wisdomhoots

1. Introduction: In a natural environment, the components interact with each other in an informal and unorganized manner leading to unpredictable or unspecified learning.  2. Instructions: In a controlled environment with predefined learning objectives, governed under a set of clearly defined instructions (guidelines or set of directives for performing activities or following procedures to achieve a predefined goal) can help us lead to attaining predictable learning outcomes. By instructions, we mean, directed teaching efforts (to build an organized learning process i.e. controlled environment) of the teacher to impart the required knowledge and experiences to the learners. Teaching and Instruction as terms could be found being used interchangeably but Instruction is more apt when it comes to defining the directed learning process. 3. Instructional System: Components inter-operating to deliver a desired function predictably, repeatedly and consistently in terms of the outcomes and performance is called a system. By Instructional System, it means components like learning process objectives, planning, implementation and testing of the learning outcomes. Instructions coded (automated or manually) when followed, guide the human interactions with an organized environment to achieve certain objectives (or behavioral changes). In other words, students following the instructions would undergo behavioral changes (difference between entry behaviors and terminal behaviors). They are expected to achieve certain terminal behaviors (expected terminal behaviors). The difference between actual and expected terminal behaviors is a measure of effectiveness of the learning process and such a measurement serves the purpose of providing the feedback. 4. Instructional Systems (IS) Design (ISD): ISD is a four stage design process : [A] Objectivizing (objectives are specified in terms of set of learning outcomes in the direction of overall goal/education/IS and an instructor or designer identifies the objectives needed to develop the procedures for the IS i.e. what needs to be achieved at the end of the teaching or learning process as an outcome i.e. terminal behaviors/change), [B] Planning, [C] Implementing & [D] Testing.  [B] Planning and Implementing stages put together constitute the core part of the process (also referred collectively as “designing the system” ). Planning (also referred as “analyzing the system requirements”) involves having understood the objectives, arriving at alternative or  all possible paths or educational methods or means or procedures (with known merits, demerits, limitations or constraints) to achieve these identified objectives and designated resources needed for these alternative paths or solutions, in order to choose or select the best possible alternative as a learning process or solution (given the set objectives).  It needs collective information about the potential alternative or solutions or methods and their merits and demerits and resources (attached costs) etc. It needs to consider the controlled learning environment and various variables that can impact its performance – (i) content that needs to meet the learning goal or outcomes (ii) facilities, materials, human activities and efforts, equipment, media, ICT etc. that needs to put/keep the learning environment in motion/operation (iii) factors as constraints related to time, autonomy of learner/teacher, cost etc. leading to trade-offs and related decisions (iv) learner characteristics or persona, number of learners, groups, entry behaviors, prior knowledge or academics, experience, personal and professional backgrounds, aspirations, learning style, studying skills and ability or learning rate etc.). Objectives and resources must get identified before designing or implementing the IS. [C] Implementation (also referred in nutshell as “designing the IS”) comes after objectives, procedures and resources needed are clearly identified. The design of IS must be instructive. IS designed should have inter-operative components working effectively (assisting each other) for the achievement of learning outcomes, objectives and eventual goal. It (IS Designed) should also operate with compatibilities with other IS external to the environment. It puts the plan into action to deliver the IS that can be used to execute multiple iterations of the learning process. Reviewing the implementation as per the plan (selected or chosen solution) is the responsibility of the designer or instructor. Designer or reviewer has to check whether each of the set objectives are met by the IS being planned and implemented (designed) or not, at each phase of the designing (planning and implementation) process .  