TEACHING TRENDS IN PART TIME LECTURING (2)
In my previous post, I published my colleague's paper regarding new trends in Higher Education which I co-presented at the National Distance and Open Learning Association of South Africa (NADEOSA)conference in August this year. With Nico Baird's interest in my topic, we discussed some more new trends and came accross Creative Commons (CC)publications about all the non-traditional learning approaches. (Cf. www.masie.com). Learning Trends Issue #400 exists since 1997 and publishes only short 600 word kind of executive formats on the subject.(Cf www.learning2006.com). However, older academe still want to read former researchers' and experienced lecturers' ideas in tandem with the new trends as well. Subsequently I publish some of my compiled handouts for part time lecture orientation and induction sessions at my regional learning centres since 1991. Our regional learning centres offer contact sessions in management sciences for part time students in Kimberley, Welkom and Kroonstad,Free State and Northern Cape Provinces, South Africa. My following publications will be devoted to this very important matter because part time academe are most of the time not trained or educated to offer higher education lectures. Simply due to the fact that most of them are specialized professionals who are permanently employed in the public and private sectors. Some are of course high school-- or Further Education Training Institution (read community college)-- teachers. Yet, they also do not indulge into real higher education methodologies as far as learning and teaching is concerned. They are part time lecturers who depend on me as the director for Open and Distance Learning (ODL) to organise orientation and induction sessions and to keep them updated about the new learning and teaching trends. Working with other higher education institutions in the region, we found that we share some of the same sources, materials and induction handouts to train our part time academe. Subsequently I am in the process to compile and publish the following drafts as working documents with a view to comments, updating and information for the new academic year:
COMPILATION OF INDUCTION HANDOUTS FOR PART TIME LECTURERS AT THE CENTRAL UNIVERSITY OF TECHNOLOGY, FREE STATE (1993-2006)
Compiled by:
KJ De Beer BC Van der Merwe JJC Badenhorst
Unit for Academic Development
Central University of Technology, Free State
2006 - 10 - 18
“WE TEACH NO NEW THING, BUT WE REPEAT AND ESTABLISH OLD THINGS WHICH THE APOSTELS AND ALL GODLY TEACHERS HAVE TAUGHT US BEFORE “Martin Luther”
PROLOGUE TO PART TIME LECTURERS
Thank you that you are prepared to render a special community service for part time students at our Regional Learning Centre. Students come to you for personal development. You were in the privileged situation to obtain you Higher Education qualifications either on a full time or part time basis. Now it is your turn to share your knowledge and work experience with people who wish to further their ambitions. You now become the mentor and the teacher and the example how they want to see themselves. However, you are only a human being with limited teaching and learning skills and knowledge.
The industry of knowledge is increasingly growing and expanding. Subsequently we work from the known to the unknown. And this is what this compilation of guidelines strives to be: to lead you from that which is familiar to you to a of more advanced level of teaching in Higher Education. Resource based training material were used to compile the core text of this manual.
We hope that this compiled guide of induction handouts since the first years of part time lectures, both at the main campus as well as at the regional learning centres, will be your partner in a most enriching experience that of shaping the minds of learners.
Prof HR Hay
DEAN: ACADEMIC DEVELOPMENT
CENTRAL UNIVERSITY OF TECHNOLOGY
BLOEMFONTEIN
Original (resource based) handouts for in-service part time lecture induction sessions since 1993 both at the former Technikon Free State as well as at the University of the Free State and relevant publications were used to compile the core text of this guide. Please refer to the integrated bibliography for a further reading list.
