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Open and Distance Learning Today by Fred Lockwood Pdf
The book presents a comprehensive account of research and development activities in open, ditance and flexible learning from acknowledged experts from around the world. The use of open, distance and flexible learning materials is expanding dramatically, not just in schools, further and higher education but also in industry, commerce and the social services. Most higher education institutions now have an open learning unit or educational development centre, and major organisations such as british Steel, National Westminster Bank, Leeds Building Society, Rover Cars and the Inland Revenue have formed units to develop teaching and training materials. Internationally, growth is even more impressive, with new open universities planned for Singapore, Bangladesh, South Africa and india, whist those in Malaysia, Thailand and Australia continue to expand. But current and future practice must be based on research evidence rather than intuition. With contributions from all the leading names in this field, this book will be a key sourcbook for teachers, trainers and students.
Motivational and social aspects as interactions among teachers and students are essential for a successful educational process in an open distance learning (ODL) environment, and the goal of this book is to develop an interactive model to manage motivation between the participants of the learning process. The book deals with the important and topical problem of e-learning, closely connected with the use of modern information technologies in education. The focus is on developing an information management system for supporting the distance learning process in colleges and universities in the context of steadily expanding information technologies. On the basis of exiting standards (SCORM, etc.) as well as information systems and platforms (e.g., Moodle, etc.), the author proposes a coherent and original concept of modelling three ODL subprocesses: (1) an ontological model (how to represent the structure of didactic materials), (2) a motivation and collaboration model (how to motivate project process participants) and (3) a simulation model (how to realise the learning/project process). The proposed models constitute a theoretical formalization of a new situation in which a teacher and students are obligated to elaborate on didactic material repository content in accordance with the requirements of acquired competencies. A mathematical method based on game theory and simulation is suggested. The kind of educational system represented in the book can be used as a model of open distance learning aimed at active behaviour of students and teachers in not only the development of knowledge but also the acquiring of competencies.
Open and Distance Learning in the Developing World by Hilary Perraton Pdf
This revised and updated edition of Open and Distance Learning in the Developing World sets the expansion of distance education in the context of general educational change and explores its use for basic and non-formal education, schooling, teacher training and higher education. Engaging with a range of topics, this comprehensive overview includes new material on: non-formal education: mass-communication approaches to education about HIV/AIDS and recent literacy work in India, South Africa, and Zambia schooling: new research projects in open schooling in Asia and subsaharan Africa, and interactive radio instruction in South Africa the impact of new technology and globalisation: learning delivered through the internet and mobile learning the political economy: international agencies, the role of private sector, and funding. With its critical appraisal of the facts and examination of data about effectiveness, this book provides answers to problems and poses key questions for the consideration of policy makers, educational practitioners and all professionals involved in implementing and delivering sustainable open and distance learning.
Open and Distance Education Theory Revisited by Insung Jung Pdf
This book explores foundational theories that have been applied in open and distance education (ODE) research and refined to reflect advances in research and practice. In addition, it develops new theories emerging from recent developments in ODE. The book provides a unique and up-to-date source of information for ODE scholars and graduate students, enabling them to make sense of essential theory, research and practice in their field, and to comprehend the gaps in, and need for further enquiry into, theoretical approaches in the digital era. It also offers theory-based advice and guidelines for practitioners, helping them make and justify decisions and actions concerning the development, implementation, research and evaluation of ODE.
Supporting Students in Online, Open and Distance Learning by Ormond Simpson Pdf
Recognized as the leading book on the subject, Supporting Students in Online, Open and Distance Learning considers the support of students either on or off-campus. Ever-greater numbers of students are studying as part of open, flexible, distance or online courses and, with the rise in numbers and expectations, so the need to offer these often-diverse students effective support is critical. Fully revised and expanded, this new edition reflects current concerns and developments in ODL. It includes increased coverage of tuition in different media, issues of student retention, structures and quality assurance, staff development, online support and computer conferencing. Practical and authoritative, the book tackles the full range of student support issues in ODL, including: *developing the most appropriate tuition techniques *social support *retention *delivering support at a distance and online *face-to-face support *learning-skills and staff development Supporting Students in Online, Open and Distance Learning is essential reading for all those with an interest in recruiting and teaching students in open and distance learning or e-learning situations. It will help lecturers, moderators and tutors to develop a range of skills with a focus on support, retention and student outcomes.
