Nilgun Özdamar

Bu çalışma, Kalite Elçileri Projesi bağlamında kitlesel kaynak olarak Açıköğretim Fakültesi Kalite Elçileri örneğini incelemektedir. Çalışma bağlamında nitel durum araştırma yöntemi benimsenmiş; görüşme ve gözlem yoluyla veri toplanmıştır. Görüşme yoluyla elde edilen araştırma bulgularına göre Kalite Elçisi olmak başarı, aidiyet ve katkı temalarıyla ilişkilendirilmiştir. Kalite Elçisi olmayı tetikleyen temel nedenlerin başında öğrencilerin kendi deneyimlerini Açıköğretim Sistemi ve diğer öğrencilerle paylaşmak ve öğrenme süreçlerini bu şeklide zenginleştirmektir. Kalite Elçisi olan öğrenciler üstlendikleri sorumluluk ve yaptıkları etkinliklerden dolayı genel anlamda akademik olarak daha başarılı olmuşlar ve araştırmacı yaklaşım, eleştirel bakış açısı gibi beceriler geliştirmişlerdir. Kalite Elçisi olarak yapılan etkinliklerin mevcut içerikleri iyileştirdiği ve Açıköğretim Sistemi Kalitesini artırdığı yönünde düşünceler ortaya çıkmıştır. Gözlem notlarıyla elde edilen bulgular Kalite Elçilerinin sisteme daha çok dâhil olduklarını, bir öğrenci olarak kurumsal aidiyetlerinin arttığı şeklindedir.

Mobile learning has been reshaping the mobile applications and requesting a different pedagogy. Therefore, the applications designed for mobile learning are expected to be compatible with the desired skills in learning objectives and learning outcomes. It is recommended to determine learning objectives and learning outcomes that supports appropriate pedagogy for mobile learning while designing an application. In this study, the use of the revised Bloom Taxonomy in designing mobile learning applications was evaluated in terms of cognitive processes and learning outcomes for the realization of effective learning. Besides, the benefits of revised Bloom Taxonomy are evaluated on issues such as analyzing the objectives of syllabus or a curriculum, the classification of learning activities according to the learning objectives, the recognition of the relationship between assessment and learning/teaching activities. This study also introduces a few alternative models apart from revised Bloom's Taxonomy and presents some discussions about these models. Then, a range of mobile applications has been suggested for open and distance learners.

Welcome to the Global Postcards column! We are so excited to bring you news and projects from around the world. In this column, our contributors from Bulgaria and Turkey bring us a comparative study of mobile and information literacy among students at two universities in those countries. In addition to presenting perceptions of students around these literacy concepts, their research project also highlights growing trends in the use of distance education and web-based study materials.

Today we create and update information faster, and access this information more easily, than ever before. Modern society, therefore, is in need of people who are eager to progress and whose lifelong learning skills are high. Mobile technologies, which have become an indispensible part of our lives, have great potential to support lifelong learning. However, there are numerous mobile operating systems in existence, including Android, iOS and Windows OS, and all of these operating systems offer a different user experience. For an efficient mobile experience, users need to acquire technical control of the device and to understand its limitations at both the hardware and software levels. In addition, there are crucial skills that are needed, such as the ability to access required information, to search for apps, and to assess their reliability and suitability. The concept of mobile literacy covers all of these skills. This study will discuss current levels of mobile literacy in the context of lifelong learning.