COMPILATION OF INDUCTION HANDOUTS FOR PART TIME LECTURERS AT THE CENTRAL UNIVERSITY OF TECHNOLOGY, FREE STATE (1993-2006)
TABLE OF CONTENTS Page number:
List of Glossary and General Nomenclature in Open and
Distance E-Learning p.7-17
Theme One: Orientation p 18
Unit One: Teaching and Learning Practices at the Central
University of Technology, Free State p.19
Unit Two: Educational values in Teaching and Learning:
our starting point p.22
Unit Three: Outcomes-Based Education and Training: our
approach to curriculum development p.25
Unit Four: Methods of Teaching and Learning p.27
Unit Five: Organisational Infrastructure for the
enhancement of Academic Development p.35
Theme Two: Optimising the Student’s Experience of Part Time
Learning in Open and Distance E-Learning (ODEL) p.41
Unit One: Understanding Student Learning p.41
Unit Two: Student Learning: Diversity in lecture rooms p.48
Unit Three: Individual approaches to learning p.52
Unit Four: How to Improve Lecturing p.63
Theme Three—Learner Centred Development p.72
Unit One: Reasons for under achievement of learners p.72
Unit Two: What motivates part time students to attend
part time classes and learn? p.78
Unit Three: What type of personality development do
part time students undergo during their years at university? p..84
Unit Four: What are the foremost components of learning
in the Higher Education situation? p.86
Theme Four:Teaching Outcomes and Learning Outcomes p.91
Unit One: The Social Constructivist Paradigm that underpins re-curriculation at the CUT p.94
Unit Two: Implementation of CUT’s Graduate Qualities p.97
Unit Three: Higher Education Quality Committee’s Criteria for Programme Accreditation p.99
Theme Five: Goal Formulation p.107
Unit One: Types of Goals p.107
Theme Six:Bloom’s Classification of Learning Goals and
Objectives (read outcomes) p.116
Unit One: The Cognitive Category (intellectual outcomes) p.116
Unit Two; The Affective Category (emotional efficiency goals.) p.119
Theme Seven: The Lecturing Portfolio p.121
Unit One: Operational Definitions of Lecturing Portfolios p.121
Theme Eight :--Selecting Appropriate Learning Material p.129
Unit One: What is module selection? P.130
Theme Ten: Lecturing methods (Learning Opportunities) p.136
Unit One: Lecturing Methods; ”The Lecture” p.137
Theme Eleven: The Art of Questioning p.143
Unit One: Why are Questions Posed to Students Important ? p.143
Unit Two: Preparing Questions for Part Time Learner
Discussions p.148
Unit Three: Handling of Answers of Students in
Part Time Lectures p.149
Theme Twelve : Learner Centered Development p.154
Unit One: Reasons for Under Achievement p.154
Unit Two: What Motivates Distance Students to Attend
Part time lectures and learn? p.159
Unit Three: What Type of Personality Development Do Part Time Students Undergo During Their Years At University? P.165
Unit Four: What are the Foremost Components of Learning
in the Higher Education Situation ? p.167
Theme Thirteen: Groupwork p..172
Unit One: The Role of Groupwork in Enhancing Learning p.173
Unit Two: The Round Table Class Discussion Method
(Horseshoe group work) p.182
Theme Fourteen: Self –study as Teaching Method p.191
Unit One: Multimedia Learning Methods (Self-study Methods) p.192
Theme Fifteen: Multimedia Learning Modules p.197
Unit One: Multi Learning Modules At The CUT p.198
Theme Sixteen: Assessment Practices p.204
Unit One: Objectives of Learning Evaluation p.204
Unit Two: Kinds of Test Items p.208
Unit Three: A Few Important Practice Matters on Learning
Evaluation p.212
Unit Four: The Analysis and Interpretation of Test and
Examination Results p.226
Unit Five: Guidelines for Moderators and External Examiners p.231
APPENDIX A: Academic policy of the Central University
Of Technology, Free State (CUT) www.cut.ac.za
LIST OF GLOSSARY AND GENERAL NOMENCLATURE IN OPEN AND DISTANCE E-LEARNING (ODEL)
Much confusion exists about the latest nomenclature in Higher Education at the moment at our University due to the variety of name changes caused by the transitional changes of government departments, such as the respective Provincial Departments of Education vis a vis the Department of Education (DOE) in the National Government of the Republic of South Africa. Some blurring also exists on the peripheral boarders of Further Education Training Institutions (FETI’s : the former technical colleges) as well as the former technikon’s and the current universities of technology. Especially in Open and Distance e-Learning (ODEL). In addition international nomenclature on Higher Education sets the universal standards of reference. It is thus very crucial for practitioners in Higher Education to take notice of the specific nomenclature, glossary, abbreviations and recognised acronyms for the correct usage in Higher Education. Subsequently we urge you to take serious notice of the following list as part of your induction to Higher Education. You are expected to add the latest terms of reference to list on your own as Higher education terminology is for ever expanding with alongside the rapid development of educational technologies.
