Jonathan Darby

1
Similarities and differences between traditional
and distance/online delivery of courses

• Jonathan Darby
• Technology-Assisted Lifelong Learning
• University of Oxford
• jonathan.darby_at_conted.ox.ac.uk

2
My background

• Joined University 1980
• Associate Tutor in Department for Continuing
  Education from 1983
• Computers in Teaching Initiative 1988 to 1996
• Director of Technology-Assisted Lifelong Learning
  from 1996

3
Student differences

• Traditional
• plenty of time
• in the studying groove
• want to be told what they need to know
• limited life experience
• not in a position to pay full cost

• Distance learning
• limited time
• highly motivated but out of practice
• usually have specific learning needs
• highly relevant life experiences to share
• may be able to pay full cost

4
Economic differences

• Traditional
• most funding already committed
• motivation is to improve quality of teaching
• no new money
• must work with existing system

• Distance learning
• creating new business
• motivation is to serve new markets
• new students bring additional income
• can work alongside existing system

5
Are online courses as good as traditional ones?

• Aspects of learning
• orientation
• motivation
• information acquisition
• elaboration
• clarification
• confirmation
• (Noel Entwistle)

• Best mode
• face-to-face
• face-to-face
• online
• online
• online
• online
• 19 face-to-faceonline

6
TALLs aims

• TALL aims to create a financially self-sustaining
  programme within five years that meets the needs
  of a wide range of adult learners by
• 1. reviewing and identifying effective forms of
  technology-assisted lifelong learning
• 2. conducting applied research into
  technology-assisted lifelong learning
• 3. developing course frameworks, courses and
  educational services that exploit technology in
  support of lifelong learning
• 4. evaluating all work undertaken and
  disseminating the outputs and insights gained to
  local, national and international audiences

7
Philosophy

• Be needs not technology driven
• Apply Ockhams Razor
• Build on Oxford strengths
• Build the new in the shell of the old
• Develop self-sustaining models
• Create students
• Be the best

8
Approach

• Object orientated approach
• courses constructed from learning objects
• multiple media not multimedia
• adaptability and disposability
• Formal production methods
• Placing the tutor in the centre alongside the
  student
• 2 tutors per 20 students

9
Course development stages

• Feasibility assessment
• Course specification
• Resource allocation and planning
• Learning object creation
• Assembly of alpha course version
• Testing and review cycle
• Delivery and evaluation
• Course respecification and redevelopment

10
Course Model 1 Geography-independent

• Fully distance-based
• multiple media not multimedia
• online document delivery
• resource-based
• tutor support
• semi-synchronous
• computer-enabled group activities
• Advanced Diploma Course in Local History
• www.tall.ox.ac.uk/LocalHistory

11
(No Transcript)
12
Course Model 2 Hybrid

• Combination of study modes
• Face-to-face
• orientation motivation
• Distance
• information acquisition, elaboration,
  clarification confirmation
• Diploma Course in Computing
• www.tall.ox.ac.uk/Computing

13
(No Transcript)
14
(No Transcript)
15
Course Model 3 Curriculum on Demand

• Each student follows a tailor-made course
• needs analysis and assessment of prior learning
• learning components
• small size
• metadata
• continuous assessment and course modification
• intense tutor support
• Immunology (Oxford Professional Updating System)

16
Oxford Professional Updating System
Gateway
Internet
Pastoral support
Technical support
Questionnaire
Learning support
Peer support
Tasters
Communication
Assessment
Needs analysis assessment of prior learning
Course modification
Learning components
Personal course
Supporting resources
Accreditation
17
(No Transcript)
18
Conclusions

• There is a large potential market for online
  education
• gt300 applications for 60 places on first online
  course offered
• Online education is economically attractive
• Investment of 250,000 recouped in 3 years with
  120 students per annum
• If designed from scratch online education is at
  least the equal of traditional education
• Keep the tutor central
• Not much time left to get established