Özet Kesintisiz (seamless) öğrenme, öğrenenlerin bir ya da daha çok kişisel cihazlarıyla, doğru zamanda ve doğru yerde, doğru bilgiye erişimlerinin mümkün olduğu ve çeşitli öğrenme senaryolarından bir diğerine geçişi kolaylıkla ve hızlıca sağlayabildikleri öğrenme yaklaşımıdır. Bu öğrenme senaryoları, bireysel öğrenme ortamları, başka bir öğrenen, veliler, danışmanlar, öğretmenler, küçük gruplar, çevrimiçi topluluklar ve benzeri ortamları içerebilir. Açık ve Uzaktan Öğrenme bağlamında kesintisiz öğrenme birçok fırsat sunmaktadır. Bu fırsatlar arasında açık ve uzaktan öğrenenlerin bilgiye doğru zaman ve mekânda ulaşması gelmektedir. Açık ve uzaktan öğrenmede, öğrenmenin en etkin olarak gerçekleştiği zaman, öğrenenin hazır bulunuşluğunun en yüksek olduğu zamanda olmaktadır. Bu da bütünsel ve algısal olarak daha iyi bir öğrenme deneyimi demektir. Aynı zamanda öğrenme, öğrenenlerin günlük yaşamlarına farklı bağlamlarda dâhil edilerek, yerleşik (gömülü) bir öğrenme biçimi elde edilebilir. Bu da öğrenenlerin formal öğrenme zamanını artırma potansiyeline sahiptir. Bu çalışmada açık ve uzaktan eğitimde kesintisiz öğrenme yaklaşımının kullanımı on belirgin boyutta tartışılmaktadır. Bu çalışmanın, açık ve uzaktan öğrenme alanında çalışanlara yol gösterici nitelikle olduğu düşünülmektedir. Anahtar Sözcükler: Kesintisiz öğrenme, Açık ve uzaktan öğrenme, mobil öğrenme. Abstract Seamless learning, with one or more personal devices learners at the right time and the right place, it is possible to have access to right information and transition to another variety of learning scenarios is easily and can provide quick manner. These learning scenarios can include individually learning environments, with another learner, parents, mentors, teachers, small groups and online community and such of environments. Seamless learning provides many opportunities in open and distance learning context. One of this opportunities that open and distance learners can access right information at right place and right time. The most effective learning occurs when ODL learner's social presences is the highest. Thus affording individual learners a genuinely holistic and perpetual learning experience. Furthermore, learning, be included in the learners' daily lives in different contexts, it can be obtained with an embedded learning styles. This learning style has the potential to improve the learner's formal learning time. In this research, use of seamless learning in open and distance education is discussed with ten salient dimensions. This study is considered to guiding attribute to the open and distance education employees.

Massive Open Online Courses (MOOCs) have attracted a great deal of attention by higher education and private enterprises. MOOCs have evolved considerably since their emergence in 2008, all the while given rise to academic discussions on MOOC impact, design and reach. In an effort to understand MOOCs more comprehensively, this study analyzes theses and dissertations (N = 51) related to MOOCs and published between 2008 and 2015, identifying research trends from these academic documents. Theses and dissertations within this research scope were gathered through a comprehensive search in multiple academic databases. For the purposes of the study, the research employed a systematic review approach. In order to reveal trends in research themes, emphasize theoretical/conceptual backgrounds, research designs and models, first a document analysis was used to collect data and this was followed by a content analysis. Our research findings indicate that MOOC research is generally derived from education, engineering and computer science, as well as information and communication technology related disciplines. Qualitative methodology linked to a case study research model is most common, and the theoretical/conceptual backgrounds are usually distance education related. Remarkably, nearly half of the studies didn't benefit from any theoretical or conceptual perspectives. In sum, this study presents an evaluation regarding research trends derived from MOOC theses and dissertations, and provides directions for future MOOC research.

Social networks refer to the websites providing its users with opportunities to express themselves in on-line environments, to communicate with other users, to join the groups available on the internet and to contribute to already existing contents with their ideas, comments and similar content. The current study examines the profiles of open and distance learners who joined a particular Facebook group created with a content related to distance education on photography, and their general reasons to use Facebook. The group was created in an informal way by the graduates of Anadolu University Open Education Faculty Photography and Cameraman Education Associate Degree Program. For data collection purposes, the members of this Facebook group were sent a questionnaire. According to the results, it was found that Facebook enables its users to communicate with each other effectively and help them keep their interest in photography in a general sense. In addition, it can be claimed that Facebook encourages lifelong learning and informal learning by facilitating knowledge sharing and communication processes among its users outside the curricula of educational institutions, or the courses or workshops offered by educational or social agencies. Finally, it provides an ideal environment for the learners to share the photographs they take and to receive feedback and comments about these photographs.