ISD process improves the quality of the instructions by addressing various assumptions inherent in the instruction system – (i) no two learners are alike (entry behaviors  are different – prior knowledge/experience, learning style, level of motivation, learning ability or rate etc., ). (ii) each educational method or procedure has  its own set of merits and demerits or defects i.e. they differ in terms of their what objectives they can help achieve/deliver. In other words, level of objectives define what educational methods to be selected to build an instructional system. (iii) pre-requisites and practice (in case of a complex learning process or activities for higher learning objectives or outcomes) can help increase the level of motivation and prevent from degrading or lowering the learning objectives. (iv) exposing learners to wide range of subjects, ideas, attitudes etc., should not be construed as equivalent to delivering relevant content and related skills and competencies. In other words, the act of increasing the quantity does not necessarily means, it is a substitute for increasing the quality of the learning process. In other words, simply adding more resources or components in the system does not mean it will yield more or better outcomes. Designing or implementing IS needs to incorporate leaner’s characteristics and instructional media, techniques and materials available for them for in classroom or face to face or self learning environments – (i) individual differences (ii) readiness (iii) motivation and (iv) study conditions.  Based on the learner characteristics, learner support systems have to be designed.  In terms of instructional techniques and media, these are primarily of four types (i) Leaner centered – personalized systems of instructions, flexi-study, distance learning, progammed learning, computer assisted learning and individual projects (ii) group centered – tutorial, seminar, group discussion, group project (iii) teacher centered – lecture method, demonstration method and (iv) experience centered – discovery learning, learner centered instructions, simulation techniques, role play and case study techniques.  [D] Testing (also referred as ”

Block 1: Learner Support: An Introduction Unit 1: LS: A system’s approach 1.2 Open and Distance Learning System 1.2.1 Course Materials 1.2.2 Media and Technology 1.2.3 Delivery of Academic Programmes 1.2.4 Learner Support Services 1.2.5 Evaluation 1.3 Learner Support Services as a Sub-system of ODL System 1.3.1 Components of LSS 1.3.2 Academic Support Services 1.3.3 Administrative Support Services 1.3.4 Evaluation Support Services 1.3.1 Components of LSS: Different authors have classified LSS into different forms. More over different institutions of ODL adopt different forms of LSS in their own perspective. Deshpande (1995) classified LSS in two groups viz. Administrative support and Academic support. Negi (2003)  classified LSS in four groups: Administrative, Counselling, Library support and Assignment evaluation. Sathyanaryan (2001) classified them as Information support, Guidance support, Tutorial support, Counselling support and Library support. Harichandan (2010) classified the broad concept of LSS into six areas:  Primary support provided in printed study material.  Audio-video Programme.  Support through face to face interaction with teachers during contact programmes.  Counselling support  Library support  Assignment and feedback to learners.   Different kinds of LSS offered by ODLS like IGNOU, reads as;  Pre-entry awareness support.  Post-entry or during course academic support  Post-course Awareness programmes At open school stage the National Institute of Open Schooling (NIOS)  classified various components of LSS adopted by it as:  Pre-admission support  Enrolment and registration  Advice and counselling on selecting courses  Ensuring timely availability of self-study print materials  Personal contact programmes  Library services and provision of audio-video facilities  Assignment evaluation and feed back to Learners     1.4 Relationship between LSS and other Components of ODL System 1.4.1 Learners and LSS 1.4.2 Course Materials and LSS 1.4.3 Media and Technology and LSS 1.4.4 Delivery of Courses and LSS 1.4.5 Evaluation and LSS 1.5 Theoretical Framework of Learning vis-à-vis LSS 1.5.1 John Baath’s Views of Human Consideration 1.5.2 Holmberg’s Views on LSS 1.5.3 David Sewarte’s Ideas on Continuity on Concern  1.6 Factors Determining the Nature and Functions of LSS 1.6.1 Learners Background 1.6.2 Nature of Instructional Strategy and Delivery Mode 1.6.3 Course-related Factors   Distinguish between “distance learning” and “Open learning” with suitable examples. Distinguish between academic support and non-academic support in distance education. What is life-long learning ? Discuss this concept in the context of Open Distance Education. Discuss the theoretical framework of Learning Vis-a-Vis Learner Support (=> Services. Define the term quality assurance. In your own words, write down how quality can be assured for providing effective learner support services. Write a brief note on ‘quality assurance’ in open and distance learing.   