Making ODL happen - University of London · 2020-05-28 · University of London Centre for Distance...

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University of London Centre for Distance Education for National Universities Commission ODL Planning Workbook Dr David Baume and Professor Stephen Brown Page 1 of 92 Name ……………………………………………………………………………………………………………… Email ……………………………………………………………………………………………………………….. Making ODL happen Open and Distance Learning Planning Workbook Dr David Baume and Professor Stephen Brown Prepared for the National Universities Commission By the University of London Centre for Distance Education July 2018

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Page 1: Making ODL happen - University of London · 2020-05-28 · University of London Centre for Distance Education for National Universities Commission ODL Planning Workbook Dr David Baume

University of London Centre for Distance Education for National Universities Commission ODL Planning Workbook

Dr David Baume and Professor Stephen Brown Page 1 of 92

Name………………………………………………………………………………………………………………Email………………………………………………………………………………………………………………..

MakingODLhappen

OpenandDistanceLearningPlanningWorkbookDrDavidBaumeandProfessorStephenBrown

PreparedfortheNationalUniversitiesCommission

BytheUniversityofLondonCentreforDistanceEducation

July2018

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WorkbookformatbyRuthBrownandDavidBaume,2018

OpenandDistanceLearningPlanningWorkbookPreparedfortheNigerianUniversitiesCommissionByDavidBaumeandStephenBrown,UniversityofLondonCentreforDistanceEducationJune2018

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Page Contents

5 Introductionsandoverview57 Introductions9 Principalauthors,facilitatorsandspeakers15 Workshopoverviewandsummarytimetable

17 Day1–TuesdayJuly3rd–PlanningODL19 Session1IdentifyingaspirationsandgoalsforODLandODLcapabilitiesanddevelopment

needs27 Session2ODLpolicyandpracticeintheNigerianUniversitySystem29 Session3WhatmakesasuccessfulinstitutionalODLstrategyandprogramme?35 Session4ODLforreal45 Session5Vision,content,strategyandpractice

49 Day2–WednesdayJuly4th–DevelopingODL51 Session6BasicsoflearningandsuccessfulinODLpractice57 Session7DevelopingqualitycoursematerialsforODLinNigeria59 Session8EnsuringODLisfitforpurpose(1)qualityandQA61 Session9EnsuringODLisfitforpurpose(2)academy/industryengagement65 Session10StartingtodesignanODLcourse

71 Day3–ThursdayJuly5th–MakingODLhappen73 Session11Changeprocessesandstaffdevelopment79 Session12Fine-tuningthedeliverysystemtoensurecomparabilityinqualityofODLand

conventionalmodes81 Session13CreatingaposteraboutyourinstitutionalstrategyforODL83 Session14Posterpresentations,Q&A,paneldiscussion85 Session15Individualactionplanning

87 Appendices89 Appendix1–Figure2fromChangeManagementpaperinSession1191 Appendix2–Feedbackform

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IntroductionsandOverview

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Introductions

NationalUniversitiesCommissionTheNationalUniversitiesCommission(NUC)isaregulatoryandqualityassuranceagencyforuniversityeducationinNigeria.TheCommissionwasestablishedin1962asaunitintheCabinetOfficeofthePrimeMinister.Itbecameastatutoryorganisationin1974.ThepowersforitsregulatoryfunctionsarederivedfromtheNationalUniversitiesCommissionActNo.N81LawsoftheFederationofNigeria(L.F.N.)2011andEducation(NationalMinimumStandardandEstablishmentofInstitutions)ActNo.E3L.F.N.2004.ThevisionoftheCommissionis“tobeadynamicregulatoryagencyactingasacatalystforpositivechangeandinnovationforthedeliveryofqualityuniversityeducationinNigeria”.Itsmissionis“toensuretheorderlydevelopmentofawell-coordinatedandproductiveuniversitysystemthatwillguaranteequalityandrelevanteducationfornationaldevelopmentandglobalcompetitiveness”.TheCommission’smandatesfromwhichitsfunctionswerederivedinclude:

• DeterminationandmaintenanceofMinimumAcademicStandards;• GrantingapprovalforallacademicprogrammesruninNigerianUniversities;

• GrantingapprovalfortheestablishmentofallhighereducationalinstitutionsofferingdegreeprogrammesinNigeria;

• Accreditationofacademicprogrammes;

• Provisionofguidelinesandprocessingofapplicationsfortheestablishmentofprivateuniversities;and

• ChannelforallexternalsupporttoNigerianuniversities.TheCommissioncurrentlysuperintendsover164universitieswhicharedistributedalongdifferentproprietorships,namely;federalandstategovernmentsaswellasprivateinterests.TheCommissioninover50yearsofexistencehasprogressivelyachieveditsmainmandateofassuringqualityintheNigerianUniversitySystem.Thisundoubtedlyhasearneditmuchrecognitionamonghighereducationqualityassuranceexpertsglobally.

UniversityofLondon

AmessagefromDrMaryStiasnyOBE,ProViceChancellor(International),UniversityofLondonIamdelightedtobewritingthisforwardforouruniversitycolleaguesacrossNigeria.

TheUniversityofLondonanditsCentreforDistanceEducationarepleasedtobeworkingonthedevelopmentofOpenandDistanceEducationinNigeria.WeconsiderittobeagreatprivilegetosupporttheinitiativebeingledbytheNigerianNationalUniversitiesCommission(NUC).OurengagementwiththeNUChasalreadyseenanumberofsuccessfuldevelopmentalinitiatives.InNovember2017,ourhighlysuccessfuljointSymposiuminAbujasawthestartofmappingoutanactionplanwhichwilloutlinehowtheUniversityofLondonandtheNationalUniversitiesCommissioncouldworktogether.Fromthere,injustundersixmonths,weagreedandsignedanMOUinMarch2018andinthesamemonth,wewelcomed36colleaguesfromacrossNigeriatoSenateHouse,hometotheUniversityofLondon.Here,weheldafourdayworkshopdevotedtoanin-depthexaminationofthechallengesandopportunitiesavailabletoNigeriathroughopenanddistanceprovisionofhighereducation.Attheendoftheweek-longLondonvisit,colleaguesfromtheNUCandarangeofNigerianuniversitiesjoinedtheUniversityofLondonforitsannualconferenceonResearchandInnovationinDistanceEducation.

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AttheheartoftheUniversityofLondon,whichdatesbackto1836,sitsitsaccessmissiontoprovidequalityhighereducationforanyonewhocanbenefit.Followingthe1858CharterawardedbyQueenVictoria,theUniversityofLondonwasabletoofferstudyprogrammestothoseunabletotraveltoLondon.Today,theUniversitysupportsmorethan50,000studentsin180countriesonmorethan100studyprogrammes,withafurther1.4millionlearnersonitsMOOCsprogrammes.Ourworldwidecommunityincludesmorethan4,000studentsacrossAfricaandaround600ofthesestudentsaretobefoundinNigeria,takingdegreesforwhichacademicdirectionisprovidedbytheUniversityofLondon’sworld-leadingmemberinstitutions,includingtheLSE,UCL,Kings,SOASandQueenMary.Overtheyears,theUniversityofLondonhasseensometrulyoutstandingstudentsandalumniwhohavegoneontomaketheirmarkontheworldstage.TheyincludenotablefigureslikeNelsonMandela,whostudiedLawwhilstimprisonedonRobbenIsland;DrLuisaDiogo,whobecamethefirstfemalePrimeMinisterofMozambiqueandWoleSoyinka,thecelebratedNigerianpoet.Thereissomethinguniqueaboutourgraduates,whoremainintheirlocal,nationalandregionalprofessionalcontext.Indoingsotheycontributetothelong-termdevelopmentoftheirrespectivesocietiesandcountries.Manyofourcurrentgraduatesnowoccupyseniorpositionsinthelegal,economic,business,social,educational,culturalanddiplomaticfields.Addtothis,theUniversityofLondon’sprideinitshistoricalengagementwithAfricadatingbackto1946,whenitplayedasignificantroleinestablishingmanyCommonwealthuniversitiesundertheunique‘SpecialRelations’scheme.Thisincludedanumberofuniversities,forexampletheUniversityofNigeria;theUniversityofKhartoum;theUniversityofGhana,Legon;theUniversityofEastAfricaandtheUniversityofZimbabwe.Tothisday,theUniversityofLondonisproudofitssuccessfulassociationwithAfricaandwenowlookforwardtofurtherstrengtheningthisrelationshipbydeliveringqualityhighereducationwithourcolleaguesfromuniversitiesacrossAfrica.

DrLindaAmrane-Cooper,Head,CentreforDistanceEducationTheUniversityofLondon’sCentreforDistanceEducationsupportsdevelopment,innovation,andenhancementinOpenandDistanceEducation.Iamconfidentthattheworkshop,ledbyCDEFellowsProfStephenBrownandDrDavidBaume,withtheUoL’sAfricaAdviserDrAkanimoOdon,willprovideparticipantswithanopportunitytoengagewithin-depthplanningthatwillleadtosignificantand

impactfuldevelopments;andwillfosterdeepandmutuallybeneficialcollaborationtoaddresssharedchallenges.Iwouldliketowishyouallafruitfulandenjoyableworkshop.

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Principalauthors,facilitatorsandspeakersDrDavidBaumeSFSEDA,SFHEAdavid@davidbaume.comDavidhassince2001beenanindependentinternationalhighereducationresearcher,evaluator,consultant,staffandeducationaldeveloperandwriter.HehasbeenaCDEFellowsince2010.HewasfoundingChairoftheUKStaffandEducationalDevelopmentAssociation(SEDA);co-founderoftheUKHeadsofEducationalDevelopmentGroup(HEDG);afoundingcouncilmemberoftheInternationalConsortiumfor

EducationalDevelopment(ICED);andfoundingeditoroftheInternationalJournalforAcademicDevelopment(IJAD).HiscontributionstoacademicdevelopmenthavebeenacknowledgedbyawardsfromSEDAandICED.DavidistherepresentativeoftheICEDontheSouthernAfricaUniversitiesLearningandTeachingForum(SAULT).HehasworkedonlearningtechnologyprojectswithJisc.DavidwaspreviouslyaDirectoroftheCentreforHigherEducationPracticeattheUKOpenUniversity.There,heledtheproductionofcoursesonteachinginhighereducation;taughtontheUniversity’sLeadershipDevelopmentProgramme;researchedtheassessmentofteachingportfolios;foundedandledtheUniversityTeachingAwardsscheme;andsupportededucationaldevelopmentprojectsfortheHigherEducationFundingCouncilforEngland’sTeachingandLearningTechnologyProgramme(TLTP)andFundfortheDevelopmentofTeachingandLearning(FDTL).Hehasbeenexternalreviewerandexaminerformanycoursesonteachingandlearningonhighereducationinseveralcountries.Hehaspublishedsome60papers,articlesandreportsonhighereducationteaching,assessment,evaluation,learningoutcomes,coursedesign,portfoliosandpersonaldevelopmentplanning.Hereviewspapersforhighereducationjournals,andblogsonhighereducationandtechnologytopics.Hehasco-editedfourbooksonstaffandeducationaldevelopment,mostrecentlyAdvancingPracticeinAcademicDevelopment,editedwithCeliaPopovic,Routledge,2016.HeiscurrentlywritinganonlinePGCertHEforaprivateUKUniversity;withCDEcontributingtoaPGCertHEfortheUniversityofLondonInternationalAcademy;andco-writingandtutoringacourseonblendedlearninginHEfortheAssociationofCommonwealthUniversitiesinEastAfrica.David’spassionishelpingtheimprovementoflearninginhighereducation.AcurrentpriorityforDavidisenhancingcooperationbetweenthemanyhighereducationdevelopmentfunctions.

