LTAS 15/8 Centre for Distance Education: Annual Report 2013

Transcription

LTAS 15/8
Centre for Distance Education: Annual Report 2013 (Final draft)
Purpose
Members of the LTAS are invited to note the final draft of the CDE’s Annual Report (2013).
Recommended Action
No action required.
Centre for Distance Education
March 2014
Please note that colour copies are available on request from the LTAS Secretary.
Centre for Distance Education
Annual report
2013
CENTRE FOR DISTANCE EDUCATION ANNUAL REPORT 2013
Centre for Distance Education: Annual Report 2013
Executive Summary
Fellowship
i.
The addition of new Fellows have bought the Fellowship up to 21 members, incorporating 9 from University
of London Colleges, 8 Visiting Fellows from the CDE’s wider distance learning network and 4 International
Fellows drawn from our network of Independent Teaching Institutions.
Research
ii.
Completed teaching and research projects focused on teaching observations at a distance, open
educational resources, and the integration of library literacy through module design. There were also
research reports looking at Massive Open Online Courses (MOOCs) and the effect of motivational emails on
progression and retention of students.
iii.
Research projects currently underway include projects looking at the enhancement of the learning
experience through the use of e-books and e-readers, learning analytics, distance learning best practice in
teaching institutions, student motivation and the effect of institutional support on student retention.
Special interest events
iv.
Conferences hosted at Senate House this year have included: Research and Innovation in Distance and
eLearning 2013 (with three themes guiding the discussions - design for learning, future technology and
supporting students); a technology showcase on Learning Analytics and big data; and a MOOC conference –
Online and open-access learning in higher education.
v.
Seminars and workshops have focused on MOOCs, Open Educational Resources, analysing feedback,
triumphs and disasters in distance education, and opportunities and policy challenges of learning at a
distance in the Western Balkans.
The report
This report is a catalogue of the activities of the Centre for Distance Education (CDE) during the academic year,
prepared in order to give an idea of how we fit into the structure of the University of London and to summarise
some of the work we are involved in.
The first few pages provide more details about the CDE, who we are and some details about our Fellowship, our
Fellows and Visiting Fellows.
The report also goes into more detail about the activities that the CDE has engaged with during the 2011-12
academic year. This includes an account of the research projects that we have funded during this time and
summaries and abstracts from the various special interest events we have put on. These include our regular
lunchtime seminars and the annual Research in Distance Education conference.
The report describes how and with whom the CDE has been working with during this year. This includes the
associations have been maintained with the University of London International Academy, lead Colleges of the
University of London and other institutions, and what publications and outputs we have been involved in.
Research and Innovation in Distance Education and e-Learning
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Our History
The Centre for Distance Education (CDE) was initiated as part of the University of London External System (now
International Programmes) in 2005 to provide professional support to academic and administrative staff engaged in
distance education developments. The ultimate goal is to enhance the student experience, promoting effective
teaching and learning and contributing to the adoption of new modes of teaching across the University of London
federation.
The Centre currently promotes collaboration and knowledge sharing, and provides a focus for the development of
teaching and research in distance education throughout the University of London and beyond.
Copies of our annual reports, research outputs and details of events are posted on our website.
OBJECTIVES
The objectives of the Centre are:
• To promote excellence in teaching that is focused on distance learning
• To promote research into distance education within the University of London
• To enhance distance learning and its status in higher education
• To foster innovations, both pedagogic and technological, within distance education, and evaluate their
reception by students of the University
• To facilitate dissemination of best practice within the community of London Colleges.
The overall purpose of the Centre is to enhance the student experience and improve student achievement.
Who we are
UNIVERSITY OF LONDON INTERNATIONAL PROGRAMMES
CDE staff
Director
Tim Gore
Director, Global Networks and Communities
Tom Inkelaar
Research and Development Manager, Centre for Distance
Education
Steering Group – Learning Teaching and Assessment Sub-Committee
Chair, Learning Teaching and Assessment Sub-Committee, part of the University of London International Academy
Academic Committee
Dr Michael Young Pro Warden, Goldsmiths College, University of London
More info: http://www.londoninternational.ac.uk/quality/comte_zone/ltas/index.shtml
CDE planning and groups
Fellows
Chair - Professor Hugh Starkey Professor of Education, Institute of Education
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Research Group
Chair – Professor Steven Warburton Head of Technology Enhanced Learning, University of Surrey
Conference Planning Group
Chair – Professor Steven Warburton Head of Technology Enhanced Learning, University of Surrey
CDE FELLOWSHIP
A core aim of the Centre for Distance Education is to build and facilitate a university-wide community of practice to
promote intercollegiate collaboration and knowledge sharing in the field of distance education, and to support the
development of expertise in this field at college level.
The CDE Fellows and Visiting Fellows scheme is central to the development of this community. CDE Fellows provide
focal points for this activity within colleges and institutes, able to draw on the advisory and specialist services of the
Centre, and to act as a conduit to these services for colleagues at both college and faculty levels. Working together,
and with the Centre’s staff and specialist advisors, the CDE Fellows are the core development forum for the Centre,
making proposals for strategy and policy to the advisory committee and working together to develop and deliver
Centre services.
There are currently nine CDE Fellows from seven Colleges of the University of London, eight CDE Visiting Fellows
drawn from external institutions and the CDE’s consultancy network, and four International Fellows, drawn from
recognised teaching institutions from the University of London International Programmes’ network.
Fellows
Professor Jenny Hamilton, Director, University of London Undergraduate Laws
Programme
I joined the University of London International Programmes as the new Director of
the Undergraduate Laws programme in January 2010.
As Director, I am primarily responsible for driving forward strategic planning and key initiatives and one of my most
important responsibilities is to review and develop the quality of the student learning experience. I lectured at the
University of Strathclyde Law School, Glasgow, Scotland from 1996 to 2009. I graduated LLB at the University of
Adelaide, South Australia, then obtained my LLM from the University of Aberdeen, Scotland. Previously, I was a
qualified barrister and solicitor (Australia) and also a teacher. My current research interests are in commercial law
and financial services regulation, and my main teaching areas included Commercial Law; International Economic Law
and Financial Services Regulation.
Dr Stylianos Hatzipanagos, Senior Lecturer in Technology Enhanced Learning, King’s College
London
Stylianos Hatzipanagos is an academic working at King’s College London. He is a Senior Lecturer in
Technology Enhanced Learning at the Centre for Technology Enhanced Learning. He also
contributes to the development and delivery of graduate and undergraduate programmes in academic practice. He
is a fellow of the Centre for Distance Education and has been the recipient of two teaching and research awards
from the Centre to investigate formative assessment practices in Open and Distance Learning. His research portfolio
includes: formative assessment and e-assessment, computer mediated communication and computer supported
collaborative work, social software and social networking in an educational context.
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•
Dr Gwyneth Hughes, Reader in Higher Education, Institute of Education
Gwyneth teaches on Higher Education programmes within the Lifelong and Comparative Education
department including the MBA in Higher Education Management. She also supervises doctoral
students. She is leading a 3 year JISC funded project Assessment Careers: enhancing learning
pathways through assessment and leads an IOE strategic initiative for converting modules online. She has
undertaken research and published on a range of topics including: ipsative assessment, formative feedback, identity,
blended learning, e‐learning, gender inclusivity, widening participation, online collaborative work, web 2.0, learning
technologies and reflective practice.
