Presentation to Scottish QAA Enhancement Themes Conference in 2004

1. Enabling Flexible Distributed Learning (FDL)
at Oxford Brookes University
George Roberts
Development Director
Off-campus e-Learning
Oxford Brookes University
Scottish QAA Seminar
06/12/2004

2. Beyond Flexibility
Enabling Flexible Distributed Learning
1) Background
• Personal
• Policy
2) Strategic Definitions: Flexibility
• Agenda(s)
3) Brookes context
• Institutions and structures
• Values
• Criteria
• Examples
4) Frameworks, Standards, Quality
• Pedagogical Pragmatism
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3. Life before and around Brookes
Education
• 1968 - DEC PDP8 & FORTRAN
• 1972 - BA (English Lit)
• 1986 - MPhil (Historical & Comparative Linguistics)
• 2001 - MA (Education w/Open and Distance Education)
• 2004 - PhD study at U of Southampton
• The extent to which beliefs (ideologies) about learning and teaching are embedded in the artefacts of
learning technology
Work & Related
• 1987 PEP Preparatory Education Project
• 1988 ACE adult community continuing education tutor
• 1989 College of Petroleum and Energy Studies
• 2000 Brookes
• 2003 Open University
• ALT
• Writing
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4. Role at Brookes
• Identify opportunities for off-campus e-learning development
• Undertake research on e-learning nationally and internationally
• Advise SMT on:
• potential and actual partnerships in e-learning
• feasibility of specific off-campus developments
• resource requirements to underpin off-campus developments
• Establish and maintain strategic relationships with actual and potential
partners
• Stimulate internal development of e-learning for external use and
application
• Advise and work with
• academic staff preparing and delivering off campus e-learning
• admin staff on adaptation of systems to support off-campus e-
learning
• Facilitate sharing and dissemination of best practice across boundaries
• Ensure off-campus and on-campus developments are complementary
and co-ordinated
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5. Policy: the Big Picture
• Globalisation
• Liberalisation
• Participation
• Innovation
the Code is based on the key principle
that collaborative and FDL provision,
wherever and however organised,
should widen learning opportunities
• Education and training policy replaces industrial
policy as the means by which governments seek to
make regions economically competitive
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6. What s happening, then? Chips with e-verything
e-Society: ICT is becoming
Everywhere Ubiquitous
Background Ambient
Personal Adaptive and Aware
Fast High-speed
Mobile Wireless
(wifi and telephony)
Merging Convergent
(TV, radio, learning,
work, leisure)
Multi/multiple media All Connected, Always on
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7. A 21st century education system
Learners Flexible Professional
Empowered Provision Workforce
Better Value
Creativity & for Learners
Innovation
Objectives of Current DfES Strategies
Raising Standards
Improving quality Removing Barriers
Preparing for employment skills Widening Participation
early years Primary Secondary 14-19 Skills Post-16 HE
Contributions from e-Learning
Personalised support, Online communities, Flexible Study
Virtual Environments, Individualised Study,
Collaborative Learning, Tools for Innovation, Quality at Scale
Strategic Actions
Leading Sustainable e-Learning,
Supporting pedagogical innovation, Staff development,
Unifying Learner support, Aligning assessment,
Building a better market, Assuring tech SQAA quality standards
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8. Widening participation
Widening participation policies are focused in two conflicting
directions:
• emancipatory and empowering for the individual: stimulate
the growth of autonomous, entrepreneurial, IT-literate, multi-
skilled individuals capable of creating and taking advantage of
the opportunities inherent in a post fordist economy
• ensuring a supply of appropriately skilled workers for
industry: create a compliant low-expectation labour force
inured to the demands of flexibilisation in order to attract
inward investment not on the basis of high skills available but
on the basis of low costs
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9. Covert Curricula
The less obvious--but more important curriculum--is the covert curriculum, which
is composed of the skills and characteristics the student develops as a result of
successfully completing the overt curriculum. (Appleby)
http://www.psichi.org/pubs/articles/article_59.asp
Industrial era
• Overt
3 Rs : reading, riting and rithmatic
• Covert
punctuality, subordination, repetition
Postmodern era
• Overt
flexibility, community, personalisation
• Covert
piecework, normalisation, surveillance
see Roberts (2004)
http://www.shef.ac.uk/nlc2004/Proceedings/Individual_Papers/Roberts.htm
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10. Quick discussion
• What is flexibility?
