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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

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. 

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

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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.

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

OMDE 601 Essay Assignment 2