MANAGEMENT OF MANAGEMENT OF OPEN AND DISTANCE LEARNINGOPEN AND DISTANCE LEARNING

Concept of Management in Concept of Management in ODLODL Use the system approachUse the system approach

Management is the primary force within Management is the primary force within organization which coordinates the activities of organization which coordinates the activities of the subsystems and relates the environment. the subsystems and relates the environment.

The essence of management is coordinationThe essence of management is coordination

Focus of management: planning, organizing, Focus of management: planning, organizing, actuating and controlling to meet the actuating and controlling to meet the objectives.objectives.

Manager is needed to convert the disorganized Manager is needed to convert the disorganized resources of men, machines, and money into a resources of men, machines, and money into a useful and effective enterprise. useful and effective enterprise.

ODL: UNDERLYING ODL: UNDERLYING PRINCIPLESPRINCIPLES

Access: Access: to provide access to quality education from to provide access to quality education from anywhere at anytime.anywhere at anytime.

Equity: Equity: provision of quality of education for anybody provision of quality of education for anybody (education for all)(education for all)

Quality: Quality: provision of quality education (standardized) provision of quality education (standardized) for anybody, anywhere, anytime. for anybody, anywhere, anytime.

UNDERLYING PRINCIPLESUNDERLYING PRINCIPLES

To offer quality open and distance learning for To offer quality open and distance learning for anybody, anywhere, anytime:anybody, anywhere, anytime:

cost effective, interesting, easy to study cost effective, interesting, easy to study independent, and flexibleindependent, and flexible,,

needs systematic, rigorous, and well planned needs systematic, rigorous, and well planned design, various resources and high investment. design, various resources and high investment.

Management System

Human Resources

Asset and Financial Resources

Materials/Learning Resources

Structure and Infrastructure

PlanningOrganizing

Actuating

Controlling

Strategic Planning and Operational Planning

Several Ways of PlanningSeveral Ways of PlanningAccessAccess

EquityEquity

QualityQuality

ODL ODL Generic Generic ModelModel

Institutional

Management

Pedagogical

Badrul Khan Model

Focus Curriculum Economics Instructional

Materials and Copyright issues

Quality Assurance Partnership and

Networking

6 Factors Model

ODL Generic ModelODL Generic Model

Access: Access: provision of quality education provision of quality education everywhere neededeverywhere needed

Equity: Equity: provision of quality of education to provision of quality of education to everyone (education for all)everyone (education for all)

Quality: Quality: standardized of quality education standardized of quality education everywhere, everytime, for everybodyeverywhere, everytime, for everybody

Khan Model: InstitutionalKhan Model: Institutional Administrative AffairsAdministrative Affairs

Budgeting and return on investmentBudgeting and return on investment Information Technology ServicesInformation Technology Services Instructional Development and Media ServicesInstructional Development and Media Services Marketing, Admissions, Graduation, Certification & Alumni AffairsMarketing, Admissions, Graduation, Certification & Alumni Affairs Organization and Change (Diffusion, Adoption and Implementation of Innovation)Organization and Change (Diffusion, Adoption and Implementation of Innovation)

Academic Affairs Faculty and Staff Support Instructional Affairs Workload, Compensation & Intellectual Property Rights

Student ServicesPre-enrollment ServicesCourse and Program information Orientation, Advising, CounselingFinancial Aid, Registration and PaymentBookstore, Library Support, Other learning services neededSocial Support Network, Tutorial ServicesInternship and Employment Services,

Khan Model: InstitutionalKhan Model: Institutional

Strategic Planning Strategic Planning

Budgeting and Budget AppropriationBudgeting and Budget Appropriation

Human Resources (core, supporting, Human Resources (core, supporting, administrative, outsource)administrative, outsource)

Structure, Infrastructure, networkStructure, Infrastructure, network

Commitment and supportCommitment and support

Khan Model: PedagogicalKhan Model: Pedagogical instructional approach instructional approach

instructional methods instructional methods

learner assessment learner assessment

instructor evaluationinstructor evaluation

design of learning environmentdesign of learning environment

quality assessmentquality assessment

6 Factors Model6 Factors Model FocusFocus

CurriculumCurriculum

EconomicsEconomics

Instructional Materials and Copyright issuesInstructional Materials and Copyright issues

Quality AssuranceQuality Assurance

Partnership and NetworkingPartnership and Networking

Increasing rate of potential students at any level, in terms Increasing rate of potential students at any level, in terms of quantity, quality, and area of skills/studyof quantity, quality, and area of skills/study

Formal degree granting program vs. continuing education Formal degree granting program vs. continuing education programprogram

Pre-Service vs. In-Service? CertificationPre-Service vs. In-Service? Certification

Market segmentation: teachers, technicians, operators, Market segmentation: teachers, technicians, operators, specialists?specialists?

