A Summary of the Instructional System Used by the Open University in Great Britain in 1971 (original) (raw)

The Development of Systematic Instruction in the Open University

1978

Although programmed instruction per se has not been used at the Open UnivelJity (OU), the principles of programmed instruction have heavily influenced the development of systematic instruction and this paper describes the OU instructional development process in the context of seven principles of programmed instruction developed by Lysaught and Williams (.963): (1) student characteristics must be borne in mind; (2) objectives should be defined in operational terms;

Open Educational Resources and their Educational Practices in Higher Education

Mukt Shabd Journal, 2021

The impact of technology on education in the current context is essential, representing higher education teachers' and students' educational practices. In the present investigation, to achieve the proposed objectives, the netnographic technique implies the interrelation of research techniques, depending on the depth of information raised in the study's objectives. The netnographic method consists of two phases: data collection (automatic phase), which begins when someone takes care of a certain content study, and Human interpretation (manual phase). The data collections are dedicated to reading all the scientific articles and classifying the comments according to the established. Examine new school environments that demand to innovate, create, and implementation strategies necessary and effective for the teaching of quality, with the open educational practices, which are democratic and quality elements, since facilitating the needs of the context of pedagogical work and the use of tools necessary that are available to learners.

Applications of educational technology at the open university

AV communication review, 1972

INTRODUCTION My purpose here is to introduce you to the Open University, which is a unique enterprise in higher education, and one that is new, changing, and controversial. In particular, I will say something about the work of the Institute of Educational Technology (IET) within the University. First, let me sketch in some background. I myself am an educational psychologist. I say that as comfort to those few who might still suppose that educational technology has only to do with projectors and flannelgraphs. Others may wonder what an educational psychologist has to do with educational technology. Let me skirt round a formal definition, yet provide a few clues about educational technology before saying what are its applications at the Open University. Educational technology certainly cannot be thought of as an organized branch of knowledge. There is at present no unified theory, but rather an eclectic grouping of disciplines, as is reflected in the backgrounds of the staff of the Institute.

Assessment in Open and Distance Learning. Teeode Project

1998

The aim of the TEEODE project was to develop a representative survey of the models of assessment and evaluation used by institutions supporting distance learning in the 15 member states of the European Union. This paper focuses on issues of course development and assessment, and, in particular, on how effective learning outcomes are achieved and how the learning is communicated to the learner. The emphasis is on the tutors' perceptions, teaching assessment, and support-related issues. The introduction provides an overview of the project and a summary of "deep" and "surface" approaches to learning. Development of the Course Tutor Questionnaire and the survey sample (n=224) are then described; use of an online questionnaire widened the sample to include data from Israel, Mexico, and the United States. Results in the following areas are discussed: the tutors, the courses, the students, assessment of the courses, production of the assessment material, delivery of the assessment instruments, and staff development. Four tables present data on the subject areas of ODE (Open and Distance Education) courses, the level of courses, main objectives for assessing students, and areas in which advice and/or training would be appreciated by the tutors. (DLS)

Developing Open Courses in Piraeus University of Applied Sciences

2017

According to various international reports the need for education in the 21st Century will be enormous not only because of the increase of the population but mainly due to the increasing demand for lifelong learning. Moreover, as we are moving from the industrial-based to information-based economy the requirements of our education systems must respond to this change. Towards this direction, there has been proposed a number of best practices like personalized learning, problem-based learning, inquiry-based learning, assessment for learning and so forth as methods that could drive the underlying educational change. The open courses and open educational resources paradigm is another hot trend that many countries around the world support as a mean for open and free education to each citizen thus contributing in making education more accessible, especially in societies where financial resources for the development of learning content is scarce. In this paper we present the development of...

PEDAGOGUE OF THE OPEN AND DISTANCE LEARNING

AVILA COLLEGE PUBLICATIONS, 2015

The article gives an overview of the Open and Distance Learning (ODL) system from the point of view of the students/learners and pedagogues / academic counsellors in the ODL system. The paper discusses the role of the academic counsellors in the ODL system and the qualities and skills required by them for being effective in their works. The paper also focuses on the various stages of academic counselling and the ways of organising the counselling sessions.

Critical Reflections on Course Design in Open University

Self-evaluation of the learning environment During its 30 years Open University in University of Turku has widened the use of ICT in teaching. In 1980’s tutored study groups were the backbone of learning environment and it was supported with different learning materials, trained tutors and audio-meetings between study groups. Now Moodle-platform has a crucial role in most of the Open University courses as classroom aids or as part of blended learning. Recorded lectures, web-meetings, digital materials of the library, OER, interaction and assignments play a crucial role in current learning environment. Annually there are around 7 500 adults studying in Open University courses and 12 course designers implement the studies in collaboration with faculties and cooperative networks. Course designers are experienced but face new challenges when pedagogical ideas and ICT changes. During the self-evaluation process the Open University aims to modernize the learning environment and way of. This paper describes steps done so far, current findings and future plans.