500 Tips for Open and Flexible Learning

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Psychology Press, 1998 - Education - 172 pages
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With diminishing resources combined with greater numbers of students in higher and further education, hard-pressed teaching staff are increasingly turning to open and flexible learning to deliver selected parts of the curriculum. Desktop publishing allows rapid production of open learning materials but there is nothing that provides practical, immediate and accessible help to the wide range of people involved in designing, supporting and delivering open learning. This book aims to fill that gap and will help people involved in designing, supporting and delivering open learning.
 

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Contents

Terminology contexts benefits
5
What sorts of learning?
7
How open learning works
10
What sorts of flexibility are there?
12
Resourcebased learning
15
Benefits for learners and trainees
17
Benefits for lecturers and trainers
19
Benefits for employers and managers
22
Making profiles of your open learners
59
Tone and style for open learning
62
Choosing an efficient strategy
65
Defining intended learning outcomes
68
Expressing competences
71
Writing selfassessment questions
73
Writing feedback responses to structured questions
76
Writing multiplechoice questions
79

Benefits for colleges and training providers
25
Which parts of the curriculum lend themselves to open learning?
28
Linking open learning to largegroup teaching
31
Which learners are particularly helped?
34
Adopt adapt or start from scratch?
37
Adopt adapt or start from scratch?
39
Establishing the learning quality of published materials
42
Establishing the content relevance of published materials
45
What to look for in computerbased materials
48
Planning how to adopt
51
Planning how to adapt
54
Writing open learning materials
57
Writing feedback responses to multiplechoice questions
82
Writing openended questions and responses
84
Writing an introduction which works
87
reviews and summaries
89
Writing study guides
91
Communications and information technologies
94
Using computer conferencing for open learning
108
Training open learning tutors
122
Assessing open learning
136
Designing multiplechoice exams
149
Extending selfassessment an example
165
Copyright

Common terms and phrases

References to this book

About the author (1998)

Phil Race works part-time in the Staff and Departmental Development Unit at the University of Leeds, and for the rest of his time runs training workshops for staff and students in universities, colleges and other organisations throughout the UK, and gives keynotes and workshops at conferences on teaching and learning. He has also worked abroad, and has visited Canada, Australia, New Zealand, Ireland, Czech Republic, Slovakia, Denmark, Holland, Ukraine, Hungary, Greece, Israel, Sweden and Singapore in recent years.

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