Author's note: These two examples highlight my ability to reference and annotate academic sources. Providing credibility to sources and eliminating plagiarism are invaluable academic skill sets in distance education. At a distance, your voice is your pen, mastering the art of the written word is critical to continued success and development in the field.
Annotated Bibliography Example 1
Research Question: Is teleconferencing in distance education more effective in a synchronous or an asynchronous learning environment?
References
Pullen, J. & Snow, C. (2007). Integrating synchronous and asynchronous internet distributed education for maximum effectiveness. Education and Information Technologies, 12(3), 137-148. doi:10.1007/s10639-007-9035-7
In this article, Pullen and Snow exemplify New Education Ware (NEW) as a most effective combination of synchronous and asynchronous distance education teaching methodologies. The authors accurately define each mode of teaching and conclude a blended approach best suit the needs of the learner. The detailed explanation of NEW is highly technical and does not add intrinsic value to the educational discussion. Moreover the authors tone is subjective in reference to synchronous internet distribution (NEW); however the authors objectively identify strengths and weaknesses of both methodologies. One of the authors, Dr. Mark Pullen, a professor at George Mason University is considered an expert in the field with numerous publications and multiple recognitions. The basic dichotomy of synchronous and asynchronous teaching methodologies and surrounding mentalities about the two are detailed. Teachers and students of distance education can benefit from the article to gain a more comprehensive perspective. In addition, the in-depth breakdown of NEW offers value to the technically proficient educators.
References
Pullen, J. & Snow, C. (2007). Integrating synchronous and asynchronous internet distributed education for maximum effectiveness. Education and Information Technologies, 12(3), 137-148. doi:10.1007/s10639-007-9035-7
In this article, Pullen and Snow exemplify New Education Ware (NEW) as a most effective combination of synchronous and asynchronous distance education teaching methodologies. The authors accurately define each mode of teaching and conclude a blended approach best suit the needs of the learner. The detailed explanation of NEW is highly technical and does not add intrinsic value to the educational discussion. Moreover the authors tone is subjective in reference to synchronous internet distribution (NEW); however the authors objectively identify strengths and weaknesses of both methodologies. One of the authors, Dr. Mark Pullen, a professor at George Mason University is considered an expert in the field with numerous publications and multiple recognitions. The basic dichotomy of synchronous and asynchronous teaching methodologies and surrounding mentalities about the two are detailed. Teachers and students of distance education can benefit from the article to gain a more comprehensive perspective. In addition, the in-depth breakdown of NEW offers value to the technically proficient educators.
Annotated Bibliography Example 2
Research Question: If MOOCs development and enrollments continue to grow as they have over the past ten years, how will the role of MOOCs in education impact students, professors, institutions and private business? Are MOOCs, Open Educational Practices, and Open Educational Resources changing the paradigm of education?
References
Butcher, N. & Hoosen, S. (2012- June). Exploring the business case for OER: COL. http://www.col.org/PublicationDocuments/pub_OER_BusinessCase.pdf
Neil Butcher is involved with a variety of institutions including Education Impact, South African Institute for Distance Education (SAIDE), and is the Director of Neil Butcher & Associates. In this book, Neil Butcher and Sarah Hoosen define the context of OER, the economics of OER and conclude with a discussion of the direction of OER. This book will provides an excellent resource to this research paper in the breakdown of OER. Further analysis of OER can give weight to the discussion about the potential of MOOCs and future implications on the evolving educational paradigm.
D'Antoni, S. (2008). Open Educational Resources: The way forward. Deliberations of an international community of Interest UNESCO, IIEP. Retrieved from https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/Antoni_OERTheWayForward_2008_eng_0.pdf
Since 1995, Susan D'Antoni has been working at the UNESCO International Institute for Educational Planning (IIEP). D’Antoni is considered one of the top experts in new technologies and education, and is currently head of the IIEP Virtual Institute. This article discusses Open Education Resources across a variety of topics including but not limited to stakeholders. The stakeholders of OER and MOOCs are of the upmost importance to this research paper. The article suggests that the “tool is not quite ready for the purpose” and provides insight to where OER should be headed in the future. This article will show the development of OER and the future direction of OER.
Deimann, M., & Farrow, R. (2013). Rethinking OER and their use: Open education as bildung. International Review of Research in Open & Distance Learning, 14(3), 344-360.
Marcus Deimann is a researcher at Fern Universität in Hagen, Germany and is cited in a number of academic journals for his research and work on MOOCs in the field of Open and Distance Learning. Deimann and Farrow in this journal article discuss the implications of open education and open educational resources as well as the implications associated with MOOCs. The article focuses on a study of Bildung (self-cultivating, self-realization) and presents a pragmatic view on how learners must change and how successful pedagogy is dependent on a realization of this change in online learning. The following journal article will give sway to the argument that in order for MOOCs to be successful, learners must diverge from traditional university pedagogy and develop autonomy and intrinsic motivation, a task that is not so easily or readily achieved. MOOCs may open access and eliminate barriers, but fundamental change in our approach to education may need to come first.