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11. Learning Technology Affordances
• Flexibility with respect to time
• Time shifting
• Flexibility with respect to place
• Location shifting
• Flexibility with respect to sequence
• Tutor directed learning
• Student directed learning
• Enhanced communication
• Distributed collaboration
• Access to resources
• Simulations
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12. Strategic definitions
Flexible Distributed Learning
Code of practice for the assurance of academic
quality and standards in higher education, Section 2:
Collaborative provision and flexible and distributed
learning (including e-learning) - September 2004
http://www.qaa.ac.uk/public/COP/cprovis/contents.htm
• The term 'e-learning' will be used here
to refer to modes of learning that are
ICT-based
• Flexible and distributed learning (FDL)
denotes educational provision leading
to an award, or to specific credit toward
an award, of an awarding institution
delivered and/or supported and/or
assessed through means which
generally do not require the student to
attend particular classes or events at
particular times and particular locations.
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13. DfES e-Learning Consultation
Broad and inclusive
• If someone is learning in a way that uses information
and communication technologies ICTs, they are using
e-learning … playing an interactive game, …
collaborating using the Internet, … watching an
animated diagram, … taking a driving theory test
online - it all counts as e-learning.
(DfES Consultation, Towards a Unified e-Learning Strategy , July 2003)
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14. Axes of Flexible Learning
• Individual • Organisation
• Identity • Culture
• Technology • Standards
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15. Axes of Flexible Learning
• Individual Identity Technologies
• Organisational
• Personal, Team, Collaboration, Collegiality
• Identity • Culture
• Organisational Culture and Standards
• Hierarchy (Estate), Network or Market
• Technologies • Standards
• Pedagogies, orthodoxies
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16. Blended learning
The variety of approaches represented by FDL in the UK and
elsewhere is now considerable,
and embraces a continuum of pedagogical opportunities.
3-C matrix:
• collocation
low/high (face-to-face vs. distance learning)
• collaboration
low/high (individualised vs. collaborative learning)
• computerisation
low/high (e-learning vs. traditional print and communication
technologies)
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17. Blended learning: 3-C
hi collocation
hi collaboration traditional laboratory
lo computerisation
hi collocation whiteboards in classrooms
hi collaboration virtual field trips
hi computerisation
lo collocation CACL, online forums
hi collaboration Learning to teach online
hi computerisation
hi collocation
lo collaboration video link lecture
hi computerisation
lo collocation
lo collaboration traditional OU DL
lo computerisation
lo collocation
lo collaboration CBT training
hi computerisation
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18. Techniques
• Large class teaching
• Personal response systems
• Prior reading: fewer plenary lectures
• Formative assessment
• CAA
• Simulations
• Distrubuted (online) discussion forums
• Work-based learning
• International / distributed cohorts
• Multi-professional learning
• Collaborative working
• Reflective learning
• Blogging
• ePDP/ ePortfolio
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19. VLE/MLE
http://www.jisc.ac.uk/mle/reps/briefings/bp1.html
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20. Thinking Outside the Slots
“More or less off-campus more or less most of the time”
http://www.brookes.ac.uk/research/odl/taocp_home.html
• and/or Semester Calendar
• and/or Room slotting
• and/or Modular degree
BUT Systems issues embed certain (traditional?) practices
• Workload planning
• unit of academic resource expressed as ratio of
time in classroom : time in preparation
• Resource allocation model
• DL does not use Library = Learning Resources
but.. Learning Resources also = Computer Services (VLE, eJournals, etc)
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21. Flexibility: Multiple Learning and Teaching Styles
• Contingent
• Inherent
• Relative
• Political
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22. Contingent Flexibility
• Organised
• Managed
• Funded
• Directed
• Accredited
• Bureaucratised
• Wired Infrastructure
• Wired-in, connected
• Networked
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23. Inherent Flexibility
• Latent
• Potential & Kinetic
• Emergent & Evolutionary
• Located in domains
• Disciplined
• Sectored
• Nationalised
• Symbolic Capital
• Personal, Social, Cultural
• Experienced, Phenomenal
• Prior Learning
• Cognitive
• Modelled & Theorised
• Taught & Learned
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24. Relative Flexibility
• zero sum
• worth asking if an increased flexibility in one part of a system will
result in decreased flexibility (+inflexibility) in another
• digital/analogue : particle/wave
• granular (objectified)
• modular / linear
• lifelong & continuing
• genetic/mimetic
• inherited
• preventable/unstoppable
• recreational/re-creational
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25. Political Flexibility
• Work-related
One of the cavaliers, those Bonny Princes, said:
• Valued (high/low)
• Classified (Property) If I have freedom in my love
and in my heart am free,
• Controlled then Angels who dwell in heaven above
• Democratic … or not shall know no such liberty.
