Browsing by Author "Anderson, Terry"

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    Challenges and Opportunities for use of Social Media in Higher Education
    (2019-03) Anderson, Terry
    Likely the most significant and life changing technologies of the 21st Century is the adoption of social media as major components of commercial, entertainment and educational activities. In this article, I overview the supposed benefits of the application of these tools within formal higher education programs. I then discuss the disadvantages and challenges, with a focus on the paradox that accompanies convenience and value in use, with loss of data control. It is likely that we will continue to see both authorized and unauthorized use of data that we have created for both personal and institutional use. I conclude by examining some of the solutions proposed and tested to resolve this challenge. I then overview two possible solutions - the first focused on institutions creating and managing their own social media and the second an emergent technical solution whereby users keep control of their data, while sharing and growing in multiple social contexts.
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    Open Access
    PREST in Open and Distance Learning: Course Materials Review
    (2005-07) Addison, Stephen J; Anderson, Terry
    This document is a review of the Practitioner Research and Evaluation Skills Training (PREST) in Open and Distance Learning training resources. The review was conducted by Stephen J. Addison of Moray College’s UHI Millennium Institute and Terry Anderson of Athabasca University.
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    Open Access
    Promise and/or Peril: MOOCs and Open and Distance Education
    (2013-03) Anderson, Terry
    The New Times declared 2012 to be the year of the MOOC (Pappano, 2012) and certainly 2013 is becoming the year to talk about MOOCs! Questions related to the design and inherent pedagogies, registration numbers, persistence rates, revenue models, neo-liberal agenda, fears and aspirations of all of us in postsecondary education have been ignited by this combination of technology and pedagogy. MOOCs are rapidly becoming the type of disruptive technology described by Christensen (1997) as cheaper, smaller, initially less fully featured and attracting a new set of consumers into an existing market. // Much has been written and much more will by the time you are reading this article, from when I write it in March 2013 - the MOOC terrain is under very rapid development. John Daniel (2012) article, does a good job of defining and describing MOOCs and clearly notes the different models and pedagogy (xMOOCs, cMOOCs) that differentiate pedagogies, practices and profits involved in today’s MOOC offerings. In this article, I attempt to update our map of the terrain and provide a lens through my 2003 Interaction Equivalency Theorem (Anderson, 2003) to help us understand and explain this latest development and/or fad in higher education. // I begin with a short description of the characteristic of the four words included in the MOOC acronym and try to show how each contributes to the complexity of this education phenomena.