Professional Documents
Culture Documents
Introductio
n
Open learning and self development
The term “open learning” was first used in the late 1970s to describe any
provision of education and training that actively sought to identify, and then
to remove, barriers preventing certain groups from learning. These barriers
included those endemic in conventional delivery of management
development stick as time (courses beginning and ending at set times of the
day or the year), place (courses requiring the learner
to attend an institution frequently and regularly) and pace (all learners
having to study at the same pace). More significantly, for the topic of this
chapter, harriers of educational design were also identified. These included
rigid course structures, limiting learners’ choice of what can he studied and
how it can be studied; barriers of preset entry requirements; no learner
choice of qualification; and lack of awareness or lack of confidence that may
inhibit an individual from even considering learning in the first place.
. In the early phase of open learning the first set of mainly logistical barriers
was addressed: schemes such as the United Kingdom’s Open University and
Open Tech were designed to lessen or remove barriers of time, place and
pace. Hence the importance of distance learning: through the provision of
learning packages (mostly in printed form), management development could
be delivered. more or less anywhere and individuals could study at any tin
and at their own pace (see Keegan, 1986). in a distance-learning scheme, the
course content is provided largely through specially designed materials
supplemented by a tutor with whom the learner has to communicate for most
of the time across a distance, by letter or telephone (or increasingly by e-
mail), with only occasional face-to-face contact. This form of open learning
uses a dissemination orientation. It is characterized by a relatively inflexible
syllabus and course structure.
As we shall see, distance learning and open learning are not synonymous.
Some open learning schemes involve learners in easy and frequent face-to-
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face contact with the tutor and other learner’s and/or other supporters to
learning, such as line managers. Instead of a fixed syllabus, transmitted by
materials, more open schemes allow greater learner participation in
objective-setting and ways of learning. In contrast to the dissemination
orientation of distance learning, such schemes show The term “open
learning” was first used in the late 1970s to describe any provision of
education and training that actively sought to identify, and then to remove,
barriers preventing certain groups from learning. These barriers included
those endemic in conventional delivery of management development stick as
time (courses beginning and ending at set times of the day or the year), place
(courses requiring the learner
to attend an institution frequently and regularly) and pace (all learners
having to study at the same pace). More significantly, for the topic of this
chapter, harriers of educational design were also identified. These included
rigid course structures, limiting learners’ choice of what can he studied and
how it can be studied; barriers of preset entry requirements; no learner
choice of qualification; and lack of awareness or lack of confidence that may
inhibit an individual from even considering learning in the first place.
. In the early phase of open learning the first set of mainly logistical barriers
was addressed: schemes such as the United Kingdom’s Open University and
Open Tech were designed to lessen or remove barriers of time, place and
pace. Hence the importance of distance learning: through the provision of
learning packages (mostly in printed form), management development could
be delivered. more or less anywhere and individuals could study at any tin
and at their own pace (see Keegan, 1986). in a distance-learning scheme, the
course content is provided largely through specially designed materials
supplemented by a tutor with whom the learner has to communicate for most
of the time across a distance, by letter or telephone (or increasingly by e-
mail), with only occasional face-to-face contact. This form of open learning
uses a dissemination orientation. It is characterized by a relatively inflexible
syllabus and course structure.
As we shall see, distance learning and open learning are not synonymous.
Some open learning schemes involve learners in easy and frequent face-to-
face contact with the tutor and other learners and/or other supporters to
learning, such as line managers. Instead of a fixed syllabus, transmitted by
materials, more open schemes allow greater learner participation in
objective-setting and ways of learning. In contrast to the dissemination
orientation of distance learning, such schemes show a development
orientation. More recently open learning schemes have thus tackled the
harriers of educational design, focusing on widening learner choice of what
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is learned, how it is learned and how learning is supported. Thus open
learning is now generally is social not so much with removing
administrative barriers to learning as with providing increased choice to
learners across a wider front: choice potentially over all aspects of the
learning process and at all stages in the learner’s career. shows three stages:
entry to learning, during the learning and, at the end of learning, and typical
choices the individual may have to, or be encouraged to, make at each stage.
development orientation. More recently open learning schemes have thus
tackled the harriers of educational design, focusing on widening learner
choice of what is learned, how it is learned and how learning is supported.
Thus open learning is now generally asocial(ed not so much with removing
administrative barriers to learning as with providing increased choice to
learners across a wider front: choice potentially over all aspects of the
learning process and at all stages in the learner’s career.
Learning materials
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• Build learners’ confidence and independence.
Thus packages designed for use in open learning usually include features
such as the following: .
• spacious layout and good use of illustrations (tables, diagrams,
photographs etc.);
• An attractive and direct writing style;
• An explicit statement of objectives;
• Short sections for ease of study;
• Plenty of questions and practical activities, together with helpful
feedback and
• The use of a variety of media.
Decisions about the choices available to the learner will partly determine
which.
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• Improve content (e.g. by updating by adding new concepts).
• Help a learner group, for whom the package was not originally
intended, to use the package productively (e.g. by adding an
introductory learning skills module to help adults gain confidence
in returning to trial study; by building in references to extra
supporters such as tutors and mentors).
• Adaptation can thus cover a wide range of actions. Some examples
are set out below:
• A major public utility is using a standard open learning text for its
junior and middle managers the text is changed in one respect only
name is printed on the cover of the material.
