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Supporting Learners

Supporting Learners. Learner Support in Blended Learning Degree Programs at Carl von Ossietzky University Oldenburg Thomas Hülsmann. Beijing, China May 12 -14, 2008. Learner support in blended learning programs at Oldenburg University. Presentation overview. The context:

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Supporting Learners

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  1. Supporting Learners Learner Support in Blended Learning Degree Programs at Carl von Ossietzky University Oldenburg Thomas Hülsmann Beijing, China May 12 -14, 2008

  2. Learner support in blended learning programs at Oldenburg University Presentation overview • The context: • the Bologna process and the reform European Higher education • the Center of Lifelong Learning (C3L) at the Carl von Ossietzky University Oldenburg • The degree programs offered by the C3L • a short general overview over the program offerings • an in-depth description of the program ‘Economics for top athletes’ • Learner support characteristics • using the ‘Brindley framework’ for analyzing learner support in the C3L program offerings focusing on the ‘Economics for top athletes’ program

  3. Learner support in blended learning programs at Oldenburg University The Bologna Process includes • a curricular reform: The three cycle system (bachelor-masters-doctorate), competence based learning, flexible learning paths, recognition, mobility. • a governance reform:University autonomy, strategic partnerships, including enterprises, quality assurance. • a funding reform: Diversified sources of university income better linked to performance, promoting equity, access and efficiency, including the possible role of tuition fees, grants and loans”.Source: European Commission , 2007 Consequence: - the curricular reform leads to interlacing study and work and lead to a new demand for further education degree programs; - the governance reform will allow (and force) universities to diversify funding and compete for stakes in this market;- the funding reform emphasizes student fees and will force more students to work before taking the Master

  4. Learner support in blended learning programs at Oldenburg University The Center for Lifelong Learning (C3L): • Founded in November 2006 the C3L is a merger of three organizational units (process still ongoing) Merger of three organizational units (process still ongoing): (i) The Center of Distance Education (ZEF); (ii) The Center of Continuing Education (ZWW) and (iii) The Center of Distributed e-Learning (CDL) It main tasks of the C3L include • Supporting faculty in the implementation of further education offerings, including technical support and providing a customized LMS up to initiating faculty (professors and mentors) to online teaching; • Providing individual guidance and customized support to students who seek further education

  5. Learner support in blended learning programs at Oldenburg University The degree programs offered by the C3L • Bachelor Business Administration for Top Athletes (BA)blended learning mode • Master Information Law (LL.M.) blended learning mode • Master of Distance Education (in cooperation with UMUC) totally online • Bachelor Business Administration for Management in Medium-sized Companies (BA)blended learning mode • Continuing Education Program Economicsblended learning mode • Master Educational Management (MBA)blended learning mode

  6. Learner support in blended learning programs at Oldenburg University The Innovative Way of Studying for Top Athletes Innovative ideas & concepts Effective means and methods • Combine sport/work and studies! • Studying online independent, in groups! • Time/place flexibility Top athletes today ... ... tomorrow • Intensive student support! • Learning from renowned experts! • Get an internationally accepted degree! (Sports)-manager Successful studying Good career prospects

  7. Learner support in blended learning programs at Oldenburg University The Program is Structured in Modules Economics Core 10 mandatory core modules (=10* 8 ECTS points = 80 ECTS points) … comprising the basics of economic, business adminsitration and business law Sport- / Businessmanagement Specialization 9 optional modules (out of 20; = 9*8 ECTS points = 72 ETCS) … comprising specialized knowledge on business economics and the economics of sports … builds on the mandatory core modules Social-, methods-, selfcompetence Key competencies 1 module of professionalization units (2 out of 12 substitute 1 module = 8 ECTS points) … includes transdisciplinary competencies empowering agency … supporting study competencies Total credit value and workload of the program:- 180 ECTS = 80 (core) + 72 (specialization) + 8 (key competencies) + 20 (thesis) - nominal workload: 180 ECTS * 30 SLH/ECTS = 5400 SLH

  8. Learner support in blended learning programs at Oldenburg University The Process of Study - Overview 1 Semester Workshop: 3 days Presenting the case studies Workshop: 3 days Planning the case studies Introduction 1 day 1. Online-phase Independent study (1) 2. Online-phase Independent study (2) Examination Learning portfolio 3. Online-phase Group collabration / Projectwork 4. Online-phase Learning portfolio • 1. and 2. Online-phase: Duration = 12 weeks (6 + 6) • 3. Online-phase: Duration = 10 weeks • 4. Online-phase: Duration = 4 weeks

