Open and distance learning

Open and distance learning Filip Moens SEAMEO CELLL November 2014

Welcome to… I. Artevelde University College Ghent, Belgium II. Degree course “Bachelor of Education: Secondary Education” III. Open and distance learning

I. Artevelde University College Ghent • Institution for higher (or third-level) education • Some facts and figures • Number of students: about 13,000 students (minimum age is 18 years old) • Number of staff: around 1200 • 3-year-course / 6 semesters / 180 ECTS credits • 16 Bachelor degrees, 4 Advanced Bachelors, 4 Masters • Urban area (500 people per square kilometer, 1200 people per square mile)

I. Artevelde University College Ghent Study programmes Bachelor and Master Degrees: • 16 Bachelor degrees: 180 ECTS credits • Office Management • Business Management • Communication Management • Journalism • Graphic and Digital Media • SocialWork • EarlyChildhoodEducation • Pre-schoolEducation • PrimaryEducation • SecondaryEducation • Audiology • Speech Therapy • OccupationalTherapy • Podiatry • Nursing • Midwifery

I. Artevelde University CollegeGhentStudy programmes Bachelor and Master Degrees: • 4 Advanced Bachelors: 60 ECTS credits • Arts Therapies • Special Education • Special Educational Needs and Remedial Training • School Development • 4 Masters (in co-operation with Ghent University): 120 ECTS credits • Master of Nursing and Midwifery • Master of Social Work • Master of Occupational Sciences • Master of Rehabiliation Sciences and Physiotherapy

II. Bachelor of SecondaryEducation • Some facts and figures • Number of students: about 2,000 students • Number of staff: around 160 • 3-year-course / 6 semesters / 180 ECTS credits • Graduates • Qualified to teach two subjects • in the first four forms of secondary school (general and technical education, pupils age is 12-16 years old) • in all forms of secondary vocational training schools

II. Bachelor of SecondaryEducation • September 2015: start Open and distance learning possibility • Target audience: students who combine studying with a job, raising a family, … • Expected shortage of secondary school teachers in 10 years • Competitive higer education climate in Flanders, changing market • Europe 2020 strategy: 40% of 30-34 year olds completing third-level education • Apply new digital educational tools (innovation)

III. Open anddistancelearning • Some terminology: • e-student / e-coach • Open learning • Distance learning • Blended learning • Flipping the classroom

Open learning • “as few restrictions as possibleconcerning access, tempo andstudymethod” (De Pryck, 2005 owntranslation) - as manystudents as possiblecanattend the course - flexiblehours - the use of ICT tools

Distancelearning • “the use of ICT tools to reduce the physical distance and time distance between student and teacher” (De Pryck, 2005, own translation) - Students decide themselves where and when to study - Students decide the tempo and the doses of contents

Blendedlearning • “combining online and face-to-face instruction” (Graham, 2004) - Combination of online digital learning and traditional learning with physical contacts students - teacher

Flipping the classroom • “aneducationaltechniquethatconsists of twoparts: interactivegrouplearningactivitiesinside the classroom, and direct computer-basedindividualinstructionsoutside the classroom” (Bishop & Verleger, 2013) • Twoparts: individual digital andinteractivegrouplearning • Studentsstudy contents on theirownandgaininsightsduring class sessions via interactivediscussionswithotherstudentsand the teacher

III. Open anddistancelearning • The target audience • Survey • Competences needed • Materials needed

Target audience: survey • Conductedamongformerandfuturestudents: • 95% wants to combine workandstudy • 70% prefers evening classes • Contact moments: • 30% weekly • 50% once a semester • 7% none

Target audience: survey • Conductedamongformerandfuturestudents: • 95% wants to combine workandstudy • 70% prefers evening classes • Contact moments: • 30% weekly • 50% once a semester • 7% none CHALLENGE 1: Social aspect of becoming / being a teacher

Target audience: Competencesneeded • Being able to • work autonomously • plan carefully • write and read excellently • use a computer skilfully • online social skills and nettiquette • skilled in using the internet • skilled in working with digital camera and related tools • skilled in general computer use (installing software, …)

