Flexible Learning in CPD and International Education

1. Flexible Learning in CPD and International Education Paul Sant & Malcolm Keech Faculty of Creative Arts, Technologies and Science University of Bedfordshire, UK Paul.Sant@beds.ac.uk  Malcolm.Keech@beds.ac.uk

2. Overview Flexible Learning in CPD and International Education • Introduction • Flexible learning in the Bedfordshire context • Technology-Enhanced Learning • Case studies in Computing Masters • University of Bedfordshire and 7Safe Limited • Trans-National Education: Majan University College, Oman • Bedfordshire Resources forEducation Online (BREO) • Virtual learning environment/technology used • BlackBoard Collaborate • Flexible Learning in Action • Conclusion

3. Introduction • Higher Education landscape has changed over the last 20 years • More flexible modes of delivery • Technology and technologically-inspired teaching • Learning at a distance • Removing the geographical divide • The University of Bedfordshire has embraced change • Technology as an enabler of learning • Trans-National Education (TNE) programmes in Business, Computing and Design … • Using distance learning to help UK/EU students study while fully engaged in a career

4. Case study 1: Bedfordshire and 7Safe • In 2007 the University of Bedfordshire (Computer Science) and 7Safe Limited (forensic consultancy) joined forces to offer MSc provision: • That was flexible and involved distance learning • Brought together a professional training programme and academic qualifications • Allowed those enrolling to study and work at the same time, continuing their professional development • Could provide an MSc in Computer Security & Forensics which emphasised vocational skills alongside an academically-rigorous set of University units • Over the past 5 years we have seen over 100 students enrolled on the three-year programme, and over 20 graduates so far

5. Case study 2: Bedfordshire and Majan College • In 2010 the University of Bedfordshire set up a suite of MSc Computer Science courses offered as TNE at Majan University College: • That was flexible and involved supported distance learning • Brought together students to use technology to enhance their learning while providing access to UK staff • Allowed a weekly set of seminars to be delivered on site by Majan staff • Could provide the first postgraduate Computing programme to the college • Over the past 2 years we have seen 50 students enrolled on the two-year programme, with the first set of students due to graduate in February 2013

6. Cultural Awareness in Curriculum Design • Flexible learning models allow people from different countries and cultures to undertake courses at a distance: • Brings a need to incorporate a cultural context into the curriculum • Although the Internet has no boundaries, there are still local norms and expectations which must be met • The two case studies, especially the Majan Masters, require cultural factors to be included into teaching • The Oman is a fast-paced and technologically-developing nation, with an increasing demand for Computing graduates offering relevant skills • Emphasis placed on real-world projects in coursework and assessment elements for both case studies

7. Technology-Enhanced Learning • A key enabler of both the 7Safe and Majan courses is the use of technology for virtual learning • BREO is heavily used: • As a learning aid in the 7Safe case, and to provide support • In the Majan case, it enhances learning and allows the delivery of live lectures and support sessions • BBCollaborate tool is a key enabler of such live delivery • In addition, electronic discussion boards, groups and educational chat rooms are used extensively • In the case of assessment, electronic submission through Turnitin allows effective and fast feedback to be given

8. BREO: BBCollaborate, Sound & Vision, Discussion Boards and Turnitin • BBCollaborate allows a virtual classroom to be created • Audio, chat and video options can be used for full interaction between students and staff • An archiving facility allows sessions to be recorded and played back at any time

9. BREO: Audio and Discussion Boards • A short audio clip of a session delivered via BBCollaborate • A discussion board being use to interact and ask questions • This is mainly asynchronous communication, but is useful for sharing ideas

10. BREO: Video Delivery and Feedback • A short video clip of a session delivered via BBCollaborate • An example feedback session via BBCollaborate

11. BREO: Turnitin • Submitting an assignment via Turnitin • Marking the assignment and providing feedback

12. BBCollaborate – Live Demonstration(flexible learning in action) • The best way to see how our learning environment works is through a live demonstration

13. Conclusion • In the increasingly global context of Higher Education, we have to look for different modes of delivery • We have presented two differing case studies, one based in the UK/EU and the other an international programme in the Oman • In both cases there are similarities, including the need for cultural awareness and a method for reducing the feeling of education at a distance • There are also differences in terms of delivery – one is supported distance learning (Majan), while the other is pure distance learning (7Safe) with technology providing a pastoral support and feedback mechanism • We will continue to monitor our courses and, in response to changes in distance learning pedagogy and user needs,we will enhance our provision