Open Learning (A Written Report)

I. Definitions of Open Learning Open Learning is a flexible distance learning method of studying online that is designed to fit around your busy life. An approach to learning that gives students flexibility and choice over what, when, at what pace, where, and how they learn. Open Learning helps provide students and employers with options that other providers cannot match: When do you want to start your studies? What time of day do you prefer to study? Where do you feel most comfortable learning? II. Historical Highlights of Open learning In Europe There was no clear historical highlight of open learning in Europe. Open Learning was founded on the work of Maria Montessori and Celestin Freinet. In the U.S. One of the successful universities in USA which offers Open Learning is Thompson Rivers University. South Thompson River The South Thompson originates at the outlet of Little Shuswap Lake at the town of Chase and flows approximately 55 kilometres (34 mi) southwest through a wide valley to Kamloops where it joins the North Thompson. Highway 1, the Trans-Canada Highway and the mainline of the Canadian Pacific Railway parallel the river. Little Shuswap Lake is fed by the Little River, which drains Shuswap Lake, which is fed by several rivers & creeks.

North Thompson River The North Thompson originates at the toe of the Thompson Glacier[ in the Cariboo Mountains west of the community of Valemountand flows generally south towards Kamloops and the confluence with the South Thompson. For most of its length, the river is paralleled by Highway 5, and the Canadian National Railway (both of which cross the river a couple times). The North Thompson passes by several small communities, the most notable being Blue River, Clearwater & Barriere. The North Thompson picks up the Clearwater River at the town of Clearwater. The Clearwater, the North Thompson's largest tributary, drains much of Wells Gray Provincial Park. A notable feature along the North Thompson is Little Hells Gate, a mini-replica of the much larger rapid on the Fraser downstream from the mouth of the Thompson. About 17.4 km upstream from the small town of Avola, the river is forced through a narrow chute only about 30 feet wide creating a rapid that resembles the Fraser's famous rapid. Many river rafting companies take advantage of the thrilling and breath-taking rapids that occur just south of Gold Pan. Including a wide array of boat styles (from a powered JBoat to an extremely basic raft) and multi-day trip packages including food and overnight fun. Mainstream At Kamloops, the combined Thompson River river flows 15 km from the confluence of the North and South Thompson Rivers before reaching Kamloops Lake, which is roughly 30 km in length, ending at the town of Savona. From there it flows in a meandering course westwards through a broad valley area. At Ashcroft, the Thompson Canyon begins and the river turns southwestward to its confluence with the Fraser. The river is paralleled by the Trans-Canada Highway, the Canadian Pacific Railway and the Canadian National Railway. From Ashcroft to Lytton, the river is completely confined within Thompson Canyon, making for spectacular scenery. The Thompson River joins the Fraser River in Lytton. There is a striking stretch of dark black cliffside just downstream from Ashcroft and visible from the Logan Lake-Ashcroft highway is officially-named the Black Canyon. Just below the town of Spences Bridge was the site of a major rail disaster in the early 20th Century. Communities along this section are Bighorn, Shaw Springs, and Goldpan

In the Philippines A.) The University of the Philippines Open University (UPOU) was established on 23 February 1995 as the fifth constituent university of the University of the Philippines System. Its mandate is to provide education opportunities to individuals aspiring for higher education and improved qualifications but who are unable to take advantage of traditional modes of education. Specifically, the UPOU provides quality higher and continuing education to Filipinos through distance education. Its mission is to give its students formal qualification, as well as to develop in them the discipline and capability to become lifelong learners who are at home in today's knowledge society. The Commission on Higher Education (CHEd) has declared the UPOU the National Center of Excellence in Open Learning and Distance Education in recognition of its achievements in this field and its vital role in pushing the frontiers of learning in service to the Filipino nation.

B.) The Polytechnic University of the Philippines Open University (PUP OU) otherwise known as the "Pamantasang Bayan", which formally commenced in 1990, is a fresh and innovative system of delivering higher educational services in a manner that differs from the formal, highly structured, and classroom-oriented traditional approach. The PUP OU is in consonance with the 1987 Philippine Constitution. Article IV mandates that quality education at all levels should be made accessible to all Filipinos and selflearning, independent, out-of-school study programs, non-formal, informal and indigenous learning systems, be developed particularly those which respond to community needs. The PUP OU caters primarily to the needs of the economically disadvantaged students, out-of-school youths, teachers, administrators, managers, professionals and ordinary employees who want to pursue degree or non-degree courses but are unable to do so due to accessibility, time, domestic and economic constraints.

