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Title: Alleviating students' burden: An introduction to open textbooks at the Dominica State College

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Edited by Winston Ettienne, Wednesday, 15 Jan 2020, 15:18

Traditional textbooks have been the main text used by both teachers and students for many years, and even with the advent of the digital age having a standardized textbook is still appropriate to facilitate examinations and studying purposes (Moore and Butcher, 2016). Moreover, the introduction of open textbooks will serve as a complement to the traditional text and not as a means to replace them. Over time however, the cost of textbooks has sky-rocketed, some of the books are so expensive, it is practically impossible to be accessed by some students (Moore and Butcher, 2016).  

In a recent survey conducted at the Dominica State College (DSC) 71% of students indicated that they spend between 0 and $100 on textbooks, a further 71% said they did not receive any financial aid for textbooks, another 40% claimed that the cost factor was a deterrent to purchasing textbooks, and 22% indicated they received poor grades as a result of not having a textbook (Ettienne, 2019). Open textbook is not a new phenomenon and 50% of the students surveyed indicated that they are familiar with the concept and also 50% of lecturers indicated that they will use it in the next three years (Ettienne, 2019)

Open textbooks fit the theme of openness and innovation since they are freely opened to be used for the first time at the DSC. One author defines innovation as “executing an idea which addresses a specific challenge and achieves value for both the company and customer” (Skillicorn, 2016). My project will be of an innovative nature and will involve a multimedia object (A website developed using Google sites or WordPress). The website will provide relevant and useful information about open textbooks in terms of creative common licenses and the 5Rs framework by Wiley and Hilton (2018) of open which are namely to Revise, Remix, Redistribute, Retain and Reuse. More specifically the following four key questions will be critically analyzed and answered:

·         Why do we need open textbooks at DSC?

·         What are open textbooks (how are they defined)?

·         How will open textbooks be produced and then used at DSC?

·         When will open textbooks be available in adequate quantity and quality to have a positive impact at DSC?

(Frydenberg et. al, 2007, p. 2)

Additionally, my presentation will highlight the potential benefits open textbooks would bring to instructors, students and administrative staff at DSC making use of two testimonial videos that will serve as motivational tools. Also, examples will be drawn on of courses that are available in open textbook format from different colleges and how they can be easily structured, adapted, adopted and customized for use at the DSC under a Creative Commons Attribution-Non-Commercial-Share alike license. Notwithstanding the potential benefits of open textbooks, my presentation will conclude by highlighting a few of the potential drawbacks and barriers to open textbooks (Frydenberg et. al, 2007). The link to access the website will be given to lecturers, students, administrative staff and other stakeholders via social media and the DSC learning management system (LMS).


 References:

Moore, A. and Butcher, N., 2016. Guide to developing open textbooks. http://dspace.col.org/bitstream/handle/11599/2390/2016_Moore-Butcher_Guide-Open-Textbooks.pdf?sequence=1&isAllowed=y

Survey conducted E. Winston (2019)

Wiley, D. and Hilton III, J.L., 2018. Defining OER-enabled pedagogy. International Review of Research in Open and Distributed Learning, 19(4).

Frydenberg, J., Matkin, G. and Center, D.L., 2007. Open textbooks: Why? what? how? when. William and Flora Hewlett Foundation, pp.0-33.

Skillicorn, N. (2016) What is innovation? [Online]. Available at https://www.ideatovalue.com/inno/nickskillicorn/2016/03/innovation-15-experts-share-innovation-definition/ (Accessed 10 January 2019).

The H818 Conference website can be found here: http://www.open.ac.uk/blogs/OU-H818/

POSTER LINK:  https://mail.google.com/mail/u/0?ui=2&ik=201772e1d9&attid=0.1&permmsgid=msg-a:r7086225201845472082&th=16fa961e2b765dab&view=att&disp=safe&realattid=f_k5fc77pj0

YOUTUBE: https://youtu.be/gNwvSpifAPQ
         

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Social Learning Analytics

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Attached is Activity 13 of Week 23 of Block 4
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LEARNING ANALYTICS DEFINITION

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Learning analytics is the measurement, collection, analysis, and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs.

