making odl happen - university of london · 2020-05-28 · university of london centre for distance...
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University of London Centre for Distance Education for National Universities Commission ODL Planning Workbook
Dr David Baume and Professor Stephen Brown Page 1 of 92
Name………………………………………………………………………………………………………………Email………………………………………………………………………………………………………………..
MakingODLhappen
OpenandDistanceLearningPlanningWorkbookDrDavidBaumeandProfessorStephenBrown
PreparedfortheNationalUniversitiesCommission
BytheUniversityofLondonCentreforDistanceEducation
July2018
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University of London Centre for Distance Education for National Universities Commission ODL Planning Workbook
Dr David Baume and Professor Stephen Brown Page 2 of 92
WorkbookformatbyRuthBrownandDavidBaume,2018
OpenandDistanceLearningPlanningWorkbookPreparedfortheNigerianUniversitiesCommissionByDavidBaumeandStephenBrown,UniversityofLondonCentreforDistanceEducationJune2018
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University of London Centre for Distance Education for National Universities Commission ODL Planning Workbook
Dr David Baume and Professor Stephen Brown Page 3 of 92
Page Contents
5 Introductionsandoverview57 Introductions9 Principalauthors,facilitatorsandspeakers15 Workshopoverviewandsummarytimetable
17 Day1–TuesdayJuly3rd–PlanningODL19 Session1IdentifyingaspirationsandgoalsforODLandODLcapabilitiesanddevelopment
needs27 Session2ODLpolicyandpracticeintheNigerianUniversitySystem29 Session3WhatmakesasuccessfulinstitutionalODLstrategyandprogramme?35 Session4ODLforreal45 Session5Vision,content,strategyandpractice
49 Day2–WednesdayJuly4th–DevelopingODL51 Session6BasicsoflearningandsuccessfulinODLpractice57 Session7DevelopingqualitycoursematerialsforODLinNigeria59 Session8EnsuringODLisfitforpurpose(1)qualityandQA61 Session9EnsuringODLisfitforpurpose(2)academy/industryengagement65 Session10StartingtodesignanODLcourse
71 Day3–ThursdayJuly5th–MakingODLhappen73 Session11Changeprocessesandstaffdevelopment79 Session12Fine-tuningthedeliverysystemtoensurecomparabilityinqualityofODLand
conventionalmodes81 Session13CreatingaposteraboutyourinstitutionalstrategyforODL83 Session14Posterpresentations,Q&A,paneldiscussion85 Session15Individualactionplanning
87 Appendices89 Appendix1–Figure2fromChangeManagementpaperinSession1191 Appendix2–Feedbackform
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University of London Centre for Distance Education for National Universities Commission ODL Planning Workbook
Dr David Baume and Professor Stephen Brown Page 5 of 92
IntroductionsandOverview
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University of London Centre for Distance Education for National Universities Commission ODL Planning Workbook
Dr David Baume and Professor Stephen Brown Page 7 of 92
Introductions
NationalUniversitiesCommissionTheNationalUniversitiesCommission(NUC)isaregulatoryandqualityassuranceagencyforuniversityeducationinNigeria.TheCommissionwasestablishedin1962asaunitintheCabinetOfficeofthePrimeMinister.Itbecameastatutoryorganisationin1974.ThepowersforitsregulatoryfunctionsarederivedfromtheNationalUniversitiesCommissionActNo.N81LawsoftheFederationofNigeria(L.F.N.)2011andEducation(NationalMinimumStandardandEstablishmentofInstitutions)ActNo.E3L.F.N.2004.ThevisionoftheCommissionis“tobeadynamicregulatoryagencyactingasacatalystforpositivechangeandinnovationforthedeliveryofqualityuniversityeducationinNigeria”.Itsmissionis“toensuretheorderlydevelopmentofawell-coordinatedandproductiveuniversitysystemthatwillguaranteequalityandrelevanteducationfornationaldevelopmentandglobalcompetitiveness”.TheCommission’smandatesfromwhichitsfunctionswerederivedinclude:
• DeterminationandmaintenanceofMinimumAcademicStandards;• GrantingapprovalforallacademicprogrammesruninNigerianUniversities;
• GrantingapprovalfortheestablishmentofallhighereducationalinstitutionsofferingdegreeprogrammesinNigeria;
• Accreditationofacademicprogrammes;
• Provisionofguidelinesandprocessingofapplicationsfortheestablishmentofprivateuniversities;and
• ChannelforallexternalsupporttoNigerianuniversities.TheCommissioncurrentlysuperintendsover164universitieswhicharedistributedalongdifferentproprietorships,namely;federalandstategovernmentsaswellasprivateinterests.TheCommissioninover50yearsofexistencehasprogressivelyachieveditsmainmandateofassuringqualityintheNigerianUniversitySystem.Thisundoubtedlyhasearneditmuchrecognitionamonghighereducationqualityassuranceexpertsglobally.
UniversityofLondon
AmessagefromDrMaryStiasnyOBE,ProViceChancellor(International),UniversityofLondonIamdelightedtobewritingthisforwardforouruniversitycolleaguesacrossNigeria.
TheUniversityofLondonanditsCentreforDistanceEducationarepleasedtobeworkingonthedevelopmentofOpenandDistanceEducationinNigeria.WeconsiderittobeagreatprivilegetosupporttheinitiativebeingledbytheNigerianNationalUniversitiesCommission(NUC).OurengagementwiththeNUChasalreadyseenanumberofsuccessfuldevelopmentalinitiatives.InNovember2017,ourhighlysuccessfuljointSymposiuminAbujasawthestartofmappingoutanactionplanwhichwilloutlinehowtheUniversityofLondonandtheNationalUniversitiesCommissioncouldworktogether.Fromthere,injustundersixmonths,weagreedandsignedanMOUinMarch2018andinthesamemonth,wewelcomed36colleaguesfromacrossNigeriatoSenateHouse,hometotheUniversityofLondon.Here,weheldafourdayworkshopdevotedtoanin-depthexaminationofthechallengesandopportunitiesavailabletoNigeriathroughopenanddistanceprovisionofhighereducation.Attheendoftheweek-longLondonvisit,colleaguesfromtheNUCandarangeofNigerianuniversitiesjoinedtheUniversityofLondonforitsannualconferenceonResearchandInnovationinDistanceEducation.
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AttheheartoftheUniversityofLondon,whichdatesbackto1836,sitsitsaccessmissiontoprovidequalityhighereducationforanyonewhocanbenefit.Followingthe1858CharterawardedbyQueenVictoria,theUniversityofLondonwasabletoofferstudyprogrammestothoseunabletotraveltoLondon.Today,theUniversitysupportsmorethan50,000studentsin180countriesonmorethan100studyprogrammes,withafurther1.4millionlearnersonitsMOOCsprogrammes.Ourworldwidecommunityincludesmorethan4,000studentsacrossAfricaandaround600ofthesestudentsaretobefoundinNigeria,takingdegreesforwhichacademicdirectionisprovidedbytheUniversityofLondon’sworld-leadingmemberinstitutions,includingtheLSE,UCL,Kings,SOASandQueenMary.Overtheyears,theUniversityofLondonhasseensometrulyoutstandingstudentsandalumniwhohavegoneontomaketheirmarkontheworldstage.TheyincludenotablefigureslikeNelsonMandela,whostudiedLawwhilstimprisonedonRobbenIsland;DrLuisaDiogo,whobecamethefirstfemalePrimeMinisterofMozambiqueandWoleSoyinka,thecelebratedNigerianpoet.Thereissomethinguniqueaboutourgraduates,whoremainintheirlocal,nationalandregionalprofessionalcontext.Indoingsotheycontributetothelong-termdevelopmentoftheirrespectivesocietiesandcountries.Manyofourcurrentgraduatesnowoccupyseniorpositionsinthelegal,economic,business,social,educational,culturalanddiplomaticfields.Addtothis,theUniversityofLondon’sprideinitshistoricalengagementwithAfricadatingbackto1946,whenitplayedasignificantroleinestablishingmanyCommonwealthuniversitiesundertheunique‘SpecialRelations’scheme.Thisincludedanumberofuniversities,forexampletheUniversityofNigeria;theUniversityofKhartoum;theUniversityofGhana,Legon;theUniversityofEastAfricaandtheUniversityofZimbabwe.Tothisday,theUniversityofLondonisproudofitssuccessfulassociationwithAfricaandwenowlookforwardtofurtherstrengtheningthisrelationshipbydeliveringqualityhighereducationwithourcolleaguesfromuniversitiesacrossAfrica.
DrLindaAmrane-Cooper,Head,CentreforDistanceEducationTheUniversityofLondon’sCentreforDistanceEducationsupportsdevelopment,innovation,andenhancementinOpenandDistanceEducation.Iamconfidentthattheworkshop,ledbyCDEFellowsProfStephenBrownandDrDavidBaume,withtheUoL’sAfricaAdviserDrAkanimoOdon,willprovideparticipantswithanopportunitytoengagewithin-depthplanningthatwillleadtosignificantand
impactfuldevelopments;andwillfosterdeepandmutuallybeneficialcollaborationtoaddresssharedchallenges.Iwouldliketowishyouallafruitfulandenjoyableworkshop.
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Principalauthors,facilitatorsandspeakersDrDavidBaumeSFSEDA,SFHEAdavid@davidbaume.comDavidhassince2001beenanindependentinternationalhighereducationresearcher,evaluator,consultant,staffandeducationaldeveloperandwriter.HehasbeenaCDEFellowsince2010.HewasfoundingChairoftheUKStaffandEducationalDevelopmentAssociation(SEDA);co-founderoftheUKHeadsofEducationalDevelopmentGroup(HEDG);afoundingcouncilmemberoftheInternationalConsortiumfor
EducationalDevelopment(ICED);andfoundingeditoroftheInternationalJournalforAcademicDevelopment(IJAD).HiscontributionstoacademicdevelopmenthavebeenacknowledgedbyawardsfromSEDAandICED.DavidistherepresentativeoftheICEDontheSouthernAfricaUniversitiesLearningandTeachingForum(SAULT).HehasworkedonlearningtechnologyprojectswithJisc.DavidwaspreviouslyaDirectoroftheCentreforHigherEducationPracticeattheUKOpenUniversity.There,heledtheproductionofcoursesonteachinginhighereducation;taughtontheUniversity’sLeadershipDevelopmentProgramme;researchedtheassessmentofteachingportfolios;foundedandledtheUniversityTeachingAwardsscheme;andsupportededucationaldevelopmentprojectsfortheHigherEducationFundingCouncilforEngland’sTeachingandLearningTechnologyProgramme(TLTP)andFundfortheDevelopmentofTeachingandLearning(FDTL).Hehasbeenexternalreviewerandexaminerformanycoursesonteachingandlearningonhighereducationinseveralcountries.Hehaspublishedsome60papers,articlesandreportsonhighereducationteaching,assessment,evaluation,learningoutcomes,coursedesign,portfoliosandpersonaldevelopmentplanning.Hereviewspapersforhighereducationjournals,andblogsonhighereducationandtechnologytopics.Hehasco-editedfourbooksonstaffandeducationaldevelopment,mostrecentlyAdvancingPracticeinAcademicDevelopment,editedwithCeliaPopovic,Routledge,2016.HeiscurrentlywritinganonlinePGCertHEforaprivateUKUniversity;withCDEcontributingtoaPGCertHEfortheUniversityofLondonInternationalAcademy;andco-writingandtutoringacourseonblendedlearninginHEfortheAssociationofCommonwealthUniversitiesinEastAfrica.David’spassionishelpingtheimprovementoflearninginhighereducation.AcurrentpriorityforDavidisenhancingcooperationbetweenthemanyhighereducationdevelopmentfunctions.