ProfessorStephenBrownFRSA,MCIPD,CMALTprofstephenbrown@gmail.comStephenisEmeritusProfessorofLearningTechnologiesatDeMontfortUniversityaVisitingFellowattheCentreforDistanceEducation,InternationalProgrammes,UniversityofLondonandDirectorofthelearningmediadesignconsultancyHyperworksLtd.HewaspreviouslyHeadoftheSchoolofMedia

andCommunication,DirectoroftheInternationalInstituteforElectronicLibraryResearchandDirectorofKnowledgeMediaDesign(http://kmd.dmu.ac.uk)atDeMontfortUniversity;SeniorTechnologyAdviserattheJISCTechnologiesCentre;HeadofDistanceLearningatBT;RoyalAcademyofEngineeringVisitingProfessorinEngineeringDesign;andPresidentoftheAssociationforLearningTechnology.HeisamemberoftheeditorialboardsforResearchinLearningTechnologyandInteractiveEnvironmentsjournalsandhasextensiveexperiencereviewingforarangeofotherjournalsandacademicconferences.Since2005hehasbeenaregisteredEuropeanCommissionexpertinthefieldsofTechnologyEnhancedLearning,DigitalLibrariesandCulturalHeritageandhewasamember

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oftheAHRCPeerReviewCollegefortenyears.Hisexpertiseincludes:projectmanagement,designmethods,softsystemsanalysis,ergonomics,mediadesign,informationdesign,computationalresearchmethods,digitalhumanities,distanceeducation,onlinelearning,training,technologyforecastingandchangemanagement.PreviousclientsincludeReutersUKIPlc.,MarconiPlc.,Guys',Kings',St.Thomas’DentalInstitute,BirminghamUniversitySchoolofMedicine,RoyalHollowayUniversityofLondonSchoolofManagement,JISC,theArabOpenUniversity,theEuropeanCommission,ImperialCollegeLondon,theUKGovernmentDepartmentforEducationandScience,UniversityofLondonExternalProgramme,SheffieldHallamUniversity,theUKLearningandTeachingSupportNetworkGeography,EarthandEnvironmentalSciencessubjectcentre,SussexUniversity,SalfordUniversity,theBritishCouncil,ManchesterUniversity,ManchesterMetropolitanUniversity,theOpenUniversity,theUKGovernmentHomeOffice.

Co-FacilitatorsIbrahimElMayetIbrahim.ElMayet@london.ac.ukIbrahimisRegionalBusinessDevelopmentManager,MiddleEastandAfrica,fortheUniversityofLondon.Heisanexperiencedconsultantandbusinessdevelopmentprofessional.AspartoftheGlobalEngagementDirectorate(GE)withinUniversityofLondon,Ibrahimheads-upregionalengagementacrossthe

MiddleEastandAfrica.Hisroleincludesbuildinglocalnetworksandpartnershipstodrivesustainedandlong-termdevelopment.Thiscomprisescloseengagementwithteachinginstitutions,governments,fundingagencies,professionalbodies,alumni,thecorporatesectorandrelatedorganisations.InpreviousroleswithWestminsterBusinessSchoolandLEADTrainingServices,IbrahimworkedextensivelyonthedesignanddeliveryofexecutivedevelopmentshortcoursesandleadershipprogrammesbothintheUKandMENAregion.IbrahimhasexperienceinInternationalDevelopmenthavingmanagedamajorUNDPfundedcampaignonbehalfofaconsortiumledbyBBCMediaActionNorthAfrica.In2012IbrahimestablishedIEConsultancyPlus,aNorthAfricafocusedbusinessconsultancyfirmdedicatedtosupportingmarketentryandmarketdevelopment.HisclientshaveincludedAlbanyAssociates,BritishEmbassyTripoli,MiddleEastAssociation(MEA),TVETUK,UKTI,Intellect,BritishWater,SalamancaRiskManagement,ControlRisksGroup(CRG),IFAAS(UK)Ltd.,NOFEnergy,HeritageOilandtheCharteredInstituteofPurchasing&Supply(CIPS).

[email protected]’sDegreeinEnvironmentalRehabilitation,aPhDinEnvironmentalManagementfromLancasterUniversity,UKandbusinessandenterprisecertificationsandfellowshipsfromCambridgeUniversityUK,StanfordUniversityandMITUSA.Hespecializesincross-bordereducationandinnovationsinresearchandisanexpertinnavigating,developingandmanagingrelationshipsbetweenacademia,governmentandindustryin

Africaforeconomicviability,researchimpactandstudentemployability.HehasbeenAfricaStrategyAdviserforLancasterUniversity,AberystwythUniversity,UniversityofStrathclydeandUniversityofEastAnglia.HehasbeenAfricanRegionalAdviserfortheUniversityofLondonforthelasttwoyears.HerecentlyfoundedFlexy-Learn(www.flexylearn.com),aone-stoponlineshopfordistancelearningprovisionforAfrica.IntheUK,hehasbeenanAdvisertotheBritishGovernmentondevelopinginternationaleducationpoliciesundertheNationalStudentForum;EducationConsultantforBritishCouncil;BusinessDevelopmentConsultantfortheGrowCreativeSchemeundertheEuropeanRegionalDevelopment

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Fund(ERDF);LocalContentConsultanttoCityandGuildsUK;andLocalContentAdvisertoBGGroup.InAfrica,hehasbeenStrategyConsultantfortheNationalCentreforEnergyandEnvironmentundertheEnergyCommissionofthePresidency,Nigeria;TechnicalAdviserforLagosStateMinistryofEnvironment;Non-ResidentResearchFellowoftheAfricanCentreforTechnologicalStudies,Kenya;AdviserforAfricaCentreforEnergyPolicyinGhana;ConsultantforTrustAfricaSenegal,reviewingcapacitybuildingpoliciesinNigeria,Mali,Botswana,Ethiopia,Ghana,GabonandEgypt;AdvisertotheNationalSocialSecurityFund(NSSF)Tanzania;LocalContentConsultanttotheAfricanDevelopmentBank;andconsultedforNigerianLiquefiedNaturalGasoncapacitybuilding.Currently,heisanAdvisertotheNationalEconomicEmpowermentCouncilTanzaniaunderthePrimeMinister’sOffice;theSouthernAgriculturalGrowthCorridorofTanzania(SAGCOT);andavisitingprofessortoStrathmoreUniversityKenya.Hehasdeliveredtrainingtoover40AfricanUniversitiesespeciallyoninternationalizationofeducationandresearchstrategiesandbridginggapsbetweenacademiaandindustry.HeisalsocurrentlytheAfricaAdviseronthe7millionpoundsUKGovernmentGlobalChallengesResearchFund(GCRF)LancasterUniversityRECIRCULATEprojectwhichfocusesoncapacitybuildingforacircularwatereconomyinsixAfricancountries–Kenya,Ghana,Nigeria,Malawi,ZambiaandBotswana.Inthelasttenyears,Odonhasorganizedandfacilitatedover50Africa-focusedinternationalworkshopsandconferences;liaisedandcollaboratedwithgovernment,industriesandacademiainover30Africancountries;developedover100strategiceducational,researchandcommercialpartnershipsbetweenUKandAfricanorganizations;facilitatedandsupportedsettingupover30African-focusedSMEs;designedandrunover40strategiccapacitybuildingandknowledgetransferschemesandprogrammes;deliveredinnovativeresearchimpactandmanagementtrainingtooverathousandAfricanresearchersandmentoredover200youngAfricanresearchersandentrepreneursunderXNFoundation(www.xnfoundation.org)anNGOhefoundedtenyearsago.Heisanauthoroftwoliterarybooks,apoetandamulti-awardwinningfilmproducerforhisrecentfeature-lengthmovieDRY.Speakers

DrOlamideE.AdesinaisthecurrentDirector,OpenandDistanceEducationattheNationalUniversitiesCommission.ShehadherUniversityeducationattheUniversityofIbadan.Fromthere,sheobtainedherDoctorofPhilosophydegreein1991afterhavingpreviouslyobtainedaBachelor’sandMaster’sdegreeinAdultEducation.In2014,sheobtainedaGraduateAcademicCertificatein(SpecialistinAgingStudies)GerontologyfromtheUniversityofNorthTexas,DentonUSA.SheisamemberoftheInternationalCouncilofDistanceEducation.ShehasworkedattheNUCindifferentcapacities;contributingtoachieving

thequalityassurancemandateoftheCommissionandtheadvancementoftheOpenandDistanceEducationaswellasitsreformsintheNigerianUniversitiesSystem.

ProfessorOlugbemiroJegedeistheimmediatepastSecretarytotheGovernmentofKogiStateofNigeria.HeisalsotheimmediatepastSecretary-GeneralandChiefExecutiveoftheAssociationofAfricanUniversities,theapexorganisationofhighereducationinAfricaandtheimplementingagencyfortheAfricanUnioninHighereducation.HehadasuccessfultenureonaspecialassignmentinHigherEducationinNigeriaattheinvitationoftheFederalGovernmentofNigeriatorestartopenanddistancelearningactivitiesinNigeria.HecommencedtheassignmentastheNationalCoordinator,NationalOpenand

DistanceLearningProgrammesin2001andin2003becamethefoundationViceChancellorofthe

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NationalOpenUniversityofNigeria(NOUN).Bythetimehecompletedhistenure,hedevelopedtheUniversitytothepositionofthe7thbestUniversityinNigeriaasratedbytheWebometricglobalrankingofuniversities.ProfessorJegedeservesasVicePresident(AfricaRegion)ontheGoverningBoardoftheInternationalCouncilonEducationofTeaching(ICET)andwasPresidentoftheAfricanCouncilforDistanceEducation(ACDE)from2008to2010and,nowitsglobalAmbassador.AmonghisnationalandinternationalawardsProfessorJegedecherishesmostare:theBestVice-ChancellorinNigeria2009bytheNationalAssociationofNigerianStudents(NANS),the2010HitachiSoftwareofJapanAwardofHitachiProminentAfricanLeadersforChangeinEducation,andthe2009AfricanLeadershipStarAwardforExcellenceinTertiaryEducation.Inhisover30-yearcareer,thisseasonedscholarandadministratorhasmadenumerouspresentations,anddemonstrableexpertise,inmanyareaswhichincludeInstructionalDesign,Psycho-SocialEnvironmentandLearning,KnowledgeEngineeringandCognitiveScience,AssessmentandEvaluationofLearning,InformationandCommunicationTechnologiesinInstructionalDelivery,VirtualRealityandflexibledeliveryofinstructionandODLResearchwithcross-cuttingapplicationsinhighereducation,scienceeducation,ODL,management,technologyandstrategicplanning.Asfarbackas1995,hewontheprestigiousawardforExcellenceinResearchoftheUniversityofSouthernQueensland.ProfessorJegede,whohaspublishedmorethan25booksandover156articlesinforemostjournalsintheworld,isoneofthefewdistinguishedacademicsintheworldwithtwoProfessorialChairs.HewasappointedProfessorofScienceEducationin1990andin1997appointedProfessorofOpenandDistanceLearning.AmajorgloballandmarkandsignificantcontributiontoeducationandthedevelopmentofknowledgebyProfessorJegedeishisTheoryofCollateralLearningwhichhepropoundedin1995,toexplainhownon-Westernsciencelearnersattempttocopewithinaclassroomenvironmentnotveryreceptivetotheirindigenousknowledge.Jegede’sTheoryofCollateralLearning,whichhasbeencitedover3,790timesinglobalscientificliteratureatthelastcount,hasbeenstudiedbyover56doctoralgraduatesworld-wide.ProfessorJegedewasaco-founderofthee-JournalinInstructionalScienceandTechnologyin1995asthefirstelectronicjournalinODLinAustralia.ProfessorJegedeservedinvarioushighereducationcapacitiesinoutstandinginstitutionsinAfrica,AsiaandEuropeincludingtakingchargein1988oftheMEdScienceEducationprogrammebydistancelearningatCurtinUniversityofTechnologyScienceandMathematicsEducationCentre,Perth,Australia.HewasthefoundingHeadoftheResearchandEvaluationUnitoftheDistanceEducationCentreatTheUniversityofSouthernQueensland,Toowoomba,Australia(1991-97).HewasfoundationDirectorofTheOpenUniversityofHongKongCentreforResearchinDistanceandAdultLearning(CRIDAL)from1997-2002.HewasManageroftheEastAsiaRegionalNodefortheWorldBankGlobalDistanceEducationNetworkatitsinceptionin1998.HeholdsaBScEd&MEd(ABU)andaPhD(ScienceEducation)fromUniversityCollege,Wales,UK.ProfessorJegedewasamemberoftheCommonwealthofLearningKnowledgeManagementRoundtablewhichmanagedtheCommonwealthOpenLearningInteractiveNetworkforknowledgesharingin1998.HedevelopedthefirstelectronicnetworkfortheAsianAssociationofOpenUniversities(AAOU)andwasanexpertconsultantto,andtheChairof,theBeijingDeclarationDraftingCommitteeattheE-9ExpertMeetingofthe9MostPopulousDevelopingCountries’Ministers’ofEducationMeeting,Beijing,Chinain2001.In2010hewasmadeamemberoftheGlobalUniversityLeadershipForum(GULF)andtheAfricanUniversitiesConsultativeCouncilestablishedbytheWorldBankandtheWorldEconomicForumtofashionoutcollaborativeprojectsandassociationsbetweentheworld’sbest25UniversitiesandselectedAfricanUniversities.AmajorandoutstandingaccomplishmentProfessorJegederecordedasSecretaryGeneraloftheAssociationofAfricanUniversities(AAU)wasbeingtheFacilitatorofthelaunchingofthePanAfricanUniversity–athematicUniversitysystemusing55CentresofExcellenceashubsandnodesofhigher

