The Open Learning, Distance Education and e-Learning System: An Introduction | Dr. Primo Garcia
Summary
TLDRThis video script delves into the structure and management of open and distance e-learning (ODL) systems in universities. It outlines the key subsystems: course design and development, course delivery, instruction, student support, and management. The script emphasizes the importance of strategic planning, technology integration, and quality assurance to ensure a sustainable and effective ODL experience for geographically dispersed learners.
Takeaways
- 🏫 Open and Distance e-Learning (ODL) systems are structured differently from traditional universities due to the geographical and temporal separation of learners and teachers.
- 🌐 ODL can be implemented through various organizational structures such as single mode institutions, dual mode, consortia, or individual teachers.
- 📚 The course design subsystem involves learner analysis, task analysis, lesson structuring, and designing assessments to align with learning outcomes.
- 🛠️ Course materials can be developed using an 'unbundled' approach, where specialists contribute to different aspects of material development, or a 'bundled' approach, where a single academic editor oversees the process.
- 📘 Course materials can be self-contained, similar to textbooks, or come in the form of course packages with study guides and additional resources.
- 🌐 Delivery systems for ODL courses depend on the target learners, cost, technology availability, and the institution's mission and vision, and can include print, online, or a learning management system (LMS).
- 👨🏫 The role of teachers in ODL shifts from content providers to facilitators of learning, requiring skills in instructional design, technology use, and student motivation.
- 👥 Large enrollments in ODL courses may necessitate the unbundling of teaching tasks, with the hiring of tutors or markers to assist with instruction.
- 💼 Student support services are crucial in ODL and can include tutoring, counseling, library services, tech support, and administrative assistance.
- 🔍 Management's role in ODL involves needs assessment, resource allocation, personnel recruitment and training, monitoring and evaluation, and establishing a quality assurance system.
Q & A
What is an open and distance e-learning (ODEL) system?
-An ODEL system refers to an educational setup where learning occurs outside a traditional classroom setting, often due to geographical or time separation between learners and teachers. It includes unique practices and subsystems tailored to facilitate learning at a distance.
How does the organizational structure of ODEL differ from a conventional university?
-While ODEL systems are not wildly different from conventional universities, they have unique subsystems and practices due to the time and geographical differences between learners and teachers. This often leads to a more flexible and technology-enhanced approach to education.
What are the different organizational structures through which ODEL can be implemented?
-ODEL can be implemented through single mode institutions, dual mode institutions, consortia, and individual teachers. Single mode focuses solely on ODEL, dual mode offers a mix of traditional and ODEL, consortia involve multiple universities sharing resources, and individual teachers may integrate online learning into their courses.
What are the key subsystems that make up the ODEL system?
-The ODEL system consists of the course design subsystem, course delivery subsystem, instruction subsystem, student support subsystem, and management subsystem. Each plays a crucial role in the strategic management and delivery of distance education.
What is involved in the course design and development subsystem?
-The course design and development subsystem includes learner analysis, task analysis, lesson structuring, and designing assessments. It also involves determining how to organize the development of learning materials, which can be done through an unbundled or bundled approach.
How do self-contained course materials differ from course packages?
-Self-contained course materials are akin to textbooks with lessons contained in one material, while course packages are collections of readily accessible learning resources assembled by the course author with a study guide for learners.
What are the various delivery systems available for ODEL courses?
-Delivery systems for ODEL courses include print materials, online platforms, and learning management systems (LMS). The choice of system depends on target learners, cost, technology availability, and the institution's mission and vision.
What is the role of a teacher in the ODEL system?
-In the ODEL system, teachers act as facilitators of learning rather than mere content providers. They prepare and present learning materials, advise students, monitor progress, assess outcomes, provide feedback, and manage the learning environment.
How can large class sizes be managed in the ODEL system?
-Large class sizes in ODEL can be managed by unbundling the teaching tasks, similar to course development, where tutors or test markers are hired to assist teachers. Institutions must decide on the teaching roles, staffing, and compensation for large enrollments.
What are the essential student support services in ODEL?
-Essential student support services in ODEL include tutoring, counseling, library services, tech support, administrative assistance, and the organization of study or learning centers. These services ensure a successful learning experience at a distance.
What strategies can be used to ensure the financial viability of ODEL programs?
