HERMITS, CLOSED ORDERS AND CONGREGATIONS: ISSUES AROUND

PROMOTING COMMUNITIES OF THEOLOGICAL SCHOLARSHIP IN A GLOBALISED AND IT-BROKERED

WORLD

Beyond the Ordinary conferenceYork, June 2009

The Open Theological College courseUniversity of Gloucestershire

OTC HistoryFounded in 1992 as a charitable organisation, in partnership with six bible colleges (London School of Theology, St Johns Nottingham, Trinity Bristol, Spurgeons, Oak Hill College, All Nations Christian College).Set up at UoG (then CGCHE) premises - Level 1 originally delivered through the partner colleges; Levels 2 and 3 through OTC directly.

OTC History (contd.)

Incorporated into the University (School of Humanities) in April 2002.Redevelopment of new Level 1, to be delivered directly by the OTC, commenced January 2003. Use of WebCT Campus (VLE) integrated into new courses.Current position: Redevelopment completed

Student BodyDiverse, consisting of mature studentsUK and beyondAll part-timeExample students:

a computer programmer studying on the course part-time alongside their worka housewifea retired professionala pastor in Christian ministry, whether with or without previous academic study

Learning modelSubstantial learning manualsIncreased amount of research as students progress in the studyVLE discussionsAssessment via assignments, marked by tutors and with moderation at the OTC. Telephone tutorials with tutors in relation to assignments.

Successful featuresCarefully constructed course materialsNo entry requirements to level 1, except for sufficient proficiency in EnglishStudents can study at home in their own pace within the deadlines for assessment for each module.VLE seminars for fostering community

Pros and Cons of Campus-based and Distance Learning

Advantages of campus-based learning usually include closer teacher-student and student-student interaction and the opportunity to take care of any administrative issues relating to studies in person with relevant officers at the UniversityAdvantages of distance learning include emphasis on study and research skills and on the development of student initiative in and responsibility for their own learning

Note also blended learning which tries to combine good aspects of both modes of learning-> In general, how does good learning happen?

Learning Communities

All learning inevitably greatly shaped by communities, even when we might not want to admit it, e.g. through

CultureLanguagePrevious experiencesStories and literature available to usWith theology, theological tradition and literature

Learning Communities and the Development of KnowledgeConstitution of community varies

throughout history, including with theological studies

NT communities and interpretation of their characteristicsChurch history e.g.• Hermits• Closed communities (monasteries)• Evangelistic congregations

Learning Communities and the Development of Knowledge (2)Traditionally, students come to teacher to learn

From scribal schools in Sumer to medieval Universities

Technological developments that have been changing this into a more remote mode, enabling students study without being in close proximity to teachers

Books since antiquity, and through printing presses from the medieval agesComputers and digitisation since the late 21st century

Students are stakeholders in issues of delivery, as lively feedback from OTC students demonstrates in the DL context

Learning Communities and the Development of Knowledge (3)

Communication between people with similar interest

From letters to telegraph and telephony, and to the internet (including email and VLEs)Reduces feeling of isolationNot everyone however wants to be actively communicating!

Communities in the Internet Age

Increase of choicePick and mix (postmodernism)

Increased intercultural understandingNote however language barriers that still exist

Devolved power, less control by those that have traditionally held it

Mass media, and monitoring and controlling of the internet however serve to work towards the opposite direction

Learning Communities in the Internet Age

Quality control issuesE.g. dodgy websites

Control vs. freedom of thought“Nonstandard” views

• Doctrinal (e.g. non-trinitarian)• Differing faith commitments (e.g. Islam)• Faith vs. secular outlooks

-> What should students learn and who controls the end product and how? What is quality of learning?

Power ConsiderationsControl vs freedomTradition vs innovationEstablished ways of thinking vs. new ideasA right balance should be struck

Utilise past knowledge (~education provider)Innovate (~students)Also applies to scholarly communities in generalWould seem to result in best possible quality

Prospects for Theology Providers

Foster access and diversityBuild on existing scholarshipEncourage innovationRight kind of communal interaction in support of these goalsUtilise technology in support of these goals where it can help