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institutionsdedicatedtopostgraduatetrainingandresearch,andintramobilityofstaffandstudentswithinAfricain2011.HechairedthePlanningCommitteefortheAssociationforDevelopmentinEducationinAfrica(ADEA)MinisterialRegionalMeetingin2004.AsViceChancellorofNOUN,heestablishedtheRegionalTrainingInstituteforResearchandDevelopmentinOpenandDistanceLearning(RETRIDAL)in2003asaCentreofexpertiseinODLfortheWestAfricanSub-region,andalsosetuptheAfricanCouncilforDistanceEducationQualityAssurance&AccreditationAgency(QAAA)in2008asacontinentalbodytomanage,monitor,accreditandauditqualityandbuildcapacityforqualityassuranceinODLonthecontinentofAfrica.HeinitiatedandfacilitatedtheNationalAdvisoryCommitteeonOpenandDistanceEducation(NODEC)forNigeria2006to2010.ProfessorJegedewasinvitedbytheExecutiveCounciloftheInternationalCouncilforDistanceEducation(ICDE)anditsStandingConferenceofPresidents(SCOP)toChairitsInternationalResearchCommitteein2001andtoleadaTeamofinternationalODLresearcherstoinvestigateanddeveloparesearchagendaforICDE.ThisreporthascontinuedtoguideODLresearchandthedevelopmentofonlineteachingandlearningworld-wide.ProfessorJegedeisamemberoftheNigerianAcademyofEducation;thePro-ChancellorandChairmanofTheGoverningCounciloftheLittoralUniversity,Porto-Novo,RepublicofBenin;andhonouredwithPhD(honoriscausa)ofthatuniversity.Hewasconferredin2013bySalemUniversitywiththedegreeofDScinPublicAdministration(honoriscausa).HeisaFellowoftheCommonwealthofLearning(FCOL),FellowoftheAfricanAcademyofScience(FAAS)andFellowoftheScienceTeachersAssociationofNigeria(FSTAN).Heisthe2015recipientoftheInternationalCouncilforDistanceEducation(ICDE)PrizeofExcellenceforLifelongContributiontothefield.ProfessorJegedeisEmeritusProfessorofOpenandDistanceLearningoftheNationalOpenUniversityofNigeriaandconsultanttomanyagenciesincludingAAU,EU,UNESCO,COL,WorldBank,AfDBandUNDP.

ProfessorPeterA.OkebukolaisadistinguishedProfessorofScienceandComputerEducationatLagosStateUniversity,Nigeria.HehadhishighereducationattheUniversityofIbadanwhereheobtainedhisBachelor’sdegreein1973followedbyMaster’sandPhDdegreesinScienceEducationinthesameuniversity.HehadspecialisedscienceandtechnologytrainingattheMassachusettsInstituteofTechnology(MIT),andHarvardUniversity,bothinCambridge,USA.HeisaFellowoftheScienceAssociationofNigeria(SAN),

FellowandPresidentoftheNigerianAssociationforEnvironmentalEducationandFellowandpastPresidentoftheScienceTeachersAssociationofNigeria(STAN).HewasDirectoroftheVirtualInstituteforHigherEducationPedagogyandCo-DirectoroftheVirtualInstituteforHigherEducationinAfrica.Hehasservedasleadfacilitatortodeliveronlinetrainingtoover10,000academicsin62universitiesinAfrica.HewasleaderoftheE-learningProgrammeforfederalcivilservantsinNigeriainvolvingover70,000participants.Hewontheprestigious1992UNESCOPrizefortheCommunicationofScience.Hehaswonseveralinternationalgoldmedalsinscience,environmentalandcomputereducation.HewasconcurrentlytheChairmanofCounciloffourNigerianuniversities.HeiscurrentlytheChairmanofCouncilofCrawfordUniversity,Chairman,BoardofTrusteesofCalebUniversityandChairmanofCounciloftheNationalOpenUniversityofNigeria(NOUN).HeistheExecutiveChairman,OkebukolaScienceFoundation.HewasExecutiveSecretaryoftheNationalUniversitiesCommission.HehasbeenawardedanumberofhonoraryDScdegrees.HeistherecipientoftheNationalHonouroftheOfficeroftheOrderoftheFederalRepublic-OFR.HeisthecurrentChairmanoftheUS-basedAdvisoryCounciloftheCHEAInternationalQualityGroup(CIQG).

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Workshopoverviewandsummarytimetable

AimsThemainaimofthisworkshopistoprovideinformation,ideas,resources,andsupportforparticipantstoplanthenextstagesofdevelopmentofOpenandDistanceLearning(ODL)intheirinstitution,whatevertheirrole.Afurtherimportantaimistohelpparticipantstoformnetworkswhichwillcontinuetoprovidepeersupportaftertheworkshopisover.

IntendedoutcomeBytheendoftheworkshop,youwillhavedevelopedstrategies,policiesandplansforworkingwithcolleaguesinyourUniversityandnationallytodevelopandrunhighqualityODLprogrammes.

WorkshopprocessesTheWorkshopcomprises15sessions,withinputsandbothformalandinformalworking.Eachsessiontypicallyinvolvessomeinput,andaccesstoresources.Howevertheprincipalactivityisworkbyyou–aboveall,usingtheideasandinformationpresentedanddiscussionswithpeersandcolleaguestomakeplansforaction.Itissuggestedthatyouareallocatedtogroupsandtablesforsessions:

‘A’groupsareforODLpractitioners,‘B’groupsforseniormanagers.AandBgroupswillsometimeshavedifferenttasks.

TherewillbesharingofideasacrossAandBgroups.Forsomesessions,youwillbeallocatedtoworkininstitution-basedgroups.

ActionplanningandfollowupInthefinal15minutesorsoofmostsessions,weshallaskyoutonotedowninyourWorkbookanswerstothesethreequestions:

1. Whatarethemainideasthatyouaretakingawayfromthissession?2. Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticein

OpenandDistanceLearning(ODL)duringthenextfewweeks,monthsoryears?Youmayfindthesesupplementaryactionplanningquestionsusefuleachtime:

• Whatareyougoingtodowitheachoftheseideas?• Howareyougoingtoimplementthem?• Whoelsewillyouneedtotalkto,togettheseideasintopractice?• Howwillyoupersuadethemthatthesearegoodideas?• Whatobjectionsmaytheyraise?• Howwillyounegotiatewiththem?• Whatwillsuccesslooklike?

3. WhatwillyoudoonMonday?Inotherwords,whatistheverynextthingyouwilldoinyourhomeinstitutiontoadvanceODL?

Youraccountsoftheykeyideasyouaretakingawayfromeachsession,andyouractionplans,arethemostimportantoutcomesfromthisworkshop.Youmaywishtosharethesewithcolleagues.

ResourcesResourcesforthisworkshopcanbefoundathttps://tinyurl.com/CDENUCWorkbook.(Youmayneedtocopythislinkandpasteitintoyourbrowser.)

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SummaryofWorkshoptimetable TuesdayJuly3 WednesdayJuly4 ThursdayJuly5 PlanningODL DevelopingODL MakingODLhappen0830–0925

Registration,informalinteraction,refreshments

0930–1000

WelcomeAddressbytheExecutiveSecretary,NationalUniversitiesCommission,ProfessorAbubakarRasheedmni,MFR,FNALandIntroductionsbyUniversityofLondon–DrDavidBaume,ProfessorStephenBrown,IbrahimElandDrAkanimoOdon

0900–0930

Informalinteraction,lookingatmaterials,lookingaspostersfromSession4,refreshments

Informalinteraction,lookingatmaterials,refreshments

1000–1115

Session1IdentifyingaspirationsandgoalsforODLandODLcapabilitiesanddevelopmentneedsFacilitatedbyDavidBaume,StephenBrown,IbrahimElMayetandAkanimoOdon.Collaborativeworkandplanning.Worksheetsandplanningaidswillbeprovidedforeachpartofthesession.

0930–1045

Session6BasicsoflearningandsuccessfulODLinpracticeEssentialconditionsforsuccessfullearninginhighereducation.DavidBaumeFurtherinstitutionalandprogrammeissuesforsuccessfulODL.StephenBrown–slidepresentation.TheNigerian/AfricancontextsAkanimoOdonParticipantsdraftinginitialguidancenotesongoodpracticeinODLprogrammes.Actionplanning.

Session11Changeprocessesandstaffdevelopment:Drivers,barriers,enablers,andstakeholderengagementStephenBrown-slidepresentationChangeprocessesandstaffdevelopment,includingtheUniversityofLondonPGCertHEDavidBaumeChangeprocessesintheNigeriancontextAkanimoOdonGroupsworkingininstitutionalteamstodefineinstitutionalchangeprocessesforembeddingODL.Actionplanning.

1115–1145

Refreshments 1045–1115

Refreshments

1145–1245

Session2ODLpolicyandpracticeintheNigerianUniversitySystem

1115–1215

Session7DevelopingqualityCourseMaterialsforODLinNigeria

Session12Fine-tuningtheDeliverySystemtoEnsureComparabilityin

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PresentationwithQ&ADrOlamideEAdesina,NUC

PresentationwithQ&AProfessorOluJegede,NUC

QualityofOpenandDistanceandConventionalModesPresentationwithQ&AProfessorPeterOkebukola,NUC

1245–1400

Session3WhatmakesasuccessfulinstitutionalODLstrategyandprogramme?AkanimoOdononlocal,nationalandAfricancontextsandmarketsforODL.StephenBrownonsomeinstitutionalandprogrammeissuesforsuccessfulODL-slidepresentationCollaborativeworkandactionplanningonstrategiesandprogrammes.

1215–1330

Session8EnsuringODLisfitforpurpose(1)QualityandQAQualityandQualityAssurance–StephenBrown–slidepresentation.QualityandintheNigerianandAfricancontexts-AkanimoOdonGroupworkandactionplanningoncoursesandqualityandonpolicyandstrategyforquality.

Session13CreatingaposteraboutyourinstitutionalstrategyforODLinstitutionalplansforODL–workingininstitutionalgroups.

1400–1500

Lunch

1330–1430

Lunch

1500–1615

Session4ODLforreal

IntroductorypresentationbyDavidBaumeonthebasicfeaturesofODLParticipantswillworktospecifyanactualODLcourseoftheirchoice.Input,resourcesandpromptswillbeprovided.Prepareposterofcoursespecification.

1430–1545

Session9EnsuringODLisfitforpurpose(2)–Academy/IndustryengagementDevelopingproductiverelationsbetweenhighereducationandemployment,andtherolesofODLinthis.AkanimoOdonandrepresentativesfromindustry.Q&A,discussion,actionplanning

Session14Posterpresentations,Q&A,paneldiscussion.DavidBaume,StephenBrown,IbrahimElMayetandAkanimoOdonandcolleaguesfromNUC.Actionplanning.

1615–1645

Refreshments 1545–1615

Refreshments

1645–1800

Session5Vision,content,strategyandpracticeBasedonworkdoneby

1615–1730

Session10StartingtodesignanODLCourseBasedonworkdone

Session15IndividualactionplanningReviewingnotesand

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participantsearlierintheday,sharingstrategiesforprogrammeplanning.

earlier,startingtodesignanODLcourse.Actionplanning.Introductiontotheposterchallenge.

plansparticipantshavemadethroughouttheWorkshop.Writingdetailedpersonalactionplansforthenextfewweeks,monthsandyearstosupportthesuccessfulintroductionandexpansionofODLintheirinstitution.

1800–2100

Informalworking,refreshments,freetime,socialactivity,

1730–2100

Informalworking,refreshments,freetime,socialactivity,

1730–1745

Closingceremonyanddepart.

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Day1Tuesday July 3rd Planning ODL

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TuesdayJuly3rd,1000-1115

Session1–IdentifyingaspirationsandgoalsforODLandODLcapabilitiesanddevelopmentneeds

GroupingsSuggestworkinginA(practitioner)andB(seniormanager)groups

IntendedoutcomesParticipantswill:1(i) Identifytheirpersonal,professionalandinstitutionalaspirationsandgoalsforODL1(ii) Identifytheircurrentpersonal,professionalandinstitutionalcapabilitiesanddevelopmentneedswithrespecttoODL

Activities1000 Introductiontothesession

1005 Worksheet1(i)–Wheredowewanttogetto?Inotherwords,whatareourgoalsandaspirationsforODL?Howwillweresearchthisfurther?

BothAandBgroupsaddressthis,fromtheirownpointsofview.

1030 Worksheet1(ii)–WhatODLcapabilitiesdowebring?WhatODLcapacitiesdowestillneedtodevelop?Howwillweresearchthisfurther?

BothAandBgroupsaddressthis,fromtheirownpointsofview.

