INDUCTION: PORTFOLIO FOR PART TIME LECTURERS (16)

ADAPTED UNISA PORTFOLIO FOR CERTIFICATE COURSE FOR DISTANCE EDUCATION PRACTITIONERS TO USE FOR INDUCTION OF CUT’S PART TIME LECTURERS AT THE KIMBERLEY REGIONAL LEARNING CENTRE IN THE NORTHERN CAPE

(CDEP01-Q)

Compiled by candidate Karel Johannes de Beer

Student number 460 526 500

Date: 2007-08-23 to 2007-09-27

Central University of Technology, Free State

TABLE OF CONTENTS:


Evidence based communication with
UNISA’S Institute for Continuing Education


Spiral mapping and organising framework


Adapted lecturing portfolio of the Central University of Technology, Free State Regional Learning Centre: Kimberley in the Northern Cape with proposals of the CDEPO1-Q Assignment 03


APPENDIX A:

Recommendations how the CDEPO1-Q programme could be improved by KJ De Beer


Evidence based communication with
UNISA’S Institute for Continuing Education


From: A Z S Ntuli [Ntuliazs@unisa.ac.za]
Sent: 23 August 2007 09:03 AM
To: De Beer Kallie
Cc: Phala, A
Subject: Re: FW: New Fax
Dear Kallie

Thank you for this information and the back-up document.

I am looking forward to receiving and marking your portfolio.


Thank you



Kind regards



Zodwa



AZS Ntuli (Ms)
Senior Lecturer and ODL Programmes Coordinator
Institute for Continuing Education
P O Box 392
0003 PRETORIA
Tel: 012 4293253
Fax: 012 4293630
E-mail:ntuliazs@unisa.ac.za

>>> "Kallie De Beer" 08/22/07 12:33PM >>>
Dear Aubrey
Please refer to my personal visit to your office and the new extended dates for assignments of the CDEPO1-Q programme.
I submitted my first assignment at the local UNISA office in Bloemfontein before 27 August 2007.
The second assignment has been posted at UNISA.
Attached, please find a possible back up copy in case it does not reach you before the deadline.
Currently I am compiling an electronic format of my portfolio.
Regards.
DR KJ DE BEER
DIRECTOR DISTANCE EDUCATION
CENTRAL UNIVERSITY OF TECHNOLOGY
BLOEMFONTEIN
CELL: 082 789 735 7
-----Original Message-----
From: Faxaroo [mailto:support@faxfx.biz]
Sent: 22 August 2007 10:11 AM
To: De Beer Kallie
Subject: New Fax

From: De Beer Kallie
Sent: 27 August 2007 11:51 AM
To: 'ntuliazs@unisa.ac.za'; 'phalaa@unisa.ac.za'
Subject: FW: Emailing: index

-----Original Message-----
From: De Beer Kallie
Sent: 23 August 2007 01:05 PM
Dear Mrs Ntuli

I was about to use the attached portfolio hub where you only have to click on the Who am I, Assets, links and Blog to compile an electronic format, however, I got stuck especially with the prescribed lenth and space. I am only sending it to you as an example for possible application in the future.

Regards.

Kallie

Thursday, August 23rd 2007
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Spiral mapping and organising framework

COMPILING UNISA CDEPO1-Q PORTFOLIO

First reading of all study materials

First listening to all 7 CD’s

Start mapping with dates (attached) for draft portfolio

Construct learning spiral

Identify pivotal spiral points on spiral:
>Adult Education = Compare case studies
>Characteristics = Interviews on CD recordings
>Needs = ODEL
>Problems = Distance and academic backlogs
>Learning materials = Nature, media, effective delivery
>Support = Learners, tutors, Counselling
>Management = Planning, organising, administration, maintenance of quality.

Complete warm up activities

Make notes from CD recordings

Complete reflect and research activities

Compare comments in module learner guides on draft portfolio

Complete checklists

Compile Assignments and submit to UNISA

First draft portfolio from map and notes

Submit proposed portfolio of the CUT to UNISA Institute for Continuing Education per e-mail ntuliazs@unisa.ac.za

Compile final portfolio

Add correspondence

Add Spiral and mapping notes

Add Appendix A:
* Recommendations to develop CDEPO1Q

Scan, submit electronically and post bounded copy at UNISA local post box: BLOEMFONTEIN.


