October 2012 Volume 15 Number 4 - Educational Technology ...

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institution depending on their specific circumstances. But, in all cases the price will be considerably lower than the normal tuition rates. Though simple in concept the OERu faces a number of operational challenges. There are, at present, sufficient OERs available to offer general Bachelors programmes in popular disciplines areas. However, this is not the case in many specific subject areas. In addition, the OER may have to be localized or adapted for different cultures, translated to other languages or further adapted to different levels for a wide range of institutions. Although each institution will be offering their own credential, there will be a growing need to accept the credentials of other participating institutions. OERu Raises a number of challenging questions – both for its partners and other institutions. Can one time or end of course testing really test competence, learning and capacity without reference to any particular learning textbook or resources? Of course high stake testing for LSAT, GREs and many professional schools is not novel, however many faculty resent the lack of interaction associated with credit awarded exclusively by successful challenge of final examinations. Secondly, students will put pressure on institutions to accept transfer credits and even life long learning accomplishments for credit, that may not to be allowed under current university regulations. And finally to return to the issue of low cost service provision, will the OERu alternative disrupt or even destroy the current model of the partner institutions that is based in large part on students paying high fees for their courses and credentials? Others are already implementing open course delivery models with some attempt at accreditation using “certificates”. In the Fall of 2011, professors at Stanford University offered courses for free to large numbers of learners, providing a letter to successful learners, independent of the university though a private company called Udacity, which hopes to monetize the students’ skills (Lolowich, 2012; Whittaker, 2012). And, in early 2012, the Massachusetts Institute of Technology has announced the formation of MITx that will offer course content and grant a certificate to successful learners, although this will not be identical to certificates or degrees offered through normal MIT registration. (News Report, 2011). Conclusion Network technologies and resulting social and economic innovations present disruptions to all organizations. Some industries like the sound recording and movies, retail and publishing industries have been forced to drastically reengineer their processes and products in order to survive competition from net-based alternatives. The net is a profoundly disruptive technology. As Christenson (1997) noted, disruptive technologies are often offered at very much lower cost to traditional customers, thus opening the door to new (often low-end) markets. However, disruptive technologies, though initially providing services that are of low functionality or quality to traditional offerings, over time, often improve in many dimensions, while maintaining low cost or other competitive advantage. Thus, initial customers are not often attracted to the disruptive technology but over time they realize that an equal or better product is available at lower cost through use of the disruptive technology. We have seen this in the move to electronic watches, tablet computers, cameras, movie and sound recording products, low cost airlines, brokerages, online retailers and other services to mention just a few. As a concrete example of this two faculty members from Stanford Unievrsity sponsored a full, open online course in 2011. They were both surprised and nearly overwhelmed when over 160,000 students enrolled in the course - more than the entire student body at Stanford. Although most of these students did not complete the course 248 received perfect scores on all assignments and tests- an achievement not equaled by any of the traditional students on campus. As evidence of the potential disruption of this innovation the on-campus course dwindled from “200 students to 30 students because the online course was more intimate and better at teaching than the real-world course on which it was based.”(Salmon, 2012) We think there is opportunity (and accompanying challenge) for educational institutions to be early adopters of low cost and no-frills model to avoid the ongoing spiral of increased costs coupled with decreased government funding and increasing student resistance and incapacity to pay high tuition fees. To make such a transition challenges many of the traditional ideals and systems of higher education institutions based on pre-net ideals and technologies. But the alternatives are also not without risk. Many will fail to adapt and go out of business; some may continue serving as elite that can afford the high costs. 387
The open universities have a particular challenge and opportunity to embrace these disruptive technologies and pedagogies as these initiatives speak directly to their mandate of increasing access. If both public campuses and online systems do not adapt and move to exploit these network affordances, then it leaves a tremendous opportunity that can (and will) be filled by private, for profit entrepreneurs. Whitesides (2011) tells that the race may not be to the swift, but to the cheap, noting that "affordability in the future may be the first requirement not an afterthought." References Anderson, T. (2003). Getting the mix right: An updated and theoretical rational for interaction. International Review of Research in Open and Distance learning, 4(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/149/708 Anderson, T. (2004). Student services in a networked world. In J. Brindley, C. Walti & O. Zawacki-Richter (Eds.), Learner Support in Open, Distance and Online Learning Environments). Oldenburg: Bibliotheks- und Informationssystem der Universitat Oldenburg. Berge, Z., & Muilenburg, L. (2000). Barriers to distance education as perceived by managers and administrators: Results of a survey. In M. Clay (Ed.), Distance Learning Administration Annual 2000). Castle, S. (2010). An Analysis of Student Self-Assessment of Online, Blended, and Face-to-Face Learning Environments: Implications for Sustainable Education Delivery. International Education Studies, 3(3). Retrieved from http://works.bepress.com/cgi/viewcontent.cgi?article=1016&context=chad_mcguire Christensen, C. (1997). The innovator's dilemma - When new technologies cause great firms to fail. Cambridge: Harvard University Press. Christensen, C., & Eyring, H. (2011). The Innovative University: Changing the DNA of Higher Education from the Inside Out. . Jossey-Bass: Wiley. Dunlap, J., Sobel, D., & Sand, D. (2007). Designing for deep and meaningful Student-to-Content interaction. Techtrends, 51(4). Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking and computer conferencing: A model and tool to assess cognitive presence. American Jounral of Distance Education, 15(1), 7-23. Gibbs, G. (1995). The relationship between quality in research and quality in teaching. Quality in Higher Education, 1(2), 147- 157. Gokhale, A. (1995). Collaborative Learning Enhances Critical Thinking. Jounral of Technology Education, 7(1). Gunter, G. (2007). The Effects of the Impact of Instructional Immediacy on Cognition and Learning in Online Classes. International Journal of Social Sciences, 2(3). Retrieved from http://www.akademik.unsri.ac.id/download/journal/files/waset/v2- 3-30.pdf Hattie, J., & Marsh, H. W. (1996). The relationship between research and teaching: A meta-analysis. Review of Educational Research, 66(4), 507-542. Johnson, D., & Johnson, R. (1996). Cooperation and the use of technology. In D. Jonassen (Ed.), Handbook of research for educational communications and technologypp. 1017-1044). New York: Simon and Schuster. Lolowich, S. (2012, January 24). Massive courses, sans Stanford. Inside Higher Ed. Retrieved from http://www.nytimes.com/2012/01/25/opinion/the-justice-of-occupation.html?_r=1&ref=opinion Mackness, J., Fai, S., Mak, J., & Williams, R. (2010, May). The ideals and reality of participating in a MOOC Paper presented at the Seventh International Conference on Networked Learning, Aalborg, Denmark.Retrieved from http://www.networkedlearningconference.org.uk/past/nlc2010/abstracts/PDFs/Mackness.pdf Martin, L., & Mottet, T. P. (2010). The Effect of Instructor Nonverbal Immediacy Behaviors and Feedback Sensitivity on Hispanic Students' Affective Learning Outcomes in Ninth-Grade Writing Conferences. Communication Education, 60(1), 1-19. McNeely, I. F., & Wolverton, L. (2008). Reinventing knowledge: from Alexandria to the Internet. New York: WW Norton & Company. Monbiot, G. (2011). The Lairds of Learning. Gaurdian, Aug. 29. http://www.guardian.co.uk/commentisfree/2011/aug/29/academic-publishers-murdoch-socialist Moore, M. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1-6. Mukherjee, A., & Stern, S. (2009). Disclosure or secrecy? The dynamics of Open Science. International Journal of Industrial Organization, 27(3), 449-462. 388
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October 2012 Volume 15 Number 4
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Supporting Organizations Centre for
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Peer Evaluation in Blended Team Pro
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The contribution entitled “Semant
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with the group exploration activity
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Data collection This study collecte
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Table 2. The mind mapping activitie
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On the contrary, the students in th
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Elwart-Keys M., Halonen D., Horton
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Zualkernan, I. A., Raza, A., & Kari
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In summary, a large base of school
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Usability deals with how easy it is
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As Figure 5 shows, the adoption mod
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Adoption Factors of Adoption An ari
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that the particular way of using th
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Stoyanova, E. (2005). Problem posin
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The impact of peer assessment has b
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e used for the setup of diagnostic
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RQ2: Does assessing solutions of ot
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Both components, authoring tool and
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Supervision We enhanced the player
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Stepanyan, K., Mather, R., Jones, H
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international group of experts and
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1. Web application development over
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In Mike’s terminal window, run
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Chen, L.-C., & Lin, C. (2007). Comb
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To address these drawbacks some app
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LOM LOM objects Universia RDF repos
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Obtain DBpedia categories. In this
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This is not the usual result since
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The algorithm returns a set of DBpe
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shows. However, the benefit of expl
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Conclusions An approach for the ext
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Zhao, G., Ailiya, & Shen, Z. (2012)
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Apart from these, a project “SimS