1100 Individualactionplanning

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Yournotesonthissession,beyondthoseinyourworksheets:

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Worksheet1(i)–AspirationsandgoalsforODL,bothpersonal/professionalandinstitutional

Name..………………………………………………………………………………………………………………++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

PersonalandprofessionalaspirationsandgoalsforODL:1 Whatdoyouwantyourownjoborrole(s)tobe,withregardtoODL,in2023?2 WhatwilltellyouthatyouhaveachievedyourpersonalandprofessionalaspirationsandgoalsinODLin2023?Personallyandprofessionally,whatwillyoursuccesslookliketoyou?

InstitutionalaspirationsandgoalsforODL:3 Whatdoyouwantyourinstitutiontohaveachieved,withregardstoODL,by2023?Forexample:3i Howmany,orwhatproportion,ofyouruniversity’sstudentswillbestudying,atleastinpart,byODLin2023?3ii Whatwillbethemainsubjectareasforyouruniversity’sODLstudents?3iii WhatfactorswillshowthatyouruniversityissuccessfulinODLin2023?

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Worksheet1(ii)–ODLCapabilitiesandDevelopmentNeeds

Name..………………………………………………………………………………………………………………++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Specifying,planningandwritinggoodODLcourses1 Howdoyourateyourowncapabilitiesintheseareas?(Underline) Littleornone Somebutinsufficient Sufficient Outstanding2 Howdoyourateyourinstitution’scapabilitiesintheseareas?(Underline) Littleornone Somebutinsufficient Sufficient Outstanding3 Whatareyourownmaincurrentcapabilitiesintheseareas?4 Whatareyourinstitution’smaincurrentcapabilitiesintheseareas?5 Whatextracapabilitiesdoyouneedintheseareas?6 Whatextracapabilitiesdoesyourinstitutionneedintheseareas?

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Worksheet1(ii)–ODLCapabilitiesandDevelopmentNeeds

Running,teachingandadministeringgoodODLcourses7 Howdoyourateyourowncapabilitiesintheseareas?(Underline) Littleornone Somebutinsufficient Sufficient Outstanding8 Howdoyourateyourinstitution’scapabilitiesintheseareas?(Underline) Littleornone Somebutinsufficient Sufficient Outstanding9 Whatareyourownmaincurrentcapabilitiesintheseareas?10 Whatareyourinstitution’smaincurrentcapabilitiesintheseareas?11 Whatextracapabilitiesdoyouneedintheseareas?12 Whatextracapabilitiesdoesyourinstitutionneedintheseareas?

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Worksheet1(ii)–ODLCapabilitiesandDevelopmentNeeds

Budgets,resourcesandstrategiesforgoodODL13 Howdoyourateyourowncapabilitiesintheseareas?(Underline) Littleornone Somebutinsufficient Sufficient Outstanding14 Howdoyourateyourinstitution’scapabilitiesintheseareas?(Underline) Littleornone Somebutinsufficient Sufficient Outstanding15 Whatareyourownmaincurrentcapabilitiesintheseareas?16 Whatareyourinstitution’smaincurrentcapabilitiesintheseareas?17 Whatextracapabilitiesdoyouneedintheseareas?18 Whatextracapabilitiesdoesyourinstitutionneedintheseareas?

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Session1-(i)IdentifyingaspirationsandgoalsforODLand(ii)ODLcapabilitiesanddevelopmentneeds

Name..………………………………………………...…………………………………………………………………………………………

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

1.1 Whatarethemainideasthatyouaretakingawayfromthissession?

1.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)1.3 WhatwillyoudofromthissessionaboutODLonMonday?

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TuesdayJuly3rd–1145–1245

Session2–ODLpolicyandpracticeintheNigerianUniversitySystem

PresenterDrOlamideE.Adesina

IntendedoutcomesParticipantswillhavebeguntoidentifytheimplicationsofnationalODLpolicyandpracticefortheirowninstitution’sworkinODL.

ActivitiesPresentationQ&AActionPlanning

ResourcesThepresentationIdeasfromQ&A

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

YournotesonthislectureandtheQ&A:

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Session2-ODLpolicyandpracticeintheNigerianUniversitySystem

Name..………………………………………………...…………………………………………………………………………………………

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

2.1 Whatarethemainideasthatyouaretakingawayfromthissession?

2.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)2.3 WhatwillyoudofromthissessionaboutODLonMonday?

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TuesdayJuly3rd–1245–1400

Session3–WhatmakesasuccessfulinstitutionalODLstrategyandprogramme?

GroupingsWorkinginA(practitioner)andB(seniormanager)groups.

IntendedoutcomesParticipantswillhavedevelopedmoredetailedaccountsoftheirinstitutionalstrategyandofwhatmakesagoodODLprogramme.

ActivitiesShortpresentations:AkanimoOdononlocal,nationalandAfricancontextsandmarketsforODLStephenBrownoninstitutionalissuesforsuccessfulODLDavidBaumeonprogrammeissuesforsuccessfulODLWorksheets:GroupsA ODLpractitioners–preparingabriefingontherequirementsforasuccessfulODL

programmeintheirsettingGroupsB Seniormanagers–preparingabriefingnoteontherequirementsforinstitutional

strategyforasuccessfulODLintheirsetting1345 Actionplanning

ResourcesProgrammeSpecificationPromptsWorksheetsforBriefingNotesforGroupsAandB

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Yournotesonthissession:

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Session3

ProgrammeSpecificationPromptsAdetailedprogrammespecificationneedstoaddresstheseissues:

1 BusinesscaseA. Employmentpotential:Targetbusinesssectors,location,size,growthtrends,graduatejob

opportunities.B. Industrycollaborationpotential:Sponsorship,professionalaccreditation,workexperience,

visitinglecturers,resourcecontributionsinkind(e.g.materials,equipment,studyvenues).C. Demandpotential:Evidenceofdemandfrompotentialstudentssuchassurveys,emails.D. Competition:Similarprogrammesofferedelsewhereandwhatadvantagestheproposed

newprogrammeoffers

2 AcademicoutlineE. Programmedetails:Title,level,qualification,otherexitawards,moduletitlesandrationale,

pre-requisiteknowledgeandskills,relationshipwithotherprogrammes.F. Learningoutcomes:Academicknowledgeandskills;employabilityskillsandexperience,

careermanagementskills;valuesandethics.G. Delivery:Oncampus,blendedlearning,online.H. Pedagogicalstrategy:e.g.didacticlecturebased/problembasedexperientiallearning;

individual/collaborativegrouplearning;flippedclassrooms.I. Assessmentstrategy:Formative,summative,portfolio/projectversusexaminations.

3 InstitutionalsupportJ. Technicalinfrastructure:Platforms,VLE,hosting,24x7technicalsupport,accessibility,data

policy,systemssecurity.K. Marketing:Communicationandfeedbackchannels,budget.L. Courseproductionandmaintenance:Programmeleader,moduleleaders,production

manager,mediasupport(graphics,photography,video,animation,podcasts,etc.),schedules,budget,managementboards.

M. Tutorappointments:Recruitment,training.N. Learningresources:Library,laboratories,workshops,fieldtrips,OERs,studycentres.O. Registry:Eligibilitychecking,fees,logincredentials,progressionrecords,awardsandaward

ceremonies.P. Studenttracking:Monitoringstudentprogressandfeedbacktotutorsandstudents.Q. QualityAssessment:Alignmentoflearningoutcomes,assessmentsandcontent;grading

schemeandrubric;programme/moduleevaluation;tutorperformancemonitoring;stakeholderfeedback(e.g.students,tutors,employers,accreditationbodies,UniversitydepartmentssuchasRegistry,ITServices,Marketing,etc.).

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Session3–Worksheet3A

BriefingnotebyGroupsA–ODLpractitioners–forcolleagues–ontherequirementsforasuccessfulODLprogrammeintheirsetting

1 Whoaretheaudiencesforthisbriefingnote?

2 WhosecooperationandsupportwillyouneedtoproduceandrunasuccessfulODLprogrammeinyoursetting?

3 WhatpoliciesandstrategieswouldyouliketheUniversitytohaveinplacetosupporttheproductionandoperationofasuccessfulODLprogramme?

4 Whatdifficultiesdoyouanticipate?

5 Howwillyouovercomethese?

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Session3–Worksheet3B

BriefingnotebyGroupsB–SeniorManagers–forcolleaguesontherequirementsforinstitutionalstrategyforasuccessfulODLintheirsetting

1 Whoaretheaudiencesforthisbriefingnote?

2 WhosecooperationandsupportwillyouneedtoproduceandrunasuccessfulODLprogrammeinyourUniversity?

3 WhatpoliciesandstrategiesdoestheUniversityneedtohaveinplacetosupporttheproductionandoperationonasuccessfulODLprogramme?

4 Whatdifficultiesdoyouanticipate?

5 Howwillyouovercomethese?

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Session3-WhatmakesasuccessfulinstitutionalODLstrategyandprogramme?

Name..………………………………………………...…………………………………………………………………………………………

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++3.1 Whatarethemainideasthatyouaretakingawayfromthissession?

3.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)

3.3 WhatwillyoudofromthissessionaboutODLonMonday?

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TuesdayJuly3rd–1500–1615

Session4–ODLforreal

GroupingsWorkingininstitutionalgroups

IntendedoutcomeProduceaposterwithoutlinespecificationforoneODLcourseinyourinstitution.

Activities1500 Skimread“KeyIdeasinopenanddistancelearning(ODL)“1515orso Discuss,agreeandproduceapostersummarisingthespecificationforoneODL

courseinyourinstitution1600 Actionplanning

Resources“KeyIdeasinOpenandDistanceLearning(ODL)”Information,ideasandresourcesthatyouhavebrought;thatyouhaveheard,readandgeneratedduringtheday,andalsoresourceslinkedattheendofthisWorkbookFlipchartpaper,markers,fixings

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Yournotesonthissession:

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Keyideasinopenanddistancelearning(ODL)

Alltoread:

OverviewOpenandDistanceLearning(ODL)isbreakingdowncurrentbarriers,currentdistinctions:

• Distancedoesn’tmatter.Studentscanbeaworldapartbutworktogether

• Timedoesn’tmatter.Studentscanworkonasharedorcommontaskatdifferenttimes

• Distancetothelibrarydoesn’tmatter.Thelibrary,oraselectedsubsetofit,isinthestudents’hands,orontheirdesk

• Studentsandteacherscanbeonlineandface-to-faceatsametime

• Studentscanbealoneandworkinginagroupatthesametime

• Studentscanbeonabusandinalibraryatthesametime

• Studentscanwatchalectureathome

• Studentscananswerquizquestionsat3AM

• And–thedistinctionbetweencampus-basedlearningandODLisbreakingdown.Forexample,mostcampus-basedstudentsalreadydosomeoftheirstudyingonline.

Soon,therewillonlybelearning,usingarichrangeoftoolsandresources.Wewon’tdistinguishsomuchbetweenface-to-face,blendedandopenanddistancelearning.But,fornow,withODL:

• Studentscanbelessteacher-dependentandmoreindependent–ifthecourseandthetutorallowandencourageandsupportthis.

• Becauseknowledgeandinformationarereadilyavailable,studentscanrefocusontomakingsenseofandusingknowledgeandinformation–aslongasthecourseandtheteacherencouragethis,andtheassessmentrewardsit.

• Differentstudentsalreadylearnbestindifferentways.ODLincreasestherangeofformsoflearningopentostudents,aswellashelpingstudentstobecomemoreversatilelearners.

Person1:

PlanningODLcoursesMostoftheeffectivenessofanODLcoursecomesfromthedesignofthecourse.Teaching,givingfeedback,andtheotherelementsarealsoextremelyimportant.Butitallstartswithagoodcoursedesign.ODLdrawsattentiontotheideaofinvestment–investmentincoursedesign,investmentinthedevelopmentandselectionoflearningresources,investmentthatpaysoffinincreasedstudentnumbers,improvedstudentlearning,increasedstudentretentionandsuccess,andmoreefficientuseofstafftime.ThishasimplicationsforstaffworkloadforODL,asexploredinAssinder,BaumeandBates,(2010)Studentsneed:

• Aclearaccountoftheintendedlearningoutcomes,thatis,ofwhatthestudentsneedtobeabletodobytheendofthecourse,andofwhatkindofworkshowstheseoutcomesbeingmet.

• Clearoutcomes,probablyweeklyinfirstlevelcourses,butcoveringlongerperiodsoftimein

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lateryearsoftheircourse,alwaystoenablestudentstoplantheirworkandmonitortheirprogressagainsttheseoutcomes.

