Transcript Essentials of Distance Education

ODL for VET
Distance Education and Vocational Training
Thomas Hülsmann
Center for Distance Education (ZEF),
Carl von Ossietzky University Oldenburg, Germany
Workshop on
"Innovative Approaches in the Field of Vocational Education an
Training with particular focus on the East and Southeast Asian
Region"
25 - 27 November 2003, Hanoi University of Technology
[email protected]
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Introduction
Aims of the workshop include
Explore synergies of network systems in higher education (VET)
Identify potential benefits of such networks for non-academic VET
Aims of the this presentation
Define distance education? How does it works and and for which
purposes has it been used?
What could be the role of distance education in such network
systems?
How can distance education be used in vocational education and
training (VET) ?
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Introduction
Structure of presentation
Introduction
Explaining distance education
The cost-effectiveness of distance education
Audiences and organizational models
The impact of ICT on distance education
Application and inferences
Synergy from strategic alliances through DE in higher education
Supporting vocational training and outreach activities trough DE
Conclusion
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Explaining distance education
The cost-effectiveness of distanceeducation: Definition
Definition of Distance Education
the quasi-permanent separation of teacher and learner throughout
the length of the learning process
the use of technical media - print, audio, video or computer - to unite
teacher and learner and carry the content of the course
the influence of an educational organization both in the planning and
preparation of learning materials and in the provision of student
support services
the provision of two-way communication so that the student may
benefit from or even initiate dialogue.
(based on Keegan, D. (1990). Foundations of Distance Education, Routledge)
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Explaining distance education
The cost-effectiveness of distanceeducation: Definition
“Distance Education is the most industrialized mode of
Teaching and Learning” (Peters, 1967)
Keywords include:
• Rationalization and division
of labour
• Mass production through
mechanization and
automation.
• Systematic planning and
organization
• Formalization and product
standardization.
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Explaining distance education
The cost-effectiveness of distanceeducation: System
Distance education as a system
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Explaining distance education
The cost-effectiveness of distanceeducation: Cost-efficiency
Economies of scale: total costs
TCDE(N) = FDE +VDE x N
FDE
TC(N) = F + V x N
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Explaining distance education
The cost-effectiveness of distanceeducation: Cost-efficiency
Economies of scale: Average costs
V
VDE
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Explaining distance education
The cost-effectiveness of distanceeducation: Cost-efficiency
Perraton’s Cost-Effectiveness Cube
The formula: TC = F + VN
Relate it to the cube:
• Media sophistication
increases F
• Student-teacher
interactivity contributes to V
• Number of student is N
Perraton, H. (1987). The roles of theory and generalisation in
the practice of distance education. Hagen: Zentrales Institut
für Fernstudien.
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Explaining distance education
The cost-effectiveness of distanceeducation: Strengths and weaknesses
Daniel’s Triangles
Ideally, Distance Education could
be regarded as a major strategy to
expanding access
raising quality
while lowering costs
These expectations depend to a
large extent on the use of mass
media (one-way traffic media). The
weakness of this Fordist model of
distance education is
lack of teacher learner (and peer)
interactivity
lack of scope in course offerings
Daniel J. (2001, January). Technology and education:
Adventures in the eternal triangle. Paper presented at the
LearnTec, Karlsruhe.
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Explaining distance education
Audiences and organizational models
Audiences and Organizational Models
Distance Education is used in all fields of education:
Non-formal and basic education and training
Formal education such as
providing alternative routes to school education
supporting the teacher training
offering alternative ways to higher education
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Explaining distance education
Audiences and organizational models Non-formal DE
Non-formal and basic and continuing education
ACPO Accion Cultural
Popular (Colombia):
Radio schools operating
between 1947 to 1987.
The pedagogical model
was "Listen, discuss,
act".´
FEPRA The Functional Education Project for Rural Areas
(Pakistan): An outreach project of the Allama Iqbal Open
University offering functional courses for adults.
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Explaining distance education
Audiences and organizational models: Alternative routes to school education
Alternative Routes to Formal Education
http://www.techknowlogia.org/TKL_Articles/PDF/255.pdf
Interactive Radio Instruction IRI (LA, Africa)
Using Radio to teach; allows to provide quality instruction with less qualified
teachers, whose role is facilitation rather than instruction.
