Category Archives: OMDE601

Tensions and tipping points in higher and distance education

The use of a particular set of metaphors or expressions during the First Unisa International ODL conference hosted 5-7 September 2012, prompted me to think about organisational change in higher and distance education. Though it is possible that other metaphors … Continue reading

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Learning analytics and epistemic arrogance in higher and distance education

It is not a good time in higher and distance education to say: “I don’t know.” The use of technology is increasingly changing the higher education landscape; we face unprecedented changes in funding regimes; the private for-profit higher education sector … Continue reading

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Inequality kills – the future of online learning in distance education

On Friday, 24 August 2012, Tanya Gold posted a piece in The Guardian relating to the denial of class in British society starting with the words “Inequality kills.” In the article, Gold (2012) reflects on the increasing inequality in British … Continue reading

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Romanticizing the past in higher and distance education

How we miss the time when academics were ‘real’ professors, students could read and write, academics had academic freedom, Faculty had more staff than the administrative sections of the university, academics could teach what they wanted, higher education was a … Continue reading

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The myth of the ‘average learner’ in distance education (#OMDE)

What does the ‘average learner’ look like in distance education? Considering that distance education has always been known for providing access to students who would have been excluded from higher education opportunities – the demographic profiles, competencies, educational and life-history … Continue reading

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A Kodak moment for Distance Education (DE)? #OMDE

There are many experts in higher education (see e.g. Davidson & Goldberg, 2009) and in particular, distance education (DE) (see e.g. Anderson, Boyles, & Rainie, 2010; Peters, 2010), who claim that we are on the brink of, or even in … Continue reading

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“Killer courses” in distance education (#OMDE)

Studying through distance education (DE) is, for many students, like entering a minefield. Whether it is studying on their own, or encountering unexpected difficulties in courses or balancing work, studies and personal lives, DE remains a challenge for most students. … Continue reading

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The question of “fit” in distance education (#OMDE)

Most higher education institutions have elaborate admission requirements aimed to ensure, inter alia, that only the most worthy students get the opportunity to enrol. Distance education (DE) has, since its early days, boasted that it provides educational opportunities for those … Continue reading

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Going open in a cannibalistic world (#OMDE)

It was one of those conversations that left me uneasy and disturbed. The point of discussion was to what extent opening resources in distance education is viable, achievable and desirable in a highly competitive higher education landscape. To what extent … Continue reading

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Openness as counter-narrative (#OMDE)

Higher education throughout the ages was always shaped by political, economic, social, technological, environmental and legal frameworks. Often faculty long for a time when no-one meddled in what and how they taught, but also forget how and what they taught … Continue reading

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