Distance education in transition: adapting pedagogical models and approaches for adult learners in the digital world

There is considerable potential for teaching and learning in Higher Education - particularly that undertaken at a distance - to be enhanced through the use of digital technologies. Information and communication technologies (ICT) can improve access to information and resources and provide new opportunities for communication between students and teachers. This is particularly important for students of the UK Open University (UKOU) who undertake their studies independently, at the time and place that best suits their circumstances. Being geographically dispersed, students seldom have access to an academic library in which they can consult specialist texts and journals, and their opportunities for personal contact with their teachers and fellow students are limited. Internet technologies enable pedagogic models and approaches to be adopted for dispersed independent learners that were previously difficult or impossible to put into practice. However, the potential benefits are unlikely to be realised unless fundamental issues are addressed at an institutional level in relation to teaching practices in DE and the underlying assumptions and educational models

O que eu ganho com isso? - Aprendendo com o e-Learning [What's in it for me? - Getting Learning from e-Learning]

Learners will only make effective use of e-learning opportunities if they know why it will be of benefit and how it will help them achieve the assessed learning outcomes. Most adopt a form of cost-benefit analysis to decide whether or not a learning activity will aid their progress. Educators must ensure that those decisions are well-grounded by an understanding of the course outcomes. E-Learning is not simply a matter of delivery mechanisms: teachers need to reconsider the nature and circumstances of their learners, their subject and their pedagogic approach in order to transform their teaching and assessment activities to take advantage of the potential offered by e-learning

Networked Learning in Context: What does e-learning offer students working independently, and what do they bring to it?

About the book:The chapters in this book, written by authors around the globe, provide detailed analysis and discussion of the changes distance education is going through as a result of technology. The authors originally presented their findings at the 21st World Conference of the International Council for Open and Distance Education (ICDE). The book is organized into three sections: Issues: provides a focus on issues that currently face those applying technology in distance education contexts. Teaching and learning with technology: offers a range of perspectives and case studies on current experience of technology's role in distance education. Innovative approaches: presents a series of examples of applications that are advancing the use of technology in distance education. The book will be of interest to all educators who seek to make use of new and emerging technologies to enrich their students's learning

Demonstrating the quality of learner's experience and engagement: issues in constructing effective evaluation approaches on the English in Action Project, Bangladesh

The purpose of the DfID English in Action Project (EIA) currently running in Bangladesh is to 'increase significantly the number of people able to communicate in English, to levels that enable them to participate fully in economic and social activities and opportunities' (EIA, 2008). Supported open learning initiatives will employ media and technologies to supplement and enhance the learning and teaching of communicative English among school students, teachers and adults throughout Bangladesh. The comprehensive programme of research, monitoring and evaluation activities that accompany the project will demonstrate evidence of success and lessons learned from initiatives over the lifetime of the project, scheduled to complete in 2017. This paper focuses on detailing distinctive ways in which 'success' should be articulated, arguing that both qualitative and quantitative approaches are required in order to fully understand the outcomes of the Project. It highlights the need for a wide range of stakeholders to engage with, examine and fully comprehend the extent to which quality outcomes from the project initiatives have potentially touched and impacted upon individual lives

Adaptation for a Changing Environment: Developing learning and teaching with information and communication technologies

This article examines the relationship between the use of information and communication technologies (ICT) and learning and teaching, particularly in distance education contexts. We argue that environmental changes (societal, educational and technological) make it necessary to adapt systems and practices that are no longer appropriate. However, the need to adapt can be perceived as being technology-led and primarily concerned with requiring academic staff to develop their skills in using ICT. We provide a critique of continuing professional development (CPD) for using ICT in teaching and learning that does not entail examining the impact of environmental changes upon the assumptions, goals and strategies which underlie and shape an organisation's educational practices. In particular, we oppose CPD that concentrates on the individual teacher and their use of ICT. Instead, we contend that professional development should focus upon the scholarship of teaching and learning and must also reflect the wider organisational context within which ICT is managed and used

Constructing the foundations of capacity building: an activity theory analysis of the English in Action baseline studies

This paper offers insights from an activity theory perspective into the English in Action (EiA) project in an attempt to reveal the motivations accompanying the selection of particular areas of focus for the baseline studies. An overview of the background to the project is provided, followed by a review of the individual baseline studies. The paper then provides an activity theory analysis that reviews the attachment of individual study topics to the components of an activity theory framework

Technology in the United Kingdom’s Higher Education Context

Frequently, university-wide strategic decisions about technology are made without fully understanding the implications for resources, administration, teaching programmes, teaching practices and learning approaches, often resulting in technology-led course designs. Yet evidence shows that it is not the technology per se that changes learning and teaching but the pedagogical advantage we make of its use. In parallel, professional development programmes have largely focused on how to use the technology, resulting in replication or supplement of existing teaching practices, as opposed to transforming learning. In particular, the lack of specific context and reflection in professional development programmes can lead to a poor understanding of how and why students use technology effectively in learning. This requires a rethink of how we support initiatives that use technology in learning and teaching. Professional development programmes need to focus not only on the individual teacher, but also on support staff, departmental, and senior managers, so that appropriate policies, supporting structures and resources are in place for effective technology use. This chapter critiques these issues in the context of higher education in the United Kingdom and examines the political drivers that have pushed for the use of information communication technology (ICT) in learning and teaching. It considers this in the context of the United Kingdom Open University and how this institution has addressed some of the issues highlighted. Finally, a framework for professional development to support ICT in learning and teaching is presented aimed at holistically improving the student learning experience. This framework incorporates not only individual staff but also faculty and institutional management

Changing the role of tutors in distance education with information and communication technologies

The Open University plans to make more extensive use of information and communications technologies (ICTs) for distance teaching and learning and for administrative contacts between students, tutors and the University's headquarters. This paper reports on a survey of the Tuition and Counselling (TAC) staff, most of whom work only part‐time for the OU. It established the extent to which TAC staff currently have access to and familiarity with ICTs and their perceived needs for training and other forms of support for its effective use. The paper discusses the possible impact on TAC staff of the greater use of new technologies in their OU work, and the organisational and pedagogic changes that may ensue

ICT in higher education: policy perspectives

ICT has the potential to enhance and transform higher education in many ways. Fundamental to the effective educational deployment of technology is an approach that should be informed by inquiry and evidence rather than assertions and hyperbole. Unfortunately, too few educators have the vision, imagination and drive to realise that potential for the benefit of their students; too many constrain themselves within models of teaching and learning that are no longer sufficient or appropriate. University policy makers need to be clear about the aims and purposes of using ICT in support of teaching and learning and be alert to policy implications for many aspects of institutional culture

Introduction to themed section: enhancing learning and teaching in technology-poor contexts

In many parts of the world there has been a substantial growth in the use of media and technologies for educational purposes (both formal and informal) over the last 15-20 years. However, there seems to be little likelihood of the educational systems in developing countries adopting technologies to support learning and teaching in the same way that their western counterparts have done. The three articles in this themed section provide accounts of a variety of ways in which technology is enhancing education in technology-poor contexts