Delivering Digitally: Managing the Transition to the by Alastair Inglis

By Alastair Inglis

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Its planners realized that not only would it be necessary for the University to deliver its courses in ways that matched the needs of students who were working while they studied, but if the University was not to repeat the failings of correspondence education, then it needed to deliver its courses in an entirely different way. Instead of employing low-quality correspondence materials, it needed to take full advantage of all the available media. The Open University therefore adopted a model that combined print, television, radio, with local study centres and residential schools.

The implication for providers of the adoption of a balanced approach to digital course delivery is that they need to be planning to support a spectrum of delivery options. We shall return to look more closely at what this might entail in Chapter 8. In moving to embrace the knowledge media, providers need to devise policies, systems and organizational structures that encourage teachers and trainers to adopt good practices and discourage them from adopting poor practices. Learning in an electronic environment 45 How should technology be used to support learning?

46 Context Alternatives to the information dissemination model of electronic delivery Over the past 20 years, a number of instructional models have been developed for the design of courseware in computer-assisted learning. These include: drill and practice—learners respond to questions; tutorials—presentation of information via computer; simulations—learners are presented with a real-world situation to which they are required to react; problem solving—learners are given a problem situation and asked to find a solution.

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