III. Goals and Objectives of Open Learning Main Goal: To organize an individuals studies around his/her life so that he/she can pursue academic and professional goals on his/her own schedule

Open Learning aims to help every individual to find a flexible schedule which matches his/her own lifestyle in order to fulfill scholarly goals. Objectives: 1.) To provide a system of further education on a flexible part-time basis Time is a great factor in considering for Open Learning. This is the basis for choosing the appropriate schedule in order to fulfill academic goals. 2.) To allow self-determined, independent and interest-guided learning among students In here, intrinsic motivation is highly in regard. Self determination and independence should be developed by the student on his/her own. 3.) To give students flexibility and choice over what, when, at what pace, where, and how they learn Flexibility is the key term in Open Learning. The learning of an individual is based on his/her own time. 4.) To empower educational institutions on the design, implementation and management of distance education programs Open learning is being promoted for those clienteles to hoe them educated albeit they have a busy life. IV. Content or Curriculum In conventional schooling, Math, Science and English are the core subjects being taught. In open learning there is not much difference. English, Mathematics, Sciences, History, Psychology, Economics, other languages, business, etc. depending on the program/course one chooses to study are the subjects offered in Open Learning. Academic, administrative and/or technical skills are also included in the curriculum of open learning. The difference is the delivery modes.

V. Approaches and Delivery modes in Open Learning 1.) Single Mode In this form the teachers and students are separated by both distance and time. Learning materials are produced and are used repeatedly over several years in order to recoup the initial high cost of development. These open universities avoid the structural constraints of traditional higher education but in doing so place significant demands upon those responsible for the development and quality assurance of the learning materials. This distance learning model also places a high expectation upon students who must be highly motivated, self-learners. The UK Open University is the prime example of this model and there are many institutions which have sought to replicate their success including, for example, the Indira Gandhi National University in Delhi and the institution included in this study, the Open University of Sri Lanka in Colombo. Despite the massive investment required to establish an open university ab initio, many developing countries aspire to have their own single mode institution of this type. Zimbabwe is an example, where this option is under active consideration by a specially formed Presidential Commission. Many developing countries would be better advised to consider alternative and less resource intensive, models for the provision of distance education. 2.) Dual Mode Traditional teaching and distance teaching have come together in many universities around the world. In this model, on-campus students continue to be taught by conventional methods whilst off-campus students study separate and often different programs using distance methodologies. Some examples of this model show a universitywide strategy to deliver distance education, others merely a single departmental or single course initiative. All examples evolve from conventional universities who recognize the opportunities that distance education courses provide for them and for their students. In some cases there is minimal synergy between on-campus and distance courses, often because staff focuses on only one mode of delivery.

There are several examples of this model in the developed countries; Australia and New Zealand have well established dual-mode institutions. In emerging and developing countries this mode can operate in one of two ways: the institution develops its own materials the institution imports materials whilst providing student support and course administration. The University of Zimbabwe exhibits both these modes in two separate subject disciplines: education and agriculture. Similarly, the newly established National Centre of Distance Education in the Technical University of Brno in the Czech Republic aims to establish distance education initially through co-operation with other providers and ultimately through its own resources.

3.) Mixed Mode A newly emergent model which is establishing itself, and growing out of the dual mode approach, can be described as mixed mode. In this model, learning materials, and often educational methods originally created for distance education, are also used by oncampus students. This mode has been developed by Universities who can see the economic advantages of using high quality distance materials to deliver on-campus education. It requires a modular course structure and in a modest way is allowing new learning methodologies to challenge the established and entrenched approaches to university teaching. Good examples of this approach in the UK are the Universities of Bath and Luton. An alternative mixed mode model applies when a traditional university incorporates imported learning materials within its on-campus programs. This variant on the mixed mode model was explored with universities and polytechnic institutions in the three countries of this study and gained some initial and enthusiastic support. It is clearly worth further consideration for developing countries where the assured standards and accuracy of subject content implicit in pre-prepared materials can go some way to alleviate the profound problems caused by the low quality and low morale of teachers in some institutions of higher education, most notably in this study, in Zimbabwe. There are also benefits in using this approach for engineering courses, where the practical and 'hands-on' course components can be covered on-campus in short, intensive modules. This allows more student cohorts through the system, thus increasing the total number of
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students in training through better utilization of plant and facilities. This approach found particular favor in the Bulawayo Polytechnic in Zimbabwe, where it could be used as a solution to both the problem of training large numbers of engineers and also the underutilization of laboratory and practical facilities. Thus a mixed mode approach could not only allow for an expansion of student numbers by providing distance learning courses but could also benefit the education of conventional students in the system.

