Open University Course Research Articles

A new deal or dashed hopes?

A discordant view of the Education Act about to come into effect next month is voiced educational psychologist, City of Salford Education Department, and part time tutor, Open University Course ‘Soecial Educational Needs’

Teaching Practical Prescribing and Therapeutics

As noted in our editorial in the last issue, continuity in medical education was the subject of a conference organized by the Association of Medical Education, and held in London in June 1982. One of the keynote speakers was Dr Andrew Herxheimer, whose contribution on teaching practical prescribing and therapeutics is printed below. Some will claim that the approach advocated by Dr Herxheimer is already being attempted, while others will wonder how such an increase in the competence of undergraduates is to be achieved in an already overcrowded curriculum. The paper should, at least, lead to discussion. Dr Herxheimer's paper is followed by a description of the Open University course 'Topics in Drug Therapy' (P550), made for the Council for Postgraduate Medical Education in England and Wales and launched in October 1982. It is aimed at all practising doctors, especially trainees and general practitioners.

Women's studies ‘at a distance’: The new open university course

This paper describes a new WS course; ‘The Changing Experience of Women’, due to be offered by the Open University in 1983. It gives a brief description of the history and content of the course within the Open University context. It also examines some of the conflicts that have been faced by feminists working on the course. Most of these conflicts will be familiar to other women involved in WS but they have special features in a distance teaching situation.

World politics at the Open University

International Politics has been available as part of the Open University's programme of studies for the best part of ten years. During that time several hundred students have experienced this area of study in the unique form of learning and teaching that has come to be the hallmark of Open University courses. It would be interesting to know how the first generation of graduates with an International Politics course behind them respond to that experience, as they have studied a branch of the social sciences that is regarded as especially difficult and demanding in its scope, so much so that an earlier generation of scholars thought the subject to be unsuited to undergraduate study. We have come a long way since then, however, and the typical Open University student is rather different from the conventional undergraduate, bringing to his study more worldliness perhaps—no bad thing in the study of political matters—and a deeper appreciation of the subtleties of human behaviour But this advantage over the student coming straight into higher education from sixth form or college of further education has to be set against the disadvantages of a probable lack of method and discipline in study and of having to receive and assimilate complex ideas at the end of a day of full-time non-academic work, for Open University students are part-time and will do most of their study in the surroundings of their own homes. These circumstances influence the designers of Open University course. In the market place of adult education the consumer is sovereign. Certainly in large urban areas many different educational bodies compete for the adult student and Open University courses have to be designed with this competition in mind. Programmes of study must be carefully structured to provide for set amounts of material to be mastered in a limited period of time. There has also to be clear direction to courses, with signposts in the form of self-assessment exercises and suitable pauses built into course texts to allow for ‘digestion’ and to ensure that the right route is followed. To achieve these ends packages of learning materials are prepared by Open University staff and mailed to students in their own homes, supported usually by a course reader, some set books, and reinforced by the back-up of television and radio. This form of learning parallels conventional methods only in that periodical tutorials with groups of students are conducted by the Open University's part-time tutorial staff.

Recent Research in English Urban History, c. 1450-1650

Au cours de la dernière décennie, peu d'aspects de l'histoire d'Angleterre ont progressé aussi rapidement que celui du milieu urbain préindustriel. Alors que, il y a tout juste dix ans, peu d'universitaires sérieux œuvraient dans ce domaine et qu'il se donnait peu de cours à ce sujet au niveau du baccalauréat, il existe maintenant un cours complet et de haut calibre dans le programme de l'Open University. Déplus, les monographies en histoire urbaine semblent avoir supplanté l'histoire des comtés comme sujet de prédilection de thèses de doctorat. Une bonne partie des récents travaux sur les problèmes urbains de l'ère pré-industrielle visent toujours à éclaircir des questions qui ont été posées il y a dix ans ou plus. Ces travaux qui portent sur les dissensions politiques, l'évolution des institutions, les relations entre les municipalités et la couronne, et sur dJautres problèmes semblables, ne doivent pas être écartés parce que dépassés. Comme le sujet est très diversifié, il faudra produire un grand nombre de monographies avant de pouvoir généraliser. Les études portant sur de nouveaux concepts sont tout aussi importantes et peut-être plus innovatrices du point de vue de la méthode de travail car elles touchent en général un plus grand nombre de disciplines et tendent davantage vers la méthodologie quantitative. Elles reposent dans une grande mesure sur le travail de l'anthropologue, du démographe et du géographe et ont, en très peu de temps, élargi considérablement les horizons de l'historien qui s'intéresse à la ville pré-industrielle, grande et petite.