Dr Endrit Kromidha, Lecturer in Entrepreneurship and Innovation, Royal Holloway University of
London
[email protected]
www.endritkromidha.com
Endrit has been teaching Management and the Modern Corporation in the BA Business
Administration degree and is now an examiner for the MBA online distance learning programme of Royal Holloway
University of London, delivered through University of London International Programmes. In 2011 Endrit was
awarded the RHUL College Postgraduate Teaching Commendation for his contribution in ‘Peer-to-peer online
collaboration, argumentation structure and specific-general combined feedback for distance teaching and academic
tutorship’. Endrit is interested on innovation in online virtual learning environments and on the institutionalisation
of socio-technical change. His broader interests include entrepreneurship, e-governance, sustainability, and
information systems. He also works with various local and international organisations on e-learning policies and
systems for development.
Patricia McKellar, Associate Director, University of London Undergraduate Laws Programme
Patricia is Associate Director of the Undergraduate Laws Programme (ULP) and drives the
development and implementation of the learning, teaching and assessment strategy specifically in
relation to the embedding of e-learning technologies and the development of an interactive
learning environment. Working very closely with the ULP team she has particular responsibility for
guiding and supporting the college-based academic staff in implementing the strategy in their
particular courses.
Prior to working at the University of London, Patricia was the Senior Learning and Teaching Advisor for the UK
Centre for Legal Education (UKCLE) at University of Warwick where her remit was to support and develop teaching
and learning projects in legal education across the UK. She has also been a legal academic in Scotland for twelve
years in the University of Strathclyde and Glasgow Caledonian University. She was on the Executive Committee of
the British and Irish Law, Information and Technology Association for over ten years ( till 2012) and she is currently
the General Secretary of the Commonwealth Legal Education Association. Patricia regularly speaks at national and
international conferences.
Dr Clare Sansom, Senior Associate Lecturer, Birkbeck
Dr Clare Sansom has lectured part time at Birkbeck College, University of London since 1998. She has
principally been involved in designing and delivering an innovative MSc course in structural biology
taught entirely over the Internet. She has obtained scholarships from the Open Society Institute and
the Commonwealth Scholarships Commission that have enabled the course to be opened to
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students from outside the Western world. She has a small research interest at Birkbeck, focusing on modelling the
human immune system, and participates in the Virtual Physiological Human project, funded through the EU as a
Network of Excellence.
She also works part time at the Open University, where she recently helped establish a new MSc in Medicinal
Chemistry as an online course with global reach. She has been a Fellow of the Centre for Distance Education since
2005 and is a freelance consultant and science writer.
Dr Ayona Silva-Fletcher, Course Director – MSc Veterinary Education, Royal Veterinary College
Ayona qualified as a veterinarian from the University of Peradeniya, Sri Lanka and then did an MSc in
Animal Nutrition and a PhD in University of Aberdeen, UK. Her PhD was on rumen bacteria and she
spent most of her time in Aberdeen working with sheep and cattle. Following this Ayona spent
several years in post-doctoral and teaching appointments at the University of London (Royal Postgraduate Medical
School), University of Leiden, the Netherlands and finally at the Open University in Milton Keynes. Ayona joined the
RVC in 2003 as the Director of Distance Learning and played a major role in expanding the programme with the
development of a new MSc and a short course framework. Ayona is also the course director for the MSc in Livestock
Health and Production by Distance Learning. In 2008 Ayona moved to her current position in Lifelong Independent
Veterinary Education (LIVE) at the RVC to take a leading role in developing a new MSc in Veterinary Education.
Ayona is passionate about Distance Education and the International outreach of RVC to the wider veterinary
community.
Professor Hugh Starkey, Professor of Education, Institute of Education
Professor Hugh Starkey is Professor of Education at the Institute of Education and programme leader
for the online MA in Citizenship and History Education of University of London International
Programmes. He has chaired the Fellows of the Centre for Distance Education since its inception in
2005. He was principal investigator for two CDE-funded research projects, both of which produced
peer-reviewed academic publications. He is also founding co-director of the International Centre for
Education for Democratic Citizenship (IOE and Birkbeck).
Dr Christine Thuranira-McKeever, Director Distance Learning Programmes, Royal Veterinary
College
Christine graduated from the University of Kent in Canterbury and went on to read for a Masters
degree in Development Economics at the University of Manchester, in 1995. She moved to the
International Livestock Research Institute in Nairobi and Addis Ababa, and worked there for a
number of years before leaving to undertake a PhD at the University of Edinburgh’s Centre for Tropical Veterinary
Medicine. Her research focused on the costs of livestock disease to small holder farmers in developing countries
and the socio-economic factors influencing smallholders’ ability to productively keep livestock.
After completing her PhD, Christine worked as a research associate for a DFID-funded Animal Health Programme,
based at the University of Edinburgh. This was a competitive grants programme that funded research into animal
health issues in the developing world. During her time in Edinburgh University, Christine was also involved in
teaching undergraduate students. Her research interests remain in the field of international development, mainly
from a livestock and agriculture perspective. Christine was appointed to her current post in July 2008.
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Visiting Fellows
David Baume, Higher Education Consultant
[email protected]
www.davidbaume.com
David Baume PhD SFSEDA FHEA is an independent and international higher education researcher,
evaluator, consultant, staff and educational developer and writer. His driving enthusiasm is to help to improve
student learning. His methods include but are not limited to course design, teaching, assessment, accreditation, and
running and evaluating development projects.
He was founding chair of the Staff and Educational Development Association (SEDA); a founder of the Heads of
Educational Development Group (HEDG); and founding editor of the International Journal for Academic
Development (IJAD). David was previously a Director of the Centre for Higher Education Practice at the UK Open
University.
David is critical friend to projects in the JISC Transformations Programme, and (again for JISC) is working with UK
professional associations to produce a Guide producing a guide on using the UK Professional Standards Framework
in the Digital University. David has undertaken CDE-funded work on the development and accreditation of Laws
tutors in teaching institutions, and designed and run a qualification course for tutors on the RHUL BBA Access
Programme in Business Administration.
Professor Stephen Brown, Professor of Learning Technologies, De Montfort University
Stephen Brown is Professor of Learning Technologies at Leicester De Montfort University
(http://kmd.dmu.ac.uk). His career includes course design, research and tutoring for the Open
University; Head of Distance Learning, BT Training; Royal Academy of Engineering Visiting
Professor in Engineering Design; Director of the International Institute for Electronic Library Research, De Montfort
University; Senior Technology Adviser at the JISC Technologies Centre; and President of the Association for Learning
Technology. He is currently a critical friend to the JISC Curriculum Design Programme on Institutional Change.
John Dickens, Higher Education Consultant
Until recently, John worked for 10 years for the University of London International Programmes as
Director of Academic Initiatives and Strategic Support and as Director of Learning and Development.