SPIRAL MAPPPING: CERTIFICATE COURSE FOR DISTANCE EDUCATION PRACTITIONERS (CDEP01-Q)

PROGRESS MAP DATES EVENT OUTCOME SHARING IDEAS
* AZS NTULI INVITATION LETTER FOR ENROLLMENT 2007-06-15 Correspondence Received study materials without audio recordings Reference to NADEOSA/DEASA or COL financial support
*REGISTRATION 2007-07-03 Visit to Aubrey at UNISA, T Van Wyk Building, 10th Floor and e-mail address phalaa@unisa.ac.za Submit registration and received Audio recordings on CD (1-7) and extended dates for assignments Include audio recordings with all study materials as a package
* FIRST READINGS 2007-06-16 UNISA Information brochure 2007;
Tutorial Letter 101/2007 Notes of important information in red pen on documents Refer candidates to possible URL links for examples of study maps or include hard copy
* AUDIO RECORDINGS: 2007-07-05 Transcribe notes from CD 1of 7 Add notes on Adult Education and characteristics of learners to progress study map Update interviews
d.o 2007-07-06 Transcribe notes from CD 2of 7 Integrate notes on “What is DE in SA on map… Update recordings




d.o 2007-07-07 Transcribe notes from CD 3of 7 Note characteristics of DE materials… Update with 2007 trends
* MODULE 1 AND CASE STUDIES 2007-07-08/9
(One hour) Study Adult Education and Adult Learner to conceptualize Complete Spiral process with audio information in warm up activities Integrate the educational philosophy of Andragogics
* MODULE 2 AND CASE STUDIES 2007-07-11/12
(One hour) Complete own ideas on DE in warm up’s and compared to comments Integrate own knowledge on spiral sketch Update with 2007 trends in Open and Distance E-Learning (ODeL)
* MODULE 3 AND CASE STUDIES 2007-07-14/15
(One hour) Review checklists of July; add new notes on effectiveness on DE Materials Complete Lesson 8: The 1948 Elections Update examples for DE practitioners in Higher Education
* CDEP ASSIGNMENT 01 2007-07-20/24
(Six hours) Compile answers from Spiral Map for stapling to UNISA Assignment covers:
Assignment 01 (Click on previous links in this e-portfolio) Fax copies of answers to phalaa@unisa.ac.za
and post hard copies in UNISA envelope at the Bloemfontein local UNISA office on 2007-07-24 Electronic assessment practises
* MODULE 4 CASE STUDIES AND AUDIO CD 2007-08-06/07
(2 -1/2 hours) Listen to audio recordings of Belinda Train and discuss with colleagues in DE; complete notes on module book Revamp Spiral sketch for own SWOT analysis at the CUT Open and Distance E-Learning centre Update reading materials with the latest development in ODL at the Open University of Hong Kong
* STUDY MODULE 5 CASE STUDIES AND AUDIO CD 2007-08-08/09

(2-1/2 hours) Complete new integrated Spiral map with own Centre for E-Learning and Educational Technology (CELET) (Click on previous links to UAD) and highlight important parts in the module book Compare Module theory with practical examples at the Kimberley Regional Learning Centre of the CUT in the Northern Cape Integrate the modern icons/language/nomenclature/acronyms into a glossary for modules (Cf Erdos article on Sub Systems and the question in Module 5, Activity Part 3: Task 1:
 Is there a language of distant teaching? )
* CDEP ASSIGNMENT 01 2007-08-13 and 22
(5 hours)
Compile answers from Spiral Map for stapling to UNISA Assignment covers:
Assignment 01 (Click on previous links in this e-portfolio) Fax copies of answers to phalaa@unisa.ac.za
and post hard copies in UNISA envelope at the Bloemfontein local UNISA office on 2007-08-22 Update examples of DEASA members
* ASSIGNMENT 03: PORTFOLIO ON ODL PRACTICES 2007-09-03-7
(16 hours) Search for electronic formats of portfolios for ODEL practitioners; Submit compiled information from the Spiral study map; Communicate with Co0ordinator via e-mail: ntuliazs@unisa.ac.za Discuss the electronic draft wit ODEL colleagues at the CUT and Kimberley Regional Learning Centre in the Northern Cape;
SUBMIT ELECTRONIC PORTFOLIO FOR SUMMATIVE ASSESSMENT Click on messages of the dashboard of this e-portfolio for e-mail recommendations of colleagues on ODEL practices




