"DEI Project in Latin America: Plan and preliminary findings" by Carina Bossu and Viviane Vladimirschi was presented at the 2 March 2021 GO-GN webinar.
Blog posts:
Proyecto DEI en Latinoamérica: Plan y resultados preliminares: http://go-gn.net/webinars/proyecto-dei-en-latinoamerica-plan-y-resultados-preliminares/
Projeto DEI na América Latina–Plano e dados preliminares: http://go-gn.net/webinars/projeto-dei-na-america-latina-plano-e-dados-preliminares/
DEI Project in Latin America: Plan and preliminary findings: http://go-gn.net/webinars/dei-project-in-latin-america-plan-and-preliminary-findings/
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Engaging with audiences early: the role of social media and networks in deve...ROER4D
Engaging with audiences early:
the role of social media and networks in developing a communications strategy for a global research project
Association of Business Communications (ABC) Regional Conference, Cape Town,
6-8 Jan 2016
Kōtuitui Online Teachers Hui 2021 - Pandemic Pedagogy Around the Globe: What ...Michael Barbour
Barbour, M. K., (2021, December). Pandemic pedagogy around the globe: What we got right in our response to COVID-19 and what can we learn? [Keynote]. Kōtuitui Online Teachers Hui 2021
"DEI Project in Latin America: Plan and preliminary findings" by Carina Bossu and Viviane Vladimirschi was presented at the 2 March 2021 GO-GN webinar.
Blog posts:
Proyecto DEI en Latinoamérica: Plan y resultados preliminares: http://go-gn.net/webinars/proyecto-dei-en-latinoamerica-plan-y-resultados-preliminares/
Projeto DEI na América Latina–Plano e dados preliminares: http://go-gn.net/webinars/projeto-dei-na-america-latina-plano-e-dados-preliminares/
DEI Project in Latin America: Plan and preliminary findings: http://go-gn.net/webinars/dei-project-in-latin-america-plan-and-preliminary-findings/
Using Twitter to build online learning communitiesOlivia Kelly
A presentation for OU Associate Lecturers given at a staff conference in April 2018. Looks at current research on how Twitter can be used as a tool to build an online learning community between ALs and students and among ALs.
Engaging with audiences early: the role of social media and networks in deve...ROER4D
Engaging with audiences early:
the role of social media and networks in developing a communications strategy for a global research project
Association of Business Communications (ABC) Regional Conference, Cape Town,
6-8 Jan 2016
Kōtuitui Online Teachers Hui 2021 - Pandemic Pedagogy Around the Globe: What ...Michael Barbour
Barbour, M. K., (2021, December). Pandemic pedagogy around the globe: What we got right in our response to COVID-19 and what can we learn? [Keynote]. Kōtuitui Online Teachers Hui 2021
The Government of India is aware of the strong and urgent need to make secondary education within easy reach, affordable and of good quality. There are certain measures that can be adopted to bring quality, equity and access for every child. Schools can be upgraded; their capacity to serve students expanded, creating new schools, and increasing GDP allocated to secondary schools are some of them. However, these require heavy investments in terms of infrastructure and finances. Adoption of ICT tools and an increased shift towards open distance and electronic education can improve quality and increase efficiency. Although there are various schemes in place, it is estimated that the demand for secondary education is going to increase sharply due to increased turnover of students from primary level (like the success obtained via Sarva Shiksha Abhiyan programme). Going virtual is one of the solutions. This concept paper looks into the aspect of increasing demand for access to education in the context of RMSA, meeting the educational needs by Open Schooling system, emerging trends in ICT use in education and proposes a framework for Virtual Open Schooling in India.