Associatedwiththeintendedoutcomes,theyneedascheduleofactivitiestoundertakeinordertoachievetheoutcomes.Againtheseshouldprobablybeinweeklydetailforearlymodules.Itshouldbemadeclearhowlongstudentsareexpectedtospendoneachoftheseactivities,certainlywithinarange–thiswillhelpstudentstomanagetheirtimemostproductively.Theresourcestouseincompletingeachoftheseactivitiesshouldalsobemadeclear.Asstudentsmature,wewantthemtomovetowardsbeingcapableenthusiasticindependentlearners.So,again,thetimeintervalforlearningactivitiescanstretch,andalsostudentscanplayabiggerroleindevisingandundertakingappropriatetheactivities.Butstudentsalwaysneedsomeclarity,somestructure.Thereshouldbeasingledocument,probablyonline.WeshallherecallittheCourseGuide.Itguidesandleadsanddirectsthestudents.Itrefersthemouttootherresourcesandactivities.Butitisalwaystheplacetheycomebackto,toanswertheperennialandappropriatestudentquestion–“WhatdoIdonext?”FormoreoncoursedesignseeBaume(2009),JISC(2017),Conole(2017).

ObtainingandproducinglearningresourcesLearningresourcesaretheservantsofthelearningactivities,whichinturnaretheservantsofthelearningoutcomes.

Person2:

CourseGuideTheprincipallearningresourceis,asdiscussedabove,theCourseGuide.Thisdescribesintendedstudentlearningoutcomesandtheassociatedstudyactivities.Itcanandshouldlinkto,referto,pointto,awidevarietyofothersourcesandresources,preferablywithanotetoindicatewhatthesesourcesandresourcesareandhowtheymightbeused.Laterinthecourse,studentsshouldincreasinglybeencouragedtofindandshareandcritiquenewresourcesbeyondthecourse.

CoursecontentItmaybenecessarytowritesomecoursematerial,somecoursecontent,whichisnototherwiseavailable,orisnotavailableinaformthatthecourseteamthinksappropriate.However,writingcoursecontentisaslowandthereforeanexpensivebusiness.Athree-partstrategyforcontentisthereforesuggested:

1. Linktoexistingmaterialsandresourceswhereverpossible.Therearemanyexcellentresources,includingopeneducationalresources(OERs),available;

2. Ifnecessary,annotatetheseexistingresourceswithanyreservations,correctionsoradditionsthatyouneedorwishtomakeonthem;and

3. Ifabsolutelynecessary,orifyoureallywantto,andhavethetime–writenewcontent.

StudentlearningactivitiesWritingstudentlearningactivitiesisoneofmostdistinctiveandimportantelementsofwritinganODLcourse.Newtypesoflearningactivitiesarebeingdevisedallthetime,asnewpedagogiesandnewlearningtechnologiesemerge.However,ratherthandrowningindetail,weshallfocusonafewprinciples,afewexamples.Youcanbuildontheseinyoursetting.

• Aboveall,thelearningactivitiesshouldbeappropriatetotheintendedlearningoutcomes.Thelearningoutcomeshoulddescribewhatthestudentsaretobeabletodo.Learningactivitiesshouldclearlyhelpstudentsinthisquest(Baume2009).

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• Appropriatelearningactivitiesmay:

• Requirestudentstoundertakesimpler,andthenmorecomplex,versionofthelearningoutcome.Or

• Comprisestepsthatthestudentmustlearntoundertaketoachievetheintendedlearningoutcome.

• Bothyouandthestudentsshouldalwaysbeclearwhystudentsareundertakingeachlearningactivity.

• Studentsaren’tjustlearningthesubject.TheymayalsobelearningtolearnbyODL.So,startwithsimple(butnottrivial)andsmallactivities,andsteadilybuildactivitiesinscaleandcomplexity.

• Fromthestart,encouragestudentstoworkinpublic,incourseforumswheretheycansharetheirworkandthoughts:

o Forexample,youmaywantthemtosummarisethemainargumentsandideasfromachapter.Itmaybemoreproductiveiftheydothisinaforum,wheretheycanseeandreacttoeachother’sideas,ratherthantoworkinprivate.

• Studentsmayneedhelpandsupporttobecomecomfortablewithworkinginpublic:

o Theyneedtolearntotrusteachother,andtotrustyou.Theywillneedreassurancethattheyarenot“givingtheirideasaway”,andhencegivingawaymarks.

o They will also need reassurance that they are not risking being accused ofplagiarismwhentheypickupandusetheideasofothers.Thisisabigchangeofpedagogicpractice,leadingtoachangeoflearningculture.Studentswillrapidlyfinditrewarding.

• Topersuadestudentsofthevalueofthisapproach,remindthemwhatemployerssayabouttheimportanceofgraduatesbeingeffectivecommunicatorsandeffectivecollaborators.

Adiscussionoftypesoflearningactivitiesandsettingsfollows.But,beforethat,herearethreepossibledimensionsofdifferenceoftypesoflearningactivities.Westartwiththisanalytic,ratherthanadescriptive,approach,tohelpyouselectanddesignlearningactivitiesthatareappropriatetoyourparticularsetting,ratherthanjustchoosingfromalist.

Person3:

Learningactivities–dimensionsofdifference

1 Alone/byinvitation/smallgroup/largegroup/openThisdescribesvarioussettingsinwhichstudentscanwork.Thetwoends;alone,andopen(totheworld,forexampleinapublicblogoronTwitter);areself-evident.Betweenthem:

• Astudentcaninviteselectedpeopletoseeselecteditemsoftheirwork,andtodiscussthese.

• Asmallgroupwouldtypicallybeadefinedstudygroupwithinalargercourseormodule.

• Alargegroupwouldtypicallybethewholecohortormodulegroup.

Thefirsttwoorthreeofthesesettings–alone,byinvitationandsmallgroup–mayfeelsaferand

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morecomfortabletothestudent,especiallythestudentnewtoODL.Workinginthefullopenworldwouldonlyoccasionallybeappropriateforstudents.Themostlearningprobablyhappensthesecond,thirdandfourthsettingsfromthelist.

2 Synchronous/asynchronousItmaybenaturalfortheteacherfamiliarwithandconfidentinface-to-faceteachingtowanttomovetosynchronousworkinginODL.Synchronousonlinelearningcanhavevigour,animmediacy.Itcanbuildafeelingofcommunityengagement.Butsomestudentsarealwaysquietinasynchronoussetting,notbecausetheyhavenothingtocontribute,butbecausetheyareshy,morecautious,orwanttospendtimecraftingathoughtfulresponse.Forsuchstudents,taskswhereamoreconsideredresponsecanbemadewillbegood.Also,whenstudents’busylivesdonotalwaysallowthembetogetheronlineatthesametime,asynchronoushasconsiderableadvantages.Whichisbest?Useboth,findoutwhichworksbest,andwhen,andforwhichstudents,andforwhatkindofactivities,andwhy.

3 Fromexperience-basedtoresource-basedThisisnotasetofdiscretealternatives,butratheraspectrum.Atoneendofthespectrumareactivitiesandtasksthatmakeuseofstudents’priorandcurrentexperience.Thesetypicallyaskstudentstodescribeandmakesenseoftheseexperiences–inrelationtotheoriesandinformationinthecourseresourcesandelsewhere.Attheotherendofthisspectrumareactivitiesandtaskswhichrequirethestudentstoreadandmakesenseofcourseresourcesandmaterials–and,hopefully,toapplytheseandtestthemagainsttheirownexperience.Appropriateactivitiescanbelocatedalmostanywherealongthespectrum.Butprobablynotateitherextreme.Experiencewithoutexplanation,andtheorywithoutapplication,probablybothhavelittlevalue.Powerfullearningresultsfromacontinuedconversation,interaction,betweenexperienceandtheory,analysisandcreationorconstruction.AnODLcoursecanincludeanonlineversionofalmostanylearningactivitythathappensinaface-to-facecourse,whetherintheclassroomorinparticularspecialistfacilities,withstudentsundertakingassignmentsorsomeotherformofguidedprivateorindependentstudy,sometimesingroups,sometimesalone.Allittakesisimagination,andprobablysometechnology.TheCourseGuidetypicallyplaysalargerroleinODLcoursethaninaface-to-facecourse.ThismeansthatanODLcoursecancomprisemoresophisticatedandcomplexsetoflearningactivities,althoughtheyshouldneverbemorecomplexthanisnecessarytohelpstudentstoachievethelearningoutcomes.

Person4

Afewofthemaintypesoflearningactivities

• Readandtakenotesonasourceorsources,whichmaybewritten,audio,videoorsomeotherform,includingofcourseonline

• Useasourceorsourcestoansweraquestion

• Describe,analyseandmakesenseofaprofessionalexperience

• Undertakeasmallassignment

• Plan,orwriteasectionof,alargerassignment.

WhatmayODLaddtothisconventionalsetoflearningactivities?

• Sharingoutlinesanddrafts,viaemailorinaforumorwiki

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• Reading,reactingtoandcommentingon,outlinesanddraftsbyotherparticipants

• Engaginginonlinedebate

• Usingideasanddebatesintheforumtoaddtoandimproveyourwork

• Annotatingandsharingnewresourcesfortheassignment.

Withsomanyrichpossibilities,acrucialroleofthecoursedesigneristomanagealltheseactivities.Theactivitiesneedtoformacoherentclearappropriatewhole,inwhichstudentscanproductivelyengageandthroughwhichtheycanlearnwithincreasedeffectiveness,efficiency,andhopefullyalsodelight.Whenitisworkingwell,studentswilljoinandbuildalearningcommunityaswellasundertakingtheirindividuallearning.ApopularandeffectiveapproachtothisisdescribedinSalmon(2013).Keyelementsofthisapproachare:

• Acleartitleincludingfullinformationonwhattodo

• Asmallpieceofinformation,stimulusorchallenge(the‘spark’)

• Onlineactivity,whichincludesindividualparticipantspostingacontribution;

• Aninteractiveorparticipativeelement,suchasrespondingtothepostingsofothers

• Summary,feedbackorcritiquefromane-moderator(the‘plenary’).

Thisisnotaformulaorrecipe,tobefollowedautomaticallyonalloccasions.However,itdoessuggesthowvariouselementsofODLcanbemadetoworkproductivelytogether.

TeachingbyODLWiththecoursedesigned,andinparticularwiththeCourseGuidepublishedandtheresourceslinked,themainroleofthetutoristohelpthestudentstoundertakethecourse;toguideandsupportthemthroughthesequenceofODLactivities.Amajorroleintutoringistomoderateonlinediscussionsandactivities.Moderatingincludes:

• Welcomingparticipants

• Encouragingparticipantstointroducethemselvestotheforum

• ReinforcingtheguidanceintheCourseGuideontasksandtiming

• Similarlyreinforcingguidanceonbehaviourandetiquette–essentially,courtesy,mutualrespect,andaconstructivelycriticalapproach

• Supportingandencouraging,butnotleading,discussions

• Modellinggoodbehaviour

• Atleasttryingtoensureabalanceofcontributionsfromparticipants,particularlyfromthoseinclinedtounder-orover-contribute

• Takingactionincaseofinappropriateparticipantbehaviour,inthefirstinstanceaskingtheparticipanttoundotheirinappropriatebehaviour.

Person5:

FeedbacktostudentswithinODLFeedbackisessentialforstudentlearning.However,tutorsgivingindividualfeedbacktoindividualstudents,whilstpowerful,isverydemandingoftime.ODLallowsforadditionalpossibilities,including:

• Usingstandardresponses.Duringthefirstpresentationofacourse,tutorswillfindthemselvesfrequentlymakingmuchthesamecommentsandsuggestionsonmanypiecesof

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studentwork.Tutorscancompilethesestandardcommentsintoalist,addtothislistanycommentstheycananticipatehavingtomakeonthisassignment,andgivestudentfeedbackintheformofticksonalist,orstandardcommentspastedin.Thisismuchfastertodothangivingindividualfeedback,andalmostasproductive.Insomewaysitisevenbetter,becausestudentsseewhatremarkstheyhavenot,aswellashave,attracted.

• Peerfeedback.Studentscanrapidlylearntogiveeachothervaluablefeedbackontheirwork(Falchikov2013).Studentsreceivemorefeedback.Andthestudentsgivingfeedbackbenefitfromhavingtoarticulatetheirjudgementsontheworkandthereasonsbehindthosejudgements.Studentscansharetheirjudgements,andseewhatkindsofjudgementsotherstudentsaremaking,andcompareandcontrastandlearn.Everybodywins.

• Self-feedback.Studentscanbecomegoodatthis(Boud1995).Thisshouldnotbeasurprise.Almostanyonecantakeapieceofworktheyhaveproduced,andaskandanswerbasicquestionsincluding“Whatisgoodaboutthiswork,andwhy?”and“Inwhatwayscoulditbebetter,andagainwhy?”Studentsmightbehelpedtodothisbyprovidingmarkingschemes,andperhapsinsomecasesalsomodelanswers,forworktheyhaveproduced.Thesecanbepowerfultoolsforlearning.

