Open Distance Learning(ODL)
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The document discusses Open and Distance Learning (ODL) as an educational approach that emphasizes accessibility, flexibility, and the use of technology to facilitate learning across different demographics. It highlights the core values of openness in education, the history and evolution of ODL, its various forms and methods, as well as the benefits and challenges associated with implementing such systems. ODL aims to democratize education by providing opportunities for lifelong learning, especially for underprivileged groups, while incorporating modern digital technologies.
Open Distance Learning(ODL)
- 1. OPEN DISTANCE LEARNING Dr Mayank Trivedi University Librarian & Senate Member Smt. Hansa Mehta Library The Maharaja Sayajirao University of Baroda Vadodara-390 001 E-mail : librarian-hml@msubaroda.ac.in Date : 23rd th Sept, 2021 1
- 2. CORE VALUES “As institutions and as individuals, we seem to have forgotten the core values of education: sharing, giving, and generosity.” David Wiley (2010) ‘The Open Future: Openness as Catalyst for an Educational Reformation’ EDUCAUSE Review, Vol. 45, No. 4, pp. 14-20 2
- 3. ODL FAMILY Open Source (software) Open Access (scientific output) Open Content (creative output) Open Educational Resources (OER) (learning materials) 3
- 4. OPEN EDUCATION Open Learning Services (OLS), complementary to OER, free or to be paid, and including a variety of online and virtual facilities for: tutoring, advice, meetings, communities, teamwork, presentations, testing, examination, consulting sources, internet navigation, etcetera --------------------------------------------------------- !!! OER + OLS = Open Education !!! 4
- 5. OPEN ACCESS Freedom of Time Freedom of Pace Freedom of Place Open Programming Open to People Openness not as a doctrine or dogma but as a carrying concept 5
- 6. ODL … facilitates performance improvement along all three dimensions simultaneously: Quality by involvement of many experts and users in various roles Accessibility by free online availability of learning materials Efficiency by not replicating other’s efforts … and adds an extra dimension: Innovation 6
- 8. PRINCIPLES OF OPENNESS • Transparency, and • Freedom (free from barriers/inhibitors) • Sharing • Access • Learner Agency • Connectivity • Open Pedagogy & Scholarship • Collaborative & Participatory Learning • Performance Assessments over Standardized Assessments • Formal Evaluation & Transparent Feedback • Modeling & Scaffolding • Holistic Perspectives on Learners 8
- 9. HISTORY OF ODL 1840: Sir Isaac Pitman’s short hand course 1946: 1st distance teaching university - Unisa 1969: 1st Open university - UKOU 9
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- 11. LICENSING: CREATIVE COMMONS You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution. You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work). Noncommercial. You may not use this work for commercial purposes. Share Alike. If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. 11
- 12. ODL Open and Distance Learning (ODL) is a general term for the use of telecommunication to provide or enhance learning. Around the world, the academic community is discovering and exploring the Internet, teleconferencing, and related means to achieve an extended classroom or learning experience. Primary and secondary-grade students are exchanging e- mail across continents as a supplement to their formal studies. Students and teachers at all levels are taking part in teleconferences and forming associations that would have been unlikely five years ago. A number of world conferences have been held on ODL and many experimental projects are underway. Open and distance learning is an approach to learning which emphasizes flexibility and accessibility. 12
- 13. DISTANCE EDUCATION (OPEN AND DISTANCE LEARNING) ‘Open Learning’ and ‘Distance Education’ = Open and Distance Learning (ODL). Open learning is a philosophy and Distance Education is the mode used for translating it into reality as the two are complementary to each other. DISTANCE EDUCATION (DE) is an umbrella term which describes all the teaching-learning arrangements in which the learner and the teacher are separated by space and time. Transaction of the curriculum is effected by means of specially prepared materials (learning materials) which are delivered to the learners at their doorstep through various media such as print, audio/videotapes, Internet and World Wide Web, etc. Also, a technological medium replaces the inter-personal communication of conventional classroom-based education that takes place between the teacher and the learners. Communication between the institution, teacher, and learners is mainly through electronic media (telephone, chat sessions, email, website, etc) 13