Open Educational Resources (OER) challenge the current storylines that steer higher education and publishers’ business models by providing students with access to alternative learning resources other than the traditional textbook or lecturer-generated teaching materials. To what extent students take up the opportunity to search for and find OER that are sufficiently authoritative and current to be considered worthwhile and suitably relevant to their context to be considered useful, is yet to be established in the Global South. Likewise it is also not fully understood to what degree lecturers take the time to explore the Internet to locate existing teaching materials to compare these to their own materials, to legally reuse, revise, remix and redistribute educational resources, and/or to contribute their original materials for others to reuse in specified ways. In fact it is not yet known to what extent students and lecturers are even aware of OER and how they are different from any other materials available on the Internet, let alone how they may practically access these materials in geographically remote or connectivity poor environments in countries in the Global South. Least of all, we have insufficient evidence about the actual impact of OER in the Global South on informal and formal students’ satisfaction or performance or lecturers’ pedagogical practices even though these benefits are widely touted.
Reflections on developing an evaluation and communications strategy for the ...ROER4D
Reflections on developing an evaluation and communications strategy for the ROER4D project
Sukaina Walji and Sarah Goodier
ROER4D Communications and Evaluation Advisors
Presentation for DECI-2 workshop
Cape Town, 4 May 2016
Open Education Resources - a game changer!icdeslides
Open Education Resources are becoming increasingly popular and a number of significant developments have taken place the last year, showing that OER delivers what it promises. This presentation takes you through this development from introducing the term OER to November 2015 showing the latest and ground breaking development. Take part!
Researching Open Educational Resources for Development (ROER4D) in the Global...ROER4D
Researching Open Educational Resources for Development (ROER4D) in the Global South
2nd International Conference on Open and Distance e-Learning, Metro Manila, Philippines, 19 June 2014
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HKERA 2017 - Designing and Delivering Inviting Online EducationMichael Barbour
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LaBonte, R., Barbour, M. K., Canuel, M., & Roberts, V. (2019, April). Canadian e-learning roundup: Leadership perspectives from Canada’s online and blended learning programs. A contributed talk presentation at the Digital Learning Annual Conference, Austin, TX.
EduForum 2020 Panel - Adapting Student Learning/Delivery From a Distance Amid...Michael Barbour
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Hits and Misses: highlights from a global systematic review of literature int...Sarah Lambert
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The Government of India is aware of the strong and urgent need to make secondary education within easy reach, affordable and of good quality. There are certain measures that can be adopted to bring quality, equity and access for every child. Schools can be upgraded; their capacity to serve students expanded, creating new schools, and increasing GDP allocated to secondary schools are some of them. However, these require heavy investments in terms of infrastructure and finances. Adoption of ICT tools and an increased shift towards open distance and electronic education can improve quality and increase efficiency. Although there are various schemes in place, it is estimated that the demand for secondary education is going to increase sharply due to increased turnover of students from primary level (like the success obtained via Sarva Shiksha Abhiyan programme). Going virtual is one of the solutions. This concept paper looks into the aspect of increasing demand for access to education in the context of RMSA, meeting the educational needs by Open Schooling system, emerging trends in ICT use in education and proposes a framework for Virtual Open Schooling in India.
Open Educational Resources (OER) challenge the current storylines that steer higher education and publishers’ business models by providing students with access to alternative learning resources other than the traditional textbook or lecturer-generated teaching materials. To what extent students take up the opportunity to search for and find OER that are sufficiently authoritative and current to be considered worthwhile and suitably relevant to their context to be considered useful, is yet to be established in the Global South. Likewise it is also not fully understood to what degree lecturers take the time to explore the Internet to locate existing teaching materials to compare these to their own materials, to legally reuse, revise, remix and redistribute educational resources, and/or to contribute their original materials for others to reuse in specified ways. In fact it is not yet known to what extent students and lecturers are even aware of OER and how they are different from any other materials available on the Internet, let alone how they may practically access these materials in geographically remote or connectivity poor environments in countries in the Global South. Least of all, we have insufficient evidence about the actual impact of OER in the Global South on informal and formal students’ satisfaction or performance or lecturers’ pedagogical practices even though these benefits are widely touted.