ADAPTED UNISA PORTFOLIO FOR CERTIFICATE COURSE FOR DISTANCE EDUCATION PRACTITIONERS TO USE FOR INDUCTION OF CUT’S PART TIME LECTURERS AT THE KIMBERLEY REGIONAL LEARNING CENTRE IN THE NORTHERN CAPE

THE LECTURING PORTFOLIO (LINK TO http://www.kareldebeer.blogspot.com Induction for part time lecturers (16) and ntuliazs@unisa.ac.za and http://clicksa.net/index.php?option=com_eportfolio&Itemid=26&task=viewblog&use...2007/o8/23)

1.INTRODUCTION

My aim of this portfolio is to use the CDEP01-Q Certificate Course for Distance Practitioners as an induction document for my part time lecturers at the Kimberley Regional Learning Centre of the Central University of Technology in collaboration with the National Institute for Higher Education: Northern Cape.

Subsequently I merged my current postfolio induction document with CDEPO1-Q course materials due to the similarity of the reading and training materials. As such it represents the following:
 Selection of contents for part time lecturer training as stated in the descriptions of each unit in the CDEPO1-Q modules;
 Criteria for selection “Who are our target audience?” (Ibid.);
 Criteria for merit e.g academically proven models quoted in the CDEPO1-Q case studies and interviews with Jenny Glenny of the SA Institute for Distance Education (SAIDE) as well as David Adey; and
 Self reflection of the CUT’s distance model to that of case studies of DEASA, Learner Support, edited by EP Nonyongo and AT Ngengebule, UNISA.

There is a common interest of both the CDEPO1-Q authors and the CUT, nameley the development of institutional policies and practices aimed at improving the quality of part time or distance tutoring/lecturing. One such practice is the compilation of portfolio's through which academic staff can provide evidence of their achievements. (Cf. Tutorial Letter 101: “What a portfolio is.”)

Although a relatively unexplored option at the CUT, the lecturing portfolio, according to the CDEPO1-Q Tutorial Letter 101/2007 (pp.13-17), holds exciting possibilities for staff development as it could also become an integrated part of the performance management system at the Central University of Technolgy, Free State (CUT) Regional Learning Centres in Welkom and Kimberley in the Northern Cape.

A good lecturing portfolio will reflect best practice in distance lecturing carried out by tutors or part time lecturers within a framework of continual quality improvement. It is about creating an environment for learning that is likely to produce good learning outcomes, in this case the Open and Distance E-learning practices of the CUT. (Cf.Ibid.)

The following pieces of work was chosen from the CDEPO1-Q materials to merge and integrate theory with practice, namely:

 Systems and sub-systems of Quality Distance Education (Cf. Question 3. B. in the Tutorial Letter. Op cit.) and my Assignment CDEPO1-Q 2007, O1 “ How the CUT provides quality centralised Distance Education via dual mode, limited face to face contact sessions in the respective sub-system: Educational Programmes”;
 Planning and training for Distance Education at the local level;
 Managing and Administration of Distance Education Resources. (Cf. Module 5. Units 1-3.)

2. OPERATIONAL DEFINITIONS OF ODEL PORTFOLIOS

The goal of the learning and teaching (read distance education modes) portfolio is to describe, through documentation over a period of time (Cf. supra. Spiral mapping and organizing framework), the full range of our abilities, to communicate our learning and distance teaching goals, to summarize accomplishments, and convey the quality of the distance learning and teaching mode in a single document. (Cf Module 5 Unit 4. Maintaining Quality in Distance Education) It is a factual description of our strengths and learning and teaching achievements, but also a document to highlight our personal weaknesses for developmental purposes with academic references to CDEPO1-Q research.