Understanding phase diagrams: An example of the integration of interactive graphics into a CAL authoring system

This paper describes the philosophy and execution of the first in what is intended to be a series of related computer assisted learning programs designed to teach particular technological skills. The skills with which we are concerned are those used to interpret diagrams which represent physical phenomena; e.g. phase diagrams, and Pourbaix diagrams. This form of representation traditionally poses major difficulties to students, requiring the physical interpretation of complex diagrams, in addition to an understanding of the concepts and a confident numerical ability within the theory. Interactive raster scan graphics provides a dynamic medium for manipulating diagrams that is unavailable in any other medium. This new approach links such a facility into a general purpose CAL system to provide a powerful and attractive tool for teaching the interpretation of such complex visual representations. The first program which has been written deals with the teaching of phase equilibrium diagrams to students of the Open University course TS251. An Introduction to Materials. The students are taught the fundamentals of the subject through the correspondence text and are given a lecture at the start of their week's summer school. Thus the function of the program is not to teach the subject from first principles, but to allow the student to develop confidence and skill through practice. The interactive program does this through the normal methods of questioning, assessing and prompting the student on the various aspects of the diagram, with the student using both textual (through the keyboard) and positional (through the cursor) input when answering. In designing the program the analogy with a map has been adopted to enable us to recognise subsets of teaching techniques and to develop a consistent method of programming. Thus the identification of major topological features and, say, routes which invoke calculation are seen to involve different structures. The material has been developed using the STAF authoring system to present and control the dialogue, and graphics on a SIGMA 5670 series, raster graphics terminal. Technical details of the implementation are described.

Biological simulations in distance learning

Interactive computer simulations can be very effective educationally, but, at the present time, are not easily provided as part of a distance learning system. The problems of introducing biological simulations into two Open University courses and the proposed solutions are discussed in relation to sound CAL practise.

The Teacher, Language Development and Linguistics: a response to Ronald Carter's review of the Open University course PE232 ‘Language Development‘

The Teacher, Language Development and Linguistics: a response to Ronald Carter's review of the Open University course PE232 ‘Language Development‘

OPEN UNIVERSITY COURSE ON HEALTH CHOICES

Nutrition BulletinVolume 6, Issue 1 p. 53-53 OPEN UNIVERSITY COURSE ON HEALTH CHOICES First published: January 1981 https://doi.org/10.1111/j.1467-3010.1981.tb00471.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume6, Issue1January 1981Pages 53-53 RelatedInformation

Linguistics, the Teacher and Language Development: a review of Open University Course P232: ‘Language Development‘

Linguistics, the Teacher and Language Development: a review of Open University Course P232: ‘Language Development‘

PROTEUS IN A KALEIDOSCOPE: THE EDUCATIONAL TECHNOLOGIST IN OPEN UNIVERSITY COURSE PRODUCTION

Abstract The educational technologist's work in Open University course production is described in terms of its context and the potential roles and tasks that may be assumed. Although potential roles and tasks might be shared with other educational technologists, the Open University context of course production is singular to that institution and provides special problems. It is concluded that the educational technologist must continually construct and reconstruct his own role according to a number of sets of criteria.

