Starting from Table 7.1, which describes a four-dimensional learning domain framework for making learning choices, indicating the inherent risks in choosing to "stretch" or "play it safe" in present situation and areas of new learning (Dealtry, 2004), I would like to describe or reflect on my own present situation on course H808 in which I believe that I belong to category D, where the learning task is unfamiliar and the situation is unfamiliar too. This involves a high risk which I strongly agree since from the very first time that I had decided to make my masters degree online and I was discussing this case with some other people who already made it and they graduated I was really confident hearing them saying various benefits for taking your masters online. However, inside of me, I thought that I am going to get into a new situation, with new perspectives, new responsibilities and a completely new environment without even knowing the learning tasks. This surely was risky for me. But when I finally decided to do it and go for it I was very happy and surely glad that I did it, because it's a new experience for me which I like very much as technology is one of my favourite hobbies! Now instead of hobby is one method I am using to gain my masters degree and that is even more exciting and new to me! Another risk for me was the worry of the time...meaning that I was worrying if I would find the time to complete its task on time and hand in the assignments on time. At last, I found myself that I was in time limits most of the cases! I remember that only once I did not manage to hand in an activity.
Moving on further to Table 7.2, which describes the types of practice in continuing professional development (Clegg et al., 2002) and the group in which I belong taking into consideration the course H808, is D where reflection is following action and is often prompted by formal assessment processes-this also happens after a period of rumination. Sometimes, I believe that box B also is connected with this course but also with future work context as a teacher because reflection-on-action, most usually happen by experienced practitioners with relevant and immediate opportunities for reflection.
Reading the two papers I have found out that there is a clear difference in the way of their thinking about professional learning as one is more intuitive and the other more academic and I am in favour of the more intuitive one as it is more general and not academic as Clegg's et al. paper. Dealtry's paper is actually concerned with learning which is self-directed as Delatry's mentions in his paper "Learning to become an effective self-directed learner is probably the greatest intellectual and psychological challenge that an individual can face in a lifetime". This is very important nowadays, as to be an effective self-directed learner is difficult and it needs great strength, intellectual abilities and psychological challenge as mentioned in the paper. Having also the personal strength of each ones character, leadership and achieving social cooperation in a competitive and often selfish world, this is where the important decisions are to be made in our learning now but also in the future. Dealtry mentions many critical points which need to be considered from all of us in order to succeed and be self-directed learners.
References:
Clegg, S., Tan, J. and Saeidi, S. (2002) 'Reflecting or acting? Reflective practice and continuing professional development in higher education' (online), Reflective Practice, vol. 3, no. 1, pp. 131-46. Available from: http://libezproxy.open.ac.uk/login?url=http://dx.doi.org/10.1080/14623940220129924 (accessed 06 December 2009).
Dealtry, R. (2004) 'Professional practice: the savvy learner' (online),Journal of Workplace Learning, vol. 16, no. 1/2, pp. 101-109. Available from: http://libezproxy.open.ac.uk/login?url=http://dx.doi.org/10.1108/13665620410521567 (accessed 06 December 2009).