open and distance learning filip moens seameo celll november 2014
TRANSCRIPT
Open and distance learningFilip Moens
SEAMEO CELLL November 2014
I. Artevelde University College Ghent, BelgiumII. Degree course “Bachelor of Education:
Secondary Education”III. Open and distance learning
Welcome to…
Institution for higher (or third-level) education Some facts and figures
Number of students: about 13,000 students (minimum age is 18 years old)
Number of staff: around 12003-year-course / 6 semesters / 180 ECTS credits
16 Bachelor degrees, 4 Advanced Bachelors, 4 Masters Urban area (500 people per square kilometer, 1200
people per square mile)
I. Artevelde University College Ghent
Bachelor and Master Degrees:
16 Bachelor degrees: 180 ECTS credits
Office Management Business Management Communication Management Journalism Graphic and Digital Media Social Work Early Childhood Education Pre-school Education Primary Education Secondary Education Audiology Speech Therapy Occupational Therapy Podiatry Nursing Midwifery
I. Artevelde University College Ghent Study programmes
Bachelor and Master Degrees:
4 Advanced Bachelors: 60 ECTS credits Arts Therapies Special Education Special Educational Needs and Remedial Training School Development
4 Masters (in co-operation with Ghent University): 120 ECTS credits Master of Nursing and Midwifery Master of Social Work Master of Occupational Sciences Master of Rehabiliation Sciences and Physiotherapy
I. Artevelde University College Ghent Study programmes
Some facts and figuresNumber of students: about 2,000 studentsNumber of staff: around 1603-year-course / 6 semesters / 180 ECTS credits
GraduatesQualified to teach two subjects
in the first four forms of secondary school (general and technical education, pupils age is 12-16 years old)
in all forms of secondary vocational training schools
II. Bachelor of Secondary Education
September 2015: start Open and distance learning possibility
Target audience: students who combine studying with a job, raising a family, …
Expected shortage of secondary school teachers in 10 yearsCompetitive higer education climate in Flanders, changing
marketEurope 2020 strategy: 40% of 30-34 year olds completing
third-level educationApply new digital educational tools (innovation)
II. Bachelor of Secondary Education
Some terminology:e-student / e-coachOpen learningDistance learningBlended learningFlipping the classroom
III. Open and distance learning
Some terminology:
e-student / e-coachOpen learningDistance learningBlended learningFlipping the classroom
III. Open and distance learning
Some terminology:e-student / e-coach
Open learningDistance learningBlended learningFlipping the classroom
III. Open and distance learning
“as few restrictions as possible concerning access, tempo and study method”
(De Pryck, 2005 own translation)
- as many students as possible can attend the course- flexible hours- the use of ICT tools
Open learning
Some terminology:e-student / e-coachOpen learning
Distance learningBlended learningFlipping the classroom
III. Open and distance learning
“the use of ICT tools to reduce the physical distance and time distance between student and teacher”
(De Pryck, 2005, own translation)
- Students decide themselves where and when to study- Students decide the tempo and the doses of contents
Distance learning
Some terminology:e-student / e-coachOpen learningDistance learning
Blended learningFlipping the classroom
III. Open and distance learning
“combining online and face-to-face instruction”(Graham, 2004)
- Combination of online digital learning and traditional learning with physical contacts students - teacher
Blended learning
Some terminology:e-student / e-coachOpen learningDistance learningBlended learning
Flipping the classroom
III. Open and distance learning
“an educational technique that consists of two parts: interactive group learning activities inside the classroom, and direct computer-based individual instructions outside the classroom”
(Bishop & Verleger, 2013)
-Two parts: individual digital and interactive group learning-Students study contents on their own and gain insights during class sessions via interactive discussions with other students and the teacher
Flipping the classroom
The target audienceSurveyCompetences neededMaterials needed
III. Open and distance learning
The target audience
SurveyCompetences neededMaterials needed
III. Open and distance learning
Conducted among former and future students:95% wants to combine work and study70% prefers evening classesContact moments:
30% weekly 50% once a semester 7% none
Target audience: survey
Conducted among former and future students:95% wants to combine work and study70% prefers evening classesContact moments:
30% weekly 50% once a semester 7% none
Target audience: survey
CHALLENGE 1:Social aspect of becoming / being a teacher
The target audienceSurvey
Competences neededMaterials needed
III. Open and distance learning
Being able towork autonomouslyplan carefullywrite and read excellentlyuse a computer skilfully
online social skills and nettiquette skilled in using the internet skilled in working with digital camera and related tools skilled in general computer use (installing software, …)
Target audience: Competences needed
Being able towork autonomouslyplan carefullywrite and read excellentlyuse a computer skilfully
online social skills and nettiquette skilled in using the internet skilled in working with digital camera and related tools skilled in general computer use (installing software, …)
Target audience: Competences neededCHALLENGE 2:
High profile of the target audience. How to avoid drop outs?