CUT GLOSSARY
University of Technology, Free State (CUT)
Management Committee of the
Central University of
Technology Free State MANCOM of the CUT
Senate the Senate of the CUT
Council the Council of the CUT
Dean Academic Development first Line Manager for Open Distance and
E-Learning (ODEL)
Administrative Officers Administrative Officers in the Centre for
Electronic Learning and Educational Technology (CELET) and the Regional Learning Centres (RLC’s)
Director Director of Electronic Learning
Director Director of Distance Education
UNIVERSAL NOMENCLATURE AND ACRONYMS
ACADEMIC SUPPORT
Learner counselling, library and information services and tutorial sessions
ACCREDITATION / RECOGNITION OF PRIOR LEARNING (RPL)
RPL is the universal descriptor for processes and systems to recognise that doing a job equips people with both knowledge and skills that count equally alongside training and education. (Race, 1999: 271).
ADVISORY BOARDS
Community leaders who serve on Regional Learning Centre’s boards to help identify community-driven actions in higher education.
ACDE
African Council for Distance Education
ASSESSMENT PRACTICE
Modular evaluations, oral evaluations, practical work evaluations, group work (co-operative) evaluations, co-operative (experiential learning) evaluations and RPL evaluations (recognition of prior learning) in terms of Special Educational Training Accreditation (SETA)
AUTONOMOUS LEARNING
Autonomous learning is very similar to independent learning, except that in the former it is usually implied that learners themselves have a greater role in managing their own learning, including choosing exactly what they are leaning, and how and when their learning may be assessed, measured or accredited. Therefore, autonomous learning is particularly attractive to professional people who wish to have control of their own continuing development. For this to happen, considerably more emphasis will need to be placed on the requirement to equip people to function effectively as autonomous learners, and to develop the self-organisation and study-related skills which will enable them to manage their own learning successfully (Race, 1999:270).
BLENDED LEARNING
A blend of instructional methods and modes such as face to face contact sessions in combination with an array of electronic mediums and educational technology.
COURIER SERVICES
Overnight transport services for hard copy study guides, books and correspondence
CENTRE FOR E-LEARNING AND EDUCATIONAL TECHNOLOGY
A centre, such as the Centre for Electronic Learning and Educational Technology (CELET) is formally recognised and supported by the CUT’s infrastructure for Academic development and support.
COMPUTER-ASSISTED (AIDED) INSTRUCTION
The emphasis is on instruction and the computer is used to assist the lecturer. It may well be that the lecturer is implementing different media and the computer is one (Bisschoff, 1992:52).
COMPUTER-ASSISTED (AIDED) LEARNING (CAL)
This is one of a range of related terms, also including computer-based training. All such learning or training can be considered to have features common to other open and flexible learning formats, but in addition include the use of computers of multimedia hardware (Race 1998:9). Computer-assisted learning can be regarded as a particular subset of resource-based learning, where computers are used as vehicles for delivering information and interaction to learners. CAL is particularly successful in helping people learn-by-doing, while learning through immediate feedback (delivered through the computer) on actions they have taken or decisions they have made. Computer-assisted learning packages, at their best, enhance motivation and can help people to want to learn (Race, 1999:269).