ProfessorStephenBrownFRSA,MCIPD,CMALTprofstephenbrown@gmail.comStephenisEmeritusProfessorofLearningTechnologiesatDeMontfortUniversityaVisitingFellowattheCentreforDistanceEducation,InternationalProgrammes,UniversityofLondonandDirectorofthelearningmediadesignconsultancyHyperworksLtd.HewaspreviouslyHeadoftheSchoolofMedia
andCommunication,DirectoroftheInternationalInstituteforElectronicLibraryResearchandDirectorofKnowledgeMediaDesign(http://kmd.dmu.ac.uk)atDeMontfortUniversity;SeniorTechnologyAdviserattheJISCTechnologiesCentre;HeadofDistanceLearningatBT;RoyalAcademyofEngineeringVisitingProfessorinEngineeringDesign;andPresidentoftheAssociationforLearningTechnology.HeisamemberoftheeditorialboardsforResearchinLearningTechnologyandInteractiveEnvironmentsjournalsandhasextensiveexperiencereviewingforarangeofotherjournalsandacademicconferences.Since2005hehasbeenaregisteredEuropeanCommissionexpertinthefieldsofTechnologyEnhancedLearning,DigitalLibrariesandCulturalHeritageandhewasamember
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oftheAHRCPeerReviewCollegefortenyears.Hisexpertiseincludes:projectmanagement,designmethods,softsystemsanalysis,ergonomics,mediadesign,informationdesign,computationalresearchmethods,digitalhumanities,distanceeducation,onlinelearning,training,technologyforecastingandchangemanagement.PreviousclientsincludeReutersUKIPlc.,MarconiPlc.,Guys',Kings',St.Thomas’DentalInstitute,BirminghamUniversitySchoolofMedicine,RoyalHollowayUniversityofLondonSchoolofManagement,JISC,theArabOpenUniversity,theEuropeanCommission,ImperialCollegeLondon,theUKGovernmentDepartmentforEducationandScience,UniversityofLondonExternalProgramme,SheffieldHallamUniversity,theUKLearningandTeachingSupportNetworkGeography,EarthandEnvironmentalSciencessubjectcentre,SussexUniversity,SalfordUniversity,theBritishCouncil,ManchesterUniversity,ManchesterMetropolitanUniversity,theOpenUniversity,theUKGovernmentHomeOffice.
Co-FacilitatorsIbrahimElMayetIbrahim.ElMayet@london.ac.ukIbrahimisRegionalBusinessDevelopmentManager,MiddleEastandAfrica,fortheUniversityofLondon.Heisanexperiencedconsultantandbusinessdevelopmentprofessional.AspartoftheGlobalEngagementDirectorate(GE)withinUniversityofLondon,Ibrahimheads-upregionalengagementacrossthe
MiddleEastandAfrica.Hisroleincludesbuildinglocalnetworksandpartnershipstodrivesustainedandlong-termdevelopment.Thiscomprisescloseengagementwithteachinginstitutions,governments,fundingagencies,professionalbodies,alumni,thecorporatesectorandrelatedorganisations.InpreviousroleswithWestminsterBusinessSchoolandLEADTrainingServices,IbrahimworkedextensivelyonthedesignanddeliveryofexecutivedevelopmentshortcoursesandleadershipprogrammesbothintheUKandMENAregion.IbrahimhasexperienceinInternationalDevelopmenthavingmanagedamajorUNDPfundedcampaignonbehalfofaconsortiumledbyBBCMediaActionNorthAfrica.In2012IbrahimestablishedIEConsultancyPlus,aNorthAfricafocusedbusinessconsultancyfirmdedicatedtosupportingmarketentryandmarketdevelopment.HisclientshaveincludedAlbanyAssociates,BritishEmbassyTripoli,MiddleEastAssociation(MEA),TVETUK,UKTI,Intellect,BritishWater,SalamancaRiskManagement,ControlRisksGroup(CRG),IFAAS(UK)Ltd.,NOFEnergy,HeritageOilandtheCharteredInstituteofPurchasing&Supply(CIPS).
[email protected]’sDegreeinEnvironmentalRehabilitation,aPhDinEnvironmentalManagementfromLancasterUniversity,UKandbusinessandenterprisecertificationsandfellowshipsfromCambridgeUniversityUK,StanfordUniversityandMITUSA.Hespecializesincross-bordereducationandinnovationsinresearchandisanexpertinnavigating,developingandmanagingrelationshipsbetweenacademia,governmentandindustryin
Africaforeconomicviability,researchimpactandstudentemployability.HehasbeenAfricaStrategyAdviserforLancasterUniversity,AberystwythUniversity,UniversityofStrathclydeandUniversityofEastAnglia.HehasbeenAfricanRegionalAdviserfortheUniversityofLondonforthelasttwoyears.HerecentlyfoundedFlexy-Learn(www.flexylearn.com),aone-stoponlineshopfordistancelearningprovisionforAfrica.IntheUK,hehasbeenanAdvisertotheBritishGovernmentondevelopinginternationaleducationpoliciesundertheNationalStudentForum;EducationConsultantforBritishCouncil;BusinessDevelopmentConsultantfortheGrowCreativeSchemeundertheEuropeanRegionalDevelopment
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Fund(ERDF);LocalContentConsultanttoCityandGuildsUK;andLocalContentAdvisertoBGGroup.InAfrica,hehasbeenStrategyConsultantfortheNationalCentreforEnergyandEnvironmentundertheEnergyCommissionofthePresidency,Nigeria;TechnicalAdviserforLagosStateMinistryofEnvironment;Non-ResidentResearchFellowoftheAfricanCentreforTechnologicalStudies,Kenya;AdviserforAfricaCentreforEnergyPolicyinGhana;ConsultantforTrustAfricaSenegal,reviewingcapacitybuildingpoliciesinNigeria,Mali,Botswana,Ethiopia,Ghana,GabonandEgypt;AdvisertotheNationalSocialSecurityFund(NSSF)Tanzania;LocalContentConsultanttotheAfricanDevelopmentBank;andconsultedforNigerianLiquefiedNaturalGasoncapacitybuilding.Currently,heisanAdvisertotheNationalEconomicEmpowermentCouncilTanzaniaunderthePrimeMinister’sOffice;theSouthernAgriculturalGrowthCorridorofTanzania(SAGCOT);andavisitingprofessortoStrathmoreUniversityKenya.Hehasdeliveredtrainingtoover40AfricanUniversitiesespeciallyoninternationalizationofeducationandresearchstrategiesandbridginggapsbetweenacademiaandindustry.HeisalsocurrentlytheAfricaAdviseronthe7millionpoundsUKGovernmentGlobalChallengesResearchFund(GCRF)LancasterUniversityRECIRCULATEprojectwhichfocusesoncapacitybuildingforacircularwatereconomyinsixAfricancountries–Kenya,Ghana,Nigeria,Malawi,ZambiaandBotswana.Inthelasttenyears,Odonhasorganizedandfacilitatedover50Africa-focusedinternationalworkshopsandconferences;liaisedandcollaboratedwithgovernment,industriesandacademiainover30Africancountries;developedover100strategiceducational,researchandcommercialpartnershipsbetweenUKandAfricanorganizations;facilitatedandsupportedsettingupover30African-focusedSMEs;designedandrunover40strategiccapacitybuildingandknowledgetransferschemesandprogrammes;deliveredinnovativeresearchimpactandmanagementtrainingtooverathousandAfricanresearchersandmentoredover200youngAfricanresearchersandentrepreneursunderXNFoundation(www.xnfoundation.org)anNGOhefoundedtenyearsago.Heisanauthoroftwoliterarybooks,apoetandamulti-awardwinningfilmproducerforhisrecentfeature-lengthmovieDRY.Speakers
DrOlamideE.AdesinaisthecurrentDirector,OpenandDistanceEducationattheNationalUniversitiesCommission.ShehadherUniversityeducationattheUniversityofIbadan.Fromthere,sheobtainedherDoctorofPhilosophydegreein1991afterhavingpreviouslyobtainedaBachelor’sandMaster’sdegreeinAdultEducation.In2014,sheobtainedaGraduateAcademicCertificatein(SpecialistinAgingStudies)GerontologyfromtheUniversityofNorthTexas,DentonUSA.SheisamemberoftheInternationalCouncilofDistanceEducation.ShehasworkedattheNUCindifferentcapacities;contributingtoachieving
thequalityassurancemandateoftheCommissionandtheadvancementoftheOpenandDistanceEducationaswellasitsreformsintheNigerianUniversitiesSystem.
ProfessorOlugbemiroJegedeistheimmediatepastSecretarytotheGovernmentofKogiStateofNigeria.HeisalsotheimmediatepastSecretary-GeneralandChiefExecutiveoftheAssociationofAfricanUniversities,theapexorganisationofhighereducationinAfricaandtheimplementingagencyfortheAfricanUnioninHighereducation.HehadasuccessfultenureonaspecialassignmentinHigherEducationinNigeriaattheinvitationoftheFederalGovernmentofNigeriatorestartopenanddistancelearningactivitiesinNigeria.HecommencedtheassignmentastheNationalCoordinator,NationalOpenand
DistanceLearningProgrammesin2001andin2003becamethefoundationViceChancellorofthe
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NationalOpenUniversityofNigeria(NOUN).Bythetimehecompletedhistenure,hedevelopedtheUniversitytothepositionofthe7thbestUniversityinNigeriaasratedbytheWebometricglobalrankingofuniversities.ProfessorJegedeservesasVicePresident(AfricaRegion)ontheGoverningBoardoftheInternationalCouncilonEducationofTeaching(ICET)andwasPresidentoftheAfricanCouncilforDistanceEducation(ACDE)from2008to2010and,nowitsglobalAmbassador.AmonghisnationalandinternationalawardsProfessorJegedecherishesmostare:theBestVice-ChancellorinNigeria2009bytheNationalAssociationofNigerianStudents(NANS),the2010HitachiSoftwareofJapanAwardofHitachiProminentAfricanLeadersforChangeinEducation,andthe2009AfricanLeadershipStarAwardforExcellenceinTertiaryEducation.Inhisover30-yearcareer,thisseasonedscholarandadministratorhasmadenumerouspresentations,anddemonstrableexpertise,inmanyareaswhichincludeInstructionalDesign,Psycho-SocialEnvironmentandLearning,KnowledgeEngineeringandCognitiveScience,AssessmentandEvaluationofLearning,InformationandCommunicationTechnologiesinInstructionalDelivery,VirtualRealityandflexibledeliveryofinstructionandODLResearchwithcross-cuttingapplicationsinhighereducation,scienceeducation,ODL,management,technologyandstrategicplanning.Asfarbackas1995,hewontheprestigiousawardforExcellenceinResearchoftheUniversityofSouthernQueensland.ProfessorJegede,whohaspublishedmorethan25booksandover156articlesinforemostjournalsintheworld,isoneofthefewdistinguishedacademicsintheworldwithtwoProfessorialChairs.HewasappointedProfessorofScienceEducationin1990andin1997appointedProfessorofOpenandDistanceLearning.AmajorgloballandmarkandsignificantcontributiontoeducationandthedevelopmentofknowledgebyProfessorJegedeishisTheoryofCollateralLearningwhichhepropoundedin1995,toexplainhownon-Westernsciencelearnersattempttocopewithinaclassroomenvironmentnotveryreceptivetotheirindigenousknowledge.Jegede’sTheoryofCollateralLearning,whichhasbeencitedover3,790timesinglobalscientificliteratureatthelastcount,hasbeenstudiedbyover56doctoralgraduatesworld-wide.ProfessorJegedewasaco-founderofthee-JournalinInstructionalScienceandTechnologyin1995asthefirstelectronicjournalinODLinAustralia.ProfessorJegedeservedinvarioushighereducationcapacitiesinoutstandinginstitutionsinAfrica,AsiaandEuropeincludingtakingchargein1988oftheMEdScienceEducationprogrammebydistancelearningatCurtinUniversityofTechnologyScienceandMathematicsEducationCentre,Perth,Australia.HewasthefoundingHeadoftheResearchandEvaluationUnitoftheDistanceEducationCentreatTheUniversityofSouthernQueensland,Toowoomba,Australia(1991-97).HewasfoundationDirectorofTheOpenUniversityofHongKongCentreforResearchinDistanceandAdultLearning(CRIDAL)from1997-2002.HewasManageroftheEastAsiaRegionalNodefortheWorldBankGlobalDistanceEducationNetworkatitsinceptionin1998.HeholdsaBScEd&MEd(ABU)andaPhD(ScienceEducation)fromUniversityCollege,Wales,UK.ProfessorJegedewasamemberoftheCommonwealthofLearningKnowledgeManagementRoundtablewhichmanagedtheCommonwealthOpenLearningInteractiveNetworkforknowledgesharingin1998.HedevelopedthefirstelectronicnetworkfortheAsianAssociationofOpenUniversities(AAOU)andwasanexpertconsultantto,andtheChairof,theBeijingDeclarationDraftingCommitteeattheE-9ExpertMeetingofthe9MostPopulousDevelopingCountries’Ministers’ofEducationMeeting,Beijing,Chinain2001.In2010hewasmadeamemberoftheGlobalUniversityLeadershipForum(GULF)andtheAfricanUniversitiesConsultativeCouncilestablishedbytheWorldBankandtheWorldEconomicForumtofashionoutcollaborativeprojectsandassociationsbetweentheworld’sbest25UniversitiesandselectedAfricanUniversities.AmajorandoutstandingaccomplishmentProfessorJegederecordedasSecretaryGeneraloftheAssociationofAfricanUniversities(AAU)wasbeingtheFacilitatorofthelaunchingofthePanAfricanUniversity–athematicUniversitysystemusing55CentresofExcellenceashubsandnodesofhigher
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institutionsdedicatedtopostgraduatetrainingandresearch,andintramobilityofstaffandstudentswithinAfricain2011.HechairedthePlanningCommitteefortheAssociationforDevelopmentinEducationinAfrica(ADEA)MinisterialRegionalMeetingin2004.AsViceChancellorofNOUN,heestablishedtheRegionalTrainingInstituteforResearchandDevelopmentinOpenandDistanceLearning(RETRIDAL)in2003asaCentreofexpertiseinODLfortheWestAfricanSub-region,andalsosetuptheAfricanCouncilforDistanceEducationQualityAssurance&AccreditationAgency(QAAA)in2008asacontinentalbodytomanage,monitor,accreditandauditqualityandbuildcapacityforqualityassuranceinODLonthecontinentofAfrica.HeinitiatedandfacilitatedtheNationalAdvisoryCommitteeonOpenandDistanceEducation(NODEC)forNigeria2006to2010.ProfessorJegedewasinvitedbytheExecutiveCounciloftheInternationalCouncilforDistanceEducation(ICDE)anditsStandingConferenceofPresidents(SCOP)toChairitsInternationalResearchCommitteein2001andtoleadaTeamofinternationalODLresearcherstoinvestigateanddeveloparesearchagendaforICDE.ThisreporthascontinuedtoguideODLresearchandthedevelopmentofonlineteachingandlearningworld-wide.ProfessorJegedeisamemberoftheNigerianAcademyofEducation;thePro-ChancellorandChairmanofTheGoverningCounciloftheLittoralUniversity,Porto-Novo,RepublicofBenin;andhonouredwithPhD(honoriscausa)ofthatuniversity.Hewasconferredin2013bySalemUniversitywiththedegreeofDScinPublicAdministration(honoriscausa).HeisaFellowoftheCommonwealthofLearning(FCOL),FellowoftheAfricanAcademyofScience(FAAS)andFellowoftheScienceTeachersAssociationofNigeria(FSTAN).Heisthe2015recipientoftheInternationalCouncilforDistanceEducation(ICDE)PrizeofExcellenceforLifelongContributiontothefield.ProfessorJegedeisEmeritusProfessorofOpenandDistanceLearningoftheNationalOpenUniversityofNigeriaandconsultanttomanyagenciesincludingAAU,EU,UNESCO,COL,WorldBank,AfDBandUNDP.