Target audience: Competencesneeded CHALLENGE 2: High profile of the target audience. How to avoid drop outs? (MOOC Software Engineering, 7% of 50000 students received certificate) • Being able to • work autonomously • plan carefully • write and read excellently • use a computer skilfully • online social skills and nettiquette • skilled in using the internet • skilled in working with digital camera and related tools • skilled in general computer use (installing software, …)

Target audience: materialsneeded • Fast processing computer • Sufficient amount of memory storage • Broadband internet connection • Digital camera / webcam

Target audience: materialsneeded • Fast processing computer • Sufficient amount of memory storage • Broadband internet connection • Digital camera / webcam CHALLENGE 3: Financial aspect

III. Open anddistancelearning • Curriculum (comparison ECTS normal versus ODL)

III. Open anddistancelearning • Curriculum, what about • language skills? • practical skills? • teaching practice?

III. Open anddistancelearning • Curriculum, what about • language skills? • practical skills? • teaching practice? CHALLENGE 4

III. Open anddistancelearning • Semester planning • (Intake at the very start of the training) • 1 introductory meeting per course • 1 (or more) ‘come back’ meeting(s) • (1 response meeting) • 1 evaluation moment • Feedback -> introductory meeting next semester

III. Open anddistancelearning • Evaluation tools, next to the traditional written or oral exam: • Self-evaluation tasks: e-student evaluates her own work based on a model provided by the e-coach • Teacher evaluation tasks: e-student sends the task digitally to the e-coach who evaluates

III. Open anddistancelearning • Evaluation tools, next to the traditional written or oral exam: • Self-evaluation tasks: e-student evaluates her own work based on a model provided by the e-coach • Teacher evaluation tasks: e-student sends the task digitally to the e-coach who evaluates CHALLENGE 5: plagiarism, cooperation, …

III. Open anddistancelearning • The tools we use: • Weblectures • Knowledge films • Instruction films • Online discussion fora • Webconferences • Physical meetings • …

Weblectures • Video-recordings of a lecture, a presentation, a workshop, … in which video, sound and digital presentation materials are provided all together • No interaction possible • Worry: regular students might not come to class anymore, but “traditional lectures stay a social event where students experience the lesson together” (McGarr, 2009)

Knowledge films • www.khanacademy.org • https://www.khanacademy.org/math/basic-geo/basic-geo-angles/basic-geo-angle-basics/v/naming-angles

Instruction films http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/

Online discussion fora • Eg Facebook, Twitter, … • Students can ask each other questions, irregardless of time and place. • Clear arrangements: • Compulsory to react? • How many reactions? • Does the e-coach intervene? • …

Webconferences • Eg Skype, Adobe Connect, BigBlueButton, … • Pre-arranged and “in real time” e-students and e-coach can exchange ideas • Technical skills and requirements!

Learning paths

III. Open anddistancelearning • Conclusion: • O&D learning = more like blended learning • Ideal to reach older students who work, have a family, … • Good to introduce ICT-tools and innovation in general • Quite some challenges

Anyquestions? Thank you Cam o’n

Bibiography • Adviesrapport Afstandsleren (2014). Arteveldehogeschool, Bachelor in het onderwijs: secundair onderwijs, • Bishop, J. & Verleger, M. (2013). The flipped classroom: A survey of the research. 120th Annual ASEE Annual Conference & Exposition. American Society for Engineering Education. • De Pryck, K. (2005). OAO: wat, waarom en voor wie? In J. Vermeersch, Van start gaan met Open en Afstandsonderwijs (pp. 11-18). Antwerpen-Apeldoorn: Garant. • Europe 2020 Strategy. Consulted on 17 November 2014 via http://ec.europa.eu/europe2020/index_nl.htm • Graham, C. R. (2004). Blended Learning Systems: Definition, Current Trends and Future Directions. In J. Bonk, & C. R. Graham, Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco: Pfeiffer Publishing. • McGarr, O. (2009). A review of podcasting in higher education: Its influence on the traditional lecture. Australian Journal of Educational Technology, 25(3), 309-321. • www.bbc.co.uk • www.khanacademy.org • Yuan, L., Powell, S. (2013). MOOCs and open education: Implications for higher education. Consulted on 17 November 2014 via http://publications.cetis.ac.uk/2013/667

Open and distance learning