• Pragmatic
• Global
• Shapable
• Standardised
• Assured
• Necessary?
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26. Brookes Context
• 16,000 students (12,000 fte)
• 1,600 DL (all “part time” 0.4 fte)
• More or less off campus more or less most of the time
• Outside UMP, semester calendar and slotting system
• Increasingly “Blended”
• Funding
• Self
• Employer
• TTA/NHS
• Other
• “Full price”
• Financial models problematic
• Economics embeds practice: RAM & PWP
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27. Archaeology
Mists of time
• Modular Programme
• RBL
• IT Term (the Hypothetical)
• LTTF
• Brookes Virtual
• Brookes Online
• e-Learning at Brookes
Today
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28. Institutional Structure
Board of Governors
Academic Development including C4eL Students Union
Academic Executive
Board Board
Schools
Schools
Schools
Learning and Resources
Research
Teaching and Planning
Committee
Committee Committee
Directorates
Directorates
Directorates
Directorates Undergraduate Forum
e-Learning Forum
Widening Participation Postgraduate Forum
CPD Forum
New Project-Based Management Approach
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29. Networks and Critical Distance
Vice Chancellor
Deputy Vice Deputy Vice
Chancellor Chancellor
Pro Vice Pro Vice
Chancellor Chancellor
Registrar
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30. Networks of Influence:
Flexibility Inherent
• Structure
• Leadership
• Responsibility
• Budgets
• Authority
All derive from institutional
utility based on knowledge,
experience and information.
Chaos model of management
allows individuals to gain
influence on the basis of
charisma and hermeneutic
approaches.
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31. Institutional Structure: Networks
Centres for e-
Learning? University
School
Department
Admin & Support
Social Polity
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32. Institutional Structure: Networks
Institutional Structure
Board of Governors
Academic Development including C4eL Students Union
Academic Executive
Board Board
Schools
Schools
Schools
Learning and Resources
Research
Teaching and Planning
Committee
Committee Committee
Directorates
Directorates
Directorates
Directorates Undergraduate Forum
e-Learning Forum
Widening Participation Postgraduate Forum
CPD Forum
New Project-Based Management Approach
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33. Why e-Learning? (Brookes e-L Strategy 2002-04)
• to encourage active learning in all domains
• to support and develop independent, reflective
learners
• to maintain high levels of support and guidance to a
diversity of learners
• to develop key transferable skills:
• IT, teamwork, self-management, learning,
problem solving and communications
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34. University e-Learning Strategy 2002 - 03
1. Provide a Managed Learning Environment
2. Personal computer ownership and connectivity for all
3. Library development and support
4. Develop and provide of learner support resources
5. School support for the development of e-learning
6. Stimulate e-learning and provide a University framework for
development of e-learning
7. Create Centre for Higher Education e-Learning Development
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35. Centre for e-Learning
• support for the achievement of the Academic Plan
• leadership in all aspects of learning technology; guide the
University s vision of the future for e-learning
• ensure that the e-learning strategy is coherent, focussed and
in-line with national policy recommendations
• determine central e-learning strategy and take responsibility
for cross-University decisions relating to e-learning
• steer and advise on the balance between innovative
developments in e-learning and practical applications support
for e-learning
• co-ordinate, conduct and disseminate research into e-learning
and commission, or undertake as appropriate, research and
development projects in e-learning
• co-ordinate and steer ongoing staff development and
evaluation of the impact of e-Learning on the University
community
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36. E-Learning at Brookes::
E-Learning at Brookes
Excellence
aims to apply Learning Technology to the provision of flexible,
active, collaborative and professionally authentic learning
… with these underpinning values
E-Learning at Brookes values:
innovation, enterprise, equality, scholarship and
social responsibility
… and 5 key projects
Improving Researching
Supporting and and
e–learning
expanding evaluating
through
Developing, environments Widening e–learning
curriculum
enabling and for e–learning participation
design and
valuing e– and creating
development
Learning effective e–
learning
practitioners
partnerships
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37. Good learning
based on
• reciprocity
• authenticity
• credibility
independent of the mode of engagement
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38. Good teaching
• sets ground rules
• provides alternative modes of participation
• exemplifies models of engagement
• gives access to the experience of the
instructor
(cf. Brookfield 2001, Jones 1999)
independent of the mode of engagement
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39. Good practice
• encourage student-tutor contact
• encourage student-student co-operation
• encourage active learning
• give prompt feedback
• emphasise time on task
• have and communicate high expectations
• respect diverse talents and ways of learning
independent of the mode of engagement
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40. Good design
• Permeability: multiple pathways
• Variety: multiple learning & teaching styles/
preferences
• Legibility: multiple literacies, modes and systems of
meaning
• Robustness
• Visual appropriateness
• Richness: complexity at scale
• Personalisation
independent of the mode of engagement
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41. Modes of Engagement Mode 1 – baseline course administration and learner support (e-Learning
Strategy Action 6a)
! Baseline course administration and learner support (chosen from the
following): use web to distribute course information and carry out course
administration, e.g. aims and objectives, assessment criteria/proformas, past
exam questions and model answers/assessment sheets, timetabling
announcements, reading lists, tutor contact details, course evaluation tools,
Mode 1: baseline
FAQs, additional web resources, links to field level resources, course/module
handbook, lecture notes.