  9. Learner support in blended learning programs at Oldenburg University Seminar: Introducing the program Personal counseling Introductory Event Only for Beginners 1 Semester Introduction 1 day 1. Online-phase Independent study (1) Workshop planning of case studies 1 -2 days 2. Online-phase Independent study (2) Workshop Presentation of case studies 1 - 2 days Examination and Learnportfolio 3. Online-phase Group studies 4. Online-hase Learning Portfolio • Getting to know each other - Faculty, tutors, students, coordinators • Introducing the program; initiating the learners: • Presenting the program / Introducing the learning management system (LMS) • Negotiating rules and expectations / claryfying questions • Distributing the first study guides

  10. Learner support in blended learning programs at Oldenburg University Studying indenpendently online/offline Teletutoring Experten advice 1. Online-Phase 1 Semester 1. Online phase Independent Study (1) Introduction 1 day Workshop: Case studies 1 – 2 days 2. Online phase Independent study (2) Workshop presentationcase studies 1 - 2 days Examination Learn portfolio 3. Online phase Group studies 4. Online phase Learning Portfolio • Independent studies based on course materials (printed study guides; eLearning components • Support by mentors: • Supporting independent study process, e.g. planning and organizing the process of independent studies • Constructive feedback on self-tests and assignments • Evaluation of assignments (admission to 1. workshop)

  11. Learner support in blended learning programs at Oldenburg University Workshops withmentors Group workOffline Seminar withfaculty 1. Face-to-face Seminar 1 module per day 1 Semester Workshop: 1 - 2 Tage Planning of case studies 2. Online phase Independent study (2) Introduction and initiation 1 day 1. Online phase Independent study (1) Workshop 3 daysPresentation of case studies Examination learnportfolio 3. Online phase Group work 4. Online phase Learning Portfolio • Seminar with professors and experts (ca. 2-3 hrs.): • Clarification of issues / additional guidance and hints • Preparation of the theorie-praxis-transfer: • Thematic descriptions / setting of tasks • Constituting groups for collaboration • Task analysis / developing relevant ideas and concepts / planning the work ahead

  12. Learner support in blended learning programs at Oldenburg University Independent studies online/offline Teletutoring Expert advice 2. Online-Phase 1 Semester 2. Online Phase Independent Study (2) Workshop 3 daysplanning case studies Introduction and initiation 1 day 1. Online phase Independent study (1) Workshop 3 daysPresentation of case studies Examination Learn portfolio 3. Online phase Group work 4. Online phase Learning Portfolio • Continuation of independent studies (Course material / e-learning components) • Support by mentors: • Supporting independent studies , e.g. planning of steps to take • Constructive feedback on self tests and assignments • Evaluating online tasks (checking completeness)

  13. Learner support in blended learning programs at Oldenburg University Independent studies online/offline Group collaborationonline Teletutoring Expert advice 3. Online-Phase 1 Semester Introduction as Initiation 1 day 1. Onlinephase Independent study (1) Workshop 3 days planning the case studies 2. Online phase Independent study (2) Workshop 3 daysPresentation of case studies Examination Learn portfolio 3. Online Phase Group Collaboration Online 4. Online phase Learning Portfolio • Collaborative work online • Working on case studies / Solving the transfer task in the group • Support by mentors: • Supporting collaborative group work • Supporting the problem solving process / preparing the presentation of results • Motivating and monitoring the group process / insisting on group participation

  14. Learner support in blended learning programs at Oldenburg University Workshops withmentors Seminar withfaculty and experts Pers. conversation 2. Presence Event 1 Module per Day 1 Semester Workshop Presentation of groupwork 1-2 days Introduction and initiation 1 day 1. Online phase Independent study (1) Workshop Fallstudienplanung 3 Tage 2. Online phase Independent study (2) Examination Learn portfolio 3. Online phase Collaborative group work 4. Online phase Learning Portfolio • Presentation of results of group projects: • Presentation and discussion • Additional special issues analysis by experts and faculty • Personal interviews: • Planning the final report (= Learning portfolio) • Clarifying open questions / additional guidance and advice