VI. Major Clientele or Beneficiaries in Open Learning The major beneficiaries of this kind of distance education are the busy people who find it hard to allot a time for sending themselves in a conventional learning institution. Primarily it is because of work, social activity and lifestyle. These people could be: a. includes people without access to on-campus education, people with disabilities, working students and those with family commitments b. can be teenagers, working parents and/or adults, disabled people, dropouts, etc. *All persons are eligible for general admission to Open Learning and can apply for course registration as well as admission into credential programs.

VII. Major benefits of Open Learning A. To the Filipino as a Learner Open Learning promotes education despite the hectic life of people or a particular circumstance in the Philippines. In this case, uneducated people will be mitigated. For example, a teenage girl got pregnant for an early age but still she wants to go schooling but cannot anymore afford to send herself in a conventional learning institution because of her condition then she can proceed to an alternative which is Open Learning. Hence, there is no reason to be uneducated. The need of education is highly noticeably in this country.

B. To Philippine Society and World Culture Open learning also promotes adaption to a high-technology alternative education which also promotes civilization of people.

References: About Internet. com. (2009, February 12). Retrieved December 08, 2011, from Webopedia: http://www.webopedia.com/TERM/O/open_learning.html Kaplan Open Learning Ltd. (2010). What is Open Learning? Retrieved on December 08, 2011 at http://www.kaplanopenlearning.org.uk/open-learning.html Oxford Open Learning. (2010). Open Learning. Retrieved on July 25, 2011 at http://www.ool.co.uk/ Oxford Open Learning. (2010). Whats in a Home Schooling Course? Retrieved on December 08, 2011 at http://www.oxfordhomeschooling.co.uk/general-2/what-is-distancelearning/whats-in-a-course/ Siribaddana, P. (2009). The Disadvantages of Open Distance Learning. Retrieved on December 08, 2011 at http://www.helium.com/items/1573725-disadvantages-of-opendistance-learning Wikipedia.(2011). History of PUP Open University. Retrieved on Dec 08, 2011 at http://en.wikipedia.org/wiki/Polytechnic_University_of_the_Philippines,_Open_Universi ty Wikipedia.(2010).History of UPOU Retrieved on December 07, 2011 at http://iskwiki.upd.edu.ph/index.php/University_of_the_Philippines,_Open_University Sleakfreak.(2010). Models for Production and Delivery Retrieved on December 07, 2011 at http://sleekfreak.ath.cx:81/3wdev/HDLHTML/EDUCRES/DEP13E/CH12.HTM Newswire.(2011).About Thompson Rivers University Retrieved on December 07, 2011 at http://www.newswire.ca/en/story/835965/thompson-rivers-university-officially-openscanada-s-newest-and-most-forward-thinking-faculty-of-law

Appendices

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What is Open Learning? An Introduction to Open Learning Open Learning is a flexible distance learning method of studying online that is designed to fit around your busy life. Work, family and social commitments take up a lot of time and often conflict with a traditional academic calendar. Open Learning allows you to organise your studies around your life so that you can pursue your academic and professional goals on your own schedule. Open Learning helps provide students and employers with options that other providers cannot match:

When do you want to start your studies? What time of day do you prefer to study? Where do you feel most comfortable learning?

The choice is yours. Open Learning enables you to study when you want and where you want. This flexibility allows you to start preparing for a new role or a new career when it is most convenient for you. How does Open Learning work? Kaplan Open Learning is like other rigorous academic programs where you must apply and then be accepted to study on an online Foundation Degree. Once you have been accepted, you will be able to go online and use your personal login code to enter our innovative Kaplan Open Learning classroom. Courses will be accessible from anywhere and at anytime as long as you have an internet connection. All of your lectures and tutorials will be interactive and dynamic. You will have the opportunity to meet other students and speak to your lecturers, either in a group forum or on a one-to-one basis. Each module will have an element of work based learning so that you can integrate your own professional experiences into your studies. An approach to learning that gives students flexibility and choice over what, when, at what pace, where, and how they learn.

