning of the Fall 2010 semester taking DETT621, Training at a Distance, and OMDE606, Cost of Distance Education. I am hoping that I will learn what goes into a distance education course, cost and training.
Currently, my courses are starting to merge with my professional life. When I started this program, I was an accreditation coordinator and was using my degree to develop a process for evaluations of distance education institutions. I determined that it was time for me to move on and now, I am creating an auditing/review/evaluation process for mortgage education schools. This is a different educational field for me as it is geared more so towards the training of mortgage loan originators. No longer am I responsible for ensuring that an entire institution is living up to the educational standards set forth by the accreditor, but rather, that training is being delivered effectively and in accordance with the policies set forth by the regulator.
Well, today being the official first day of class, I figured I would try to get a head start, seeing as how you are never caught up in dealing with school. My goals this semester are to be more vocal in class and not a classroom lurker. I am making the efforts now to make sure that my voice is heard, and that I also document my progress throughout the course. I think that only one course will require a learning journal, but I think that this will be beneficial as I track my progress throughout the course.
Here's to a new semester, filled with great opportunities!
At any rate, here I am, at the beginning of the Fall 2010 semester taking DETT621, Training at a Distance, and OMDE606, Cost of Distance Education. I am hoping that I will learn what goes into a distance education course, cost and training.
Currently, my courses are starting to merge with my professional life. When I started this program, I was an accreditation coordinator and was using my degree to develop a process for evaluations of distance education institutions. I determined that it was time for me to move on and now, I am creating an auditing/review/evaluation process for mortgage education schools. This is a different educational field for me as it is geared more so towards the training of mortgage loan originators. No longer am I responsible for ensuring that an entire institution is living up to the educational standards set forth by the accreditor, but rather, that training is being delivered effectively and in accordance with the policies set forth by the regulator.
Well, today being the official first day of class, I figured I would try to get a head start, seeing as how you are never caught up in dealing with school. My goals this semester are to be more vocal in class and not a classroom lurker. I am making the efforts now to make sure that my voice is heard, and that I also document my progress throughout the course. I think that only one course will require a learning journal, but I think that this will be beneficial as I track my progress throughout the course.
Here's to a new semester, filled with great opportunities!
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