Özet Bu çalışmada, Türkiye'deki beş büyük üniversitede son on yıl içinde eğitim teknolojisi alanında tamamlanmış olan doktora tezlerinin genel bir değerlendirmesi yapılmıştır. Söz konusu tezlerin çok büyük bir bölümünün gerçekleştirildiği Anadolu, Ankara, Ortadoğu Teknik, Hacettepe ve Marmara üniversitelerinin yanı sıra, Yükseköğretim Kurulu'nun kütüphanesinde tarama yapılarak amaca uygun toplam 64 tez belirlenmiştir.

The objective of this study is to analyze mobile learning studies that use activity theory as a theoretical
framework. Activity theory attempts to understand unity of the consciousness and activity, and is a
powerful instrument that involves the concepts of object-orientedness, history, mediating, collaboration
and development in constructing consciousness; it is a guide rather than a predictor. It has been suggested
that learning in activity theory takes place in conjunction with subject, object and tool, and that cultural
tools mediate activities. During the preparation of learner-centered applications, taking the social and
cultural environment of the learner into account can develop systems. Within this context, the activity
theoretical framework can be used for mobile learning. Activity theory offers a powerful approach as it
allows for an integrative analysis and assessment, through a theoretical and methodological perspective
in designing mobile learning environments. We are of the opinion that, since this study provides some
cases in regards to the designing of mobile learning environments based on activity theory. Also, it
contributes you how activity theory can be used in mobile learning studies.

Bu çalışmanın amacı, mobil öğrenme uygulamalarına yönelik geliştirme platformlarının karşılaştırılmasıdır. Mobil öğrenme, belirli bir yere bağlı olmadan eğitim içeriğine erişebilmeyi, dinamik olarak üretilen hizmetlerden yararlanmayı ve başkalarıyla iletişimde bulunmayı sağlayan, kullanıcının bireysel olarak gereksinimine anında cevap vererek üretkenliğini ve iş performans verimliliğini artıran ve mobil teknolojiler aracılığıyla gerçekleşen öğrenme olarak tanımlanmaktadır. Diğer bir tanıma göre mobil öğrenme, kişisel elektronik cihazlar kullanarak, içerik ve sosyal etkileşimler aracılığıyla çeşitli bağlamlarda gerçekleşen öğrenmedir. Mobil cihazların kullanımındaki artışın yanı sıra, mobil uygulamaları indiren ve kullanan bireylerin sayısının her geçen gün artması, öğrenme amacıyla mobil uygulama geliştirmeye yönelik ilgiyi artırmıştır. Bu çalışmada geliştirme platformlarının çeşitli değişkenler açısından sunduğu avantajlar ve dezavantajlara ilişkin öneriler sunulacaktır. Örnek uygulamalara da yer verilen bu çalışmanın mobil öğrenme projesi geliştirmek isteyen araştırmacılara ve uygulayıcılara yol gösterici nitelik taşıyacağı düşünülmektedir.

This chapter reviews the concept of seamless learning for Massive Open Online Courses (MOOC) based on the distillation of key factors from papers discussing and describing the mobile seamless learning (MSL) concept. The MSL concept was used as a starting point to explore how MOOC could be prepared for seamless learning and to explore future research options. There is a vast area of research to be explored related to seamless learning in MOOC. The authors belief that some of the challenges faced by MOOC, such as “dropout” rates, redefining learning activities to fit diversity of contexts, self-directed learning, collaborative content artifact creation, the mobility of the adult learners, and the “dip-in, jump-out” aspect of participation can be countered by researching and suggesting seamless learning designs and guidelines that fit both the adult learners and the MOOC realities. Investigating all the elements, challenges and benefits for providing seamless learning in MOOC environments will contribute to the body of knowledge of contemporary online learning.