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History of PUP Open University The Polytechnic University of the Philippines Open University (PUP OU) otherwise known as the "Pamantasang Bayan", which formally commenced in 1990, is a fresh and innovative system of delivering higher educational services in a manner that differs from the formal, highly structured, and classroom-oriented traditional approach. The PUP OU is in consonance with the 1987 Philippine Constitution. Article IV mandates that quality education at all levels should be made accessible to all Filipinos and selflearning, independent, out-of-school study programs, non-formal, informal and indigenous learning systems, be developed particularly those which respond to community needs. The PUP OU caters primarily to the needs of the economically disadvantaged students, out-of-school youths, teachers, administrators, managers, professionals and ordinary employees who want to pursue degree or non-degree courses but are unable to do so due to accessibility, time, domestic and economic constraints. Ideally, under the Open University System, the students do not have to attend classes inside a classroom. They do not even have to enter the physical campus(es) of PUP. However, because of the discovered need of the PUP student to meet and encounter their classmates and subject specialists (instructors), they are required to attend contact sessions per subject. The PUP OU's thrust answers the call to higher education institutions to continue contributing to the efforts of the government of realizing its objectives of poverty alleviation, global competitiveness and sustainable development, for the benefit of the present and future generations of Filipinos. The PUP Open University was established in the 1970's. The initial offerings were nondegree (technical-vocational) courses. PUP first thought of the Open University concept when then PCC President Nemesio E. Prudente saw the need to provide access to educational opportunities to millions of Filipinos who wanted to study but were constrained by time, distance and other circumstances. He was assisted by then Assistant Vice President for Branches and Head of the OU and now Vice President for Academic Affairs Dr. Samuel M. Salvador together with Prof. Teofilo H. Montemayor. They worked relentlessly in establishing linkages with different organizations and laid down the foundations of the OU system in PUP. However, the initial implementation fizzled out when Martial Law was declared in 1972. When Dr. Prudente was reinstated as PUP President in 1986, he again revived the concept of the Open University System. It was formally launched in March 1990. Dr. Prudente and
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Dr. Salvador believed in bringing education right at the doorsteps of the people. This concept was supported fully by Dr. Zenaida A. Olonan during her presidency. The appointment of Dr. Ofelia M. Carague as president of PUP in 1998 augured well for the PUP OU since she has been one of the prime movers of the OU in the University. In the presidency of Dr. Dante G. Guevarra, the PUP OU has grown leaps and bounds as it established the three schools that presently compose it. While broadcast-based distance learning systems in the Philippines were popular in the 1960's, it was PUP which first implemented the concept of the Open University, that is, a university within a university offering both degree and non-degree programs in the country duly certified by corresponding certificates or diplomas upon satisfactory compliance of course requirements.

Wikipedia.(2011). History of PUP Open University. Retrieved on Dec 08, 2011 at http://en.wikipedia.org/wiki/Polytechnic_University_of_the_Philippines,_Open_Universi ty

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History of UP Open University

The University of the Philippines Open University (UPOU) was established on 23 February 1995 as the fifth constituent university of the University of the Philippines System. Its mandate is to provide education opportunities to individuals aspiring for higher education and improved qualifications but who are unable to take advantage of traditional modes of education. Specifically, the UPOU provides quality higher and continuing education to Filipinos through distance education. Its mission is to give its students formal qualification, as well as to develop in them the discipline and capability to become lifelong learners who are at home in today's knowledge society. The Commission on Higher Education (CHEd) has declared the UPOU the National Center of Excellence in Open Learning and Distance Education in recognition of its achievements in this field and its vital role in pushing the frontiers of learning in service to the Filipino nation.

Wikipedia.(2010).History of UPOU Retrieved on December 07, 2011 at http://iskwiki.upd.edu.ph/index.php/University_of_the_Philippines,_Open_University

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Models for Production and Delivery

Single Mode In this form the teachers and students are separated by both distance and time. Learning materials are produced and are used repeatedly over several years in order to recoup the initial high cost of development. These open universities avoid the structural constraints of traditional higher education but in doing so place significant demands upon those responsible for the development and quality assurance of the learning materials. This distance learning model also places a high expectation upon students who must be highly motivated, self-learners. The UK Open University is the prime example of this model and there are many institutions which have sought to replicate their success including, for example, the Indira Gandhi National University in Delhi and the institution included in this study, the Open University of Sri Lanka in Colombo. Despite the massive investment required to establish an open university ab initio, many developing countries aspire to have their own single mode institution of this type. Zimbabwe is an example, where this option is under active consideration by a specially formed Presidential Commission. Many developing countries would be better advised to consider alternative and less resource intensive, models for the provision of distance education. Dual Mode Traditional teaching and distance teaching have come together in many universities around the world. In this model, on-campus students continue to be taught by conventional methods whilst off-campus students study separate and often different programs using distance methodologies. Some examples of this model show a universitywide strategy to deliver distance education, others merely a single departmental or single course initiative. All examples evolve from conventional universities who recognize the opportunities that distance education courses provide for them and for their students. In some cases there is minimal synergy between on-campus and distance courses, often because staff focuses on only one mode of delivery.