ProfessorPeterA.OkebukolaisadistinguishedProfessorofScienceandComputerEducationatLagosStateUniversity,Nigeria.HehadhishighereducationattheUniversityofIbadanwhereheobtainedhisBachelor’sdegreein1973followedbyMaster’sandPhDdegreesinScienceEducationinthesameuniversity.HehadspecialisedscienceandtechnologytrainingattheMassachusettsInstituteofTechnology(MIT),andHarvardUniversity,bothinCambridge,USA.HeisaFellowoftheScienceAssociationofNigeria(SAN),
FellowandPresidentoftheNigerianAssociationforEnvironmentalEducationandFellowandpastPresidentoftheScienceTeachersAssociationofNigeria(STAN).HewasDirectoroftheVirtualInstituteforHigherEducationPedagogyandCo-DirectoroftheVirtualInstituteforHigherEducationinAfrica.Hehasservedasleadfacilitatortodeliveronlinetrainingtoover10,000academicsin62universitiesinAfrica.HewasleaderoftheE-learningProgrammeforfederalcivilservantsinNigeriainvolvingover70,000participants.Hewontheprestigious1992UNESCOPrizefortheCommunicationofScience.Hehaswonseveralinternationalgoldmedalsinscience,environmentalandcomputereducation.HewasconcurrentlytheChairmanofCounciloffourNigerianuniversities.HeiscurrentlytheChairmanofCouncilofCrawfordUniversity,Chairman,BoardofTrusteesofCalebUniversityandChairmanofCounciloftheNationalOpenUniversityofNigeria(NOUN).HeistheExecutiveChairman,OkebukolaScienceFoundation.HewasExecutiveSecretaryoftheNationalUniversitiesCommission.HehasbeenawardedanumberofhonoraryDScdegrees.HeistherecipientoftheNationalHonouroftheOfficeroftheOrderoftheFederalRepublic-OFR.HeisthecurrentChairmanoftheUS-basedAdvisoryCounciloftheCHEAInternationalQualityGroup(CIQG).
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Workshopoverviewandsummarytimetable
AimsThemainaimofthisworkshopistoprovideinformation,ideas,resources,andsupportforparticipantstoplanthenextstagesofdevelopmentofOpenandDistanceLearning(ODL)intheirinstitution,whatevertheirrole.Afurtherimportantaimistohelpparticipantstoformnetworkswhichwillcontinuetoprovidepeersupportaftertheworkshopisover.
IntendedoutcomeBytheendoftheworkshop,youwillhavedevelopedstrategies,policiesandplansforworkingwithcolleaguesinyourUniversityandnationallytodevelopandrunhighqualityODLprogrammes.
WorkshopprocessesTheWorkshopcomprises15sessions,withinputsandbothformalandinformalworking.Eachsessiontypicallyinvolvessomeinput,andaccesstoresources.Howevertheprincipalactivityisworkbyyou–aboveall,usingtheideasandinformationpresentedanddiscussionswithpeersandcolleaguestomakeplansforaction.Itissuggestedthatyouareallocatedtogroupsandtablesforsessions:
‘A’groupsareforODLpractitioners,‘B’groupsforseniormanagers.AandBgroupswillsometimeshavedifferenttasks.
TherewillbesharingofideasacrossAandBgroups.Forsomesessions,youwillbeallocatedtoworkininstitution-basedgroups.
ActionplanningandfollowupInthefinal15minutesorsoofmostsessions,weshallaskyoutonotedowninyourWorkbookanswerstothesethreequestions:
1. Whatarethemainideasthatyouaretakingawayfromthissession?2. Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticein
OpenandDistanceLearning(ODL)duringthenextfewweeks,monthsoryears?Youmayfindthesesupplementaryactionplanningquestionsusefuleachtime:
• Whatareyougoingtodowitheachoftheseideas?• Howareyougoingtoimplementthem?• Whoelsewillyouneedtotalkto,togettheseideasintopractice?• Howwillyoupersuadethemthatthesearegoodideas?• Whatobjectionsmaytheyraise?• Howwillyounegotiatewiththem?• Whatwillsuccesslooklike?
3. WhatwillyoudoonMonday?Inotherwords,whatistheverynextthingyouwilldoinyourhomeinstitutiontoadvanceODL?
Youraccountsoftheykeyideasyouaretakingawayfromeachsession,andyouractionplans,arethemostimportantoutcomesfromthisworkshop.Youmaywishtosharethesewithcolleagues.
ResourcesResourcesforthisworkshopcanbefoundathttps://tinyurl.com/CDENUCWorkbook.(Youmayneedtocopythislinkandpasteitintoyourbrowser.)
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SummaryofWorkshoptimetable TuesdayJuly3 WednesdayJuly4 ThursdayJuly5 PlanningODL DevelopingODL MakingODLhappen0830–0925
Registration,informalinteraction,refreshments
0930–1000
WelcomeAddressbytheExecutiveSecretary,NationalUniversitiesCommission,ProfessorAbubakarRasheedmni,MFR,FNALandIntroductionsbyUniversityofLondon–DrDavidBaume,ProfessorStephenBrown,IbrahimElandDrAkanimoOdon
0900–0930
Informalinteraction,lookingatmaterials,lookingaspostersfromSession4,refreshments
Informalinteraction,lookingatmaterials,refreshments
1000–1115
Session1IdentifyingaspirationsandgoalsforODLandODLcapabilitiesanddevelopmentneedsFacilitatedbyDavidBaume,StephenBrown,IbrahimElMayetandAkanimoOdon.Collaborativeworkandplanning.Worksheetsandplanningaidswillbeprovidedforeachpartofthesession.
0930–1045
Session6BasicsoflearningandsuccessfulODLinpracticeEssentialconditionsforsuccessfullearninginhighereducation.DavidBaumeFurtherinstitutionalandprogrammeissuesforsuccessfulODL.StephenBrown–slidepresentation.TheNigerian/AfricancontextsAkanimoOdonParticipantsdraftinginitialguidancenotesongoodpracticeinODLprogrammes.Actionplanning.
Session11Changeprocessesandstaffdevelopment:Drivers,barriers,enablers,andstakeholderengagementStephenBrown-slidepresentationChangeprocessesandstaffdevelopment,includingtheUniversityofLondonPGCertHEDavidBaumeChangeprocessesintheNigeriancontextAkanimoOdonGroupsworkingininstitutionalteamstodefineinstitutionalchangeprocessesforembeddingODL.Actionplanning.
1115–1145
Refreshments 1045–1115
Refreshments
1145–1245
Session2ODLpolicyandpracticeintheNigerianUniversitySystem
1115–1215
Session7DevelopingqualityCourseMaterialsforODLinNigeria
Session12Fine-tuningtheDeliverySystemtoEnsureComparabilityin
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PresentationwithQ&ADrOlamideEAdesina,NUC
PresentationwithQ&AProfessorOluJegede,NUC
QualityofOpenandDistanceandConventionalModesPresentationwithQ&AProfessorPeterOkebukola,NUC
1245–1400
Session3WhatmakesasuccessfulinstitutionalODLstrategyandprogramme?AkanimoOdononlocal,nationalandAfricancontextsandmarketsforODL.StephenBrownonsomeinstitutionalandprogrammeissuesforsuccessfulODL-slidepresentationCollaborativeworkandactionplanningonstrategiesandprogrammes.
1215–1330
Session8EnsuringODLisfitforpurpose(1)QualityandQAQualityandQualityAssurance–StephenBrown–slidepresentation.QualityandintheNigerianandAfricancontexts-AkanimoOdonGroupworkandactionplanningoncoursesandqualityandonpolicyandstrategyforquality.
Session13CreatingaposteraboutyourinstitutionalstrategyforODLinstitutionalplansforODL–workingininstitutionalgroups.
1400–1500
Lunch
1330–1430
Lunch
1500–1615
Session4ODLforreal
IntroductorypresentationbyDavidBaumeonthebasicfeaturesofODLParticipantswillworktospecifyanactualODLcourseoftheirchoice.Input,resourcesandpromptswillbeprovided.Prepareposterofcoursespecification.
1430–1545
Session9EnsuringODLisfitforpurpose(2)–Academy/IndustryengagementDevelopingproductiverelationsbetweenhighereducationandemployment,andtherolesofODLinthis.AkanimoOdonandrepresentativesfromindustry.Q&A,discussion,actionplanning
Session14Posterpresentations,Q&A,paneldiscussion.DavidBaume,StephenBrown,IbrahimElMayetandAkanimoOdonandcolleaguesfromNUC.Actionplanning.
1615–1645
Refreshments 1545–1615
Refreshments
1645–1800
Session5Vision,content,strategyandpracticeBasedonworkdoneby
1615–1730
Session10StartingtodesignanODLCourseBasedonworkdone
Session15IndividualactionplanningReviewingnotesand
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participantsearlierintheday,sharingstrategiesforprogrammeplanning.
earlier,startingtodesignanODLcourse.Actionplanning.Introductiontotheposterchallenge.
plansparticipantshavemadethroughouttheWorkshop.Writingdetailedpersonalactionplansforthenextfewweeks,monthsandyearstosupportthesuccessfulintroductionandexpansionofODLintheirinstitution.
1800–2100
Informalworking,refreshments,freetime,socialactivity,
1730–2100
Informalworking,refreshments,freetime,socialactivity,
1730–1745
Closingceremonyanddepart.
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Day1Tuesday July 3rd Planning ODL
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TuesdayJuly3rd,1000-1115
Session1–IdentifyingaspirationsandgoalsforODLandODLcapabilitiesanddevelopmentneeds
GroupingsSuggestworkinginA(practitioner)andB(seniormanager)groups
IntendedoutcomesParticipantswill:1(i) Identifytheirpersonal,professionalandinstitutionalaspirationsandgoalsforODL1(ii) Identifytheircurrentpersonal,professionalandinstitutionalcapabilitiesanddevelopmentneedswithrespecttoODL
Activities1000 Introductiontothesession
1005 Worksheet1(i)–Wheredowewanttogetto?Inotherwords,whatareourgoalsandaspirationsforODL?Howwillweresearchthisfurther?
BothAandBgroupsaddressthis,fromtheirownpointsofview.
