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ODeL @ UNISA July 2013

ODeL @ UNISA July 2013. Gerda Mischke Office of the Pro Vice Chancellor. When are university courses ‘open’?. Open education does not necessarily mean ‘for free’ and ‘for free’ does not necessarily mean ‘open’.

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ODeL @ UNISA July 2013

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  1. ODeL @ UNISA July 2013 Gerda Mischke Office of the Pro Vice Chancellor

  2. When are university courses ‘open’? • Open education does not necessarily mean ‘for free’ and ‘for free’ does not necessarily mean ‘open’. • Options: open and free, open and paid-for, closed and free, or closed and paid-for.

  3. UNISA’s view of openness • Admission requirements – the ethical dilemma of being too open. • Pedagogy – how we teach (online, blended, correspondence, work-based, etc). FALLACY OF MIXED MODE (museum courses), integration. • Open curricula – what we teach or consider worthy of knowing. • Open educational resources (OER) – reuse, re-formatting, repurposing, redistribution of content and learning objects – implications for ownership, intellectual property rights, etc. • Open assessment –access to sufficient formative assessment, open examinations and rubrics, non venue-based examinations, etc. • Open access to devices – device agnostic, offline-online. • Open accreditation – the status of qualifications. • Open futures – changing careers, the sell-by date of knowledge, ‘just in time’ knowledge.

  4. UNISA’s Signature Course project (MOCS) • One module per College going ONLINE on a massive scale addressing topics of grave importance (+ 30,000 registrations). • Discipline-related material focusing on social cohesion, mentorship, critical thinking, media literacy, communication, appreciation for societal values, Africanisation. • OdeL pedagogy: designed for ‘presence’ (discussion forums, blogs, surveys, respond to fellow students’ work), 30 students per group. • Teaching Assistants: online mentors marking online assignments (80% of year mark obtained through + 10 assignments; 20% through non venue-based examination). Tracking options.

  5. UNISA’s offline-online platform • Digi-bands for students with no or restricted internet access. • Consists of rubber wrist bands with 12 gigabyte memory sticks. • Sophisticated software allows synchronisation • with the LMS (myUnisa). • All course material, URL links and video clips are • downloaded onto the digi-bands. • Students work offline and go online at • regular intervals to upload their material • onto the LMS and to download • announcements, discussions forums • and all other updates. • Going mobile in 2014.

  6. Barriers and Government support • Course fees and subsidies. • Admission requirements – the risk of being too ‘open’. • Pedagogy – paper behind glass, vs blended, vs online. • Curricula – what we teach or consider worthy of knowing. • Course completion rate – MOOCS have been ‘moocked’ up. • Student support – model, standard, costs involved. • Student skills – computer skills, critical thinking, self efficacy. • Student habits – student mass action. • Affordable access to digital devices (UNISA laptop and tablet initiatives). • Affordable access to the internet (UNISA data packages).

  7. Closure The value of openness does not necessarily lie in the content, but in the systems, support, accreditation and structure.

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