Unit 2: LS: Issues 2.2 Significance of Learner Support Services 2.3 Need for Learner Support Services 2.3.1 Learner Based Requirements 2.3.2 Course Based Requirements 2.3.3 Sustaining Learners’ Motivation 2.4 Support Services at Various Stages 2.4.1 Support Services: Before Entry 2.4.2 Support Services: During Course 2.4.3 Support Services: After the Course Completion 2.5 Major Considerations for Provision of Learner Support Services 2.5.1 Learners Characteristics 2.5.2 Course Objectives 2.5.3 Physical Resources 2.5.4 Human Resources 2.5.5 Institutional Support and Guidelines 2.5.6 External Factors 2.5.7 Inter-institutional Coordination and Collaboration 2.6 Support Services for Disabled Learners 2.6.1 Disability: The Genesis 2.6.2 Mechanisms     Discuss different measures to reduce students’ attrition in distance education system. Explain the terms ‘informing’, ‘advising’ and ‘counselling’ to bring out the differences in their emphasis.  Discuss different measures to reduce students’ attrition in distance education system. Critically analyse the problems associated with the learners in Open and Distance Learning (ODL) institutions. What kind of support services do you suggest to meet these problems ? Write a brief note on stress management. Identify major factors that contribute to distance learners achievement (success). Unit 3: SS: Institutional Arrangements and Models  3.2 Evolution of Learner Support 3.2.1 First Generation: Correspondence Education (1840 Onwards) 3.2.2 Second Generation: Open and Distance Education (1970 Onwards) 3.2.3 Third Generation: Online Education (1990 Onwards) 3.3 Models of Learner Support 3.3.1 Model 1: Under Correspondence Education 3.3.2 Model 2: Under Open and Distance Education 3.3.3 Model 3: Under Online Education 3.4 Institutional Arrangements 3.4.1 Centralized Model  3.4.2 Decentralized Model 3.4.3 Web Based Model       Describe the various models of learner support. Which model do you prefer and why ? Justify your preference. Define the support services in distance education. How do these services help distance learners ? To what extent these support services are useful to you as a distance learner at IGNOU ? Describe the learner support system of an institution that is making extensive use of technology for  supporting its distance learners. Write a brief note on decentralised model for providing support services in open and distance education system. What is a study centre ? Describe its major functions. Describe the various functions of a Study Centre and Regional Centre. Explain the kind of support an open university provides through its Regional Centres & Study Centres. What are the support services offered by distance and Open learning institutions ? Discuss any three of them with examples What are learner support services ? Identify the need of support services in distance education. Explain diagrammatically any one model of learner support in distance education.  Define the term ‘Study Skills’. What study skills do you suggest for an average distance learner, and why ? Justify your answer with suitable examples. Discuss the role and major functions of a Regional Centre in Open and Distance Learning system. List major areas of support services in distance education and explain the ways of managing those areas, with the help of Illustrations.  Discuss the significance of learner support services in ODL system. Explain the support services provided to distance learners at three stages.   Unit 4: Developing Self Directed Learner 4.2 Nature of Open Learning 4.2.1 Individualized Learning 4.2.2 Independent Learning 4.2.3 Guided Learning 4.2.4 Group Learning 4.3 Characteristics of Distance Learners  4.4 Self-directed Learning 4.4.1 Models of Self-directed Learning 4.4.2 Component of Self-directed Learning  4.5 Role of Learner Support Services in Promoting Self-directed Learning 4.5.1 Role of Technology for Promoting Self-directed Learning 4.5.2 Evaluation of the Self-directed Learning Discuss briefly about the components of self-directed learning. Discuss different tasks performed by a distance teacher. Block 2: LS: Development of Skills   Unit 1: Cognitive Skills What are Cognitive Skills? Cognitive skills are the basic mental abilities that we use to think, study, and learn. In the context of distance education, they are regarded as any mental skills that are used in the process of acquiring knowledge, covering a wide variety of mental processes such as; ability to identify images, analyze sounds, recapitulate information, search facts in memory, associate and dissociate different pieces of information and use them in appropriate contexts. Cognitive skills accelerate learners’ efficiency, strengthen their ability, and capability in learning activities. In a sense, they make learners’ learning easy and comfortable. It is stated