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Explaining distance education
Audiences and organizational models: Alternative routes to school education
Alternative Routes to Formal Education
http://www.escuelafemeninademontefalco.edu.mx/fotosnuevas/telesecundaria.JPG
Telesecundaria (Mexico)
Uses Television to reduce
the number of specialized
subject teachers; allows to
run cost-effective schools
in rural areas and reduces
urban migration (963000
students in 16000
schools).
The model has been
replicated in other LA
countries (e.g. Costa
Rica).
The pedagogical model works similar to IRI. Subject matter presentation is left
to the TV teacher while the classroom teacher takes the role of a facilitator and
monitor.
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Explaining distance education
Audiences and organizational models: Alternative routes to school education
Alternative Routes to Formal Education
Open Schools (India)
Safety net for school dropouts and those
who missed out and are over the age of
the respective level of schooling; classical
example of DE.
It is, with about 160000 students (in the
year 2000), the
largest open
schooling
system in the
World.
Study material is
written in Hindi,
English, or the
respective local
language.
Ambasht, N. K. (No date). Open schooling in India: A challenge to technologies for learning and training. COL.
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Explaining distance education
Audiences and organizational models: Teacher training at a distance
Teacher training
PERFORMAÇAO (Brazil)
is a distance teacher capacity building course aimed at
providing training to 27,372 non-certified teachers already
teaching the first four years of primary education. The
program uses print, video and bi-weekly workshops.
Reseau Africain pour la Formacion à Distance (RESAFAD or
African Network for Education at a Distance)
Burkina Faso has developed a course for the in-service
professional development of headteachers. For course
development ICT was used but print, coupled with face-toface meetings of headteachers, were used for delivery. Over
four years it reached about a quarter of Burkina Faso’s
headteachers.
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Explaining distance education
Audiences and organizational models: Higher education
Distance education in HE
The University of South Africa (UNISA) is the oldest distance teaching university
of the world. As a university it was established in 1873 and beccame a pioneer of
distance education at tertiary level in 1946. With ist 130000 students it is among
the world's 10 mega universities.
The British Open University was founded 1969 and opened up a new area
od distance education away from the image of the correspondence schools
into the multimedia generation of distance education. In close cooperation
with the BBC the OU created attractive study programes which helped to
move distance education into the academic mainstream. Courses include
management, computing, education or health and social welfare. The
university has 200000 student enrolled 75% of them are in paid
employment.
Indira Gandhi National Open University (IGNOU) was established in 1985
to democratise higher education. The university has about 1000,000
students. 48 Regional Centres 1156 Study Centres, all over India. State-ofthe-art telecommunication systems have further helped in reaching out to
the hitherto unreached sections of the society.
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Explaining distance education
Audiences and organizational models: Higher education
Distance education in HE
The African Virtual University
(AVU) was established in 1997
and entered phase 3 (2003 –
2007) of ist development program,
including:
• expanding ist reach by
establishing 150 learning centres
in 50 African countries
• establishing AVU’s own
communications’ infrastructure i.e.
a hub, studio and VSAT at its
headquarters in Nairobi, Kenya
• offering four-year degree
programs in Computer Science
and Business studies, both in
French and English
http://www.avu.org
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Explaining distance education
Audiences and organizational models: Higher education
Higher Education
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Explaining distance education
Educational media and technologies: Media effectiveness
Can we teach successfully with media?
Media Equivalence Hypothesis:
"Communication media do not differ in their educational effectiveness."
(Perraton, 1987)
Media Capabilities:
Essential modes of learning are:
Attending (reading, viewing, listening)
Practising (making experiments; conducting tasks)
Discussing (with teacher or/and peers)
Articulating (writing tests,essays, assignments)
Media support those modes of learning in a different manner
Perraton, H. (1987). The roles of theory and generalisation in the practice of distance education. Hagen: Zentrales Institut für
Fernstudien.
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Explaining distance education
Educational media and technologies: Types of media
Media and educational technologies used in DE
Print
Audiomedia
Radio has long been one of the most important forms of audio technology. Radio can
reach people in remote areas. Audio cassettes are more flexible. Audiographics
combine audio media with posters and flip charts. Audiomedia are low cost and
applicaple in situations wher learners have a low level of literacy.
