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Mobility of Mobility of Programmes:Programmes:
ODL & ODL & Access Access
Olugbemiro JegedeOlugbemiro Jegede
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FocusIntroductionMain Issues of ConcernEmergence of ODLGlobal Trends21st C ImperativesInternationalising the worldWhat Are The Options?Way Forward for IAU?
Major IssuesGlobal movement to educate every citizenFocus on removing disparities in educational accessVigorous search for alternative delivery modesEducation directed to the full development of the human personality
4 indices of indispensability:demographic changes & rising
enrolmentSuccess in learning &lifelong
learningIlliteracyConsequences of globalisation
Education for AllUN Human Rights Charter (Dec 10, 1948) article 26 deals with the right to education by allMillennium Development Goals (MDGs)eradication of illiteracy, poverty, hungercreate intellectual connection to realityuse education as cornerstone of development promote human security and fairness
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Education & Development
All countries have demonstrated an irrevocable and unwavering commitment to education as tool for national and personal development.
They also regard the pursuit of education as an inalienable right of every citizen.
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Development Needssustainable development
highly educated, mobile and adaptable workforce
multi-skilled and multi-tasked
a knowledge and a learning society
use of ecological and geographical conditions to a nation’s advantage
Implicationsaccess, flexible delivery, multimedialearning to be a normal activity linked to learners life prioritiesfulltime workers will be minority, more people self-employedcurricula must changenew careers: ISP cyber cafétechnicians, HD screen controllers, network managers, etc
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RequirementsIndividual and institutional levels:
skills and ability to be creative with knowledgetechnical know-how and transfer of technologypolicy analysisdevelopment managementassessment of alternative courses of action
Emergence of DE1728 Caleb Philipps (Boston, USA) taught Short Hand by post1833 the study of composition offered by post in Sweden1843 Isaac Pitman taught Short Hand in the UKMoses two tablets of stone; Paul’s first letter to the CorinthiansThis method has revolutionised teaching and learning
DL has many labelsinstruction by a mode other than the conventional face-to-face methodcharacterised by physical separation between the teacher and the learner, instruction delivered through a variety ofmedia including print, and other information communication technologies to learners
What is DL?
Open LearningOpen Learning - flexibility of and access to instruction in order to ensure broad availability of educational opportunities to all
Openness disregard age, previous level of academic achievement, and other factors, creating artificial barriers to education as a life-long pursuit in a democratic environment
DE stages of Development
Episte
mol
ogy
G oals & O u tcom es
H istorica l D evelopm en tTechnology U
sage
O pen an d D istance
L earn ing
D is ta n ceE d u ca tio n
Correspondence
P r in tO n ly
M ulti-m edia
Intellig
ent, Flexible,
Interactiv
e Multim
edia
2 1 s tC e n tu ry
1 6 th C e n tu ry
•Historical Development and
Technology Usage
DE stages of DevelopmentEpiste
mologyGoals & Outcomes
Historical Development
Technolo
gy U
sage
Ratio
nalis
m
Positivis
m
Empiricism
Postmoderm
ism
Constructiv
ism
V
ocat
iona
l/pr
equa
lific
atio
n
Certification
VocationalEntry qualificationCertification
16th Century
21stCentury
•Epistemology and Goals & Outcomes
access
restricted open
closed flexible equitable equality cheap
rigid
entry qual
time bound
expensive
Extensive learner support
Instructionally designed materials
Learner-focused
Individualised and self-paced
Open and Close
ODL Scenario Same Time Different Time
Same Place
Different Place
classroom, f2f tutorials, workshops, laboratories
Study/Community Centres
Audio, video, radio, TV, telephone tutorials
Home study, computer conferencing, email, fax, web-based learning
cost-effective system of instruction independent of time, location, pace and spaceused for a variety of learning situations: primary, secondary, tertiary, vocational and non-formal educationthrives on economy of scalefocused on QA, well designed instructional packages, student support
Characteristics
Efficacy of ODL62 years since the UN declaration, ODL has emerged as an effective mode of instructionExtend educational opportunities to the poor, those in remote locations, disabled, disadvantaged, marginalised who would have seen education as luxury30 per cent of university students in developing world study through ODLbut we still have 72 million children, 77million adults needing educationglobal demand for HE moves from 97million in 2000 to 263million in 2025
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Social Purpose & RealitiesThe social and economic dimensions of providing education for all, within the context dwindling financial and other resource situationsastronomical numbers, the diverse nature of the unmet demands, the need for flexible tailor-made delivery of instructiontaking advantages of emerging information communication technologies (ICTs) the most logical pathway is by the distance education method.
