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1.
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
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.
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
4.
A. Kirkwood 《Learning, Media and Technology》1990,16(2):77-85
Significant changes in the nature of Open University (OU) television productions will occur in the 1990s as a result of the high level of access to video equipment among the University's students. A very large proportion of course programmes are already recorded off‐air by students for subsequent viewing, but additional educational benefits can be achieved if programmes are designed from the outset to give learners greater opportunities to control and interact with the material. Although there remains the need to ensure that all students can gain access to the television material (either by transmission or direct mail of video‐cassettes), courses will be able to design video format programmes to fulfil important educational functions that cannot be achieved by any other means in a distance teaching context. 相似文献
5.
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
6.
David Gorbutt David Harris Margaret Harris 《Assessment & Evaluation in Higher Education》1991,16(1):37-48
This paper discusses the major dilemmas arising in practice from attempts to pursue the latest policies of quality assurance in teacher education. The introduction fills in the background to these latest proposals and models, from “associative quality” to “production quality”. The paper then proceeds to discuss the issues raised by the new policies under the headings of “measurement” and “myth”. Measurement problems are discussed by reference to a range of debates in classroom studies. It is argued that teacher educators can hardly be assumed to be ignorant of these debates, and, to reinforce the point, materials are selected from the menu offered to students on the well‐known Open University's MA in Education course. The role and functions of organisational myths in institutions of higher education are then out’ lined. The discussion centres on whether the new measurement regimes will demythologise these institutions, and if so, whether this will be a good thing. Finally, the paper concludes with some thoughts about the future, and ends with an argument for concrete investigations of the (micro)political and social aspects of teacher education. 相似文献
7.
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
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.
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
10.
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
11.
Adult learning groups have often been studied in terms of the inter‐personal relations and problems which they generate. But how do adults develop, and build on, a shared understanding in such groups ‐ which is, after all, their main purpose ‐ and how can tutors best facilitate these processes? Neil Mercer, of the Open University's School of Education, and Derek Edwards, of Loughborough University's Social Sciences Department, address these questions here by applying research methods developed in schools. A tutor group at a recent Open University summer school is analysed as an example, but the implications of the study are more general. 相似文献
12.
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
13.
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
14.
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
15.
Conclusion Our decision to choose the Open University S101 Science: A Foundation Course represents a direct attempt on our part to provide
a background in science for our prospective infant and primary teachers. Our objective that this course achieve parity with
first year Faculty of Science courses may appear to be an unattainable goal, given the methodological problems that have to
be faced for such a general purpose course. It would certainly not be feasible for a lecture staff of four persons were it
not for the printed readers, texts, assignments, examinations, and audio-visual software purchased, with approval, from the
Open University in the United Kingdom.
Our pilot study in 1983 gave us some encouragement and, most interestingly, 10 out of the 17 students continued with Science
study into Year 2 in 1984, thus committing them to the major study in science in Years 3 and 4. Given that three students
failed, 10 out of 14 is a far higher retention rate than anything we have experienced previously.
Clearly, the evaluation of our efforts to influence the teaching of science in Tasmanian primary schools must wait, but these
evaluative studies should make a contribution to the research data on curriculum issues in Australia.
This course could play an important in-service function for present primary teachers. We are hopeful that such a content-based
approach to science teacher education may help to convince teachers to take the extensive range of available curriculum materials
seriously. 相似文献
16.
Shelley McAlister 《Open Learning》2013,28(3):33-42
Changes in higher education have meant that institutions are attracting increasing numbers of mature students, who have diverse social and educational backgrounds and may lack conventional A Level (higher secondary school) qualifications. The present study by Dr. Shelley McAlister, an Open University Social Science Associate Lecturer, concerns a group of mature students at the Open University who entered Level 1 Foundation courses in Technology and Social Science without having A Level qualifications. Although they were all categorised as having ‘low’ educational qualifications, they had a range of educational skills and experiences which meant that they perceived their experience of university study in very different ways. Using a social cognitive framework Dr. McAlister has developed a model of Credible and Tentative students which does not predict drop out, but which focuses on the complex interplay between psychological, social and institutional issues which affected their study. 相似文献
17.
Hugh Starkey 《牛津教育评论》2013,39(1-2):155-169
Political education may occur within skills-based subjects such as foreign languages. However, this may be problematic in that learners wish to develop linguistic rather than political skills, and teachers are unprepared political educators. A language course is also about the cultures of the peoples who speak the language, including political institutions. Politics has a logical place within a language course but the word culture does not inevitably evoke political institutions. Within Europe, language education is part of the political project of creating a more integrated market and transnational political entity. Political education is an implicit part of the study of a foreign language. This article examines some of the materials provided to adult, part-time students of the British Open University's language courses. It highlights some elements of the courses that are quite explicitly political education. It also draws on interviews with some of those involved in making the courses to explore the debates and decisions concerning the cultural content and particularly the representations of the target culture. It attempts to make explicit some of the implicit assumptions behind the making of a language course. 相似文献
18.
《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
19.
K. W. CRESWELL 《Learning, Media and Technology》1986,12(1):19-27
Managers at Michigan State University's extensive ITV operation employ a wide range of evaluative procedures with special emphasis on term‐by‐term telephone interviews to assess student attitudes in television courses. The interview system is explained in some detail for readers interested in initiating relatively inexpensive research techniques. Recent data comparing students in television sections with students in face‐to‐face classroom sections show no significant differences in grades or attitudes toward mediated instruction. These data are applied in varied ways by producers, faculty and administrators to improve instructional television 相似文献
20.
Alistair D. N. Edwards 《Educational Media International》2013,50(2):100-103
Abstract In 1988 the Open University is implementing a major new policy on the use of computers in its courses; students taking certain courses will be obliged to have access to a microcomputer. This new policy has many far‐reaching consequences, not least for students who are disabled. In the past most computing in Open University courses has been done by students using terminals in local study centres, linked to the University's mainframe computers. Also, a number of students who are disabled have used computers in their studies, principally for word‐processing written work. By interviewing disabled students who have taken such courses, and surveying other disabled students, it has been possible to anticipate to some extent the likely impact of the home‐computing (HC) policy. Results suggest that for many disabled‐ students the HC policy represents an improvement in their opportunities; now they will be able to study courses involving computers entirely at home. However, a number of problems have also been identified. Hopefully, as many of these have been recognised at an early stage, it will be possible to address them before they affect students directly. 相似文献