Mode 2 – blended learning leading to significant enhancements to learning and
admin and support
teaching processes
! Communication
! Assessment and feedback
Provide improved tutor-student, Provide improved feedback to
student-student communications, students on their learning via
mainly using discussion boards or computer assisted assessment for
email. Enable students, especially either formative (self-assessment
in disparate groupings and and monitoring of progress) or
locations, to exchange information, summative (examination and
ask questions and discuss issues grading) purposes or both. May
Mode 2: Blended relating to the course. involve electronic setting,
submission and return of student
assignments using digital artefacts
and proformas where objective
Learning testing inappropriate.
! Collaboration
! Quality learning material
Provide a platform for collaborative Develop flexible access to high
student projects, involving shared quality, reusable learning content,
responsibility for resources and which may include structured
outcomes. Students use gateways to web and other
Mode 3:
communication tools and shared resources with accompanying self-
directory to collaborate on task paced independent learning
processes and outcomes. activities, interactive tutorials with
feedback, simulations, study and
learning skills resources and
FDL activities fostering independent
learning.
Mode 3 – on-line course/module
! Develop course/module primarily on-line, incorporating all or most of the
above, for flexible delivery, allowing learners to learn at times and places of
their choosing. Likely to include learning materials, communication between
tutor and students, assessment and monitoring of progress, learner support
and course administration.
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42. Approaches in the Schools
Large Diagnostic Work- International / Multi- Collab’ Blogs PDP/
class testing based distributed professional tive Portfolio
teaching learning cohorts learning working
Business
    
Education
    
Health and
Social Care      
Social
Science and 
Law
Built
Environment  
Biological &
Molecular 
Arts &
Humanities 
Technology
  
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43. Quality Reflections:
Frameworks & Standards
• Process/outcomes
• Frameworks
• Standards & Standardisation
• Beliefs
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44. FDL Precepts
• Overall, the revision may be characterised as moving
from the 'process-based' style of the earlier version to
a more 'outcome-based' approach.
• The focus now is on ends rather than means.
Institutions … will see that the basics remain in the
content of the revised version but will, it is hoped,
appreciate the flexibility now offered by the greater
attention to outcomes.
• Flexibility has become an epi-phenomenon, part of
the meta-curriculum
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45. Learning Technology Support Architecture
Embedded in systems architectures (source IEEE LTSA)
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46. Source: Bill Olivier, CETIS, 2003-04 SQAA 46 06/12/2004

47. … and, Conditioned by beliefs
positivism: knowledge is out there , categorical
• objective-led (behaviourist) pedagogies of external motivations
such as enquiry-based learning, physical simulation and
experiment
social perspective: knowledge emergent, constructed
• dominant approaches are exploratory learning and constructivism
tacit communitarianism: common-sense normalisation
• knowledge engineering, and computational approaches such as
organisational learning and intelligent systems
new critical: cognitive disconnect in L&T practice
• project and problem-based learning, applied and action research
are characteristic
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48. Final thought
• Flexibility is not an end in itself
• Contingent
• Inherent
• Relative
• Political
• Questions/Comments/Discussion
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49. Thank you!
George Roberts
Development Director, Off-campus E-learning
Oxford Brookes University
groberts@brookes.ac.uk
+44 (0) 1865 484871
+44 (0) 7711 698465
http://www.brookes.ac.uk/virtual/
http://www.alt.ac.uk/altc2004/
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