Beyond the Ordinary conference York, June 2009

1. HERMITS, CLOSED ORDERS AND CONGREGATIONS: ISSUES AROUND PROMOTING COMMUNITIES OF THEOLOGICAL SCHOLARSHIP IN A GLOBALISED AND IT-BROKERED WORLD Beyond the Ordinary conference York, June 2009

2. The Open Theological College courseUniversity of Gloucestershire

3. OTC History • Founded in 1992 as a charitable organisation, in partnership with six bible colleges (London School of Theology, St Johns Nottingham, Trinity Bristol, Spurgeons, Oak Hill College, All Nations Christian College). • Set up at UoG (then CGCHE) premises - Level 1 originally delivered through the partner colleges; Levels 2 and 3 through OTC directly.

4. OTC History (contd.) • Incorporated into the University (School of Humanities) in April 2002. • Redevelopment of new Level 1, to be delivered directly by the OTC, commenced January 2003. Use of WebCT Campus (VLE) integrated into new courses. • Current position: Redevelopment completed

5. Student Body • Diverse, consisting of mature students • UK and beyond • All part-time • Example students: • a computer programmer studying on the course part-time alongside their work • a housewife • a retired professional • a pastor in Christian ministry, whether with or without previous academic study

6. Learning model • Substantial learning manuals • Increased amount of research as students progress in the study • VLE discussions • Assessment via assignments, marked by tutors and with moderation at the OTC. Telephone tutorials with tutors in relation to assignments.

7. Successful features • Carefully constructed course materials • No entry requirements to level 1, except for sufficient proficiency in English • Students can study at home in their own pace within the deadlines for assessment for each module. • VLE seminars for fostering community

8. Pros and Cons of Campus-based and Distance Learning • Advantages of campus-based learning usually include closer teacher-student and student-student interaction and the opportunity to take care of any administrative issues relating to studies in person with relevant officers at the University • Advantages of distance learning include emphasis on study and research skills and on the development of student initiative in and responsibility for their own learning • Note also blended learning which tries to combine good aspects of both modes of learning • -> In general, how does good learning happen?

9. Learning Communities • All learning inevitably greatly shaped by communities, even when we might not want to admit it, e.g. through • Culture • Language • Previous experiences • Stories and literature available to us • With theology, theological tradition and literature

10. Learning Communities and the Development of Knowledge • Constitution of community varies throughout history, including with theological studies • NT communities and interpretation of their characteristics • Church history e.g. • Hermits • Closed communities (monasteries) • Evangelistic congregations

11. Learning Communities and the Development of Knowledge (2) • Traditionally, students come to teacher to learn • From scribal schools in Sumer to medieval Universities • Technological developments that have been changing this into a more remote mode, enabling students study without being in close proximity to teachers • Books since antiquity, and through printing presses from the medieval ages • Computers and digitisation since the late 21st century • Students are stakeholders in issues of delivery, as lively feedback from OTC students demonstrates in the DL context

12. Learning Communities and the Development of Knowledge (3) • Communication between people with similar interest • From letters to telegraph and telephony, and to the internet (including email and VLEs) • Reduces feeling of isolation • Not everyone however wants to be actively communicating!

13. Communities in the Internet Age • Increase of choice • Pick and mix (postmodernism) • Increased intercultural understanding • Note however language barriers that still exist • Devolved power, less control by those that have traditionally held it • Mass media, and monitoring and controlling of the internet however serve to work towards the opposite direction

14. Learning Communities in the Internet Age • Quality control issues • E.g. dodgy websites • Control vs. freedom of thought • “Nonstandard” views • Doctrinal (e.g. non-trinitarian) • Differing faith commitments (e.g. Islam) • Faith vs. secular outlooks • -> What should students learn and who controls the end product and how? What is quality of learning?

15. Power Considerations • Control vs freedom • Tradition vs innovation • Established ways of thinking vs. new ideas • A right balance should be struck • Utilise past knowledge (~education provider) • Innovate (~students) • Also applies to scholarly communities in general • Would seem to result in best possible quality

16. Prospects for Theology Providers • Foster access and diversity • Build on existing scholarship • Encourage innovation • Right kind of communal interaction in support of these goals • Utilise technology in support of these goals where it can help