Some institutions that are interested in OER are also interested, or already active, in Open and Distance Learning (ODL).
There is a natural synergy between the two, since ODL requires ongoing investment in the development of learning resources. Using OER in the development process should help to shorten the time and
reduce the costs of development, while encouraging use of the best quality content available. Sharing Distance Education (DE) resources as OER will help further to open access to quality learning opportunities and will make the differentiating characteristics of ODL institutions by the nature and quality of the support services they offer. This should help to improve quality in the learning resources shared as OER and in the DE provision alike.
Increasingly, in both ODL and contact provision, learning resources are conceptualised as digital in nature, in the form of:
- Digital versions of text-based resources, such as PDFs.
- More interactive e-Learning resources, often combining text, video and audio, and providing automated feedback using platforms such as Moodle.
The appropriate mix of technologies to be used is a key curriculum decision that needs to be informed by the target student profile, staff profile, the ubiquity and costs of possible technology options and the
nature of the required learning.
The following framework has been adapted from Lentell2 (2004: 249–259) and Welch & Reed3 (eds) (c.2005) to provide some insight into the possible linkage between ODL and OER.
The table was originally developed to provide feedback to higher education institutions on their existing policy framework.
Policy Area |
Policy Issues/Objectives |
Relevance to collaboration and/or OER |
Identifying target audience |
|
|
Type of DE system |
|
|
Choosing the appropriate technology for distribution and materials and for interaction with students |
|
|
Business planning and costing |
|
|
Human resource strategy |
|
|
Programme development, course design and materials production |
|
|
Tutoring and supporting students |
|
|
Recruiting and enrolling students |
|
|
Assessing students |
|
|
Managing and administering the DE system |
|
|
Collaborative relationships |
|
|
Monitoring evaluation and quality assurance |
|
|
- Lentell, H. 2004. Chapter 13: Framing policy for open and distance learning in Perraton, H. & Lentell, H. 2004. Policy for Open and Distance Learning. World review of distance education and open learning: Volume 4. London: RoutledgeFalmer/COL. 249-259
- Welch, T. & Reed, Y. c2005. Designing and Delivering Distance Education: Quality Criteria and Case Studies from South Africa. Johannesburg: NADEOSA.
Illustrative case studies:
-
The Unisa NPDE: working across borders
Related toolkits:
Illustrative resources:
- UNESCO: Guidelines for Quality Provision in Cross-border Higher Education
- UNESCO/COL: A Basic Guide to Open Educational Resources
Questions to think about:
- To what extent do the materials/prescribed texts used in existing courses allow for differentiated learning experiences?
- In the same way that researchers will consider what research has already been done when exploring a research question, so ODL practitioners would typically explore what learning resources already exist to address a curriculum need. Existing resources may then be adopted or adapted, or new resources created, if nothing useful can be found. Increasingly source materials can be found digitally on the internet – but can they be used? What rights typically pertain in your country to resources found on the Web where no specific licence conditions are stipulated?
- What measures pertain in your institution to guarantee equivalence of experience across a diverse student profile?