He was previously an academic Head of Department and an Associate Dean for Quality Assurance and
Academic Affairs. He has worked for the Open University and was a research adviser to David Blunkett
MP in the House of Commons.
During his time at the University of London, John initiated and led a number of strategic developments including the
Bologna-compatible credit framework, the review of the University’s relationships with institutions and the creation
of the Institutions Policy Framework, and the learning and teaching and assessment strategic plan. During the past
year, he has been working for Cranfield University in developing a three-year teaching and learning strategic plan,
conducting a Senate Review of an academic School of the University, and advising on the development of a
consistent and single set of assessment regulations.
John is a Board member of the European Association of Distance Education (EADTU) and is currently participating in
the EADTU/EU funded project concerning open educational innovation and incubation
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Jon Gregson, Director Knowledge Services, Institute of Development Studies, University of Sussex
Jon Gregson, is a visiting CDE fellow who currently heads up the Knowledge Services Department at
the Institute of Development Studies, based at the University of Sussex. He directs a major project
on Mobilising Knowledge for Development. He was one of the CDE's founding fellows, and worked
for several years as Programme Director of the Imperial College Distance Learning Programme,
which subsequently transferred successfully into the Centre for Development and Environmental
Policy (CeDEP) at SOAS. Jon then took on the role of Director of Global Networks and Communities for two years
until 2010. He has a strong interest in all aspects of distance education and knowledge sharing, in particular as it
relates to the needs of developing countries. He authored the NGO Management and ICT for Development course
modules for the CeDEP programme, and for many years also tutored those courses. He has lived in Kenya and
Nepal, and worked extensively in Africa and South Asia. In 2008 had a CDE grant that explored the use of mobile
learning in Sub-Saharan Africa.
Dr Roger Mills, Education Consultant, Research Associate and Senior Member, St Edmund's
College, University of Cambridge
[email protected]
Roger Mills is a distance educator and worked for the UK OU from its earliest days for over 30 years
in a range of roles, including Pro Vice-Chancellor and Regional Director in London and Cambridge. He has published
widely in the field of Open and Distance Learning (ODL). His main interests are in the fields of learner support, staff
development, quality assurance and enhancement and management of ODL institutions and systems. His most
recent consultancy has been a review of the regional networks of the University of South Africa in the context of the
development of broadband in that country.
He was awarded an honorary doctorate by the Open University in 2006 and was appointed Honorary Fellow of the
Commonwealth of Learning in 2010.
Ormond Simpson, Distance Education Consultant
[email protected]
www.ormondsimpson.com
Ormond Simpson was previously Visiting Professor at the Open Polytechnic of New Zealand and
Senior Lecturer in Institutional Research at the UK Open University. He has run workshops and
seminars and been a distance education consultant in Brazil, South Africa, Ghana, China, the West Indies, Colombia,
South Korea, The Gambia, Canada, the US and Papua New Guinea.
His interests are in distance education student support and retention, cost-benefits, ethical issues, learning
motivation, and staff development. He has written three books and eleven book chapters and more than thirty
journal articles. His most recent book ‘Supporting Students for Success in Online and Distance Education’ is
published by Routledge in December 2012.
Professor Alan Tait, Professor of Distance Education and Development, Open University
Alan Tait is Professor of Distance Education and Development at the Open University UK, and has a
long record of practice, publication and the support of professional development in distance and elearning. He was Pro-Vice Chancellor (Academic) at the Open University UK from 2007-2012, and
was formerly Dean of the Faculty of Education and Language Studies. He was Editor in Chief of the
European Journal of Distance and E Learning (EURODL) 2005-2013, was from 1989-1998 Editor of
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Open Learning, was President of the European Distance and E-Learning Network (EDEN) from 2007-2010, and is CoDirector of the Cambridge International Conference on Open and Distance Learning.
Alan is the founding Editor-in-Chief of the Journal of Learning for Development, to be produced from the
Commonwealth of Learning for the first time at the end of 2013. He is Visiting Professor at Aarhus University,
Denmark, a senior member of St Edmunds College, University of Cambridge, and a Visiting Fellow of the Centre for
Distance Education at the University of London. In 2012 Alan was awarded an Honorary Doctorate by Moscow State
University for Economics, Statistics and Informatics.
He has worked widely in developing countries, and for international organisations such as UNESCO, the European
Commission, the Commonwealth of Learning, and the International Extension College.
Professor Steven Warburton, Head of Technology Enhanced Learning, University of Surrey
Professor Steven Warburton is the Head of Department of Technology Enhanced Learning (TEL) at
the University of Surrey and an Associate Research Fellow at King’s Learning Institute. Previously he
was a Senior Lecturer in Technology Enhanced Learning at the University of London. He is a Fellow
at the Centre for Distance Education within the University of London International Programmes
where he leads work within the research strategy group. He has led and cooperated on a range of national and
European projects that have included: PLANET which developed a methodology for abstracting design patterns
through shared expert practice, MUVEnation, LLL3D and OpenHabitat in field of teaching in virtual worlds; managing
digital identity issues via design patterns on the Rhizome project; and more recently he has been working on digital
literacy, mobile learning, digital publishing models, open educational resources and business models for scalable
flexible learning.
International Fellows
Dr Danny Choong, Principal, Advance Tertiary College, Kuala Lumpur, Malaysia
Dr Choong is the Principal and Deputy CEO of Kemayan ATC. His academic training has crossed a span of disciplines
from Law and General Management to the field of Human Behaviour. A law lecturer par excellence, he is held in high
esteem in the areas of the Law of Tort, Company Law, Constitutional Law and Bankruptcy.
He has presented papers for the National Education Conference organised by the Asian Strategy &Leadership
Institute (ASLI) and is a guest speaker for the Asian Business Forum's Private Education in Asia Conference. He is a
life member of the Asean Law Association and affiliate of the Association of the Chartered Secretaries of Malaysia.
He was also formerly the Vice President of the National Association of Private Educational Institutions (NAPEI).
Khadija Mushtaq, CEO Roots Ivy International Schools Pakistan, Director/Student Counselor
Roots College International Pakistan
Khadija Mushtaq, an educationist by profession is the CEO of the leading chain of education
institutions Roots Ivy International Schools Pakistan and Director of Roots School System and Roots
College International, DHA1 campus Islamabad Pakistan. She is an International fellow of the
Centre for Distance Education and has been the recipient of multiple teaching and research awards including the
highest civil award ‘Tamgha-e-Imtiaz’ in the field of education by the president of Pakistan in 2010. She has guided
the youth of Pakistan towards a prosperous and enlightened future by mentoring and empowering the young
generation through her dedication and commitment to excellence and personal interest in each one of her students.
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Her compassion and commitment towards the cause of education, has earned her recognition in the field of
education as the ‘Most Inspirational Educator’. She has been an Economics lecturer for A-levels and undergraduate
level in Malaysia and to external students of University of London and Cambridge in Pakistan and abroad. Her main
area of research includes: Student Career Counseling and development, Academic Guidance and Mentoring for High
School and Undergraduate Students, International University Linkages, Summer school placements and International
Language Programs, Career assessment & technology, Career Impact due to gender, Career Development and
Planning, Professional Staff Training, Assessing linkages between Internships leading to Professional Career choices
and Implementing Advanced Teaching Methodologies.
