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Running head: REFLECTION ON EDDE804                         1




                  Reflection on EDDE 804




                               Su-Tuan Lulee



                   Instructor: Dr. Martha Cleveland-Innes

                           EDDE804 Leadership
                                   &
                 Project Management in Distance Education

                           Athabasca University

                                8 April 2011
Running head: REFLECTION ON EDDE804                                                                     2



                                       Reflection on EDDE 804

This is my first formal leadership course taken with an academic institution. Before I began EDDE 804, I
knew very little about leadership theories, although I have a long history of working as a high-ranking
officer in small to middle corporations. This course has helped me put the scattered pieces of
experiences together and now I am able to examine the leadership issues I have encountered based on           註解 [AU1]: What an insightful phrase
                                                                                                              – and I am delighted to hear it!
theoretical models. Now I have moved from unschooled toward disciplinary understanding (Mansilla &
Gardner, 1998).

Regarding what I have learned from EDDE 804, I will elaborate it using the Understanding framework            註解 [AU2]: This is new to me …
                                                                                                              sounds interesting and valuable.
proposed by Mansilla and Gardner in 1998. The Understanding framework highlights four dimensions of
understanding: knowledge, methods, purposes, and forms. The following uses of terms are all based on
the definitions given by Mansilla and Gardner (1998).

Knowledge Dimension assesses the extent to which students have learned about the topic. In this
regard, I have surveyed the most influential constructs of leadership theories and have got to know how
the theories have evolved over time from trait and behavior-based leadership theories to context-
related emergent and contingency leadership theories; or to leader-member relationship-based
transactional or transformational leadership theories; and recently, to the distributed and complexity
leadership theory. I have tried to examine each theory systematically: the definition in the beginning,       註解 [AU3]: Excellent summary.

followed by the argument, the discussions, and then the implementations in a real world context. My
interpretation is that each leadership theory examines leadership from different angles. They all present
a relative usefulness and they are all helpful if they had the right match with the particular context. I
have had deep-level studies on transformational and complexity leadership theories because I assumed
that these two theories are most useful in the information era and they are the best fit for current trend
toward openness in education. However, during my working on the capstone project – the portfolio, I
realized that none of the leadership theory is out-dated: you just need to make appropriate choices on        註解 [AU4]: Agreed … see
                                                                                                              http://www.sandygluckman.com/our-
leadership types at different times.                                                                          approach-to-leadership-is-outdated for a
                                                                                                              different view.
The methods dimension examines the disciplinary processes of inquiry. I have completed a short paper,
a group project, and a portfolio during the past 13 weeks. I debated on why I consider the
transformational leadership theory as the right theory for education; I teamed up with two distinguished
colleagues to systematically explore the potential cost-effectiveness of open learning and open
educational resources that are newly emerged in the field; and I have developed a portfolio based on
the literature review, virtual field investigation, and information analysis, synthesis and evaluation. All   註解 [AU5]: Definitely impressive …

the methodology accompanied with the activities will benefit my future academic development.

The purposes dimension assesses the understanding of why the topic matters and how information and
processes of this sort might be useful. Throughout the course, I learned that leadership is critical to the
success of projects. Anyone who is capable of influence others and make changes can be considered as a
leader. School principals are leaders; project heads are leaders; and teachers are leaders in the
Running head: REFLECTION ON EDDE804                                                                       3



classroom, too. I have acknowledged that the effective use of leadership theories will make a difference
in student achievement (Wright, 2008).

Finally, the forms dimension pays attention to the forms in which understanding is performed such as           註解 [AU6]: Agreed again – you have
                                                                                                               performed well.
communication or presentation using symbol systems (visual, verbal, and body kinesthetic, etc.). In
EDDE 804, I have practiced the techniques for writing academic papers again; I have presented in our
group project report; I have participated in interviews for case studies; and I have created a website
using Drupal, an open source content management system. Most of all, after completing EDDE 804, I am
able to conduct professional discussions on leadership using terminologies.

Now I can see more clearly about why some leaders are memorable while others are not. I might not be
enthusiastic in the pursuit of leader positions; I will certainly strive to be a respectable change agent in   註解 [AU7]: Bravo!
distance education in the future.




Dear Su-Tuan:

Thank you for this insightful summary of your learning

experience. The outcomes you describe go well beyond

my expectations; you are an outstanding student and a

fine scholar. Your deconstruction and application of

leadership concepts and cases was very well done and will

serve to inform your perspective – perhaps forever.

Best regards,

Dr. M.

