Designing a legislative framework for Distance Learning
•Download as PPTX, PDF•
0 likes•331 views
This document discusses key considerations for designing a legislative framework to regulate distance learning. It addresses what aspects of distance learning need legislation, such as accreditation of courses and institutions. It also notes how distance learning differs from traditional learning in aspects like number of contact hours and learning outcomes. The document proposes that distance learning changes how criteria are expressed but not the underlying criteria themselves. It outlines an institutional strategy with dimensions for strategy/administration, pedagogy, and technology. Examples are provided of different regulatory approaches for accrediting foreign distance learning offerings. The conclusion advocates for enabling policies that remove barriers and support innovation in distance learning.
Recommended
More Related Content
Viewers also liked
Viewers also liked (7)
Similar to Designing a legislative framework for Distance Learning
Similar to Designing a legislative framework for Distance Learning (20)
More from Anthony Fisher Camilleri
More from Anthony Fisher Camilleri (20)
Recently uploaded
Recently uploaded (20)
Designing a legislative framework for Distance Learning
- 1. Designing a Legislative Framework for Distance Learning Some thoughts from the DL@Web Project Anthony F. Camilleri The Second International Conference on e-Learning. Belgrade, Serbia. 29.09.2011
- 6. Accreditation of Distance Learning Institutions
- 7. Recognition of Cross-Border Learning
- 12. What is Different? number of contact hours Link with state-of-the-art learner-centred definition in terms of learning outcomes relevant objectives course material qualifications of teachers
- 13. The Difference Distance Learning changes the Expression of Criteria but not the criteria themselves How not What?
- 16. Need analysis
- 18. Monitoring and quality assessment of capacity to deliver online courses
- 20. Academic issues
- 23. Assessment
- 24. Recognition
- 25. Social issues
- 27. Instructional DesignModels and process
- 28. Course structure
- 29. Content analysis and creation
- 30. Creation of ad hoc content
- 31. Adjustment of existing content
- 33. Didactical strategies and tools
- 34. Evaluation of consistence: course design, strategies and tools
- 35. Web-based and LMS instructional tools
- 38. Policies for creation and management of content
- 40. Examples
- 41. Accrediting Foreign Offers Traditional Local Provision Home Country Foreign Country
- 42. Accrediting Foreign Offers Traditional Foreign Provision Home Country Foreign Country
- 43. Accrediting Foreign Offers Local Distance Provision Home Country Foreign Country
- 44. Accrediting Foreign Offers Foreign Distance Provision Home Country Foreign Country
- 45. Accrediting Foreign Offers Ban advertising of non-Accredited Offerings Ban non-Accredited Offerings Possible but not comprehensive Not Possible
- 46. Accrediting Foreign Offers Provide automatic recognition for trusted offerings On-Demand Assessment Black-List of known diploma mills Possible but not comprehensive Pre-Assess all Distance Learning Offerings Not Possible
- 51. THANK-YOUfor your attention Feedback is welcome! Anthony F. Camilleri anthony@camilleri.com Released under a Creative Commons Attribution ShareAlike3.0 Belgium License You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work). Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. Presentation delivered at OERTest Partners‘ Meeting EIF Innovation Forum, 12.09.2011. Oeiras, Portugal www.oer-europe.net www.efquel.org
Editor's Notes
- Supply is the OCW module – publish and forget. OER-Provision is setting up a structure where modules are used for assessment.
- Supply is the OCW module – publish and forget. OER-Provision is setting up a structure where modules are used for assessment.
- Supply is the OCW module – publish and forget. OER-Provision is setting up a structure where modules are used for assessment.
- Supply is the OCW module – publish and forget. OER-Provision is setting up a structure where modules are used for assessment.
- Supply is the OCW module – publish and forget. OER-Provision is setting up a structure where modules are used for assessment.
- Supply is the OCW module – publish and forget. OER-Provision is setting up a structure where modules are used for assessment.
- Supply is the OCW module – publish and forget. OER-Provision is setting up a structure where modules are used for assessment.
- Supply is the OCW module – publish and forget. OER-Provision is setting up a structure where modules are used for assessment.
- Supply is the OCW module – publish and forget. OER-Provision is setting up a structure where modules are used for assessment.
- Supply is the OCW module – publish and forget. OER-Provision is setting up a structure where modules are used for assessment.
- Supply is the OCW module – publish and forget. OER-Provision is setting up a structure where modules are used for assessment.