By Phil Race
This consultant presents consumer pleasant recommendation and aid for these at the moment concerned with open studying and people contemplating it for the 1st time. 500 information for Open and on-line Learning goals not just to save lots of time but in addition to reinforce the standard of the educational adventure which rookies will draw from open and on-line studying. There are six sections of the publication 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 expertise to work
- supporting open learners
- assessing open learning.
This useful consultant may be a useful source, offering fast support to the expanding variety of humans now stressed to layout, help and bring open studying programmes.
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Extra info for 500 Tips for Open and Online Learning
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.
This can be well worth doing if there are other aspects of the materials that make them particularly attractive as a starting point for your own fine-tuning. 8 Look at the layout and structure of the materials. For open learners to trust them, the materials should look professional and credible. The learners should be able to find their way easily backwards as well as forwards through the materials. There should be good signposting showing how each section of the materials fits into the whole, and linking the intended learning outcomes to the tasks and activities in the materials.
In particular, it is important for learners to be aware of the ways in which the resources are designed to help them to learn, and how to keep track of their own progress. 6 Resource-based learning usually accommodates a considerable amount of learning by doing. Resources should provide learners with opportunities to practise, and to learn by making mistakes in the relative comfort of privacy. 7 Resource-based learning depends on learners being provided with feedback on how their learning is going.