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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

Tony Bates, ( 2003),   Editorial.  Journal of In-Service Education, Mar2003, Vol. 29 Issue 1, p5. 6p.

The Journal of Distance Education / Revue de l'Éducation à Distance, Vol 26, No 1 (2012) A Critique of the Community of Inquiry Framework Cindy Xin, VOL. 26, No. 1

Raiker, A. (2009). Transformational Learning and e-portfolios: A Pedagogy for Improving Student Experience and Achievement. International Journal Of Learning, 16(8), 313-323. Abstract Article Review:  Transformative learning occurs when an individual's understanding opens up a new vista of interconnected learning. As an individual develops, s/he is increasingly able to solve abstract problems logically and to think critically of the self and others in moral, social, emotive and judgmental terms. The individual assimilates and accommodates the reformed knowledge gained into new structures of thought, affecting esteem and efficacy. The transformation achieved results in autonomy, a necessary attribute in the current climate of world-wide change. Of course, the reformed knowledge might result in negative outcomes with the individual's sense of self being lowered with resulting dependency. A way of ensuring positive outcomes is through the structured and supported use of e-portfolios in personalized and reflective mode. This approach reflects current policies in England calling for the development of e-assessment and the embedding of personal learning and thinking skills into school, further and higher education curricula. However, the success of these initiatives determined by what happens at the point of pedagogical interaction. This paper takes as its starting point the UK's Joint Information Systems Committee's declaration that in using e-portfolios the pedagogy not the resource comes first

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.