Reflections on developing an evaluation and communications strategy for the ...ROER4D
Reflections on developing an evaluation and communications strategy for the ROER4D project
Sukaina Walji and Sarah Goodier
ROER4D Communications and Evaluation Advisors
Presentation for DECI-2 workshop
Cape Town, 4 May 2016
Open Education Resources - a game changer!icdeslides
Open Education Resources are becoming increasingly popular and a number of significant developments have taken place the last year, showing that OER delivers what it promises. This presentation takes you through this development from introducing the term OER to November 2015 showing the latest and ground breaking development. Take part!
Researching Open Educational Resources for Development (ROER4D) in the Global...ROER4D
Researching Open Educational Resources for Development (ROER4D) in the Global South
2nd International Conference on Open and Distance e-Learning, Metro Manila, Philippines, 19 June 2014
Patricia Arinto, Deputy Principal Investigator
Information Briefing on the Invitational Education(R) Master's of EducationMichael Barbour
This was an information briefing organized in conjunction with the Hong Kong Education Bureau on the on the Invitational Education(R) Master's of Education at Touro University California.
HKERA 2017 - Designing and Delivering Inviting Online EducationMichael Barbour
Barbour, M. K., Palacios, L., Wong, P., & O’Connor, J. (2017, November). Designing and delivering inviting online education. A paper presentation at the Hong Kong Education Research Association International Conference, Hong Kong.
DLAC 2019 - Canadian e-Learning Roundup: Leadership Perspectives from Canada’...Michael Barbour
LaBonte, R., Barbour, M. K., Canuel, M., & Roberts, V. (2019, April). Canadian e-learning roundup: Leadership perspectives from Canada’s online and blended learning programs. A contributed talk presentation at the Digital Learning Annual Conference, Austin, TX.
EduForum 2020 Panel - Adapting Student Learning/Delivery From a Distance Amid...Michael Barbour
Wile, B., Barbour, M. K., Cortina, C., & Wile, M. (2020, December). Adapting student learning/delivery from a distance amid global change [Panel]. EduForum 2020, Cairo, Egypt
Hits and Misses: highlights from a global systematic review of literature int...Sarah Lambert
Presentation for The Inclusive Education Summit (TIES) Geelong 27 November 2018. Includes conceptual model - Six Critical Dimensions for Equitable Open Online education, and application to cases of multi-lingual learning.
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The Emergence of Open Courses: Understanding Open Education by drawing on the...Andreas Meiszner
During the past years there has been a growing trend within traditional education to ‘open up'. The case of MIT's OpenCourseWare initiative marked the start of the Open Educational Resource (OER) movement, a movement largely strategically driven on institutional levels. With this movement good quality tools and educational materials were made freely available to educators and learners throughout the globe. More recently one can observe a further type of openness within the educational domain, an openness where formally enrolled students engage with their peers at the web, resulting to an ever blurring border between the formal and the informal and providing the potential of taking further advantage of the opportunities the participatory web provides. Those attempts, unlike the OER case, seem to be more driven by individuals on a course level, but not be strategically addressed at the institutional level. This knowledge café is aimed at advancing our understanding on Open Course design by drawing on the Open Source case and recent trends in formal education.
Uncovering what enables and constrains 'open practices' in the Global South: ...ROER4D
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‘Openness’ in open, distance and distributed learning
1. Paul Prinsloo, Department of
Business Management,
University of South Africa (Unisa)
@14prinsp
‘Openness’ in open, distance
and distributed learning
Planning & Quality Assurance in
partnership with Talent
Management @Unisa
24 July 2019
ImagebyInspiredImagesfromPixabay
2. Acknowledgement
I do not own the copyright of any of the images in this
presentation. I therefore acknowledge the original copyright
and licensing regime of every image used.
This presentation (excluding the images) is licensed
under a Creative Commons Attribution 4.0 International
License.
