scholarly journals Collaborating over Rich Media

2012 ◽  
pp. 357-368
Author(s):  
Andy Lane ◽  
Andrew Law
Keyword(s):  
Higher Education ◽  
Open Educational Resources ◽  
Distance Teaching ◽  
British Broadcasting Corporation ◽  
Student Body ◽  
Traditional Student ◽  
Media Technologies ◽  
Rich Media ◽  
Defined Benefits ◽  
The Uk

Open Educational Resources comprise many types of assets, including rich media. However, dynamic rich media offer different opportunities and challenges for learners, teachers, and higher education institutions alike than do more static items such as text. The Open University in the UK (OUUK) has been extensively developing and using rich media in collaboration with the British Broadcasting Corporation (BBC) for its distance teaching and outreach programmes since it was established in 1969. As new media technologies have arrived, so have the capabilities of the OUUK and the BBC to create rich media in partnership and make them openly accessible. This chapter describes these developments and then discusses the approaches and evidence required to guide them in a way that both serves the BBC, the OUUK, the higher education sector, and the wider community. It concludes that rich media are an essential part of the developing OER landscape and that openly sharing them brings defined benefits to an HEI beyond their traditional student body.

Sharing higher education learning and teaching resources in art, design and media

2010 ◽  
Vol 35 (3) ◽  
pp. 35-39
Author(s):  
Stephen Mallinder ◽  
Debbie Flint
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Teaching Resources ◽  
Learning And Teaching ◽  
Challenges And Opportunities ◽  
Art Design ◽  
The Uk

Wider social, cultural and technological changes are precipitating transformations in higher education. There is increasing need for universities and specialist colleges to operate effectively in a global online environment. The development of accessible and re-usable online teaching and learning materials has provided challenges to staff and institutions. This article explores aspects of the UK Open Educational Resources Programme and, in particular, the Art Design and Media Open Educational Resources (ADM-OER) Project which has sought to examine the processes, challenges and opportunities open educational resources (OERs) present to these ‘creative’ disciplines. Part of the project has explored art, design and media tutors’ perceptions of the shift to ‘teaching in public’ and we share some preliminary findings.

scholarly journals Open Universities: the next phase

2018 ◽  
Vol 13 (1) ◽  
pp. 13-23 ◽  
Author(s):  
Alan Tait
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Environmental Changes ◽  
50Th Anniversary ◽  
Open University ◽  
Distance Teaching ◽  
Content Type ◽  
Digital Revolution ◽  
Vice Chancellors ◽  
The Uk

Purpose The purpose of this paper is to report on research on the views of Presidents and Vice Chancellors of Open Universities of current threats and opportunities for their institutions as the author marks the 50th anniversary of the first Open University in the UK established in 1969. The paper offers a historical account of the development of the Open University model, and assesses the extent to which it remains in the key position as owner of innovation in the higher education sector. Design/methodology/approach Interviews were conducted with leaders of Open Universities or distance teaching universities. They covered a total of 14 universities. Findings The replies from institutional leaders reveal the current developments, opportunities and strategic challenges of the universities. It is suggested that the digital revolution along with a wider range of environmental changes for higher education have substantially eroded the first-mover advantage that Open Universities had undoubtedly enjoyed in the first 25 years. Originality/value The paper concludes that there are significant concerns that innovation in Open Universities is not sufficiently embedded to ensure that their contribution to the UN Sustainable Development Goals will be maximised, or even in some cases their survival, and that a key but undervalued element is leadership development for innovation and change.

scholarly journals COMMUNITY COLLEGES AND DISTANCE LEARNING

2019 ◽  
Vol 10 (3) ◽  
Author(s):  
Kathleen Susan Ives
Keyword(s):  
Higher Education ◽  
Community Colleges ◽  
Distance Learning ◽  
Learning Opportunities ◽  
Diverse Population ◽  
Student Body ◽  
Traditional Student ◽  
Environmental Scan

The goal of community colleges is to serve local needs. Community colleges’ low tuition helps keep higher education affordable for a diverse population. Distance learning holds the promise of providing yet another mechanism by which community colleges can bring education to a non-traditional student body. This paper explores the role of distance learning opportunities in community colleges within the context of today’s current environmental scan.