Support for ODLRapid explosion and obsolescence of knowledge and skills.Varied learning styles and varied locations from the institutionAccessible to a variety of peopleFinancial pressures faced by students and institutionsAvailability and affordability of emerging technologies for efficient and effective delivery of instruction
3 Pillars of ODLHistory and evolution of ODL marked
by:Access: to allow as many people as possible to gain access to educationEquivalence and integrity: students taught at a distance to receive equivalent education with same integrity as through conventional modeExcellence: quest for excellence in quality of learning materials, support services, teaching etc
ODL in the PastInitially used to:
Increase access to learning and training opportunityProvide increased opportunity to update
and retrainImprove cost effectiveness of
educational resourcesSupport quality and variety of
educational structuresEnhance and consolidate capacity
Current Use of ODLBased on experience of the past 30 yrs, ODL now used for:
balancing inequalities between age groupsextending geographical access to educationdelivering educational campaigns for large audiencesproviding speedy and efficient training to target groupsoffering combination of work and family life
Developing multiple competencies
Global TrendsUsed at the primary, secondary and tertiary levels
Used for training inGeneral educationTeacher educationVocational and continuing educationNon-formal educationHigher education
Boom in H. EducTremendous expansion of secondary educationIncrease in jobs and professional activities requiring high level knowledge and skillsContinuing demand for higher studiesContinuing educationEducation For All and social justice
Global Future?
stst
The Knowledge-based Economy
There are increasing signs that our current paradigms for higher education,
the nature of our academic programs, the organization of our colleges and
universities, and the way that we finance, conduct and distribute the services of
higher education may not be able to adapt to the demands of our time. J J Duderstadt (2001)
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Mass EducationOpen and Distance Learning:
weapon of mass instructiondemocratises and liberalises educationflexible and life longquality assured and includes allallows individualised learning and at own pace
Mobility of Programmes
Institutions cross borders throughOff-shore campusesOff-shore delivery of coursesFranchisingPartnerships btwn overseas and domestic providersFly by nite degree millsOpen and distance learning
Only 10% are actually ODL programmes
Motives of Off-Shore PrgmsCommodification of educationCommercialisation of educationReaction to funding squeezeResponse to harmonisation process in EuropeAcademic conquestGlobal visibilityIncreased access to higher education
Internationalisation is not:About conquestNew key to global competitivenessglobalisation of educational opportunitiesAbout flouting national rules and regulationsTo exploit inadequacies in developing countriesExploitation of innocent students and parentsProviding sub standard cross border education
ODL in the 21st CBy 2025, over 60 per cent of learners will study through ODLBy 2050, 75 per cent of those studying by ODL will be between 18 to 25 years of ageMassive use of cutting edge technologies in instruction with wider satellite coverageNew environment and new ways of learningNew definition of large campuses Learners will increasingly take control of their learning situations
Option 1Internationalisation should not necessarily be tied to mobility of students
Students can internationalise in their home country
Option 2Internationalisation should be extended to all aspects of teaching and learning
Students
Staff
Curriculum and academic programmes
Instructional delivery platforms
Option 3Internationalisation should be mutually defined, operated and beneficial betwn institutions
Short term to share knowledge, good practices and instructional delivery platforms
Reciprocal partnership
Way Forward by IAURedefine Internationalisation of HEPromote true universalisation of knowledgeBecomes a Clearinghouse on Internationalisation and monitor activitiesEnsure global quality, vet and check status of institutionsWork with COL and other agencies to ensure proper use of ODLDiscourage financial exploitation of and protect vulnerable students and cultures
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