3. When we say an institution of higher
learning is…
…what do we mean?
Image credit: https://pixabay.com/photos/sign-open-neon-business-electric-1209759/
6. Thinking about open, in the open, requires us
to let go of binaries, to stop thinking just in
terms of ‘open’ as good
and ‘closed’
as bad.
Image by O12 from Pixabay
7. ImagebySusanneJutzeler,sujufotografiefromPixabay
Thinking about ‘open’ requires
us to think of ‘open’ as non-
linear processes, as unfolding,
of cyclical movements ranging
from closed-as-in-gone,
closed-for-now, opening,
open, opened-for-now,
opened-as-in-dissolved and
emerging, but this time,
differently, in the context of
ecologies of inter-
connectedness
8. What does ‘open’ mean in the
context of an open, distance learning
institution?
Or, is ‘open’ in open, distance
learning a ‘given’, ‘obvious’ and not
worthy of reflection?
13. The many colours of ‘open’
Delivery modes range from print-based self-study
materials plus radio & television (IGNOU), moving
towards online (Unisa), online (with some
print)(OUUK) and self-paced learning including print
and online (AU)
17. The many colours of ‘open’
Instead of judging and comparing ‘levels’ levels of
‘openness’, let us consider the nuances and often
unique possibilities of ‘open’ in each geopolitical and
institutional context
19. When did Unisa become ‘open’?
1873
Founded as the
University of the
Cape of Good Hope
“not to teach but
to set examinations
for schools and
colleges and to
award
qualifications”
1946
Distance/correspondence
education
Source credit: http://www.unisahistory.ac.za/timeline/periods/the-imperial-project-1800s-1918/#1901
1901
Provides
examinations to
Boer prisoners on
St Helena
1916
Cape of Good
Hope
changes to
the
University of
South Africa
1949
First
graduation
ceremony for
students
“tutored by
post”
Source credit: http://www.unisahistory.ac.za/timeline/periods/the-apartheid-project-1948-1994/#1949
2004
Merger
between
Unisa, TSA
and Vudec
2009-2011 2019
Distance education
(DE)
Open distance
learning (ODL)
ODL – project
What does it mean to
be an Open Distance
Learning institution?
Open distance &
e-learning (ODeL)
20. When did Unisa become ‘open’?
1873
Founded as the
University of the
Cape of Good Hope
“not to teach but
to set examinations
for schools and
colleges and to
award
qualifications”
1946
Distance
education
Source credit: http://www.unisahistory.ac.za/timeline/periods/the-imperial-project-1800s-1918/#1901
1901
Provides
examinations to
Boer prisoners on
St Helena
1916
Cape of Good
Hope
changes to
the
University of
South Africa
1949
First
graduation
ceremony for
students
“tutored by
post”
Source credit: http://www.unisahistory.ac.za/timeline/periods/the-apartheid-project-1948-1994/#1949
2004
Merger
between
Unisa, TSA
and Vudec
2009-2011 2019
Distance education
(DE)
Open distance
learning (ODL)
ODL – project
What does it mean to
be an Open Distance
Learning institution?
Open distance &
e-learning (ODeL)
1946 2004 2019
So, what changed moving from DE
to ODL to ODeL in terms of ‘open’?
21. Open distance learning …
Unisa. (2008). Open Distance Learning Policy. Unisa. Retrieved from
https://www.unisa.ac.za/static/corporate_web/Content/Colleges/CGS/schools,%20institutes%20&%20research
%20chairs/institutes/documents/odl-policy_version5_16Sept08.pdf
… is a multi-dimensional concept aimed at bridging the
time, geographical, economic, social, educational and
communication distance between student and institution,
student and academics, student and courseware and
student and peers. Open distance learning focuses on
removing barriers to access learning, flexibility of learning
provision, student-centeredness, supporting students and
constructing learning programmes with the expectation that
students can succeed
22. How ‘open’ is Unisa?
1. Admission requirements
2. Epistemic access
3. Students living with disability
4. Incarcerated students
5. Language of tuition
6. Registration period
7. Tuition period
8. Curriculum development (who is included/excluded)
9. Prescribed course materials
10.Formative and summative assessments? (Opportunity to resubmit/rewrite)
11.Online/offline
12.Scholarship
According to…
• Management
• Faculty
• Students
Image credit: https://www.prohealth.com/library/what-the-pain-scale-really-means-34982
24. Quality
Access Cost
• The moment you increase access, what happens to quality
and cost?