Block 1 : Introduction to Research in Distance Education Unit 1: Introduction to Educational Research: Purpose , Nature and Scope Sources of Knowledge 1.3 Purpose of Research 1.3.1 Training and Research 1.3.2 Problem Solving 1.3.3 Search for Truth: Scientific Inquiry and Theory Development 1.4 Nature of Research 1.4.1 Characteristics of Research 1.4.2 Types of Research 1.4.3 Meaning of Educational Research 1.4.4 Scientific Approach in Educational Research 1.5 Scope of Educational Research 1.5.1 Methodological Classification 1.5.2 Area-wise Classification In deductive reasoning, the investigator proceeds from general to specific statements. In inductive reasoning, the argument and strength is derived from the observed phenomena. Both deductive and inductive reasoning have made significant contribution towards developing a systematic approach to establish truth. Deductive reasoning is a thinking process in which one proceeds from general to specific statements, through logical arguments. Inductive reasoning derives its argument and strength from the observed phenomena. Scientific approach is generally described as a process in which investigators move inductively from their observations to hypotheses and then deductively from the hypotheses to the logical implications of the hypotheses. This approach, or ‘research’ as source of information, has been increasingly used to prepare strategies and arrive at definite conclusions. As research systematically describes or measures reality in an objective way, it is a better source of knowledge, than one’s own experience, customs and traditions, deductive or inductive reasoning. The second purpose of research is diagnosing and solving the problems in the system. In this case, the system is distance education. Search for truth is the biggest challenge in research. Research in search of truth is often classified as pure research in the otherwise controversial pure- applied research continuum. The search for truth, from the angle of research, is the ability to  generalize and thus, create knowledge. Such generalizations are derived from occurrences in repeated instances Scientific enquiry starts with facts and then moves towards theorizing. To be useful, facts must be organized, and the primary purpose of the  scientific method is to develop a mechanism of organizing the facts, as they accumulate, and become meaningful from the stand point of their objectives. Through empirical investigations, scientists gather many facts. As these facts accumulate, there is a need for integration, organization, and classification in order to make the isolated findings meaningful. Significant relationship in the data must be identified and explained. In other words, theories must be formulated. Theory may be defined as “a set of interrelated constructs (concepts), definitions and propositions that present a systematic view of a phenomena by specifying relations among variables, with the purpose of predicting and explaining the phenomena” (Kerlinger, 1973). A hypothesis, when accepted, explains a small number of facts and the relationship between them. Generalization, as the term denotes, is a hypothesis based on broader phenomena. Theory, explains even more facts and their inter-relations. Theories themselves range from the simple to the more sophisticated. Finally there are laws, which have the greatest scope and generality. There are several purposes to be served by a theory in the development of science. We shall briefly consider three of them here. First, theory summarizes and puts in order the existing knowledge in a particular area. It permits deeper understanding of data and translates empirical findings into a more easily retainable and adaptable form. The theory of oxidation for instance, places into focus many of the chemical reactions common to everyday life. Secondly, theory provides a provisional explanation for observed events and relationships. It identifies the variables that are related and the nature of their relationship. A theory of learning, for example, could explain the relationship between the speed and efficiency of learning and such other variables as motivation, reward and practice. Lastly, theory permits the prediction of the occurrence of phenomena and enables the investigator to postulate and, eventually, to discover hitherto unknown phenomena. A theory is built upon collected facts. The investigator then searches, makes intelligent guesses as to how the facts are ordered, adds missing ideas or links, and puts forward a hypothesis; deduces what consequence should follow from the hypothesis and looks for further facts which are consistent or otherwise with the deductions; builds a wider generalization or conceptual framework on more facts; and eventually outlines a theory. Theories are solidly based on evidence. And they are important practical tools which enable us to advance our knowledge still further. Once a theoretical framework has been elaborated we know what facts to look for to confirm or to deny the