 Empowering distance and part time learners to gain control over their professional lives (Cf UNISA CD CDEPO1-Q 1of 7: Characteristics of Adult Learners);

This statement allows us to document both our individuality and complexity of our distance learning and part time studies. Portfolios afford us the opportunity to define how we want to develop and assess andragogical skills, common subject matter, and professional skills. We decide what goes into the portfolio, explain our philosophy, how that is to be put into action, what the learner outcomes should be, and what standards of success it will be assessed against (Cf. CDEPO1-Q Tutorial Letter 101/2007, p.13.);

The process of introspection used in the development of a portfolio enables one to reflect upon and assess ODEL-practices against ones own values and beliefs, however, within the acceptable standards and norms of distance education practices. (Cf. Module 1 on ODL,p.45);

 Providing institutions of ODEL with the means to demonstrate the priority of learning and support systems (Ibid.);

This third operational definition concerns the valuing of ODEL by Higher Education Institutions (HEIS). When a HEI encourages academic staff and part time learners to develop portfolios, the entire academic component engages in a dynamic process that, at the institutional level, opens dialogue on academic excellence. While the primary goal in using portfolios is to enhance the ODEL-process, the portfolio’s value for academic development also becomes apparent (Cf CDEPO1-Q Tutorial Letter. Op cit. pp. 14-17);

 Individualizing academic staff development;

The lecturing portfolio is flexible enough to be used as a tool to provide stimulus and structure for self-reflection about ODEL and the identification of areas in need of improvement. The link between portfolios and an approved and acknowledged performance management system should provide opportunities for the implementation of need directed training and development initiatives( Cf. Ibid. and Van der Merwe, BC. 2005. Discussion with Director Teaching and Learning. Central University of Technology, Free State.)

3. SELECTING APPROPRIATE LEARNING MATERIAL (SELECTION OF CONTENTS. CONFER TO MODULES 1-5 PLUS CONTENTS OF CASE STUDIES OF DEASA AND CPEPO1-Q CD RECORDINGS 1-7)

3.1.Orientation
To merge and integrate the selection of suitable course matter of the HEI-qualification certificate ((CDEPO1-Q) remains one of the most challenging tasks of both planners, DE-practitioners, learners and part time lecturers or tutors within ODEL. Inter alia it assists in:

 Frame problems;
 To find information;
 Evaluate alternatives;
 Create ideas and products;
 Invent new answers;
 Organise;analyse; and
 Solve problems. (Tutorial Letter. Op. cit. p.14.)

This component of ODEL, namely curriculation is of the utmost importance especially in the light of the demands to which academic programmes, disciplines, professions, the community (including employers) are subjected to. (Cf Learner Support Services. Op cit. University of South Africa.p. 154.)

The autonomy of Distane Education Practitioners, Regional Learning Centres and faculties with regard to course material selection results in more intensive attention having to be given to this activity on a regular basis and with great responsibility. (Cf. Ibid. Institute for Health Sciences (IHS). pp.24- 32.)

It is very important that ODEL-material selection, is approached with good scientific balance, so that the CUT never becomes disloyal to ODEL-learners. At the same time, HEIS cannot select course matter which is unrealistic, outside the expectations of, for example, the community,academic programmes, disciplines or professions. (Cf. Ibid. Nursing colleges)

Programmes in higher education refer to the whole course compilation to qualify for a cerificate, higher diploma or degree while courses differentiate into modules. In this respect the UNISA CDEP01-Q qualifies to be fully accredited.
The course content provides a concise exposition of the main moments of a critically important aspect in university education, namely course or module matter selection.

There are inevitably different ways in which a course or module could be approached, but the aim of this portfolio, is to provide a concise synopsis with a view to further discussions and reflection with colleagues in the Centre for E-Learning and Educational Technology (CELET) at the CUT, namely:

 What is course or module matter selection?;
 What is the relationship between goal formulation and course and module matter selection?;
 Are there criteria at hand from which selection should be made?;
 What kinds of curriculum types exist with a view to quality course or module matter selection?;
 How should course or module matter be analysed before final structuring takes place?; and
 What guidelines are there for meaningful and proper structuring of course or module material?


3.2 What is module selection?

In the CDEPO1-Q modules, p. 5, it is stated that the course is an outcomes based model. It is aimed to select knowledge to develop skills and attitudes.

The module selection, firstly, involves the collection, selection and classification/ structuring of course matter and, secondly, the availability thereof to ODEL-learners. However, there is a third task which is very important, namely to assist part time lecturers and their distance or part time learners in discovering what the learning materials mean to them, in order for their attitude or conduct to be adaptable as a result of their becoming acquainted with the course matter.
The learning process implies in essence the discovery of meaning. The problem with course matter selection in the learning process always involves two aspects. The one is the acquisition of new knowledge or experience on ODL like studying the UNISA CDEPO1-Q course. The other has to do with the individual’s discovery of what the learning material means to her or him (getting the sense of it). (Cf. Tutorial Letter Op cit. p.16).