1030 Worksheet1(ii)–WhatODLcapabilitiesdowebring?WhatODLcapacitiesdowestillneedtodevelop?Howwillweresearchthisfurther?
BothAandBgroupsaddressthis,fromtheirownpointsofview.
1100 Individualactionplanning
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Yournotesonthissession,beyondthoseinyourworksheets:
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Worksheet1(i)–AspirationsandgoalsforODL,bothpersonal/professionalandinstitutional
Name..………………………………………………………………………………………………………………++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
PersonalandprofessionalaspirationsandgoalsforODL:1 Whatdoyouwantyourownjoborrole(s)tobe,withregardtoODL,in2023?2 WhatwilltellyouthatyouhaveachievedyourpersonalandprofessionalaspirationsandgoalsinODLin2023?Personallyandprofessionally,whatwillyoursuccesslookliketoyou?
InstitutionalaspirationsandgoalsforODL:3 Whatdoyouwantyourinstitutiontohaveachieved,withregardstoODL,by2023?Forexample:3i Howmany,orwhatproportion,ofyouruniversity’sstudentswillbestudying,atleastinpart,byODLin2023?3ii Whatwillbethemainsubjectareasforyouruniversity’sODLstudents?3iii WhatfactorswillshowthatyouruniversityissuccessfulinODLin2023?
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Worksheet1(ii)–ODLCapabilitiesandDevelopmentNeeds
Name..………………………………………………………………………………………………………………++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Specifying,planningandwritinggoodODLcourses1 Howdoyourateyourowncapabilitiesintheseareas?(Underline) Littleornone Somebutinsufficient Sufficient Outstanding2 Howdoyourateyourinstitution’scapabilitiesintheseareas?(Underline) Littleornone Somebutinsufficient Sufficient Outstanding3 Whatareyourownmaincurrentcapabilitiesintheseareas?4 Whatareyourinstitution’smaincurrentcapabilitiesintheseareas?5 Whatextracapabilitiesdoyouneedintheseareas?6 Whatextracapabilitiesdoesyourinstitutionneedintheseareas?
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Worksheet1(ii)–ODLCapabilitiesandDevelopmentNeeds
Running,teachingandadministeringgoodODLcourses7 Howdoyourateyourowncapabilitiesintheseareas?(Underline) Littleornone Somebutinsufficient Sufficient Outstanding8 Howdoyourateyourinstitution’scapabilitiesintheseareas?(Underline) Littleornone Somebutinsufficient Sufficient Outstanding9 Whatareyourownmaincurrentcapabilitiesintheseareas?10 Whatareyourinstitution’smaincurrentcapabilitiesintheseareas?11 Whatextracapabilitiesdoyouneedintheseareas?12 Whatextracapabilitiesdoesyourinstitutionneedintheseareas?
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Worksheet1(ii)–ODLCapabilitiesandDevelopmentNeeds
Budgets,resourcesandstrategiesforgoodODL13 Howdoyourateyourowncapabilitiesintheseareas?(Underline) Littleornone Somebutinsufficient Sufficient Outstanding14 Howdoyourateyourinstitution’scapabilitiesintheseareas?(Underline) Littleornone Somebutinsufficient Sufficient Outstanding15 Whatareyourownmaincurrentcapabilitiesintheseareas?16 Whatareyourinstitution’smaincurrentcapabilitiesintheseareas?17 Whatextracapabilitiesdoyouneedintheseareas?18 Whatextracapabilitiesdoesyourinstitutionneedintheseareas?
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Session1-(i)IdentifyingaspirationsandgoalsforODLand(ii)ODLcapabilitiesanddevelopmentneeds
Name..………………………………………………...…………………………………………………………………………………………
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
1.1 Whatarethemainideasthatyouaretakingawayfromthissession?
1.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)1.3 WhatwillyoudofromthissessionaboutODLonMonday?
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TuesdayJuly3rd–1145–1245
Session2–ODLpolicyandpracticeintheNigerianUniversitySystem
PresenterDrOlamideE.Adesina
IntendedoutcomesParticipantswillhavebeguntoidentifytheimplicationsofnationalODLpolicyandpracticefortheirowninstitution’sworkinODL.
ActivitiesPresentationQ&AActionPlanning
ResourcesThepresentationIdeasfromQ&A
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
YournotesonthislectureandtheQ&A:
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Session2-ODLpolicyandpracticeintheNigerianUniversitySystem
Name..………………………………………………...…………………………………………………………………………………………
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
2.1 Whatarethemainideasthatyouaretakingawayfromthissession?
2.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)2.3 WhatwillyoudofromthissessionaboutODLonMonday?
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TuesdayJuly3rd–1245–1400
Session3–WhatmakesasuccessfulinstitutionalODLstrategyandprogramme?
GroupingsWorkinginA(practitioner)andB(seniormanager)groups.
IntendedoutcomesParticipantswillhavedevelopedmoredetailedaccountsoftheirinstitutionalstrategyandofwhatmakesagoodODLprogramme.
ActivitiesShortpresentations:AkanimoOdononlocal,nationalandAfricancontextsandmarketsforODLStephenBrownoninstitutionalissuesforsuccessfulODLDavidBaumeonprogrammeissuesforsuccessfulODLWorksheets:GroupsA ODLpractitioners–preparingabriefingontherequirementsforasuccessfulODL
programmeintheirsettingGroupsB Seniormanagers–preparingabriefingnoteontherequirementsforinstitutional
strategyforasuccessfulODLintheirsetting1345 Actionplanning
ResourcesProgrammeSpecificationPromptsWorksheetsforBriefingNotesforGroupsAandB
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Yournotesonthissession:
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Session3
ProgrammeSpecificationPromptsAdetailedprogrammespecificationneedstoaddresstheseissues:
1 BusinesscaseA. Employmentpotential:Targetbusinesssectors,location,size,growthtrends,graduatejob
opportunities.B. Industrycollaborationpotential:Sponsorship,professionalaccreditation,workexperience,
visitinglecturers,resourcecontributionsinkind(e.g.materials,equipment,studyvenues).C. Demandpotential:Evidenceofdemandfrompotentialstudentssuchassurveys,emails.D. Competition:Similarprogrammesofferedelsewhereandwhatadvantagestheproposed
newprogrammeoffers
2 AcademicoutlineE. Programmedetails:Title,level,qualification,otherexitawards,moduletitlesandrationale,
pre-requisiteknowledgeandskills,relationshipwithotherprogrammes.F. Learningoutcomes:Academicknowledgeandskills;employabilityskillsandexperience,
careermanagementskills;valuesandethics.G. Delivery:Oncampus,blendedlearning,online.H. Pedagogicalstrategy:e.g.didacticlecturebased/problembasedexperientiallearning;
individual/collaborativegrouplearning;flippedclassrooms.I. Assessmentstrategy:Formative,summative,portfolio/projectversusexaminations.
3 InstitutionalsupportJ. Technicalinfrastructure:Platforms,VLE,hosting,24x7technicalsupport,accessibility,data
policy,systemssecurity.K. Marketing:Communicationandfeedbackchannels,budget.L. Courseproductionandmaintenance:Programmeleader,moduleleaders,production
manager,mediasupport(graphics,photography,video,animation,podcasts,etc.),schedules,budget,managementboards.
M. Tutorappointments:Recruitment,training.N. Learningresources:Library,laboratories,workshops,fieldtrips,OERs,studycentres.O. Registry:Eligibilitychecking,fees,logincredentials,progressionrecords,awardsandaward
ceremonies.P. Studenttracking:Monitoringstudentprogressandfeedbacktotutorsandstudents.Q. QualityAssessment:Alignmentoflearningoutcomes,assessmentsandcontent;grading
schemeandrubric;programme/moduleevaluation;tutorperformancemonitoring;stakeholderfeedback(e.g.students,tutors,employers,accreditationbodies,UniversitydepartmentssuchasRegistry,ITServices,Marketing,etc.).
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Session3–Worksheet3A
BriefingnotebyGroupsA–ODLpractitioners–forcolleagues–ontherequirementsforasuccessfulODLprogrammeintheirsetting
1 Whoaretheaudiencesforthisbriefingnote?
2 WhosecooperationandsupportwillyouneedtoproduceandrunasuccessfulODLprogrammeinyoursetting?
3 WhatpoliciesandstrategieswouldyouliketheUniversitytohaveinplacetosupporttheproductionandoperationofasuccessfulODLprogramme?
4 Whatdifficultiesdoyouanticipate?
5 Howwillyouovercomethese?
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Session3–Worksheet3B
BriefingnotebyGroupsB–SeniorManagers–forcolleaguesontherequirementsforinstitutionalstrategyforasuccessfulODLintheirsetting
1 Whoaretheaudiencesforthisbriefingnote?
2 WhosecooperationandsupportwillyouneedtoproduceandrunasuccessfulODLprogrammeinyourUniversity?
3 WhatpoliciesandstrategiesdoestheUniversityneedtohaveinplacetosupporttheproductionandoperationonasuccessfulODLprogramme?
4 Whatdifficultiesdoyouanticipate?
5 Howwillyouovercomethese?
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Session3-WhatmakesasuccessfulinstitutionalODLstrategyandprogramme?
Name..………………………………………………...…………………………………………………………………………………………
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++3.1 Whatarethemainideasthatyouaretakingawayfromthissession?
3.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)
3.3 WhatwillyoudofromthissessionaboutODLonMonday?
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TuesdayJuly3rd–1500–1615
Session4–ODLforreal
GroupingsWorkingininstitutionalgroups
IntendedoutcomeProduceaposterwithoutlinespecificationforoneODLcourseinyourinstitution.
Activities1500 Skimread“KeyIdeasinopenanddistancelearning(ODL)“1515orso Discuss,agreeandproduceapostersummarisingthespecificationforoneODL
courseinyourinstitution1600 Actionplanning
Resources“KeyIdeasinOpenandDistanceLearning(ODL)”Information,ideasandresourcesthatyouhavebrought;thatyouhaveheard,readandgeneratedduringtheday,andalsoresourceslinkedattheendofthisWorkbookFlipchartpaper,markers,fixings
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Yournotesonthissession:
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Keyideasinopenanddistancelearning(ODL)
Alltoread:
OverviewOpenandDistanceLearning(ODL)isbreakingdowncurrentbarriers,currentdistinctions:
• Distancedoesn’tmatter.Studentscanbeaworldapartbutworktogether
• Timedoesn’tmatter.Studentscanworkonasharedorcommontaskatdifferenttimes
• Distancetothelibrarydoesn’tmatter.Thelibrary,oraselectedsubsetofit,isinthestudents’hands,orontheirdesk
• Studentsandteacherscanbeonlineandface-to-faceatsametime
• Studentscanbealoneandworkinginagroupatthesametime
• Studentscanbeonabusandinalibraryatthesametime
• Studentscanwatchalectureathome
• Studentscananswerquizquestionsat3AM
• And–thedistinctionbetweencampus-basedlearningandODLisbreakingdown.Forexample,mostcampus-basedstudentsalreadydosomeoftheirstudyingonline.
Soon,therewillonlybelearning,usingarichrangeoftoolsandresources.Wewon’tdistinguishsomuchbetweenface-to-face,blendedandopenanddistancelearning.But,fornow,withODL:
• Studentscanbelessteacher-dependentandmoreindependent–ifthecourseandthetutorallowandencourageandsupportthis.
• Becauseknowledgeandinformationarereadilyavailable,studentscanrefocusontomakingsenseofandusingknowledgeandinformation–aslongasthecourseandtheteacherencouragethis,andtheassessmentrewardsit.
• Differentstudentsalreadylearnbestindifferentways.ODLincreasestherangeofformsoflearningopentostudents,aswellashelpingstudentstobecomemoreversatilelearners.
Person1:
PlanningODLcoursesMostoftheeffectivenessofanODLcoursecomesfromthedesignofthecourse.Teaching,givingfeedback,andtheotherelementsarealsoextremelyimportant.Butitallstartswithagoodcoursedesign.ODLdrawsattentiontotheideaofinvestment–investmentincoursedesign,investmentinthedevelopmentandselectionoflearningresources,investmentthatpaysoffinincreasedstudentnumbers,improvedstudentlearning,increasedstudentretentionandsuccess,andmoreefficientuseofstafftime.ThishasimplicationsforstaffworkloadforODL,asexploredinAssinder,BaumeandBates,(2010)Studentsneed:
• Aclearaccountoftheintendedlearningoutcomes,thatis,ofwhatthestudentsneedtobeabletodobytheendofthecourse,andofwhatkindofworkshowstheseoutcomesbeingmet.
• Clearoutcomes,probablyweeklyinfirstlevelcourses,butcoveringlongerperiodsoftimein
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lateryearsoftheircourse,alwaystoenablestudentstoplantheirworkandmonitortheirprogressagainsttheseoutcomes.