- 14. OPEN LEARNING Open learning, which covers a wide range of innovations and reforms in the educational sector that advocates flexibility to the learner with regard to entry and exit; pace and place of study; method of study and also the choice and combination of courses; assessment and course completion. The lesser the restrictions, the higher the degree of openness. The Open learning system aims to redress social or educational inequality and to offer opportunities not provided by conventional colleges or universities. Thus, ODL is a term that accepts the philosophy of “openness” and uses the “distance mode” of learning WHY? ODL occupies a special place in the Indian higher education system because of its major contribution in enhancing the gross enrollment ratio and democratization of higher education to large segments of the Indian population particularly to reach out to the unreached and to meet the demands of lifelong learning which has become more of a necessity in the knowledge society. The major objectives of the DE system are: To democratize higher education to large segments of the population, in particular, the disadvantaged groups such as those living in remote and rural areas, working people, women, etc. To provide an innovative system of university-level education which is both flexible and open in terms of methods and pace of learning; a combination of courses, eligibility for enrollment, age of entry, the conduct of examination and implementation of the programs of study To provide an opportunity for up-gradation of skills and qualifications To develop education as a lifelong activity to enable persons to update their knowledge or acquire knowledge in new areas. 14
- 15. OPEN AND DISTANCE LEARNING(ODL) ODL maximizes opportunities for learners in terms of choice Who can access learning What is learned How it is learned If, when, and how learning is assessed 15
- 16. OPEN AND DISTANCE LEARNING ODL is characterized by Diverse learning strategies Increasing emphasis on computer and telecommunications technologies as learning tools. 16
- 17. OPEN AND DISTANCE LEARNING “Traditional” learning model: “Bricks and Mortar” 1. Place-specific 2. Boundaried 3. All instruction and services on-site 4. Physical interaction between students and staff 17
- 18. OPEN AND DISTANCE LEARNING Characteristics of “Traditional” Learning: Teacher/Learner relationship: Direct—in “real time” contact Active Synchronous and asynchronous Interactive Interdependent 18
- 19. OPEN AND DISTANCE LEARNING Characteristics of “Traditional” Learning: Materials and Technology: Print media—texts, handouts, notes Lecture Laboratory Performance Discussion Q & A Assessment: written/oral testing, essays, etc. 19
- 20. OPEN AND DISTANCE LEARNING Characteristics of “Traditional” Learner: 18-25 yrs. old Scholastically “abled” Affluent enough to afford university More males than females Single, w/o children 20
- 21. OPEN AND DISTANCE LEARNING Open and Distance Learning: 1. “Global”—not place bound 2. Non-boundaried 3. Instruction and services delivered indirectly 4. No/little physical interaction between students and staff 21
- 22. OPEN AND DISTANCE LEARNING Characteristics of Early Open and Distance Learning Materials and Technology: Print media—texts, handouts, notes, assignments Assessment: written testing, essays 22
- 23. OPEN AND DISTANCE LEARNING Open and Distance Learning = Correspondence Courses “Course in a Box” Asynchronous Indirect Passive Independent 23
- 24. OPEN AND DISTANCE LEARNING Creating a Virtual Classroom 1. Synchronous--Real Time 2. Direct—Teacher-to-Learner/Learner to Teacher 3. Active—Engagement with learning 4. Interactive—Working together 5. Interdependent—Rely on others 24
- 25. OPEN AND DISTANCE LEARNING Print media: texts, notes, instructions, newsletters (passive, asynchronous) Computer: assignments, e-mail, chatrooms, bulletin boards (active, interactive, passive, synchronous, asynchronous) Telephone: inquiries, instructions, student services, feedback (synchronous, interactive) Audio conferencing: discussion groups (synchronous, interactive 25
- 26. OPEN AND DISTANCE LEARNING Videoconferencing: guest speakers, labs, performances, satellite hook-ups, seminars, demonstrations. (synchronous, interactive) Broadcast media: Television, radio: value-added programming, e.g. interviews, films, performances, demonstrations. (asynchronous, passive) 26
