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Books > Social sciences > Education > Higher & further education > Open learning & distance education
Originally published in 1988. This book provides an overview of women's experience, access and needs in distance education. It includes contributions on distance learning programmes in Holland, Canada, the South Pacific, West Germany, Australia, New Zealand, Israel, Kenta, Great Britain, India, Papua New Guinea, Sweden and Turkey. Within this diversity are common international themes on the nature of the educational process for women in distance learning, whether the subject is building construction or art teaching. The incorporation of a historical perspective and an evaluation of the prospects for the future contextualises the descriptions of the ways in which women are currently re-defining themselves through distance education around the world.
Originally published in 1982 this volume provides nine case studies of particular distance teaching universities in Canada, China, Cost Rica, Germany, Israel, Pakistan, Spain, Venezuela and the UK. These universities were mainly founded in the 1970s to teach only at a distance. The book considers the provision of distance education by universities in general and the development and characteristics of the distance teaching universities in particular. Chronicling the emergence of new university structures between 1971-1981, the book also provides an appraisal of their performance in the early years.
Originally published in 1981 this volume provides a detailed analysis of the factors - strategic, pedagogic, operational, organisational and financial -which should be taken into account in the planning and running of large-scale, centralised distance education systems at the higher education level. The book uses evidence drawn from Open University type institutions in Canada, Costa Rica, Germany, Iran, Israel, Pakistan, Spain, Sri Lanka, Venezuela and the UK.
Against a background of profound wordwide social and economic change, the concept of lifelong learning has come increasingly into the public eye. As educators and policy-makers rethink the meaning of education, the purpose of schooling and the place of learning in our everyday lives, educational institutions are opening up to those traditionally deprived of the opportunity. The books in this set, originally published between 1979 and 1992, including global case studies, reflect upon major issues confronting adult educators worldwide and discuss the role of adult education in social and community action examine the relationship between class and adult education look at the concept of culture and the transmission of cultural values in relations to adult education evaluate the role of adult education in reducing unemployment
Research has indicated that assessment is a key factor in student learning. This book details the issues of assessment in the open and distance learning field, where changes in budgets, the location and environment of the students and other factors have prompted innovations in assessment.
Published in association with the Commonwealth of Learning
This open university reader is a wide-ranging interdisciplinary
collection of material from primary sources, illustrating the
relationship between cultural change and religious belief in
sixteenth-century Europe. It contains more than eighty extracts
drawn from a variety of genres including political, religious,
philosophical and legal writing, diaries, letters, plays, poems and
fiction. Some have never previously been published, others have not
been reprinted since their original appearance in the sixteenth
century, and a number are translated into modern English for the
first time.
A comprehensive overview of open and distance education. It integrates historical, contemporary and future aspects of distance education. Featuring international case studies, it goes beyond looking at the methods and technology of distance education, giving Otto Peters' visions on the sociological and social impacts of distance education. This new edition includes a new section on virtual universities.
Dissecting in detail the arguments underlying the costs and economics of open and distance learning, this text should give the reader an insight and the confidence to cost their own open and distance learning projects.
Dissecting in detail the arguments underlying the costs and economics of open and distance learning, this text should give the reader an insight and the confidence to cost their own open and distance learning projects.
This edited collection focuses on the early development, gradual evolution, and present status of distance learning and online education in the social work profession. Relevant for social work students and educators in baccalaureate, masters and doctoral programs, this book is an authoritative statement authored by widely recognized educators on the cutting edge of technological innovation. In addressing the future of web-based social work education, the collection demonstrates the power of distance learning and online technology. The chapters cover a comprehensive range of topics, including organizational and administrative aspects, teaching and practice, recent research and the challenge of creating intimacy and interaction. The volume provides a valuable set of insights into how distance learning and online education are transforming how social work is increasingly being taught today, and will surely be offered in the future. This book was originally published in the Journal of Teaching in Social Work.
We live in a society with ever changing needs and expectations. Education practitioners and policymakers need therefore to face the challenges of new economic, social and technological conditions in their work. There is a global concern to develop forms of education and training which are open to the demands and needs of learners, and which are accessible at times and places suitable to those learners. Governments, institutions and practitioners are developing and implementing policies which reflect these trends. The overall theme of this text is the relationship between government and organizational policies and the work of practitioners in open and distance learning. It does this by exploring a selection of international examples. The authors write from a wide range of international and organizational perspectives. Each one draws on significant experience within his or her field.
We live in a society with ever changing needs and expectations. Education practitioners and policymakers need therefore to face the challenges of new economic, social and technological conditions in their work. There is a global concern to develop forms of education and training which are open to the demands and needs of learners, and which are accessible at times and places suitable to those learners. Governments, institutions and practitioners are developing and implementing policies which reflect these trends. The overall theme of this text is the relationship between government and organizational policies and the work of practitioners in open and distance learning. It does this by exploring a selection of international examples. The authors write from a wide range of international and organizational perspectives. Each one draws on significant experience within his or her field.