Associatedwiththeintendedoutcomes,theyneedascheduleofactivitiestoundertakeinordertoachievetheoutcomes.Againtheseshouldprobablybeinweeklydetailforearlymodules.Itshouldbemadeclearhowlongstudentsareexpectedtospendoneachoftheseactivities,certainlywithinarange–thiswillhelpstudentstomanagetheirtimemostproductively.Theresourcestouseincompletingeachoftheseactivitiesshouldalsobemadeclear.Asstudentsmature,wewantthemtomovetowardsbeingcapableenthusiasticindependentlearners.So,again,thetimeintervalforlearningactivitiescanstretch,andalsostudentscanplayabiggerroleindevisingandundertakingappropriatetheactivities.Butstudentsalwaysneedsomeclarity,somestructure.Thereshouldbeasingledocument,probablyonline.WeshallherecallittheCourseGuide.Itguidesandleadsanddirectsthestudents.Itrefersthemouttootherresourcesandactivities.Butitisalwaystheplacetheycomebackto,toanswertheperennialandappropriatestudentquestion–“WhatdoIdonext?”FormoreoncoursedesignseeBaume(2009),JISC(2017),Conole(2017).
ObtainingandproducinglearningresourcesLearningresourcesaretheservantsofthelearningactivities,whichinturnaretheservantsofthelearningoutcomes.
Person2:
CourseGuideTheprincipallearningresourceis,asdiscussedabove,theCourseGuide.Thisdescribesintendedstudentlearningoutcomesandtheassociatedstudyactivities.Itcanandshouldlinkto,referto,pointto,awidevarietyofothersourcesandresources,preferablywithanotetoindicatewhatthesesourcesandresourcesareandhowtheymightbeused.Laterinthecourse,studentsshouldincreasinglybeencouragedtofindandshareandcritiquenewresourcesbeyondthecourse.
CoursecontentItmaybenecessarytowritesomecoursematerial,somecoursecontent,whichisnototherwiseavailable,orisnotavailableinaformthatthecourseteamthinksappropriate.However,writingcoursecontentisaslowandthereforeanexpensivebusiness.Athree-partstrategyforcontentisthereforesuggested:
1. Linktoexistingmaterialsandresourceswhereverpossible.Therearemanyexcellentresources,includingopeneducationalresources(OERs),available;
2. Ifnecessary,annotatetheseexistingresourceswithanyreservations,correctionsoradditionsthatyouneedorwishtomakeonthem;and
3. Ifabsolutelynecessary,orifyoureallywantto,andhavethetime–writenewcontent.
StudentlearningactivitiesWritingstudentlearningactivitiesisoneofmostdistinctiveandimportantelementsofwritinganODLcourse.Newtypesoflearningactivitiesarebeingdevisedallthetime,asnewpedagogiesandnewlearningtechnologiesemerge.However,ratherthandrowningindetail,weshallfocusonafewprinciples,afewexamples.Youcanbuildontheseinyoursetting.
• Aboveall,thelearningactivitiesshouldbeappropriatetotheintendedlearningoutcomes.Thelearningoutcomeshoulddescribewhatthestudentsaretobeabletodo.Learningactivitiesshouldclearlyhelpstudentsinthisquest(Baume2009).
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• Appropriatelearningactivitiesmay:
• Requirestudentstoundertakesimpler,andthenmorecomplex,versionofthelearningoutcome.Or
• Comprisestepsthatthestudentmustlearntoundertaketoachievetheintendedlearningoutcome.
• Bothyouandthestudentsshouldalwaysbeclearwhystudentsareundertakingeachlearningactivity.
• Studentsaren’tjustlearningthesubject.TheymayalsobelearningtolearnbyODL.So,startwithsimple(butnottrivial)andsmallactivities,andsteadilybuildactivitiesinscaleandcomplexity.
• Fromthestart,encouragestudentstoworkinpublic,incourseforumswheretheycansharetheirworkandthoughts:
o Forexample,youmaywantthemtosummarisethemainargumentsandideasfromachapter.Itmaybemoreproductiveiftheydothisinaforum,wheretheycanseeandreacttoeachother’sideas,ratherthantoworkinprivate.
• Studentsmayneedhelpandsupporttobecomecomfortablewithworkinginpublic:
o Theyneedtolearntotrusteachother,andtotrustyou.Theywillneedreassurancethattheyarenot“givingtheirideasaway”,andhencegivingawaymarks.
o They will also need reassurance that they are not risking being accused ofplagiarismwhentheypickupandusetheideasofothers.Thisisabigchangeofpedagogicpractice,leadingtoachangeoflearningculture.Studentswillrapidlyfinditrewarding.
• Topersuadestudentsofthevalueofthisapproach,remindthemwhatemployerssayabouttheimportanceofgraduatesbeingeffectivecommunicatorsandeffectivecollaborators.
Adiscussionoftypesoflearningactivitiesandsettingsfollows.But,beforethat,herearethreepossibledimensionsofdifferenceoftypesoflearningactivities.Westartwiththisanalytic,ratherthanadescriptive,approach,tohelpyouselectanddesignlearningactivitiesthatareappropriatetoyourparticularsetting,ratherthanjustchoosingfromalist.
Person3:
Learningactivities–dimensionsofdifference
1 Alone/byinvitation/smallgroup/largegroup/openThisdescribesvarioussettingsinwhichstudentscanwork.Thetwoends;alone,andopen(totheworld,forexampleinapublicblogoronTwitter);areself-evident.Betweenthem:
• Astudentcaninviteselectedpeopletoseeselecteditemsoftheirwork,andtodiscussthese.
• Asmallgroupwouldtypicallybeadefinedstudygroupwithinalargercourseormodule.
• Alargegroupwouldtypicallybethewholecohortormodulegroup.
Thefirsttwoorthreeofthesesettings–alone,byinvitationandsmallgroup–mayfeelsaferand
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morecomfortabletothestudent,especiallythestudentnewtoODL.Workinginthefullopenworldwouldonlyoccasionallybeappropriateforstudents.Themostlearningprobablyhappensthesecond,thirdandfourthsettingsfromthelist.
2 Synchronous/asynchronousItmaybenaturalfortheteacherfamiliarwithandconfidentinface-to-faceteachingtowanttomovetosynchronousworkinginODL.Synchronousonlinelearningcanhavevigour,animmediacy.Itcanbuildafeelingofcommunityengagement.Butsomestudentsarealwaysquietinasynchronoussetting,notbecausetheyhavenothingtocontribute,butbecausetheyareshy,morecautious,orwanttospendtimecraftingathoughtfulresponse.Forsuchstudents,taskswhereamoreconsideredresponsecanbemadewillbegood.Also,whenstudents’busylivesdonotalwaysallowthembetogetheronlineatthesametime,asynchronoushasconsiderableadvantages.Whichisbest?Useboth,findoutwhichworksbest,andwhen,andforwhichstudents,andforwhatkindofactivities,andwhy.
3 Fromexperience-basedtoresource-basedThisisnotasetofdiscretealternatives,butratheraspectrum.Atoneendofthespectrumareactivitiesandtasksthatmakeuseofstudents’priorandcurrentexperience.Thesetypicallyaskstudentstodescribeandmakesenseoftheseexperiences–inrelationtotheoriesandinformationinthecourseresourcesandelsewhere.Attheotherendofthisspectrumareactivitiesandtaskswhichrequirethestudentstoreadandmakesenseofcourseresourcesandmaterials–and,hopefully,toapplytheseandtestthemagainsttheirownexperience.Appropriateactivitiescanbelocatedalmostanywherealongthespectrum.Butprobablynotateitherextreme.Experiencewithoutexplanation,andtheorywithoutapplication,probablybothhavelittlevalue.Powerfullearningresultsfromacontinuedconversation,interaction,betweenexperienceandtheory,analysisandcreationorconstruction.AnODLcoursecanincludeanonlineversionofalmostanylearningactivitythathappensinaface-to-facecourse,whetherintheclassroomorinparticularspecialistfacilities,withstudentsundertakingassignmentsorsomeotherformofguidedprivateorindependentstudy,sometimesingroups,sometimesalone.Allittakesisimagination,andprobablysometechnology.TheCourseGuidetypicallyplaysalargerroleinODLcoursethaninaface-to-facecourse.ThismeansthatanODLcoursecancomprisemoresophisticatedandcomplexsetoflearningactivities,althoughtheyshouldneverbemorecomplexthanisnecessarytohelpstudentstoachievethelearningoutcomes.
Person4
Afewofthemaintypesoflearningactivities
• Readandtakenotesonasourceorsources,whichmaybewritten,audio,videoorsomeotherform,includingofcourseonline
• Useasourceorsourcestoansweraquestion
• Describe,analyseandmakesenseofaprofessionalexperience
• Undertakeasmallassignment
• Plan,orwriteasectionof,alargerassignment.
WhatmayODLaddtothisconventionalsetoflearningactivities?
• Sharingoutlinesanddrafts,viaemailorinaforumorwiki
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• Reading,reactingtoandcommentingon,outlinesanddraftsbyotherparticipants
• Engaginginonlinedebate
• Usingideasanddebatesintheforumtoaddtoandimproveyourwork
• Annotatingandsharingnewresourcesfortheassignment.
Withsomanyrichpossibilities,acrucialroleofthecoursedesigneristomanagealltheseactivities.Theactivitiesneedtoformacoherentclearappropriatewhole,inwhichstudentscanproductivelyengageandthroughwhichtheycanlearnwithincreasedeffectiveness,efficiency,andhopefullyalsodelight.Whenitisworkingwell,studentswilljoinandbuildalearningcommunityaswellasundertakingtheirindividuallearning.ApopularandeffectiveapproachtothisisdescribedinSalmon(2013).Keyelementsofthisapproachare:
• Acleartitleincludingfullinformationonwhattodo
• Asmallpieceofinformation,stimulusorchallenge(the‘spark’)
• Onlineactivity,whichincludesindividualparticipantspostingacontribution;
• Aninteractiveorparticipativeelement,suchasrespondingtothepostingsofothers
• Summary,feedbackorcritiquefromane-moderator(the‘plenary’).
Thisisnotaformulaorrecipe,tobefollowedautomaticallyonalloccasions.However,itdoessuggesthowvariouselementsofODLcanbemadetoworkproductivelytogether.
TeachingbyODLWiththecoursedesigned,andinparticularwiththeCourseGuidepublishedandtheresourceslinked,themainroleofthetutoristohelpthestudentstoundertakethecourse;toguideandsupportthemthroughthesequenceofODLactivities.Amajorroleintutoringistomoderateonlinediscussionsandactivities.Moderatingincludes:
• Welcomingparticipants
• Encouragingparticipantstointroducethemselvestotheforum
• ReinforcingtheguidanceintheCourseGuideontasksandtiming
• Similarlyreinforcingguidanceonbehaviourandetiquette–essentially,courtesy,mutualrespect,andaconstructivelycriticalapproach
• Supportingandencouraging,butnotleading,discussions
• Modellinggoodbehaviour
• Atleasttryingtoensureabalanceofcontributionsfromparticipants,particularlyfromthoseinclinedtounder-orover-contribute
• Takingactionincaseofinappropriateparticipantbehaviour,inthefirstinstanceaskingtheparticipanttoundotheirinappropriatebehaviour.
Person5:
FeedbacktostudentswithinODLFeedbackisessentialforstudentlearning.However,tutorsgivingindividualfeedbacktoindividualstudents,whilstpowerful,isverydemandingoftime.ODLallowsforadditionalpossibilities,including:
• Usingstandardresponses.Duringthefirstpresentationofacourse,tutorswillfindthemselvesfrequentlymakingmuchthesamecommentsandsuggestionsonmanypiecesof
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studentwork.Tutorscancompilethesestandardcommentsintoalist,addtothislistanycommentstheycananticipatehavingtomakeonthisassignment,andgivestudentfeedbackintheformofticksonalist,orstandardcommentspastedin.Thisismuchfastertodothangivingindividualfeedback,andalmostasproductive.Insomewaysitisevenbetter,becausestudentsseewhatremarkstheyhavenot,aswellashave,attracted.
• Peerfeedback.Studentscanrapidlylearntogiveeachothervaluablefeedbackontheirwork(Falchikov2013).Studentsreceivemorefeedback.Andthestudentsgivingfeedbackbenefitfromhavingtoarticulatetheirjudgementsontheworkandthereasonsbehindthosejudgements.Studentscansharetheirjudgements,andseewhatkindsofjudgementsotherstudentsaremaking,andcompareandcontrastandlearn.Everybodywins.
