Wk 2d – Brazil Act 10

“Distance educations as a shadow of conventional education”
Personally I’ve never felt that DL was substandard to f2f learning, perhaps it’s my generation, growing up more openly about different educational styles, but I am very aware of the different opinions on it.

I support the MBA programme at Warwick BUsiness School. We run three open MBA programmes – the full time, the executive (parttime) and the distance learning MBA (DLMBA). When I meet potential students around the world (such as last November in Sofia, Bulgaria) I am often asked what will be on their certificate. Their worry is that they do not want it to say MBA by Distance Learning because of the negative opinions of DL that either exist or they perceive to exist in their cultures/elsewhere. We reassure students that the certificate will say the Warwick MBA – only, mainly because so many students choose electives from the different modes of MBA that it becomes a very personalised and hybrid MBA anyway, but initially this decision was taken when the DLMBA began in 1986 when DL probably did have a negative image – but I was too young to know then I’m afraid.

A discussion forum of current students erupted recently when one student seemed to think that it would say Distance Learning on his certificate. The following panic that ensued was interesting. Reassurances from several members of staff and links to our websites later, and it seems to have settled down. but I have no doubt it will continue to be an annual cause for concern.

How can critics of DL be answered? The best way, in my book, is to experience DL or at least be involved closely with people who are studying by DL. As Sharon said, this changed her opinion. We all know, however far we are into the MAODE – H800 as our first or last course, how much hard work it is and will all have renewed respect for the PT/DL students we support.

We always maintain the view here that DL is the hardest way to do the MBA, we do not hide this fact, due to the need for self motivation, the isolation from other students and from their friends and family while they are studying, and discipline and family support and the time it takes, harder assessment processes etc.

“My own views of distance education have been changed by meeting with distance education students and seeing first hand what they are doing and how hard they work to achieve their goals. I obtained my first degree via a conventional ‘campus university’ sense, and comparing what I did to earn that qualification with what a friend did to earn an OU degree, she definitely worked far harder and over a much longer time than I did. This is certainly one way in which the criticism can be answered – get people to actually understand and see what is involved” Sharon Clark, W2 A9A10 17th February 2009 20.14

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My notes from reading the course notes and article for the Brazil DE benchmarks are here. http://docs.google.com/Doc?id=dfjp86bs_98hdzvtkfs

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We were asked to think of better definitions of Distance Education. I would say that Eckart really sums it up here. You can also see Anthony’s offering below, I’d agree with Eckart’s comments.

“Although technology is used in distance education, I can’t see why it should be part of the definition. Distance education is simply education in which learner and teacher are not in the same place.” Eckart Stoermer, W2 A9A10 19 February 2009 18.35

Anthony Berry, W2 A9A10 18 February 2009 11:19
“A flexible form of teaching/learning environment where a physical and/or time-bound separation exists between the teacher and learner which (separation) is bridged by the use of technology to provide an interactive, accessible, cost-efficient learning experience in both formal and informal learning settings”

Wk 2d – Brazil Act 8

Reflections on Vignette – factors unpinning DL/OL practices

Pitagoras University – fictional Vignette about a students’ experience of an Business Admin UG degree in the blended learning mode.

1. How do these practices compare to f2f teaching? – the main differences in my untrained opinion is that there is more onus on the student for self study and that the expectation is that you will have read something before the lecture, the lecture enhances what you’ve read and then you discuss it. In my experience from my UG degree which was traditional f2f, you would often find that the lecture comes first, then the reading and then the seminar. The course design also expects students to discuss the lectures further in their own time (via the VLE) rather than just in the seminar which, again, on my UG was generally the only time you saw colleagues from your course.

2. How does the vignette illustrate the benchmarks in practice?
1. Concept of education and curriculum design in the process of t&l – the course design has considered the types and location of students the course is offered to, the vignette claims satisfactory levels of flexibility, although I would question their claim for flexibility based on the rigidity of the twice-weekly lectures. They have used a range of ICTs, web based material and printed material to suit a range of learning styles. Is the process student centred? Can’t really say from this vignette with my basic knowledge, what would any teachers out there think?
2. Communication systems – the students can communicate f2f at the regional centre, have facilitators at the regional centres and can communicate with each other and the centre using the VLE. There is no evidence of the communication systems between tutors and faculty.
3. Course material
I don’t think we have enough information for this, and like Sharon am struggling with some of the technical language (in terms of teaching and pedagogy). It does show evidence of different types of media.
4. Assessment
Learning processes – No information
Evaluation – No information but continuous formative assessment at least seems to be in place.
5. Course team
In terms of the TV broadcast, they explain that there is a specialist subject tutor, a facilitator and a production technician and support in the regional centres.
6. Support infrastructure
Students have access to library and other student services at the regional centre, and support via the VLE. Students gather to watch the broadcasts together – is this so as not to exclude people without TVs – how much of a problem is access to TVs in Brazil?
7. Management – no information
8. Financial stability – no information

3. Which quality benchmarks embedded in their course design and teaching approach can you identify? – like Sharon I’ve never studied teaching styles so would appreciate learning from others.

