This document discusses the changing nature of student support in distance education over time. It describes how student support has evolved from being embedded in local study centers with tutors located nearby, to becoming disembedded through curriculum support teams that serve students across geographic locations using online resources. While technologies have allowed lifting social relations from local contexts, continuities remain such as addressing cognitive, affective, and systemic student needs. Principles for the future include ensuring student support remains essential to learning outcomes, developing ways for students to engage with disembedded systems, and acknowledging both opportunities and challenges of this shift to virtual learning environments.
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The 11 Pacific Island countries of the Federated States of Micronesia, Fiji, Kiribati, Marshall Islands, Nauru, Palau, Samoa, Solomon Islands, Tonga, Tuvalu and Vanuatu have a combined population of about 2.3m people, spread across hundreds of islands over an area equivalent to 15% of the earth’s surface. As small island economies, the Pacific Island countries face a range of challenges. They have limited natural resources and narrowly-based economies which are geographically remote from the world’s major markets. They are particularly vulnerable to the effects of climate change, notably rising sea levels and increasingly intense cyclones. At the same time, higher education in the region, notably in Fiji which is the region’s most populous country, is developing very rapidly.
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State Consortia Models: How Everyone WinsMarty Bennett
This presentation was given at the EducationUSA Forum 2013 in Washington DC. Panelists included John Wilkerson from University of Missouri-Columbia, Dawn Wood from Kirkwood Community College, and Lokesh Shivakumariah from Mississippi State University.
The 11 Pacific Island countries of the Federated States of Micronesia, Fiji, Kiribati, Marshall Islands, Nauru, Palau, Samoa, Solomon Islands, Tonga, Tuvalu and Vanuatu have a combined population of about 2.3m people, spread across hundreds of islands over an area equivalent to 15% of the earth’s surface. As small island economies, the Pacific Island countries face a range of challenges. They have limited natural resources and narrowly-based economies which are geographically remote from the world’s major markets. They are particularly vulnerable to the effects of climate change, notably rising sea levels and increasingly intense cyclones. At the same time, higher education in the region, notably in Fiji which is the region’s most populous country, is developing very rapidly.
This presentation reviews the role of local and global partnerships in supporting the development of higher education in the Pacific, with particular reference to the role of the Association of Commonwealth Universities (ACU) in the region. With more than 500 member institutions in over 50 countries, the ACU brings together some of the most long-established and well-funded universities with relatively new institutions in some of the world’s poorest and smallest countries. Yet despite differences in size, resources and cultures, the common language and systems of the Commonwealth offer a considerable advantage and create unique opportunities for collaborative research and student/staff mobility. Using examples from the Pacific, this presentation will explore the ACU's wider initiatives to connect, convene, and seed change, including a new network to encourage those countries most affected by climate change to pool experience and expertise, and programmes to create new opportunities – and new dynamics – within international student mobility.
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Mobile phones, including smartphones, are becoming ubiquitous even in resource poor countries. Their size and portability make them ideal for many clinical applications, but there are as yet very few mobile phone applications specifically designed for medical education. This project involves the design and implementation of a mobile knowledge sharing application in nurse education in Kenya. This application, MyNCP (or “My Nursing Care Plan”), developed using HTML5, allows trainee nurses working in remote areas to collect data and helps them in making diagnoses. This data can be recorded and/or shared with tutors and fellow trainees. E-learning materials can be made available to the students through the phones, and nursing tutors can use the submitted data and plans to tailor their support and develop further resources. Initial evaluation of the tool has shown it to have been implemented successfully.
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Presentation from Centre for Distance Education RIDE conference (19 October 2012).
Niall Winters, London Knowledge Lab, Institute of Education.
Mobile phones, including smartphones, are becoming ubiquitous even in resource poor countries. Their size and portability make them ideal for many clinical applications, but there are as yet very few mobile phone applications specifically designed for medical education. This project involves the design and implementation of a mobile knowledge sharing application in nurse education in Kenya. This application, MyNCP (or “My Nursing Care Plan”), developed using HTML5, allows trainee nurses working in remote areas to collect data and helps them in making diagnoses. This data can be recorded and/or shared with tutors and fellow trainees. E-learning materials can be made available to the students through the phones, and nursing tutors can use the submitted data and plans to tailor their support and develop further resources. Initial evaluation of the tool has shown it to have been implemented successfully.
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Education lies at a peculiar crossroad in society. With the advent of the internet education is change and culture is changing with it. A look at how education will be changed by e-learning solutions in Africa.
Innovations for Advancing Faculty Engagement and Curriculum IntegrationCIEE
This highly interactive session will showcase a range of innovative data-driven tools, new research, and other initiatives that have been leveraged successfully to advance faculty engagement in U.S. education abroad. Panelists will provide examples from numerous institutional contexts to ensure broad appeal and potential replication including: data-driven approach to curriculum integration (CI); research on leveraging education abroad as a high-impact practice linked to student retention, persistence, and academic performance; and creative ways study abroad providers support faculty engagement and curriculum integration efforts.