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Autonomy is related to the sense of
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practice” for practicability, and
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secondary school students in Singap
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desirable; the event endurer is the
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Gartner, A. (1971). Children Teach
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experience and the guidance which i
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is further augmented with the numbe
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shown in the central part of Figure
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useful when choosing a learning pat
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competences helped them to specific
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model (Maier & Schmidt, 2007) as an
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Margaryan, A., Milligan, C., Little
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Being a Digital Native, however, is
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Pre-adolescent information seeking
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The significance of the study rests
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The middle school site followed a s
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A similar process for the middle sc
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have developed a new design model
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Davidson, J., & Wright, J. (1994).
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Mostmans, L., Vleugels, C., & Banni
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productive and needing more time to
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the location of computers: In eleme
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Accordingly, informants in the BOM-
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Goodman, L., MacCallum-Stewart, E.d
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Chen, M.-Y., Chang, F. M.-T., Chen,
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information systems (system quality
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participant’s usage intentions we
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service quality of IS functions. We
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the e-Portfolio system. Therefore,
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other colleges/universities to avoi
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Cho, C.-W., Yeh, T.-K., Cheng, S.-W
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them search for resources, they wer
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A user’s tags can be visible or i
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a month. Note that, since social ta
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(Fujimura et al., 2007). The aim of
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Rainie, L. (2007, January 31). 28%
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Moreover, teacher pedagogical belie
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However, Singer and Maher (2007) ex
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Data analysis After collecting data
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interpretations of effect size of c
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places to develop teaching skills,
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Kajder, S. B. (2005). Preservice En
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Huang, Y.-M., Liu, C.-H., Lee, C.-Y
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organized in a didactic way that co
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Front-end subsystem A front-end sub
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possible location of the visitor, t
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Procedure Figure 7. The participant
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Results of user satisfaction evalua
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Table 8. The comparison of the PSQ
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system for recommendation purpose i
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affiliation network models as a col
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Choosing the most suitable viewer i
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visualization, user-friendly operat
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Figure 3. Example of cutting tool w
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imported in Adobe Acrobat Pro Exten
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10 points, if it fully meets the re
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The overall competitive assessment
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Ramos Barbero, B., García Maté, E
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connected devices such as iPods and
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The common constructivist themes su
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Data analysis Data was gathered fro
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...I do my downloads through iTunes
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podcasts. In Case Study 2, although
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Rüdel, C. (2006). A work in progre
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issues in undergraduate economics c
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money market affect the equilibrium
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Through the simulation program the
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However, group A presents a better
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Thus, we can confirm the advantages
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Clark, D., Nelson, B., Sengupta, P.