This term creates the impression that CAL focuses on the learning component of the instructional-learning act. Although inter-relatedness between instruction and learning is a given fact in CAL, the emphasis is indeed on the activities of the learner (Bisschoff, 1992:52).
COMPUTER-BASED EDUCATION (CBE)
This refers to both computer-based instruction and learning. Instruction will include instruction and training whilst learning will include different approaches to learning and mastery of content. (Bisschoff, 1992:51).
COMPUTER-BASED INSTRUCTION (CBI)
Here the computer forms the basis (medium) of instruction as opposed to a textbook, a video, the chalkboard and the like (Bisschoff, 1992:51).
COMPUTER-BASED TRAINING (CBT)
This could be described in exactly the same way as CBI. It may be added that CBT is frequently used in large organisations such as banks and ESCOM to train staff in a certain area of employment. (Bisschoff, 1992:52) Computer-based learning - Internet links with prescribed CD-ROM disks
COMPUTER-MANAGED INSTRUCTION (CMI)
Management includes administrative tasks as well as decision making. In CMI the computer is used to perform certain administrative tasks directly related to instruction (Bisschoff, 1992:52).
COMPUTER-MEDIATED COMMUNICATION (CMC)
This is usually thought of as one-to-one communication such as electronic mail, and many-to-many electronic communication such as through computer conferences. The communication is usually asynchronous, allowing each individual to read and send communications at times of his/her own choosing, and to read other people’s communications wherever there is access to the system on which the information is stored (Race, 1999:268).
CONTINUING PROFESSIONAL DEVELOPMENT (CPD), CONTINUING EDUCATION, CONTINUING VOCATIONAL EDUCATION (CVE) AND LIFELONG LEARNING
Continuing education used to be the term that was applied broadly to everything that was not regarded as ‘mainstream’ education. The term formerly embraced extramural studies at universities and vocational updating and retraining. This term ‘continuing professional development’ sprang from the broad field of continuing education, rather than from mainstream provision. CPD has come to be regarded as relating to the updating and retraining that is needed in almost all professions. Provision is often discipline-related, as are the processes whereby people are awarded credit for their continued development. In many fields, professionals are now required to clock-up set minimum amounts of CPD credits to continue to be licensed to practise in their professions. The term ‘lifelong’ learning has often been used over the years in discussions about continuing education. Now that it is increasingly accepted that education and training does need to continue throughout people’s lives and careers, the boundaries between mainstream and continuing education have blurred (Race, 1999:268).
CONTACT TIME
Approved lecturing time as is allocated pro rata for accounting, information technological, engineering, applied sciences, or so-called management and linguistic disciplines respectively, with reduced risk to the self-paced learners
CO-OPERATIVE EDUCATION
Experiential learning where learners are placed for practical training at workplaces, nationally or internationally, for academic semester(s).
COURSE PACK
See manual with audio cassette, video and prescribed textbook)
CREDIT ACCUMULATION AND TRANSFER SYSTEMS (CATS)
CATS are underpinned by the philosophy that learning should be cumulative, and that it does not matter where or when something has been learned, and also that it should be possible to continue to build upon existing learning and qualifications (Race, 1999:270).
DISTANCE EDUCATION CAMPUSES
The term used by the former Committee of Technikon Principals (CTP) for technikon branches which is still in use.
DIFFERENTIATED INSTRUCTION
According to this form of instruction provision is made for the heterogeneity of the learner population, e.g. according to certain aptitudes, potentialities, interests and diversity (Bisschoff, 1992:25).
OPEN AND DISTANCE E-LEARNING (ODEL)
This is the term usually applied to open learning, which takes place at a distance from the provider of the learning materials. Examples include the Open University in the UK, and correspondence courses throughout the world (Race 1998:7). Three generations of distance ODEL methodologies distinguishes itself, namely:
First generation modes (pure correspondence instruction);
Second generation modes (dual contact face to face lectures); and
Third generation modes (a form of Blended education which entails a variety of electronic support methodologies). (Badenhorst. 2005).
