This page contains some of the media artifacts that I have created as part of the individual efforts of the OMDE-9041 Module. I have started with a simple mind map which represents my conceptualization of an early definition of Distance Education as espoused by D. Keegan's Five Characteristics of DE. Thereafter I add an example of an annotated bibliography as found in my Diigo Skillbuilder.
But I invite you to peruse my three essays submitted as requirements of the course which I believe encapsulates my understanding of the developments in DE and e-learning.
But I invite you to peruse my three essays submitted as requirements of the course which I believe encapsulates my understanding of the developments in DE and e-learning.
ANNOTATED BIBLIOGRAPHY (Diigo)
Article: “Learner support in distance education and networked learning environments: Ten dimensions for successful design.” By Catherine McLoughlin
This paper offers a conceptualization of the term “scaffolding of learning“ and how this concept can promote effective learner support in DE and online environments. The author provides examples of the need for effective learner support as well as giving practical situations of how Constructivist theories can be applicable in learning contexts. A key focus is on how learning support is designed and can be applied across a range of instructional contexts is emphasized. The proposal is underpinned by the Vygotskyan “socio-cultural perspective to learning” which in this case refers to “learning support based on the social constructivist models of learning.”
The purpose of the paper, while acknowledging the “optimum cognitive development through assistance “(Vygotsky, 1978), also begins to interrogate the role of ICT and online environments and the “roles of peers, facilitators and teachers” in offering academic assistance as well as the “social, collaborative and communicative tools of online learning.”
The author reflects on the uses of scaffolded learning in face to face contexts and then compares that to the challenges and opportunities in online DE environments. The exploration of the ten dimensions provide practical examples of how the constructivist approaches have applicability. I believe that this paper makes a good case for instructional designers and teachers to ensure quality learning support for students as the “learning environments are increasingly designed to explore resource-based situations that promote independent learning.” I find the paper quite useful as it provides practical and useable approaches to understanding the need for and applications of effective learner support and emphasize the old adage that in on-line learning design “pedagogy (not technology) should be foregrounded and appropriate technology should merely support that pedagogy.”
McLoughlin, C. (2002). Learner support in distance education and Networked Learning Environments: Ten dimensions for successful design. Distance Education. 23(2).149-162.
Article: “Learner support in distance education and networked learning environments: Ten dimensions for successful design.” By Catherine McLoughlin
This paper offers a conceptualization of the term “scaffolding of learning“ and how this concept can promote effective learner support in DE and online environments. The author provides examples of the need for effective learner support as well as giving practical situations of how Constructivist theories can be applicable in learning contexts. A key focus is on how learning support is designed and can be applied across a range of instructional contexts is emphasized. The proposal is underpinned by the Vygotskyan “socio-cultural perspective to learning” which in this case refers to “learning support based on the social constructivist models of learning.”
The purpose of the paper, while acknowledging the “optimum cognitive development through assistance “(Vygotsky, 1978), also begins to interrogate the role of ICT and online environments and the “roles of peers, facilitators and teachers” in offering academic assistance as well as the “social, collaborative and communicative tools of online learning.”
The author reflects on the uses of scaffolded learning in face to face contexts and then compares that to the challenges and opportunities in online DE environments. The exploration of the ten dimensions provide practical examples of how the constructivist approaches have applicability. I believe that this paper makes a good case for instructional designers and teachers to ensure quality learning support for students as the “learning environments are increasingly designed to explore resource-based situations that promote independent learning.” I find the paper quite useful as it provides practical and useable approaches to understanding the need for and applications of effective learner support and emphasize the old adage that in on-line learning design “pedagogy (not technology) should be foregrounded and appropriate technology should merely support that pedagogy.”
McLoughlin, C. (2002). Learner support in distance education and Networked Learning Environments: Ten dimensions for successful design. Distance Education. 23(2).149-162.
ESSAY 1: Distance Education as a delivery mode of Teaching and Learning brought about by the use of one or more technologies and differentiated from conventional education.
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ESSAY 2: The Industrialized characteristics of Distance Education institutions: a comparison between the Open University of United Kingdom (OUUK) and the University of South Africa (Unisa).
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ESSAY 3 : The Theory of Heutagogy within Distance Education with some reflections for education in South Africa and the University of South Africa ( Unisa).
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