Open and distance learning Filip Moens SEAMEO CELLL November 2014.

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