• Self-feedback.Studentscanbecomegoodatthis(Boud1995).Thisshouldnotbeasurprise.Almostanyonecantakeapieceofworktheyhaveproduced,andaskandanswerbasicquestionsincluding“Whatisgoodaboutthiswork,andwhy?”and“Inwhatwayscoulditbebetter,andagainwhy?”Studentsmightbehelpedtodothisbyprovidingmarkingschemes,andperhapsinsomecasesalsomodelanswers,forworktheyhaveproduced.Thesecanbepowerfultoolsforlearning.
• Havingreceivedallthisfeedback,studentsmayfinditusefulcriticallytoreviewallhisfeedback,andthenrevisetheirworkaccordingly.Furtherlearningwillensue.
Person6:
FeedbackaboutODLODLgenerateslargeamountsofdataaboutstudentactivityandstudentlearning.Analysisofthesedatacanprovidevaluablefeedbacktothosedesigningandrunningthecourse.(SclaterandBailey,2017).Evensomeverybasicdataanalysiscanbevaluable.Itiseasytobuildfeedbackquestionsintothenormaloperationofthecourse,perhapsjustoneortwoquestionseachweek.Studentsfinditverymotivatingwhentheyseetheirfeedbackbeingactedoninsubsequentweeksofthecourse.Valuablefeedbackdatainclude:
• Howstudentsareallocatingtheirtimetothevariousactivities
• Whichstudentlearningactivitiestheyfindmoreandlessvaluable
• Whichresourcestheyfindmoreandlessvaluable
• Residualquestionsaboutcoursecontent,whichcanberespondedtointhecourseforum
• Suggestionsforimprovingthecourse.
ReferencesAssinder,S.,Baume,D.andBates,I.(2010).Focusingonstudentlearningtoguidetheuseofstafftime.InnovationsinEducationandTeachingInternational,47(4),pp.357-367.Baume,D.(2009).WritingandUsingGoodLearningOutcomes.[online]Availableat:http://eprints.leedsbeckett.ac.uk/2837/[Accessed19June2018].Baume,D.(2009).Coursedesignforincreasedstudentsatisfaction.[online]Availableat:http://eprints.leedsbeckett.ac.uk/2807/[Accessed19June2018].Boud,D.(1995).Enhancinglearningthroughselfassessment.Philadelphia:RoutledgeFalmer.Conole,(2017).The7CsofLearningDesign–anewapproachtorethinkingdesignpractice..[online]Availableat:http://www.lancaster.ac.uk/fss/organisations/netlc/past/nlc2014/abstracts/pdf/conole.pdf
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[Accessed5Apr.2017].Falchikov,N.(2013).ImprovingAssessmentthroughStudentInvolvement.1sted.London:TaylorandFrancis.Jisc.(2017).Curriculumdesignandsupportforonlinelearning.[online]Availableat:https://www.jisc.ac.uk/guides/curriculum-design-and-support-for-online-learning[Accessed5Apr.2017].MacDonald,J.(2008).Blendedlearningandonlinetutoring.1sted.Aldershot:Gower.Salmon,G.(2013).E-tivities.1sted.NewYork:Routledge.Salmon,G.(2011).E-moderating.1sted.NewYork:Routledge.Sclater,N.andBailey,P.(2017).EffectiveLearningAnalytics|Usingdataandanalyticstosupportstudents.[online]Analytics.jiscinvolve.org.Availableat:https://analytics.jiscinvolve.org/wp/[Accessed5Apr.2017].DavidBaumeRevisedJune2018
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Session4–ODLforreal
Name..……………………………………………………………………………………………………………………………………………
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
4.1 Whatarethemainideasthatyouaretakingawayfromthissession?
4.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)4.3 WhatwillyoudofromthissessionaboutODLonMonday?
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TuesdayJuly3rd–1645–1800
Session5–Vision,content,strategyandpractice
GroupingsWorkingininstitutionalgroups
IntendedoutcomesYoushouldhavebeguntooutlinesomeideasaboutODLvision,content,strategyandpracticeforyourinstitution,andyourrole.
ActivitiesSkim-readtheSession5resourceslinkedbelow.Youwillneedtoallocatedifferentsectionsofthesetwolongdocumentstodifferentpeople.Poolandsharewhatyouhavelearnedtoday;ideas,experienceandexpertisethatyoubrought;andideasfromthereadingwasprovidedintheresources;OutlineontheworksheetsomefurtherideasaboutODLvision,content,strategyandpracticeforyourinstitutionandyourrole.1745 Actionplanning
ResourcesNotesyouhavealreadymadeduringthedaySession3and5resourcesfromhttps://tinyurl.com/CDENUCWorkbookWorksheet5
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Yournotesonthissession(beyondwhatyouhaveputintoworksheet5)
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Worksheet5–Vision,content,strategyandpractice
Name..………………………………………………...…………………………………………………………………………………………++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
WhatideasdoyoucurrentlyhaveaboutthesetopicsforODLatyourinstitutionandyourroleinit?
1 ODLvisionandyourrole
2 ODLcontentandyourrole
3 ODLstrategyandyourrole
4 ODLpracticeandyourrole
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Session5–Vision,content,strategyandpractice
Name..………………………………………………...…………………………………………………………………………………………++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
5.1 Whatarethemainideasthatyouaretakingawayfromthissession?
5.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)
5.3 WhatwillyoudofromthissessionaboutODLonMonday?
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Day2WednesdayJuly4thDevelopingODL
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WednesdayJuly4th,0930-1045
Session6–BasicsoflearningandsuccessfulODLinpractice
GroupingsWorkinginA(practitioner)andB(seniormanager)groups
Intendedoutcomes6a Participantswill:
1. Reviewtheirownpracticeagainstwhatisknownaboutconditionsforlearning2. PlanhowtheywillmakegreateruseoftheseideasintheirfutureODL
6b ParticipantswillidentifythesuccessfactorsforODLintheirparticularsetting
Activities6ai PresentationonbasicsoflearningfromDavidBaume6aii Competingworksheet6.16bi PresentationsfromStephenBrownandAkanimoOdononsuccessfulODLonpractice6bii PresentationfromAkanimoOdon6bii Competingworksheet6.2Actionplanning(15minutes)
ResourcesWorksheets6.1and6.2Seealsohttps://tinyurl.com/CDENUCWorkbook
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++Yournotesonthissession
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Worksheet6.1
ConditionsforsuccessfullearninginHigherEducationAdaptedfromBaume,D.andScanlon,E.(2018).Whattheresearchsaysabouthowandwhylearninghappens.In:R.Luckin,ed.,EnhancingLearningandTeachingwithTechnology-WhattheResearchSays,1sted.London:UCLIoEPress,pp.2-13. Condition Howdoesyourcurrent
practicedothis?Howwillyoudothismore/betterinyourfutureODL?
1 Aclearstructure,frameworkandscaffoldingsurrounds,supportsandinformslearning.Studentsalwaysknowwhattheyshouldbedoing,andwhen,andwhattheyaretryingtoachieve.
2 Highstandardsareexpectedoflearners,andaremadeexplicit.Studentsareactivelyandeffectivelyhelpedtoknowwhatthequalitiesofgoodworkintheircourseare.
3 Learnersacknowledgeandusetheirpriorlearningandtheirparticularapproachestolearning.Studentsknowtheextentandthelimitsofthepriorknowledgetheybringtotheirstudies.Theyalsoknowthemselves,theircapabilitiesandpreferencesandgapsinthewaytheygoaboutlearning.
4 Learningisanactiveprocess.Studentsareconsistently,appropriately,intelligently,reflectively,active.
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5 Learnersspendlotsoftimeontasks,thatis,doingrelevantthingsandpractising.Studentsareundertakingactivitiesthatwillclearlyleadthemtowardsattainmentofthecourse’sintendedlearningoutcomes.Theyalwaysknowwhytheyaredoingwhattheyaredoing.Theyarelearningtosolveproblems,todeviseandanswerinterestingandimportantquestions,todointerestingandusefulandrelevantthings,notsimplysoakingupknowledge.
6 Learningisundertakenatleastinpartasacollaborativeactivity,bothamongstudentsandbetweenstudentsandstaff.Studentsarespendingsometimeworkingalone,Butalsoworkingcloselyandproductively,withfellowstudentsandwiththeteacher.Manystudentassignmentsincludecollaboration.Contacttimewiththeteacherisprecious.Thiscontactisusedforrealandproductiveinteraction,notsimplyforthepresentationofmaterialthatcouldjustaswellbereadorheard/watched.
7 Learnersreceiveandusefeedbackontheirwork.Studentsreceivingfeedbackontheirwork;fromtheteacherbutalsofromfellowstudentsandfromthemselves.Andtheyactonthisfeedback,discoveringwhattheyaredoingwellandshouldcontinuetodo,andlearninghowtheyshouldchangetheirconceptionsaboutthesubjectandtheirapproachtotheirfuturestudies.
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Worksheet6.2
SuccessfulODLinpractice Yourprincipalsuccessfactorsfor
ODLinyourinstitutionWhyisthissuccessfactorimportant?
Whatwillyoudotomakethissuccessfactorhappen?
1
2
3
4
5
6
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Session6–BasicsoflearningandSuccessfulODLinpractice
Name..………………………………………………...…………………………………………………………………………………………
6.1 Whatarethemainideasthatyouaretakingawayfromthissession?
6.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)6.3 WhatwillyoudofromthissessionaboutODLonMonday?
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WednesdayJuly4th,1115–1215Session7–DevelopingqualitycoursematerialsforODLinNigeria
PresenterProfessorOluJegede,NUC
IntendedoutcomesParticipantswillhavedevelopedtheirownoperationalaccountofthecharacteristicsofqualityODLcoursematerialsforuseintheirownsettings.
ActivitiesPresentationQ&AActionplanning
ResourcesThelectureAnswersfromQ&A
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
YournotesonthislectureandtheQ&A:
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Session7–DevelopingqualitycoursematerialsforODLinNigeria
Name..………………………………………………...…………………………………………………………………………………………
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
7.1 Whatarethemainideasthatyouaretakingawayfromthissession?
7.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)7.3 WhatwillyoudofromthissessionaboutODLonMonday?
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WednesdayJuly4th,1215-1330
Session8–EnsuringODLisfitforpurpose(1)qualityandQA
GroupingsWorkinginA(practitioner)andB(seniormanager)groups.
IntendedoutcomesParticipantswill:
1. RelateQAprinciplesandpracticestotheirownrolesandsetting,and2. DrawimplicationsfortheirownworkinODL
ActivitiesPresentationsQualityandqualityassuranceinUKhighereducation–StephenBrownQualityandqualityassuranceinhighereducationinNigeriaandAfrica–AkanimoOdonGroupdiscussions:GroupA:ImplicationsofqualityandqualityassuranceforODLcoursedesignandoperationGroupB:ImplicationsofqualityandqualityassuranceforinstitutionalODLpolicyandstrategy1315–1330 Actionplanning
ResourcesSlides/handoutsfromthepresentersSeealsohttps://tinyurl.com/CDENUCWorkbook
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Yournotesonthissession:
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Session8-EnsuringODLisfitforpurpose(1)qualityandQA
Name..………………………………………………...…………………………………………………………………………………………
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
8.1 Whatarethemainideasthatyouaretakingawayfromthissession?
8.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)8.3 WhatwillyoudofromthissessionaboutODLonMonday?
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WednesdayJuly4th,1430–1545
Session9–EnsuringODLisfitforpurpose(2)–Academy/industryengagement
GroupingsWorkingininstitutionalgroups
IntendedoutcomesBytheendofthissessionandsubsequentwork,participantswillhave:
• Madeplanstodevelopandextendconstructiverelationswithspecificemployers,and
• Beguntospecifyanddesignprogrammesthatwillmeetemployerneedsaswellasachievinghighacademicandprofessionalstandards.
ActivitiesInputsfromAkanimoOdonandrepresentativesfromindustryondevelopingproductiverelationsbetweenhighereducationandemployment,andtherolesofODLinthis.Q&AanddiscussionActionplanning(15minutes)
ResourcesPresentationsSeealsohttps://tinyurl.com/CDENUCWorkbook
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Yournotesonthissession:
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Session9-EnsuringODLisfitforpurpose(2)Academy/Industryengagement
Name..………………………………………………...…………………………………………………………………………………………
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
9.1 Whatarethemainideasthatyouaretakingawayfromthissession?
9.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)9.3 WhatwillyoudofromthissessionaboutODLonMonday?
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WednesdayJuly4th,1615–1730
Session10–StartingtodesignanODLcourse
GroupingsWorkingininstitutionalgroups.
IntendedoutcomesBasedonworkdoneearlierinthisworkshop,participantswillhavestartedtodesignanODLcourse.