• Havingreceivedallthisfeedback,studentsmayfinditusefulcriticallytoreviewallhisfeedback,andthenrevisetheirworkaccordingly.Furtherlearningwillensue.

Person6:

FeedbackaboutODLODLgenerateslargeamountsofdataaboutstudentactivityandstudentlearning.Analysisofthesedatacanprovidevaluablefeedbacktothosedesigningandrunningthecourse.(SclaterandBailey,2017).Evensomeverybasicdataanalysiscanbevaluable.Itiseasytobuildfeedbackquestionsintothenormaloperationofthecourse,perhapsjustoneortwoquestionseachweek.Studentsfinditverymotivatingwhentheyseetheirfeedbackbeingactedoninsubsequentweeksofthecourse.Valuablefeedbackdatainclude:

• Howstudentsareallocatingtheirtimetothevariousactivities

• Whichstudentlearningactivitiestheyfindmoreandlessvaluable

• Whichresourcestheyfindmoreandlessvaluable

• Residualquestionsaboutcoursecontent,whichcanberespondedtointhecourseforum

• Suggestionsforimprovingthecourse.

ReferencesAssinder,S.,Baume,D.andBates,I.(2010).Focusingonstudentlearningtoguidetheuseofstafftime.InnovationsinEducationandTeachingInternational,47(4),pp.357-367.Baume,D.(2009).WritingandUsingGoodLearningOutcomes.[online]Availableat:http://eprints.leedsbeckett.ac.uk/2837/[Accessed19June2018].Baume,D.(2009).Coursedesignforincreasedstudentsatisfaction.[online]Availableat:http://eprints.leedsbeckett.ac.uk/2807/[Accessed19June2018].Boud,D.(1995).Enhancinglearningthroughselfassessment.Philadelphia:RoutledgeFalmer.Conole,(2017).The7CsofLearningDesign–anewapproachtorethinkingdesignpractice..[online]Availableat:http://www.lancaster.ac.uk/fss/organisations/netlc/past/nlc2014/abstracts/pdf/conole.pdf

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[Accessed5Apr.2017].Falchikov,N.(2013).ImprovingAssessmentthroughStudentInvolvement.1sted.London:TaylorandFrancis.Jisc.(2017).Curriculumdesignandsupportforonlinelearning.[online]Availableat:https://www.jisc.ac.uk/guides/curriculum-design-and-support-for-online-learning[Accessed5Apr.2017].MacDonald,J.(2008).Blendedlearningandonlinetutoring.1sted.Aldershot:Gower.Salmon,G.(2013).E-tivities.1sted.NewYork:Routledge.Salmon,G.(2011).E-moderating.1sted.NewYork:Routledge.Sclater,N.andBailey,P.(2017).EffectiveLearningAnalytics|Usingdataandanalyticstosupportstudents.[online]Analytics.jiscinvolve.org.Availableat:https://analytics.jiscinvolve.org/wp/[Accessed5Apr.2017].DavidBaumeRevisedJune2018

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Session4–ODLforreal

Name..……………………………………………………………………………………………………………………………………………

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

4.1 Whatarethemainideasthatyouaretakingawayfromthissession?

4.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)4.3 WhatwillyoudofromthissessionaboutODLonMonday?

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TuesdayJuly3rd–1645–1800

Session5–Vision,content,strategyandpractice

GroupingsWorkingininstitutionalgroups

IntendedoutcomesYoushouldhavebeguntooutlinesomeideasaboutODLvision,content,strategyandpracticeforyourinstitution,andyourrole.

ActivitiesSkim-readtheSession5resourceslinkedbelow.Youwillneedtoallocatedifferentsectionsofthesetwolongdocumentstodifferentpeople.Poolandsharewhatyouhavelearnedtoday;ideas,experienceandexpertisethatyoubrought;andideasfromthereadingwasprovidedintheresources;OutlineontheworksheetsomefurtherideasaboutODLvision,content,strategyandpracticeforyourinstitutionandyourrole.1745 Actionplanning

ResourcesNotesyouhavealreadymadeduringthedaySession3and5resourcesfromhttps://tinyurl.com/CDENUCWorkbookWorksheet5

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Yournotesonthissession(beyondwhatyouhaveputintoworksheet5)

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Worksheet5–Vision,content,strategyandpractice

Name..………………………………………………...…………………………………………………………………………………………++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

WhatideasdoyoucurrentlyhaveaboutthesetopicsforODLatyourinstitutionandyourroleinit?

1 ODLvisionandyourrole

2 ODLcontentandyourrole

3 ODLstrategyandyourrole

4 ODLpracticeandyourrole

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Session5–Vision,content,strategyandpractice

Name..………………………………………………...…………………………………………………………………………………………++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

5.1 Whatarethemainideasthatyouaretakingawayfromthissession?

5.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)

5.3 WhatwillyoudofromthissessionaboutODLonMonday?

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Day2WednesdayJuly4thDevelopingODL

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WednesdayJuly4th,0930-1045

Session6–BasicsoflearningandsuccessfulODLinpractice

GroupingsWorkinginA(practitioner)andB(seniormanager)groups

Intendedoutcomes6a Participantswill:

1. Reviewtheirownpracticeagainstwhatisknownaboutconditionsforlearning2. PlanhowtheywillmakegreateruseoftheseideasintheirfutureODL

6b ParticipantswillidentifythesuccessfactorsforODLintheirparticularsetting

Activities6ai PresentationonbasicsoflearningfromDavidBaume6aii Competingworksheet6.16bi PresentationsfromStephenBrownandAkanimoOdononsuccessfulODLonpractice6bii PresentationfromAkanimoOdon6bii Competingworksheet6.2Actionplanning(15minutes)

ResourcesWorksheets6.1and6.2Seealsohttps://tinyurl.com/CDENUCWorkbook

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++Yournotesonthissession

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Worksheet6.1

ConditionsforsuccessfullearninginHigherEducationAdaptedfromBaume,D.andScanlon,E.(2018).Whattheresearchsaysabouthowandwhylearninghappens.In:R.Luckin,ed.,EnhancingLearningandTeachingwithTechnology-WhattheResearchSays,1sted.London:UCLIoEPress,pp.2-13. Condition Howdoesyourcurrent

practicedothis?Howwillyoudothismore/betterinyourfutureODL?

1 Aclearstructure,frameworkandscaffoldingsurrounds,supportsandinformslearning.Studentsalwaysknowwhattheyshouldbedoing,andwhen,andwhattheyaretryingtoachieve.

2 Highstandardsareexpectedoflearners,andaremadeexplicit.Studentsareactivelyandeffectivelyhelpedtoknowwhatthequalitiesofgoodworkintheircourseare.

3 Learnersacknowledgeandusetheirpriorlearningandtheirparticularapproachestolearning.Studentsknowtheextentandthelimitsofthepriorknowledgetheybringtotheirstudies.Theyalsoknowthemselves,theircapabilitiesandpreferencesandgapsinthewaytheygoaboutlearning.

4 Learningisanactiveprocess.Studentsareconsistently,appropriately,intelligently,reflectively,active.

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5 Learnersspendlotsoftimeontasks,thatis,doingrelevantthingsandpractising.Studentsareundertakingactivitiesthatwillclearlyleadthemtowardsattainmentofthecourse’sintendedlearningoutcomes.Theyalwaysknowwhytheyaredoingwhattheyaredoing.Theyarelearningtosolveproblems,todeviseandanswerinterestingandimportantquestions,todointerestingandusefulandrelevantthings,notsimplysoakingupknowledge.

6 Learningisundertakenatleastinpartasacollaborativeactivity,bothamongstudentsandbetweenstudentsandstaff.Studentsarespendingsometimeworkingalone,Butalsoworkingcloselyandproductively,withfellowstudentsandwiththeteacher.Manystudentassignmentsincludecollaboration.Contacttimewiththeteacherisprecious.Thiscontactisusedforrealandproductiveinteraction,notsimplyforthepresentationofmaterialthatcouldjustaswellbereadorheard/watched.

7 Learnersreceiveandusefeedbackontheirwork.Studentsreceivingfeedbackontheirwork;fromtheteacherbutalsofromfellowstudentsandfromthemselves.Andtheyactonthisfeedback,discoveringwhattheyaredoingwellandshouldcontinuetodo,andlearninghowtheyshouldchangetheirconceptionsaboutthesubjectandtheirapproachtotheirfuturestudies.

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Worksheet6.2

SuccessfulODLinpractice Yourprincipalsuccessfactorsfor

ODLinyourinstitutionWhyisthissuccessfactorimportant?

Whatwillyoudotomakethissuccessfactorhappen?

1

2

3

4

5

6

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Session6–BasicsoflearningandSuccessfulODLinpractice

Name..………………………………………………...…………………………………………………………………………………………

6.1 Whatarethemainideasthatyouaretakingawayfromthissession?

6.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)6.3 WhatwillyoudofromthissessionaboutODLonMonday?

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WednesdayJuly4th,1115–1215Session7–DevelopingqualitycoursematerialsforODLinNigeria

PresenterProfessorOluJegede,NUC

IntendedoutcomesParticipantswillhavedevelopedtheirownoperationalaccountofthecharacteristicsofqualityODLcoursematerialsforuseintheirownsettings.

ActivitiesPresentationQ&AActionplanning

ResourcesThelectureAnswersfromQ&A

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

YournotesonthislectureandtheQ&A:

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Session7–DevelopingqualitycoursematerialsforODLinNigeria

Name..………………………………………………...…………………………………………………………………………………………

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

7.1 Whatarethemainideasthatyouaretakingawayfromthissession?

7.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)7.3 WhatwillyoudofromthissessionaboutODLonMonday?

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WednesdayJuly4th,1215-1330

Session8–EnsuringODLisfitforpurpose(1)qualityandQA

GroupingsWorkinginA(practitioner)andB(seniormanager)groups.

IntendedoutcomesParticipantswill:

1. RelateQAprinciplesandpracticestotheirownrolesandsetting,and2. DrawimplicationsfortheirownworkinODL

ActivitiesPresentationsQualityandqualityassuranceinUKhighereducation–StephenBrownQualityandqualityassuranceinhighereducationinNigeriaandAfrica–AkanimoOdonGroupdiscussions:GroupA:ImplicationsofqualityandqualityassuranceforODLcoursedesignandoperationGroupB:ImplicationsofqualityandqualityassuranceforinstitutionalODLpolicyandstrategy1315–1330 Actionplanning

ResourcesSlides/handoutsfromthepresentersSeealsohttps://tinyurl.com/CDENUCWorkbook

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Yournotesonthissession:

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Session8-EnsuringODLisfitforpurpose(1)qualityandQA

Name..………………………………………………...…………………………………………………………………………………………

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

8.1 Whatarethemainideasthatyouaretakingawayfromthissession?

8.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)8.3 WhatwillyoudofromthissessionaboutODLonMonday?

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WednesdayJuly4th,1430–1545

Session9–EnsuringODLisfitforpurpose(2)–Academy/industryengagement

GroupingsWorkingininstitutionalgroups

IntendedoutcomesBytheendofthissessionandsubsequentwork,participantswillhave:

• Madeplanstodevelopandextendconstructiverelationswithspecificemployers,and

• Beguntospecifyanddesignprogrammesthatwillmeetemployerneedsaswellasachievinghighacademicandprofessionalstandards.

ActivitiesInputsfromAkanimoOdonandrepresentativesfromindustryondevelopingproductiverelationsbetweenhighereducationandemployment,andtherolesofODLinthis.Q&AanddiscussionActionplanning(15minutes)

ResourcesPresentationsSeealsohttps://tinyurl.com/CDENUCWorkbook

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Yournotesonthissession:

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Session9-EnsuringODLisfitforpurpose(2)Academy/Industryengagement

Name..………………………………………………...…………………………………………………………………………………………

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

9.1 Whatarethemainideasthatyouaretakingawayfromthissession?

9.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)9.3 WhatwillyoudofromthissessionaboutODLonMonday?

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WednesdayJuly4th,1615–1730

Session10–StartingtodesignanODLcourse

GroupingsWorkingininstitutionalgroups.

IntendedoutcomesBasedonworkdoneearlierinthisworkshop,participantswillhavestartedtodesignanODLcourse.

