This document summarizes a presentation by Sir John Daniel on the history and development of open and distance learning. It discusses key concepts like the iron triangle of open education balancing access, quality and cost. It outlines the development of distance learning technologies from correspondence courses to online learning and MOOCs. It also examines myths and paradoxes around MOOCs regarding quality, certification and business models. The summary emphasizes Sir John Daniel's role in pioneering open education and his vision of balancing openness with interaction and independence.

4. ACU Congress, Perth

7. 3-month internship 1972
The Open University – Walton Hall

9. Sir John Daniel

10. God as a Trinity

11. The Iron Triangle
QU
SS
AL
CE
ITY
AC
COST

12. DISTANCE LEARNING
student
a three-legged stool

14. The Central Challenge
• ACCESS (wider)
• QUALITY (higher)
• COST (lower)

15. The Iron Triangle
QU
SS
AL
CE
ITY
AC
COST

16. ACCESS QUALITY
COST

17. The Iron Triangle
CE SS
AC T Y
ALI
U
Q
COST

18. The Iron Triangle
QU
S
ES
AL
ITY
C
AC
COST

19. The Iron Triangle
QU
SS
CE
ALI
AC
TY
COST

20. “an insidious link between
quality and exclusivity”
QU
SS
AL
CE
ITY
AC
COST

21. ACCESS QUALITY
COST

22. The Technology Revolution
• ACCESS (wider)
• QUALITY (higher)
• COST (lower)
ALL AT THE SAME TIME!

23. DISTANCE LEARNING
student
a three-legged stool

24. DISTANCE LEARNING
student
mat
er
ials
a three-legged stool

25. DISTANCE LEARNING
student
mat
port
er
sup
a three-legged stool ials

26. DISTANCE LEARNING
student
mat
port
logistics
er
sup
a three-legged stool ials

27. St. Paul’s letters to young churches

29. Church Antioch

30. Lions

31. St. Paul’s Cathedral, London

35. Independence and Interaction:
Getting the Mixture Right
J.S.Daniel & C.Marquis
Teaching at a Distance
Vol 14: pp. 29-44

36. DISTANCE LEARNING
student
mat
er
ials
a three-legged stool

37. DISTANCE LEARNING
student
mat
port
logistics
er
sup
a three-legged stool ials

38. Railways

39. Postal systems

40. Printing & Post
=
Correspondence
education

42. The Blackboard from 1850

43. DISTANCE LEARNING
student
mat
port
logistics
er
sup
a three-legged stool ials

44. ‘a guided didactic
conversation’
NEW DELHI
‘the best teaching
I ever had’

45. Borje
Holmberg
Otto
Peters

46. Radio Television
Film Computer

47. The
MOTION PICTURE
is the
most revolutionary instrument
introduced into education since the
printing press
Hoban 1940

48. PROGRAMMED LEARNING
is the first
major technological innovation since
the
invention of printing
Woefle 1962

49. The impact of
COMPUTERS
on society, and hence on education,
has been compared to that of
moveable type and the printing press
since Gutenberg
Caffrey and Mossman 1967

51. There is no magic
educational
medium
(and never will be)

52. Lord Geoffrey Crowther
Inauguration of the Open University
1969

53. “The world is caught in a communications
revolution, the effects of which will go beyond
those of the industrial revolution of two centuries
ago.
Then the great advance was the invention of
machines to multiply the potency of men's muscles.
Now the great new advance is the invention of
machines to multiply the potency of men's minds.
As the steam engine was to the first revolution, so
the computer is to the second.”
Lord Geoffrey Crowther, 1969

55. Open as to:
• People
• Places
• Methods
• Ideas

56. • Technology
• Pedagogy
• Ideology

57. 1970s
2010s

58. 1970s
2010s

60. The Open
University has
institutionalised
Lord Walter Perry innovation
Founding Vice-Chancellor
The Open University

61. If you innovate
in too many
ways at once
Lord Walter Perry you will scare
Founding Vice-Chancellor
The Open University students away!