ODEL methodologies could thus be characterised by:
The quasi-permanent separation of lecturer and learner throughout the length of the learning process; this distinguishes it from conventional face-to-face education.
The influence of an educational organisation both in the planning and preparation of learning materials and in the provision of student support services; this distinguishes it from private study and teach-yourself programmes.
The use of technical media: print, audio, video and computer, to unite lecturer and learner and carry the content of the course.
The provision of two-way communication so that the student may benefit from, or even initiate, dialogue; this distinguishes it from other uses of technology in education.
The quasi-permanent absence of the learning group throughout the length of the learning process so that people are usually taught as individuals and not in groups, with the possibility of occasional meetings for both didactic and socialisation purposes (Edwards, 1991: 36-42). (Cf Badenhorst.2005).
SAIDE
South African Institute for Distance Education.
SATELLITE CAMPUSES
Where universities own the specific distance facilities and buildings with the land/grounds/campus to duplicate the same educational facilities as offered on the mother campus.
ELECTRONIC BOOKS
Books in electronic form, transmitted by digital distributors via a communication satellite for sale to readers. They may be copied into a disk; the data-displaying apparatus is approximately the same size and shape as a standard, hardcover book (Report of the Task Team of the Library and Information Centre 1999:5).
Cf. INNOPAC www.cut.ac.za (Cf. Academics and Research).
ELECTRONIC RESERVES
In addition to traditional course reserves, academic libraries may offer electronic reserves. This provides image-scanning technologies to enable electronic access to course reserve materials that support the institution's academic mission. Electronic course reserve documents enable learners to retrieve, view and print a variety of course materials that their facilitators have placed on reserve for their use.
(wysiwyg://12/http://libaxp.hartford.edu//llr/courrese.htm)
Refer to www.cut.ac.za/web/academics/library/search for info/journalperiodicals
FLEXIBLE LEARNING
This term includes the sorts of learning involved in open and distance learning provision, but additionally relates to learning pathways in traditional schools, colleges and universities, where learners have some control of the time, place, pace and processes of their study of particular parts of their curriculum. It is sometimes regarded as a management tool for institutions, with its uses including removing barriers to access, improving choices for students and widening participation in further and higher education. Flexible learning has become another umbrella term, usually in the context of structured college-based systems of resource-based learning and learning support (Race 1998:8).
Flexible learning is a philosophy of education that refers to a learner-centred approach to instruction and learning. This learner-centred approach allows flexibility in terms of aspects such as:
Exit from and entry to academic programmes
Portability and accreditation
Education/delivery modes
Time, place and pace of study
Styles and strategies of learning (Brown 1999).
Flexible learning is an umbrella terminology that is used to describe a mixed or multi-mode of education. It includes all contact education and distance education modes, as well as all possible combinations thereof (Brown 1999).
Literature on flexible learning confirms that there is no single definition for the term, which can be interpreted very loosely. This term indicates improved access to, and the expansion of, higher education. The term ‘flexible learning’ covers all situations where students have a say as to how, when and where learning takes place within the context of traditional contact education or within a non-traditional learning context (Report of the Task Team of the Library and Information Centre 1999:4).
FTE
Full-time equivalent formulas according to which State subsidies for enrolled distance learners, and for those that attain diplomas or degrees are determined.