Activities1615 UsingWorksheet10asatemplate,startingtodesignarealODLcoursefortheir

institution.1715 Actionplanning

ResourcesWorkdonetodateReadingsandsourcesfromhttps://tinyurl.com/CDENUCWorkbookArticle“Outcomes-basedCourseDesign”Worksheet10

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Yournotesonthissession(beyondwhatyouhavewrittenintheworksheet):

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Outcomesbasedlearningdesign.DON’TstartwithcontentDOstartwithintendedlearningoutcomes.Manyteachers,whenthinkingaboutdevelopinganewcourse,startthinkingaboutthecontenttheywanttogetacross:WhatdoIwanttoteach?Whatisthecoreknowledgeinmyfield?Whatexercises/presentations/handouts/readings/videos/Websites/otherresourcesdoIalreadyhavethatIcouldre-use?Lateron,whentheystarttothinkabouthowtheyaregoingtoassessstudentlearning,theyoftenrealisethatthereistoomuchcontenttoassess,orsomeofthecontentisreallydifficulttoassess,oractuallymorecontentisneededbecausetheassessmentquestionscovermaterialnotyetaddressedbythecourse.Sothentheyspendalotoftimetryingtoreshapethecontentand/ortheysettleforassessmentsthatcoveronlysomeofthecontent,orworsestill,thatcovercontentthatisn’tactuallytaught.Thisisabadapproachfortworeasons:

1. Havingtochangecarefullyassembledsetsofgoodqualityteachingmaterialsisawasteoftime.

2. Misalignmentbetweencontentandassessmentssendsconfusingsignalstostudentsaboutwhatisimportantinthecourse.

Smartstudentsworkoutwhatisimportantbylookingattheassessmentquestions.Sowhatevertheassessmentquestionscoveriswhatthecourseisabout.Obviouslythat’saproblemiftheassessmentquestionsdon’taddressimportantcoreareas.Itisequallyaproblemiftheyaddresstopicsnotcoveredbythecourse.Analternativeapproachisoutcomes-basedlearningdesigninwhichyou:

1. Startwiththeintendedlearningoutcomesofthecourse.

2. Usethesetodeterminewhattheassessmentquestionsshouldbe.

3. Createlearningactivitiesthatwillrehearsestudentsthroughtheknowledgeandskillstheywillneedtopasstheassessments.

4. Finallyidentifycontentresourcesneededtounderpinthelearningactivities.

Thisapproachfocusesonthelearningdesigntriangle,thatistosaythealignmentbetweenthelearningoutcomes,assessmentandlearningactivities,asshowninfigure1atheend.LearningoutcomesUnliketeacheraims(whicharewhatyouastheteacherwanttoachieve),learningoutcomesarewhatthestudentsactuallylearn.Sometimeswhattheylearnarethingsthatarenotintendedorexpectedbytheteacher.Herewefocusonintendedlearningoutcomes,i.e.whattheteacherintendsthestudentstolearn.Hereisanexampleofsometeachingaimsforamoduleaboutdigitalcuration:

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Theaimsofthisfirstweekare:• Todiscusswhatwemeanby“digitalhumanities”and“digitalscholarship”andconsiderwhy

thesemightbeimportant,toprovideacontextandarationaleforthewholemodule.

• Toexplainhowlibraryandarchivecataloguesareconstructed,toenableyoutobuildacataloguethatdetailsyourresource;andtointroduceyoutheDeMontfortUniversityArchivesothatyouknowhowtoaccessitinfuture.

Andhereisanaccompanyingsetofintendedlearningoutcomes:

LearningoutcomesBytheendofthisweekyoushouldbeableto:

• Explaintherelativeadvantagesanddisadvantagesofdigitalinformationbrowsingandsearchingstrategies.

• Useadvanceddigitalsearchingtechniquestofindinformationquicklyandaccuratelyinsearchengines.

• Explainwhatismeantby“metadata”anduseametadataschematocreatetext-baseddescriptionsofdigitalobjectstoenabletheirdiscoveryandretrievalfromelectronicsystems.

• Explainthedifferencebetweencollectionsandarchives

• Describehowcollectionitemsarecatalogued.

• Markupandreferencethematerialinyourarchiveresourcepackappropriately.

Noticehowthelearningoutcomesareallexpressedasactiveverbs:“explain”,“use”,“describe”,“mark-up”.Itistemptingtousefamiliarverbslike“know”,understand”,appreciate”buttheserefertoinvisiblecognitiveprocesses.Howcouldyoutellifastudent“knows”something?Youhavetogetthemtodemonstratetheirknowledgebydoingsomething,suchas“explain”,“use”,“describe”,“mark-up”,etc.Expressinglearningoutcomesthisactionwayhasamajoradvantage–ifyoucanpreciselydefinewhatthestudentshouldbeabletodo,thendevisinganassessmenttasktotesttheoutcomeisrelativelystraightforward.Forexample,iftheoutcomeis“Useadvanceddigitalsearchingtechniquestofindinformationquicklyandaccuratelyinsearchengines”,thenobviouslytheassessmenttaskneedstotesttheirabilitytodojustthat,whichmeansinturnthatthelearningactivitiesassociatedwiththisoutcomeshouldshowstudentsdigitalsearchingtechniquesandhowtousethemefficiently.

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Figure1.ThelearningtriangleStephenBrownAdaptedJune2018

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Worksheet10–StartingtodesignanODLCourse

Name..………………………………………………...…………………………………………………………………………………………++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

10.1 Whoistheaudience/whatisthemarketforthecourse?(Howdoyouknowaboutthemarket?)

10.2 Whatarethesize(hours/credits)andtheacademiclevelofthecourse?

10.3 Whatistheaimofthecourse?Whatdoesthecoursetrytoachieve?

10.4 Whatistheoverallintendedlearningoutcomeofthecourse?Thatis,aboveall,whatdoesastudentneedtobeabletodo–nottoappreciateorunderstandortoknow,buttodo–inordertopassthecourse?

Note–theoverallintendedlearningoutcome.Ideallythereshouldonlybeone.Theoveralllearningoutcomeshouldbeverysimilartothecoursetitle.

Forexample,ifthecourseisaboutauditing,thentheoverallintendedlearningoutcomewillbesomethinglike“thestudentshouldbeabletospecify,plan,conduct,reportonandreviewanaudit”(maybeonparticularkindsorsizesofbusiness,dependingonthelevelofthecourse.)

Thelearningoutcomeofanycourseis,basically,thatstudentshouldbeabletodo–whateverthetitleofthecourseis.

Youwillalsofinditusefultowritemoredetailed,contributory,learningoutcomes.Thesedescribeinmoredetailwhatstudentsneedtobeabletodotoachievetheoveralloutcome.

Butstartatthetop,withtheoveralloutcome.Thatisthegoal,themountain-toptowardswhichyourstudentsarestriving.Writeithere:

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10.5 Howwillthecourseassesswhetherthestudentshaveachievedthisoveralloutcome?(Hint:thefinalassessmenttaskshouldbeverysimilartotheoveralllearningoutcome).

10.6 Whatlearningactivitieswillhelpstudentsachievetheoveralllearningoutcomeofthecourse?

10.7 Towhatlearningresourceswillstudentshaveaccess,toaidandsupportthem?

10.8 Whatformsofonlinesupport,includingfromtutorsandotherstudents,willstudentsbeabletoaccess?

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Session10–StartingtodesignanODLCourse

Name..………………………………………………...…………………………………………………………………………………………++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

10.1 Whatarethemainideasthatyouaretakingawayfromthissession?

10.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)10.3 WhatwillyoudofromthissessionaboutODLonMonday?

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Day3WednesdayJuly4thMakingODLhappen

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ThursdayJuly5th,0930-1045

Session11–Changeprocessesandstaffdevelopment

GroupingsWorkinginA(practitioner)andB(seniormanager)groups

IntendedoutcomesParticipantswillhave:

1. Identifiedfactorsandprocessesrequiredforsuccessfullychangingtheirinstitution2. Beguntoplanchangeandstaffdevelopmentprocessesforthesuccessfulintroductionof

ODLintheirinstitution.

ActivitiesShortPresentations:StephenBrownondrivers,barriers,enablers,andstakeholderengagement.DavidBaumeonchangeprocessesandstaffdevelopment,includingtheUniversityofLondonPGCertHE.AkanimoOdononchangeprocessesintheNigeriancontext.AandBgroupsworkingininstitutionalteamsto:

• SkimreadChangeManagementpaper,perhapsallocatingdifferentsectionstodifferentpeopletoread,and

• DefineinstitutionalchangeprocessesforembeddingODL–Discussionattables.Individualactionplanning(15minutes)

ResourcesChangeManagementpaperLeafletabouttheUniversityofLondonPGCertHESeealsohttps://tinyurl.com/CDENUCWorkbook

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++Yournotesonthissession:

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ChangemanagementSuccessfullarge-scaleinstitution-wideinnovationisunderpinnedbyanddependentonculturalchange.Culturalchangeisharderthantechnicalinnovation.Itisbestachievedthroughparticipatory,campus-wideapproaches.Stakeholdersshouldbekeptinformedaboutbenefitstothemanditisimportantforprojectstoberesponsiveandadaptiveandtorecognisethatparticipatoryapproachesmaybeinstitutionallyrisky.

ContextHighereducationsystemsaroundtheworldarefacingmajorchallenges.Manypost-industrialisedcountrieswithdecliningtaxbasesduetoagingpopulationscombinedwiththeeffectsoftheglobalrecessionarestrugglingtomaintainhighereducationprovision,whilerapidlydevelopingcountriesareexperiencingmassivegrowthindemandforuniversityplaces.Inbothcasesitseemschangeisrequiredtomeetdemandforhighereducation:largescalesystemicchangeatthelevelofwholeinstitutionsandacrossthesectormorebroadly.Particularchallengesarepoliticalandeconomicpressuresforwideningparticipationinhighereducationtoincludegroupstraditionallyunder-represented;findingwaystoincreaselearnermotivationandskillstoengagemoreeffectivelywithstudyinordertoreducestudentdrop-outandfailure;demandsformorepersonalisedlearningtoaccommodateawiderrangeoflearners;demandsformoreeffectiveengagementofexternalstakeholderssuchasemployersincurriculumdesigntoensurethesupplyofgraduatesmeetstheneedsofindustry;andmoreagilecurriculumdesignandflexibledeliverysystemsthatcanbemoreresponsivetorapidlychangingcircumstances.Yetuniversitiesarepeculiarlyresistanttochange(Marshall,2010)andmanagingchangeinuniversitiesisperhapsthemostdauntingchallengefacingseniormanagersinorganizationstoday(McMurray,2001,p.74).

BarrierstochangeTheUKLearningandTeachingSupportNetwork(LTSN)“GuidelinesforPromotingandFacilitatingChange”suggestthatuniversities,foralltheirdifferences,tendtosharethesameculture:

• thesector’sgeneralcommitmenttocollegiality

• fuzzylinesofaccountability,particularlyforacademicstaff

• agenerallackofextrinsicrewardstoshapebehaviour

• identificationwithsubjectsmorethaninstitutions

• rotatingmanagement/leadershipresponsibilities(insomecontexts).

• managingtendstobebyconsentandviaincrementalism

• decisionstendtobecommittee-basedandgenerallyconsensual

• highvalueisplacedondialogueandthelegitimacyofcritique.

Source:LTSNGuidelinesforPromotingandFacilitatingChange:7.(http://www.heacademy.ac.uk/assets/documents/institutions/change_academy/id296_Promoting_and_facilitating_change.pdf)

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Challenges

InterconnectednessFunctionalsystemssuchastimetabling,digitalrepositoriesforcourseinformation,courseapprovalsystems,studentrecords,coursedeliveryandassessmentsystems,tendtobehighlyinterconnected.Inordertoimplementnewsystemsandapplications,bepreparedtoundergotransformationinagreatervarietyofareasacrosstheorganizationthanoriginallyenvisaged.(Buchan2011,Keppeletal.,2010)andtodealwithawiderangeofstakeholders.Stakeholdersarethosepeopleaffectedbytheoutcomesofyourintendedchanges.(Argyris1999;Fullan1993;Vidgen1997).ThelistofpotentialstakeholdersthatcouldbeaffectedbyashifttolargescaleODLisextensive.

ProjectcreepEngagingmorewidelywithpotentialstakeholderscangenerate“projectcreep”.Ascolleaguesbecomemoreawareofyourproject,oftheproblemsyouaretryingtoaddressandtheresourcesatyourdisposaltheymayencourageyoutowidenyourbrieftotakeinmoreandmoreaspectsoftheuniversity.Thisfollowsonfromtheessentiallyinterconnectednessoftheorganisationanditssystems.Tomaintaincredibilityandgoodwill,projectsyoumayfeelobligedtoenlargeyourremitandsetasideprescriptiveplansinordertomaintainyourcredibilitywithstakeholdersand,asaconsequence,yourabilitytoinfluenceinstitutionalagendas.

