Third Ministerial Meeting of European Countries with One University

“Modernization of European Universities: Challenges for Small Countries”

4/4/2008

Prof. Panos Razis Chairman of Governing Board

Open University of Cyprus

Universities and Lifelong Learning: e-Learning, e-University, Open

Methods

OPEN

UNIVERSITY

OF CYPRUS

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Contents

• Introduction• Lifelong Learning and Distance Learning• Characteristics of Distance Learning Education

• Cyprus Legislation for Open and Distance Education

• Elements of Quality Assurance• Learning Outcomes • Conclusions

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Introduction Propagation of Knowledge:

• Oral Communication

• Tradition / Myths / Poetry / Prose

• Inscription on Papyrus / Copies

• Paper / Printing / Books

• Electronic Means / Optical-Acoustical Material

• Internet / Digital Material / Databases

• Teleconferences / Synchronous – Asynchronous Platforms

Repetition

Training

Interaction / Guidance+

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Lifelong Learning:

The set of educational activities, actions and procedures aimingto acquire new theoretical and/or practical knowledge, professional skills and vocational training, with the purpose tofurther develop the human potential during its lifetime

Formal Learning

Non Formal Learning

Informal Learning

Distance Learning:Learning procedure to acquire knowledge and skills by distance,with the proper pedagogical methodology, aided by the best available technological tools (synchronous/asynchronous)

Lifelong and Distance Learning

by necessity: Lifelong Learning Distance Learning

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European Strategy

Lisbon Strategy:

To transform the economy of the European Union into the most dynamic and competitive in the World based on: -- knowledge society

-- continuous economic development

-- better and more work positions

-- social cohesion

-- respect to the environment

Lifelong Learning contributes to all the above areas

Revised strategy: research, education, innovation

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National Strategy for Lifelong Learning (2007-2013)

Chapters:

• Access and participation of all in LLL

• Infrastructure and Systems of LLL

• Research, Development and Promotion of LLL

• Efficient Governance of LLL

Categories of LLL programs:

• Updating/refreshing knowledge in the field of interest

• Specialization/depth in the field of interest

• Acquiring knowledge in other related fields

• Learning of other fields

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Target Groups Target categories for Lifelong Learning:

- Sectors with multiplicative effects (ex. trainers, people involved in adult education, events organizers in professional organizations)

- Professionals with well defined, special career paths

- People facing integration problems to enroll in professional environments

• Unemployed, persons with special needs, housewives, pensioners

• Old graduates

• Fields and professions with interdisciplinary approach

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Advantages of Lifelong Learning • Wide access of learning to the human potential

• Lift social inequalities

• Upgrade knowledge / increase productivity

• Raise competitiveness

• Interfere in important labor sectors (education, health, economy, technology)

• Consolidate the use of modern technology and educational methodology

• Theoretical/strategic framework of knowledge and development of skills to further professional career

• Flexibility in professional (re)accession

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• Wide Access -arsis of inequalities -providing 2nd chance

• Studies independently from: -social conditions -mode -time -place -learning rate

SOCIAL POLICY

FLEXIBILITY

Distance Learning

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• Continuous Training - social & economic development - raise of productivity

LIFELONG LEARNING

• Synchronous system - chat - videochat - video conference• Asynchronous system - forum - email

TECHNOLOGY

Distance Learning

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• Quality Assurance - depth of material (databases) - coupling education with research

QUALITY

• Means for Promotion of Knowledge - fiber optical internet - satellite internet - CD/DVD - Educational Television - Teleconference - Printed material

MEANS

Distance Learning

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EDUCATIONAL PARAMETER

TODAY’S EDUCATION

FUTURE EDUCATION

Learning Group based Personal

Center of Attention Professor Student

Program of Studies Fixed Designed according to demand

Training Mostly theoretical Practical implementation with applications

Laboratory Mostly hardware based

Block teaching + simulation packages

Technology Learning its usage Using its knowledge

Duration Limited For Life

Distance Learning

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• System based on correspondence (outdated)

• System based on educational TV (quality, not very efficient)

• Multimedia system (synchronous and asynchronous)

• Systems based on Internet (learning depth depends on user)

• Combination of systems (blended learning mode) successful, covers the needs for all categories, ages and levels

Systems of Distance Learning

• Internet, Multimedia Technology, CD-ROM / Video Cassettes,• Television – Radio, Satellite Coverage, Teleconferences, • Conventional Material, Block Teaching of Laboratories,• Exams / Thesis Defense Projects-Seminars-Group Discussions

Technology

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UNESCO

• Formulation of specific and clear aims and demonstration that they are in accordance with the goals of the Institution.