(D) Media
In traditionally correspondence courses, print is the only medium used. This
has undoubtedly hampered the more widespread use of open learning in
management education: potential learners and companies have formed the
mistaken belief that open learning is just another name for correspondence
courses, that it is unsuitable for developing skills, and that it is a second-best
form of learning. Increasingly, open learning materials for management
development include a range of media. This is partly the result of increased
sophistication in the design of learning materials generally: partly the
requirements of clients, who are becoming increasingly demanding in their
expectations of what open learning materials should include; and partly the
need to help learners develop and apply competences as well as to acquire
information. Finally, technological developments provide an opportunity to
use a greater variety of media than was the case a few years ago. However,
print remains the staple medium, although the standard management pack
now includes other ingredients.
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Innovative and Good Practices in Open Distance learning
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services faster and easier than ever. Cases of comprehensive one-stop
student services and integration of online technology in tutoring and
assessment of services are analyzed.
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To realize their visions and fulfill the mandates, all the ODL institutions
have developed policies, management guidelines and organizational bodies
which oversee or carry out the policies. Major policy development areas
include academic affairs, personnel, admission, assessment, finance and
resource allocation, quality assurance, and services. Several institutions such
as AIOU, Athabasca, and KNOU have policies on equality, ethics, and
protection of human rights. Only few institutions such as IGNOU and USQ
have developed policies on transnational ODL activities.
Some institutions such as Athabasca, USQ and OUSL have developed a
rather comprehensive
handbook or manual listing policies and guidelines in all major policy areas.
ODL policies at different levels determine the kinds of ODL practices . That
is to say, ODL policies at institutional, national and international levels
provide the directions and guidelines for the everyday operations and
managements of any ODL activities and initiatives. To meet the
needs of a rapidly changing environment for ODL, existing policies must be
appropriately revised and new policies need to be developed. In doing so, an
ODL institution must take a comprehensive, systemic approach rather than a
piecemeal approach. This section introduces good practices in developing
and implementing ODL policies in a comprehensive manner at the
institutional and national level.
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Practical
study
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The University opened its virtual doors in 2002 and in a short span of time
its outreach has reached over sixty cities of the country with more than a
hundred associated institutions providing infrastructure support to the
students. Pakistani students residing overseas in several other countries of
the region are also enrolled in the University's programs.
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also provides an e-mail facility to each and every student as well as
discussion boards for interaction within the VU community.
Assignments are handed out through the LMS and also submitted by the
students through the same mechanism. Pop-quizzes and practice tests are
also conducted through the LMS.
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In there is a proper window which show different tabs with different features
which are followings.
The profile shows all the information which belongs to student like.
Student ID his VU email, study program, study campus, registration number,
Personal information and academic history.
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Student grade book showing the progress of student it’s providing all the
history of grade points and CGPA acceding to the semesters. The main
benefit of this option is to inform the student about his overall performance.
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This is one of a different and best facility for student to keep him inform
about his fee structure and his paid fee. The fee account book is directly
access able for bank when student paid his fee the bank upgrade his account
and it will show on net which can see anytime. It shows challan no, payment
mode, balance and other information
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Lecture schedule shows all the details of lectures with time and days.
Notice Board showing all the new upcoming developments and program
which is important to be in the knowledge of student.
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Another but very important tab which provide the latest and essential
information to the student. Its provide the information about different
departments of university examination department, registrar office,
academics and study scheme.
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University also provide email account to there customers for e-mail. These
accounts manage by university. It is the best way to keep in touch with
students.
Study Material
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Primary Data
BOOKS
5th Edition
Chapter# 19
Page # 379,383,385
Web site
www.rdi.co.uk/Distance_Learning
www.wikipedia.org
www.aku.edu/ied/academics
Secondary Data
Organization
Web site
http://www.vu.edu.pk/
www.unescobkk.org
SWOT Analysis
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Strengths Weaknesses
Opportunities Threats
Conclusion:
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Many open distance learning institutions have implemented QA measures
throughout their ODL practices including student services and tutoring,
course development, staff evaluation, and student
assessment. Some ODL institutions have obtained accreditation from outside
of their own country to achieve an international recognition and improve
their market value.
In several ODL practices, new collaborative partnerships have been
emerged. Such partnerships include private and public collaboration, for-
profit and non-for-profit collaboration, regional and international
collaboration, and specific task-oriented partnerships with other ODL
institutions or international organizations. Most institutions have introduced
ICT-based programmes and services in pursuit of quality improvement and
expansion. In some institutions, the use of ICT in distance teaching and
learning is no longer considered an experimental work. Moreover, several
ODL institutions in the AP region have updated existing curriculum to
meet the emerging needs of new ODL learners. The cases presented in this
paper will provide valuable help for those ODL institutions which are in
search of benchmarks. Nevertheless, the study also shows that we are not
yet at the stage where attention to QA is covering all parts of our ODL
activities. And in quite a few cases, innovative approaches have touched
only a small portion of ODL students and staff. Moreover, cross-border
educational activities are still at the margins in most ODL institutions, and
gender-related innovations have not been reported in any of the survey
replies. For further development of quality ODL in the AP region, much
Still needs to be done. Virtual university done a massive job in open distance
learning system its IT based approach complete all the criteria’s of 21th
century studies.
Recommendations:
References
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BOOKS
5th Edition
Chapter# 19
Page # 379,383,385
Web site
www.rdi.co.uk/Distance_Learning
www.wikipedia.org
www.aku.edu/ied/academics
http://www.vu.edu.pk/
www.unescobkk.org
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