Open Distance Learning (ODL) Through the Philosophy of Ubuntu by Moeketsi Letseka Pdf
Access to higher education in South Africa poses a number of challenges. First, South Africa is said to be one of the most unequal societies in the world, with an estimated Gini coefficient that ranges between 0.63 and 0.69 (Human Sciences Research Council, 2014; Statistics South Africa, 2014). The wealth gap between the countrys rich and the poorest of the poor is both growing and getting worse. Second, UNISA is an open distance learning (ODL) institution that seeks to intervene and manage the above challenges by offering access to higher education opportunities to millions of South Africans, the majority of whom are descendants of sections of society that were denied opportunities to access higher education by a myriad of institutionalised apartheid policies and legislation which were racist and discriminative. With these concerns in mind, the author compiled Open Distance Learning (ODL) Through the Philosophy of Ubuntu, which is a sequel to the authors previous publication, Open Distance Learning (ODL) in South Africa (Nova Publishers: New Nork, 2015); it explores the potential for the philosophy of Ubuntu to meaningfully shape UNISAs ability to deliver its ODL mode of teaching and learning. The philosophy of Ubuntu, which is also known as humaneness and/or human dignity, is an African worldview or normative concept that encapsulates moral values and principles such as kindness, generosity, compassion, benevolence, respect for persons, care and concern for others, as well as human dignity. The book draws on the philosophy of Ubuntu as a guiding conceptual framework to explore ways in which UNISAs vision of an African university in the service of humanity might be meaningfully driven and realised. This collection of fourteen chapters that constitute the book grapples with a wide range of critical questions such as: How might embracing the philosophy of Ubuntu impact UNISAs ability to meaningfully deliver a humane, open distance education to its students in South Africa, on the African continent, and on a global scale? How, for instance, would grounding UNISAs curricular offerings in the philosophy of Ubuntu turn the university into a uniquely African ODL institution? How would embracing the values and principles of Ubuntu shape UNISAs inclusive focus, research and innovative conceptual framework and impertaives, ODL teaching and learning, assessment and quality assurance, communication and public relations profile, among others? Finally, Open Distance Learning (ODL) Through the Philosophy of Ubuntu explores the plausibility of a radical change of mindset from business as usual to business unusual by re-imagining and recasting UNISAs ODL mission through the values and principles of the philosophy of Ubuntu. The book is the second offering of the planned trilogy of books on ODL in Southern Africa. The final volume, Assuring Institutional Quality in Open Distance Learning (ODL) in the Developing Contexts will complete this thought process on ODL.
Online Distance Education by Olaf Zawacki-Richter,Terry Anderson Pdf
Online Distance Education: Towards a Research Agenda offers a systematic overview of the major issues, trends, and areas of priority in online distance education research. In each chapter, an international expert or team of experts provides an overview of one timely issue in online distance education, summarizing major research on the topic, discussing theoretical insights that guide the research, posing questions and directions for future research, and discussing the implications for distance education practice as a whole. Intended as a primary reference and guide for distance educators, researchers, and policymakers, Online Distance Education addresses aspects of distance education practice that have often been marginalized, including issues of cost and economics, concerns surrounding social justice, cultural bias, the need for faculty professional development, and the management and growth of learner communities. At once soundly empirical and thoughtfully reflective, yet also forward-looking and open to new approaches to online and distance teaching, this text is a solid resource for researchers in a rapidly expanding discipline.
Supporting Students for Success in Online and Distance Education by Ormond Simpson Pdf
Supporting Students for Success in Online and Distance Learning, Third Edition, provides a comprehensive overview of student support both on and off campus. While online and distance learning are the world’s fastest growing areas of educational development, they have a fundamental weakness—their graduation rates, which can be lower than 20 percent. In this powerful new edition, Ormond Simpson builds on a rich history of research in distance and e-learning to show how retention rates can be improved through tested support methods, often at a net financial profit to the institutions involved. By comparing the evidence as well as the cost-effectiveness of various support tactics, this book describes how to promote student success and encourage skill-development from a number of different perspectives: definitions and purpose, theory and psychology, ethics, costs and benefits, activities, sources, media, proactive and reactive, assessment and feedback, staff development, writing support into course materials, research, quality assurance and institutional structures. This concise, practical guide is informal and jargon-free, yet its approach to evidence is rigorous, making it invaluable reading for all those interested in recruiting and teaching diverse students for successful online and distance learning.
Open and Distance Non-formal Education in Developing Countries by Colin Latchem Pdf
This book is the first comprehensive account of developments in open and distance non-formal education in developing countries for over more than 20 years. It includes many instructive and inspiring examples of how international agencies such as UNESCO, FAO, WHO, UNICEF, USAID and the Commonwealth of Learning and national providers are using radio, TV, online and mobile learning, telecentres and other means to achieve the Education for All, Millennium Development and Sustainable Development Goals. It describes the educational needs of the world’s most disadvantaged, vulnerable and least formally educated children, youth and adult populations, including the disabled, refugees and prisoners. It also reports on the successes, outcomes, constraints and shortcomings of using open and distance methods and technology to deliver literacy and numeracy programmes, equivalency, ‘second chance’ or alternative schooling, life skills and rural community development programmes and income generation and vocational training outside the framework of the formal education system. It concludes with suggestions for the extension and improvement of such lifelong learning. Designed to encourage further research and development in these capacity-building practices outside the established formal system, this is a must-read for all policy-makers, managers, educators, students and researchers interested in non-formal education for individuals, families and communities in the developing world.