theory; also, we have a conceptual framework inside with which our evidence can be tested. We may think of six levels of theorizing, which we briefly discuss below. Level 1. Hypothesis formation: This is the level of hypothesis formation. Any hypothesis which is to be used as a basis for research goes beyond the facts on which it is based. The purpose is to establish the existing state of affairs. Nearly all surveys are conducted for this purpose. Thus, students of education may conduct a survey of what the pupils think of a particular aspect of the curriculum; how much time is spent by pupils in watching television, etc. Direct study of aspects is probably the simplest to undertake though this does not mean that it is easy to plan and execute Level 2. Elementism: Examples of theories at this level are primitive forms of classification in terms of some significant set of ideas or idea. In the case of education and distance education, classification of abilities derived from factor analysis, or the classification of teaching acts that may be the result of extensive classroom observation, would come under the level of elementism. Level 3. Descriptive theories and taxonomies: Formulation of descriptive theories and taxonomies occurs at a more complex level than mere classification. An example of theorizing at this level is the taxonomy of human learning provided by Gagne. Gagne classified learning into eight different categories, which vary from the most simple to the most complex. Bloom’s taxonomy of cognitive behaviours can also be placed under this level. Level 4. Classification: For development of any kind of useful classificatory system, there is a need for a set of theoretical ideas to underlie the classification. The classification of animals acquired significance only after it was realized that, the species could be fitted into a system in which the evolutionary relationships between animals became the basis for classification. Although the concept of evolution became a basis for systematic classification of living creatures the theory of evolution itself represents theory construction at a higher

Block 1: Educational Systems Management Unit 1: Management Functions and Processes          System Concept –  Sub-systems (Prescribing courses. determining the curricula, setting the standards of achievements for the students, admitting students, collecting fees, maintaining records, recruiting teachers, training teachers, administering teachers for their services, holding examinations, certifying performance, construction and maintenance of building or classrooms or labs or hostels or staff houses etc, buying equipment or furniture or books i.e. inventories, administering the organization and finances),  Boundaries,  Goal (task producing an output) and  Relationships (inter-relationships and interdependence within sub-systems = [flows, structure, procedures, feedback, control])  Management Function: Administration and Management, Leadership and Creativity, Planning and Controlling, Organizing (structure of organization, principles of organizing) , Leading and Motivating Management Processes: Policy Formation, Decision Making, Planning Processes (forecasting, strategic planning, operational planning), Creating Structure (recruitment and training, performance appraisal, delegation, decentralization), Controlling Processes (basics, instruments, methods, management information system).   Unit 2: Management of Educational Systems Understanding ED and Its Organization : Social System, Government, Agencies, Autonomy, Market, Educational Institutions ES Structure : Basic ES, Secondary ES, Higher ES, Technical and Professional ES Quality : Planning and coordination, organisation and control, accountability, issues   Unit 3: Managing Educational Institutions Institutional Management : Social systems theory, mission and goals, governance, educational community  Academic Management : Programmes and Curricula, Student Services, Linkages and Interface Administration Support Systems: Personnel Management, Infrastructure Management, Financial Management, Methods and Procedures Institution Building : Education and Environment, Organizational diagnosis, evaluation and renewal, institutional leadership Unit 4: Managing Processes in Education Philosophical Foundations of Education: Learning to know, do, live together, be and teaching and teacher’s role Management of Teaching and Learning : Student learning, faculty productivity, institutional performance, planning Block 2: Management of Higher Education   Unit 1: Higher Education in India   Uni 2: Higher Education in Developing Countries   Unit 3: Higher Education in Globalized World Higher Education: Changing perspectives in a Globalised World 3.3.1 The Knowledge Economy 3.3.2 The Global Competition 3.3.3 The Global University 3.3.4 Trans-national Education 3.4 The Role of Universities 3.4.1 The Shaping of Global Education 3.4.2 The Global Curriculum 