GROUP LEARNING, COLLABORATIVE LEARNING, CO-OPERATIVE LEARNING
Though it is possible to draw distinctions between learners co-operating and collaborating, these forms of learning involve learners learning from and with each other. In some parts of the world, the term ‘collaboration’ has an unfortunate history, and ‘collaborative learning’ is unwelcome as a concept. Similarly, ‘co-operative’ learning for some implies ‘unfair’ co-operation (i.e. cheating, plagiarism), therefore it is preferable to use the term group learning. Learning has happened in groups for most recorded education history, with groups in classrooms, lecture theatres, laboratories, and so on. However, not all of this learning could be considered to have been group learning in its truest sense. Group learning is now regarded as that where people are learning significantly from each other, as well as from instructors, trainers or learning resource materials. Group learning (as opposed to learning in groups) is particularly important in areas of continuing professional development which focus on interpersonal skills, communication skills and leadership development (Race, 1999:266).
HEIS
Higher Education Institutions.
HESA
Higher Education South Africa. The national body for university chancellors.
IODE
International Organisation for Distance Education.
INCLUSIVE LEARNING
This term received publicity in the context of further education, which set out to address how best provision could be effected for people with special educational needs and, in effect, suggested that the most sensible direction for progress was to change the overall system to make it more suitable for everyone, rather than to target special provision for those with identified needs (Race, 1999:270).
INDIVIDUAL INSTRUCTION
In this form of instruction each learner is taught individually by a facilitator, i.e. on a one-on-one basis, which is very expensive and cannot be applied in respect of all subjects. (Bisschoff, 1992:24).
INDIVIDUALISATION
This is the term used to describe the didactical principle by which, in education, due attention is given to the uniqueness and individuality of each learner and attempts are made to accommodate to a large extent the individual differences between learners (Bisschoff, 1992:24).
INDIVIDUALISED INSTRUCTION
This is a form of instruction in which the learner has a syllabus that is suited to his abilities and interests, and where he applies his own methods and procedures, works at his own tempo and therefore achieves in accordance with his aptitudes and abilities. (Bisschoff, 1992:24).
INDIVIDUALISED LEARNING
This refers to any kind of learning where it is envisaged that learners work largely on their own, including many open, flexible or distance learning programmes. (Race 1998:8).
INFORMATION LITERACY
A definition of an information-literate person also reflects what is meant by ‘information literacy’, an information-literate person is someone with the ability to realise when information is needed; who knows how to locate, evaluate and use the information effectively; and knows when it is appropriate to use the services of an information professional, so that students can develop a high expectation of the type of services they will receive from libraries and information services in the future (Report of the Task Team of the Library and Information Centre 1999:5).
ISDN VIDEOCONFERENCING
Interactive video communication.
INNOPAC
INNOPAC is an integrated library system, which was developed by Innovative Interfaces, Inc. in the USA. It is used on a world-wide basis, mostly by academic libraries, and is a dynamic library system which is continually developed and upgraded (Report of the Task Team of the Library and Information Centre 1999:5).
INTERACTIVE (PARTICIPATORY) LEARNING
A key feature of well-designed open or flexible learning materials is that learners interact with them. In short, learners are given things to do as a primary means to help them learn, and are then provided with feedback to help them see how they have done (or what they may have done incorrectly) (Race 1998:9).
LEARNER-CENTRED (STUDENT-CENTRED)
In the learner-centred approach learner activities enjoy priority when instruction is planned. The active involvement of the learners should be very clear from the beginning to the end of the instructional-learning session. The participatory approach emphasises a shift from instructor-centeredness to learner-centeredness in instructional-learning activities. However, the role of the facilitator still remains very important (Jacobs & Gawe, 1998:127, 141).
LEARNING CENTRES
A CUT centre is a grouping of support staff, which focuses on a defined specialised area of activity. The area of activity may be tightly focused or provide for various sub-themes. The focus of centres must be in line with the CUT’s mission.
The purpose of CUT centres is to support and encourage collaborative activities, and to provide the underpinning for specific specialised activities related to teaching, research and community service.