Maria Stiviala, Lecturer in Human Resources Management, Organisational Theory and Principles of Sociology, St.
Martin’s Institute of IT, Malta
Mariella Stivala obtained her B.Psy (Gen) Degree from the University of Malta followed by further studies in studies
in social work and later on also in Diplomatic Studies. She later achieved an MBA from Henley Management College.
She worked as a social worker for a period of ten years in various fields such as domestic violence, child protection
and mental health. Work experience also includes serving the post of a Home Manager in a residential home for the
elderly. In 2009 she joined the team at St.Martin's Institute of Higher Education where since then she taught
different topics related to Management, Sociology, Study Skills, Creative Thinking and Personal Development. Ms.
Stivala's main area of interest is human resources management focusing on the effect of third party violence on
employees.
Dr WK Yung, Deputy Director, PolyU SPEED, Hong Kong
W.K. Yung is Deputy Director of PolyU SPEED at the HK Polytechnic University. PolyU SPEED provides both
undergraduate awards as well as executive training to different types of learners. Dr. Yung was educated in Hong
Kong and Canada; his Ph.D. degree is from the University of Toronto.
Beginning from his days as a graduate student, he has taken up different academic positions in a number of
educational institutions including the University of Toronto, the Chinese University of Hong Kong, the University of
Hong Kong, and the HK Polytechnic University. Dr. Yung has worked both in the academic field as well as the
business sector. Dr. Yung has engaged in various business projects related to foreign investments in China.
CDE Research Programme
The Centre for Distance Education has a number of initiatives relating to research, including its annual Teaching and
Research Awards, stand-alone research projects and facilitation and support services.
THE TEACHING AND RESEARCH AWARDS
The TRAs support original pedagogic research studies that can provide evidence for innovative and effective practice
in distance and technology-enhanced learning, teaching and assessment. Applications are welcome from any staff
member involved in the planning and/or the delivery of distance learning at either undergraduate or postgraduate
levels within the University of London and its Colleges. During the nine years of the awards the Centre has funded
nearly 50 research projects from a wide variety of academic disciplines. Details of the research can be found here:
http://bit.ly/TRA-archive
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TEACHING AND RESEARCH AWARDS 2013
In process
To identify examples of best practices among providers of University of London’s programmes
operating in Hong Kong, Singapore, and Malaysia
Dr Danny Choong (Principal, Advance Tertiary College, Malaysia)
Dr WK Yung (Deputy Director, PolyU SPEED, Hong Kong)
An e-publishing platform for legal education: Phase II: A study to explore the use of e-books, ereaders and tablet computing in the delivery of learning materials to enhance the student learning
experience
Patricia McKellar (Associate Director, University of London Undergraduate Laws Programme)
Effectiveness of online communities in cognitive learning
Khadija Mushtaq (Director/Student Counsellor, Roots International College, Islamabad, Pakistan)
Problem Questions – Groupwork as method for revising in criminal law
Andrew Otto (Passau University, Germany)
Learning Analytics: students’ online participation and academic performance
Dr Jonathan P San Diego and Dr Panagiotis Fotaris (Informatics and Technology Enhanced Learning Hub, King’s
College London Dental Institute)
Student Motivation and Support
Maria Stiviala (Lecturer in Human Resources Management, Organisational Theory and Principles of Sociology,
St. Martin’s Institute of IT, Malta)
Sponsored/scholarship students: Does additional support in the form of teaching and in-country
institutional support have an impact on their retention, progression and level of achievement?
Dr Christine Thuranira-McKeever (Veterinary Clinical Services, Royal Veterinary College)
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Completed projects
Integrating library literacy through distance learning module design
Dr Clare Brooks (Dept of Curriculum Pedagogy and Assessment, Institute of Education)
The IOE library team and MA in Education programme team conducted a project to integrate a range of library
guides, resources and searching techniques into the introductory core module of the MA in Education
programme. This was in response to perceived weaknesses in distance learning students’ autonomous use of
library resources. The aim of the project was to develop effective strategies to embed library literacy into the
module to encourage international students on a distance learning programme to develop effective library use.
The research evaluated the impact of this integration on both the students’ learning, and their confidence in
becoming autonomous library users. Results revealed that whilst students were initially reluctant to engage
with the library at a distant, being encouraged to do so, via embedded library-based module activities,
dramatically increased their use, confidence and range of engagement with library resources. Many students
described becoming “converted” and preferring to use the library at a distance. Key elements of the success of
this programme appeared to be: requiring students to source and access readings themselves; supporting them
with high-quality guides and examples; building resource searching into the weekly module activities. In
addition, evaluations revealed that the students were able to develop a range of personal strategies to organise
their learning that fitted with individual learning styles and preferences.
More details: http://cdelondon.wordpress.com/2013/05/24/integrating-library-literacy-through-distancelearning-module-design/
Open educational resources in distance education: Adopting a model of open learning in academic
practice
Dr Stylianos Hatzipanagos (King’s Learning Institute, King’s College London), and Patricia McKellar (University of
London, Undergraduate Laws Programme) and Professor Steven Warburton (University of Surrey).
The project addressed the problem of identifying educational resources on academic practice from which tutors
can benefit from in ODL environments. It repurposed a collection of digital learning resources to support
programme learning outcomes. These were audio (mp3 files), or videos, PPTs with audio commentaries, and
readings that offered a critical approach to understanding learning and teaching in higher education, to be used
for self-study by ODL tutors. They addressed topics such as assessment, teaching in small groups, tutoring
online, and so on. They also included activities for independent study and self-assessment. We engaged a
targeted group of tutors in the use of OERs in their practice. Digital content and technologies offered new
opportunities for learning, primarily through sharing and reusing of OERs and promoting a concrete pathway for
developing tutor competencies in ODL teaching.
More details: http://cdelondon.wordpress.com/2012/05/24/tra-oers-in-dl/
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Teaching observations at a distance – the effectiveness of the process and the impact on practice
Dr Ayona Silva-Fletcher (Veterinary Education, Royal Veterinary College)
Teaching observation was used as a compulsory assessment component in a Post graduate certificate designed
for veterinary and para-veterinary educators in higher and further education in the UK. The programme was
delivered in two modes, either as face-to-face (F2F) or distance learning (DL). The current study evaluated and
compared the teaching observations done either as F2F or DL mode. Teaching observation process consisted of
the submission of written documents and reflections before the teaching session, observation of teaching
session either in classroom (F2F participants) or via video recording (DL participants), feedback on observation
and a final critical reflective analysis by the participant. Twenty-eight participants of whom 8 were DL
participants and 5 tutors took part in the study. Semi structured questionnaires were used to assess the
effectiveness and perceptions of the process between the two types of teaching observations. Thematic code
analysis was used to evaluate interview data. Results showed that the two modes are not equal, but are
comparable in evaluating teaching practice and offering professional development to participant teachers. Both
modes had advantages and disadvantages, but the DL model emerged as being superior in giving more
constructive feedback through the use of watching the video together. There was no difference in the strength
of the opinion between F2F and DL participants with regard to the value of teaching observation as a
developmental tool, both found the teaching observation process to be the most useful experience of the
postgraduate certificate course.