3.4.3 Standardisation 3.4.4 Global Learning 3.4.5 The Ranking of Institutions of Higher Education  3.5 Open and Distance Education 3.5.1 e-learning 3.5.2 The Mass Product 3.5.3 Commercialisation of Education 3.6 Global Cooperation and Competition 3.6.1 Open Educational Resources 3.6.2 Global Competition in Education 3.6.3 Privatisation of Higher Education 3.6.4 Impact of Privatisation on National Policies 3.6.5 Quality Assurance Systems and Accreditation World is becoming a global village facilitating business, commerce, education across the nations. Universities moving out of their own campuses and offering higher education in other countries by opening teaching facilities in those countries and continents – is called as globalisation of education. Globalisation of higher education has a major goal i.e. networking with various institutions across continents providing higher education with diversified global perceptions and thus preparing students as global citizens. Such students will be more suitable for global employability. Whereas globalisation of markets and commerce has a restricted view i.e. opening up markets to facilitate business and earn profits. Futurists expect that education scene would undergo a change with globalisation and the internet. The major changes will be teaching – learning interaction through virtual classrooms; and posed questions like… Who are producers? Who are users? Who define quality? etc. New pedagogy of the electronic media and bundles of information available to students as mass product affects the higher education as well. All printed words are replaced with electronic editions and making students to have access to various sources and retrieve and store as they want. This situation opens up possibilities of continuous and lifelong learning. The scale and potential of the media is massive.   We have mentioned briefly about the shrinking of the world, about universities moving out of their campuses and setting up teaching facilities in other countries and continents. This phenomenon, often called the globalisation of education, is the outcome of several independent, but interrelated developments. Universities are no more reflect the common image of isolated ivory towers, they have extended to the world beyond their national horizon. Initially, scholars travelled far and wide in search of a student audience. Now, countless students are internationally mobile, in search of university degrees and cross-cultural experiences. Yet, globalization is a deeper and more profound phenomenon, implying integration into the world economy and extending far beyond economics, to include culture and politics. These trends cannot be distanced from the recognition — by policy-makers, students, employers and increasingly by higher education institutions themselves — of the increasing impact of globalisation on people’s lives. Coupled with the impact of global terrorism, recognition of the value of diversity, the concerns about climate change, and the need to invest in learning to live sustainably, global issues have never been higher on the agendas of policy-makers and practitioners in education. Certain terms like ‘preparing students to be global citizens’ are becoming part of the vocabulary of higher educational institutions in the UK as also elsewhere in the world. ‘Internationalisation’ could also be said to be about developing cross-cultural capability (Killick, 2006 b). The most appropriate description of globalisation is that it is a process of greater integration within the world economy, through movements of goods and services, capital, technology and (to a lesser extent) labour, which leads increasingly to economic decisions being influenced by global conditions. The outcome of globalisation is the increasing interdependence and interaction among people, organizations, and governments of different nations, driven by international trade, and made possible by innovations in information technology. The process of globalisation has not excluded education, which has had its deep impact on it world-wide. A significant consequence of the knowledge economy is that there is no alternative to creation of wealth except through learning and creation of knowledge. Knowledge gained from experience is just as good as knowledge gained though formal education and training. According to some proponents of the theory of economic growth, a country’s capacity to become a knowledge economy depends on how quickly it can become  learning economy. Learning is not just about using new technologies to access knowledge; it is also about using those technologies to communicate with the rest of the world about innovations and new uses of that knowledge. That brings us to another important feature of the knowledge economy: Life Long Learning. Continuous, lifelong learning is important not just for individuals, but for organisations too. A learning organisation is more likely to be