-Strategies for ensuring financial viability include pre-testing materials, using electronic formats for easier revision, leveraging open educational resources, sharing costs with publishers or authors, and using a mix of technologies to balance equipment and labor costs.
Why is quality assurance important in ODEL, and what are some common areas of focus?
-Quality assurance is crucial in ODEL to maintain stakeholder trust and ensure program effectiveness. Common areas of focus include course design, instructional materials, student support services, and the overall learning experience.
Outlines
🏛️ Open and Distance E-Learning Systems
This paragraph introduces the concept of open and distance e-learning (Odell) systems in universities, highlighting the need for educational leaders to understand this system. It contrasts Odell with traditional universities, emphasizing the unique practices and subsystems that arise due to the geographical and temporal separation between learners and teachers. The video aims to explain the components of the Odell system and their interrelations for strategic management. It outlines different organizational structures for implementing Odell, such as single mode, dual mode, consortia, and individual teachers. The paragraph then delves into the subsystems that make up the Odell system at the institutional level: course design and development, course delivery, instruction, student support, and management. The focus is on the course design and development subsystem, which includes learner analysis, task analysis, lesson structuring, and designing assessments. It discusses different approaches to organizing course material development, such as the unbundled and bundled methods, and the creation of self-contained or course-package materials.
🌐 Course Delivery and Instruction in Odell
This paragraph discusses the course delivery subsystem in Odell, which involves getting course materials to geographically dispersed or online learners. It outlines various delivery systems available to educational institutions, such as print and online, with the latter often using a Learning Management System (LMS) as a virtual classroom. The role of teachers in Odell is that of facilitators, preparing and presenting learning materials, advising students, monitoring progress, assessing outcomes, providing feedback, and managing the online learning environment. The paragraph also touches on the unbundling of teaching tasks, such as hiring tutors or testers to assist teachers. It emphasizes the need for institutions to consider the scale of student enrollments, teaching roles, and compensation for teaching staff. Additionally, it stresses the importance of providing accessible student support services, such as tutoring, counseling, library services, and technical support, to ensure a successful learning experience at a distance.
🛠️ Management and Quality Assurance in Odell
The final paragraph focuses on the management subsystem in Odell, which integrates all other subsystems. It discusses the role of management in needs assessment, resource allocation, personnel recruitment and training, monitoring and evaluation, and policymaking. The paragraph highlights the importance of financial viability and cost management in implementing Odell, suggesting strategies such as pre-testing materials, using electronic formats, and leveraging open educational resources. It also addresses the need for staff development activities to equip academic and student support staff with the necessary skills for Odell. The paragraph concludes by emphasizing the importance of quality assurance in Odell, suggesting areas for quality assurance and the establishment of a continuous improvement process that includes planning, design, production, delivery, evaluation, and maintenance.
Mindmap
Keywords
💡Odell (Open and Distance E-Learning)
💡Single Mode Institutions
💡Dual Mode Institutions
💡Course Design and Development Subsystem
💡Learning Management System (LMS)
💡Unbundled Approach
💡Student Support Subsystem
💡Course Delivery Subsystem
💡Quality Assurance
💡Technology Mix
Highlights
Universities are increasingly offering academic programs through distance education or technology-enhanced learning.
The open and distance e-learning (ODL) system has unique practices and subsystems due to time and geographical differences.
ODL can be implemented through single mode, dual mode, consortia, or individual teacher initiatives.
The ODL system at the institutional level includes course design, delivery, instruction, student support, and management subsystems.
Course design involves learner analysis, task analysis, lesson structuring, and designing assessments.
Course materials can be self-contained or in the form of course packages with study guides.
Delivery systems for ODL courses depend on target learners, cost, technology availability, and institutional mission.
Learning management systems (LMS) are commonly used for online course delivery.
ODL teachers act as facilitators of learning, with roles including presenting materials, advising students, and assessing outcomes.
In large ODL classes, teaching tasks can be unbundled, with tutors or test administrators assisting teachers.
Student support services in ODL are crucial and include tutoring, counseling, library services, and tech support.
Management's role in ODL focuses on needs assessment, resource allocation, personnel training, monitoring, and policymaking.
Financial viability of ODL programs is ensured through strategies like pre-testing materials and using open educational resources.
Staff development activities are essential for the success of ODL programs.