More details: http://cdelondon.wordpress.com/2014/02/20/tra-teaching-observations/
OTHER RESEARCH IN 2013
The maturing of the MOOC: literature review of massive open online courses
and other forms of online distance learning
September 2013. Department for Business Innovation and Skills (written by: Stephen
Haggard, Centre for Distance Education and Observatory on Borderless Higher
Education)
A report on Massive Open Online Courses (MOOCs) commissioned by the Department for Business, Innovation and
Skills. Download here:
www.gov.uk/government/publications/massive-open-online-courses-and-online-distance-learning-review.
Authored by Stephen Haggard, independent e-learning consultant, the Centre for Distance Education (CDE) and the
Observatory on Borderless Higher Education (OBHE), the report is a comprehensive review of literature related to
MOOCs and Open and Distance Learning (ODL), and it includes research suggestions and recommendations.
It aims to capture the state of knowledge and opinion about MOOCs and ODL, as well as their evolution, together
with important related issues, albeit consensual or controversial.
Key areas from the report include:
 Conflicting perspectives on MOOCs divide education communities.

Learning Practitioners disagree about the value of MOOCs.

Formal comprehensive analyses of MOOCs mostly concur that they are disruptive and possibly
threatening to current HE models.

Reporting of MOOC learner experiences is positive.
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LLB Progression and Retention research project
November 2013. Ormond Simpson and Tom Inkelaar
A project investigating the use of proactive emails to retain students on the LLB.
This project has now completed one year’s experimental run and an increase in retention of around 2.4% has been
achieved amongst the 3,300 students involved. Although quite small this will have brought an increase of around
£7,500 to the Programme in increased exam fee income alone (since many students will be sitting more than one
exam the actual increase will be considerably more). There will also be an increase in fee income in future years
from the increased number of students carrying on.
We do not have detailed information on the costs of the project which were in any case largely in setting up the
project and were carried by the CDE. The cost of repeating the project would be very small - of the order of a few
hundred pounds - so the return on investment would be around 3000%. Thus if the project was rolled out to all
students the profit on the project would be correspondingly larger.
It is hoped to repeat the project in 2014-15. However in order to enhance the integrative aspect of the emails we
would like to include the occasional short online ‘Survey Monkey’ questionnaire to some of the emails. The
questionnaires would contain only three to four questions with Likert scale responses such as ‘The course is what I
expected’, ‘The course material is exactly right for me’ or similar questions. The idea is not so much to elicit useful
ongoing feedback (although it may well do), but to give the students some sense of belonging and integration with
the Programme. Some educational theorists (such as Tinto, 1993) believe that a sense of community is one of the
most important factors in encouraging student retention.
This project has been shortlisted for the University Association for Lifelong Learning (UALL) Annual Award. It is
expected that Tom Inkelaar and Ormond Simpson will attend the UALL Conference in April 2014 to present on the
Project.
Dissemination of good practice and innovation: special interest events
The Centre for Distance Education runs special interest
seminars, workshops and an annual conference throughout the
year, related to all aspects of distance learning.
ANNUAL SEMINAR AND WORKSHOP
ATTENDEES
200
150
100
50
0
2009
2010
2011
2012
2013
SEMINAR AND WORKSHOP
ATTENDEES BY CATEGORY
(2009-2013)
Digital
Literacy
HE Policy
Open Access
and OERs
Reseach
Practice
Student
Support
Teaching at a
distance
Technology in
Education
14
CDE CONFERENCES: ATTENDEES AND KEY FOCUS
500
450
Learner analytics
400
350
300
HE Policy and international
partnerships
250
MOOCs and Open Access
200
Mobile Technology
150
100
Research and Innovation
50
0
2009
2010
2011
2012
2013
IN FOCUS: LEARNER ANALYTICS AND BIG DATA
On 10 December 2013 the Centre for Distance
Education held a technology showcase looking at the
use of learning analytics and big data in higher
education, with a special focus on distance and online
learning.
The aim of this event was to provide delegates with an informative and thought-provoking introduction to the
concept of learner analytics and big data, with indications as to how these are being used or could be adapted to
work in educational contexts and what the future might look like if analytics become mainstream. The symposium
was attended by nearly 100 delegates from the University of London federation and beyond. Presentations were
received from a strong set of expert speakers drawn from both public and private sectors, who provided a variety of
HE-focused, international research and case studies.
Presenters
Big Data in Education: Theory and Practice
Michael Moore, MSCIS, Senior Advisory Consultant – Analytics, Desire2Learn
Analytics: As if learning mattered
Adam Cooper, Co-Director, Cetis
Using Targeted, Data-driven, Student Surveys to Improve Online Course Design
Pamela Wik-Grimm, Manager of Learner Outcomes, eCornell
Moving from Learning Analytics to Social (Emotional) Learning Analytics
Dr Bart Rientes, Senior Lecturer, Department of Higher Education, University of Surrey
The Learning Ecosystem – A Content Agnostic Adaptive Learning and Analytics System
15
Dr George Mitchell, Chief Operations Officer, CCKF Ltd, Dublin
Improving retention: predicting at-risk students by analysing clicking behaviour in a virtual learning
environment
Annika Wolff, Knowledge Media Institute, Open University
Data driven blended learning: Going from a heterogeneous classroom to a targeted focus group
Ernest Lyubchik, Selflab.com; Dr Sara Hershkovitz, Centre for Educational Technology, Israel
The Funnel of Participation: moving beyond dropout in MOOCs, informal learning and universities
Dr Doug Clow, Institute for Educational Technology, Open University
Predictive learning analytics based on augmented Moodle VLE data
Uri Baran, Predictive Analytics Solutions Architect, IBM UK; and Richard Maccabee, Director, University of London
Computer Centre.
Learning analytics and big data: Resources
The CDE recorded made many of the presentations available as
podcasts. Resources for the event can be found here:
http://bit.ly/infocus-learneranalytics
Liveblogs - the delegates view:
• Doug Clow (Open
University): http://dougclow.org/2013/12/10/infocuslearner-analytics-and-big-data/
• Myles Danson
(JISC): http://myles.jiscinvolveorg/wp/2013/12/10/740/
The story of the day on twitter: http://sfy.co/sLLO
(Thanks to @ThomasUllman for the wordle, right.)
16
RIDE 2013
The Centre for Distance Education’s annual conference for 2013, Research and Innovation in Distance Education and
eLearning, was held at Senate House on Friday 1 November. A wide-ranging audience of academics and
practitioners drawn from the University of London federation and beyond came together to see keynote and
seminar presentations from experts in the fields of distance and online learning, and engage in vibrant discussions
around our three conference themes – design for learning, future technology and enhancing the student
experience.
