Article Summaries

In this page you will find summaries - in various forms: bullet point, diagrams, tables- of five articles presented during the semester.

Five critiques of the open educational resources movement by: Jeremy Knox

Constructivism and connectivism in education technology: Active, situated, authentic, experiential, and anchored learning by Joao Mattar

Aim: compare some constructivist-related learning theories and explore how they can be adequately used in educational technology and distance education (201)
Instructivism: distances us from critical thinking with its proposal to follow models of instructional systems design, though freeing us from confronting the complexity of the world where we must act, which is problematic, ambiguous, and constantly changing. (204)

Further research:to determine if (and how) connectivism can function, as constructivism does, as a general title for theories such as situated cognition, anchored instruction, and experiential learning, or if it does not encompass the main aspects of these theories.(213-214)
explore the application of connectivism in educational technology and distance education. (214) And how it can effect ZPD.

Othering in online learning: an examination of social presence, identity, and sense of community

by: Krystle Phirangee & Alesia Malec

**Othering (defined by Said) = a dialectical concept involving the self and the other as the way an individual or group differentiates, simplifies, exotifies, or objectifies the other through an individual’s (or group’s) own position as the self+ occurs when those who differ from the dominant ideas are devalued and set apart as the other (161).

Online othering = Both instructors and students con- tribute to the success of an online course by acknowledging students’ multiple identities and encouraging the expression of those identities within the online course. However, if students in an online course are othered, there is a breakdown in their ability to benefit from shared meanings and understandings. Additionally, the value of the online course becomes limited for the student. (163)**

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