This paper takes a look at the MOOC format as a possible pedagogical approach to fit mobile learning (mLearning) based on mutual affordances of both contemporary learning/teaching formats. The paper presents a case study of how MobiMOOC, a course created using the Massively Open Online Course (MOOC) format, demonstrates the synergistic characteristics between the MOOC format and mLearning, making a combination of both fields ideal for contemporary, digital, collaborative learning and knowledge construction. MobiMOOC was a six-week online course focusing on mLearning that ran in April and May 2011. MobiMOOC was freely available and saw 556 learners join the supporting Google Group. An end-of course survey provides insight that supports the synergies between MOOCs and mLearning. The paper zooms in on the time and location independency, contextual learning, collaborative learning, the potential of interdisciplinary information exchange and contemporary technology for learning online e.g. social media, mobile devices.

The purpose of the study is to examine digital literacy competences and learning habits of
learners enrolled in the open and distance education system of Anadolu University in
Turkey. Data were gathered from 20.172 open and distance learners through a survey which
included four parts: demographic information, abilities to use digital technologies, learning
habits, preferences in using digital technologies for learning purposes. Principal Component
Factor Analysis was applied in order to group and classify the attitudes and statements of
the learners in their personal learning preferences, problem solving skills, project work
skills, and abilities to use digital tools for learning purposes. Their personal learning
preferences produced five factors: visual, auditory, dependent, collaborative, and readingwriting
learning styles. According to the results of the study, learners believe that they have
problem solving and project working skills to deal with educational difficulties. However,
they seem to have only basic competences of digital literacy and the skills to use information
and communication technologies at a basic level. They need training on how to use digital
tools more efficiently for learning purposes. Further research is needed to explore how to
increase the use of digital tools for the purpose of effective learning and also how to design
learning environments to improve digital literacy of open and distance learners.

In the present study, a mobile learning system for the professional development of academics was developed by design based action research, and the perceptions and experiences of the academics using this system were examined. In the first phase of this design-based action research, the research question was defined. In the second phase, a m-learning system called “Mobile Academic Research Support” (MARS) was designed as a solution to the problem, and the IOS mobile application for this design was developed. In the third phase of the study, the MARS application was regularly tested and evaluated by the academics over eight weeks. At the end of the research process, the results were reflected upon. It was found that the primary and important professional development needs of the academics were at the scientific research level. It was also observed that the m-learning system developed for the professional development of the academics regarding scientific research was appropriate to the overall purpose, accessible, adaptable and appealing; that it served both as a m-learning and as an academic support system; that its content was satisfactory; and that the tools used in the system were useful. In addition, it was observed that the academics were able to use mobile technologies for learning. Also, it was stated that such a system could provide positive contributions to the professional development of academics.

This chapter reviews the concept of seamless learning for Massive Open Online Courses (MOOC) based on the distillation of key factors from papers discussing and describing the mobile seamless learning (MSL) concept. The MSL concept was used as a starting point to explore how MOOC could be prepared for seamless learning and to explore future research options. There is a vast area of research to be explored related to seamless learning in MOOC. The authors belief that some of the challenges faced by MOOC, such as “dropout” rates, redefining learning activities to fit diversity of contexts, self-directed learning, collaborative content artifact creation, the mobility of the adult learners, and the “dip-in, jump-out” aspect of participation can be countered by researching and suggesting seamless learning designs and guidelines that fit both the adult learners and the MOOC realities. Investigating all the elements, challenges and benefits for providing seamless learning in MOOC environments will contribute to the body of knowledge of contemporary online learning.

