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Overview and Objectives. Stephen Swithenby Abuja May 2010. Agenda. A personal introduction Background overview Overview of TtT programme Teaching roles. Physicist – neuroscientist Director of Centre for Open Learning of Mathematics, Science, Computing and Technology.
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Overview and Objectives Stephen Swithenby Abuja May 2010
Agenda • A personal introduction • Background overview • Overview of TtT programme • Teaching roles
Physicist – neuroscientist Director of Centre for Open Learning of Mathematics, Science, Computing and Technology Short course & PG curriculum Assessment – elearning – QA Cognitive development – autism China, Rwanda & Nigeria A personal introduction
Distance Learning Nigeria Qualified students (reducing 800k shortfall) Approved group of universities Interactive texts with additional e-resources. Resource led rather than ftf Study centres to provide community Regular access to computer Continuous assessment and feedback DL qualified staff (50 students/tutor)
Train the Trainers Initiative Series of workshops with intervening conversations Collaborative development of pilot courses Action learning – success depends on engagement Creation of a community of National Trainers. Mentoring and collaboration with Open University UK Dec 2009 to March 2011 Cascade training of university staff by National Trainers
DL teaching roles National Trainers – lead development of DL in the universities – create initial courses, programmes and systems - train and mentor staff Teacher developers – provide subject specialist input to the design of programmes, courses and learning resources – tutor students - train and monitor tutors Tutors – provide academic support for students within defined course framework. ALL STAFF QUALIFIED FOR THEIR ROLES
Workshop objectives At the end of the workshop, each delegate should • understand their commitment to course development within the TtT programme, including not only primary authorship but also peer mentoring. • understand the processes needed to support collaborative production of distance e-learning courses. • be aware of the possibilities for ‘desktop’ production of learning resources and be able to experiment in the production of basic AV media. • be aware of the need for navigation resources which guide students through their studies and be able to draft such material.
Effective distance learning 1. Student learning is centred on interactive learning resources that do not require immediate and direct contact with teachers. 2. Resources are generated centrally and in volume – they define the overall learning experience 3. The technologies used are available to students 4. Teaching methods are blended to provide experiences that suit diverse students. 5. Students are supported academically by subject specialists who can accessible 6. Students can access general IAG throughout their studies. 7. Assessment is both continuous to promote learning and through summative tasks (e.g. tasks) that guarantee standards and integrity of the validation 8. Staff work within a culture of quality enhancement that is supported by collaboration that informs best practice.