(MOOC Software Engineering, 7% of 50000 students received
certificate)
The target audienceSurveyCompetences needed
Materials needed
III. Open and distance learning
Fast processing computer Sufficient amount of memory storage Broadband internet connection Digital camera / webcam
Target audience: materials needed
Fast processing computer Sufficient amount of memory storage Broadband internet connection Digital camera / webcam
Target audience: materials needed
CHALLENGE 3:Financial aspect
Curriculum (comparison ECTS normal versus ODL)
III. Open and distance learning
Normal 3 years ODL 4 years ODL 5 years
Semester 1 30 24 18
Semester 2 30 24 18
Semester 3 30 24 18
Semester 4 30 24 18
Semester 5 30 24 18
Semester 6 30 18 18
Semester 7 15 24
Semester 8 27 12
Semester 9 9
Semester 10 27
TOTAL ECTS 180 180 180
Curriculum, what about
language skills?practical skills?teaching practice?
III. Open and distance learning
Curriculum, what about
language skills?practical skills?teaching practice?
III. Open and distance learning
CHALLENGE 4
Semester planning (Intake at the very start of the training)1 introductory meeting per course1 (or more) ‘come back’ meeting(s)(1 response meeting)1 evaluation moment
Feedback -> introductory meeting next semester
III. Open and distance learning
Evaluation tools, next to the traditional written or oral exam:
Self-evaluation tasks: e-student evaluates her own work based on a model provided by the e-coach
Teacher evaluation tasks: e-student sends the task digitally to the e-coach who evaluates
III. Open and distance learning
Evaluation tools, next to the traditional written or oral exam:
Self-evaluation tasks: e-student evaluates her own work based on a model provided by the e-coach
Teacher evaluation tasks: e-student sends the task digitally to the e-coach who evaluates
III. Open and distance learning
CHALLENGE 5: plagiarism, cooperation, …
The tools we use:WeblecturesKnowledge filmsInstruction filmsOnline discussion foraWebconferencesPhysical meetings…
III. Open and distance learning
The tools we use:
WeblecturesKnowledge filmsInstruction filmsOnline discussion foraWebconferencesPhysical meetings…
III. Open and distance learning
Video-recordings of a lecture, a presentation, a workshop, … in which video, sound and digital presentation materials are provided all together
No interaction possible Worry: regular students might not come to
class anymore, but “traditional lectures stay a social event where students experience the lesson together” (McGarr, 2009)
Weblectures
The tools we use:Weblectures
Knowledge filmsInstruction filmsOnline discussion foraWebconferencesPhysical meetings…
III. Open and distance learning
www.khanacademy.org
https://www.khanacademy.org/math/basic-geo/basic-geo-angles/basic-geo-angle-basics/v/naming-angles
Knowledge films
The tools we use:WeblecturesKnowledge films
Instruction filmsOnline discussion foraWebconferencesPhysical meetings…
III. Open and distance learning
http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/
Instruction films
The tools we use:WeblecturesKnowledge filmsInstruction films
Online discussion foraWebconferencesPhysical meetings…
III. Open and distance learning
Eg Facebook, Twitter, … Students can ask each other questions,
irregardless of time and place. Clear arrangements:
Compulsory to react?How many reactions?Does the e-coach intervene?…
Online discussion fora
The tools we use:WeblecturesKnowledge filmsInstruction filmsOnline discussion fora
WebconferencesPhysical meetings…
III. Open and distance learning
Eg Skype, Adobe Connect, BigBlueButton, … Pre-arranged and “in real time” e-students and
e-coach can exchange ideas Technical skills and requirements!
Webconferences
The tools we use:WeblecturesKnowledge filmsInstruction filmsOnline discussion foraWebconferences
Physical meetings…
III. Open and distance learning
Learning paths
Conclusion:O&D learning = more like blended learningIdeal to reach older students who work, have a
family, …Good to introduce ICT-tools and innovation in
generalQuite some challenges
III. Open and distance learning
Thank you
Cam o’n
Any questions?
Adviesrapport Afstandsleren (2014). Arteveldehogeschool, Bachelor in het onderwijs: secundair onderwijs, Bishop, J. & Verleger, M. (2013). The flipped classroom: A survey of the research. 120th Annual ASEE Annual
Conference & Exposition. American Society for Engineering Education. De Pryck, K. (2005). OAO: wat, waarom en voor wie? In J. Vermeersch, Van start gaan met Open en
Afstandsonderwijs (pp. 11-18). Antwerpen-Apeldoorn: Garant. Europe 2020 Strategy. Consulted on 17 November 2014 via http://ec.europa.eu/europe2020/index_nl.htm Graham, C. R. (2004). Blended Learning Systems: Definition, Current Trends and Future Directions. In J. Bonk,
& C. R. Graham, Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco: Pfeiffer Publishing.
McGarr, O. (2009). A review of podcasting in higher education: Its influence on the traditional lecture. Australian Journal of Educational Technology, 25(3), 309-321.
www.bbc.co.uk www.khanacademy.org Yuan, L., Powell, S. (2013). MOOCs and open education: Implications for higher education. Consulted on 17
November 2014 via http://publications.cetis.ac.uk/2013/667
Bibiography