This document is a reflection by Su-Tuan Lulee on their course EDDE 804 Leadership & Project Management in Distance Education. Su-Tuan discusses what they learned in four areas - knowledge, methods, purposes, and forms of understanding. In the knowledge dimension, Su-Tuan surveyed various leadership theories and found transformational and complexity leadership theories most applicable. Through assignments like papers and projects, Su-Tuan practiced methodologies. Su-Tuan recognized the importance of leadership for success and how theories can impact student achievement. Finally, Su-Tuan improved communication skills and can now discuss leadership using proper terminology.

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

4. Running head: REFLECTION ON EDDE804 4

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).