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Constructivism and Computer Mediated Communication in Distance Education

Commentary

"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."

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

OMDE 601 Essay Assignment 2

The Easy Web Content Blog

Overview of Shill builder 1

Damita Majette Assessments

HIGHER EDUCATION RESOURCE LINKS

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.

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

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