Hi Christine

I would dearly love to attend these events, but I work in the FE system and
as I have had my once in four yearly staff development - a visit to BERA -
there is no chance that I would be so lucky.

Perhaps if papers / discussion groups could be (are?) formed I may be able
to participate in these?

Many thanks for your reply.


At 09:39 26/09/00 +0100, you wrote:
>For your information: There are still places on the two seminars listed
>below.  
>Student support in open and distance learning
>A Virtual Seminar
>30 October - 10 November 2000
>Presented by Ormond Simpson, author of 'Student Support in Open Distance
>Learning', Kogan Page London, 2000
>
>Introduction to the book
>Merely exposing students in Open Distance Learning to course materials
>whether in hard copy or on the Web is not sufficient to ensure their
>survival and progress as effective students.  Student Support, - tuition and
>advice and guidance - is an essential part of the educator's tools for
>enhancing students' progress and enriching their experience.  
>
>The book covers the fundamental definitions and activities of student
>support, examining both academic (tuition) and non-academic (advisory)
>support.  The emphasis is heavily on the practical and effective but within
>a theoretical framework.  After working through definitions and activities
>in student support the book examines the particular issues of delivering
>such support at a distance - by correspondence, telephone, audio-visual
>methods, and by computer.  Face-to-face support is also covered.  The book
>then surveys sources of student support outside the institution and how
>student support is used to develop students' learning skills and assist
>student retention.  Support for different kinds of students in different
>environments is also covered.  The book then looks at the underpinnings of
>student support - theories, staff development, quality assurance and costs.
>Finally the future of student support is surveyed and some tendentious
>guesses hazarded.
>
>The virtual seminar
>The two week seminar follows the content and structure of the book.  The
>seminar group will work through the book section by section and discuss the
>issues raised with the author and other participants.  Important aspects of
>the seminar will be the sharing of experiences, evaluating findings and
>exchanging ideas and materials.
>
>Seminar outline
>1.	Models and definitions
>			What is meant by student support?
>			Definitions of student support - academic and
>non-academic
>			Why do we need student support?
>
>2.	Non-academic support - advising
>			Different non-academic activities
>			Skills in student support - establishing a dialogue.
>
>3.	Delivering support - tuition
>	Different academic activities
>	Skills and styles in academic activities.
>
>4.	Delivering student support at a distance
>-	Correspondence
>-	Telephone
>-	Audio visual including broadcasting
>-	Face-to-face
>-	Computer
>				-  e-mails
>				-  the internet
>
>5.	Student support outside the institution
>-	family
>-	other students
>-	peer
>-	mentoring
>
>6.	Learning skills and student support
>
>7.	Support for different students in different environments
>-	institutionalised students
>-	students with special needs
>
>-	educationally disadvantaged students
>
>8.	Student support and retention
>
>9.	Theories underlying student support
>
>10.	Structures and quality in student support
>
>11.	Future developments in student support
>
>Who will benefit from the seminar?
>-	anyone working in any support capacity with students whether as
>tutors, advisers, guidance workers or counsellors;
>-	anyone concerned with the organisation of support such as
>administrators;
>-	anyone concerned with research and evaluation issues in ODL;
>
>-	senior management concerned with setting up student support systems
>and establishing quality control procedures.
>
>Time commitment from participants
>8 hours per week.
>
>Fee
>The cost, including a copy of the book associated with the virtual seminar,
>will be £120 per person, less 10% discount if you book more than one place
>on this or any of our other seminars or workshops.
>
>Seminar presenter
>Ormond Simpson originally graduated with a first degree in physics and a
>teaching qualification in further and higher education.  He then taught in
>universities and colleges in Africa and America before being appointed as a
>Senior Counsellor in the UK Open University.  He is currently Director of
>the Open University Centre for Educational Guidance and Student Support
>where he is concerned with research, professional development and
>initiatives in guidance and support.
>
>He has contributed to several courses in Open and Distance Learning such as
>the University of London MA in Distance Education, the Indhira Ghandi
>National Open University course for counsellors and the Association of
>European Correspondence Schools Diploma.
>
>To book a place
>Please contact Brenda Parish: Email: [log in to unmask]
><mailto:[log in to unmask]>  or Tel: 01908 653055.
>
>
>
>Towards a Virtual University:
>the Internet and Resource Based Learning
>
>A Virtual Seminar
>
>4 - 15 December 2000
>
>Presented by Steve Ryan, Bernard Scott, Howard Freeman and Daxa Patel,
>authors of the book Towards a Virtual University: the Internet and Resource
>Based Learning.
>
>Introduction to the book
>This book examines ways in which Communications and Information Technology
>(CIT) is having a major impact on Higher Education and, in particular, how
>the Internet is being (and can be) used to support teaching and learning.  
>