̈ZET: Bu çalıĢmada, akademisyenlerin bilimsel araĢtırma bağlamındaki mesleki geliĢim gereksinimlerine yönelik tasarlanan “Mobil Akademik AraĢtırma Desteği” isimli mobil öğrenme sisteminin teknolojik yapısı betimlenmektedir. Mobil Akademik AraĢtırma Destek Sistemi kurs, çevrimiçi kaynaklar, danıĢmanlık, yardım, iletiĢim ve sürecim araçlarından oluĢmaktadır. Bilimsel araĢtırma yöntemlerine yönelik uzman videolarının, sesli ve görsel materyallerin yer aldığı bu sistemde Facebook, Twitter gibi Web 2.0 araçlarıda kullanılmaktadır. Akademisyenlere kapsamlı mobil öğrenme ortamı sunmayı amaçlayan bu sistemin hem 3G destekli akılı telefonlar için WAP (mobil web) uygulaması, hem de iPod Touch/ iPhone‟lara özgün mobil uygulaması geliĢtirilmiĢtir.

Kitabımız Mobil Yaşam ve Uygulamaları ismini taşımaktadır. Mobil Yaşam ve Uygulamaları ile ilgili
bütünsel bilgi anlamında Türkiye‘de ilk defa bu kadar geniş ölçekte bir çalışma yapılması söz konusu
olmuştur. Aslında bu kitap Mobil Yaşam ve Uygulamaları konulu konferans dizilerimizde yer alan ve
konuyla ilgili olan değerli yazarlarımızın bazı sunumlarını bir araya getirerek 2010‘lu yıllarda
konunun bulunduğu noktayı da göz önüne sermek amacıyla yazılmıştır. Toplam olarak 22 çok değerli
uygulamacı, araştırmacı ve akademisyen yazarın katkıda bulunduğu ve 18 bölümün yer aldığı kaynak
bir kitap olarak nitelendirilebilir. Bu çalışmada konu olabildiğince objektif bir biçimde ve çeşitli
yönleriyle ele alınmaya çalışılmıĢtır. Bazı bölümler daha çok teknik konuları işlese de bu konular ve
temellerin de bilinmesinde fayda vardır.

A global agenda published in September 2015 by UNESCO gives education planners and practitioners a roadmap for the next 15 years (Education 2030 Incheon Declaration and Framework for Action). The main goal of the agenda is recognized as " ensure inclusive and equitable quality education and promote lifelong learning opportunities for all " (p. 5). The Member States develop policies and programs for the provision of quality open and distance education with sustainable financial and legal framework, and use of technology, including the Internet, open educational resources (OER), massive open online courses (MOOCs) and other modalities to improve access in order to reach this important goal by 2030. Institutions, especially universities, have realized the full potential of OER and MOOCs and have started to develop their own policies with regard to teaching, learning, and research resources in the public domain. For example, educational institutions try to understand how to employ an innovative approach which goes beyond teacher-centred knowledge transfer, promotes sharing and re-use of OER and probes current knowledge of open educational practices, establish reward mechanisms, supportive measures for developing and sharing OER and MOOCs experiences, clarify copyright and define licensing schemes. The purpose of this study is to look at how national strategies on OER and MOOCs in leading countries such as Canada, Japan, South Korea, Turkey, the UK, and the USA. Therefore, special concerns and priorities in these countries, and emerging general awareness in terms of affordable and quality open and distance learning and training will also be addressed.

In this paper, we look at how the massive open online course (MOOC) format developed by connectivist researchers and enthusiasts can help analyze the complexity, emergence, and chaos at work in the field of education today. We do this through the prism of a MobiMOOC, a six-week course focusing on mLearning that ran from April to May 2011. MobiMOOC embraced the core MOOC components of self-organization, connectedness, openness, complexity, and the resulting chaos, and, as such, serves as an interesting paradigm for new educational orders that are currently emerging in the field. We discuss the nature of participation in MobiMOOC, the use of mobile technology and social media, and how these factors contributed to a chaotic learning environment with emerging phenomena. These emerging phenomena resulted in a transformative educational paradigm.