Activities1615 UsingWorksheet10asatemplate,startingtodesignarealODLcoursefortheir
institution.1715 Actionplanning
ResourcesWorkdonetodateReadingsandsourcesfromhttps://tinyurl.com/CDENUCWorkbookArticle“Outcomes-basedCourseDesign”Worksheet10
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Yournotesonthissession(beyondwhatyouhavewrittenintheworksheet):
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Outcomesbasedlearningdesign.DON’TstartwithcontentDOstartwithintendedlearningoutcomes.Manyteachers,whenthinkingaboutdevelopinganewcourse,startthinkingaboutthecontenttheywanttogetacross:WhatdoIwanttoteach?Whatisthecoreknowledgeinmyfield?Whatexercises/presentations/handouts/readings/videos/Websites/otherresourcesdoIalreadyhavethatIcouldre-use?Lateron,whentheystarttothinkabouthowtheyaregoingtoassessstudentlearning,theyoftenrealisethatthereistoomuchcontenttoassess,orsomeofthecontentisreallydifficulttoassess,oractuallymorecontentisneededbecausetheassessmentquestionscovermaterialnotyetaddressedbythecourse.Sothentheyspendalotoftimetryingtoreshapethecontentand/ortheysettleforassessmentsthatcoveronlysomeofthecontent,orworsestill,thatcovercontentthatisn’tactuallytaught.Thisisabadapproachfortworeasons:
1. Havingtochangecarefullyassembledsetsofgoodqualityteachingmaterialsisawasteoftime.
2. Misalignmentbetweencontentandassessmentssendsconfusingsignalstostudentsaboutwhatisimportantinthecourse.
Smartstudentsworkoutwhatisimportantbylookingattheassessmentquestions.Sowhatevertheassessmentquestionscoveriswhatthecourseisabout.Obviouslythat’saproblemiftheassessmentquestionsdon’taddressimportantcoreareas.Itisequallyaproblemiftheyaddresstopicsnotcoveredbythecourse.Analternativeapproachisoutcomes-basedlearningdesigninwhichyou:
1. Startwiththeintendedlearningoutcomesofthecourse.
2. Usethesetodeterminewhattheassessmentquestionsshouldbe.
3. Createlearningactivitiesthatwillrehearsestudentsthroughtheknowledgeandskillstheywillneedtopasstheassessments.
4. Finallyidentifycontentresourcesneededtounderpinthelearningactivities.
Thisapproachfocusesonthelearningdesigntriangle,thatistosaythealignmentbetweenthelearningoutcomes,assessmentandlearningactivities,asshowninfigure1atheend.LearningoutcomesUnliketeacheraims(whicharewhatyouastheteacherwanttoachieve),learningoutcomesarewhatthestudentsactuallylearn.Sometimeswhattheylearnarethingsthatarenotintendedorexpectedbytheteacher.Herewefocusonintendedlearningoutcomes,i.e.whattheteacherintendsthestudentstolearn.Hereisanexampleofsometeachingaimsforamoduleaboutdigitalcuration:
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Theaimsofthisfirstweekare:• Todiscusswhatwemeanby“digitalhumanities”and“digitalscholarship”andconsiderwhy
thesemightbeimportant,toprovideacontextandarationaleforthewholemodule.
• Toexplainhowlibraryandarchivecataloguesareconstructed,toenableyoutobuildacataloguethatdetailsyourresource;andtointroduceyoutheDeMontfortUniversityArchivesothatyouknowhowtoaccessitinfuture.
Andhereisanaccompanyingsetofintendedlearningoutcomes:
LearningoutcomesBytheendofthisweekyoushouldbeableto:
• Explaintherelativeadvantagesanddisadvantagesofdigitalinformationbrowsingandsearchingstrategies.
• Useadvanceddigitalsearchingtechniquestofindinformationquicklyandaccuratelyinsearchengines.
• Explainwhatismeantby“metadata”anduseametadataschematocreatetext-baseddescriptionsofdigitalobjectstoenabletheirdiscoveryandretrievalfromelectronicsystems.
• Explainthedifferencebetweencollectionsandarchives
• Describehowcollectionitemsarecatalogued.
• Markupandreferencethematerialinyourarchiveresourcepackappropriately.
Noticehowthelearningoutcomesareallexpressedasactiveverbs:“explain”,“use”,“describe”,“mark-up”.Itistemptingtousefamiliarverbslike“know”,understand”,appreciate”buttheserefertoinvisiblecognitiveprocesses.Howcouldyoutellifastudent“knows”something?Youhavetogetthemtodemonstratetheirknowledgebydoingsomething,suchas“explain”,“use”,“describe”,“mark-up”,etc.Expressinglearningoutcomesthisactionwayhasamajoradvantage–ifyoucanpreciselydefinewhatthestudentshouldbeabletodo,thendevisinganassessmenttasktotesttheoutcomeisrelativelystraightforward.Forexample,iftheoutcomeis“Useadvanceddigitalsearchingtechniquestofindinformationquicklyandaccuratelyinsearchengines”,thenobviouslytheassessmenttaskneedstotesttheirabilitytodojustthat,whichmeansinturnthatthelearningactivitiesassociatedwiththisoutcomeshouldshowstudentsdigitalsearchingtechniquesandhowtousethemefficiently.
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Figure1.ThelearningtriangleStephenBrownAdaptedJune2018
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Worksheet10–StartingtodesignanODLCourse
Name..………………………………………………...…………………………………………………………………………………………++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
10.1 Whoistheaudience/whatisthemarketforthecourse?(Howdoyouknowaboutthemarket?)
10.2 Whatarethesize(hours/credits)andtheacademiclevelofthecourse?
10.3 Whatistheaimofthecourse?Whatdoesthecoursetrytoachieve?
10.4 Whatistheoverallintendedlearningoutcomeofthecourse?Thatis,aboveall,whatdoesastudentneedtobeabletodo–nottoappreciateorunderstandortoknow,buttodo–inordertopassthecourse?
Note–theoverallintendedlearningoutcome.Ideallythereshouldonlybeone.Theoveralllearningoutcomeshouldbeverysimilartothecoursetitle.
Forexample,ifthecourseisaboutauditing,thentheoverallintendedlearningoutcomewillbesomethinglike“thestudentshouldbeabletospecify,plan,conduct,reportonandreviewanaudit”(maybeonparticularkindsorsizesofbusiness,dependingonthelevelofthecourse.)
Thelearningoutcomeofanycourseis,basically,thatstudentshouldbeabletodo–whateverthetitleofthecourseis.
Youwillalsofinditusefultowritemoredetailed,contributory,learningoutcomes.Thesedescribeinmoredetailwhatstudentsneedtobeabletodotoachievetheoveralloutcome.
Butstartatthetop,withtheoveralloutcome.Thatisthegoal,themountain-toptowardswhichyourstudentsarestriving.Writeithere:
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10.5 Howwillthecourseassesswhetherthestudentshaveachievedthisoveralloutcome?(Hint:thefinalassessmenttaskshouldbeverysimilartotheoveralllearningoutcome).
10.6 Whatlearningactivitieswillhelpstudentsachievetheoveralllearningoutcomeofthecourse?
10.7 Towhatlearningresourceswillstudentshaveaccess,toaidandsupportthem?
10.8 Whatformsofonlinesupport,includingfromtutorsandotherstudents,willstudentsbeabletoaccess?
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Session10–StartingtodesignanODLCourse
Name..………………………………………………...…………………………………………………………………………………………++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
10.1 Whatarethemainideasthatyouaretakingawayfromthissession?
10.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)10.3 WhatwillyoudofromthissessionaboutODLonMonday?
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Day3WednesdayJuly4thMakingODLhappen
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ThursdayJuly5th,0930-1045
Session11–Changeprocessesandstaffdevelopment
GroupingsWorkinginA(practitioner)andB(seniormanager)groups
IntendedoutcomesParticipantswillhave:
1. Identifiedfactorsandprocessesrequiredforsuccessfullychangingtheirinstitution2. Beguntoplanchangeandstaffdevelopmentprocessesforthesuccessfulintroductionof
ODLintheirinstitution.
ActivitiesShortPresentations:StephenBrownondrivers,barriers,enablers,andstakeholderengagement.DavidBaumeonchangeprocessesandstaffdevelopment,includingtheUniversityofLondonPGCertHE.AkanimoOdononchangeprocessesintheNigeriancontext.AandBgroupsworkingininstitutionalteamsto:
• SkimreadChangeManagementpaper,perhapsallocatingdifferentsectionstodifferentpeopletoread,and
• DefineinstitutionalchangeprocessesforembeddingODL–Discussionattables.Individualactionplanning(15minutes)
ResourcesChangeManagementpaperLeafletabouttheUniversityofLondonPGCertHESeealsohttps://tinyurl.com/CDENUCWorkbook
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++Yournotesonthissession:
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ChangemanagementSuccessfullarge-scaleinstitution-wideinnovationisunderpinnedbyanddependentonculturalchange.Culturalchangeisharderthantechnicalinnovation.Itisbestachievedthroughparticipatory,campus-wideapproaches.Stakeholdersshouldbekeptinformedaboutbenefitstothemanditisimportantforprojectstoberesponsiveandadaptiveandtorecognisethatparticipatoryapproachesmaybeinstitutionallyrisky.
ContextHighereducationsystemsaroundtheworldarefacingmajorchallenges.Manypost-industrialisedcountrieswithdecliningtaxbasesduetoagingpopulationscombinedwiththeeffectsoftheglobalrecessionarestrugglingtomaintainhighereducationprovision,whilerapidlydevelopingcountriesareexperiencingmassivegrowthindemandforuniversityplaces.Inbothcasesitseemschangeisrequiredtomeetdemandforhighereducation:largescalesystemicchangeatthelevelofwholeinstitutionsandacrossthesectormorebroadly.Particularchallengesarepoliticalandeconomicpressuresforwideningparticipationinhighereducationtoincludegroupstraditionallyunder-represented;findingwaystoincreaselearnermotivationandskillstoengagemoreeffectivelywithstudyinordertoreducestudentdrop-outandfailure;demandsformorepersonalisedlearningtoaccommodateawiderrangeoflearners;demandsformoreeffectiveengagementofexternalstakeholderssuchasemployersincurriculumdesigntoensurethesupplyofgraduatesmeetstheneedsofindustry;andmoreagilecurriculumdesignandflexibledeliverysystemsthatcanbemoreresponsivetorapidlychangingcircumstances.Yetuniversitiesarepeculiarlyresistanttochange(Marshall,2010)andmanagingchangeinuniversitiesisperhapsthemostdauntingchallengefacingseniormanagersinorganizationstoday(McMurray,2001,p.74).
BarrierstochangeTheUKLearningandTeachingSupportNetwork(LTSN)“GuidelinesforPromotingandFacilitatingChange”suggestthatuniversities,foralltheirdifferences,tendtosharethesameculture:
• thesector’sgeneralcommitmenttocollegiality
• fuzzylinesofaccountability,particularlyforacademicstaff
• agenerallackofextrinsicrewardstoshapebehaviour
• identificationwithsubjectsmorethaninstitutions
• rotatingmanagement/leadershipresponsibilities(insomecontexts).
• managingtendstobebyconsentandviaincrementalism
• decisionstendtobecommittee-basedandgenerallyconsensual
• highvalueisplacedondialogueandthelegitimacyofcritique.
Source:LTSNGuidelinesforPromotingandFacilitatingChange:7.(http://www.heacademy.ac.uk/assets/documents/institutions/change_academy/id296_Promoting_and_facilitating_change.pdf)
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Challenges
InterconnectednessFunctionalsystemssuchastimetabling,digitalrepositoriesforcourseinformation,courseapprovalsystems,studentrecords,coursedeliveryandassessmentsystems,tendtobehighlyinterconnected.Inordertoimplementnewsystemsandapplications,bepreparedtoundergotransformationinagreatervarietyofareasacrosstheorganizationthanoriginallyenvisaged.(Buchan2011,Keppeletal.,2010)andtodealwithawiderangeofstakeholders.Stakeholdersarethosepeopleaffectedbytheoutcomesofyourintendedchanges.(Argyris1999;Fullan1993;Vidgen1997).ThelistofpotentialstakeholdersthatcouldbeaffectedbyashifttolargescaleODLisextensive.