- 27. OPEN AND DISTANCE LEARNING Internet: world wide web, e-mail (passive, active, and interactive.) Multi-media: CDs, DVDs, websites (passive, active, interactive) 27
- 28. OPEN AND DISTANCE LEARNING Open and Distance Learning Materials: Printed text and graphics Audiotapes Videotapes Computer programs and files CD ROM Disks Multi-media websites Practical kits Posters Set Texts 28
- 29. OPEN AND DISTANCE LEARNING Examples; (asynchronous, passive, independent) Printed text and graphics: worksheets, spreadsheets, explanatory information assignments, assessments, lectures Audiotapes: books-on-tape, music, lectures explanatory information, assignments, assessments, student support Videotapes: films, practical demonstrations Examples: (synchronous, asynchronous, independent, interdependent, active, passive, interactive) Computer programs and files: Blackboard ; files containing course-related information & materials (assignments, explanations, assessments) CD ROM Disks: Film clips, explanatory information, assignments, assessments (Bordwell and Thompson CD) 29
- 30. OPEN AND DISTANCE LEARNING Open and Distance Learning Materials: Multi-media website: synchronous, interactive, interdependent Anatomy and Physiology Website Practical kits: asynchronous, passive, independent All equipment needed for course Bedknobs and Broomsticks: poisoned dragon’s liver, Cosmic Creepers, and the broom Posters: asynchronous, passive, independent Graphics, schedules, instructions Set Texts: asynchronous, passive, independent Required books, sets of readings, instructions, manuals, “spells!” 30
- 31. OPEN AND DISTANCE LEARNING Open and Distance Learning Technologies, cont. Videoconferencing: synchronous, interactive, interdependent guest speakers, labs, performance, satellite hook-ups, seminars, demonstrations. Broadcast media: asynchronous, passive or active, independent Television, radio—value-added programming, e.g. interviews, films, performances, demonstrations—SIT2LRN programmes, KEA programmes 31
- 32. OPEN AND DISTANCE LEARNING Characteristics of DL Communication Technologies and Materials Embedded content: Information is pre-selected by the course designer. Learner is given no alternatives. Interactivity: Student interacts with tutor and/or other learners; interacts with content (can select, omit, focus on information as desired) Learner choice: Learner can select assignment options, materials, etc. Learner engagement: Learner is an active participant 32
- 33. OPEN AND DISTANCE LEARNING ODL: Materials Development Process 1. Determine your learning outcomes 2. Determine how you will plan to achieve your learning outcomes 3. Implement your planning into: •Design •Development •Production •Quality Management Design and Development: Doing the job in-house Purchasing a course Hiring a design/development expert 33
- 34. OPEN AND DISTANCE LEARNING ODL: Materials Development Process Design and Development: Production: Creating and launching websites, creating and printing hard-copy, creating DVD’s and CD’s, producing TV/radio support programmes Quality Management: User evaluations, benchmarking, research 34
- 35. OPEN AND DISTANCE LEARNING Open and Distance Learning: Learner Support Systems • Enrolment Guidance • Study • Learning Environment • Academic Matters • Use of Technology • Motivation • Vocational Matters • Learning Pathways • Learner-to-Learner and Learner-to-Teacher realtionships • Training in Study Skills • Use of Technology • Self-Management 35
- 36. OPEN AND DISTANCE LEARNING Open and Distance Learning: Learner Support Systems Match Requirements of Specific Learning Contexts Learner Demographics: Characterisitics as Part of a Larger, Definable Group Learner Needs: Demographic and Particular Needs Learner Profile: Learner as an Individual Creating learner data bases 36
- 38. DISTANCE LEARNING •Separation of teacher and learning •Time, place or both •Institutional accreditation •Official recognition of study •Use of mixed-media •Print, radio, television, computer-based, audio 38
- 39. SAME AND DIFFERENT TIME Classroom teaching Face to face tutorials Seminars Workshops Audio and video conferences Radio with listener response capability Skype Learning resource centres which students visit in their own time Home study Tutorial support by email Podcasts and vodcasts Synchronous asynchronous 39
- 40. Open learning 40 Open Learning - is any form of learning with strong emphasis on flexibility and learner-centredness. It is open in terms of access, delivery and interpretation (Paine, 1989; Rowntree, 1992)