Once big chunck or incremental development?Once big chunck or incremental development?

Social responsibility (non-profit) vs. profit oriented?Social responsibility (non-profit) vs. profit oriented?

In Indonesia: HE gross enrollment rate: 14,26% (2004) to be In Indonesia: HE gross enrollment rate: 14,26% (2004) to be 20% per 2009.20% per 2009.

6 Factor Model: Focus6 Factor Model: Focus

6 Factor Model: 6 Factor Model: CurriculumCurriculum

“…“…in a world that is shrinking as it is globalizing university, in a world that is shrinking as it is globalizing university, curriculum cannot limit its vision to the university curriculum cannot limit its vision to the university paradigm alone. It has to respond to national as well as paradigm alone. It has to respond to national as well as global needs” global needs”

Insan Indonesia Cerdas dan KompetitifInsan Indonesia Cerdas dan Kompetitif

Academic rigor vs. market/custom oriented?Academic rigor vs. market/custom oriented?

Flexible learning vs. subject matter structure?Flexible learning vs. subject matter structure?

Four Pillars of Learning: Four Pillars of Learning:

Learning to know, learning to do, learning to be, Learning to know, learning to do, learning to be,

learning to live together.learning to live together.

Added value of academic programs?Added value of academic programs?

6 Factor Model: 6 Factor Model: EconomicsEconomics Profit vs non-profitProfit vs non-profit

Conditions for cost effective program?Conditions for cost effective program?

Cost variable to be considered (comprehensiveness of ICT-Cost variable to be considered (comprehensiveness of ICT-based ODL component for quality learning vs minimal based ODL component for quality learning vs minimal requirement of ICT-based ODL?)requirement of ICT-based ODL?)

Economies of scale vs price for quality?Economies of scale vs price for quality?

ICT-based ODL vs. traditional multi media ODL?ICT-based ODL vs. traditional multi media ODL?

6 Factor Model: 6 Factor Model: Instructional Materials and Instructional Materials and Copyright issuesCopyright issues

What medium is used for instructional materials?What medium is used for instructional materials?

What is the function of instructional materials in What is the function of instructional materials in learning process? Main information of subject matter? learning process? Main information of subject matter? Supplement? Drill and Practice? Enhancement? Supplement? Drill and Practice? Enhancement? Remedial?Remedial?

Course Team Approach vs. Single writer? Course Team Approach vs. Single writer?

Who own the course and the materials? University? Who own the course and the materials? University? Course Team? Individual Writer?Course Team? Individual Writer?

Plagiarism issues of internet learning object?Plagiarism issues of internet learning object?

Buying or developing on its own?Buying or developing on its own?

6 Factor Model: Quality 6 Factor Model: Quality AssuranceAssurance

“… “… while ICT advances have led to the exponential while ICT advances have led to the exponential rise in ODL offerings, many institutions are rise in ODL offerings, many institutions are launching new distance programs often without launching new distance programs often without the necessary experience to guide their success”. the necessary experience to guide their success”.

Minimal requirement?Minimal requirement?

Is learning taking place?Is learning taking place?

What are the success indicators?What are the success indicators?

Three modes of ODL

• Single Mode?

• Dual Mode?

• Consortium?

ORGANIZATIONORGANIZATION

HUMAN RESOURCES: HUMAN RESOURCES: Managerial issues

Competencies? Skills?

Perception and attitude?

Reward and sanction?

Lecturers?

Administrative staff?

Workload?

Implementation Factors:Implementation Factors: Mass and distributed educationMass and distributed education

Learning experience Learning experience

Evaluation and assessment Evaluation and assessment

Management of ODLManagement of ODL

Quality AssuranceQuality Assurance

ACTUATINGACTUATING

MASS AND DISTRIBUTED MASS AND DISTRIBUTED EDUCATIONEDUCATION

Who are the students? Where are they?Who are the students? Where are they?

What kind of learning experience? How to increase What kind of learning experience? How to increase students’ participation? How to activate students in students’ participation? How to activate students in learning process? Degree of interactivity?learning process? Degree of interactivity?

What kinds of instructional materials and learning What kinds of instructional materials and learning resources? What kinds of media? Assignment and resources? What kinds of media? Assignment and activities? activities?

MASS AND DISTRIBUTED MASS AND DISTRIBUTED EDUCATIONEDUCATION

Curriculum and Content

• Global characteristics?