62. • Technology
• Pedagogy
• Ideology

63. a teaching and learning system

64. Jessica Mitford
‘Let us now appraise famous authors’
Atlantic Monthly 1970

66. The University of New England
Armidale

68. Harold Wilson
‘The University of the Air’

69. Open as to:
• People
• Places
• Methods
• Ideas

70. Church Antioch

72. Open as to:
• People
• Places

73. open education
Open and Distance Learning
distance learning

74. ‘My Degree – My Way’

75. University of London
External System
The
People’s
University

79. Professor Tony Bates
“2011 Outlook for Online Learning and
Distance Education”
(www.contactnorth.ca)

80. Better to work in
teams!

82. THE TREND TOWARDS OPENNESS
- Open Source Software
- Open Access to Research
- Open Educational Resources

83. UNESCO HQ Paris
2002 Forum on the Impact of Open CourseWare
for Higher Education in Developing Countries

84. OPEN EDUCATIONAL RESOURCES (OER)
educational
materials that may
be freely accessed,
reused, modified and
shared.

86. World Congress on
Open Educational Resources
Paris – June 20-22 – 2012
The Paris Declaration

87. Paris Declaration on OER
10. Encourage open licensing
of educational material
produced with public funds.

88. VANCOUVER - British Columbia is set to
become the first province in Canada to offer
students free online, open textbooks for the
40 most popular post-secondary courses

89. Fostering Governmental
Support for Open
Educational Resources
Internationally

90. Making Sense
of MOOCs:
Musings in a Maze of Myth,
Paradox and Possibility

92. Course x6002 Circuits and
Electronics
155,000 registrations
23,000 tried first test
9,000 passed mid-term
7157 passed = < 5%

93. Anant Agrawal
Exam = ‘very hard’
Attrition high but “if you look at the number
in absolute terms, it’s as many as might
take the course in 40 years at MIT”

95. 2 million registrations
33 partner institutions
200 courses

96. Very high drop out rates in
all MOOCs

97. ‘some classes were so rife with
plagiarism that professors have
had to plead with their students to
stop plagiarizing’
(Students mark each others’ work)

98. Possibility
Myth Paradox
The MOOC Maze

99. Myths and Paradoxes
Quality
•MYTH: Brand = Quality
•HIGH DROP OUT IS NOT QUALITY

100. These universities
used to have
scarcity
at the heart of their
business model

101. Myths and Paradoxes
Certification
SUCCEED = CERTIFICATE
ADMISSION = DEGREE

102. Good little piggies in
make good bacon out!
Dan Coldeway

103. James
Taylor
The OER university concept. Adapted from Taylor (2007)

104. ‘it seems pretty obvious that no one
who had any working knowledge of
research in pedagogy was deeply
involved in the creation of the
course’

105. Tony Bates
‘
‘an old and out-dated behaviourist
pedagogy, relying primarily on
information transmission, computer-
marked assignments and peer
assessment’.

106. Myths and Paradoxes
Why MOOCs?
PARADOX:
BE OPEN
but
MAKE MONEY

108. Possibility
Myth Paradox
The MOOC Maze

109. Rankings of
MOOCs

110. ‘to pay more than lip
service to importance of
teaching and put it at the
core their missions.
This is the real revolution
of MOOCs.’

112. An unsustainable paradox!
For some learners:
Open and Free
For others:
Closed and Expensive

113. What
new
Business Model?

114. Independence and Interaction:
Getting the Mixture Right

115. ACCESS QUALITY
COST

116. “an insidious link between
quality and exclusivity”
QU
SS
AL
CE
ITY
AC
COST

117. DISTANCE LEARNING
student
mat
port
logistics
er
sup
a three-legged stool ials

119. Thank you
Sir John Daniel

120. THANK YOU
For text and slides:
www.sirjohn.ca