10/10
Running head: REFLECTION ON EDDE804   4

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Reflection on EDDE 804

  • 1. Running head: REFLECTION ON EDDE804 1 Reflection on EDDE 804 Su-Tuan Lulee Instructor: Dr. Martha Cleveland-Innes EDDE804 Leadership & Project Management in Distance Education Athabasca University 8 April 2011
  • 2. Running head: REFLECTION ON EDDE804 2 Reflection on EDDE 804 This is my first formal leadership course taken with an academic institution. Before I began EDDE 804, I knew very little about leadership theories, although I have a long history of working as a high-ranking officer in small to middle corporations. This course has helped me put the scattered pieces of experiences together and now I am able to examine the leadership issues I have encountered based on 註解 [AU1]: What an insightful phrase – and I am delighted to hear it! theoretical models. Now I have moved from unschooled toward disciplinary understanding (Mansilla & Gardner, 1998). Regarding what I have learned from EDDE 804, I will elaborate it using the Understanding framework 註解 [AU2]: This is new to me … sounds interesting and valuable. proposed by Mansilla and Gardner in 1998. The Understanding framework highlights four dimensions of understanding: knowledge, methods, purposes, and forms. The following uses of terms are all based on the definitions given by Mansilla and Gardner (1998). Knowledge Dimension assesses the extent to which students have learned about the topic. In this regard, I have surveyed the most influential constructs of leadership theories and have got to know how the theories have evolved over time from trait and behavior-based leadership theories to context- related emergent and contingency leadership theories; or to leader-member relationship-based transactional or transformational leadership theories; and recently, to the distributed and complexity leadership theory. I have tried to examine each theory systematically: the definition in the beginning, 註解 [AU3]: Excellent summary. followed by the argument, the discussions, and then the implementations in a real world context. My interpretation is that each leadership theory examines leadership from different angles. They all present a relative usefulness and they are all helpful if they had the right match with the particular context. I have had deep-level studies on transformational and complexity leadership theories because I assumed that these two theories are most useful in the information era and they are the best fit for current trend toward openness in education. However, during my working on the capstone project – the portfolio, I realized that none of the leadership theory is out-dated: you just need to make appropriate choices on 註解 [AU4]: Agreed … see http://www.sandygluckman.com/our- leadership types at different times. approach-to-leadership-is-outdated for a different view. The methods dimension examines the disciplinary processes of inquiry. I have completed a short paper, a group project, and a portfolio during the past 13 weeks. I debated on why I consider the transformational leadership theory as the right theory for education; I teamed up with two distinguished colleagues to systematically explore the potential cost-effectiveness of open learning and open educational resources that are newly emerged in the field; and I have developed a portfolio based on the literature review, virtual field investigation, and information analysis, synthesis and evaluation. All 註解 [AU5]: Definitely impressive … the methodology accompanied with the activities will benefit my future academic development. The purposes dimension assesses the understanding of why the topic matters and how information and processes of this sort might be useful. Throughout the course, I learned that leadership is critical to the success of projects. Anyone who is capable of influence others and make changes can be considered as a leader. School principals are leaders; project heads are leaders; and teachers are leaders in the
  • 3. Running head: REFLECTION ON EDDE804 3 classroom, too. I have acknowledged that the effective use of leadership theories will make a difference in student achievement (Wright, 2008). Finally, the forms dimension pays attention to the forms in which understanding is performed such as 註解 [AU6]: Agreed again – you have performed well. communication or presentation using symbol systems (visual, verbal, and body kinesthetic, etc.). In EDDE 804, I have practiced the techniques for writing academic papers again; I have presented in our group project report; I have participated in interviews for case studies; and I have created a website using Drupal, an open source content management system. Most of all, after completing EDDE 804, I am able to conduct professional discussions on leadership using terminologies. Now I can see more clearly about why some leaders are memorable while others are not. I might not be enthusiastic in the pursuit of leader positions; I will certainly strive to be a respectable change agent in 註解 [AU7]: Bravo! distance education in the future. Dear Su-Tuan: Thank you for this insightful summary of your learning experience. The outcomes you describe go well beyond my expectations; you are an outstanding student and a fine scholar. Your deconstruction and application of leadership concepts and cases was very well done and will serve to inform your perspective – perhaps forever. Best regards, Dr. M. 10/10
  • 5. Running head: REFLECTION ON EDDE804 5 References Mansilla, V. B., & Gardner, H. (1998). What are the Qualities of Understanding? In M. S. Wiske (Ed.), Teaching for Understanding: Linking Research with Practice (1st ed., pp. 161-196). San Francisco, CA: Jossey-Bass. Wright, L. L. (2008). Merits and Limitations of Distributed Leadership: Experiences and Understandings of School Principals. Canadian Journal of Educational Administration and Policy, (69).