ProjectcreepEngagingmorewidelywithpotentialstakeholderscangenerate“projectcreep”.Ascolleaguesbecomemoreawareofyourproject,oftheproblemsyouaretryingtoaddressandtheresourcesatyourdisposaltheymayencourageyoutowidenyourbrieftotakeinmoreandmoreaspectsoftheuniversity.Thisfollowsonfromtheessentiallyinterconnectednessoftheorganisationanditssystems.Tomaintaincredibilityandgoodwill,projectsyoumayfeelobligedtoenlargeyourremitandsetasideprescriptiveplansinordertomaintainyourcredibilitywithstakeholdersand,asaconsequence,yourabilitytoinfluenceinstitutionalagendas.
FeralsystemsAlllargeorganisationsexhibit“feral”systems.Theseareworkaroundsorinformalprocedurestomakeofficialsystemsandprocessesworkortobendthemtolocalneedsandpreferences.Itcannotbeunderestimatedhowpeoplewill[ab]useasystemormanipulateaprocesstofitinwiththeircurrentwaysofworking.Itisnecessarythereforetothinkabouthownewsystemsandapplicationswouldbereceivedbytheirintendedusersandtoengageusersintheformulationoftheproblemsaswellasdevelopmentofthesolutions.Designbasedinterventionsshouldtakeintoaccounthownewdesignsareresisted,appropriatedorevenrepurposedbysuchgroups”(Bell2004:249).
OppositionSometimesoppositiontochangecanbesostrongthatitisnecessarytoadopta“submarine”approachinordertodiffusetensions.Thatistosay,torenderyourselfasinvisibleaspossiblebyworkingfrombehindthescenesthroughotheragencies.Accommodatingdifferentstakeholderperspectivesandsometimesconflictingperspectivesiscriticalinlargescalechangemanagementprojects(Gunn2010).
PressuretodeliverSuccessfulchangemanagementtakesalotoftime,partlybecausesystemsandprocessesaresointerconnected,andalsobecauseoftheneedtoengagelargenumbersofstakeholdersinaninclusiveandparticipatorymanner.Undersuchcircumstancesitcanbeamajorchallengetoconvincebudgetholdersoftheneedtoholdofffromdeliveryoftechnicalsolutionsinordertodeveloptheculturalreadinessrequiredtoimplementthem.
Personnelchanges Atimeframeoflessthanthreeyearsappearstobetooshortforacompletetransformationtotakeplace(Roche2001:121).Withinsuchatimeframethereislikelytobelossofkeypersonnelforvariousreasons:promotion,maternityleave,resignations.Similarlytheremaybechangesinseniormanagement.Strategicleaderscanonlyachievetransformativechangewhentheyhaveapolitical
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powerbaseintheUniversity(Roche2001)andthedepartureofseniorkeystakeholderscanpresentprojectswiththechallengeofre-engagingpoliticalsupport.
Changemanagementapproaches
Top-downChangemanagementcanbe“top-down”(drivenbymanagement)or“bottom-up”(Dearlove,2007).Top-downtendstobeefficientintermsoftimeandresourcemanagementandcontroloverprojectoutputs(reports,ITsystems,procedures,etc).Howeveritdoesnotnecessarilyguaranteeadequatecontroloveroutcomes(howpeopleusethoseoutputsandhowtheyfeelaboutthem).Atightlycontrolledprojectthatproducesatechnicallyworkablesolutionontimeandtobudgetmayrunintoimplementationandsustainabilityproblemsifkeystakeholdersfeelaggrievedaboutlackofinvolvementanddonotbelievethesolutionmeetstheirneeds.
Bottom-upBottom-upinitiativesaregenerallygeneratedbysmallgroupsledbyinnovativeindividuals(Dearlove2007).Projectoutputsproducedbysmalllocalisedinitiativesarelikelytobeenthusiasticallysupportedbytheirprogenitorsbutlargelyignoredbytherestoftheinstitution.Theyoftenstruggletoachievethecriticalmassnecessaryforwidespreadadoption(Brown2002;Marshall2010;Rogers2010).
Middle-togetherProjectsintendedtoachieveoutcomesthatareworkableandsustainableacrosstheinstitutionaremorelikelytosucceediftheytreadapathsomewherebetweentheseextremes.Keppeletal.(2010)suggestanapproachbasedon“distributiveleadership”,inwhichchangeisjointlymanagedbymoreorlessequalstakeholders.Figure2(page88)showsataxonomyofengagementlevelsrangingfromthemostsuperficial(tellingpeoplewhatisgoingtobedonetothem)toinvitingthemtodefinetheproblemintheirowntermsandencouragingthemtodevelopandimplementtheirownsolutions.
ReferencesArgyris,C.(1999).OnOrganizationalLearning.2ndedn.Cambridge,MA:Blackwell.Bartholomew,P.andFreeman,R.(2009,2010).Theladderofengagement.Adaptedfrom‘Levelsoflearnervoiceparticipation’inRudd,T,Colligan,F.,Naik,R.(2006).Learnervoice:AhandbookfromFutureLab.Britsol:FutureLab.Source:TheDesignStudio.http://jiscdesignstudio.pbworks.com/w/page/27046505/T-SPARC%20Stakeholder%20Engagement%20Model(Accessed02/01/13).Bell,P.(2004).“Onthetheoreticalbreadthofdesign-basedresearch”.EducationalPsychologist39(4),242-253.Brown,S.(2002).“Re-engineeringtheUniversity”.OpenLearning,17(3),231-243.Brown,S.(2014)Youcan’talwaysgetwhatyouwant:ChangemanagementinHigherEducation.Campus-WideInformationSystems,31(4):208-216.ISBN9781783505241.Buchan,J.F.(2011).“Thechickenortheegg?Investigatingthetransformationalimpactoflearningtechnology”.ResearchinLearningTechnology19(2),155-172.Dearlove,J.(1997).“Theacademiclabourprocess:fromcollegialityandprofessionalismtomanageralismandproletarianism?”HigherEducationReview(1),56.Fullan,M.(1993).ChangeForces.LondonandPhiladelphia:FalmerPress.Gunn,C.(2010).“Sustainabilityfactorsfore-learninginitiatives”.ALT-J.ResearchinLearningTechnology.18(2),89-103.
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Keppel,M.,O’Dwyer,C.,Lyon,B.andChilds,M.(2010).“Transformingdistanceeducationcurriculathroughdistributiveleadership”.ALT-J,ResearchinLearningTechnology18(3),165-178.Marshall,S.(2010).“Change,technologyandhighereducation:Areuniversitiescapableoforganisationalchange?”ALT-J,ResearchinLearningTechnology18(3),179-192.McMurray,D.W.(2001).“Theimportanceof‘goodnessoffit’betweenorganisationalcultureandclimateinthemanagementofchange:acasestudyinthedevelopmentofonlinelearning”.ALT-J,AssociationforLearningTechnologyJournal9(1),73-83.Roche,V.(2001).“Professionaldevelopmentmodelsandtransformativechange:Acasestudyofindicatorsofeffectivepracticeinhighereducation”.InternationalJournalforAcademicDevelopment6(2),121-129.Rogers,E.M.(2010).Thediffusionofinnovations.4thedn.NewYork:JohnWileyandSons.Vidgen,R.(1997).“Stakeholders,softsystemsandtechnology:separationandmediationintheanalysisofinformationsystemrequirements”.InformationSystemsJournal7(1),21–46.StephenBrownRevisedJune2018
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Session11–Changeprocessesandstaffdevelopment
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11.1 Whatarethemainideasthatyouaretakingawayfromthissession?
11.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)11.3 WhatwillyoudofromthissessionaboutODLonMonday?
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ThursdayJuly5th,1115–1215
Session12–Fine-tuningthedeliverysystemtoensurecomparabilityinqualityofODLandconventionalmodes
PresenterProfessorPeterOkebukola
IntendedoutcomesParticipantswillhavemadeinitialplanstoensurecomparabilityofstandardsbetweenODLandface-to-facecoursesandteachingintheirinstitution.
ActivitiesPresentationQ&AActionPlanning
ResourcesThelectureAnswersfromQ&A
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++YournotesonthislectureandtheQ&A:
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Session12–Fine-tuningthedeliverysystemtoensurecomparabilityinqualityofODLandconventionalmodes
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12.1 Whatarethemainideasthatyouaretakingawayfromthissession?
12.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)12.3 WhatwillyoudofromthissessionaboutODLonMonday?
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ThursdayJuly5th,1215-1330
Session13–CreatingaposteraboutyourinstitutionalstrategyforODL
GroupingsWorkingininstitutionalgroups
IntendedoutcomesAclearandpowerfulaccountofyourinstitution’sstrategyforODL
ActivitiesEachtablewillproduceaposterdescribingtheirinstitution’sstrategyforODL.Nametheinstitution!Thereshouldbejustoneposterpertable,butitcanoccupyupto4flipchartsheets.Thestrategymustbecapableofbeingexplainedinfourminutes.
ResourcesFlipchartpaper,markers,fixings
FacilitatorsDavidBaume,StephenBrown,IbrahimElMayet,AkanimoOdon
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Yournotesonthissession–whatissuesdidyouconsiderinproducingyourposter?
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Session13–CreatingaposteraboutyourinstitutionalstrategyforODL
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13.1 Whatarethemainideasthatyouaretakingawayfromthissession?Aswellasaphotographofyourposter?
13.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)13.3 WhatwillyoudofromthissessionaboutODLonMonday?
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ThursdayJuly5th,1430-1545
Session14–Posterpresentations,Q&A,paneldiscussion
GroupingsWorkingininstitutionalgroups.
IntendedoutcomesPosterteamswillhavereceivedfeedbackontheirideas.Everyonewillhavearichrangeofideastotakeforward.
ActivitiesDeliveringposterpresentations–4minutespertable,40minutesorsototal.Afterthepresentations,Q&A,givingandreceivingfeedbackonanddiscussingposterpresentations–around10minutes.Feedbackfromanddiscussionwiththepanel–around10minutesActionplanning–15minutes
ResourcesPosters
FacilitatorsDavidBaume,StephenBrown,IbrahimElMayet,AkanimoOdon
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Yournotesonthissession:
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Session14–Posterpresentations,Q&A,paneldiscussion
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14.1 Whatarethemainideasthatyouaretakingawayfromthissession?
14.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)14.3 WhatwillyoudofromthissessionaboutODLonMonday?
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ThursdayJuly5th,1615–1730
Session15–Individualactionplanning(1)
GroupingsAsyouwish.
IntendedoutcomesAdetailedpersonalplanofaction,buildingonwhatyouhavelearnedanddoneoverthelastthreedays.
ActivitiesActionplanning,indiscussionwithcolleagues
ResourcesTheworkyouhavedonethatthroughoutthisWorkshop,ideasfromcolleagues,yournotes,informationprovidedandlinkedresources.
Questionsyoumaywishtoaddressinyourplans:1. WhatdoyouwanttoachieveinODLforyourinstitution?2. Whomwillyouneedtoworkwithinyourinstitution,andperhapsoutside?3. Whatcurrentvisionstatements,strategiesandpolicieswillyouworkwith?4. Whatnewstrategiesandpolicieswillyouseektointroduceandimplement?5. Whatresourcesandcapabilitieswillyouneed?6. Howwillyouobtainthese?7. Whatdifficultiesdoyouanticipate?8. Howwillyouovercomethese?
FacilitatorsDavidBaume,StephenBrown,IbrahimElMayet,AkanimoOdon+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Name..………………………………………………...…………………………………………………………………………………………15.1 WhatarethemainideasthatyouaretakingawayfromTHEENTIREWORKSHOP?
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Session15–IndividualActionPlanning(2)
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15.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears(Supplementaryquestionsareprovidedabove,page15.)15.3 WhatwillyoudoFIRSTonMonday?
Finally–pleasealsocompleteandhandinthefeedbackformattheendofthisWorkbook.
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Appendices
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Appendix1-Figure2fromChangeManagementpaperinSession11
Figure2:Theladderofengagement.Source:TheDesignStudio.http://jiscdesignstudio.pbworks.com/w/page/27046505/T-SPARC%20Stakeholder%20Engagement%20Model(Accessed02/01/2013)
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Appendix2
Feedbackform
Pleasecompleteandhandinbeforeyouleave,[email protected],subjectlineNUC.
Name..………………………………………………...…………………………………………………………………………………………Email..………………………………………………...…………………………………………………………………………………………1 WhatwerethebestfeaturesofthisWorkshop?2 Whatcouldhavebeenbetter?3 Whatarethemostimportantideasyouaretakingwayfromthisworkshop?4 Howdoyouplantousetheseideasinyourinstitution?5 Whateffectwillusingtheseideashaveonyourinstitution?
6 Whatfurtherhelpandsupportwouldyouwelcomeonopenanddistancelearning?Yourresponseswillbeheldinconfidence.Theywillnotbeattributedtoyouoryouruniversity.Theywillbeusedforevaluationandtoplanpossiblefuturesupport.
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