Gaebel, M. (2013). MOOCs: Massive Open Online Courses. European University Association. Retrieved from http://www.eua.be/Libraries/Publication/EUA_Occasional_papers_MOOCs.sflb.ashx
Michael Gaebel is the Head of the Higher Education Policy Unit, which focuses on the Bologna Process, lifelong learning, internationalization and global dialogue. In this paper Gaebel defines MOOCs, the history of MOOCs, and presents implications and discussion issues about the future of MOOCs. This article will provide evidence to both sides of the argument to this research paper, and suggests a bleaker outlook on the suggested promise of MOOCs. Gaebel offers insight to the debate MOOCs as a learning revolution and/or a new business. This article will assist the discussion of this research paper about MOOCs in relation to institutions and private business.
Langen, F. D. (2011). There is no business model for open educational resources: a business model approach. Open Learning, 26(3), 209-222. doi:10.1080/02680513.2011.611683
Frank de Langen is Associate Professor at the Open University of the Netherlands and is cited a number of academic journals. The following journal article discusses the motivations of a variety of stakeholders in regards to OER and the definition of openness. The stakeholders include governments, educational institutions and individual producers and users all of which are sub-topics for the research of the following paper. This journal article will open a debate to the economic proverb “There is no such thing as a free lunch” in regards to OER and MOOCs. The following journal article will support the research of this paper contending MOOCs influence a variety of stakeholders and MOOCs are not changing the educational paradigm, rather fostering a new business model.
References
Butcher, N. & Hoosen, S. (2012- June). Exploring the business case for OER: COL. http://www.col.org/PublicationDocuments/pub_OER_BusinessCase.pdf
Neil Butcher is involved with a variety of institutions including Education Impact, South African Institute for Distance Education (SAIDE), and is the Director of Neil Butcher & Associates. In this book, Neil Butcher and Sarah Hoosen define the context of OER, the economics of OER and conclude with a discussion of the direction of OER. This book will provides an excellent resource to this research paper in the breakdown of OER. Further analysis of OER can give weight to the discussion about the potential of MOOCs and future implications on the evolving educational paradigm.
D'Antoni, S. (2008). Open Educational Resources: The way forward. Deliberations of an international community of Interest UNESCO, IIEP. Retrieved from https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/Antoni_OERTheWayForward_2008_eng_0.pdf
Since 1995, Susan D'Antoni has been working at the UNESCO International Institute for Educational Planning (IIEP). D’Antoni is considered one of the top experts in new technologies and education, and is currently head of the IIEP Virtual Institute. This article discusses Open Education Resources across a variety of topics including but not limited to stakeholders. The stakeholders of OER and MOOCs are of the upmost importance to this research paper. The article suggests that the “tool is not quite ready for the purpose” and provides insight to where OER should be headed in the future. This article will show the development of OER and the future direction of OER.
Deimann, M., & Farrow, R. (2013). Rethinking OER and their use: Open education as bildung. International Review of Research in Open & Distance Learning, 14(3), 344-360.
Marcus Deimann is a researcher at Fern Universität in Hagen, Germany and is cited in a number of academic journals for his research and work on MOOCs in the field of Open and Distance Learning. Deimann and Farrow in this journal article discuss the implications of open education and open educational resources as well as the implications associated with MOOCs. The article focuses on a study of Bildung (self-cultivating, self-realization) and presents a pragmatic view on how learners must change and how successful pedagogy is dependent on a realization of this change in online learning. The following journal article will give sway to the argument that in order for MOOCs to be successful, learners must diverge from traditional university pedagogy and develop autonomy and intrinsic motivation, a task that is not so easily or readily achieved. MOOCs may open access and eliminate barriers, but fundamental change in our approach to education may need to come first.
Gaebel, M. (2013). MOOCs: Massive Open Online Courses. European University Association. Retrieved from http://www.eua.be/Libraries/Publication/EUA_Occasional_papers_MOOCs.sflb.ashx
Michael Gaebel is the Head of the Higher Education Policy Unit, which focuses on the Bologna Process, lifelong learning, internationalization and global dialogue. In this paper Gaebel defines MOOCs, the history of MOOCs, and presents implications and discussion issues about the future of MOOCs. This article will provide evidence to both sides of the argument to this research paper, and suggests a bleaker outlook on the suggested promise of MOOCs. Gaebel offers insight to the debate MOOCs as a learning revolution and/or a new business. This article will assist the discussion of this research paper about MOOCs in relation to institutions and private business.
Langen, F. D. (2011). There is no business model for open educational resources: a business model approach. Open Learning, 26(3), 209-222. doi:10.1080/02680513.2011.611683
Frank de Langen is Associate Professor at the Open University of the Netherlands and is cited a number of academic journals. The following journal article discusses the motivations of a variety of stakeholders in regards to OER and the definition of openness. The stakeholders include governments, educational institutions and individual producers and users all of which are sub-topics for the research of the following paper. This journal article will open a debate to the economic proverb “There is no such thing as a free lunch” in regards to OER and MOOCs. The following journal article will support the research of this paper contending MOOCs influence a variety of stakeholders and MOOCs are not changing the educational paradigm, rather fostering a new business model.
