the unisa cambridge conference in open, distance and e-learning 2013 change and continuity
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The Unisa Cambridge Conference in Open, Distance and e-Learning 2013
Change and Continuity
The Role of Regional Networks in Online and Distance Learning
Anne Gaskell and Roger Mills
OUTLINE
• Change and continuity• Distributed systems in distance education• Regional centres and their function• Change in organisations with regional and
local structures• A case study of change and continuity in the
Open University UK• Issues for discussion
CHANGE AND CONTINUITY
EVOLUTIONARY – natural selection
• Gradual• Cataclysmic• Punctuated
Direction of change – trends can be reversed
Distributed systems in distance education
• Never established e.g University of Phoenix, University of London
• Established but abandoned early e.g Athabasca• Franchised systems for student support e.g
Fernuniversität• Development of regional autonomy e.g. Open
University of China• Significant change OUUK• Steady development IGNOU and NIOS
The Functions of Regionsin Distance Teaching
• Regional and local academic, learning and teaching support
• Regional and local administrative activities• Regional and national economic growth• Civic and community engagement• Regional autonomy
Unisa Regional Centres
Directions to our centres
Maps of our facilities
Unisa Regional Centres in:Eastern Cape
The Open University UK
BelfastBirminghamBristol CardiffCambridgeEast GrinsteadEdinburghGatesheadLondonLeedsManchesterMilton Keynes (HQ) NottinghamOxford
13 OU regions
The Open University of China
Change in organisations with regional structures
• Banks
• Bookshops
• From the high street to online…and back?
Regional Change in the OU UK 1971-2009
• 1971-1975 Growth in regional activityAppointments of academics as Staff Tutors and Senior
Counsellors
• 1975-1990 Development and consolidation• 1990-2002 Devolution to regions of
administrative, marketing and business/community development activities
• 2002 Centralisation with the development of ICTs
Issues for discussion• What is the future for regional networks in dedicated distance
education institutions with increasing developments in ICTs? What is the impact of social media such as Twitter and Facebook?
• How would institutions quality assure face-to-face local
tuition (where offered) if there were no regional centres?
• How important is it for national distance teaching institutions to have a regional presence for community engagement, publicity and economic development?
• What are the opportunities for distance teaching institutions
to franchise some of their tutorial and student support work to other organisations?
Thank you for your attention
Anne Gaskell afg25@cam.ac.uk
Roger Mills arm50@cam.ac.uk
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