Online Education:Changing with the times
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Online Education:Changing with the times

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Talk on theneed for more open resources in education and the potential advantages from this.

Talk on theneed for more open resources in education and the potential advantages from this.

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    Online Education:Changing with the times Online Education:Changing with the times Presentation Transcript

    • Online Education:changing with the times Professor Frank Rennie Lews Castle College UHI (University of the Highlands and Islands) Scotland
    • Pedagogic StylesDistributed Learning Distance Education Open Educationf2f elearning Blended Learning
    • Paradigm ShiftFrom TeddY on Flickr
    • Mode 1 >> Mode 2 Education Homogenous subjects  Heterogenous bases Solitary scholar  Multidisciplinary teams Hard publication  Internet open access Universal themes  Mission-led & Objectivity & problem-solving disinterestedness  In the service of Blue skies research practical interests Life-long vocation  Contextually defined  Professional teams
    • What are the Drivers? Flexibility and convenience The pressures of real life Career elitism (CPD) Disaggregation of knowledge New technologies available (iPod etc) Intellectual stimulation
    • The Connecticon
    • Airport
    • UHI
    • Lewis-Ullapool Shetland-Ferry Aberdeen Ferry2.75 hours 12.5 hours£15.30 £ 27.10Lewis- Shetland –Glasgow Flight Glasgow Flight1 hour 1 hour£ 82.00 £ 105.00
    • UHI WAN JANET
    • LocalLearningCentres
    • Modes of study• HD video conference (continuous presence large class-size, well trained staff)• Face-to-face• Social networking• High quality web-based interaction (e.g. WIMBA etc)• High quality self study materials• Clarity, quality & expectation
    • Levels of Course Networking 0 1 2 3 4 5 6 7 Delivered at one site Fully networked Seven levels of networking: 1) Common Core Frameworks and Local Options agreed 2) Common Assessments and Assessment Strategy Agreed 3) Common Core Teaching Materials shared and developed 4) Learning and Teaching within an Academic Partner blended using ICT and face to face 5) Common delivery schedule agreed 6) Cross teaching of selected/ all modules 7) Learning and Teaching materials wholly online/ distance, with local facilitator supportUHI Network Learning Audit and Planning Guide, 2005
    • UHI Curriculum Framework: Five Main Initiatives1. Revised curriculum architecture (undergraduate)2. Allocation of networked modules and units3. Networked student support4. Networked timetabling5. Revised Internal Funding MechanismPlus.....• Staff development• Material development
    • Open Courses YouTube Online libraries Journals Wikipedia Images Social networkingGeographical data Twitter E-book repositories Certification
    • Principles for teaching online Re-appraise materials and identify core areas “Chunk” materials into weekly workload Write/distil an overview of each topic Indentify resources, examples, papers, images Design activities to deepen understanding “Nice to know” - further reading Relate assessments to activities and outcomes Support materials – student guide, summaries..
    • Some silly ideas..1“Putting things online means that you lose recognition” What about books?
    • Some silly ideas..2“Putting things online means that you loseownership” Creative Commons
    • Some silly ideas..3“Online courses mean less staff are needed”Re-deploymentand better use
    • Some silly ideas..4“Online resources are cheaper”Different cost structure
    • Some silly ideas..5“Online resources go out of date faster” Actually means wider access
    • Some silly ideas..6“My courses cannot be put online” Almost certainly 100% wrong
    • Self StudyOnline Face toTuition Face Educational Technology
    • Issues of Personalised Learning Localisation  Flexibility/ convenience / cost / relevance Ethical issues  Digital profiles held by companies  Sharing of information (+ plagiarism)  Ethical travel (in an age of anthropogenic climate change) Students as part of the community “Virtual” is not the same as “online”
    • The essence of OER 1) Open access 2) Freely available 3) Shareable 4) Relatively discrete chunks 5) Saves needing to reinvent the wheel 6) Needs to be contextualised 7) You can add to the OER pool
    • Using OER in course design1. Identify the main generic 2. Searchheadings for course content for relevant (key topics for discussion resources and learning) that can be re-used for these headings. 5. Select the format for sharing (a wiki etc. 4. Add your 3. Write wrap- new materials around materials to the common that contextualise pool (if required) and support the learning resources
    • OER Template OEROER OEROER OER Learning Resources Tutorials Peer-to-peer Assessment Certification email Dboard TMA Award LMS skype Exam
    • Some things to watch  The Attention Economy  Self-organisation of learners  Integration of platforms  BIG OER meets small OER  Course components will be owned and shared  Dominance of Third Places – ubiquitous learning  Institutions will provide student supporthttp://www.flickr.com/photos/desireedelgado/3273760287/
    • Online Education: Do.... get accreditation start with blended learning use special courses (teachers, CPD) explore open source/open access/content encourage the champions – reward success collect evaluations & testimonials ensure a staff training programme prioritise learning outcomes (use assessments) wrap-around courses are a quick win
    • Online Education: Do Not... try to put too much online forget to build assessment around activities get fixated upon the technology separate from existing Quality Assurance have only one delivery option expect 100% participation at first expect online solutions to apply equally to all areas think that e-learning is a cheap option think that you need to reinvent the wheel
    • The ConnecticonSocialNetworkingfor education Key Concepts
    • View this presentation again atwww.slideshare.net/frankrennie