- 41. OPEN LEARNING Giving learners the choice about: Medium – print, online, video, television Place of study – home, workplace, regional centre Pace of study – own pace, paced, structured etc Support – tutors, audio conferences, helplines Entry and exit points Methods of assessment 41
- 42. PRINCIPLES OF OPEN UNIVERSITIES Egalitarianism (open to all) Equality of educational opportunities (gender, race, economic status) Lifelong learning Flexible curricula Learner-centredness Autonomous learning (Heutogogy) Learning through communication and interaction 42
- 43. E-LEARNING E-Learning - learning focuses on the intersection of education, teaching, and learning with ICT (Friesen, 2009). “E-learning is the use of electronic media for a variety of learning purposes that range from add-on functions in conventional classrooms to full substitution for the face-to-face meetings by online encounters” (Guri- Rosenblit, 200) 43
- 44. IRON TRIANGLE – SIR JOHN DANIEL Daniel, J., 2013 44
- 45. CONTACT (F2F) VS DISTANCE EDUCATION CONTACT DISTANCE •On campus class meeting •Direct contact with both teachers and students •Traditional rigid format of set times and dates •Widely accepted as the standard education •High costs •Technologically mediated delivery of course material •Non-contiguous communication between student and teacher •Economies of scale •Less expensive •Flexibility of place, time and venue 45
- 46. E-LEARNING VS DISTANCE EDUCATION E-LEARNING DISTANCE •Use of connected media to deliver course material •Access to learning via the use of technology •Ability to promote varied interaction •Can be used in both contact and distance education context •Technologically mediated delivery of course material •Non-contiguous communication between student and teacher •Economies of scale •Less expensive •Flexibility of place, time and venue 46
- 47. OPEN LEARNING VS DISTANCE EDUCATION OPEN LEARNING DISTANCE Open learning - policies and practices that permit entry to learning with no or minimum barriers with respect to age, gender, or time constraints and with recognition of prior learning. These policies need not be part of a distance education system but are complementary to it. •Technologically mediated delivery of course material •Non-contiguous communication between student and teacher •Economies of scale •Less expensive •Flexibility of place, time and venue 47
- 49. A blended learning approach combines face to face classroom methods with computer-mediated activities to form an integrated instructional approach. In the past, digital materials have served in a supplementary role, helping to support face to face instruction. 49
- 50. DISTANCE EDUCATION MEGA UNIVERSITIES THE TERM "MEGA UNIVERSITY" WAS COINED BY SIR JOHN DANIEL, THEN VC OF THE UK OPEN UNIVERSITY, TO REFER TO UNIVERSITIES WITH MORE THAN 100,000 STUDENTS. Anadolu University Turkey 880 000 Universitas Terbuka Indonesia 460 000 Indira Ghandi India 3 500 000 Sukhothai Thailand 172 000 Korean National UO Korea 142 332 National Centre for DL France 120 000 Open University UK 200 000 Unisa South Africa 350 000 Payame Noor Iran 800 000 National Centre for DL Spain 260 000 50
- 51. ADVANTAGES OF ODL Overcoming physical distance Addresses time and scheduling problems Increased capacity – massification Democratising education Bringing quality education to those who would otherwise be unable to afford it Cost effective education for developing nations Provides second chance to those who missed out on higher education Enables lifelong learning 51
- 52. BENEFITS • Open learning environments are • often flexible and motivating for learners • good at fostering a participative community of learners • great for modeling, removing politics from the learning environment, and giving learners support to become self sufficient • centered around connections, sharing, access, transparency, and freedom (removing barriers and inhibitors) • often collaboratively developed and maintained, thus resulting in a more robust design that is often more sensitive to cultural, diversity, perspective, and other considerations • designed systems with clear and open feedback processes and lines of communication built in, thus reducing the prevalence of poor instruction and improving the execution of the course design through communication (perpetual formative evaluation) 52
- 53. LIMITATIONS OF ODL • Perceived as second rate • Quality issues • Plagiarism • Requires well trained academic staff 53
- 54. ODL CHALLENGES Quality of teaching and learning Addressing massification Student drop out Faculty workload ODL research Incorporating technology 54