The provision or availability of learning material to ODEL-learners can be controlled by an “outside person”, with or without the co-operation of the learner. The discovery of the meaning of learning material can, however, only occur in the learner within herself/himself, and requires the involvement of a facilitator, such as the part time lecturer or tutor. However with some uncertainty at times. (See CDEPO1-Q Module 4, p. 104. “The trouble with the Open University is tahta you never really know with tutorials if you are doing the right thing…”)

Module selection refers to the ability of the part time lecturer or facilitator to not only convey all she/he knows or what can be found in text books and other multi media resources to ODEL-learners, but to make meaningful choices in advance with regard to the learning content, in order for learning outcomes to be attained. (Cf. Modules, p5.)

As knowledge, experience and self-confidence of part time lecturers/tutors/facilitators grow, they are suppose to differentiate between what study material is necessary for a specific group of ODEL-learners in a given course or lecture, and what study material is superfluous for meaningful study. (cf. Chronology in Tutrial Letter, p14).

The part time lecturer/tutor/facilitator must have sufficient self-confidence not to convey “all” the material. She or he must be self-assured to such an extent that she or he can still attempt to simplify or even delete certain study material, and to construct methods of work suitable for the study material being taught. (Cf Rumble, G. ‘Open Learning’, ‘distance learning’, and the misuse of language in Module 1 pp. 65-72.)

According to coleagues at the CUT, course matter selection is one of the most difficult components of course development for part time lecturers/tutors/facilitators and, without doubt, causes the most problems.

3.3. The connection and relationaship between outcomes formulation and module selection with reference to page 5 of CDEPO1-Q Modules

It is important that part time lecturers/tutors/facilitatorsare pertinently made aware of the role outcomes formulation pays in module selection.

So often, the outcomes of the course are not used as the point of departure in order to introduce the process of course matter selection, analysis or structuring. However, the CDEP01-Q modules clearly stipulate outcomes. (Ibid).

Goals and outcomes are always set so that a clear end result or the envisaged performance is indicated to the ODEL-learner. These end results give the part time lecturer/tutor/facilitator and ODEL-learner the first neatly-defined description of the study material which has been selected for the course or regional Learning Centre. (Cf Botswana model for nursing in Learner Support Sevices p. 24.)

3.4. Criteria for selecting ODEL-learning material and content

Colleagues at the CUT agree that it is also important that part time lecturers/tutors/facilitatorscritically examine whether goal formulation, which has already preceded the process of course matter selection, does not influence course structure and educational structure (facilitation of learning) to such an extent that meaningful learning is excluded. How does one examine course matter selection? Here are a few examples of the CUT’s Director for Teaching and Learning:

 The amount of learning which has been set for the course. The time allocated, with the assistance of part time teaching/tutoring or facilitation?;
 What in connection with “knowledge explosion”, has this been taken into account?;
 The unity and coherence of the course and course learning matter. (Do the varieties of themes or modules being studied form a meaningful oneness with other courses and modules/units within the certificate/higher diploma/HEIS qualification package? Will the modules, themes, unity of outcomes not cause the course to break down into disjointed sections?;
 The logic and continuity on the progress of course matter. (Do the sequences of modules or units of themes logically link up with modules/units/themes in other courses?) ( Cf. The Spiral examples in CDEPO1-Q Modules. p.6.);
 The necessity and relevant meaning of the course within the context of the course and the mission of the university;
 The differentiation and applicability of the course matter which are selected by the goal formulation. (Does the course make provision for individuals and, especially, group differences and interests of students? What is the utilitarian value of the course matter?);
 The degree of difficulty of the selected course course matter. (Does it link up with the interests, motivation and abilities of ODEL-learners as well as the requirements of professions or vocations? Does it mould for life and leadership ? (Cf Case studies and CD examples of CDEPO1-Q.);
 The creative possibilities of this course matter which has been set for the course in the form of goals and outcomes. [Will ODEL-learners develop essential insight, applications and abilities to analyse and critical evaluate (high order cognitive levels) to enable them to grow to become holistic adults? (Cf. Interviews with learners on CDEPO1-Q CD-recordings 1-2 of 7);
 Is it only course knowledge which must be taught, or do insight and concept relations play their rightful role?
 Are the concrete, but also abstract considerations of course matter being emphasised?;
 The scientific validity of the course matter. [Is it obsolete course matter, or perhaps so new that it has not yet been scientifically verified? Is there a balance between the amount and the scientific deep-level of course matter? (Cf. readers at the back of the CDEPO1-Q Modules 1-3);
 Limitations and events of the external and internal environment. [Does the course matter keep track of the limitations of internal and external factors carried out by higher education (situation analysis)? (Problems of Adult Learners on CD 1of 7 of CDEPO1-Q CD-recordings);
 Have the predominant outlooks on life and the world, cultures, habits, traditions etc. of ODEL-learners been taken into consideration without forfeiting the scientific character of course matter?;
 What is the relationship between the various courses in various ODEL packages and years of study? (Cf CDEPO1-Q courses for 2007);
 What influences higher education (under- and post-graduate)?;
 How is the community served? (Cf. Case studies of DEASA in Learner Support Services. Op cit.);
 What requirements are set by government departments or professions of course association with which ODEL-practitioners liaise? (Cf. ibid. Nursing colleges, p. 25)
 What demographic, economic, social/cultural and political factors influence the course matter?; and
 What role do sport and recreation play in the lives of ODEL-learners?