>CIT is now enabling the increased deployment of resource based learning
>(RBL).  A major theme of the book is that of quality. We claim that RBL can
>only be done well (with or without the extensive use of CIT) if supported by
>appropriate models of learning and teaching and principles of course design.
>
>
>Good pedagogy (to use a term commonly used in discussions of RBL) can help
>to avoid the shortcomings that are apparent in many RBL and Internet based
>courses. 
>
>This argument applies across a wide range of institutions and courses, from
>the wholly on-line university seeking a global market, to the "conventional"
>campus based institution, where there is a more moderate but increasing use
>of RBL and the Internet.
>
>For many of the topics covered the authors are able to draw on their
>personal experience as professional educational technologists working in a
>higher education institution (HEI).
>
>The virtual seminar
>This online seminar will focus on key themes of the book. All of the authors
>will be participating and taking responsibility for  different parts of the
>seminar. An overview of the book is given below.
>
>Chapter 1 offers an overview of current developments in HE and the impact
>that the Internet is making. This provides a backcloth for future chapters.
>We overview a number of changes that have been taking place in educational
>systems, both in the UK and elsewhere. 
>
>Chapter 2 engages more directly with RBL as a concept and presents theories
>of teaching and learning particularly relevant for understanding how to do
>RBL well.  A framework for course design is developed. This provides a model
>for thinking about how the WWW can be used effectively for teaching and
>learning.
>
>Chapter 3 introduces the technologies of delivery and interaction on the
>Internet. This provides an overview of both the key technologies and the
>applications that are of most relevance to education. It is necessary to
>have an overview of the main technologies in order to work effectively with
>colleagues and contribute to the development of web based teaching and
>learning.
>
>Chapter 4 focuses more closely on the course development and delivery
>process. Questions such as when should faculty staff be developing RBL, what
>resources will be required and what are the major constraints staff face are
>addressed.
>
>Before committing extensive time to course development, it is necessary to
>examine what resources are available already on the web. This is the theme
>of Chapter 5. These resources may be for supporting course development
>activities or for directly inputting into a course.  The web is an Aladdin's
>cave of a wide variety of resources. We briefly overview the kinds of
>resources that are there and how to find them, with some pointers on how to
>evaluate what you find. 
>
>Computer mediated communication (CMC) is a key topic. We address it
>specifically in Chapter 6. It is easy to think of the Internet in terms of
>web pages only but communication and conferencing systems are often a vital
>part of learning and teaching delivered on-line.  
>
>Chapter 7 considers computer aided assessment (CAA), which is becoming an
>increasingly common feature in HEIs. Having a fair and robust assessment
>strategy is a key ingredient for the effective use of RBL. The Internet has
>the potential to facilitate CAA by enabling dispersed users to access the
>assessment system. We describe a number of CAA systems, ranging from those
>that deliver multiple choice question tests to those that mark essays. 
>
>Chapter 8 focuses on virtual learning environments (VLEs). These are course
>delivery systems that integrate a number of elements dealt with previously
>as discrete components (CMC, CAA). They provide an environment for the
>management, delivery and assessment of students studying via the web. The
>chapter also describes the Instructional Management System project (IMS) and
>the impact it is likely to have.  IMS is about establishing "metadata"
>standards, that allow courses and other "educational objects" to be
>classified and readily accessed over the Internet.   
>
>Under the impact of new technologies, roles, expectations and, potentially,
>whole cultures are changing, being "re-engineered". This is the theme of
