Damita Majette OMDE 601

Source(s) Horizon Report, EDUCAUSE Learning Initiative (ELI) Type Articles, Briefs, Papers, and Reports

References and Recommended Resource Readings

Rambe, P. (2012). Constructive disruptions for effective collaborative learning: Navigating the affordances of social media for meaningful engagement. Electronic Journal of E-Learning, 10(1), 132-146. The essentialist view that new technological innovations (especially Social Media) disrupt higher education delivery ride on educators' risk averse attitudes toward full-scale adoption of unproven technologies. However, this unsubstantiated logic forecloses possibilities for embracing the constructive dimensions of disruptions, and grasping the tremendous academic potential of emerging technologies. Community of inquiry and virtual ethnography adopted as theoretical and methodological lenses for exploring the productive pedagogical impacts of appropriating Social Media in an Information Systems course at a South African University. Lecturer-student and peer-based postings on Facebook examined to understand the influence of Facebook adoption on student meaningful learning and pedagogical delivery. The findings suggest that Facebook constituted a collective "Third space" for student enactment of counter scripts, augmented traditional academic networking, fostered "safe" havens for student democratic expression, and afforded learning communities for student co-construction of knowledge. Shortfalls identified include challenges of developing quality academic discussions and fostering student engagement at epistemological and conceptual levels to ensure deep learning. The study recommends a multi-pronged strategy that foregrounds contingent relaxation of academic authority, on-task student behavior, strategic alignment of powerful collaborative technologies with pedagogical designs, and learning needs and styles of students.

OMDE 603 Required reading for Assignment #3

"Openness" (Reuse-Redistribution-Regenerate- The only means of doing education because education must be shared relationship. (Non-rival) Generosity of open resources Media is changing the way knowledge is delivered because the internet is immediate Content

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Open educational resources (OERs) have the potential to reduce costs, improve quality, and increase access to educational opportunities. OER development and deployment is one path that could contribute to achieving education for all. The article, "Developing and Deploying OERs in Sub-Saharan Africa: Building on the Present" by Clayton Wright builds on existing information and communication technology (ICT) implementation plans in Africa and on the experiences of organizations and initiatives such as: * the African Virtual University (AVU), * OER Africa, the South African Institute of Distance Education (SAIDE), * Teacher Education in Sub Saharan Africa (TESSA) Project The author of the article present, a one view of the benefits, challenges, and steps to realize the potential of OERs in sub-Saharan Africa if they could be taken. * The article further focuses on the factors necessary for creating and sustaining a vision for OER development and deployment; * developing and distributing resources with an open license; * improving technology infrastructure and reducing the cost of Internet access; * establishing communities of educational collaborators; sustaining involvement in the OER initiative; * producing resources in interoperable and open formats; * establishing and maintaining the quality of OERs; providing local context to address national and regional needs and conditions; * informing the public about OERs; and taking the initiative to build on the knowledge, skills, and experiences of others. Wright, C. (Apr 2012). Developing and Deploying OERs in Sub-Saharan Africa: Building on the Present. International Review of Research in Open and Distance Learning, (v13) n2. pp. 181-220. Retrieved from: http://files.eric.ed.gov/fulltext/EJ983279.pdf

"Community of Inquiry Framework The CoI framework is comprised of three interdependent and dynamic structural elements: social presence, cognitive presence, and teaching presence. As shown in Figure 1, the framework assumes that learning occurs within the community through the interaction of these three core elements. The underlying foundational perspective of the framework is a collaborative constructivist view of teaching and learning (Garrison & Anderson, 2003). Collaborative constructivism is in essence the recognition of the interplay between individual meaning and socially redeeming knowledge; hence, a community of inquiry is a personal and public search for meaning and understanding (Cleveland-Innes, Garrison, & Kinsel, 2007). A recent study conducted by Shea and Bidjerano (2009) concluded that the epistemic engagement approach, which foregrounds the role of learners as collaborative knowledge builders, is more fully articulated and extended through a community of inquiry."

http://www.ectel07.org/cfps/callforpapers.2008-07-01.1750270947 Web 2.0 has become a major technology that supports content publishing over the Internet. Web 2.0 refers to an expected second generation of Web technology that allows people to create, publish, exchange, share, and cooperate on information (knowledge) in a new way of communication and collaboration. The Web 2.0 technology makes the Web not only for browsing, but also for creating and sharing. The success of Web 2.0 heavily relies on interactive communication and collaboration among people over the Internet - where are the people; what people possess; whether people are willing to communicate; how a group of people can be formed as communities of practice; and how people can work together trough new generation of interactive social software such as Wikis, Blogs, RSS feeds, podcast, Ajax-based browsers, peer-to-peer, instant messenger, and other social networking software. Some successful examples of Web 2.0 applications are Wikipedia, YouTube, MySpace, and Flickr. The Web 2.0 is shifting economical value of the Web to new business models for the next generation of Web technologies and interactive e-learning. One of the essential goals of applying Web 2.0 technologies to interactive e-learning is to enhance interactive communication and collaboration among participants in the Web-based learning. By participants, we refer to the learners who either possess related learning resources, or can help to discover and obtain the resources, or are willing to exchange and share the resources with others. By learning resources, we refer to the participating learners and available learning content and services. In Web 2.0, learners are co-learners as well as co-authors. They can read and write to the Web, in which learners become the consumers and producers of learning resources. As a result, the critical challenges of Web 2.0 for interactive e-learning is how to identify the right co-learners, find the right conte

