As I reflect on my experiences over the years, I am motivated by the consistency of the track record I have been able to establish in the field of Information Technology. With a background in Computer Education (Bachelors), and Information Systems (Masters), it has always been my dream to pursue a doctoral degree and career in the same field. Thankfully, I was accepted to work towards my doctoral degree at the University of North Texas, majoring in Learning Technologies, which I consider a perfect convergence of my bachelor’s and master’s degrees.
Completing my coursework in the Department of Learning Technologies has been rewarding; subsequent to this, I have served as a teaching fellow for undergraduate and graduate courses. I was able to put the theories and instructional methods I learned into practice while teaching and interacting with students online as the instructor of record for LTEC 3530 (Data Communications), LTEC 5400 (Educational Telecommunications), LTEC 3260 (Web Authoring) and LTEC 5220 (Multimedia in Technology Applications).
The teaching and learning experience I gained helped shape my philosophy of teaching, which is constantly evolving – not necessarily due to the acquisition of knowledge, but due to the dynamics of the learning space. This informs my philosophy of teaching as adaptive communication.
I have observed that students bring into the learning space a broad range of diversity in terms of culture, cognition, experiences, abilities, needs, preferences, and expectations. These diverse variables pose a challenge for me as the conductor of the ‘educational orchestra’ and inspire me to seek different ways to establish a cognitive balance for the learners to play in harmony.
My goal, however, is to motivate students by creating a flexible learning environment which fosters critical thinking, improves participation and questioning skills, and encourages self-directed learning.
To achieve this, I believe that students are motivated when they have a sense of ownership whereby they feel free to ask and respond to questions. I try to interact with students in meaningful ways as I listen and connect students’ responses and encourage questions, critical thinking, and new interpretations.
Some concepts in Learning Technologies could seem overwhelming to students, and the situation can be more complicated in an online learning environment. However, I believe that communication and presentation of instruction in an online environment should be adapted to simulate the interactions and learning affordances of a face-to-face classroom.
My goal in this context is to stimulate student engagement through active learning.
To achieve this, synchronous online lectures are enhanced by using digital tablets to make sketches and illustrations in response to students’ questions. Animations and sketches are also used to explain fundamental concepts in Telecommunications and Networking with student input, which provides a rich learning experience and active participation. To foster review and reflection, the records of the lectures are made available to the students.
I believe that adapting the curriculum and delivery method based on observable dynamics is critical to achieving learner-centered goals and fostering student success.
I plan to continue teaching, learning, and conducting research in Learning Technologies as the field evolves.