adhe nov2011

DEVELOPM

ENT OF

HIGH P

ERFORMIN

G

OPEN A

ND DIS

TANCE

LEARNIN

G ACADEMIC

S

Z O RA I N I WAT I A B A S , E D . D .

M A N S O R FA D Z I L , P H . D .

O P E N U N I V E R S I T Y M A L AY S I A

KU A L A LU M P U R

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P O S T G RA D U AT E C E RT I F I C AT E I N O P E N A N D D I S TA N C E L E A R N I N G 1

QUESTIONS

Can we expect new lecturers to be able to effectively:

Teach

-Design instruction

-Manage the “classroom”

-Develop learning materials

-Support learning

-Develop assessment instruments (test items, exams, assignments, projects, etc.)

Conduct research

Publish

POST GRADUATE CERTIFICATE IN OPEN AND DISTANCE LEARNING

(PGCERTODL)

PRESENTAT ION TO GMC1 5 D E C E M B E R 2 0 1 0

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• To equip OUM full-time academicians with the necessary knowledge and skills relevant to their day-to-day responsibilities as SMEs/PCs in support of the learning needs of ODL learners and tutors.

Purpose

PGCERT PLANNING AND IMPLEMENTATION

Establishment of PGCert (ODL)

Committee

(Sept 2010)

Conceptualisation of

Program, MJPAU

Approval, GMC

endorsement

(Oct-Dec 2010)

Identification of

Participants

(Dec 2010)

Identification/

Preparation of

materials

(Nov 2010 – Dec 2011)

Implementation

(Feb 2011 – Jan 2012)

Program Evaluatio

n

(Feb 2011– Jan

2012)

GMC 15 December 2010 P G C E RT ( O D L ) C O M M I T T E E5

Advisor(SVP)

Programme Coordinato

r(ZWA)

SME/Facilitator

Team Members

Secretariat (HRM)

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PGCert (ODL) Committee

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• Effectively tutor a course in the ODL environment

• Facilitate learning and support learners through effective presence in the online forums as well as demonstrate to other tutors how good online facilitation should be

• Design and develop appropriate learning materials suitable for ODL learners based on sound instructional design principles

• Write and moderate course materials (print and/or web-based)

Upon successful completion of the programme, the participant is expected to be able to:

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• Prepare and evaluate assessment items such as examinations, assignments and projects

• Conduct basic research and report the findings in a conference paper or journal article for publication

• Monitor and evaluate ODL implementations for future improvement

• Describe the latest trends and issues in higher education and how these may benefit ODL institutions and learners

Upon successful completion of the programme, the participant is expected to be able to:

Issues and Trends in Higher Education

Programme Evaluation

Basic Research Knowledge and Academic Writing Skills *

Development of OUM Web-based Module

Development of OUM Printed Module

Instructional Design for Development of Learning Materials

Assessment

Online Facilitation in the ODL Environment

Face-to-Face Instruction in ODL


I N O P E N A N D D I S TA N C E L E A R N I N G

9

Pro

gra

m S

tru

ctu

re9

mod

ule

s -

10

cre

dit

hou

rs (400

learn

ing

hou

rs)

- 10

mon

ths

* 2 c

redit

s

PROGRAM DELIVERY

GMC 15 December 2010 P G C E RT ( O D L ) C O M M I T T E E

10

• Priority to staff:• With NO prior academic experience• With less than five years experience as an OUM academic

(as of 1 July 2010)• Who are identified by the Dean/HOS

Participants

• One module per month/every four weeks• 25 maximum participants per group• Contextual Learning• Blended mode (40 hours learning time per course. 80 hours learning

time for Research and Academic Writing)• F2F (generally 2 hours per week every Thursday, 8.45-

10.45am)• myVLE for forum discussions• Self-managed learning

Delivery

• Successful participants will be awarded a certificate by OUM• Participants may attempt a maximum of two times• Tied to confirmation/promotion/renewal of contract

Award

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PARTIC

IPAN

T

FEE

DB

AC

K

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The facilitators were:

“interesting,” “knowledgeable,” “motivating,” and “had sense of humour”.

Delighted with the way the programme was delivered.

Program was:“fantastic,” “informative,” “great,” “just perfect,” “well-planned,” “lively,” and “effectively delivered.”

PARTIC

IPAN

T

FEE

DB

AC

K

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Complaint:

Not enough time to work on the assignments due to the normal university work load.

FAC

ILITATO

R

FEE

DB

AC

K

Facilitator A

Participants had progressed

from having amateur knowledge on instructional design to different levels of expert knowledge.

As most participants came in with different ID conceptions and knowledge, the course had managed to bring them up to a higher level. This is evident in their assignments. Though they are not all are there as yet, there has been marked improvement.

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FAC

ILITATO

R

FEE

DB

AC

K

Facilitator B

Participants demonstrated good use of presentation slides to enhance their delivery of course content and most participants were found to be able to conduct face-to-face tutorials effectively.

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FAC

ILITATO

R

FEE

DB

AC

K

Facilitator C

Participants were generally attentive and participative.

I sensed that they were following. . . . demonstrated through the assignments that were submitted to me.

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FAC

ILITATO

R

FEE

DB

AC

K Future improvements: Facilitator A: “I would like to have a

more structured pre-test as it is a very powerful tool in enabling participants to engage themselves in innate knowledge and how to rectify it on the spot. I may also need another shorter session to share feedback and highlight learning points."

Facilitator B: Would add an additional hands-on session on how to leverage on Web resources (such as YouTube Video, freeware and shareware, educational websites etc) to optimise face-to-face instruction.

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THE E

ND AND

THANK YO

U


I N O P E N A N D D I S TA N C E L E A R N I N G

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