Buckingham Shum, Simon & Ferguson, Rebecca & Shum, Buckingham & And Ferguson, S & Buckingham, Simon & M Shum, R & Ferguson@open, Ac & , Uk. (2011). Social Learning Analytics. 

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H817 ACTIVITY 11: LEARNING ANALYTICS AND LEARNING DESIGN

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Edited by Winston Ettienne, Friday, 12 Jul 2019, 11:12

Essentially, learning design establishes the objectives and pedagogical plans, which can then be evaluated against the outcomes captured through learning analytics

Common elements within all learning designs include the following:

• A set of resources for the student to access, which could be considered to be prerequisites to the learning itself (these may be files, diagrams, questions, web links, prereadings, etc.)

• Tasks the learners are expected to carry out with the resources (prepare and present findings, negotiate understanding, etc.)

• Support mechanisms to assist in the provision of resources and the completion of the tasks; these supports indicate how the teacher, other experts, and peers might contribute to the learning process (e.g., such as moderation of a discussion or feedback on an assessment piece; Bennett et al., 2004)

Checkpoint analytics is the snapshot data that indicate a student has met the prerequisites for learning by accessing the relevant resources of the learning design. For instance, checkpoint analytics would relate to metrics such as log-ins into the online course site, downloads of a file for reading, or signing up to a group for a collaborative assignment. Although these forms of analytics may be valuable for providing lead indictors of student engagement, they do not, in isolation of other data, provide insight into the learning process or understanding of how students are learning and what they are learning. As checkpoint analytics exclusively measures access to the resources included in a learning design, its value lies in providing teachers with broad insight into whether or not students have accessed prerequisites for learning and/or are progressing through the planned learning sequence (akin to attendance in a face-to-face class).

Data on whether or not students have accessed prereadings or organized themselves into groups for upcoming assignments could be considered checkpoints that indicate whether the foundations for learning have been established, and thus checkpoint analytics concentrates on highlighting which students have completed these learning prerequisites and which have not.

Process analytics gives direct insight into learner information processing and knowledge application (Elias, 2011) within the tasks that the student completes as part of a learning design. For example, social network analysis of student discussion activity on a discussion task provides a wealth of data that can offer insight into an individual student’s level of engagement on a topic, his or her established peer relationships, and therefore potential support structures.

The articulation of the nature of support available within learning designs helps to interpret process learning analytics. These supports give an indication of what roles we can expect to see learners and teachers taking within collaborative spaces such as discussion forums (e.g., whether we would expect exclusively student-to-student interactions in a group discussion on construction of a group assignment or facilitator-centric interactions in the Q&A portion of the forum). In this way they help to provide an expected configuration based on what support was built into the learning design.


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Block 4: Learning Analytics

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Edited by Winston Ettienne, Friday, 5 Jul 2019, 13:39

Activity 2: Investigating big data

Timing: 2 hours

·         As a starting point for your investigation into the use of big datasets outside education, read at least two of the online stories listed below:

o    Duhigg, (2012), How companies learn your secrets

o    Netflix (2009), The Netflix prize rules

o    Mangalindan (2012), Amazon’s recommendation secret.

·         Now extend your reading by searching for “big data” (if you use Google, double inverted commas will show that you are looking for the phrase and not two separate words) and the name of a large company that you use regularly, such as Google, Facebook or Starbucks.

·         For whichever you choose, note as many reasons as you can for the use of big data. Also, note who benefits from its use in each case and what the benefits are.

·         Write a blog post, or an entry in your learning journal, about your positive and negative reactions to the use of your data in these ways. Post your reactions, or a link to your blog post, in the discussion forum and read other people’s reactions.

 https://insidebigdata.com/2018/01/20/netflix-uses-big-data-drive-success/

https://www.bernardmarr.com/default.asp?contentID=712

 

 


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COMPARING MOOCS - DS106 AND COURSERA

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General Approach & Philosophy:

DS106

DS106 is one of the most innovative MOOCs in terms of its use of technology. It is a digital storytelling course where learners are able to keep their blogs and combine it with the main course blog. There are also additional feature such as alignment banks and radio station that students can use for broadcasting purposes.