The face of higher education has changed because of online learning and the successful distance teaching of open universities globally.  The University of South Africa (UNISA) is one of the mega distance learning institutions in the world and the largest distance education provider on the African continent.  UNISA is infamous for research and innovation and its institutions are committed to provide leadership in innovation and excellence in open distance learning (ODL) research.  The UNISA open distance learning programs is a dedicated system and it entails a student-centered approach that gives students flexibility and choice over how they learn.  It also provides extensive student support systems and comprehensively offers both vocational and academic programs, many of which have received international accreditation.  Accordingly, the UNSIA website provides an explanation of the administration and governance policy and statements that focus on ways to deliver distance learning "supported open learning.  Technology strategy board tackles barriers and supports business-led innovation for its students and citizens.   In addition, the UNISA has an extensive geographical footprint giving their students recognition and employability in many countries in the world.  Organized into five colleges, discipline areas in which UNISA has high levels of research competency such as: Science, Engineering and Technology (excluding Medicine), Agriculture and Environmental Sciences, Economics and Management Sciences, Human Sciences and Law.  The USNIA put into place structures fit for the purpose of research enablement integral and it is committed to the generation and liberation of resources for research.  The unique nature of this service derives from a strong commitment to basic, strategic and applied research, in keeping with the university's identity both as a comprehensive institution and as a leader in certain niche research areas. 

This organization identified in distance education technological practices examined. The mission/business plan and operational plan factors in facilitating institutional goals and mandates addressed in an attempt to prepare for this assignment.  Key goals cited in a way that demonstrates distance education technology seen by the institution as furthering its goals.  The main reason why this particular approach was taken because it showcase an institution of higher learning, state reasons for its existence, speculates on what the main reason might be based on its relationship to student-centered access to online learning. In addition, it helps analyze the institution within the context of open single mode organizations, the technologies identified and usefulness furthering its aims to accelerate economic developments, stimulates and supports business-led innovation across business, academia and, reducing risk, creating partnerships, and promoting collaboration, knowledge exchange and open innovation. In the late 1960's, the face of higher education has changed because of online learning and the successful distance teaching of open university globally.  The Open University, founded on the belief that communications technology could bring high quality degree-level learning to people, who had not had the opportunity to attend traditional campus universities.  Accordingly, the Open University (OU) provides a website,( http://www.ou.com) explaining the administration and governance policy and statements that focus on ways to deliver distance learning "supported open learning".  The supported open learning system means that students can work wherever they choose, in their own homes, workplace or at a library or study at designated locations and plan their study around their other commitments.  The Open University (OU) is a learning institution committed to the openness of many of their television and radio programs supported by free Internet activities and print. Â

In the late 1960's, the face of higher education has changed because of online learning and the successful distance teaching of open university globally.  The Open University, founded on the belief that communications technology could bring high quality degree-level learning to people, who had not had the opportunity to attend traditional campus universities.  Accordingly, the Open University (OU) provides a website,( http://www.ou.com) explaining the administration and governance policy and statements that focus on ways to deliver distance learning "supported open learning".  The supported open learning system means that students can work wherever they choose, in their own homes, workplace or at a library or study at designated locations and plan their study around their other commitments.  The Open University (OU) is a learning institution committed to the openness of many of their television and radio programs supported by free Internet activities and print.  Technology strategy board tackles barriers and supports business-led innovation for its students and citizens.

Reports, Research and Dissertations This website contains various online learning visions in collaboration with schools, school districts, educational agencies, and colleges for planning and implementation of online courses for students.  The reports, research, and dissertations reference sources can help leverage the power of online learning from idea to collaborative planning to strategic plan and implementation to long-term sustainability.  One learning vision fall under the belief that student should have access to high quality affordable online courses and educational tools.

This article covers information about the successful development of blended learning environments that have the capacity to support and improve traditional face-to-face- and online learning environments.   Blended learning strategies showcases instructional model's growth and potential to spark new conversations about how blended learning can address a range of instructional needs in new and highly productive ways.  The benefits of blended learning instructional models extend educational learning experiences beyond the classroom face-to -face environment and they have the capacity to improve and to personalize learning experiences without commensurate increases in budget or staff, and it explores efficacy and prevalence data, recaps innovative and builds upon the practical implementation models of existing institutions of learning.    

While choosing two distinct learning institution, one from a developed country and one from a developing country, this paper will compare and contrast the institutions on various dimensions of second wave distance education and address how distance education practices influence both institutions in terms of mission and population served, history/reason for existence, values espoused/inherent to the institution, organization/systems of operation, model of teaching and learning, and technologies.   While choosing two distinct learning institution, one from a developed country and one from a developing country, this paper will compare and contrast the institutions on various dimensions of second wave distance education and address how distance education practices influence both institutions in terms of mission and population served, history/reason for existence, values espoused/inherent to the institution, organization/systems of operation, model of teaching and learning, and technologies.   The evaluation of the tutor support in a distance learning institution