LEARNING CONTRACTS AND NEGOTIATED LEARNING AGREEMENTS
These aim to put learners into the driving seat regarding their own learning, and to give them a greater sense of ownership of their individual targets and methods of working towards them, as well as the processes used to measure and accredit their achievements. These often involve the processes of self-assessment and peer-assessment in the measurement of learners’ achievements, not least because such processes are now known to lead to deeper learning and more reflective practice, than when all of the assessment is done by external agents such as tutors or examiners. (Race, 1999:271).
Learner orientation.
Orientation sessions presented by the Technikon's student counsellors to new distance learners
Manual
A complete study manual with explanations by means of icons compiled for “Course pacts” with audio cassettes, videos, and a textbook containing colour sketches, photographs and a list of contents for each specific level of study.
MEANINGFUL LEARNING
This indicates learning that makes sense to the learners, which is worthwhile and useful in their own lives and is of lasting value. Meaningful learning can be explained by comparing it to meaningless learning, also known as rote memorisation (Jacobs & Gawe, 1998:67).
NADEOSA
National Association of Distance Education and Open Learning of Southern Africa
OPEN LEARNING
This is normally taken to mean provision for learners where they have some control regarding how they learn, where they learn, when they learn and the pace at which they learn. Open learning sometimes also involves learners having some control over what they learn and how (or if) their learning will be assessed (Bezuidenhout, 2004).
Open learning enables the learner to learn at the time, place and pace which satisfies his/her circumstances and requirements
It is learner centred
Covers a wide range of instruction/learning strategies
Removes restrictions/barriers to learning
Has to do with access, structures, and presence of dialogue support systems (Lewis, 1992, 12).
THE RELATIONSHIP BETWEEN OPEN LEARNING, FLEXIBLE LEARNING AND INDEPENDENT LEARNING
According to Race (1999:265) the meanings of these terms are so similar that it is unwise to try to define them separately. Any of these is usually defined as provision which allows learners more opportunity to learn at their own pace, and at times and places of their own choosing. In some circumstances, they are characterised by being genuinely open to all, including people who have not got an academic background or relevant pre-entry qualifications. Flexible learning is increasingly used as a descriptor for particular parts of educational and training programmes that are learned in a learner-centred way, often alongside other elements that are class-based and employ more traditional instructional/learning processes. Flexible learning is usually resource-based, with learning materials being print-based or computer-based, or a mixture of both of these. There are further alternative names for independent learning, including individualised learning, supported self-study and autonomous learning. Essentially it is, again, about people learning on their own steam, often as part of open or flexible learning provision.
Convergent distance education methods are the respective use and merging of first, second and third distance education methods.
OUTCOMES-BASED EDUCATION
Education – the process of teaching and learning – is outcomes-based when it accepts as its premise that the definition of outcomes should form the basis of all educational activity, including the description of qualifications, the development of curricula, the assessment of learners, the development of educational structures and institutions, and even the planning of finances, buildings and other resources (Malan, 1997:10).
The term outcome is loosely used to refer to the result / product / output of some or other process (Malan, 1997:15).
Outcomes-based learning signifies the approach whereby curriculum or course design, planning and offering of education and training, and assessment and advancement of learners is based on the demonstration or the achievement of outcomes. The achievement includes the process of achieving as well as the final submission/provision/reaching, etc. of the outcome (Olivier 1998:2).
Since the outcomes-based curriculum emphasises a holistic and integrated approach towards learning, which entails mastering of content, competencies and processes within a specific context, it will also have an influence on how and what learners will learn and achieve (Olivier 1998:2).
PROBLEM-BASED EDUCATION AND DIVERGENT GROUP LEARNING WORK
REGIONAL LEARNING CENTRE
A distance campus or Regional Learning Centre refers to a facility where CUT programmes are offered locally in order to:
Provide for sub-regional training needs; and
Provide wider access to CUT learning facilities.
RESOURCE-BASED LEARNING
This normally refers to learning pathways where learners are supported mainly by learning resource materials, which can range from textbooks to open learning packages, and can range from print-based to computer-based formats. It includes just about all learning situations that go under the names of open or flexible learning (Race 1998:8).