FeralsystemsAlllargeorganisationsexhibit“feral”systems.Theseareworkaroundsorinformalprocedurestomakeofficialsystemsandprocessesworkortobendthemtolocalneedsandpreferences.Itcannotbeunderestimatedhowpeoplewill[ab]useasystemormanipulateaprocesstofitinwiththeircurrentwaysofworking.Itisnecessarythereforetothinkabouthownewsystemsandapplicationswouldbereceivedbytheirintendedusersandtoengageusersintheformulationoftheproblemsaswellasdevelopmentofthesolutions.Designbasedinterventionsshouldtakeintoaccounthownewdesignsareresisted,appropriatedorevenrepurposedbysuchgroups”(Bell2004:249).

OppositionSometimesoppositiontochangecanbesostrongthatitisnecessarytoadopta“submarine”approachinordertodiffusetensions.Thatistosay,torenderyourselfasinvisibleaspossiblebyworkingfrombehindthescenesthroughotheragencies.Accommodatingdifferentstakeholderperspectivesandsometimesconflictingperspectivesiscriticalinlargescalechangemanagementprojects(Gunn2010).

PressuretodeliverSuccessfulchangemanagementtakesalotoftime,partlybecausesystemsandprocessesaresointerconnected,andalsobecauseoftheneedtoengagelargenumbersofstakeholdersinaninclusiveandparticipatorymanner.Undersuchcircumstancesitcanbeamajorchallengetoconvincebudgetholdersoftheneedtoholdofffromdeliveryoftechnicalsolutionsinordertodeveloptheculturalreadinessrequiredtoimplementthem.

Personnelchanges Atimeframeoflessthanthreeyearsappearstobetooshortforacompletetransformationtotakeplace(Roche2001:121).Withinsuchatimeframethereislikelytobelossofkeypersonnelforvariousreasons:promotion,maternityleave,resignations.Similarlytheremaybechangesinseniormanagement.Strategicleaderscanonlyachievetransformativechangewhentheyhaveapolitical

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powerbaseintheUniversity(Roche2001)andthedepartureofseniorkeystakeholderscanpresentprojectswiththechallengeofre-engagingpoliticalsupport.

Changemanagementapproaches

Top-downChangemanagementcanbe“top-down”(drivenbymanagement)or“bottom-up”(Dearlove,2007).Top-downtendstobeefficientintermsoftimeandresourcemanagementandcontroloverprojectoutputs(reports,ITsystems,procedures,etc).Howeveritdoesnotnecessarilyguaranteeadequatecontroloveroutcomes(howpeopleusethoseoutputsandhowtheyfeelaboutthem).Atightlycontrolledprojectthatproducesatechnicallyworkablesolutionontimeandtobudgetmayrunintoimplementationandsustainabilityproblemsifkeystakeholdersfeelaggrievedaboutlackofinvolvementanddonotbelievethesolutionmeetstheirneeds.

Bottom-upBottom-upinitiativesaregenerallygeneratedbysmallgroupsledbyinnovativeindividuals(Dearlove2007).Projectoutputsproducedbysmalllocalisedinitiativesarelikelytobeenthusiasticallysupportedbytheirprogenitorsbutlargelyignoredbytherestoftheinstitution.Theyoftenstruggletoachievethecriticalmassnecessaryforwidespreadadoption(Brown2002;Marshall2010;Rogers2010).

Middle-togetherProjectsintendedtoachieveoutcomesthatareworkableandsustainableacrosstheinstitutionaremorelikelytosucceediftheytreadapathsomewherebetweentheseextremes.Keppeletal.(2010)suggestanapproachbasedon“distributiveleadership”,inwhichchangeisjointlymanagedbymoreorlessequalstakeholders.Figure2(page88)showsataxonomyofengagementlevelsrangingfromthemostsuperficial(tellingpeoplewhatisgoingtobedonetothem)toinvitingthemtodefinetheproblemintheirowntermsandencouragingthemtodevelopandimplementtheirownsolutions.

ReferencesArgyris,C.(1999).OnOrganizationalLearning.2ndedn.Cambridge,MA:Blackwell.Bartholomew,P.andFreeman,R.(2009,2010).Theladderofengagement.Adaptedfrom‘Levelsoflearnervoiceparticipation’inRudd,T,Colligan,F.,Naik,R.(2006).Learnervoice:AhandbookfromFutureLab.Britsol:FutureLab.Source:TheDesignStudio.http://jiscdesignstudio.pbworks.com/w/page/27046505/T-SPARC%20Stakeholder%20Engagement%20Model(Accessed02/01/13).Bell,P.(2004).“Onthetheoreticalbreadthofdesign-basedresearch”.EducationalPsychologist39(4),242-253.Brown,S.(2002).“Re-engineeringtheUniversity”.OpenLearning,17(3),231-243.Brown,S.(2014)Youcan’talwaysgetwhatyouwant:ChangemanagementinHigherEducation.Campus-WideInformationSystems,31(4):208-216.ISBN9781783505241.Buchan,J.F.(2011).“Thechickenortheegg?Investigatingthetransformationalimpactoflearningtechnology”.ResearchinLearningTechnology19(2),155-172.Dearlove,J.(1997).“Theacademiclabourprocess:fromcollegialityandprofessionalismtomanageralismandproletarianism?”HigherEducationReview(1),56.Fullan,M.(1993).ChangeForces.LondonandPhiladelphia:FalmerPress.Gunn,C.(2010).“Sustainabilityfactorsfore-learninginitiatives”.ALT-J.ResearchinLearningTechnology.18(2),89-103.

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Keppel,M.,O’Dwyer,C.,Lyon,B.andChilds,M.(2010).“Transformingdistanceeducationcurriculathroughdistributiveleadership”.ALT-J,ResearchinLearningTechnology18(3),165-178.Marshall,S.(2010).“Change,technologyandhighereducation:Areuniversitiescapableoforganisationalchange?”ALT-J,ResearchinLearningTechnology18(3),179-192.McMurray,D.W.(2001).“Theimportanceof‘goodnessoffit’betweenorganisationalcultureandclimateinthemanagementofchange:acasestudyinthedevelopmentofonlinelearning”.ALT-J,AssociationforLearningTechnologyJournal9(1),73-83.Roche,V.(2001).“Professionaldevelopmentmodelsandtransformativechange:Acasestudyofindicatorsofeffectivepracticeinhighereducation”.InternationalJournalforAcademicDevelopment6(2),121-129.Rogers,E.M.(2010).Thediffusionofinnovations.4thedn.NewYork:JohnWileyandSons.Vidgen,R.(1997).“Stakeholders,softsystemsandtechnology:separationandmediationintheanalysisofinformationsystemrequirements”.InformationSystemsJournal7(1),21–46.StephenBrownRevisedJune2018

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Session11–Changeprocessesandstaffdevelopment

Name..………………………………………………...…………………………………………………………………………………………

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

11.1 Whatarethemainideasthatyouaretakingawayfromthissession?

11.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)11.3 WhatwillyoudofromthissessionaboutODLonMonday?

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ThursdayJuly5th,1115–1215

Session12–Fine-tuningthedeliverysystemtoensurecomparabilityinqualityofODLandconventionalmodes

PresenterProfessorPeterOkebukola

IntendedoutcomesParticipantswillhavemadeinitialplanstoensurecomparabilityofstandardsbetweenODLandface-to-facecoursesandteachingintheirinstitution.

ActivitiesPresentationQ&AActionPlanning

ResourcesThelectureAnswersfromQ&A

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++YournotesonthislectureandtheQ&A:

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Session12–Fine-tuningthedeliverysystemtoensurecomparabilityinqualityofODLandconventionalmodes

Name..………………………………………………...…………………………………………………………………………………………

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

12.1 Whatarethemainideasthatyouaretakingawayfromthissession?

12.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)12.3 WhatwillyoudofromthissessionaboutODLonMonday?

.

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ThursdayJuly5th,1215-1330

Session13–CreatingaposteraboutyourinstitutionalstrategyforODL

GroupingsWorkingininstitutionalgroups

IntendedoutcomesAclearandpowerfulaccountofyourinstitution’sstrategyforODL

ActivitiesEachtablewillproduceaposterdescribingtheirinstitution’sstrategyforODL.Nametheinstitution!Thereshouldbejustoneposterpertable,butitcanoccupyupto4flipchartsheets.Thestrategymustbecapableofbeingexplainedinfourminutes.

ResourcesFlipchartpaper,markers,fixings

FacilitatorsDavidBaume,StephenBrown,IbrahimElMayet,AkanimoOdon

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Yournotesonthissession–whatissuesdidyouconsiderinproducingyourposter?

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Session13–CreatingaposteraboutyourinstitutionalstrategyforODL

Name..………………………………………………...…………………………………………………………………………………………

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

13.1 Whatarethemainideasthatyouaretakingawayfromthissession?Aswellasaphotographofyourposter?

13.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)13.3 WhatwillyoudofromthissessionaboutODLonMonday?

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ThursdayJuly5th,1430-1545

Session14–Posterpresentations,Q&A,paneldiscussion

GroupingsWorkingininstitutionalgroups.

IntendedoutcomesPosterteamswillhavereceivedfeedbackontheirideas.Everyonewillhavearichrangeofideastotakeforward.

ActivitiesDeliveringposterpresentations–4minutespertable,40minutesorsototal.Afterthepresentations,Q&A,givingandreceivingfeedbackonanddiscussingposterpresentations–around10minutes.Feedbackfromanddiscussionwiththepanel–around10minutesActionplanning–15minutes

ResourcesPosters

FacilitatorsDavidBaume,StephenBrown,IbrahimElMayet,AkanimoOdon

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Yournotesonthissession:

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Session14–Posterpresentations,Q&A,paneldiscussion

Name..………………………………………………...…………………………………………………………………………………………

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

14.1 Whatarethemainideasthatyouaretakingawayfromthissession?

14.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears?(SupplementaryquestionsareprovidedintheWorkshopOverview,page15.)14.3 WhatwillyoudofromthissessionaboutODLonMonday?

.

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ThursdayJuly5th,1615–1730

Session15–Individualactionplanning(1)

GroupingsAsyouwish.

IntendedoutcomesAdetailedpersonalplanofaction,buildingonwhatyouhavelearnedanddoneoverthelastthreedays.

ActivitiesActionplanning,indiscussionwithcolleagues

ResourcesTheworkyouhavedonethatthroughoutthisWorkshop,ideasfromcolleagues,yournotes,informationprovidedandlinkedresources.

Questionsyoumaywishtoaddressinyourplans:1. WhatdoyouwanttoachieveinODLforyourinstitution?2. Whomwillyouneedtoworkwithinyourinstitution,andperhapsoutside?3. Whatcurrentvisionstatements,strategiesandpolicieswillyouworkwith?4. Whatnewstrategiesandpolicieswillyouseektointroduceandimplement?5. Whatresourcesandcapabilitieswillyouneed?6. Howwillyouobtainthese?7. Whatdifficultiesdoyouanticipate?8. Howwillyouovercomethese?

FacilitatorsDavidBaume,StephenBrown,IbrahimElMayet,AkanimoOdon+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Name..………………………………………………...…………………………………………………………………………………………15.1 WhatarethemainideasthatyouaretakingawayfromTHEENTIREWORKSHOP?

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Session15–IndividualActionPlanning(2)

Name..………………………………………………...…………………………………………………………………………………………

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

15.2 Howdoyouplantousetheseideastoadvanceyourownandyourinstitution’spracticeinOpenandDistanceLearningduringthenextfewmonthsoryears(Supplementaryquestionsareprovidedabove,page15.)15.3 WhatwillyoudoFIRSTonMonday?

Finally–pleasealsocompleteandhandinthefeedbackformattheendofthisWorkbook.

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Appendices

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Appendix1-Figure2fromChangeManagementpaperinSession11

Figure2:Theladderofengagement.Source:TheDesignStudio.http://jiscdesignstudio.pbworks.com/w/page/27046505/T-SPARC%20Stakeholder%20Engagement%20Model(Accessed02/01/2013)

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Appendix2

Feedbackform

Pleasecompleteandhandinbeforeyouleave,[email protected],subjectlineNUC.

Name..………………………………………………...…………………………………………………………………………………………Email..………………………………………………...…………………………………………………………………………………………1 WhatwerethebestfeaturesofthisWorkshop?2 Whatcouldhavebeenbetter?3 Whatarethemostimportantideasyouaretakingwayfromthisworkshop?4 Howdoyouplantousetheseideasinyourinstitution?5 Whateffectwillusingtheseideashaveonyourinstitution?

6 Whatfurtherhelpandsupportwouldyouwelcomeonopenanddistancelearning?Yourresponseswillbeheldinconfidence.Theywillnotbeattributedtoyouoryouruniversity.Theywillbeusedforevaluationandtoplanpossiblefuturesupport.

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University of London Centre for Distance Education for National Universities Commission ODL Planning Workbook

Dr David Baume and Professor Stephen Brown Page 92 of 92