Wikiversity - EMAC 6300 Research

Compiled by Kevin Sharpe

E-mail Collection
E-mail Collection
Export Citations
Export Citations
Save Collection
Save Collection

Tags

Topics:

In this collection:

Display:
Bastiaens, T., Bacsich, P., Reynolds, S., Schreurs, B. & Op de beeck, I. (2009). Reviewing Traces of Virtual Campuses: Looking for Critical Success Factors. In G. Siemens & C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 542-549). Chesapeake, VA: AACE. View
The paper describes the concepts of Virtual Campus and Virtual Mobility and refers to several past and present projects and initiatives in the field. Through these previous experiences, a shift of concepts is noticed: from the fully online Virtual Campus to Virtual Mobility, whereby the more traditional universities open their borders and “blended models” gain more and more interest. To redefine the concept of Virtual Campus in order for it to be applicable to the changed educational needs of today, the Re.ViCa project has been set-up und funded by the European Commission. The project makes an inventory and systematically reviews cross-institutional Virtual Campuses of the past decade. In this paper we look more detailed for critical success factors for virtual campuses. After a empirical data-collection with 17 worldwide recognized experts in the e-learning field we describe 29 factors that are of main importance for large scale e-learnng initiatives in general.

Wojcik, I. (2007). The Industrialization of Education: Creating an Open Virtual Mega-University for the Developing World (OVMUDW). In T. Bastiaens & S. Carliner (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 2252-2262). Chesapeake, VA: AACE. View
Over the last two decades, international support for higher education in the developing world has diminished as the focus has shifted to primary and secondary schools. The most cost-effective way for the international community to support current efforts by nations, institutions and individuals in the developing world is to create a global, distance, higher-education system. This Open Virtual Mega-University for the Developing World will not only offer degrees directly to individuals but will also aid existing institutions in their efforts to increase the quality and access to higher education worldwide. Existing open-source technology provides a means of creating such a virtual mega university, and challenges such as funding and accessibility can be overcome.

Sankey, M. & Huijser, H. (2009). A ‘likely benefit’ from aligning Web2.0 technologies with an institutions learning and teaching agenda. In T. Bastiaens et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (pp. 3686-3695). Chesapeake, VA: AACE. View
This paper demonstrates a ‘likely benefit’, and a practical view of expected challenges, when incorporating Web 2.0 technologies in a contemporary higher education context. After first exploring which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context this paper then addresses the important role, or the affordance, of an integrated Learning Management System (LMS) and the pedagogical applications of Web 2.0 technologies. It then uses a series of case study from the University of Southern Queensland, a large distance education provider in Australia, to support these propositions. Overall, this paper suggests that the goals and ideals of Web 2.0/ Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is aligned with these ideals.

Williams, V. & Williams, B. (2006). Way of the Wiki: The Zen of Social Computing. In T. Reeves & S. Yamashita (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 1515-1518). Chesapeake, VA: AACE. View
Social computing is a term that encompasses all technologies that allow people, to communicate, emote online, make private thoughts public, interact, comment, critique, react, share, construct, and any number of other verbs. Society has taken their dramas and life stories online. This paper investigates how these forms of social computing might be used in instruction to facilitate effective learning and what designers, developers, and instructors should consider before casting them in this theater of technology and learning.

Kennedy, I., Pass, D. & Cadir, R. (2007). One Laptop Per Teacher: Content and Curriculum for (in-service) Teacher Training. In R. Carlsen et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2007 (pp. 2564-2569). Chesapeake, VA: AACE. View
A promising medium is the One Laptop Per Child (OLPC); when used by the teacher, it is called One Laptop Per Teacher (OLPT). This paper proposes structure and content for in-service training of teachers in the use of OLPC, using the OLPT. With the OLPC pupils build each other up by co-operating and collaborating, using the mesh networking facilities built into the OLPC. And this must also be a key point for teachers, building each other up by co-operating and collaborating using the Web. Wikiversity was used as the repository to keep the current, cooperatively composed, master copy of material prepared by the community for the course for in-service teachers. The in-service teachers are supported by material provided under the LP, and as part of preparing this paper, the authors created a framework for the material that will be provided in the collaborative learning group. The repository has been called "Collaborate and Create In-Service", and this course is at Wikiversity.

Feedback and Suggestions please email info@editlib.org or use our online feedback form.