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centered approach to learning inste
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Research question and population Th
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Learning effectiveness was analyzed
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that have turned experimental equip
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Lee, H.-J., & Lim, C. (2012). Peer
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Message Analysis Frameworks Existin
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social messages, whereas the latter
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This finding has significant implic
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These results imply that students e
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Lee, H.-J. & Kim, I. (2011). Develo
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We have successfully experimented o
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Figure 1. Analysis of the XO-1, the
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Figure 4. The most popular coping s
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other way too, when children were a
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judge or ridicule them. It is impor
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Acknowledgements This research rece
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Tambouris, E., Panopoulou, E., Tara
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participatory or collaborative prac
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My Desk is a workspace personal to
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While the notion of grouping learne
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Teacher controlled Teacher controll
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opinion of collaboration facilities
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Acknowledgements Work presented in
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Tsai, P.-S., Hwang, G.-J., Tsai, C.
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owsing, title browsing and author b
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The simple search function Figure 4
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The author browse function Figure 8
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Comparisons of usage feedback betwe
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Conclusions In the past decades, va
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Appendix A: The final version of qu
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as validity should be investigated.
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of the assessment results across th
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Figure 1. Teachers were allowed to
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Table 3 summarized the Pearson’s
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achievement test scores. Given thes
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Russell, J. D., & Butcher, C. (1999
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Attitude 4-5. Reflection on peer pe
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universities participate in new mar
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Agreement on a joint diploma/degree
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1. Awareness of the benefits for st
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Institutional resistance to change
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Business model A business model can
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The identity provider is responsibl
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Sample scenario Business layer The
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executed to fulfil collaboration ag
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Cadima, R., Ojeda, J., & Monguet, J
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Centrality metrics measure the exte
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Results Social Networks During the
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performance of the executives educa
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Song, S., Nerur, S., & Teng, J. (20
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We also propose a specific implemen
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assessment outputs gathering during
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is an authoring platform created wi
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Figure 4. Example of an assessment
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ate of errors in “Level 3” foll
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The evaluation of reusing pedagogic
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Shute, V. J., & Spector, J. M. (200
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Literature Review Cognitive apprent
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questions. Meta-Analyzer has been r
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presentation as a conclusion. Simil
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Interaction effect between cognitiv
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References Abouserie, R., & Moss, D
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Oloruntegbe, K. O., Ikpe, A., & Kuk
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Young, M.-L. (2012). An Exploratory
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use is simply an expedited form of
Page 341 and 342: In order to elicit narratives about
Page 343 and 344: Findings The study shows that deliv
Page 345 and 346: With the changes in the teaching en
Page 347 and 348: Bostrom, R. & Heinen, J. S. (1977a)
Page 349 and 350: Lindgren, R., & McDaniel, R. (2012)
Page 351 and 352: those that allow for less agentic a
Page 353 and 354: whether the adoption of a novel des
Page 355 and 356: AEM Course Features. A subset of po
Page 357 and 358: Figure 4 shows the average pre and
Page 359 and 360: Ford, M. (1992). Motivating humans:
Page 361 and 362: Liang, T.-H., Huang, Y.-M., & Tsai,
Page 363 and 364: TSL1: Teacher as a coach TSL2: Teac
Page 365 and 366: instructional event (the upper part
Page 367 and 368: Table 3. The results of the chi-squ
Page 369 and 370: simultaneously complied with ISL an
Page 371 and 372: Finally, several pedagogical implic
Page 373 and 374: Hung, C.-M., Hwang, G.-J., & Huang,
Page 375 and 376: theory of Piaget (1950) and the soc
Page 377 and 378: Learning activities The unit of “
Page 379 and 380: subgroup in the control group neede
Page 381 and 382: When asked about the differences be
Page 383 and 384: Delialioglu, O., Cakir, H., Bichelm
Page 385 and 386: Anderson, T., & McGreal, R. (2012).
Page 387 and 388: This belief in the correlation of r
Page 389 and 390: and sometimes to compel, faculty to
Page 391: Part time versus full time faculty
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