Technology, Open Learning and Distance Education

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Bates, Tony (1995). Technology, Open Learning and Distance Education. Routledge. Taylor and Francis Group. UK

Useful quotes

• Print and pre-recorded instructional television (lectures), appear to be the lowest cost one-way technologies. A combination of print and audio cassettes appears cost-effective for large courses (500 or more), at less than US$2 per student study hour. P4
• A fundamental issue that is addressed in this book is whether to use technology to replicate traditional instructional methods, or to use technology to change teaching methods to improve the quality of teaching and learning. P15
• The model of transmission of information from teacher to student practiced by both conventional institutions and the large autonomous distance teaching universities is no longer sufficient in a society where knowledge is changing rapidly, and the skills needed both at work and in our social lives are becoming increasingly complex. People need to know how to communicate effectively, work in teams, search out and analyse new knowledge, participate actively in society, and generate as well as assimilate knowledge. P17
• Technology does provide an opportunity to teach differently, in a way that can meet the fundamental needs of a new and rapidly changing society. The evidence is now overwhelming that technology can both improve the quality of education and enable new target groups to be reached, at less cost than by suing conventional methods. P17
• This, however requires new approaches to teaching and learning, that exploit the unique features of different technologies in order to meet the widely different needs of many type of learners. These approaches must be based on the considerable amount of knowledge now available about how people learn and how t design effective learning environments, as well as, on a good understanding of the educational strengths and limitations of different technologies. P17
• The value of technology is its ability to reach learners not well-served by conventional educational institutions, to meet better the newly emerging educational needs of an information society, and to improve the quality of learning. P18
• Open learning is primarily a goal, or an educational policy: that provision of learning in a flexible manner, built around the geographical social and time constraints of individual learners, rather than those of an educational institution.P27
• Distance education is one means to that end: it is one way by which learners can study in a flexible manner, by studying at a distance from the originator of the teaching material: students can study at their own time, at the place of their choice (home, work or learning centre), and without a face-to-face contact with the teacher. P27
• Open learning may include distance education, or it may depend on other flexible forms of learning, including a mix of independent study and face-to-face teaching. It may also include other concepts, such as open access without prior requisite qualifications. Both open-ness and distance education are never found in their purest forms. No teaching system is completely open, and few students ever study in complete isolation. Thus there are degrees of open-ness ad distance – indeed, distance is more likely to be psychological or social, rather than geographical, inmost cases. P27
• There already exist a number of existing models of media selection. Romiszowski (1988) provides a good example of a system approach to instructional design and media selection. Reiser and Gagné (1983) carried out a useful analysis of 10 models of media selection, and identified a number of common characteristics of such theoretical models. P34
• (interaction user friendliness and control) One important aspect of the use of technology in education and training is the interface between people and machines, namely the way learners or teachers are able to interact with or through a particular technology. There are three different elements of the person-machine interface: the need for active learning, the need for easy-to-use or transparent technologies, and the need for teacher and student control over teaching and learning activities. P51

Social interaction may be of three types in open and distance learning:

• Interaction between the learner and the originator of the teaching material
• Interaction between the learner and a tutor, who mediates between the original material and the learner, by providing guidance or assessment;
• Interaction between the learner and other learners. P53

General educational characteristics of broadcast television

There are five general reasons that are frequently used to justify the use of educational broadcasting in open and distance learning:

• Personalising the teaching
• Improving learning efficiency
• Pacing
• Student recruitment
• Academic credibility.P69

For many students there are often times when words are not enough; they need to be able to see to understand and television is one way in which this can be done. A major presentational characteristic of television is its ability to provide an illustration or a concrete example of an abstract principle or generalisation. Examples or illustrations can be given in texts, but the power of the moving picture combined with the ability to synchronise such pictures with words and sound, creates striking audio-visual images symbolising important concepts or ides. P73

Media differ in the kinds of learning they encourage. Thus in general, print is best for teaching in a condensed way, dealing with abstract principles, where knowledge of detailed facts or principles is important, and where knowledge is clearly defined. Television on the other hand is much better for presenting complex or ambiguous real world events, for providing concrete examples to illustrate abstract ideas or principles and for encouraging students to make their own interpretations and to apply to new situations what they have learned in an abstract way P76

Instructional television	Educational broadcasting	Video streaming
Lectures/discussion panels Low-cost Live, interactive Programmes to classes Sole medium narrowcasting	Unique presentational characteristic of television High-cost Pre-recorded Programmes to individuals Mixed-media Broadcasting	suggest something myself

Info from P 99

Instructional benefits of computer conferencing (Cf. P207-210)

• Developing academic discourse
• Collaborative and project work
• Knowledge building
• Maximising the knowledge and experience of all participants
• Cross-cultural participation
• Development of reflective writing skills
• Overcoming social isolation
• Emotional involvement
• Ready access to help and support
• Feedback to and direct student contact with the central academic team

Instructional limitations of computer-mediated communication (Cf. 211-212

• Information overload
• Emotional absorption
• Limited symbolic representation

Questions

• Is cost an issue?

Alberto Ramirez Martinell