- 55. DRAWBACKS • Open digital learning environments are • often more difficult to instruct in because of transparency, unpredictability, and expertise requirements • not yet well researched • often somewhat complex as there are several underpinning philosophical design frameworks • often sensationalized by the media and other sources so as to overemphasize the benefits and likely outcomes without proper grounding in research • Digital technologies are • often not used, or misused, in the traditional learning environment • have different affordances than face-to-face learning that are not often capitalized on for education • pose challenges in the traditional and dominant quantitative, standardized, measured perspectives 55
- 56. PROS AND CONS It builds independence. learning from home is built for students who are independent self-starters. Remote learning brings the focus back to the learning. For some students, the classroom is a scary place where they feel insecure and uncomfortable and are reluctant to speak up. It’s easy to get ahead/extend the learning. Some students might find the go- at-your-own-pace nature of remote learning to be exciting and fun. Online courses are very flexible You can pursue a job along with studies You can save money You save time You can learn at your own pace You can study whenever, wherever Gaining recognition among employer You can learn and earn Forget about geographical boundaries! Get educated even with a tight budget Online courses help you become tech- savvy Some students might struggle with so much forced independence. There is less opportunity for interaction and collaboration. It’s easy to fall behind. Going to school remotely requires discipline and the teaching isn’t nearly the same as it is in a regular in-person setting. Questioning quality Chances of distraction high Hidden costs Complicated technology Quality of faculty compromised Questionable credibility of degrees Lose out on networking Not enough student accountability Being overwhelmed by the material Lack of individual attention and feedback Missing out on-campus life? 56
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- 58. DISTANCE EDUCATION- INDIA India has one of the largest DE systems in the world, second only to China. There are six types of institutions offering DE today: National Open University State Open Universities Distance Education Institutions (DEIs) at- – Central Universities – State Universities – Deemed to be Universities – State Private Universities DEIs at Stand alone Institutions 58
- 59. STATUS OF OPEN UNIVERSITIES Over 90 Open universities around the world 15 in India alone 1st National Open university in India (IGNOU) established in 1985 59
- 60. HIGHER EDUCATION IN INDIA 60 50000+Institutions 1000+ Universities 40000+ Colleges 11,356 Stand Alone Institutions (Source: MHRD, 2021)
- 61. CHALLENGES FACED BY THE HIGHER EDUCATION SYSTEM IN INDIA Paucity of good teachers Inadequate infrastructure Lack of well-equipped libraries Lack of good quality instructional materials 61
- 62. OPEN AND DISTANCE LEARNING (ODL) IN INDIA enhancing the gross enrolment ratio(GER) democratization of higher education to large segments of the Indian population reaching out to the unreached providing opportunities for up-gradation of skills and qualifications meeting the demands of lifelong learning Reach to unreached 62
- 63. DISTANCE EDUCATION SCENARIO IN INDIA 14 open universities – 1 National University and 13 State Open Universities 150 Dual Mode providers of higher education 12 Open Schools 63
- 64. NATIONAL POLICY INITIATIVES FOR USE OF OERS IN INDIA National Knowledge Commission National Mission on Education through ICTs (NMEICT), launched by the MHRD in 2009. Twelfth Five Year Plan India Vision 2020 Digital India 64
- 65. INDIAN SCENARIO Have the option of pursuing a distance learning programme from the one and only national open university of India - the Indira Gandhi National Open University (IGNOU) or any of the 13 state open universities in India. Apart from these there are 140+ dual mode universities which offer programmes through the distance mode. All distance programs must be approved by the Distance Education Bureau (DEB) of the University Grants Commission (UGC.) One can access the list of ODLs (Online and Distant Learning Institutes) that are currently approved by the DEB on their website. 65
