共查询到20条相似文献，搜索用时 31 毫秒
1.
Fred Lockwood 《Open Learning》2013,28(2):43-44
In the autumn of 1985, over 20,000 new undergraduates, who were about to start one of the five Open University Foundation courses in the following February, received a corresponding package of materials designed to prepare them for study. In this article, Fred Lockwood ‐ from the University's Institute of Educational Technology ‐reports the results of a comprehensive evaluation of the effectiveness of these preparatory materials. 相似文献
2.
Martin Cawthorne 《Open Learning》2013,28(3):30-34
How can careers guidance, which in conventional institutions relies so much on personal contacts and the ability to browse through up‐to‐date information files, be adequately provided for distance students? Here, Martin Cawthome, Senior Counsellor in the Open University's West Midlands region and until recently chair of the Open University's Careers Information Research and Counselling Group, considers this question. Having outlined the stages involved in careers guidance, he reviews the use of printed materials, the telephone and computers, and looks forward to the possible improvements which computer systems may allow in the future. 相似文献
3.
Shelagh Ross, Staff Tutor in Science in the Open University's East Anglian Region, and Eileen Scanlon, Lecturer in the Open University's Institute of Educational Technology, have conducted a study of course choice for Science Faculty students. They asked the question as to whether Science Foundation course students select fairly traditional degree profiles of an ‘all Science’ tendency, or whether they range more freely across a range of subjects, and secondly, what role taking one or two Foundation courses played in contributing to success. 相似文献
4.
This paper explores the role played by part-time Women's/Gender Studies (WGS) courses in women's lives in the UK through interviews with 35 women who were among 8000 students who studied one of the UK Open University's undergraduate interdisciplinary WGS courses between 1983 and 1999. A thematic analysis of these interviews shows how these mainly working and lower middle-class, mature women were living through a time of great social change for women. The WGS course they studied helped them understand these changes and grasp the educational, social and employment opportunities that opened for UK women after 1980. The authors reflect on these social and educational changes and using Nussbaum's Capabilities Approach (2011) analyse the capabilities these women developed through their study of these courses, which helped them to change their own lives and the lives of others around them. Looking forward, the authors argue that WGS courses have the potential to develop these capabilities in a time of economic recession and reduced opportunities for women. 相似文献
5.
David Hawkridge 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):15-24
Mentoring has had a key role in the British Open University's intricate distance education system for more than 30 years. However, it has changed very substantially as the system's technology has changed. In this article, after providing some definitions, I review the early history and the changes that have put mentoring online. I describe my own experience as a tutor in the university's online MA in Open and Distance Education, and explain Salmon's model for e-moderating (e-mentoring) developed in the university's Business School. Finally, I reflect on mentoring online today: what is essential for us to understand is how the best of 'old-fashioned' mentoring face-to-face can be built into online mentoring together with the best of what the technology enables us to do. Mentors must learn to weave ideas online, with their students, empowering them to do likewise. The mentor, 'the human in the machine', is indispensable. 相似文献
6.
Susan Hurley 《Open Learning》2013,28(3):25-29
This paper describes the development and evaluation of Open University course P653, Caring for Children and Young People, produced by the Centre for Continuing Education in collaboration with the Child Care Open Learning Project. This is an introductory level course aimed at all those who work with other people's children, many of whom have low levels of previous educational attainment. The course was designed to be both student‐centred, starting from a reflection on the individual's experience and knowledge, and to involve partnership in study through group work. The author, Susan Hurley, is Regional Director of the Open University's North Region. 相似文献
7.
This article looks at mentoring in the Open University's Postgraduate Certificate in Education (PGCE) course: a distance learning, competence‐based course of part‐time Initial Teacher Training (ITT) for primary and secondary students. It emphasises the importance of school‐based mentoring, and looks at changing student perceptions of mentoring over the duration of the course. Questionnaires and interviews are used to explore a range of issues about mentoring in ITT. The findings suggest that students become more discerning about, and more critical of, their mentors as the course proceeds. Some attempt is made to suggest how these attitudes can be improved. The mentors’ perceptions are compared with those of the students. 相似文献
8.
David Sewart 《Distance Education》1980,1(2):171-187
The Open University, with over 60 000 students learning at a distance in its undergraduate profile, is the largest institution of its type in the world. With students spread throughout the United Kingdom and with such large numbers, the Open University has been critically aware of the potential depersonalization of the individual student and the possible subordination of the real needs of students to the bureaucratic requirements of the institution.