In 1961 the Centre for the Study of the History of Education at Ghent University, Belgium published the first issue of the multilingual journal Paedagogica Historica: International Journal of the History of Education. This book celebrates its fiftieth volume. In fourteen contributions written by different generations of historians of education, it demonstrates that in an era where the history of education at university level is at risk, both the journal and the discipline are pulsing, and alive and kicking. Was the journal a trendsetter or a follower, and which position did it take with respect to the International Standing Conference for the History of Education? These are questions addressed in the first section of this book. In the second section, a number of articles show national and transnational developments of the history of education. In their diversity, they make clear how the national and the transnational together characterize the discipline. They show why journals in this domain should stimulate the development of broader concepts and theories in order to put national and regional cases in a broader scientific context and to make them attractive for international readership. In the last section authors turn their minds to the future of the history of education. They write about the shaping of new trends and about moving beyond borders, focusing on, among other things, the challenge of neurosciences and of digital humanities. This book was originally published as a special issue of Paedagogica Historica.
This is the authoritative guide to implementing COIL Virtual Exchange, conceived, and co-edited by one of the originators of this innovative approach to internationalization, Jon Rubin. COIL, the acronym for Collaborative Online International Learning, is a central modality of what has come to be known as virtual exchange. Since its first iteration in 2002, it has gradually established itself as a mature pedagogy that is being increasingly implemented across the world and is validated by a growing body of research.COIL Virtual Exchange at its most essential is a bi-lateral online exchange involving the integration of existing courses across two, or sometimes more, institutions that are geographically and/or culturally distinct. To launch a COIL VE course, the instructor of a class at a higher education institution in one location links online with a professor and his or her class in another region or country. Together, their students engage and develop joint projects, usually over a continuous five to eight-week period.Compared to the limited number of students worldwide who can engage in study abroad, COIL VE potentially opens up more equitable and inclusive participation in international education and intercultural experiences to all students, involves them in rigorous disciplinary and interdisciplinary studies, and promotes close and constructive engagement with students with different cultural perspectives.While many COIL courses are launched by individual instructors, based on their research connections and online outreach, they are being increasingly supported and led by dedicated COIL Coordinators who facilitate virtual exchanges and provide professional development.This comprehensive guide covers COIL VE pedagogy, provides examples of what takes place in the COIL classroom, and explores what instructors and staff need to know to facilitate and support a variety of COIL courses across the curriculum. It addresses how institutional stakeholders, especially those in leadership positions, can develop and embed a successful COIL initiative at their institution. It offers varied perspectives of COIL viewed from different institutional and cultural vantage points -- from research universities, community and technical colleges, and university systems -- and describes how COIL VE is developing in five different world regions, presenting eleven case studies.The book concludes with a guide to thirteen global organizations that support COIL and other forms of VE. Additionally, the book provides links to the COIL Connect for Virtual Exchange website (https://coilconnect.org) which includes an updated directory of organizations, an expanding database of faculty and institutions participating in COIL and looking for partners, course templates, survey data, and case studies.This book offers faculty and administrators across the world -- whether formally involved in international education, in service-learning and community engagement, or wanting to incorporate a cross-cultural perspective in their disciplinary courses -- theoretical foundations, guidance on effective collaboration, and the strategic and pedagogical considerations to develop robust COIL VE courses and programs.
Needs Assessment for Learning and Performance offers comprehensive coverage of the knowledge and skills needed to develop and conduct needs assessments and to analyze, interpret, and communicate results to clients and organizations. Though critical to planning any performance improvement system, needs assessments can feel abstract and vague to students who have not yet managed the process in a professional setting. This first-of-its-kind textbook uses a variety of real-world examples to connect major theories and models to effective principles for practice. Each chapter offers guiding questions, key terms and concepts, recommended readings, and case studies illustrating how needs assessment training can be applied. Graduate students and researchers of instructional design, human resources, performance improvement, program evaluation, and other programs will find this volume relevant to a range of academic and organizational contexts.
The book presents a comprehensive account of research and development activities in open, ditance and flexible learning from acknowledged experts from around the world. The use of open, distance and flexible learning materials is expanding dramatically, not just in schools, further and higher education but also in industry, commerce and the social services. Most higher education institutions now have an open learning unit or educational development centre, and major organisations such as british Steel, National Westminster Bank, Leeds Building Society, Rover Cars and the Inland Revenue have formed units to develop teaching and training materials. Internationally, growth is even more impressive, with new open universities planned for Singapore, Bangladesh, South Africa and india, whist those in Malaysia, Thailand and Australia continue to expand. But current and future practice must be based on research evidence rather than intuition. With contributions from all the leading names in this field, this book will be a key sourcbook for teachers, trainers and students.
Thinking about teaching in educational terms has become increasingly difficult because of the conceptions of higher education that predominate in both policy and public debate. Framing the benefits of higher education simply as an economic good poses particular difficulties for making educational sense of teaching. Moreover, the assumptions about social mobility, usefulness, and the economic advantages of higher education, upon which these conceptions are based, can no longer be taken for granted. The chapters in this book all wrestle with understandings of education and teaching experiences in changing global, national, and institutional contexts. They explore questions of difference and privilege, the social transformation of teaching through transforming teachers, contestations of global citizenship and interculturality, learning and sensibilities of self-in-the-world, the relationship between programme content and student decision-making, divergent conceptions of learning in international education, and subject-centred approaches to embodied teaching. The book considers the value of disciplinary tools of analysis in addressing contextual challenges in developing societies, connections between pedagogies, autonomy and intercultural classrooms, and ways of countering the marketization of higher education through online teaching communities. This book was originally published as a special issue of Teaching in Higher Education.
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