- 66. TYPES OF DISTANCE LEARNING IN INDIA 1. Open Universities: They were originally set up to only offer programms of study through distance education mode. Indira Gandhi National Open University (IGNOU), Dr. B.R. Ambedkar Open University (BRAOU), Yashwantrao Chavan Maharashtra Open University, Nashik etc. The Dr. B.R. Ambedkar Open University was the first Open University to be set up in India in 1982. Now we have one national Open University (IGNOU) and 13 state open universities in India. 2. Dual Mode Universities: These universities offer regular campus-based programs as well as distance learning programs like the University of Delhi (DU) and University of Mumbai. After DU introduced correspondence courses in 1962, other conventional universities began to offer various programmes through correspondence courses and thus set up Distance Education Institutions (DEI) and/or Correspondence Courses Institutes (CCI). The total enrolments in correspondence/distance education in the dual mode universities are much larger than enrolment in the open universities. Other examples of such dual mode universities include Annamalai University (DDE), Acharya Nagarjuna University (CDE) and the ICFAI University Sikkim. 3. Mixed Mode Universities: Such universities offer a wide variety of modes of study to the learners - regular campus programmes, distance education through traditional methods like printed material and contact classes, and now the increasingly popular technology-based online degrees. Amity University and Lovely Professional University (LPU) are examples of mixed mode universities. 66
- 67. LEARNING MODELS Distance learning : The oldest of these three learning models, distance learning (or distance education) has a long history that goes back two hundred years. Of course, this education begins with teaching through print media, before the Internet. Educational access for students far from a certain university became possible, simply through correspondence by mail. For this reason, the overarching term distance learning can include correspondence education. Online learning : Online learning is considered to be a form of distance learning. Beginning in the 1980s, this method allows a variety of learners to experience connectivity, convenience and interaction. Perhaps a more feedback-oriented version of distance learning, online learning makes use of the Internet to connect students with educational material, as well as instructors and sometimes other students. This personal interaction might not be as readily available as in the other learning modes. A few different types of pacing may be available in online learning: instructor-led, self-directed or self-paced. Students work independently, direct their education and manage their own progress. Self- paced learning allows students to have flexibility in terms of time and place of learning. e-Learning : While e-Learning (electronic learning) is its own unique mode of learning, it is also a type of distance learning. Though it may have become a term at about the same time as online learning, it can be defined as sometimes including multiple formats and methods of instruction - CD-ROM, the Intranet, the Internet and audio and video formats. This learning methodology may vary the most, since program to program platforms and media differ. As technology continues to evolve, e-Learning also changes. 67
- 68. IGNOU Distance learning has evolved a lot in the last couple decades. With advances in technology, distance learning now also includes online learning or e-learning. A traditional open university like IGNOU now provides a host of online programmes, some of which include: Post Graduate Diploma in Sustainability Science (PGDSS) Appreciation Programme on Sustainability Science (APSS) Post Graduate Diploma in Food Science and Technology (PGDFT) Post-Graduate Diploma in Food Safety and Quality Management (PGDFSQM) 68
- 69. DISTANCE EDUCATION Though two degrees cannot generally be pursued simultaneously, a student can pursue two programmes simultaneously through the distance mode or combination of distance and regular modes from the same or different universities/institutions in the following various combinations: One Degree and one Diploma/PG Diploma/Certificate One P G Diploma and one Diploma/Certificate One Diploma and one Certificate Two PG Diplomas Two Diplomas Two Certificates 69
- 70. BYJU 70 BYJU'S is India's largest ed-tech company and the creator of India's most loved school learning app. Launched in 2015, BYJU'S offers highly personalised and effective learning programs for classes 1 - 12 (K-12), and aspirants of competitive exams like JEE, IAS etc. With 50 million registered students and 3.5 million paid subscriptions, BYJU'S has become one of the most preferred education platforms across the globe.