Telephone has been used occasionally to offer student support, but telephone
support tends to be individualistic and expensive. You may combine more listeners
by establishing a telebridge. Audioconferencing uses the telephone as the basis for
communicating with learning. This is usually used in conjunction with self-paced
materials.
Video media
Television is a powerful medium. Unlike radio, television programmes permit the richness of full
symbolic representation. However, television is more expensive to produce. Videocassettes
are a powerful resource. They do use television, but not the air time. Like audio cassettes, they
can be used by students at their convenience, either at home or at the study centres individually
or in groups.
Videoconferencing allows learners to attend a convenient and suitably
equipped location and participate in a class at another location. This reduces
the time and resources that the learner may need to commit in travelling to
classes.
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Explaining distance education
Educational media and technologies: Impact of ICT
The Impact of ICT on Distance Education
ICT stands for the convergence Information and Communication
Technologies. The impact of ICT on DE opens two different lines of
development:
• Type-i systems (possibly stand alone computer) offer Computer-Based
Learning (CBL) involving textual, audio, and video course materials in
electronic format (e.g. CD-ROM). No student support is involved.
Main cost driver: fixed costs of course development. Cost structure
compatible with scale economies.
• Type-c online systems offer Computer Mediated Communications (CMC;
Virtual Seminars) supporting tutor-student and student-student interaction.
This support may be offered in synchronous mode (Type-c1) or
asynchronous mode (Type-c2).
Main cost driver teaching costs. No scale economies. Possible economies of
scope.
Rumble, G. (2001, 1 - 5 April). The costs of providing online student support services. Paper presented at the 20th World
Conference of the International Council for Open and Distance education, Düsseldorf, Germany.
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Explaining distance education
Educational media and technologies: Computer-based technologies
Computer-based teaching and learning
Computers can be used in two ways: stand alone,
without link to the Internet. CD-ROMs can be part of
self-paced learning packages sent to the learner by
post. They may included CBTs which facilitate
learner-content interactivity.
Online delivery provides computer-based
learning materials via the Internet. As Computer
conferencing (CMC), this technology also allows
the learner to interact with other students and
staff through the use of e-mail and computer chat
sessions and asynchronous computer
conferencing.
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Explaining distance education
Educational media and technologies: Shared access
Kothmale Internet Radio
An innovative approach to share access is Kothmale Internet
Radio in Sri Lanka. The radio station includes a telecenter
which allows access to the internet. Requests for web
searches can be posted or handed in and will be broadcasted
by the station.
In SA telecenters are often 'Multipurpose
Community Telecenters (MCTC). They
can be used as learner centers in DE.
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Explaining distance education
Educational media and technologies: Costs of media
Comparative cost per student learning hour
Medium
Cost
in 1998 US$
Ratio to print
costs
Print
825
1
Radio
24,750 to 44,550
x 50
Television
148,500 to 206,250
x 150 to x 180
Audio
280,050
x 36
Video
29,700 to 138,600
x 36 to x 170
CD-ROM
33000
x 40
The table shows the
different orders of
magnitude of fixed costs
of development per
student learning hour
(SLH).
Based on Hülsmann, T. (2000). The costs of open learning: a handbook (Vol. 2).
Oldenburg: bis.
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Explaining distance education
The cost-effectiveness of distanceeducation: System
Distance education as a system
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Application and inferences
VET by DE
ICAR and NOS
The Indian Council of Agricultural research (ICAR) disposes of 281 agricultural
learning centers, the Krishi Vigyan Kendra (KVK). ICAR commissioned the
development and delivery of courses from National Open Schools (NOS).
Hands-on training is 'workplace-based' at the KVK centers. - Courses include
plant protection, water management, etc.
Calder, J. (2002). The key players. In A. K. Mishra, Bartram, J. (Ed.), Skills development through distance education Vancouver:
COL, pp. 9-20
Open University of Sri Lanka (OUSL) and Scitech Educational
OUSL bought in material from Scitech Educational to upgrade skills of lab
technicians at universities and secondary schools. The needs specification was
done by the University Grants Committee and funding came from COL.