The DS106 website claims that it will "Develop skills in using technology as a tool for networking, sharing, narrating, and creative self-expression". Learners will be able to create and frame your digital identity.

As an open participant, you choose to do what you do where you can, by sharing your work, and most importantly commenting on the work of others.

Coursera

Coursera offers a much more curated online learning experience. Their learning platform provides courses and degree programs created by some of the most well-respected universities and academic institutions in the world, including Duke, Stanford, UPenn, the University of Michigan, and many more. Each course is taught by one of the institution’s top instructors.  Coursera’offers a wide range of courses and awards ranging from a certification to a complete degree.

Coursera offers its users three different learning options. Students can choose between single courses, specializations (a series of courses designed to improve a single skill) and degree programs. Specialization programs typically take between 4 to 6 months to complete, while degree programs can take up to three years. The following table compares and contrasts DS106 and Coursera in terms of technology, pedagogy and philosophy.


 (DS106)

 (Coursera)

Technology

WordPress website
Gravatar
Twitter
Flickr
YouTube
SoundCloud
Google+ Hangout
RSS Feeds / Aggregation

Content Management System
Discussion Forum
Submission Form
Peer Feedback Form
Simple navigational bar

Pedagogy

Content as a starting point, learners expected to create/extend
Learner-centred
Group-work
Media production
Reflection

Formal Course Structure & Flow
Learner-centred
Inquiry based
Media production
Reflection

Philosophy

This course has taken a very connectivist approach that expects students to develop their online identities and to engage with each-other and the wider online community. Many of the tasks tend to cognitive in nature. The course comes in three flavours: A UMW student; A student from a different course/university; and an “open participant”.

The Coursera platform typically adopts a behaviourist model. In this particular course, the tutors took on a more constructivist paradigm. Some of the more “connected” students had galvanised themselves into Peer Learning Networks (PLN) and adopted a more connectivist approach to their learning providing a richer experience.

 

 



















Conclusions

Coursera offers expertly curated classes created by some of the most well-respected educational institutions in the world and taught by top instructors. As a result, the courses are more expensive than other online learning platforms. However, In my opinion, Coursera is the best choice for an online student looking for a certification or degree from one of the best schools in the world.

 

 References:

https://learn1.open.ac.uk/mod/oublog/viewpost.php?post=127588

https://medium.com/@adiyagil/udemy-vs-coursera-vs-lynda-the-ultimate-comparison-70586665dca5

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Activity 11: Big and Little OER

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 In Martin Weller’s 2010 publication ‘Big and Little OER’ he made a clear distinction between the two types of OERs that exists and the advantages and disadvantages of both. He described The Big OER as the large-scale projects such as MIT’s Open Courseware and the Open University’s OpenLearn and The Sidecap Project was funded by the EU (ACP-European Union Cooperation Programme in Higher Education), and had partners in Scotland, England, Mauritius, West Indies and Fiji. (EDULINK). (Weller, 2010). On the other hand, he also focused on small-scale projects by individuals outside of formal education portals such as YouTube, Slideshare and Flickr just to name a few.

Weller explicitly defines the two OERs as follows:

Big OERs are institutionally generated ones that arise from projects such as OpenLearn. These are usually of high quality, contain explicit teaching aims, presented in a uniform style and form part of a time-limited, focused project with portal and associated research and data.

Little OERs are individually produced, low-cost resources. They are produced by anyone, not just educators, may not have explicit educational aims, have low production quality and are shared through a range of third-party sites and services. (Weller, 2010). There are potential benefits and drawbacks of both OER approaches as summarized in the following table.

 

The table below summarizes the benefits and drawbacks of “BIG” and “LITTLE” OERs.