Quality assurance in ODL involves establishing, implementing, and evaluating a system to maintain quality.
ODL is a continuous process of improvement, starting with planning and going through design, production, delivery, evaluation, and maintenance.
Transcripts
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in recent years more and more
universities are planning to offer
academic programs either through
distance education or technology
enhanced learning whether the programs
are offered fully online or in Blended
mode leaders of educational institutions
need to be aware of what constitutes the
open and distance e-learning system the
odal system is not wildly different from
the organizational system of a
conventional University however the time
and geographical difference between
Learners and teachers in Odell has led
to a unique set of practices and
subsystems in this video we shall
introduce you to the parts that make up
the Odell system and how these are
related to one another that way you'll
have a better idea of what it is that
you need to strategically manage before
we proceed with the Odell system allow
me to mention that Odell can be
implemented through different
organizational structures first there
are the single mode institutions whose
programs are offered solely through
Odell open and virtual universities are
a good example of this second there is a
dual mode in which academic programs are
offered in phase to face and odal modes
students have the option to choose
between the two tracks of delivery most
conventional universities that are
engaged in online learning can be
classified under this structure there is
also the consortia where different
universities pull the resources and
offer academic programs through Odell
the teachers are drawn from the
participating universities while cost
and income sharing are agreed upon by
the member universities
at the most basic level would be the
individual teachers this would include
the teachers who upon their own
initiative have introduced aspects of
online learning in their own courses for
this video we shall focus more on the
Odell system at the institutional or at
the University or college-wide level the
odel system is composed of the following
parts or subsystem the course design
subsystem the course delivery subsystem
the instruction subsystem
the student support subsystem and the
management subsystem we shall touch on
these different subsystems one by one
let's start with the course design and
development subsystem course design and
development consists of the following
task learner
analysis understanding the profile of
the target Learners in terms of their
previous educational background work
experience cultural background digital
skills learning styles and access to
technology task analysis involves
identifying the task of the course
course in terms of learning outcomes
lesson structuring involves a chunking
of the course topics in smaller bites so
distance Learners can easily digest the
lessons at a reasonable Pace designing
assessment requires the development of
assessment tools that correspond to the
learning outcomes and also authentic to
the experience of the target Learners as
an organization a university or college
needs to determine how it wants to
organize the development of its learning
materials one common approach is the
unbundled method in this approach the
different tasks involved in developing
the course material is handled by
different persons each of whom has been
specifically trained in doing his or her
assigned task in the example shown on
the screen the course author who is the
subject matters expert and actually
prepares The Learning Materials is
assisted by a Content reviewer
instructional designer a multimedia
specialist and a language editor in the
bundled approach an academic editor who
is well versed in instructional design
supervises the development work of
several course authors the course
authors perform much of the course
development task the design of the
courses is followed by the development
of the actual Learning Materials course
materials can either be self-contained
or come in the form of course packages
with study guides self-contained course
materials are akin to textbooks the
lessons are contained in one material
written in a reader friendly manner by
the course author it usually contains
some self- assessment activities to help
the Learners better understand the
content in the course package the course
author carefully chooses readily
accessible learning resources either in
print or electronic formats and
assembles them in a fashion that can be
easily appreciated by the Learners to
help the Learners better understand the
learning resources in the light of the
target learning outcomes the teacher
prepares a study guide which provides a
learner some specific guidelines on what
resources to read or View how the
resources are connected to each other
what lessons need to be highlighted just
like in the self-contained materials
self assessment questions or activities
may also be embedded in the study guide
once the course materials have been
developed it needs to be delivered to
the students who in Odell are either
geographically dispersed or spend part
of their classes online and not in the
classroom there are different Delivery
Systems available to educational
institutions as shown on the screen the
delivery system shall depend on your
target Learners cost and availability of
technology and organizational mission
and vision each type of delivery system
requires different distribution
infrastructure courses delivered
primarily in print will require
institution to consider the printing of
materials Courier or Postal Services
warehousing and inventory management of
the print materials courses delivered
online need to maintain internet
connectivity for all its academic and
support staff most educational
institutions that deliver their courses
online make use of a learning management
system or LMS to act as their virtual
classroom you can see on the screen the
different LMS available both open and
non-open license for some institutions
who are either starting out and may not