Keynote speakers
Using Social Media and a Heutagogical Framework to Support Development of Self-Determined
Learning Skills
Lisa Marie Blaschke, Program Director, Master of Distance Education and E-Learning (MDE), Center for Lifelong
Learning, Carl von Ossietzky Universität Oldenburg, Germany
Change and continuity in distance and e-learning: the story of 'open'
Professor Alan Tait, Professor of Distance Education and Development, Open University
The opening keynote speaker, Lisa Marie Blaschke from the University of Oldenburg
in Germany, introduced a new concept to many in the audience. She spoke about
heutagogy, or the study of self-directed learning, and how distance learning and
social media (such as twitter and wikis) may help learners to understand and
prepare for the future’s complex new working environments. The closing keynote
took a starting point nearly 600 years ago and ended up right back in the present.
The Story of Open, conducted by Alan Tait, a Professor of Distance Education and Development at the UK Open
University, examined the role that technologies have played in changing learning over hundreds of years. The talk
touched on Gutenburg’s invention of the printing press, railways, search engines and now Massive Open Online
Courses, or MOOCs.
Elsewhere conference featured discussions and presentations on important
topics and new concepts. Researchers from King’s College London gave a
presentation on their use of haptic technology (also known as ‘tactile
feedback technology) to enhance teaching and learning in their Dental
programmes. Dr Clare Sansom, a CDE Fellow, presented a review of the
current use of virtual worlds in teaching. Two presentations were received
on issues around student motivation, including one from Mariella Stivala, an
17
International CDE Fellow at St Martin’s Institute of Higher Education in Malta (an affiliate teaching institution of the
University of London International Programmes). Other interesting sessions included an in-depth panel discussion
on MOOCs and a workshop looking at the use of game design principles in distance education.
Strand sessions
DESIGN FOR LEARNING
Strand Chair: Dr Stylianos Hatzipanagos, Senior Lecturer in Technology Enhanced Learning, King’s College
London; Fellow of the Centre for Distance Education
The IR Model in Pastures New – redeploying a successful model of on-line learning
Dr Simon Rofe, Senior Lecturer in Diplomatic and International Studies, School of Oriental and African Studies
Teaching observations at a distance: the effectiveness of the process and the experience of trainees and
tutors
Dr Ayona Silva-Fletcher, Senior Lecturer in Veterinary Education, Royal Veterinary College; Fellow of the Centre for
Distance Education
FUTURE TECHNOLOGY
Strand Chair: Professor Steven Warburton, Head of Department of Technology Enhanced Learning (TEL),
University of Surrey; Visiting Fellow of the Centre for Distance Education
Implications of Touch Technologies on Enhancing Teaching and Learning in Higher Education
Professor Margaret Cox, Professor of Information Technology in Education, King’s College London
Jonathan P. San Diego, Senior Research Officer in Learning Technology and Haptics, King’s College London
Dr Barry Quinn, Senior Specialist Clinical Teacher, King’s College London
Teaching in Virtual Worlds: A 2013 snapshot
Dr Clare Sansom, Senior Lecturer, Birkbeck, University of London; Fellow of the Centre for Distance Education
ENHANCING THE STUDENT EXPERIENCE
Strand Chair: Professor Stephen Brown, Professor of Learning Technologies and Head of School of Media
and Communication, Leicester De Montfort University; Visiting Fellow of the Centre for Distance
Education
The Million Dollar MOOC
Ormond Simpson, CDE Visiting Fellow
Professional Learning in Massive Online Open Courses
Professor Alison Littlejohn, Director, Caledonian Academy, Glasgow Caledonian University
Workshop sessions
Panel discussion on MOOCS
Strand Chair: Professor Stephen Brown, Professor of Learning Technologies and Head of School of Media
and Communication, Leicester De Montfort University; Visiting Fellow of the Centre for Distance
Education
18
Yishay Mor, Open University
Stephen Haggard, Education Consultant
Michael Kerrison, Director of Academic Development, University of London International Programmes
Professor Alison Littlejohn, Director, Caledonian Academy, Glasgow Caledonian University
Game-based learning workshop session
Strand Chair: Dr Clare Sansom, Senior Lecturer, Birkbeck, University of London; Fellow of the Centre for
Distance Education
Alex Moseley, Educational Designer, University of Leicester
Dr Nicola Whitton, Senior Research Fellow, Manchester Metropolitan University
Motivation and retention workshop
Strand Chair: John Dickens, Higher Education Consultant; Visiting Fellow of the Centre for Distance
Education
Mariella Stivala, St Martin’s Institute of Higher Education, Malta
Ormond Simpson, Education Consultant; Visiting Fellow of the Centre for Distance Education
Research and Innovation in Distance Education and eLearning: Resources
The Centre for Distance Education recorded many of the sessions so you can view videos of the keynotes, listen to
audio podcasts, scroll through the presentation slides and see other conference resources here:
http://bit.ly/RIDE2013-outputs
The story of the conference on Twitter: http://sfy.co/rHrW
THE UK-MYANMAR PARTNERSHIP: TURNING POLICY INTO ACTION
Yangon, Myanmar – 28 to 30 October 2013
As part of its historical mission to promote access to higher education and
support the development of institutions and higher education capacity
throughout the world, the University of London International Programmes has
been engaging with the HE sector in the Republic of the Union of Myanmar to
support their recent education reform processes. In partnership with the British
Council, the Leadership Foundation, the UK Quality Assurance Agency (QAA) and
other UK universities, the Centre for Distance Education and University of
London International Programmes have recently led a high-level symposium about the UK-Myanmar educational
relationship and how policy can be developed into meaningful action.
With a 30 year educational development plan for the strengthening of their education system well underway,
Myanmar is seeking to ‘[cooperate] with international distance education systems’. In addition, there is an
emphasis on promoting the reputation of Myanmar HEIs internationally by increasing the quality of the educational
provision and by collaborating with international organisations.
19
This symposium built on a considerable amount of work and interaction over the past year. A number of Myanmar
parliamentarians conducted a study tour in the UK in May 2013, which culminated in a policy dialogue at Senate
House in London on the challenges of higher education reform. This was followed in June 2013 by a second policy
dialogue event in Naypyitaw, Myanmar, led by the British Council, entitled Empowering Higher Education, which
discussed many issues around higher education such as autonomy and decentralisation of higher education, access,
inclusivity and equity and internationalisation.
The latest event, The UK-Myanmar Higher Education Partnership: Turning
Policy into Action, was a joint venture between the University of London
International Programmes, the British Council, the Quality Assurance Agency
(QAA) and the Leadership Foundation, sought to continue the dialogue with
delegates in Myanmar and to consider practical measures and solutions to
support sector reform. With this event (and future engagements) helping to
build academic links between institutions in the UK and Myanmar, it is
hoped that the University of London can lend support to Myanmar's
aspirations to revitalise and empower their higher education system, to increase participation and to build strong
international links within the higher education system. This in turn will help contribute to Myanmar's socioeconomic goals, and foster greater educational opportunities for its citizens.
Symposium report
A full report on the symposium can be downloaded here: The UK-Myanmar Partnership REPORT (28-29 October 13)
Studying in Myanmar
Alongside the event, Jon Gregson, Visiting Fellow of the Centre for Distance Education, met with International
Programmes alumni residing in Myanmar in order to explore some of the challenges and issues involved in studying
in a developing country, and their own experiences of studying at a distance in this context.
