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Open University learning is a joy | Jules Horne

Via The Guardian:

It may not have the nightlife but as a way of accessing a flexible, quality education, I’ve found the Open University can’t be beaten He was a flying goth with rocker looks. I was a new Open University tutor researching a play. I ventured into the OU room in Second Life , and after a few introductions (He: F04 R08 . AL? Me: Yep. A363 . R11), we had a long chat about non-Euclidean geometry. Call me strange, but I found this amazingly thrilling. Living in a rural area, you don’t come across many Gauss experts. Vast academic libraries, with international journals on tap, books and courses to get your brain cranking, people who enjoy a good barney about Shakespeare’s sonnets: the OU has brought all that to my doorstep, and it’s been an absolute joy. A quick straw poll reveals quite a few of my friends are closet OU students – they just haven’t mentioned it. All over the country, distance learning is helping students overcome not just geography, but also disability, culture, financial and family circumstances. Susanne Lockie, a full-time mother to three children, told me the mental stimulation has made it a lifesaver: “I need to keep my skills ticking over, but I couldn’t study to a high level without that flexibility. I’ve been able to get credit for my previous full-time study in nursing, which was interrupted when I had a family. I’ve finished my Open degree now, but I need to spend more time with my parents at the moment, so I’m taking a year out before starting on honours.” Employers tend to be supportive of OU study, knowing that OU students are likely to be unusually determined and committed. That’s why it’s all the more disappointing when you hear lazy “not a real degree, then” comments and ancient stereotypes of tweedy tutors and chalk-and-talk TV. I’ve found the quality of OU learning materials outstanding. The modular structure means you cover the ground systematically, with a clear understanding of context. Elsewhere (I studied at Oxford), I’ve found the learning experience equally stimulating, but much more haphazard.

Read the article:
Open University learning is a joy | Jules Horne

Scholar Alert

Randomized trial of an eLearning program for training family members of children with autism in the principles and procedures of applied behavior analysis

J Jang, DR Dixon, J Tarbox, D Granpeesheh… – Research in Autism …, 2012
Abstract Effective training of caregivers is an integral part of top-quality treatment programs
for individuals with autism spectrum disorders (ASD). However, traditional caregiver training
can be time consuming and costly. The development of Web-based electronic training

[PDF] Security of Information in University Elearning Systems

R Grzybowski – COMPUTER, 2011
Abstract. The increase in popularity of university eLearning platforms, supporting traditional
methods of education, as well as new communication tools development, make the security
issues of information stored in these systems becoming increasingly important. The

Using PDF Documents for Rapid Authoring of Reusable Elearning Content in LOXtractor

F Schulz
The prototype of a rapid authoring tool for reusable learning objects, LOXtractor was
extended with the ability for importing PDF files and for direct input of plain text. The ability to
process PDF files was a major step forward to the goal of creating an application that

[PDF] Why Software Product Lines for a family of eLearning Systems {9 Existing+ 13 New+ X Variants} has worked? and Why is it not enough?

S Chimalakonda…
ABSTRACT In this paper, we present our experience of mining a product line from 9 existing
eLearning Systems developed at 9 different locations by 9 different teams following 9 varied
development processes over a decade. We explain the unique nature of these eLearning …

[PDF] A STUDY OF TEACHER’S ACCEPTANCE OF eLEARNING TECHNOLOGY: TAM AS THE CORE MODEL

M WAHEED
Abstract The Pace of eLearning is going high and high since most of the higher education
institutions are using web-based instruction system for teaching their online courses. To
implement web-based learning environment teacher’s acceptance and efficacy of new

[PDF] Collaborative eLearning in a Developing Country: A University Case Study in Uganda

EK Kahiigi, H Hansson, M Danielson, FF Tusubira…
Abstract: Universities in developing countries are increasingly adopting and using
eLearning in their teaching and learning processes as one of the means for leapfrogging
into the knowledge driven world. However, despite the recognition eLearning has

Educause Quarterly

U-Pace: Facilitating Academic Success for All Students

By Diane M. Reddy, Raymond Fleming, Laura E. Pedrick, Katie A. Ports, Jessica L. Barnack-Tavlaris, Alicia M. Helion, and Rodney A. Swain

Cyber Peer-Led Team Learning (cPLTL): Development and Implementation

By Kevin Mauser, John Sours, Julianna Banks, Randy Newbrough, Tom Janke, Lorie Shuck, Lin Zhu, Gina Ammerman, and Pratibha Varma-Nelson

Creating a Learning Flow: A Hybrid Course Model for High-Failure-Rate Math Classes

By Katherine Stevenson and Louis Zweier

Lessons Learned from Adopting Computer-Supported Collaborative Learning in Oman

By David S. Porcaro and Ali S. Al Musawi

Creating an Online Global Health Course and Game

By Brent A. Anders, Deborah J. Briggs, Shalin Hai-Jew, Zachary Caby, and Mary Werick

Pedagogy and Space: Empirical Research on New Learning Environments

By J. D. Walker, D. Christopher Brooks, and Paul Baepler

Clicker Implementation Models

By Peter J.T. White, David G. Delaney, David Syncox, Oscar Avila Akerberg, and Brian Alters

Perceptions of Presentation Capture in Counselor Education

By Robert Gibson and Ann Miller

The Kansas State University Human Nutrition (HN 400) Flexbook

By Brian L. Lindshield and Koushik Adhikari

A Study of Four Textbook Distribution Models

By Benjamin Graydon, Blake Urbach-Buholz, and Cheryl Kohen

 


The Student Success Plan: Case Management and Intervention Software

By Russ Little

The Blended Learning Toolkit: Improving Student Performance and RetentionVital

By Thomas B. Cavanagh

Next Generation Learning Challenge: Simulating Teaching

By David Gibson and Stacy Kruse

Harnessing the Power of Technology, Openness, and Collaboration

By Josh Baron and Kim Thanos

Open Educational Resources: The Bridge to Success Project

By David Lascu

Mobile-Enhanced Inquiry-Based Learning: A Collaborative Study

By Cynthia Powell, Scott Perkins, and Scott Hamm with Rob Hatherill, Louise Nicholson, and Dwayne Harapnuik

Using Multi-Node Tools for Student Success in Non-Major Science Classes

By Kristin Redington Bennett and A. Daniel Johnson

The Phased Triangulation Evaluation Model (PTEM)

By David R. Lavoie

Web Video: Old Rules, No Rules, or New Rules?

By Peter J. Fadde and Patricia Sullivan

Bridging Old and New: Video Guides to Assigned Readings

By Richard F. Olivo

Evaluating Student Writing with Adobe Acrobat Pro

By Jenny Crisp

GGrading: Digital Grading with Google Apps

By Michael Livingston

The Syllabus and a 21st Century Education

By Rey Rosales

 

Editorials


About This Issue

Guest Editorial

Call for Submissions: Themed Issue of the Journal of Open, Flexible and Distance Learning

The Journal of Open, Flexible and Distance Learning is a refereed journal published annually by the Distance Education Association of New Zealand (www.deanz.org.nz). It publishes articles relating to primary research investigations, literature reviews, the application of distance education innovations, and the experiences of teaching at a distance.

This is a call for submissions for the themed issue to be published in late November 2011 on the theme: Beyond Open Educational Resources: Open educational practices in formal education

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