OPEN LEARNING RESEARCH PROJECT (2)
3. OUTLAY OF THE OPEN LEARNING RESEARCH PROJECT
3.1 CYCLE ONE (2006)
Conferences of the UAD (Cf. Appendices …)
Papers and posters presented at national and international conferences (Cf. Appendices …)
Articles published in accredited and non accredited scientific journals (Cf. Appendices …)
D Phil and Masters degree studies of staff (Cf. Appendices …)
3.2 CYCLE TWO (2007)
Continue and complete components of cycle one (List components here)
3.3 CYCLE THREE (2008)
Complete all components of cycles one and two (List components here)
Planning of new research cycle for 2008-2011
4. MICRO, MESO AND MACRO RESEARCH LEVELS
The research cycles for ODeL is aimed at building research capacity in the Unit for Academic Development UAD, at the CUT on the micro level, Academic staff on the meso level and management on the macro level.
Micro levels of the UAD:
A mix of action research will be used as a method because it has the potential to bridge the dichotomy between simplistic emphasis on the philosophy of OL and its multiple methodologies such as Blended Learning and achieving step by step involvement of co-researchers. It represents an opportunity to uncover issues arising from meso (faculty) and governance issues that management have to implement on the macro level.
As part of the UAD, the CUT’s Library and Information Centre (LIC) and the Director Distance Education will perform the proverbial ice breaker to restructure its services for ODeL. The LIC already formulated the following strategic plan according to the National Plan on Higher Education 2001:
Distance learning (Outcomes 10 and 11) (Chapters 4.4 and 5.5)
The LIC is subsidiary to the institution of programmes and the creation of regional learning, centres, but it is one of the costliest outlays of the decisions in this regard. It is therefore extremely important to find a cost-effective way of doing things, especially with regard to the following two matters:
Co-operation with other HE- institutions in the same town/city (see also point 3.8 below)
Combination of computer laboratories and “libraries” as learning centres.
Several documents have already been compiled in this regard, and clear plans have been drawn up. The importance of teaching students the basic skills in this regard, and also PIM/IL as far as the LIC is concerned, must be emphasised. The fact that the variety of resources to which the students – particularly those studying at the regional learning centres – are exposed, is diminishing, is both a concern and a challenge.
The role of the LIC in the preparation of learning material for e-learning or computer-based learning has already been discussed in several forums. A supportive technological network is thus of the utmost importance. The concern that regional learning centres in particular do not offer sufficient Internet access, as well as the fact that students locally must pay for Internet access, must receive urgent attention.
Citations taken from the NP in support of this argument:
“…the ensure coherent development of distance education programmes” (4)
“…developing a national network of learning centres, which would facilitate access and coordinated learner support system…” (4.5)
“…developments have not addressed…learner support services” (4.4)
“…to reduce duplication and overlap in programme and service provision” (6)
Collaboration (Chapters 6.1 and 6.2 and Outcome 15)
For the LIC this aspect is closely related to distance education, due to the fact that our satellite campuses were until recently our only form of distance education.
Libraries are accustomed to collaborating, either through interlibrary loans, student access and resource sharing, or the more sophisticated consortia collaboration which is usually regional, although different initiatives or national collaboration between consortia are already in place.
The development of Web-based information literacy courses that are accredited and accepted by all institutions is an initiative that is already underway. In the FRELICO environment, such an accredited course was developed and is already in use at the CUT and the UFS.
Of great concern is the fact that extended collaboration and consortia became a reality only once outside funding was made available. For most of the consortia this funding will be terminated within a year or two, and therefore other means of ensuring the sustainability of these collaborations must be found.
Citations taken from the NP is support of this argument:
“…to reduce duplication and overlap in programme and service provision” (6)
“.. This is not to suggest that there has been no collaboration between institutions. However, this has by and large been limited to infrastructural projects such as electronic library system …” (6.1)
“…furthermore, there is no evidence of institutional collaboration in the establishing journal/book holidays …” (6.3.2)
“… joint purchasing and sharing of expensive equipment” (6.3.2)
“… development in programme development” (6.3.1)
“the minister believes that, in principle, programme collaboration should be developed co-operatively and voluntarily between higher education institutions” (6.3)
Curriculum issues
3.1 CYCLE ONE (2006)
Conferences of the UAD (Cf. Appendices …)
Papers and posters presented at national and international conferences (Cf. Appendices …)
Articles published in accredited and non accredited scientific journals (Cf. Appendices …)
D Phil and Masters degree studies of staff (Cf. Appendices …)
3.2 CYCLE TWO (2007)
Continue and complete components of cycle one (List components here)
3.3 CYCLE THREE (2008)
Complete all components of cycles one and two (List components here)
Planning of new research cycle for 2008-2011
4. MICRO, MESO AND MACRO RESEARCH LEVELS
The research cycles for ODeL is aimed at building research capacity in the Unit for Academic Development UAD, at the CUT on the micro level, Academic staff on the meso level and management on the macro level.
Micro levels of the UAD:
A mix of action research will be used as a method because it has the potential to bridge the dichotomy between simplistic emphasis on the philosophy of OL and its multiple methodologies such as Blended Learning and achieving step by step involvement of co-researchers. It represents an opportunity to uncover issues arising from meso (faculty) and governance issues that management have to implement on the macro level.
