In this paper we define collective applications as those that employ the aggregated distinct behaviours of individuals in a crowd to shape their environment and to provide structure and influence in that environment. Such ...

This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines ...

This presentation presents the theory and practice of Open Learning as implemented in Athabasca University’s Beyond the LMS social networking system. The presentation discusses the motivation , design and challenges ...

Despite the desirability of "Making Open the Default" as the theme of this year’s open access week, there are many reasons that can and should influence a person and an organization to restrict access to content. In this ...

This paper updates earlier work in which we defined three generations of distance education pedagogy. We then describe emerging technologies that are most conducive to instructional designs that evolve with each generation. ...

In this paper we present a case study of a self-paced university course that was originally designed to support independent, self-paced study at distance. We developed a social media intervention, in design-based research ...

This paper presents two conceptual models that we have developed for understanding ways that social media can support learning. One model relates to the “social” aspect of social media, describing the different ways that ...

This paper is concerned with the application of Web 2.0 technologies within a conventional institutional learning setting. After considering the affordances of Web 2.0 technologies vs Web 1.0 technologies and a framework ...

Sociality is not just a cultural phenomenon but is embedded in our genes as eusocial creatures (E. O.Wilson 2012). Learning is an innately social activity, and the processes of teaching, the passing of knowledge from one ...

Read/write social technologies enable rich pedagogies that centre on sharing and constructing content but have two notable weaknesses. Firstly, beyond the safe, nurturing environment of closed groups, students participating ...