Big OERs

Little OERs

Benefits

Granular
High-quality
Explicit learning aims
Uniformed-style (can be institutionally branded)
Reputable knowledge domain expertise
Metadata
Creativity focused upon structure and guidance
Predictable use
More choice
Clear copyright and licensing advice
Accessible
Interoperable
Greater scholarly outputs
Enhances institutional reputation and prestige
Formally recognised

Low-cost to free
Shared through third-party sites / services
Creativity focused upon production and aggregation
Open filter – anyone can publish
Sites facilitate social interaction / connection between user and producer
Greater user hits / traffic to site
Unconstrained creativity of material
Unconstrained playfulness of material
Enhances personal reputation and prestige
Greater open access
High reuse potential
High search ability – can be found via public search engines like Google or Bing

Drawbacks

High-cost
Closed filter – specialists can publish
Less social interaction / connection between user and producer
Less user hits / traffic to site
Restrained creativity of material
Restrained playfulness of material
Variances in open access
Low reuse potential
Low search ability – locked into a repository search engine

Variances in granularity
Variances in quality
Variances in explicit learning aims
Variances in knowledge domain expertise
Variances in taxonomy / folksonomy
Unpredictable use
Limited choice
Variances in copyright and licensing advice
Variances in interoperability
Variances in accessibility
Variances in scholarly outputs
Variances in formal recognition

There are a number of benefits and drawbacks to both OER approaches however Big OERs might be better able to offset whatever the drawbacks might be incurred since they have more resources both financial and human expertise to do so. Little OERs, on the other hand, are more specifically geared towards teachers and lecturers and although this approach is more informal in nature, it represents a more dynamic model that encourages greater participation and engaging experience to the learner so their drawbacks are ultimately minimized buy this flexibility (Weller, 2010).

 

 

 

 

Reference:

Weller, Martin (2010). Big and little OER. In: OpenED2010: Seventh Annual Open Education Conference, 2-4 Nov 2010, Barcelona, Spain.

 

 


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Activity 9: Choosing a licence

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For your blog content and other material you produce, consider which of the Creative Commons licences you would use, and justify your choice.

Before I consider which of the creative commons licenses I would use for my blog, for example, I would take the following factors into consideration;

  • Understand how a Creative Commons (CC) license affects my copyright.
  • Understand my commitment.
  • Decide how I want to be attributed.
  • Know why I might want to use a creative commons license, as opposed to reserving all rights.
  • Examine the options.
  • Choose the license that best suits my purposes.


After considering the above factors, I would choose a Creative Commons Attribution -ShareAlike 2.0 Licence for my blog.

Under the creative commons license, I can decide how I would like my blog to be adapted. The ShareAlike aspect of the license would require anyone using my work to share it under the same license so that others can benefit.

In terms of the commercial use of my blog, persons can use my blog commercially for training and it can be repackaged and sold. There is no restriction on commercial use.

In terms of attribution, anyone using my work has to attribute it to me as the original creator. The URL of my blog post can be attributed as the main source.

I chose the above-mentioned license since my main aim and objective is to be able to share and make a contribution to the web. I have benefited a lot from the web with other people’s work so why can’t I also make a contribution? I think open education is all about knowledge sharing and I will be most elated to be able to contribute in that regard.

The rationale behind the commercial use of my work is simply to get more exposure. By the re-use of my work I will be able to have more users view my work, so although I may not directly benefit monetarily it will certainly augur well for me through the use of my URL. Additionally, the raw nature of my blog post may not necessarily be in a developed state for commercial use. The development of my work by other users may require time, resources and skills that I may not be able to give at this point in time, therefore, if others are getting paid to put in the required work and resources to refine the product and get paid for their hard work I can only see it as a positive contribution.


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Open Education

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Edited by Winston Ettienne, Friday, 22 Mar 2019, 13:51

 Publish a blog post that describes your experience with open education. Is it just with the OU, or have you studied a MOOC, used open resources, or engaged with open access publications?

As I reflect on the above question I decided to do a little research on Open education, OER and MOOCs before I attempt to give my experience.

WHAT IS OPEN EDUCATION?

Open education is a philosophy about the way people should produce, share, and build on knowledge. The principal tenet of OE is collaboration — a collaboration among institutions, administrators, educators, and students. OER are resources created by educators to serve students. These are meant to be openly accessible, so they can be enhanced and modified. It offers educators a differentiated approach to serve students of diverse needs and preferences.

Proponents of open education believe everyone in the world should have access to high-quality educational experiences and resources and they work to eliminate barriers to this goal. Such barriers might include high monetary costs, outdated or obsolete materials, and legal mechanisms that prevent collaboration among scholars and educators.

What are open educational resources?