have the resources to set up and
maintain an LMS they may opt to use
cloud-based tools that are readily
available on the web whether the course
is delivered face Toof face or online
the teacher plays an important role in
the learning process since the content
is already made available in Odell
through the learning materials the role
of an odal teacher is more of a
facilitator of learning the role of a de
teacher are to prepare and present
learning materials and tasks using
appropriate design advise students and
monitor learner progress assess learning
outcomes provide feedback to students to
facilitate learning build student
motivation assist students on
technological diffic ulties establish an
effective environment for student
teacher and student student interaction
and evaluate course Effectiveness the
roles of an odal teacher is not only
pedagogical but also social Technical
and administrative as such odal teachers
must not only be equipped in how to
develop course materials and assessment
tools but also in how to motivate Odell
Learners use Technologies not only for
teaching but also for motivating
students and manage the administrative
aspects of online learning environment
since Odell eliminates a constraint of
limited classroom Odell courses can
accommodate large number of enroles
Institutions must decide how the
teaching function will be performed in
large classes the task of a teacher can
also be unbundled just like in course
development in many open universities it
is customary to hire Tutors or test MERS
to assist teachers institutions that are
planning to get into Odell must
therefore take into consideration how
large their student enrollments would be
how the teaching roles will be performed
and by whom and how will the teaching
staff be compensated in dual
institutions they will need to consider
if their current teachers are prepared
to teach at a distance and how their
work as odal teachers will be recognized
and compensated in other words
administrators would have to make
decisions on how Odell in their
respective institutions can be
financially sustained while maintaining
the quality of Learners experience since
the Learners are separated from the
teachers and other University staff
educational institutions getting into
Odell must provide accessible student
Support Services to their Learners
student support is essential to ensure
successful delivery of learning
experience at a distance student Support
Services include tutoring counseling
Library Services help desk tech support
organization of study or Learning
Centers and administrative concerns
educational institutions must have staff
members are competent in delivering
these services and also decide how these
services will be facilitated some
universities have established Learning
Centers in areas where their students
are concentrated as a conduit for these
Services While others have tapped the
web to deliver the same online lastly we
have the management subsystem which is
the integrator of all the subsystems
Management's role in model focuses on
needs assessment and prioritizing
resource allocation and
administration personnal Recruitment and
training monitoring and evaluation and
policymaking for Odell to be sustainable
the financial viability of the program
must be ensured University administrator
should be concerned about the sources of
cost in implementing Odell the following
are the major cost factors student
enrollment number of courses number of
years over which courses are offered
without change cost can be better
managed using the following strategies
pre- testing of materials before release
electronic formats to allow easier
revision of materials and the use of
open educational resources course
development cost can be minimized using
these approaches share publication cost
with Publisher share income with authors
through licensing or through the use of
wraparound textbooks technology mix will
depend on the equipment use labor costs
involved in the development production
and delivery of materials carried by the
technology in terms of level of student
support for a more efficient student
support system design good student
manuals and develop information
resources for students working practices
you can rationalize human resource
expenses by hiring contractual staff per
student basis Outsourcing certain
services and streamlining course
development team
management must also ensure that the
academic and student support staff are
equipped in performing their Odell task
some of the staff development activities
that can be implemented include the
following training or orientation to
Odell pedagogy instructional design
materials development subject specific
training and assistance to course
authors Hands-On writing workshops
contextualizing online resources course
development manuals and models and
reward system for course author
as Educators we are accountable to our
stakeholders hence we need to ensure
that our Odell programs are of quality
it is also Management's responsibility
to establish Implement Monitor and
evaluate a quality assurance system in
Odell some of the more common QA areas
in Odell are shown on the
screen and finally Odell is just like
any organization activity it is a
continuous process of improvement it
starts with planning goes through design
production delivery evaluation and
maintenance until the next round of
planning comes along in this video we
have learned that odel is composed of
different subsystems course design and
development course delivery instructions
stent support and management depending
on the target learner needs and context
the resources available to the
university and then mission and vision
of the institution a university May
organize these subsystems in different
ways the role of management is to ensure
internal consistency and coordination
between these
subsystems the odel system is also a
process which starts with planning
followed by Design production delivery
evaluation and maintenance in reality
however the process is less linear and
requires iterations along the way thank
you for watching
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