Mobile Technologies and Rich Media

2011 ◽  
pp. 103-116 ◽  
Author(s):  
Trish Andrews ◽  
Robyn Smyth ◽  
Belinda Tynan ◽  
Andrew Berriman ◽  
Deborah Vale ◽  
...  
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Mobile Devices ◽  
Developing Nations ◽  
Lessons Learned ◽  
Mobile Technologies ◽  
Media Technologies ◽  
Rich Media

This chapter focuses on the emerging possibilities and issues arising from the rapid adoption of mobile technologies for learning in tertiary and higher education contexts in developing countries. In particular, it explores the implications for developing nations of the rapid proliferation of mobile devices. Many opportunities are forecast along with some lessons learned from an Australian investigation into the use of rich media technologies in higher education.

scholarly journals Crowdfunding in higher education: evidence from UK Universities

2021 ◽  
Author(s):  
Hugo Horta ◽  
Michele Meoli ◽  
Silvio Vismara
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Full Time ◽  
Higher Education Funding ◽  
Economic Sectors ◽  
Student Body ◽  
Higher Education System ◽  
Academic Settings ◽  
The Uk ◽  
Student Ratios

AbstractIn contemporary higher education systems, funding is increasingly associated with performativity, assessment, and competition, and universities are seeking different forms of financing their activities. One of these new forms is crowdfunding, a tool enabled by the digitalization of finance. Based on data from the UK higher education system and two crowdfunding platforms, our study adds to previous crowdfunding research in academic settings that have, thus far, focused on research projects, and assesses who is participating, their level of engagement and the resources they have gathered from crowdfunding. Our findings show that crowdfunding is used more by universities that have fewer resources. These universities are more teaching-oriented, less prestigious, and have a student body largely derived from lower socio-economic sectors of society. The popularity of crowdfunding in this type of university suggests that crowdfunding may enhance the democratization of higher education funding. However, as optimal crowdfunding participation and engagement requires high academic-to-student ratios and total-staff-to-academic-staff ratios, universities facing a greater financial precarity may be disadvantaged in their access to and engagement with crowdfunding. Differentials between part-time and full-time student ratios may exacerbate this disadvantage. Our study suggests that crowdfunding is a viable means of obtaining additional financing for learning activities complementing the fundings from other sources, but raises concerns about the use of crowdfunding as a burden to academics and students to find resources to meet learning experiences that ought to be provided by universities in the first place.

The Use of Debating as an Aid to Effective Widening Participation in Psychology

2008 ◽  
Vol 7 (1) ◽  
pp. 23-27 ◽  
Author(s):  
Joy Coogan ◽  
Chris Pawson
Keyword(s):  
Higher Education ◽  
Academic Standards ◽  
Widening Participation ◽  
Popular Belief ◽  
Essay Writing ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
Traditional Student ◽  
The Uk ◽  
Degree Of Innovation

The UK widening participation agenda is in place to unlock the doors of universities for many students. However, contrary to popular belief, beyond the higher education sector, this widening of participation need not mean a reduction in academic standards. It does, however, demand a different approach to learning and teaching and, the authors argue, a degree of innovation. This paper focuses on one way in which the ‘less traditional’ student can participate in an effective course of study by starting at Level 0 and using nontraditional means of assessment, to which their often less academic backgrounds are better suited in the early stages of their studies. The particular module discussed herein introduces key studies in psychology using the skills of debating and essay writing. The evaluation of this module shows that the students gained a great deal of confidence from debating and enjoyed the experience.

Social Implications of Three Different Models of Distributed Learning

2011 ◽  
pp. 366-347
Author(s):  
Robin Mason ◽  
Frank Rennie
Keyword(s):  
Higher Education ◽  
Rural Areas ◽  
Distributed Learning ◽  
Social Implications ◽  
Small Islands ◽  
Future Trends ◽  
Distance Teaching ◽  
Teaching And Research ◽  
Social Mission ◽  
The Uk

Distributed universities that use technology to support a social mission are a new phenomenon reflecting changing demands on higher education and the availability of new, facilitative technologies. This chapter describes three different models of distributing education to achieve different social missions: a distance teaching university (The UK Open University), a multicampus higher education institute servicing remote and rural areas in the Highlands and Islands of Scotland (UHI Millennium Institute), and a new university in Greece spread over five small islands (University of the Aegean). The chapter considers the different social missions and the ways in which the choice of technologies supports distributed teaching and research. International activities are also described and future trends considered. An initial typology for considering institutions of distributed learning is proposed.

scholarly journals Teaching and learning of Chinese students in the UK

2021 ◽  
Vol 10 (2) ◽  
pp. 221258682110358
Author(s):  
Carolijn van Noort
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Chinese Students ◽  
Continuing Professional Development ◽  
Learning Approaches ◽  
Student Body ◽  
The United Kingdom ◽  
Student Cohorts ◽  
The Uk ◽  
Uk Higher Education

Education partnerships between the United Kingdom (UK) and China continue to evolve. It is worthwhile reflecting on how teaching and learning of Chinese students in the UK has been functioning, and how it can be improved. This study focuses on short-term continuing professional development (CPD) courses taken by professional student cohorts from China in British Higher Education, and explores the application of constructivist learning approaches in regard to teaching and learning. This study suggests three forms of teaching adaptations as a response to- and accommodation of the short duration of the training programs, the seniority of the delegates, and the delegations’ expectations to learn fixed knowledge. Despite teachers’ willingness to adapt and acculturate CPD courses, divergent educational cultures influence the teaching process and students’ learning and experiences. The changing student body in UK Higher Education calls for more university-level attention and sharing of effective practices.

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