As part of the UAD, the CUT’s Library and Information Centre (LIC) and the Director Distance Education will perform the proverbial ice breaker to restructure its services for ODeL. The LIC already formulated the following strategic plan according to the National Plan on Higher Education 2001:
Distance learning (Outcomes 10 and 11) (Chapters 4.4 and 5.5)
The LIC is subsidiary to the institution of programmes and the creation of regional learning, centres, but it is one of the costliest outlays of the decisions in this regard. It is therefore extremely important to find a cost-effective way of doing things, especially with regard to the following two matters:
Co-operation with other HE- institutions in the same town/city (see also point 3.8 below)
Combination of computer laboratories and “libraries” as learning centres.
Several documents have already been compiled in this regard, and clear plans have been drawn up. The importance of teaching students the basic skills in this regard, and also PIM/IL as far as the LIC is concerned, must be emphasised. The fact that the variety of resources to which the students – particularly those studying at the regional learning centres – are exposed, is diminishing, is both a concern and a challenge.
The role of the LIC in the preparation of learning material for e-learning or computer-based learning has already been discussed in several forums. A supportive technological network is thus of the utmost importance. The concern that regional learning centres in particular do not offer sufficient Internet access, as well as the fact that students locally must pay for Internet access, must receive urgent attention.
Citations taken from the NP in support of this argument:
“…the ensure coherent development of distance education programmes” (4)
“…developing a national network of learning centres, which would facilitate access and coordinated learner support system…” (4.5)
“…developments have not addressed…learner support services” (4.4)
“…to reduce duplication and overlap in programme and service provision” (6)
Collaboration (Chapters 6.1 and 6.2 and Outcome 15)
For the LIC this aspect is closely related to distance education, due to the fact that our satellite campuses were until recently our only form of distance education.
Libraries are accustomed to collaborating, either through interlibrary loans, student access and resource sharing, or the more sophisticated consortia collaboration which is usually regional, although different initiatives or national collaboration between consortia are already in place.
The development of Web-based information literacy courses that are accredited and accepted by all institutions is an initiative that is already underway. In the FRELICO environment, such an accredited course was developed and is already in use at the CUT and the UFS.
Of great concern is the fact that extended collaboration and consortia became a reality only once outside funding was made available. For most of the consortia this funding will be terminated within a year or two, and therefore other means of ensuring the sustainability of these collaborations must be found.
Citations taken from the NP is support of this argument:
“…to reduce duplication and overlap in programme and service provision” (6)
“.. This is not to suggest that there has been no collaboration between institutions. However, this has by and large been limited to infrastructural projects such as electronic library system …” (6.1)
“…furthermore, there is no evidence of institutional collaboration in the establishing journal/book holidays …” (6.3.2)
“… joint purchasing and sharing of expensive equipment” (6.3.2)
“… development in programme development” (6.3.1)
“the minister believes that, in principle, programme collaboration should be developed co-operatively and voluntarily between higher education institutions” (6.3)
Curriculum issues
The Africanisation of the curriculum
The Africanisation of teaching and learning
The African University and the challenges of information technology
The development of professionals in Africa (SAARDHE, 2006)
Staff and Academic development
Equipping new lecturers for teaching
Developing staff for support service careers in African Universities
Staff development for management in African Universities
Mid-Career professional development for University staff (SAARDHE, 2005)
Meso levels of faculties
Faculties of the CUT will have to make a concerted effort to support UAD – research efforts also to obtain co-ownership of ODeL research. It will empower lecturers too to gain control over their professional careers (Cf. CUT Portfolios: 2005).
In endeavours also to generate, evaluate and investigate ideas with regard to the future, long-term teaching at the CUT and keeping informed with regard to policy matters in this regards. (Academic Governance at CUT: 2005: 29)
One of the methods to involve academic staff is to organise annual in-have conferences on academic staff development and teaching and learning within ODEL- sub themes.
Research Issues
Indigenous Knowledge research
African-focussed research
Dissemination of research in Africa (includes publications, networks, e-listing, www etc) (SAARDHE, 2006).
Macro levels of the CUT
Governance Issues
Institutional governance, management and leadership in an African university;
National policy, State governance and the African university;
The role of unions in the higher education sector;
Student leadership and governance in African Universities;
Higher Education funding and sustainability and
Management Information Linkages (SAARDHE: 2006)
Vision and Mission issues
What is an African university?
The role of an African university in a global society
The role of an African university in the SADC region and/ or the African continent
The role of an African University in its local community (SAARDHE, 2006)
Internationalization in African higher education
Flow of African students between countries;
Role of International Offices and
African intellectual migrancy (SAARDHE, 2005)
Southern Universities Association (SARUA) African Regional
As a leadership association, SARUA’s architecture reflects the aspirations of NEPAD and the ideals of the SADC protocol on Education and Training. It thus includes the central functions of information gathering and dissemination, the building of a database of executive management teams throughout the region and the establishing of networks within higher education as well as with external stakeholders. SARUA is the outflow of a Vice-Chancellors Conference, hosted by the South African Universities Vice-Chancellors Association (SAUVCA) in October 2003 and attended by 46 universities from across the SADC region. The first priority is to position SARUA as a sector driven, dynamic organisation that will address the needs and priorities of regional higher education in Southern Africa based on four programme areas.
ICT Preparedness and Infrastructure (bandwidth, computerisation, training, institutional policy, etc.)
HIV/AIDS management
Institutional Governance, leadership and Management
Science and technology (SARUA: 2005)
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