The use of didactical laboratories is a common necessity both for distance and traditional universities. If in the first case institutions have to invest money not only in the creation but also in the maintenance of the structures, for distance learning there is an always under discussion problem related to how laboratory activities can be offered to students. In this context, smartphone applications can help both cases offering simple, low cost and didactical effective laboratories. In this paper, a review of the state of art is presented together with a case study realized during the annual internships organized by INFN-Frascati for secondary school students.
The City University of New York (CUNY) is taking a new, local approach to online instruction: offering an online baccalaureate for degree completers, designed for NYC students who have ‘stopped out’ in good academic standing, and need the ‘any time’ flexibility of asynchronous learning to finish the degree. What is especially distinctive about this online program is its goal of access for local students, its core constituency, and mission. Though CUNY is addressing a local problem, online access to higher education for local students may address nation-wide problems, with rates of degree completion, and progress towards completion. As more institutions provide online instruction, localness may well be the key to access and timely completion for local students, with time, and not distance, being the key obstacle it overcomes.
Article originally published in ‘Journal of Asynchronous Learning Networks’, V. 11 (2007), n. 1, pp. 9-14.
//www.sloan-c.org/publications/jaln/v11n1/pdf/v11n1_2otte.pdf – Reprinted with permission.
The managerial functions of leadership differ, according to the particular settings and situations. Leadership in distance education is variously different from leadership in traditional education. Creating and conveying a technological vision, which be powerful enough to displace traditional educational models, is one of the most challenging aspects of leadership in distance education. This paper looks at the role of leadership in distance education, and finds that being a specialist is not a prerequisite for being a successful leader. Rather, the qualities of leadership are the personal attitudes and behaviours, which create and advance the conditions for innovations and their operationalization. Moreover, no specific best leadership style or set of attitudes and behaviours have yet been found in distance education.
Article originally published in ‘Asian Journal of Distance Education’, V. 5 (2007), n. 1, pp. 4-7. //www.asianjde.org/2007v5.1.Contents.html – Reprinted with permission