>Chapter 9. Here, we examine these in a little more detail and indicate how
>these developments are impacting on teachers, students and others in HEIs.
>
>In Chapter 10 we to look ahead to the brave new world of education in the
>21st Century. We speculate about technological developments to come and
>their likely impact on educational systems. We conclude by highlighting a
>number of inter-related "great debates" about the role of HEIs in a global
>context.
>  
>In writing this book the authors were well aware of their limitations. We
>work in and our writing from the UK but we are writing about the Internet
>and education, a worldwide phenomenon. Our knowledge and our examples
>reflect the educational context and culture in which we work. Many important
>developments are happening in Africa, Asia, Latin America and elsewhere and
>these are not covered in this book. We can only plead that this book does
>not attempt to be comprehensive and that others are better equipped to deal
>with these aspects.  We also realise that all our examples are from English
>language web sites.  English may be dominant on the web but it is not
>exclusive. Once again we can only acknowledge our limitations.
>
>Who will benefit?
>The seminar is aimed at teaching staff in Higher Education Institutions
>(HEIs), typically very busy people, who wish to be informed about the
>changes happening around them and who wish to reflect on their implications
>critically and deeply. It should also be of interest to a number of other
>individuals in HEIs and other institutions (schools, Further Education (FE)
>colleges, businesses, and government agencies) where there is a concern with
>education and training. As well as teaching staff, we have in mind managers
>and administrators, library staff and other support staff, for example,
>staff concerned with computing, networking and course design and delivery.
>
>Time commitment from participants
>8 hours per week
>
>Fee
>The cost, including a copy of the book associated with the virtual seminar,
>will be £120 per person, less 10% discount if you book more than one place
>on this or any of our other seminars or workshops.
>
>Seminar presenters
>Steve Ryan is Head of the Centre for Educational Technology and Development
>(CETD), Department of Learning Technologies at De Montfort University
>Leicester, UK. Steve is particularly interested in the application of CIT to
>education and training. Steve has been responsible for the development of a
>number of open and distance learning packages and is currently developing
>Internet based courses, running workshops and researching conferencing
>systems.
>
>Bernard Scott is a Senior Lecturer De Montfort University's CETD. During the
>1970's Bernard worked with Gordon Pask studying styles and strategies of
>learning and helped develop conversation theory as a framework for
>understanding learning and teaching. His research interests include theories
>of learning and teaching, knowledge and task analysis, learning styles and
>strategies and reading skills.
>
>Howard Freeman is a Senior Lecturer in educational media in the CETD at De
>Montfort University.  Current interests include research and development in
>the use of concept mapping software (Conceptmapper, Webmapper) as part of
>the analysis, specification and delivery of multimedia, network and
>WWW-based learning materials. 
>
>Daxa Patel developed De Montfort University's first IT in Teaching and
>Learning Strategy in 1994. Since then she has been responsible for a number
>of major research and development initiatives in this area. She has been
>involved in several national (TLTP) and European projects related to the use
>of CIT for resource based learning. Her work in the last two years has
>focussed on a major review of University processes. Her research interests
>include the impact of CIT on the teaching and learning process,
>re-engineering and the management of change in HE.
>
>To book a place
>Please contact Brenda Parish: Email: [log in to unmask]
><mailto:[log in to unmask]>  or Tel: 01908 653055.
>
>
>
>
>Christine Wellard
>
>
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Best Wishes

Alan Cummings M.Sc B.Ed Cert.Ed
Lecturer
Newcastle College
Sandyford Road
Newcastle upon Tyne
NE1 8QE

Tel:  0191 200 4610



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