By Phil Race
This advisor offers consumer pleasant suggestion and help for these at the moment concerned with open studying and people contemplating it for the 1st time. 500 counsel for Open and on-line Learning goals not just to avoid wasting time but in addition to reinforce the standard of the educational event which beginners will draw from open and on-line studying. There are six sections of the e-book which cover:
- What is open and on-line studying, why use it and how?
- how to establish open and on-line studying programmes
- designing new source materials
- putting know-how to work
- supporting open learners
- assessing open learning.
This useful consultant may be a useful source, delivering rapid aid to the expanding variety of humans now stressed to layout, help and carry open studying programmes.
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This advisor offers person pleasant suggestion and aid for these at present concerned with open studying and people contemplating it for the 1st time. 500 assistance for Open and on-line studying goals not just to avoid wasting time but in addition to augment the standard of the training adventure which rookies will draw from open and on-line studying.
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Extra resources for 500 Tips for Open and Online Learning
12 Explain how, and when, the open learning material content will be assessed. It can be useful to stage some of the assessment somewhat earlier than the end of the course or module, so that some face-to-face time can be reserved for feedback to the class about any significant problems that were found with the part of the curriculum delivered by open learning. 13 Consider using online assessment for appropriate parts of the material. Such assessment can be based on a bank of questions, with each learner being given a random selection from the bank on the occasion when they take a test.
11 Learners who only want to do part of the whole. Some learners may only want to – or need to – achieve a few carefully selected learning outcomes that are relevant to their work or even to their leisure activities. With an open learning package they are in a position to select those parts they want to study, whereas in face-to-face courses they may have to wait quite some time before the parts they are really interested in are covered. 40 Chapter 2 Adopt, adapt or start from scratch? 12 13 14 15 16 17 Deciding where to start Choosing published learning resources Checking out the content Choosing online materials Planning how to adopt existing resources Planning how to adapt existing resources This chapter is essentially about value for money.
Investigate what it does – not just how it looks. 2 Decide which parts of the syllabus to switch to open learning mode. The previous section of this book gave suggestions about which parts of the curriculum in general lend themselves to open learning delivery. A later section (Section 11) will look at the categories of learners likely to benefit from flexible learning. Combine these two agendas to work out in the context of your own lecture programme which will be the best parts to use, maximising the benefits to the most appropriate cross section of your class.