Innovation in International Higher Education: :
The Open Universities
One of the most striking international developments in higher education in the past decade has been the establishment of a significant number of open universities around the world. This paper summarizes the nature of the open university movement and goes on to discuss the open universities as a case of innovation in international higher education. The paper argues that the very nature of the open learning enterprise has forced the universities associated with it to be innovative in ways and to an extent rarely realized in conventional universities. This innovation is described under the categories of organization and administration, and curricu lum and instruction. The paper uses the case study literature associated with the open universities to draw examples of innovations intended but not realized, “actual” innovations, and unintended innovations. The paper concludes with some examples of potential innovations in open universities which could be of some significance in the future. [Abstract, Creative Commons]
Computer Assisted Learning or Communications:
Which Way for Information Technology in Distance Education?
Two uses of computers for teaching in distance education are compared and contrasted: systems based on structured, pre-programmed learning materials (i.e., computer assisted learning, or CAL), where the learner communicates as if with the computer; and systems based on the communications functions of computers (i.e., computer-mediated communications systems), using electronic mail, conferencing and data-based to facilitate communication between teachers and students.
It is argued that the two systems represent quite different educational philosophies, and for distance teaching at a higher educational level, the communications mode offers a more appropriate, humanistic, and pragmatic route for future development. [Abstract, Creative Commons]
As for studies – I have found the easiest way is to read a module from one end to the other – then set it aside a day or two. Then go back and take your time readings and highlighting the key areas from each paragraph(s). By the time you have finished you will begin to see that you already, in many cases, have more that a couple thousand words underlined. From that you begin forming complete thoughts that ties together many of those underlined areas. You’ll find that you have completed the required work within a short time.
As a general practice – you should be able to complete one module per week – and it does get easier the more often that go through the different modules. The problem with most students is that they read too much into the requirements and therefore loose site of the objective. No-one expects you to remember the modules word-for-word however, the student should comprehend the material’s overall meaning (lesson learned) so that you are able to defend the subject or talk with conviction of knowing the material.
If you have difficulties – then don’t be afraid to ask someone for guidance after all it is our duty to – Bear ye one another’s burdens, and so fulfill the law of Christ. – Gal 6:2 Of course Paul had other burdens in mind when he wrote it, but when you get bogged down in studies it can sometimes feel like you have too many burdens to carry.
Dennis A Jones
Senior Mentor