Wk 2c Audi oRadio Canada and SA

I found it really hard to engage with this activity, 1 because I’ve not been very well, and 2 I’ve just had the energy and both articles were quite long. I did read the article about the Canadian Rail introduction to radio to it’s trains which lead to the introduction of open education. The motive behind it was mainly philanthropic and commercial (it was a government owned railway company but it wanted to find a way to compete with it’s main competitor, a privately owned railway company)

• Now that you have had the opportunity to consider the two case studies, what have you learned about why and how audio has been used for educational purposes?

In Canada, the impetus came from a commercial drive for one Rail Company to make the experience of using their trains better to compete with another company providing the same service. It soon struck them that they had the potential to use the radio on the trains for educational purposes and it became a philanthropic motivation. The design was mainly passive, listening and writing into the broadcasters.

In South Africa, the impetus was purely educational and to help achieve the aims of universal education and universal literacy and numeracy. The Audio project was used to develop the teachers and the students. The design was active and interative, teachers facilitated the learning in the audio lessons with print, posters and activities.

• Do you think that it is possible to generalise your findings to other educational developments or innovations involving the use of technologies?

Of course, different teachers/departments/institutions will see different uses for the same technology appropriate to the current circumstances.

• To what extent were there similarities between the advantages or benefits that you noted for each case study?

Widening access to education

New technology for the time and place at the time

• To what extent were there similarities between the disadvantages or limitations that you noted for each case study?

Lack of support

Keeping funding and engagement in the resources

• What do you think were the primary reasons for using audio in the two cases?

Canada – competition

SA- Widening access to education, other ICTs were not readily available

• What assumptions about (or models of) teaching and learning underpinned each of the cases?

Canada – unsure

SA – constructivist, mulitchannel

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• Note any implications for you as a teacher or as somebody who uses technologies to support learning (e.g. does it make you think differently about what you do?).

In supporting academics to adopt technologies I have learnt that you need to make sure they have good support in implementing a new style of teaching – as in the SA case. Mulitchannel support to make it most effective.

I also liked the idea of the Interactive radio lesson design and I could see this working with podcasts and course materials on the DL MBA.

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Here are some quotes from the forum to help me understand these cases more:

“Support is required at all levels, on all sides: government, teacher training, teacher and learner, family and community.

Both implementations recognised that there were lessons to be learned: that the learning process needs to be interactive, which the medium of radio is readily open to – but can be adapted; that the teaching process is as, if not more, important as the learning process.

The primary drivers for each implementation were different: Canada – commercial and philanthropic; SA – educationally driven, raising standards.

The major difference between the two teaching/learning models was that the SA recognised that their initial model needed to change; to move from distance learning being included, to open learning being the basis of the programme.” Anthony Berry, 17 February 2009 13.32 H800 Forum W2 A8.

“In Canada the educational aspects seemed to be a byproduct of a commercial interest in promoting the use of railways. In South Africa, by contrast, the initial aim was to meet educational goals” Sharon Clark, 17/02/09 19:44 W2 A8

Wk 2b A5 Nepal, Bhutan & Nigeria

Here are my notes on the article which outlined the technological and socio-cultural barriers to distributed learning and TEL in Nepal and Bhutan. The technology is the easy bit, it is changing the attitudes towards participative and self directed education that is the bigger challenge.

http://docs.google.com/Doc?id=dfjp86bs_96dw5336gj

I’m not sure I fully understood the activities instructions “Look on the Web for information about another country with low resource and infrastructure that has adopted a different pedagogy and consider an explanation of the differences..” Different pedagogy to what? To Bhutan and Nepal or different to the UK or what….

Anyway, I found an article about ODL in Nigeria ( Ojo and Olakulehin, 2006).
Their study was looking at perceptions of ODL by Nigerian students in both a traditional and DL setting. It appears Nigeria, being colonial, was lucky enough to benefit from distritbued learning a long time ago. They were recipients of many a correspondance course from the UK. The National Open University Of Nigeria (NOUN) is the first exclusively ODL mode of education. Blended learning is the more typical approach to distance education in other Nigerian Universities.
The authors state that the dynamics of globalisation and the introduction of ICTs resulted in radical changes in the educational needs of individuals and society. They go onto say that “because the world of work is more complex and fluid, newer appracohes to working and learning are in demand, more than ever, educational institutions are required to imbue their students with functional lifelong learning skills they need to surive….” Evidence showed that conventional educational is hard pressed to meet these demands especially in developing nations.
NOUN brought about a way of satifying a need for high quality education; and gave credence to ODL’s acceptability in Nigeria.
The learning is through self directed learner centred instructional materials, with optional tutorial support at study centres around the country (A bit like the OU here).
The conclusions of the study into the perceptions of distance learners in Nigeria were that learners are favourably disposed to ODL – due to the features such as open access, flexible learning, provision of quality learning materials and the use of mulitmedia and ICTs. However, the use of ICT in education is still sparce which is a reflection of the whole education system in Nigeria. There still exists a digital divide – access to instructional technology and the capacity to use such technology is negligble.
To achieve the opportunties for ODL in Nigeria they need to “take measures to adopt instructional technology for DL and expand provision of quality assurance in design, ensure timely development and delivery of quality course materials, and continue to enhance student support services…”

Ojo, D.O., and Olakulehin, F.K. (2006) Attitudes and Perceptions of Students to Open and Distance Learning in Nigeria in the International Review of Research in Open and Distance Learning. Vol 7, No 1