OUSL takes on the delivery/tutoring of the course taking material developed by
Scitech Educational. Hands-on skills are conducted either institution or
workplace-based.
Calder in A. K. Mishra, Bartram, J. (Ed.), Skills development through distance education Vancouver: COL. 2002, p.17
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Application and inferences
VET by DE
DAE and BOU
The Department of Agricultureal Extension (DAE) is a government service which
set up in cooperation with the Bangladesh Open University (BOU) a program for
women farmers in Bangladesh. The curriculum was developed in a particpatory
manner. BOU developed a trainer handbook for the DEA extension workers and
study material for conductiong the teaching sessions. The implementation
included the identification and training of female leaders being in charge of 20
women in a given community. They held sessions twice a week in the midafternoon.The material included instructional modules, posters, flip charts as well
as instructional video. Funding came also from the Grameen Bank.
Dunbar in A. K. Mishra, Bartram, J. (Ed.), Skills development through distance education Vancouver: COL. 2002, p. 33
Hampton & Bartram, ibid. p. 67
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Application and inferences
VET by DE
IGNOU
The governemnt decided to upgrade skills in an important industrial sector, the
leather industry (1.4 million workers). IGNOU developed courses, skills training was
workplace-based and assessment comptency based. Material included print and
audio tape apart from the demonstratio-based training at the workers tannery.
Dunbar in A. K. Mishra, Bartram, J. (Ed.), Skills development through distance education Vancouver: COL. 2002, p. 33
Ibid. Hampton & Bartram, p. 69)
TAFE (Technical and Further Education)
•Onkaparinga Institute of TAFE in South Australia in a joint partnership with the
viticulture industry produced a Viticulture and Wine Studies training programme.
Theory delivery comines print, classroom sessions and CD-ROMs. Hands on
training is in the vineyards under industry supervisors.
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Application and inferences
Consortia and aliances in HE
Examples of consortia or strategic alliances
National Technological University
NTU is an independent university but functions as coordinating
unit for the engineering departments of 30 participating universities.
Provides programms for major corporations like IBM and Motorola.
Scottish Knowledge
A global higher educaton consortium comprising Scotland’s 14
universities and other international partners such as Edith Cowan
University from Australia, and News International plc
Universitas 21
An international partnership of 17 elite universities in 10 countries
to “pursue significant global initiatives that would be beyond their
individual capabilities”
NOS (National Open Schools in India)
serve as an example that strategic alliances are nt restricted t HE
Rumble, G., Latchem, C. in H. Perraton, H. and Lentell, H. (Eds.) (2004) Policy for Open and Distance Learning (pp. 117-137)
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Application and inferences
Consortia and aliances in HE
Reasons for strategic alliances
• share costs ore spread them over larger numbers of students
• share resources includng expertise and experience
• attract funding opportunities achieve a competitive edge and a greater
market share
• be fast to market
• promote and operate credit transfer/recognition of pror learning
• jointly operate and broker programs
• capitalise on partners’ knowledge of, and reputation in, local markets
• accommodate other countries governmental requirements
• ensure adequate provision of local services (e.g. invigilation of exams)
• de-bundle learning materials, tutorial support and course assessment
to provide expanded market opportunities
• achieve franchise arrangements
based on Rumble, G., Latchem, C. in H. Perraton, H. and Lentell, H. (Eds.) (2004) Policy for Open and Distance Learning (pp.
117-137
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Conclusion
Network systems
Network systems: a new organizational paradigm
• Strategic alliance
-means that "participants in a network contribute technological and
managerial expertise and capital and share the costs of developing new
technologies, spreading the financial risks of entering new markets."
• Vertical disaggregation
-means "outsourcing some of design and a lot of the product
development of course materials. It means devolving learner support
services to to local points of contact and specialized services."
cf. Moore, M. G. (2003). Network systems: The emerging organizational paradigm. Editorial. The American Journal of
Distance Education, 17(1), 1-5.
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Conclusion
Network systems
Network systems
Network systems: an organizational
paradigm also for VET?
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Conclusion
Network systems
Completing the system through cooperation
A complete distance education system
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Conclusion
Network systems
Thanks for your attention.
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