• Flexible?

• Answer to autonomy and freedom of consumer?

• Accessible and contextual to diverse location?

MASS AND DISTRIBUTED MASS AND DISTRIBUTED EDUCATIONEDUCATION

Rigorous instructional design

Course Team Approach?

How to design learning experience

scenario?

Development or purchase of multimedia?

Legal & Ethical Issues, Intellectual Property?

LEARNING EXPERIENCE LEARNING EXPERIENCE

Independent studyIndependent study: : How to train students to How to train students to be independent learner? study skills? independent be independent learner? study skills? independent learning skills?, ICT skills?learning skills?, ICT skills?

Guided LearningGuided Learning Mediated Interaction (what media is used and what skills are Mediated Interaction (what media is used and what skills are

needed?)needed?) Tutorial (How do tutorial is designed? time of tutorial?, evoking Tutorial (How do tutorial is designed? time of tutorial?, evoking

proactive learning?, meaningful learning experience from proactive learning?, meaningful learning experience from tutorial?)tutorial?)

Study group (who, where, when, how)Study group (who, where, when, how)

Use of learning resourcesUse of learning resources (what kind) (what kind)

LEARNING RESOURCES: LEARNING RESOURCES: What and how to design its integration?What and how to design its integration?

Non print materials: CD-Audio/Video

Printed Materials

Computer Assisted InstructionWeb-based courses, SMS

Instructional kits Observation

Experts

Friends

Seminars

Colleagues

LEARNING SUPPORT: LEARNING SUPPORT: What kind, What kind, for whom, how accessible?for whom, how accessible?

Provision of Learning Support by Institution

Academic counselling/

tutorial?

Instructional Delivery?

Online support?

Administrative support?Technical support?

ASSESSMENT AND ASSESSMENT AND EVALUATION EVALUATION Massive examinationMassive examination: : what indicators?what indicators?, , what, how, and when to what, how, and when to

assess?assess?

ManagabilityManagability Manual examination? vs. Computer/internet based?Manual examination? vs. Computer/internet based? Item Bank? Item Bank?

Standardized processingStandardized processing (centralized vs. Decentralized, (centralized vs. Decentralized, guidelines)?guidelines)?

Final exams/assignment/project?Final exams/assignment/project?

ORGANIZATION/ ORGANIZATION/ MANAGEMENT OF ODLMANAGEMENT OF ODL ODL systemODL system

Economics of EducationEconomics of Education

OrganizationOrganization & Human Resources& Human Resources

NetworkingNetworking

ODL SYSTEMODL SYSTEM

How to develop system which accommodate autonomous and How to develop system which accommodate autonomous and independent learning?independent learning?

Education = indutry? Management of educational process based on Education = indutry? Management of educational process based on industrial management principles? industrial management principles? economies of scale, BEP, strategic economies of scale, BEP, strategic marketing, division of labor, mechanization and automation, marketing, division of labor, mechanization and automation, networkingnetworking, dll.), dll.)

Time and geographical constraints? Interaction and communication Time and geographical constraints? Interaction and communication across time and space in learning experience?across time and space in learning experience?

The operational system of ODL requires flexibility toward various market segments with various needs within an outreaching network

across time and space, based on accountability and quality assurance system?

ECONOMICS OF ODLECONOMICS OF ODL

How much is an institution

willing to spend for ODL?

Initial, delivery, maintenance cost?

Who is going to pay for what? How much?

Which technology at what cost?

COST

NETWORKINGNETWORKING

Marketing?

Risk & Cost Sharing?

Sustainability?Sustainability?

OutsourcingOutsourcing

QUALITY ASSURANCEQUALITY ASSURANCE

• system?• process?• product?

Bates (1984):

“… ODL is bringing advantages to education, and removing some of the disadvantages previously associated … through promises of lower costs, greater student autonomy, mediated interaction and feedback as well as wider range of teaching functions and a higher quality of learning across time and space”

Quality AssuranceQuality Assurance

Input Process Output/outcome

efficiency productivity

Objectives

Minimal requirement

effectiveness

QUALITY ASSURANCEQUALITY ASSURANCE

Indicator:Indicator: System:System:

Accessiblilty? Distributed evenly? (equity)Accessiblilty? Distributed evenly? (equity) Enrollment vs in process/active vs completed?Enrollment vs in process/active vs completed? Cost effective, cost effiency?Cost effective, cost effiency? Self sufficiency level?Self sufficiency level? Innovation and organizational development?Innovation and organizational development?