The term ‘resource-based learning’ is a broad one, encompassing a wide range of means by which students are able to learn in ways that are on a scale ranging from those that are mediated by tutors, to those where the students learn independently. Resource-based learning actively involves students in the complex process of recognising the need for information, identifying and finding the relevant information, evaluating it, organising it and using it effectively to address problems (Report of the Task Team of the Library and Information Centre 1999:6). Resource-based material, Source-based learning material.
SELF-PACED (SELF-REGULATED) LEARNING
Self-paced learning has a flexible schedule: a student performs the work involved when he/she has time available. The student is not expected to proceed through his/her self-paced course with a cohort or group. Often, there is a maximum time limit for the student to complete the class. However, this time limit is usually far longer than the time it actually takes to complete the material. A correspondence course is one example of such learning (Report of the Task Team of the Library and Information Centre 1999:6).
(Self-paced learning could also be described as Learner-centred (independent) education).
SERVICE POINT
Delivery points for distance education courses/modules at public libraries and in service training facilities such as laboratories, distance education facilities, and special residential education.
The rental of existing educational facilities such as schools, technical colleges or other premises.
STUDY GUIDE
A study guide is what the name implies - a guide that directs students in their study of course content. Think of it as a road map. It directs students to the most effective route in order to complete a course. (Greyling, 1995:1). The study guide usually supplements the subject content, such as lectures, textbooks, articles and so on. Study guide also refer to the main demarcation of the headings of learning content with a prescribed source list.
SUPPLEMENTAL INSTRUCTION
Supplemental education for learners in risk courses.
TEFSA
Tertiary Education Funds of South Africa.
TENET
Tertiary Education Network
TELEMATIC EDUCATION
Telematic education refers to a comprehensive system of flexible learning. However, IT emphasises the use of technology to enhance the instruction and learning environment, mostly ‘over a distance’ (Brown 1999).
Telematic education includes the full spectrum of education modes, from face-to-face contact, to paper-based and Web-based distance education. It also includes supportive modes such as interactive television, videoconferencing and interactive multimedia (Brown 1999).
TRANSFERABLE SKILLS AND KEY SKILLS
These have for too long been treated as the poor relations of subject-specific knowledge and skills. It is increasingly recognised that they are every bit as important. Transferable skills include written communication skills, oral communication skills, self-organisation skills, study skills, the ability to work in teams, including leadership attributes and collaborative and co-operative skills, as well as problem-solving skills. They were normally needed to succeed in most conventional educational or training settings, but until relatively recently tended to be neglected in the assessment or accreditation of learning. The term ‘transferable’ was meant to indicate that many of these skills can be learned in one context (such as a technikon-based course), but can be applied and developed further in many other contexts. Essentially, ‘key skills’ are virtually indistinguishable from transferable skills, except perhaps that the word ‘key’ reflects the deepening view that they are particularly important (Race, 1999:268, 270).
TUTORS
Experts in specific disciplines who provide guidance to distance learners in completing distance correspondence courses.
VIDEO BASED EDUCATION
Prepared lectures that are taped in television studios for distribution to distance learners in “course pacts”.
WEB-BASED (INTERNET-BASED) LEARNING
The Web-based platform for this virtual campus will consist of five key areas, viz. Faculties, Academic Information Service, Academic Administration, Financial Administration, and Telematic Education (Brown 1999). Web CT = Software developed in America that enables the delivery and control of course material over the Internet.
WIDENING PARTICIPATION
This is essentially about lifelong learning, including continuing professional development, but it is underpinned by the philosophy that everyone should be drawn into education and training at the higher levels, rather than a self-selecting (or wealth-selected) cross-section of humanity (Race, 1999:270).
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posted by Kallie (Karel Johannes) de Beer at 3:17 AM
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