3.5. Curricula which offer certain programme choices

The examples of the kind of curriculum here described are only differentiations and often overlap each other in higher education practices, especially in ODEL models.

3.5.1 Curricula which offer certain choices

In the case of the CDEP01-Q, a specific number of modules (5) are prescribed. The ODEL-learner can then select from a large number of case studies on audio CD’s, case studies and readers – based on own interests, needs and aptitude. It relates to the freedom of choice in open learning (Cf Rumble, op cit.)

3.5.2 Curricula of a different duration

In the CDEP01-Q study the curriculum can be taken over one year.

3.5.3 Curricula directed at greater specialisation

In the case of the CDEPO1-Q programme, only one major course is required. But for greater scope and more in-depth studies, a number of other courses may be necessary for eg Magister degrees in Distance Education at UNISA or the Open University of Hong Kong.

3.5.4 Modern, more flexible curricula

The modern trend is to make curricula more flexible and open, in order to promote differentiation and, to a greater extent, more specialisation. With this in view, semester, instead of year courses are prescribed such as the CDEP01-Q, and a wider choice of shorter courses such as semester course could also be allowed in an ODEL-system. Subsequently, instead of requiring compulsory ancillary courses over a full year, the requirement is sometimes a semester course. In order to successfully qualify for a degree or higher diploma, or certificate, a prescribed number of semester courses or modules at various levels is required.



3.5.5 Directed curricula

In this case the curriculum provided can, for example, purely be directed at being equipped for the practising of a science(s) or career(s), in which case the aim is to firstly prepare scientists, part time lecturers/tutors/facilitators and researchers, and/or ODEL-practitioners for a career or profession. (Cf CDEPO1-Q)

4. ANALYSIS OF THE MODULE MATERIAL SELECTED FOR THE CDEPO1-Q

We learn that it is important that the ODEL-learner realises that the study material that he/she has selected is logical, easily understood and communicated in a series of facts or terms, concepts or concepts, concept-relations and procedures, rules, principles, definitions and processes. For the typical ODEL-learner, it is not so logical and easily understood. After all, this is the reason why learners are taught.
In analysing course matter in lecturing, the part time lecturer/tutor/facilitaor must accept that he/she must endeavour to assist the ODEL-learner to fathom out the structure of the relevant course and course in terms of:

Essentials and additional facts (terms)
essentials and additional concept relations(procedures, rules, principles, definitions and processes.

By analysing the selected course material, the part time lecturer/tutor/facilitator will once again be aware of the degree of difficulty and number of facts, concepts and concept relations before she or he decides to structure the course material in such a unique way that ODEL-learners can study it.