• When you commit to quality learning experiences, what
happens to cost and access?
• Aiming to keep our costs as low as possible, how does this
impact on access and quality?
26. Quality
Access Cost
“[D]istance education can achieve any two of the
following: flexible access, quality learning experience
and cost-effectiveness – but not all three at once”
(Kanuka & Brooks, 2010, in Power and Gould-Morven, 2011, p. 23)
28. So what happens when ensuring quality costs more and
limits access? What happens when student numbers
increase to ensure economies of scale but maintain
quality? And what happens when students demand
maximum access to high quality at low/no cost?
Quality
Accessibility Cost-
effectiveness
Faculty
AdministrationStudents
30. How ‘open’ is Unisa?
1. Admission requirements
2. Epistemic access
3. Students living with disability
4. Incarcerated students
5. Language of tuition
6. Registration period
7. Tuition period
8. Curriculum development (who is included/excluded)
9. Prescribed course materials
10.Formative and summative assessments? (Opportunity to resubmit/rewrite)
11.Online/offline
12.Scholarship
31. 1. Admission requirements
Sourcecredit:http://www.openuniversity.edu/study/admissions-applications
For most undergraduate degrees you don’t need any formal qualifications, or to pass
an entry test, to study with us.
For postgraduate degrees you will normally be required to hold a degree equivalent to
a UK bachelors degree.
For all levels of study with The Open University, you will need the following:
•Proficiency in the English language. Please see English skills.
•Access to a computer with broadband internet access, which will be vital for
online learning. See what do I need?
Next you should decide on the course you’d like to study. Visit courses to see which
Open University studies are available to you in your country of residence.
And remember: any higher-education studies you’ve completed elsewhere may count
towards your Open University qualification. Learn more at previous study.
32. 1. Admission requirements (cont.)
Source credit: https://www.athabascau.ca/admissions/requirements/#tab1
Athabasca University welcomes applicants for undergraduate studies from a
wide variety of educational backgrounds. To qualify as an undergraduate
student, you must be 16 or older. No other conditions apply, though a select
range of programs does require prior education to enrol (emphasis added)
33. 1. Admission requirements (cont.)
Plus: apply for
admission in the
period preceding
your intention to
register
35. 1. Admission requirements (cont.)
Legislative
environment
Disciplinary
context – pre-
requisite
knowledge
Dysfunctional
primary and
secondary school
context
Immense socio-
economic, political,
environmental,
technological and
legal legacy of
colonialism and
apartheid
Quality assurance
regimes/accreditation
/professional bodies
Massification
– access
Cost – not only
of access but of
access with
success
36. 1. Admission requirements (cont.)
Legislative
environment
Disciplinary
context – pre-
requisite
knowledge
Dysfunctional
primary and
secondary school
context
Immense socio-
economic, political,
environmental,
technological and
legal legacy of
colonialism and
apartheid
Quality assurance
regimes/accreditation
/professional bodies
Massification
– access
Cost – not only
of access but of
access with
success
Cost
Quality
Access
38. 3. Incarcerated students
Formal Formal
Qual Registration
Status Registered
Acad Year
2016 2017 2018 2019
2
N 303 417 350 222 381 215 335 540
Y 131 143 115 66
Grand Total 303 548 350 365 381 330 335 608
Open, opening,
opened or
closing?
