Damita Majette OMDE 601

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

Evaluating Learning Objectives

Overview of Lev Vygotsky's Theory Dr. Mimi Recker

New Ways of Mediating Learning: Investigating the  implications of adopting open educational resources  for tertiary education at an institution in the United  Kingdom as compared to one in South Africa

OMDE 601 Essay Assignment 2

The Synergy Workshop facilitates the collective development of new, feasible ideas and plans, the creation and the strengthening of new and existing partnerships. You will be able to induce future collaborations by engaging the conference participants in highly interactive and practical working group activities

Michael Moore uses the pedagogical categories of dialogue, structure, and autonomy (Moore & Kearsley, 2012, pp. 209-214), which, in our course reading for this week, Peters (2004) refers to as the three constitutive elements of distance education. According to Moore's theory of transactional distance, the interrelation of these three categories influences transactional distance, which is the mental or psychological distance experienced by students learning in a distance education environment. For example, Moore's theory states that in a course where there are high levels of dialogue, transactional distance tends to be lower, whereas a higher level of transactional distance often exists in courses where there are low levels of dialogue.

The concept of andragogy was made popular by Malcolm Knowles in the 1970s. Knowles' ideas stemmed from the belief that teaching and learning approaches for adults should be fundamentally different from those for children and are based on the belief that the more mature a learner becomes, the more self-directed the learner will be in his or her own learning. The andragogical approach is a holistic, learner-centered model comprised of the following six principles: Learner's need to know:Adult learners want to decide what will be learned, and when and how it will be learned. Self-concept of the learner:Adult learners want to plan and direct their learning. Prior experience of the learner:Adult learners have a wide range of past experiences to draw from in understanding and applying what they learn. Readiness to learn:Adult learners want to understand the relevance of what they are learning to them and to their environment. Orientation to learning:Adult learners prefer a problem-centered approach to learning. Motivation to learn: Adult learners are internally, rather than externally, motivated to learn (Knowles, Swanson, & Holton, 2011, p. 3)

Constructivism and Computer Mediated Communication in Distance Education

Commentary

Working Across Africa The leading Pan-Africa eLearning Network

E-learning initiatives that did not reach targeted goals The third book published by the Mega-trends project, E-learning initiatives that did not reach targeted goals , provides case study articles and analyses of nine prestigious European e-learning initiatives that did not reach their targeted goals.

OMDE 601 Damita Majette Annotated Bibliography List

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

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

Online Learning and Distance Education Resources