Curriculum Framework for Distance, Open and Online Learning


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This presentaiton was delivered online to the MDE students of Athabasca University, and also would be part of PCF5 at London.

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Curriculum Framework for Distance, Open and Online Learning

  1. 1. <ul><ul><li>An International Delphi Study </li></ul></ul>A Curriculum Framework for Distance Education Sanjaya Mishra, PhD IGNOU, STRIDE, India
  2. 2. March of Distance Education... <ul><li>Unprecedented growth and development </li></ul><ul><li>Mostly in Asia with 15 Open Universities in India alone </li></ul><ul><li>Wide variety of courses and programmes </li></ul><ul><li>In IGNOU alone there are 1300 course and 135 programme </li></ul><ul><ul><li>In almost all disciplines </li></ul></ul><ul><ul><li>At all levels </li></ul></ul><ul><ul><li>For all types of learners: motorcyle mechanic, farmers, doctors, engineers, managers, teachers, etc. </li></ul></ul>
  3. 3. But, what is the status of Distance Education? <ul><li>Is Distance Education a discipline? </li></ul><ul><li>How training on Distance Education is conducted? </li></ul><ul><ul><li>Pre-service, vs. ad hoc in-service training </li></ul></ul><ul><ul><li>Content variation </li></ul></ul><ul><ul><li>Masters level training in only 4 universities: AU, DU, IGNOU, UKOU. </li></ul></ul><ul><ul><li>Context of usage is cited as the reasons for variation in content </li></ul></ul><ul><ul><li>Is it correct? Should not it be relatively uniform? </li></ul></ul>
  4. 4. International Delphi <ul><li>Phase 1: 398 email sent; 56 replied with over 560 topics </li></ul><ul><li>Phase 2: 398 email sent; additional DESO-L used; 100 usable responses </li></ul><ul><li>Phase 3: 389 email sent; 91 responses received </li></ul><ul><li>Persons from 19 countries participated </li></ul><ul><li>Eighty percent of the respondents had written at least a paper in a peer-reviewed journal in the last 5 years </li></ul><ul><li>Average age about 50 years and average distance education experience about 15 years </li></ul><ul><li>Studied DE/Online learning as a subject (65%) and 74% studied some subjects through DE/Online learning </li></ul>
  5. 5. Phase 1 Results <ul><li>E-learning (13.84%)‏ </li></ul><ul><li>Material Development and Production (I3.29%)‏ </li></ul><ul><li>Instructional Design (10.1%)‏ </li></ul><ul><li>Learner Support (9.67%)‏ </li></ul><ul><li>Foundations of Distance Education (9.2%)‏ </li></ul><ul><li>Educational Communication Technologies (7.69%)‏ </li></ul><ul><li>Research Methodology (7.47%)‏ </li></ul><ul><li>Management of Distance Education (6.81%)‏ </li></ul><ul><li>Assessment of Learner Performance (5.93%)‏ </li></ul><ul><li>Other 8 topics identified to group </li></ul>See
  6. 6. Phase 2 Results <ul><li>Content Validity Ratio calculated for the 17 topics </li></ul><ul><li>Respondents asked to rate as Not necessary, Useful, but not necessary , and Essential. </li></ul><ul><ul><li>Only 8 topics received 0.5 or higher CVR </li></ul></ul><ul><ul><li>These topics are: Instructional Design, Learner Support, Assessment of Learner Performance, E-Learning, Educational Communication Technologies, Quality Assurance, Curriculum Design and Development, Material Development and Production </li></ul></ul><ul><ul><li>Three topics received negative CVR: Costing, Staff training and case studies </li></ul></ul><ul><ul><li>Project work received a Null value </li></ul></ul>
  7. 7. Phase 3 Results <ul><li>In Phase 3, the 17 topics were subjected to detailed analysis based on content selection criteria: Self-sufficiency, significance, validity, Interest, Utility, Learnability and Feasibility. </li></ul><ul><li>Ratings asked: 1 Very Low, 2 Low, 3 Average, 4 High, and 5 Very High </li></ul><ul><li>Only 2 topics received more than 4 as average: Learner Support and Assessment of Learner Performance </li></ul><ul><li>More than 3.49 score received by other eight topics </li></ul>
  8. 8. A Curriculum Framework <ul><li>Learner related issues at the centre </li></ul><ul><li>Curriculum design, content development, production, in varieties of media and technology, and Instructional Design </li></ul><ul><li>Management, QA, Programme Evaluation, Copyright, Costs, etc. </li></ul><ul><li>Philosophical, Psychological, Sociological, underpinnings; models and case studies </li></ul><ul><li>Research , Training and Technology may add value to the competencies of distance educator </li></ul>