40. Four types of transition (Phelan, Davidson & Cao, 1991)
Congruent worlds
A smooth transition
Different worlds
Transition to be managed
Diverse worlds
Hazardous transitions
Discordant worlds
Transition is virtually impossible
Phelan, P., Davidson, A., & Cao, H.(1991). Students' multiple words: Negotiating the boundaries of family, peer, and school cultures.
Anthropology and Education Quarterly, 22(2), 224-250.
41. The world of
science
Potential scientists: worlds of family
and friends are congruent with the
worlds of higher education and
science
Other smart kinds: worlds of
family and friends are congruent
with the worlds of higher
education but inconsistent with
the world of science
“I don’t know” students: worlds
of family and friends are
inconsistent with the worlds of
higher education and of science
Outsiders: worlds of family
and friends are discordant
with the worlds of higher
education and of science
Inside outsiders: worlds of family and
friends are irreconcilable with the world
of higher education, but potentially
compatible with the world of science
Costa, V.B. (1995). When science is 'another world': Relationships between worlds of family, friends,
school, and science. Science Education, 79(3), 313 333.
44. 5. Language of tuition
11 official languages, what prevents us from being more open?
How to we deal with the tensions between the ‘need to’, the
technical know-how, the cost, ensuring quality and the broader
asymmetries in global knowledge production?
Epistemic access/justice
45. 6. Registration and (5) tuition periods
Source credit: https://www.wgu.edu/admissions.html
Competency versus credit hours
WGU offers degrees, not classes. Instead of semesters that start two or three times a
year, WGU starts new students at the beginning of each month, which launches a new
term for those students.
A term at WGU is six months long. The six months that make up your term are based
on when you begin your program. (For example, if you begin your program March 1,
your first term lasts from March 1 through August 31. Your second term would begin
September 1.)
Tuition is billed at a flat rate every term. You pay for the time, not by credit hour or by
course.
47. 7. Registration and (5) tuition periods
What are the implications for a more open approach to
registration and tuition periods? What are the implications for
faculty workloads, administrative processes, quality of
engagement, assessment opportunities, etc.?
49. Employers/the
‘market’
(Un)employment
Broader societal
trends
Students
Individual voices in
departments
Higher education
rankings and
reputation
Funding and quality
assurance regimes and
bodies
Disciplines
The role of publishing
houses/prescribed
books
Open Educational
Resources (OER), the
(Silicon) University (of
Google)
The
curriculum
as
contested
space
National development
goals
1
2
3
4
5
7
8
9
10
11
6
Institutional
character/vision and
mission
51. 9. Prescribed materials (cont.)
Barker, J., Jeffery, K.,
Jhangiani, R. S., &
Veletsianos, G. (2018).
Eight patterns of open
textbook adoption in
British Columbia.
International Review of
Research in Open and
Distributed Learning,
19(3).
54. 9. Prescribed materials (cont.)
• South Africa is the most unequal country in the world
• Our students face severe inter-generational challenges -
many face a daily battle for survival
• Prescribed textbooks add to the cost of higher education
So, at a university that claims to embrace and
serve humanity, why are we still prescribing
textbooks on undergraduate level?
55. 10. Formative and summative assessments?
(Opportunity to resubmit/rewrite)
Evidence:
• Formative assessment with timely, personalised feedback are crucial
elements in students’ learning
• They often don’t know what they don’t know
• Students’ lives in open, distance and distributed learning environments
do not resemble a straight, uninterrupted progression
56. 10. Formative and summative assessments?
(Purpose)
Assessment of learning
Assessment for learning
57. 10. Formative and summative assessments?
(Opportunity to resubmit/rewrite)
In an open learning environment with large enrolments,
how many opportunities for personalised, timely
feedback do we/can we provide? How many
opportunities for scaffolded learning opportunities can
we create? And why don’t we?
58. Guri-Rosenblit, S. (2005). ‘Distance education’ and ‘e-learning’: Not the same thing. Higher education, 49(4), 467-493.