- 71. ONLINE LEARNING PLATFORMS 71 BYJU'S. Vedantu. Toppr. Meritnation. Simplilearn. Khan Academy. Wonderschool. Age of Learning. Canvas GoReact McGraw-Hill Connect Nearpod ThinkUp! Kaltura Video Cloud Pear Deck
- 72. UNIVERSITY18/UTS There are now many institutes/ colleges/ universities in India that offer only online courses. University18 is such an example. It has been developed in a Public Private Partnership with national universities like Karnataka State Open University (KSOU), Uttarakhand Open University (UOU) and IIM Shillong. Another such 100 percent online education platform is UTS. You can submit assignments online, access an online library 24-7 and take exams online. 72
- 73. UNIVERSITY18 73 University18 is India's largest and fastest growing Online Learning Platform. Developed in Public Private Partnership with several National Universities, since its inception U18 has reached out to students across 5 continents, delivering quality University accredited Continuing Education and Executive Education Programs. Using the power of the Internet, the U18 platform connects students and working professionals around the world to Professors and Faculty from some of our Nations finest Institutions. Regular Virtual Classroom sessions on the Web, Continuous evaluation and learning delivered via our Learning Management System, and a rock solid learner support team working to address student issues and queries round the clock ensures that Students find themselves well equipped to face the challenges of rejoining the University education system. The majority of student population are working professionals, in their 30's and 40's, typically work in a Multi National Corporation (both Indian and Global), and are well positioned in their companies, with management or technical lead responsibilities. The U18 platform is cloud based, with technology presence across the world, and is managed out of the University18 offices in Gurgaon, India.
- 74. UTS UTS College is the premium pathway provider to the University of Technology Sydney, Australia’s number 1 young university. 74
- 75. MOST FAVORITE FREE ONLINE COURSES Graphic Designing Big Data Analysis Online MBA Social Media Marketing Programming Foreign Language Courses App Development Film Making Human Resource Management Photography Creative Writing 75
- 76. ECOLE 42 The idea of 42 is to allow students to collaborate, teach, and mark each other's works through projects based learning. if they set themselves to become a software engineer, most of the projects he or she will be given will be related to or revolved around this. Once they chose a project, they can complete it by using any resource or tool available on the Internet, or they can ask their peers for help. Seeking help is easy since the setting is an open-plan room filled with computers. Then, another student will be chosen randomly to check their work. Graduation takes place when students reach level 21 which usually takes three to five years. École 42 might be one of the most ambitious experiments in engineering education. It has no teachers. No books. No MOOCs. No dorms, gyms, labs, or student centers. No tuition. 76
- 77. FUTURE Mobile-friendly content is going to be essential. This means that optimizing course content and websites for mobile is what will make more students opt for a distance learning programme. Online students need career advice. Most online college students pursue a degree for professional reasons. If universities offer you online access to such services, they are a keeper. Online programs are becoming more diversified. Degrees Business and Education are probably some of the most popular ones among online students. However, more and more students are also considering other fields of study, such as computers and IT, health & medicine, and STEM. As such we can expect Institutions to diversify their online offerings may be able to take advantage of new segments of students they could not access previously. Undoubtedly, with the even wider spread of technology online education’s potential to become complementary – or in some cases alternatives – to traditional education cannot be overlooked. 77
- 78. CONCLUSION • Open Education practices in a different paradigm from traditional education • Open Education is a “Grand Experiment” where the power is redistributed to the learners and the courses operate under the design and guidance of educators • MOOCs are one type of Open Education Design and the term is often misused • There are different types of Open Education Designs. • Two ways forward: National OER strategies should be develpoped. For OUs a ‘minor’ rethinking of the course model is required to get them in a better position Lifelong Open and Flexible (LOF) learning instead of Open and Distance Learning (ODL) should be offered 78
- 79. Thank You PPTs will be available on : https://www.slideshare.net/DrTrivedi1 https://www.slideshare.net/mayanktrivedi21/pres entations 79