• Proof that the program of study achieves the goals of the Institution, that these goals are efficient and in agreement with all the applied criteria.

• Programs must meet all criteria for the academic personnel and must offer the students a structured access and interaction with the personnel.

• Guarantee of supply and ready access to sufficient library, technological resources and educational material.

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Cyprus Legislation onOpen and Distance Learning

1. Duration of Studies

2. Teaching and Learning Process

3. Evaluation /Promotion /Graduation

Conventional Higher

Education

Open Universities, Distance Learning

4. Specially designed Programs of Studies

5. Educational process provided only by the Institution that awards the title or certificate

6. Evaluation, promotion, graduation regulated by clear and unimpeachable processes

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Quality Assurance ElementsQuality Control

Programs - Critical mass of personnel on the program- Educational Material- Students Support- Variety of technological infrastructure- Evaluation Report by independent organizations

Students- Progress Reports- Reports by External Examiner and/or External Reader - Sample of Exams, Project Reports, Dissertation etc.

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Quality Assurance Elements Academic Part:

- Duration and content of studies, teaching load, scientific aims of the program, exams under the responsibility of the administration of the program, sufficient students support presentations and projects, dissertation, submission of corresponding reports (sector of quality control, external evaluators)

- Sufficient staffing in the program, scientific profile and proper processes for selection of academic personnel, necessary technical and other infrastructure, library and databases, collaborations, research programs

- Rules and Regulations for admission, evaluation, promotion and graduation of the students

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Administrative Part:

- Aims of the program, promotion, market research, websites, advertising material, public relations

- Management and control of the program, economic restrictions, viability, funding, design of new programs, collaboration protocols

- Admission system, students records, technical support, tuition, administrative support of the academic work, contacts with collaborating personnel

- System evaluation, handling and sending of the educational material, preparation of new material, organization of meetings, exams, system of internal and external evaluators etc.

Quality Assurance Elements

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Quality Assurance Indices

Support from the Institution / Infrastructure

Official and well operating technological system, reliable, secure, supporting the whole infrastructure for distance learning

Program Development

Instructions for the design, development and providing of program of studies, with educational material compatible to the learning goals. Design of material that involves students in analysis, synthesis and evaluation

Program Structure

Additional material compatible to the aims, ideas and learning outcomes of the course, access in a minimal technology, libraries and other sources, clear time-table of obligations

Teaching / Learning

Interaction of students with professors and among themselves, timely feedback with their corrected reports and problems, training of students on work and research tools

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Quality Assurance IndicesStudents support Students advising on the program, tuition, admission

processes, providing course material, technical systems, training on systems and data records, access in technical help, timely responce

Academics support

Technical help in the development of the program, transition from conventional to distance learning program, training of academic personnel

Evaluation and Review

Evaluation of course material based on effectiveness and learning goals, statistical study of admissions records, tuition etc.

Learning Outcomes?

In addition, we have to demand: High Quality Education We have to guarantee that the graduating students have reached at least the same, minimum academic levels in their field of studies, independently of the system followed, location, time of studies and learning rate.

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Learning Outcomes

1. To whom are the studies addressed ?

2. What kind of attitudes they may develop ?

3. What results do these attitudes bring ?

Knowledge Skills AttitudesWe have to analyze thoroughly the needs and extract the aims of a program, not vice-versa. The learning outcomes have to be:

Observable on the “Graduate”

Measurable on the “Graduate”

Characterizing the Actions of the “Graduate”

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Critical Elements of Lifelong Learning Programs • QualitySame courses, same material, same processes ECTS credits • Target Groups compatible students groups• Learning OutcomesMeasurable with indices, for higher education not to include just professional skills • Viability Critical mass of people, market research• New programs for interested groupsSpecially designed, reference programs, matching

titles

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Conclusions

• Lifelong Learning is a necessity

• Serious academic, administrative and institutional support by the institution that provides the Distance Learning Programs

• From the beginning, a base of rules and regulations

• Measurable indices that lead to quality assurance of the programs offered.

• Central element of quality assurance is beyond the structure and quality of the programs, in the Learning Outcomes of the Student

• These Learning Outcomes must be recorded in measurable forms, what to Know, what he can do, how he can act