By providing each student with a tutor-counsellor who is responsible for the progress of a group of thirty to forty students from initial registration to graduation, the Open University has sought to create an intermediary support, between the distant institution and the student, who has a responsibility for the student in the institution and has a personal knowledge of the student's general progress.
However, since tutor-counsellors are part-time staff and since the University's system is large and complex, it has been necessary to support the part-time staff with up-to-date details of the information the institution holds on file concerning its students. The tutor-counsellor can thus operate in the context of his own personal ‘knowledge’ of the student and the University's institutional ‘knowledge’ of the student.
The Open University has therefore created a general data management and file processing system which allows it to assist selectively and efficiently the work of the tutor-counsellors in their support of the individual student. This is a major step in the University's objective of individualizing its support to students. 相似文献
9.
Agnes Kukulska‐Hulme Anne Jelfs Elizabeth Mallett Dawn Holland 《Learning, Media and Technology》2004,29(2):125-137
The paper gives a brief overview of the use of digital video in distance education, the background to The Open University's Digital Video Applications (DiVA) Project, the contexts in which the Digital Video Library system is being used and some evaluation findings. Through DiVA, the university is investigating how it can use its video assets effectively, to support reuse of existing materials in course production. The project team is also evaluating student use of the system. The paper reports on an observation study which revealed several usability issues and stakeholders' opinions about potential uses of the DiVA system. This is followed by findings from an evaluation of student use of the system at a residential school and its use as part of an online learning activity undertaken by students accessing the system remotely. Evaluation findings to date indicate some quality and workload issues but they also show opportunities that come to light when using the DiVA system. 相似文献
10.
More than merely monitoring 总被引：1，自引：0，他引：1
This paper by Dee Edwards, Project Officer in the Department of Earth Sciences at the Open University and Judith Metcalfe, Staff Tutor in Science in the Birmingham Region continues the debate on the University's system for monitoring tutor‐marked assignments. The authors focus firstly on the monitoring of grade reliability and then review ways of enhancing correspondence tuition skills through staff development meetings. 相似文献
11.
The purpose of this paper is to report on the development of the first online self-directed inventory on the measurement of academic programme preferences (MAPP) for potential students at the Open University of Hong Kong (OUHK). In this study, trait-factor theory and personality type theory were employed. 1,963 respondents in Hong Kong were surveyed using a multi-stage stratified cluster sampling technique. The inventory, consisting of 132 items, was developed and eight personal attributes were found: Influential, Enterprising, Social, Helping, Explorative, Technological, Logical, and Reflective. The minimum desirability of each of these attributes for all programmes offered at the OUHK was assessed by course administrators. Students' ratings on the eight personal attributes were evaluated against the minimum ratings, based on a nine-point scale, to determine their academic preferences. A computer-assisted multidimensional MAPP was set up online in both English and Chinese and was linked to the University's homepage. By completing the MAPP online, distance learners could obtain their personal profiles and a list of suggested OUHK programmes instantaneously. Connected to the University's aim to foster lifelong learning, the MAPP is expected to ease the academic selection process and reduce the number of dropouts by enhancing students' success with their chosen programmes. 相似文献
12.
Tony W. Bates 《Distance Education》1982,3(1):28-50
The Open University has a unique partnership with the BBC. The BBC produces television, radio and audio‐cassette material in conjunction with Open University academic and other course design staff. Producers are full members of course teams. The Government, through its grant to the University, pays the full cost of the BBC's services to the University. The BBC has set up a department (BBC/OUP) specifically to provide services to the Open University. In Autumn, 1981, a brand‐new, £5½ million purpose‐built studio complex became operational on the University campus, and is managed by the BBC on the University's behalf. Currently, over 1,500 Open University television programmes are transmitted each year on the BBC's national television networks.
The University funds a small research group to investigate the use of audio‐visual media in the University. The research group carries out studies of programme utilisation across the 140 different courses, to assist with the planning and allocation of production and transmission resources. It also carries out more detailed research into individual programmes and course strategies for using television. More recently, the research group has been paying particular actention to how students learn from television. This paper explores some recent theory, and research developments on the role and character of television, and its impact on learning in distance education. 相似文献
13.