  15. Learner support in blended learning programs at Oldenburg University Independent learning online/offline Teletutoring 4. Online-Phase 1 Semester Introduction and initiation 1 day 1. Online phase Independent study (1) Workshop 3 days Planning of case studies 2. Online phase Independent study (2) Workshop 3 days Presentation of case studies Examination Learn portfolio 3. Online phase Collaborative group work 4. Online Phase Learning Portfolio • Preparing the learning portfolio for the module • Documentation of collaborative work, description of individual contributions • Presenting personal insights and results with respect to professional, methodological, social and self-competence • Support by mentors : • Supporting the construction of the learn portfolio

  16. Learner support in blended learning programs at Oldenburg University Role of Lead Faculty (professor) semester break semester Introduction and initiation 1 day 1. Online phase Independent study (1) Workshop 3 days planning of case studies 2. Online phase Independent study (2) Workshop 3 days Presentation of case studies Examination and final report engagement level 3. Online phase Collaborative group work 4. Online phase Final report time • Online phases: occasional engagement => Responding to questions requiring specialist knowledge • 1. f2f phase: time ca. 3 hours => Seminar / specialist issues • 2. f2f phase: time ca. 1 day => receiving the final reports • Final phase: evaluation of final reports (assessing individual contributions)

  17. Learner support in blended learning programs at Oldenburg University Role of Tutors semester semester break Introduction and initioation 1 day 1. Online phase Independent study (1) Workshop 3 Tage Planning of case studies 2. Online phase Independent study (2) Workshop 3 daysPresentation of case studies Examination final documentation Engagement level 3. Online phase Collaborative group work 4. Online phase Final report time • Online phases: Intensive support during phase1, 2 and 3 (ca. 8 hrs/week) • 1. f2f phase: time ca. 1 day => Seminar / Workshop / miscellaneous questions • 2. f2f phase: time ca. 1 day => Checking collaborative group work • Final phase: Checking of final documentation / report (checking individual contributions)

  18. Learner support in blended learning programs at Oldenburg University Roles and Remuneration of Tutors and Faculty

  19. Learner support in blended learning programs at Oldenburg University The role of online communication … Very different educational scenarios can be implemented in online distance education. While in the UMUC classes online discussion is the driver of the learning process (right screenshot), in blended learning formats there is a temptation to use it mainly to post tasks and return solutions. This may not fully exploit the potential of online learning!

  20. Learner support in blended learning programs at Oldenburg University Application to Learner Support: Values • The C3L was a merger of : • the ZWW (Center for Further Education): This center had the mission of expanding education and cater for diversity; adult education tradition • the CDL (Center for Distributed e-Learning): This center was a pragmatic alliance of professors aiming at the developing further education market; • the ZEF (Center for Distance Education): This center was rooting in traditional distance education with the mission of expanding access to education and at the same time developed the infrastructure necessary for modern distance education and e-learning • The values epitomized by the C3L: • lifelong learning: this mission is encapsulated in the name but reflects also the rationale of the new unit: tapping the further education market • customer service values: The unit was set up by the university to compete in the developing further education market • reputation: this value element ties traditional academic values with issues of brand name and marketing

  21. Learner support in blended learning programs at Oldenburg University The Fault Lines of Tension: New technologies: Distance and online learning can - respond to flexibility demands - uphold standards Emerging markets The student as customer wants- added value- professional services- high level of flexibility Restructured universities The university wants to- target the new markets- uphold quality and reputation - Will the university be able to reconcile its traditional values with customer service commitments? - Will it learn to fully exploit the potential of online teaching and learning?

  22. Learner support in blended learning programs at Oldenburg University The Project Management Issues of Admission Issues of Examination Issues of Studying Admission requirements Schedules Verifying documents Issues of Funding Sponsoring Scholarships Issues of Certification Recognition of Prior Learning

  23. Learner support in blended learning programs at Oldenburg University Two Final Questions • Will the traditional university live up to customer service requirements and is this a good thing?Is the culture of a university compatible with customer service culture? • Will be the customer service values sufficient to provide good learner support?Means positioning the university to compete in profitable markets neglecting the traditional values of adult and distance educators such as expanding access to distance education and embracing diversity?

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