2005
Distance
education
E-learning
?
11. Online/offline
59. 11. Online/offline (and all the colours, hype,
lies, snake-oil and realities in between)
Image credit: https://upload.wikimedia.org/wikipedia/commons/c/c8/Industry_4.0.png
61. Department of Higher Education and Training. (2014). Policy for the provision of distance education in South African universities in the context of
an integrated post-school system. Retrieved from https://www.gov.za/ss/documents/higher-education-act-policy-provision-distance-education-
south-african-universities
OfflineOnline Fully online
Fully offline
Digitally supported
Internet supported
Internet dependent
Campus-based Blended/hybrid Remote
A
BC
Distance, digitally supported
Distance, fully onlineCampus-based,
fully online
62. 11. Online/offline
Image credit: https://upload.wikimedia.org/wikipedia/commons/c/c8/Industry_4.0.png
How do we prepare students for a connected
world while recognising the impact of
intergenerational dis-connectedness
63. 11. Scholarship
How ‘open’ are
teaching, research
and praxis @Unisa?
• Amid the emphasis on research
outputs, researcher rankings
and researcher reputation?
• The seeming obsession with
quantification, reporting and
auditing
• Increasing administrative
workloads
• Unbearable tensions between
teaching and research
• Regimes protecting Intellectual Property and emphasis on the
commercialisation of research
• The immense potential of alternatives for sharing praxis,
research and reflections on teaching practice
69. “Conventional”
publishing in higher
education
• Monographs
• Edited volumes
• Peer-reviewed articles in
journals on IBSS, ISI,
Norwegian, Scopus
“Unconventional”
publishing in higher
education
• Blogs
• Tweets
• Opinion pieces
• Letters to the editor
• Articles in magazines
70. Soccer Rugby
Baseball Hockey
What are the rules?
Image credit – https://pixabay.com/en/soccer-field-
diagram-green-307046/
Image credit –
https://commons.wikimedia.org/wiki/File:Rugby_field.png
Image credit –
https://commons.wikimedia.org/wiki/File:Baseball_diamond.
svg
https://commons.wikimedia.org/wiki/File:Field_hockey
_offside_1987_rule.png
71. ‘What’ needs to be shared?
How urgent is it to communicate the
findings/message?
‘What’ are the
reputational
benefits and
risks?
How accessible will/should it
be?
Who will be the peer
reviewers and how will peer
review happen/impact?
Who are the gatekeepers?
Who is the intended audience
and why?
‘Where’/’how’
does it fit into
my career –
short-term/
longer term?
What are the rules?
Going conventional,
alternative or somewhere
in-between?
75. When we claim and aspire to be…
…what do we mean?
Image credit: https://pixabay.com/photos/sign-open-neon-business-electric-1209759/
76. How ‘open’ can we be?
1. Admission requirements
2. Epistemic access
3. Students living with disability
4. Incarcerated students
5. Language of tuition
6. Registration period
7. Tuition period
8. Curriculum development (who is included/excluded)
9. Prescribed course materials
10.Formative and summative assessments? (Opportunity to resubmit/rewrite)
11.Online/offline
12.Scholarship
Image credit: https://www.prohealth.com/library/what-the-pain-scale-really-means-34982
77. ‘Open’ in open, distance and distributed learning –
making another world possible
Source credit: https://www.achievementnetwork.org/anetblog/eduspeak/equity-in-education
78. THANK YOU
Paul Prinsloo (Prof)
Research Professor in Open Distance Learning (ODL)
College of Economic and Management Sciences,
Samuel Pauw Building, Office 5-21, P.O. Box 392
Unisa, 0003, Republic of South Africa
T: +27 (0) 12 433 4719 (office)
prinsp@unisa.ac.za
Skype: paul.prinsloo59
Personal blog:
http://opendistanceteachingandlearning.wordpress.com
Twitter profile: @14prinsp