The Future of Tertiary Education in the Digital Era by Jamil SalmiEduSkills OECD
This presentation was given by Jamil Salmi at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
The Future of Higher Education, the Future of Learningicdeslides
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http://www.cc.mie-u.ac.jp/~lq20106/eg5005/Tri-U%202013/index.html
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Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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From place to virtual space: reconfiguring student support in distance education
1. From Place to Virtual Space:
Reconfiguring Student
Support in Distance Education
AG-F Universität Hamburg, 2012
Alan Tait
Pro Vice-Chancellor
Professor of Distance Education and Development
The Open University
2. Three themes
• The development of student support at OU UK over last
40 years: a review
• The development of technologies that support this broad
historical sweep: ‘disembedding the local’
• Change and continuities for the direction of student
support for the future
2
3. What is happening underneath
the surface?
• Disembedding
• Die Entbettung?
• ‘Lifting out of social relations from local contexts of
interaction and their restructuring across indefinite spans
of time-space’
Giddens (1991) The Consequences of Modernity
3
4. Characteristics of Late Modernity
• Disembedding from local
• Longer historical sweep from oral to written cultures
• Role of mass communication
4
6. Regions and Nations
England
1 London
13 OU Regions/Nations 2 South (Oxford)
3 South West (Bristol)
4 West Midlands (Birmingham)
5 East Midlands (Nottingham)
6 East (Cambridge)
7 Yorkshire (Leeds)
8 North West (Manchester)
9 North (Newcastle)
13 South East (East Grinstead)
10 Wales (Cardiff)
11 Scotland (Edinburgh)
Milton Keynes (HQ) 12 Ireland (Belfast and Dublin) 6
7. Locations
7
* Please note that these are part of the same CST
8. The vision for the student
experience
For students
•Coherent, personal and targeted
•Enable students to:
– achieve their study goals
– achieve their personal and career development
goals
– enhance their contribution to society
For the University
•A reputation for access, quality and achievement
•The first choice for students
•A benchmark for other HEIs
•Adapting and evolving, at the leading edge
•Meeting recruitment, retention and completion targets
8
9. Three main student support
models
• 1976-2000 Tutor-counsellor, embedded in local study
centre, plus tutor more or less local, plus Regional
Centre staff
• 2000-2012 Tutor, more or less local, plus Regional
Centre Advisory staff
• 2013 - Curriculum Support Team on national
basis, plus tutor more or less local
9
10. Curriculum Support Teams
• Serves curriculum programme for all territories
• Move away from geography to subject focus an ongoing
principle
• Multi-disciplinary for professional perspective
• Cheaper division of labour of +40 years
10
11. An ancient Egyptian table
calculating the number of
sacrifices made of a particular
type over the course of a
specified period.
3000 BC
Ration record from Babylon
dating to the years 594–569 BC
11
21. What else is new?
• Ability to make learners responsible for sourcing (some)
material
• Capacity for peer and collaborative work
• Richness of learning with multi-media
• In industrial centre-periphery open universities, ability of
central staff to engage continuously with students
• Ability to deliver near-constant updating of learning
materials
21
22. Continuities
• Cognitive/affective/systemic dimensions to student
support (Tait 2000)
• Support to students to achieve their goals
Overall
• Student as subject not object
• Values which drive
• and politics which negotiate choices for policy
22
23. Geological sense of development
• Layers added to layers
• Still visible
• Some fossils!
• What do we take out?
23
24. Disembedding: a characteristic of
late modernity
‘Lifting out of social relations from local contexts of
interaction and their restructuring across indefinite spans
of time-space’
Giddens (1991) The Consequences of Modernity
24
25. Disembedding
• Distancing from location and physical presence
• Escape from context
• Changes nature of human experience
• Key to social mobility
• From or with community?
25
26. WORLD INTERNET USAGE AND POPULATION STATISTICS
December 31, 2011
Internet Penetration
Population Internet Users Growth Users %
World Regions Users (%
( 2011 Est.) Dec. 31, 2000 2000-2011 of Table
Latest Data Population)
Africa 1,037,524,058 4,514,400 139,875,242 13.5 % 2,988.4 % 6.2 %
Asia 3,879,740,877 114,304,000 1,016,799,076 26.2 % 789.6 % 44.8 %
Europe 816,426,346 105,096,093 500,723,686 61.3 % 376.4 % 22.1 %
Middle East 216,258,843 3,284,800 77,020,995 35.6 % 2,244.8 % 3.4 %
North America 347,394,870 108,096,800 273,067,546 78.6 % 152.6 % 12.0 %
Latin America / Carib. 597,283,165 18,068,919 235,819,740 39.5 % 1,205.1 % 10.4 %
Oceania / Australia 35,426,995 7,620,480 23,927,457 67.5 % 214.0 % 1.1 %
WORLD TOTAL 6,930,055,154 360,985,492 2,267,233,742 32.7 % 528.1 % 100.0
Internet World Stats
http://www.internetworldstats.com/stats.htm
26
28. What are principles for student
support for the future?
• Essential role in pedagogy model, and student
achievement
• Safe to assume that all relevant communities live at
ease with disembedded educational systems?
• Obligation to develop paths out of local to disembedded
worlds
28
29. Our obligations as educators?
• Disembedding is independent of educational systems
• We must reflect it
• We must help our students engage and do well with it
• We must exploit its affordances
• We must acknowledge its challenges
29
The aim has been to cause the minimum amount of disruption to colleagues’ work. (Talk through areas of the table that are relevant to your audience – a good point to check for understanding and opportunity to raise questions)