Group items tagged

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

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.

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

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

"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

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.