We live in a society with ever-changing needs and expectations. Education practitioners and policy makers need therefore to face the challenges of new economic, social and technological conditions in their work. There is a global concern to develop forms of education and training which are open to the demands of needs of learners, and which are accessible at times and places suitable to those learners. Governments, institutions and practitioners are developing and implementing policies which reflect these trends. The overall theme of this book is the relationship between government and organizational policies and the work of practitioners in open and distance learning. The book does this by exploring a selection of international examples. The authors, many of them recognized experts, write from a wide range of international and organizational perspectives. Each one draws on significant experience within his or her field. Terry Evans is Head of the Graduate School of Education at Deakin University. He was the foundation director of the Master of Distance Education course there and has extensive experience teaching undergraduate and postgraduate students. Daryl Nation is Deputy Head of the School of Humanities and Social Sciences at Monash University. He is Associate Professor in the School and divides his time between policy development, research and teaching.
Administrative Leadership in Open and Distance Learning Programs by Buyuk, Koksal,Kocdar, Serpil,Bozkurt, Aras Pdf
The face of education is constantly being transformed due to rapid changes in technology. It is imperative that leadership trends and techniques be evaluated in the educational field, particularly in reference to alternative learning programs. Administrative Leadership in Open and Distance Learning Programs is a pivotal scholarly resource that discusses emerging issues surrounding the administration of non-traditional education practices. Highlighting relevant topics that include policy development, quality assurance, accreditation, and assessment systems, this publication is an ideal reference source for educators, academicians, graduate students, and researchers that are interested in the progression of open and distance education.
Handbook of Research on Learning in the Age of Transhumanism by Sisman-Ugur, Serap,Kurubacak, Gulsun Pdf
As a movement, transhumanism aims to upgrade the human body through science, constantly pushing back the limits of a person by using cutting-edge technologies to fix the human body and upgrade it beyond its natural abilities. Transhumanism can not only change human habits, but it can also change learning practices. By improving human learning, it improves the human organism beyond natural and biological limits. The Handbook of Research on Learning in the Age of Transhumanism is an essential research publication that discusses global values, norms, and ethics that relate to the diverse needs of learners in the digital world and addresses future priorities and needs for transhumanism. The book will identify and scrutinize the needs of learners in the age of transhumanism and examine best practices for transhumanist leaders in learning. Featuring topics such as cybernetics, pedagogy, and sociology, this book is ideal for educators, trainers, instructional designers, curriculum developers, professionals, researchers, academicians, policymakers, and librarians.
Assessment in Open, Distance, and E-Learning by Jessica Evans,Sally Jordan,Freda Wolfenden Pdf
This book showcases how scholarship as part of academics' practice can be part of an academic toolkit for change that expands awareness and knowledge of the purposes and effects of the pedagogy of assessment. It argues that academics' professional expertise is best deepened through participation in authentic activities of teaching and scholarship. The discussion identifies what is involved in such an approach including the role of an enabling principles-based framework, the constraints on implementation, and the implications for leaders of teaching and learning. This book was originally published as a special issue of the Open Learning journal.
Open and Distance Education in Australia, Europe and the Americas by Adnan Qayyum,Olaf Zawacki-Richter Pdf
This book is open access under a CC BY 4.0 license. This book describes the history, structure and institutions of open and distance education in six countries: Australia, Brazil, Canada, Germany, the UK and the US. It discusses how open and distance education is evolving in a digital age to reflect the needs and circumstances of national higher education systems in these countries, and explores the similarities and differences between the ways in which they are organized and structured. It is the first book to make such comparisons and draw conclusions about the nature of open and distance education in the context of various national higher education systems. In a digital era with growing use of online education as well as open and distance education, this book is particularly useful for policy-makers and senior administrators who want to learn about organizing and expanding open and distance education provision. It is also a valuable reference for researchers, academics and students interested in understanding the different approaches to open and distance education.
Teacher Education Through Open and Distance Learning by Bernadette Robinson,Colin Latchem Pdf
How can open and distance learning and information and communications technology (ICT) provide us with more - and better - teachers? Open and distance learning is increasingly used in teacher education in developing and developed countries. It has the potential to strengthen and expand the teaching profession of the twenty-first century and to help achieve the target of education for all by 2015. Teacher Education Through Open and Distance Learning examines the case for using open and distance learning and ICT to train our educators. It describes and analyses the ways in which these methods and technologies are used for: *initial teacher training and continuing professional development *training principals and school managers *training those who provide non-formal adult and community education *communities of practice and sharing of knowledge and ideas within the teaching profession It also discusses the policy-making, management, technology, costing, evaluation and quality assurance aspects of this work. The contributors are outstanding practitioners in the field. The first review in over a decade, Teacher Education Through Open and Distance Learning draws on wide-ranging and international experience to summarise the strengths and weaknesses of new approaches to the education of teachers. It offers invaluable guidance to policymakers, planners, headteachers and teachers.