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The Open University and Borderless The Open University and Borderless EducationEducation

Professor Robin MasonProfessor Robin MasonInstitute of Educational TechnologyInstitute of Educational Technology

The Open UniversityThe Open UniversityMilton KeynesMilton Keynes

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The much-vaunted f-t-f learningThe much-vaunted f-t-f learning

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The so-called second-best optionThe so-called second-best option

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What do we mean by online What do we mean by online education?education?

Terminology

— e-learning, web-based training, online courses, virtual universities, computer-mediated conferencing, cyber-learning,

Simple classification

— online course content

— online support (tutoring, resources, admin)

— blended combinations

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Content delivery and student supportContent delivery and student support

delivery of content still largely print based

online content is conceived and designed for the web

focus on online tutor support: 170,000 students accessing online conferences

administrative resources online: study support, course tasters, registration, assignment submission

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Effectiveness and the Context of UseEffectiveness and the Context of Use Need to be clear about why you are using an

online environment

Online learning is not a silver bullet and needs to be appropriate for the context of use

Motivation of learners matters more than the technology, the teacher, the content or the context

Assessing effectiveness is more complex than measurement of outcomes

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Authoring for a Multicultural Student Authoring for a Multicultural Student BodyBody

Impossibility of culturally neutral content

BUT

— Careful use of language: editing, piloting

— Use of a range of examples, resource materials, case studies

— Preparatory materials for students: study skills, assessment criteria, online interaction

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Encouraging Effective InteractionEncouraging Effective Interaction

begin with pairs and move to small groups

assign roles so people know what to do

use email to encourage reticent students and dampen the over-enthusiastic

provide clear directions for those with little time and outlets for those with ‘too much’ time

use tutor time to weave and summarise the discussions

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Quality Assurance in Borderless Quality Assurance in Borderless EducationEducation

Course design:

— 3 stage process of drafting and commenting

— piloting by mock students

— confirmation by external assessor

Course presentation

— monitoring tutors: effectiveness of feedback to students on assignments and in conferences; speed of response

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Content on the WebContent on the Web

should capitalize on the unique qualities of the web:

— the hypertext relation of materials

— the extensive resources which can be referenced

— the ability to present material in multimedia

— the empowerment of students as publishers

— the ability to personalise learning

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Motivating StudentsMotivating Students

appropriateness of the learning context

clarity of purpose and instructions

challenging but not overloading activities

integrating online use with assessment

individual attention

scaffolding support to develop independence

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Feedback To and From StudentsFeedback To and From Students

To students from the tutor

— detailed comments on their work, how to improve

— summaries of discussions

— general comments on all the assignments

From students to the tutor

— web questionnaires at the end of each module

— suggestions (rather than whingers!) conference

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