Read Jon’s article about Myanmar and studying in developing countries here: Opening up opportunities for students
in Myanmar.
ONLINE AND OPEN-ACCESS LEARNING IN HIGHER EDUCATION: MOOCS, NEW
PEDAGOGIES AND BUSINESS MODELS
Senate House - Tuesday 5 February 2013
A high profile event looking at new pedagogies and business models in relation to open access learning in the higher
education sector (with a special focus on MOOCs). This was a collaboration between the University of London
International Programmes, the Observatory on Borderless Higher Education and the Leadership Foundation for
Higher Education.
The event was a successful one, with the strong line-up of presenters, panel members and facilitators bringing a
great deal of engagement out of the 170 delegates. Symposium speaker Professor Diana Laurillard queried how
teachers will be able to play their role (e.g. nurturing, shaping, increasing knowledge and understanding) in this HE
20
scenario with high student numbers and little or no contact with teachers. Resolving pedagogic issues, such as
those around assessment and student support may be a key part of MOOCs offering a viable alternative to campusbased higher education.
In another presentation, Diana Oblinger from Educause, a non-profit community of IT professionals, identified
several possible sources for these innovations, such as individualised learning pathways, student support tailored to
learner needs and ‘virtual clients’ (which use artificial intelligence) who engage with students. In his presentation,
Jeff Borden from Pearson set out a succession of educational technology advances that may make online pedagogy
and support more effective, including immersive environments and dashboards for student progress.
Session videos, presentation slides and other resources are available from the below links:
•
•
http://bit.ly/online-open-access-learning
http://www.lfhe.ac.uk/en/research-resources/post-event-resources/conferences-andevents/Onlineandopenaccess/index.cfm
CDE SEMINARS AND WORKSHOPS IN 2013
Seminars
Old wine in new bottles? Exploring MOOCs
Professor Asha Kanwar, President and CEO of the Commonwealth of Learning
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an
opportunity to engage with one of the world’s leading advocates of learning for development. Professor Asha
Kanwar (President and CEO of the Commonwealth of Learning). This presentation addressed key questions of
the efficacy of MOOCs to democratise education and transform pedagogy, and explored the ways in which
MOOCs can play a positive role in transforming education.
http://bit.ly/exploringMOOCs-seminar
The Role of Open Access and OERs within Distance Education
Dr Stylianos Hatzipanagos, Senior Lecturer in Technology Enhanced Learning, Kings College London; and Jon
Gregson, Head of Knowledge Services, Institute of Development Studies
The aim of this event was to raise awareness and understanding of what is possible, and identify next steps and
actions that could be taken to improving our use of open access materials, including OERs, both within the
University of London International Programmes and generally within the HE sector.
http://bit.ly/openaccess-OERs
21
Using web apps to enhance the student experience: Web application development workshop
This workshop, which was run in conjunction with the Appshed development platform, gave the opportunity for
some University of London staff to develop web apps to improve their practice and provision.
http://cdelondon.wordpress.com/2013/08/16/apps-to-enhance-student-experience/
A report on the workshop from London Connection, our online magazine, can be seen here:
http://www.londoninternational.ac.uk/community/londonconnection/articles/features/using-web-appsenhance-student-experience
Opportunities and policy challenges of distance learning in the Western Balkans
Dr Endrit Kromidha, Royal Holloway
This session focused on how ICT can have a positive impact in a developing context and how online learning can
be related to policies for development, in particular as experienced in the Western Balkans.
http://cdelondon.wordpress.com/2013/04/15/western-balkans/
Analysing feedback
Dr Gwyneth Hughes, Institute of Education
In this session Dr Gwyneth Hughes drew on her CDE research on ipsative assessment and a JISC funded project
that she is leading at the IOE to explore why it is useful to analyse feedback for distance learners. It
demonstrated a feedback analysis tool that has been developed as part of the project.
http://cdelondon.wordpress.com/2013/02/25/analysing-feedback/
Triumphs and disasters in distance learning, but mostly disasters
Ormond Simpson, HE Consultant
Ormond Simpson, CDE Fellow and Educational Consultant, revisited his attempts over the years to find new
ways of supporting students to succeed better.
http://cdelondon.wordpress.com/2013/02/15/triumphs-and-disasters-in-dl/
Seminar resources
Audio
Audio from CDE seminars and conferences can be streamed and downloaded from Soundcloud
(https://soundcloud.com/cdelondon) and from our iTunesU site
(http://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?id=445329625)
Presentations
Presentations can be viewed and downloaded from the CDE’s Slideshare page:
http://www.slideshare.net/CdeLondon
22
Use of CDE seminar resources
5071 views for 27872 minutes in 2013.
38k presentation views, 379 downloads
168 podcast listens, 20 favourites, 4 downloads
Working with the International Academy
Learning, Teaching and Assessment Sub-Committee
Patricia McKellar (Associate Director, University of London International Programmes Undergraduate Laws)
Professor Hugh Starkey (Professor of Education, Institute of Education)
Roger Mills (Distance Education Consultant, St. Edmund’s College, Cambridge)
Dr Stylianos Hatzipanagos (Senior Lecturer in Technology Enhanced Learning, King’s College London)
Systems and Technologies Sub-Committee
Tom Inkelaar (Research and Development Manager, Global Networks & Communities, University of London
International Programmes)
Patricia McKellar (Associate Director, University of London International Programmes Undergraduate Laws)
Working with colleges of the University of London
LLB Progression and Retention research project
Ormond Simpson and Tom Inkelaar
A project investigating the use of proactive emails to retain students on the LLB. See page 14.
Working with developers
David Baume, Stephen Brown, John Dickens, and Endrit Kromidha
A working group has been set up to investigate ways the CDE can work directly with programme leaders and staff to
improve the quality of student learning within the University of London International Programmes. Discussions will
continue into 2014 and activities for developing the relationship will be formulated.
Approval panel for MOOCs
Roger Mills
Chair of the June 2013 approval panel for the University of London International Programmes’ MOOCs for the
Coursera platform which agreed four MOOC courses from Lead Colleges.
23
Working with other institutions
The Observatory on Borderless Higher Education www.obhe.ac.uk
The Leadership Foundation www.lfhe.ac.uk
The Department for Business, Innovation and Skills
A report on Massive Open Online Courses (MOOCs) www.gov.uk/government/publications/massive-open-onlinecourses-and-online-distance-learning-review
The European Association of Distance Teaching Universities www.eadtu.eu
John Dickens is a Board member of EADTU, representing the University of London and CDE interests and reporting
back on outcomes. He attended the annual conferences in 2012 and 2013 along with Tim Gore and Steven
Warburton and participated as chair of panel sessions.
European Commission
In May 2013 Stephen Brown participated as an EU expert evaluating Technology Enhanced Learning (TEL) research
proposals for the European Commission. Understanding the evaluation process is key to preparing a successful
funding proposal.
Cambridge University Faculty of Education in Mongolia https://www.educ.cam.ac.uk/
Roger Mills: Consultancy on ‘Training the Trainers (2012).