《Higher Education Policy》2002,15(2):169-176
This article describes initiatives at the University of Costa Rica, which, in combination with national programs, have strengthened the country's commitment to sustainable development over the past 15 years. It discusses the University's role in defining a national perspective on sustainability starting in 1987, as well as the evolution of the University's Programa Institucional de Sostenibilidad y Paz (PRINSOPAZ) from being University focused to joining with the Earth Council to promote the Earth Charter both nationally and internationally. 相似文献
14.
Abstract The initiative ‘Offenes Deutsches Schul‐Netz’ (ODS) ‐ The Open German School Network ‐ sees itself as a joint cover for school networking in Germany. In this article, we give an insight into the very successful ideas on which ODS is based. Practically every computer‐mediated communication between schools in Germany and abroad is transmitted on the basis of agreements by the ODS with various servers. We describe, briefly, how we imagine networking between schools in future. 相似文献
15.
Chris Bailey 《Literacy》2016,50(2):62-71
Recent work around the use of virtual world video games in educational contexts has conceptualised literacies as communal processes, whilst considering complex notions of collaboration through participants' multiplicity of presence in hybrid virtual / physical locations. However, further research is necessary in order to help us understand how the complex interactions afforded by such spaces influence ‐ and are influenced by ‐ children's social relationships. This article draws upon data from a year‐long ethnographic study, investigating a group of ten and eleven year old children's engagement with the video game ‘Minecraft’ as they collaborate to build a ‘virtual community’. With a particular focus on the children's improvised singing and use of song during the club, I examine how their creative practices ‐ drawing on a wide range of self‐selected resources, played out both in and out of the virtual world ‐ help to fundamentally shape the nature of the space around them. Furthermore, through examination of one particular performance, I demonstrate the importance of ensuring that such details are not written out of accounts of children interactions around technology, if we are to understand the true potential of such environments. 相似文献
16.
《Chinese Education & Society》2013,46(2-3):16-29
The training model for Southwest University's no-fee teacher education program has taken shape over several years. Based on a review of the documentation and interviews with administrators and no-fee preservice students from different specialties, this article analyzes Southwest University's no-fee teacher-training model in terms of three main areas—curriculum, practice, and activities. The analysis includes the three dimensions of student knowledge, skills, and emotions as specific expressions of the educational goals of Southwest University's no-fee teacher-training model, and also addresses the characteristics of the model. 相似文献
17.
Joseph P. McDonald Myrrh Domingo Jill V. Jeffery Rosa Riccio Pietanza Frank Pignatosi 《Peabody Journal of Education》2013,88(5):578-593
This article explores the theory of action underlying New York University's (NYU's) Partnership Schools Program—explaining in the process what a theory of action is, and how it can be constructed for other innovations in other contexts. NYU's Partnership Program involves 23 schools, K-12, spanning several of New York City's most economically disadvantaged neighborhoods. It operates on the basis of what the authors call “mutual self-interest” and exploits what they call “complementarity.” The authors illuminate the program's original as well as its evolving intentions, and the environmental conditions necessary to enact them and to sustain the program over a decade. They also describe the program's core design elements, with a view to how these may be replicated elsewhere. Finally, they look closely at the Partnership's theory of action in action, employing action research data to portray a meeting where professors and teachers discuss the teacher education residency experiment they have collaboratively launched. 相似文献
18.
Rishi Sriram, T. Laine Scales, and Meghan Oster share how the assessment efforts of Baylor University's Engaged Learning Groups have led to effective advocating for program improvement as well as increased administrative support. 相似文献
19.
HAROLD WOLPE 《比较教育学》1995,31(2):275-292
This paper examines issues in the transformation of the university system in a democratic South Africa utilising the University of the Western Cape as a case study. In particular, it questions how the University's 1982 Mission Statement, which defined its oppositional role in the apartheid period, might be revised to shape the universities radical traditions to the tasks of the contribution of a new social order. 相似文献
20.
This paper describes two teacher training programmes offered through Anadolu University's Open Education Faculty (OEF). The first programme, which began in 1985‐1986, is a pre‐bachelor certificate for 130,000 primary school teachers. The second programme, started in 1990, offers a university degree to 54,000 secondary school teachers. Pedagogy, course materials, delivery systems and evaluation are discussed for both programmes. 相似文献