Open educational resources (OERs) are learning materials that can be modified and enhanced because of their creators have given others permission to do so. The individuals or organizations that create OERs—which can include materials like presentation slides, podcasts, syllabi, images, lesson plans, lecture videos, maps, worksheets, and even entire textbooks—waive some (if not all) of the copyright associated with their works, typically via legal tools like Creative Commons licenses, so others can freely access, reuse, translate and modify them.

What are MOOCs?

Massive open online courses (MOOCs) are online courses accessible to anyone with a computer and access to the Internet. People call these courses "massive" because their enrollment is open to more students than traditional educational institutions might permit—meaning that hundreds (even thousands) of students might participate in a particular MOOC. Today, many colleges and universities have joined organizations committed to providing high-quality education through MOOCs.

So my experience RE: Open Education is very limited based on the above information and it was really since I got enrolled in the MAODE in 2018 I first came across terms such as OE, OER and MOOCs. I do use quite a bit of online resources such as E-books and Google Scholar in my research. I particularly think the openness is very positive and look forward to seeing more openness in the future.


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H817 Week 3 Activity 10 group work

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Edited by Winston Ettienne, Friday, 22 Mar 2019, 14:01

Cognitivism




The main proponents of cognitivism

A summary of cognitivism’s strengths

The limitations of cognitivism (i.e. what this theory does and does not account for)

Cognitive overload - the way in which information is presented can over or under load working memory.

Useful predictions or implications of cognitivism

Bibliography


The main proponents of cognitivism

Cognitivism is a theory that focuses on how information is organised, received, stored and retrieved by the mind. The mind is an information processor like a computer and information should be organised, sequenced and presented in a meaningful manner to the learner.


Ausubel (1960) and Bruner (1966) are the main proponents.


Bruner thought that learners should be allowed to explore the learning material themselves in a less restrictive way than Ausubel. Here the teacher is a facilitator and the skills learnt by the student can be applied in other situations, this is because he believes that people learn better if they discover things for themselves. In addition, Bruner believes even young children can understand complex information if it is introduced correctly. Information is introduced in a simplified form and then developed over time.


Ausubel thought that teachers should present learning material in a more structured way and advocated a more methodical approach. The teacher would present material in a final form, taught directly.


Examples of cognitivist tools- mindmaps (graphic organisers), chunking information into manageable information, teaching strategies (e.g. mnemonic devices, colour coding).

A summary of cognitivism’s strengths

The strength lies in situations where learners are to be trained such that they accomplish a task the same way on a number of occasions, for example, all members of a customer service department or a call center must be able to respond the same way to similar queries.

Cognitive studies have useful practical applications in everyday life. The cognitive approach is probably the most dominant approach in psychology today and has been applied to a wide range of practical and theoretical contexts.

The cognitive approach also provides objective evidence through controlled scientific study as a result cause and effect relationships can be discovered producing more valid results.

The cognitive approach can be combined with many other approaches and areas of study to produce, for example, Social learning theories, cognitive neuropsychology and artificial intelligence (AI).





The limitations of cognitivism (i.e. what this theory does and does not account for)


Internal processes are not necessarily related to changes in behaviour, i.e. how do you know that internal processes are what leads to the change in recorded behaviour.


High-quality instruction must be based on the student’s existing mental structures to be effective as previous knowledge and understanding are pre-requisites to learning new knowledge and actions.


Effective instructional strategies require the creation (or use of technology) of scaffolding that supports cognitive principles, e.g. appropriate and relevant metaphors to help learners organise and relate knowledge, understanding and use of mind-mapping tools.


Cognitive overload - the way in which information is presented can over or under load working memory.


Which methods of assessment are appropriate and relevant to determining the level and extent of knowledge and understanding. How do you measure understanding?


Useful predictions or implications of cognitivism

1.Strategies should be used to allow learners to perceive and attend to the information so that it can be transferred to working memory.

2.Strategies should be used to allow learners to retrieve existing information from long-term memory to help make sense of the new information.

3.Information should be chunked to prevent overload during processing in working memory.

4.Other strategies that promote deep processing should be used to help transfer information to long-term storage.