Academic visitors
We receive a number of visitors each year. Amongst those who visited in 2013 were:
European Association of Distance Teaching Universities
George Ubachs (Managing Director) and Piet Henderikx (senior executive advisor) from the EADTU visited to discuss
a local seminar for members to be run in collaboration with the CDE. The seminar will go ahead in 2014.
Sao Paulo University, Brazil
Juscilynne Barros da Costa Aroldi - Post Graduate student (doctoral) from School of Nursing at the University of Sao
Paolo - visited the CDE to learn more about online and flexible learning and how the Centre works.
24
Centre Publications
Centre for Distance Education: Teaching and Research Awards 2012 update
A 2012 update to our Teaching and Research Award output summary, which was distributed at the Research and
Innovation in Distance Education and eLearning 2012 conference.
Centre for Distance Education: Teaching and Research Awards 2011
A second edition of our research output summary, which was distributed at the Research in Distance Education 2011
conference.
Other selected publications by CDE Fellows
Books
Practical design patterns for teaching and learning with technology
Forthcoming in 2014. Rotterdam, Netherlands: Sense.
Yishay Mor, Harvey Mellar, Steven Warburton and Niall Winters (eds.)
Learning Transitions in Higher Education
2013. Basingstoke: Palgrave Macmillan
David Scott, Gwyneth Hughes, Penny Jane Burke, Carol Evans, David Watson and Catherine
Walter
Supporting Students for Success in Online and Distance Education (Third Edition)
2013. Routledge, New York. This book is currently being translated into Chinese and Korean.
Ormond Simpson
Digital Identity and Social Media
July 2012. http://www.igi-global.com/book/digital-identity-social-media/63892
Steve Warburton and Stylianos Hatzipanagos (eds.)
Papers, articles and book chapters
Student dropout – the elephant in the room of distance education
Forthcoming in 2014. Chapter in ‘Online Distance Education - Toward a Research Agenda’,
Athabasca University Press
Ormond Simpson and Alan Woodley
Distance and E Learning, Social Justice and Development: the relevance of the Capacity Approach to the mission
of open universities
2013. International Review of Research in Open and Distance Learning
Professor Alan Tait
Internationalisation, Social Justice and Open, Distance and e-learning: working with the grain
2013. In ‘Online Distance Education – Toward a Research Agenda’. Anderson T and Zawacki-Richter O, (Eds.),
Athabasca University Press, in press.
Tait, A. and O’Rourke, J.
Back to the future with MOOCs?
2013. International Conference on Information Communication Technologies in Education (in press). Crete.
Professor Stephen Brown
Change management in Higher Education: An empirical approach
2013. International Conference on Information Communication Technologies in Education (in press). Crete.
25
Large scale innovation and change in UK Higher Education
ALT C 2013 - Building new cultures of learning. The 20th annual conference of the Association for Learning
Technology 10–12 September 2013, Nottingham, UK (in press).
Developing an e-reader and e-publishing model for flexible and open learning on a distance learning LLB
programme
2013. European Journal of Law and Technology, article of RIDE conference paper http://ejlt.org/article/view/210
Patricia McKellar and Steven Warburton
Student retention in distance education: are we failing our students?
2013. Open Learning 28 (2) http://www.tandfonline.com/doi/full/10.1080/02680513.2013.847363
Ormond Simpson
An interview with Professor Simpson
2011. Chinese Journal of Open Education Research 18 (5)
Ormond Simpson
A new curriculum for information literacy: curriculum and supporting documents
2011. Arcadia Programme, Cambridge University Library, Cambridge, UK.
Dr Jane Secker and Emma Coonan
A new curriculum for information literacy: executive summary
Dr Jane Secker and Emma Coonan
A new curriculum for information literacy: expert consultation report
Jane Secker
A Report on the Role of the Regions in the University of South Africa
2011. Unisa, Pretoria
Roger Mills
Aiming for Personal Best: a Case for Introducing Ipsative Assessment
2011. Studies in Higher Education 36 (3): 353 – 367
Gwyneth Hughes
Can we teach science at a distance? Yes we can!
2011, Open Learning. 26 (2) 93-96
Roger Mills
Teaching Science at a Distance
2011. Guest Editor Open Learning. 26 (2)
Roger Mills
Evaluating MI512: an information literacy course for PhD students
2011. Library Review, 60 (2). pp. 96-107.
Dr Jane Secker and Rowena Macrae-Gibson
Blog posts and web articles
DELILA (Developing Educators Learning and Information Literacies for Accreditation)
Dr Jane Secker
JISC and HEA-funded project to adapt and make openly available digital and information literacy teaching material to
support trainees on HEA accredited programmes. Outputs available from the project blog:
http://delilaopen.wordpress.com/.
26
Conference and seminar presentations
Teaching observations at a distance: the effectiveness of the process and the impact on practice
December 2013, Online Educa, Berlin.
Ayona Silva Fletcher
R = AC + EId + (E + C).PaMS + ExS a formula for retention? - een formule voor het bewaren?
November 2013. Dutch Open University, Heerlen, Holland
Ormond Simpson
Should we stop trying to teach at a distance? - retention and progression in distance learning
May and June 2013: UK Open University in Wales and Ireland, Llandridod Wells and Dundalk
Ormond Simpson
Online distance learning as a public policy tool for development
http://pure.rhul.ac.uk/portal/files/18546313/Endrit_Kromidha_online_distance_learning_as_a_public_policy_tool_f
or_development.pdf
2013. Paper presentation at ECPR General Conference, Bordeaux (Panel Information Technology in Teaching, Online
Teaching and Online Degrees)
Endrit Kromidha
The evolution of regional structures in distance education
2013. Paper for the Unisa/Cambridge, Cape Town Conference
Roger Mills and Anne Gaskell
Improving the Learning Experience: Supporting Staff to Support Students through Professional Development and
Appraisal
2013. Paper for the EDEN Annual Conference in Oslo.
Roger Mills with Anne Gaskell
The Cambridge International Conference on Distance Education - Lessons Learnt
2012. Paper for Eden Conference, Porto, Portugal
Roger Mills, Anne Gaskell and Professor Alan Tait
Tutorial support in relation to student participation and success in an ODL context - an International Perspective
February 2012: University of South Africa Science Foundation Tutors Conference
Ormond Simpson
Distance education – are we failing our students?
November 2011, Anne Arundell College USA
Ormond Simpson
Theories of distance education - motivating students to learn
September 2011, Brazilian Association for Distance Education (ABED) annual conference, Manaus
Ormond Simpson
Retention in Distance Education: are we failing our students?
September 2011, Keynote at the UNISA Teaching and Learning Festival University of South Africa
Ormond Simpson
Proving the value of digital and information literacy in higher education through Project DELILA. LSE Impact Blog:
Dr Jane Secker
July 2011. http://blogs.lse.ac.uk/impactofsocialsciences/2011/07/13/proving-the-value-of-digital-and-informationliteracy-in-higher-education-through-project-delila/
Researching Information Literacy: theory and practice. Available on Slideshare.
Dr Jane Secker
Lecture at iSchool, University of Sheffield. 19th May 2011.
27

LTAS 15/8 Centre for Distance Education: Annual Report 2013

Transcription

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