4.1. MODULE MATTER STRUCTURING

According to colleagues at the CUT, the CDEPO1-Q modules comply with the following:

4.1.1 Classification and related possibilities which contribute to the structuring of the CDEPO1-Q course material.

The classification of and relativity in course material can be summarised as follows from comprehensive literature (Cf. Human, J,Central University of Technology, 1999.):

 From the easily understood to the more complex;
 from the known to the unknown;
 from the concrete to the schematic and the abstract
 from the visual to the less visual;
 from the specific to the general;
 from the example to the rule;
 from the general to the specific;
 from the rule to the example;
 from the causes to the consequence;
 from sections to the whole;
 from logical sequence;
 from chronological to positional sequence; and
 from hierarchical sequence to similar sequence. (CF THE SUB SYSTEMS OF ODEL PROPOSED BY THE CDEPO1-Q PROGRAMME).

4.1.2 Course material structuring by reference frameworks prescribed by the CDEPO1-Q programme tutorial letter, p. 13.

Reference frameworks can be created in the form of thought schemes, tables, diagrams, matrices, maps and spiral sketches (Cf. CDEPO1-Q Module examples)

4.1.3 Module material reduction by means of example(s)

By means of course material reduction an attempt is made to “purify” the learning content from that which is “superfluous” and irrelevant in order to emphasise the fundamental, the essence of the matter, the essential concept relations. (Spiral to expose similarities and duplications). (Cf. supra. Spiral example.)

A unique enlightening exposition of the manner on which examples (copies) in the higher ODEL situation can function, is the following:

 The single object which can be used as an example, can be an sample or copy of a specific sort; (Cf. one of three in Tutorial Letter, op cit. p13)
 The example can also be a sample or copy on the basis of which a rule/premise can be roved; (Personal choice according to Open Learning priciples. Cf. Rumble, op cit. )
 The example can also serve as a model to simplify and illustrate a meaningful totality of information in a conveniently arranged reference framework (e.g. distance education modes within ODEL) (UNISA publication examples under table of contents, supra.);
 The example can also serve as a guide (norm) to measure the ODEL-learner’s own performances on the basis of a typical performance , such as, for example, a standardised assignment; and
 The example can also serve as a training platform for the exercising of certain abilities, skills, techniques and methods according to determined ODEL practitioners or part time lecturers or tutors or facilitators of the CUT at the Kimberley Regional Learning Centre and National Institute for Distance Education: Northern Cape (NIHE) in collaboration with UNISA.

5. CONCLUSION

Selection of contents for part time lecturer training as stated in the descriptions of each unit in the CDEPO1-Q modules and criteria for selection “Who are our target audience?” are probably the most challenging part of any ODEL practitioner’s task. It must be carefully done in colaboration with part time lecturers/tutors/facilitators. This forms the planning, management and academic administration part because it is directly related to effective learning and academic support structures., i.e. the attainment of useful and practical outcomes. ODEL-learners must be equipped with the ability to learn the correct things. (It would hardly be practical if ODEL-learners learned the wrong things correctly). However, to decide what these “correct things” are, how many of them, when, in what sequence and in what manner, stays an important responsibility and is a continued critical predisposition. For this is of prime importance to every ODEL practitioner, learner, part time lecturer, tutor or faciitator at either the Kimberley or Welkom distance facilities of the CUT.
posted by Kallie de Beer at 2:04 AM
1. Comment AZS Ntuli (Ms)
Senior Lecturer and ODL Programmes Coordinator
Institute for Continuing Education
P O Box 392
0003 PRETORIA
Tel: 012 4293253
Fax: 012 4293630


APPENDIX A // p23
APPENDIX A:

Recommendations how the CDEPO1-Q programme could be improved by KJ De Beer

Add new publications such as:

 Materials Development and Approaches , Study guide 1 ODL203-L, UNISA, 2006-2008 : Haberma’s theory of communicative action, p. 9 ;

 Management Roles, Functions and Systems, ODL205-N, UNISA, A multi purpose university, p.5;


 The latest DVD recordings; and

 Update reading lists and DEASA case studies with NADEOSA and SAIDE publications

REMARK:

The study materials are excellent for my novice DE_practioners in the Northern Cape, however, for the more advanced ODEL practioner at our Bloemfontein and Welkom campuses who are in the favourite position to complete online assessments with Open Resources, it is recommended that the SACHED’S distance Education Unit should attend to this possibility. I suppose the BA Degree (with specialisation in Open and Distance Learning), A collaboration programme between UNISA, DEASA and COL is already adapted in this respect.

Thank you.

Kallie de Beer