15

There are several examples of this model in the developed countries; Australia and New Zealand have well established dual-mode institutions. In emerging and developing countries this mode can operate in one of two ways: the institution develops its own materials the institution imports materials whilst providing student support and course administration. The University of Zimbabwe exhibits both these modes in two separate subject disciplines: education and agriculture. Similarly, the newly established National Centre of Distance Education in the Technical University of Brno in the Czech Republic aims to establish distance education initially through co-operation with other providers and ultimately through its own resources.

Mixed Mode A newly emergent model which is establishing itself, and growing out of the dual mode approach, can be described as mixed mode. In this model, learning materials, and often educational methods originally created for distance education, are also used by oncampus students. This mode has been developed by Universities who can see the economic advantages of using high quality distance materials to deliver on-campus education. It requires a modular course structure and in a modest way is allowing new learning methodologies to challenge the established and entrenched approaches to university teaching. Good examples of this approach in the UK are the Universities of Bath and Luton. An alternative mixed mode model applies when a traditional university incorporates imported learning materials within its on-campus programs. This variant on the mixed mode model was explored with universities and polytechnic institutions in the three countries of this study and gained some initial and enthusiastic support. It is clearly worth further consideration for developing countries where the assured standards and accuracy of subject content implicit in pre-prepared materials can go some way to alleviate the profound problems caused by the low quality and low morale of teachers in some institutions of higher education, most notably in this study, in Zimbabwe. There are also benefits in using this approach for engineering courses, where the practical and 'hands-on' course components can be covered on-campus in short, intensive modules. This allows more student cohorts through the system, thus increasing the total number of
16

students in training through better utilization of plant and facilities. This approach found particular favor in the Bulawayo Polytechnic in Zimbabwe, where it could be used as a solution to both the problem of training large numbers of engineers and also the underutilization of laboratory and practical facilities. Thus a mixed mode approach could not only allow for an expansion of student numbers by providing distance learning courses but could also benefit the education of conventional students in the system.

Sleakfreak.(2010). Models for Production and Delivery Retrieved on December 07, 2011 at http://sleekfreak.ath.cx:81/3wdev/HDLHTML/EDUCRES/DEP13E/CH12.HTM

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Thompson Rivers University officially opens Canada's newest and most forward thinking Faculty Of Law KAMLOOPS, BC, Sept. 6, 2011 /CNW/ - Today marks the first day of class for a group of students at the first new Canadian law faculty in over 33 years. Government officials and the Honourable Chief Justice S.G Finch and Chief Judge Thomas Crabtree have joined Chris Axworthy Q.C, TRU Founding Dean of Law; Honourable Wally Oppal, QC , TRU Chancellor; Alan Shaver, TRU President and Vice-Chancellor in the official opening of the Thompson River's University Faculty of Law. "Today we mark the official opening of the Thompson Rivers University Faculty of Law and begin a journey that seeks to redefine both the study and practice of law in Canada," said Chris Axworthy. "Our Faculty will focus on the practical application of Canadian law to important issues facing society." Thompson Rivers University Faculty of Law welcomes 75 new students to an academic program that pays particular attention to legal issues facing energy, natural resources, and the socio-economic challenges confronting Canada's First Nation and Aboriginal communities. "TRU's Faculty of Law is a bold expression of our commitment to becoming one of Canada's premier comprehensive, learner-centered, universities. Our graduates will be a new kind of lawyer - well rounded, critical, and socially conscious thinkers and doers prepared to lead in an ever-changing world" said Alan Shaver, President and Vice Chancellor of Thompson Rivers University. The grand opening the new law faculty will take place today in the Irving K. Barber British Columbia Centre in the Brown Family House of Learning. Students, faculty, and staff will gather with the special guests for ribbon cutting ceremony. About Thompson Rivers University Thompson Rivers University (TRU) is committed to facilitating student access to university education that combines the career benefits of an applied approach with opportunities for community-oriented, relevant research at both the graduate and undergraduate level, with seamless transitions between programs. With program offerings ranging from university preparation to graduate programs, TRU has become a leader in providing students with opportunities to combine the scholarship and research of a first-class university degree with the career benefits of applied studies. Now the fourth largest university in the province, TRU was created in 2005 when the University College of the Cariboo joined with the British Columbia Open University.
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Newswire.(2011).About Thompson Rivers University Retrieved on December 07, 2011 at http://www.newswire.ca/en/story/835965/thompson-rivers-university-officially-openscanada-s-newest-and-most-forward-thinking-faculty-of-law

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