5.Online learning materials should include activities for the different learning styles, so that learners can select appropriate activities based on their preferred style.

6.In addition to activities, adequate supports should be provided for students with different learning styles.

7.Information should be presented in different modes to accommodate individual differences in processing and to facilitate transfer to long-term memory.

8.Learners should be motivated to learn. It does not matter how effective the online materials are, if learners are not motivated, they will not learn.

9.Encourage learners to use their metacognitive skills to help in the learning process.

10.Online strategies that facilitate the transfer of learning should be used to encourage application in different and real-life situations.














Bibliography


Ertmer, P.A. and Newby, T.J. (2017) In:  Foundations of Learning and Instructional Design Technology. Ed. West, R.E. Pressbooks. Chp 11.  [eBook] Available: https://lidtfoundations.pressbooks.com/front-matter/introduction/


Chapter 11: Behaviourism, Cognitivism, Constructivism - worth a read. Reviews the learning theories in sequential order.


Note: the article was originally published in 1993, then re-published in 2013.



Behaviourism

Cognitivism

Constructivism

Strengths

- Uniformity (good for training in the workplace)

-Practical

-Evidenced in scientific study


Limitations

- Memory/mind can be overloaded with information

- Difficult to measure understanding.

- All teaching needs to be based on student’s prior knowledge (won’t always be known)

How do they assist the understanding of e-learning?

Cognitivist activities such as mindmapping and chunking, can be planned in.

- Activities such as learning journals to encourage self guided exploration, evaluation and self reflection can be planned in.

- Teacher can be a facilitator rather than an instructor, very important as online tutors have little time.

-interactive activities can be included



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My Career

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Edited by Winston Ettienne, Friday, 22 Mar 2019, 13:50

My name is Winston Ettienne from the beautiful nature Island of Dominica. I was awarded a Commonwealth Scholarship to pursue a Masters Degree in Online and Distant Education. I am eternally grateful for that award which will play a pivotal role in my future career.

My Career to date

I have been a teacher for the past 25 years. As a teacher, I have effectively instructed specific skills and content according to the curriculum and developmental level (Secondary and Tertiary). With the emerging trend in technology (ICT) I think we need an integrative approach to teaching in which students are guided towards self-discovery. We need to give our students the learning tools and essential contents from which they will build their own knowledge. For me, educating others instills a sense of admiration over every aspect of life.

As an Educator, I have a keen interest in software systems and the capacity to undergo research work as well as develop programs that can enhance production within the ICT sphere. In light of the above, I believe obtaining a Masters in Online and Distant Education will equip me with the knowledge and leadership skills to enhance the development of Education at the Dominica State College the leading premier tertiary level Educational Institution in the Commonwealth of Dominica where I am currently a full-time Lecturer.

Future Career plans 

Upon completion of the Masters in Online and Distance Education, I am hoping to introduce and implement online courses at the Dominica State College. The introduction of online courses at the college will not replace the physical campus but will complement it. The online model developed will emphasize an interactive learning environment, designed to stimulate dialogue between instructor and students and among students themselves. The online process will require both instructor and students to take active roles. The instructor will often act as a facilitator, organizing activities that will engage students directly rather than relying too heavily on lectures and memorization. In that regard learning support and training will be available to all teaching staff.

I believe offering online courses will meet the needs of an ever-growing population of students who cannot or prefer not to participate in traditional classroom settings. These learners include those unable to attend traditional classes due to physical challenges, who cannot find a particular class at their chosen institution, who live in the rural areas and have difficulty travelling to the city due to transportation cost, who work full-time and can only study at or after work, and those who simply prefer to learn independently. Also, students who are enrolled on the main campus may need a course or two only to fulfill their graduation requirements, in such cases, they may opt to do such courses online.

The minimum requirement for students to participate in an online course is access to a computer, the Internet, and the motivation to succeed in a non-traditional classroom. Introducing online courses at the Dominica State College will provide an excellent method of course delivery not restricted by time or location allowing for accessibility to instructions at any time from anywhere. Learners will find the online environment a convenient way to fit education into their busy lives. The ability to access a course from any computer with Internet access, 24 hours a day, seven days a week will be a tremendous incentive for many of our students. 


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