Process:Process: Students completion rateStudents completion rate?? Persistence rate? Persistence rate? Learning system management?Learning system management?

Product:Product: Programs of study?, levels of study?Programs of study?, levels of study? Quality of graduates?Quality of graduates? Instructional materials?Instructional materials? Learning support system?Learning support system? Sustainability?Sustainability?

STANDARDSTANDARD

QA PROCESS IN ODLQA PROCESS IN ODL

ContinuousImprovement

(Kaizen)

SustainableQuality

Definingstandard

Audit

BelowStandard?

Identify actionTo be done

Implementaction

Integrate withOther SDCA

Evaluatestandard

YesYes

NoNo

Methods;

• Internally driven;

Institutional research, student learning assessment, staff development

• Externally Imposed; accreditation, public accountability

CRITERIA FOR EVALUATING CRITERIA FOR EVALUATING ODLODL General Information, eGeneral Information, example: xample:

- Brief description of the course include goal and learning - Brief description of the course include goal and learning objectiveobjective- The availability of technical support is stated and link to online - The availability of technical support is stated and link to online technical information are providedtechnical information are provided

Accessibility, example:Accessibility, example:- How accessible is the course material- How accessible is the course material- Can learners find information quickly- Can learners find information quickly- Detailed table of contents (objective, outcome or topic)- Detailed table of contents (objective, outcome or topic)

CRITERIA FOR EVALUATING CRITERIA FOR EVALUATING ODLODL Organization, eOrganization, example: xample:

- Is the material organized well between part of the course- Is the material organized well between part of the course- Units of instruction / topic are divided into subunits/subtopic- Units of instruction / topic are divided into subunits/subtopic

Language, example:Language, example:- Is the level of the language used appropriate for the intended - Is the level of the language used appropriate for the intended audienceaudience- The writing style is clear and direct- The writing style is clear and direct- Terms are used consistently- Terms are used consistently

CRITERIA FOR EVALUATING CRITERIA FOR EVALUATING ODLODL Layout, eLayout, example: xample:

- The layout is appropriate for the content and intended - The layout is appropriate for the content and intended audienceaudience- Navigation icons / cues are used consistenly- Navigation icons / cues are used consistenly- Color is used effectively- Color is used effectively

Goals and Objectives, example:Goals and Objectives, example:- Goals and objectives cover course content and are related to- Goals and objectives cover course content and are related to the program of studythe program of study- Objectives related to competencies, behaviours and attitude- Objectives related to competencies, behaviours and attitude

CRITERIA FOR EVALUATING CRITERIA FOR EVALUATING ODLODL Course Content, eCourse Content, example: xample:

- Directly related to learning objectives- Directly related to learning objectives- Accurate and relevant- Accurate and relevant

Instructional or Learning Strategies and Opportunities for Instructional or Learning Strategies and Opportunities for Practice and Transfer, example:Practice and Transfer, example:- Instructions or directions are clear and concise- Instructions or directions are clear and concise- Learners informed about their own responsibilities in Online- Learners informed about their own responsibilities in Online learninglearning- Activities are linked to resources beyond the course material- Activities are linked to resources beyond the course material

CRITERIA FOR EVALUATING CRITERIA FOR EVALUATING ODLODL Learning Resources, eLearning Resources, example: xample:

- Appropriate for the learners and the subject matter- Appropriate for the learners and the subject matter- List of learning resource are devided into required and optional- List of learning resource are devided into required and optional- Multimedia clips are inmcluded and accessible- Multimedia clips are inmcluded and accessible

Evaluation, example:Evaluation, example:- Learners are given clear expectation and critera for credit - Learners are given clear expectation and critera for credit assignmentassignment- Grading procedure are clear and explicit- Grading procedure are clear and explicit- Learners are able to track and evaluate their own progress- Learners are able to track and evaluate their own progress

CRITERIA FOR EVALUATING CRITERIA FOR EVALUATING ODLODLOverall, eOverall, example: xample:

- Is there evidence that the course has been piloted and that - Is there evidence that the course has been piloted and that learners can achieved objectives of the courselearners can achieved objectives of the course- Is the course up-to-date The URL updated- Is the course up-to-date The URL updated- The course are reviewed by expert in content and design- The course are reviewed by expert in content and design- Permission is needed for modification- Permission is needed for modification

The success of ODL program depend on the quality of instructional The success of ODL program depend on the quality of instructional design and the academic and technical support provided to learners design and the academic and technical support provided to learners and instructor (and instructor (http://www.imd.macewan.ca/imd/content.php.).)

Thank Thank you …you …