Paradigm Lost: Thomas Kuhn and educational research

In recent years the notion of 'paradigm' has been introduced into the language of educational research and curriculum evaluation. The genesis of its adoption by educationists can be established fairly accurately. In 1972 Parlett & Hamilton wrote the mimeographed version of their seminal paper (henceforth Parlett & Hamilton, 1977) which contrasted the 'agricultural-botany' and 'illuminative paradigms' of educational evaluation. In the same year Esland (1972) made a distinction between the 'psychometric' and 'phenomenological' paradigms in an Open University course unit, Pedagogy and the Teacher's Presentation of Self[I]. As is so often the case in education, the term 'paradigm' was taken up from another field of academic endeavour and the authors mentioned above cite specifically their source as The Structure of Scientific Revolutions (Kuhn, 1970), a central text in the philosophy of science (see Parlett & Hamilton, 1977, p. 7; Esland, 1972, p. 18). It is surprising how rapidly the notion of 'paradigm' originally developed by Kuhn in a quite different context has become part of the technical vocabulary of educational researchers, especially curriculum evaluators. It is now a well-worn phrase used in professional conversation, conference discussions and published accounts [2]. In this paper I argue that the introduction of the term 'paradigm' into educational research is based upon a misunderstanding or inaccurate representation of Kuhn's work and that it can lead to muddled and unclear thinking among educationists, especially those involved with curriculum evaluation. Its invocation may lead to unproductive debate and misrepresent the educational research enterprise. It has become a shorthand word that we use too easily; it must be either used more precisely or purged. I begin by describing how Kuhn used his notion of paradigm in its original context and how the central qualities of his definition have been lost in its transfer to education. I then ask whether it is in fact feasible to apply an analysis seeking to explain the work of the community of natural scientists to the very different circumstances of the community of educational researchers. I then examine the dangers attached to the too easy acceptance of Kuhn's ideas by educational researchers.

Student learning and an independent study course

An evaluation of an Open University course being used in a conventional university revealed a number of complex and interrelated issues relating to student learning. This paper considers some problems in researching this area and focusses on four main themes: the relationship of the student's choice of learning strategy with the requirements of the learning task (in this case a textually based independent study course); the ability of the student to adapt his learning strategy to fit the requirements of the course; the restrictions the task imposes on the possible learning strategies that can be employed; the student's view of learning and knowledge. The paper explores the interplay of these factors, with particular reference to the Open University course being studied.

Book review essays: Introductory human geography: observations based on the materials for the Open University's course D204 'Fundamentals of human geography'

Book review essays: Introductory human geography: observations based on the materials for the Open University's course D204 'Fundamentals of human geography'

DEVELOPMENTALLY TESTING THE TELEVISION COMPONENT

ABSTRACT This paper is a summary of a follow‐up study which gauged the reactions of an Open University Course Team to the developmental testing of the broadcast element of their course. The particular problems encountered in modifying the television component are identified and the paper concludes by suggesting the conditions which appear to be necessary for the broadcast component of an Open University course to be fully developmentally tested, and if necessary modified. The Journal has already published studies, by Frances Berrigan (Vol 3, No.2) and Margaret Gallagher (Vol 3, No.1), on the topic of developmental testing.

DEVELOPING A METHODOLOGY FOR AN EVALUATION

ABSTRACT Whatever educational situation is to be evaluated, the teacher or researcher is faced with the initial problem of deciding on the type and scope of the evaluation and the techniques to be employed. This paper discusses these questions in relation to a study which aims to investigate the effects of introducing a multi‐media independent learning package into a conventional university environment, and to do this by looking at one second level half‐credit Open University course being presented as part of the second year undergraduate degree programme in the Department of Electrical Engineering Science at the University of Essex. (1).

Comments on history and mathematics regarded as combined educational tools

Mathematics teaching has developed considerably over the past two decades, but the history of mathematics and its bearing on the learning of mathematics itself has been neglected. There is a need to open discussion on the nature and role of the history of mathematics, particularly in the light of the recently mounted Open University course which will provide many teachers with the opportunity of gaining knowledge of this field. The history of mathematics as an educational tool should not be conceived as a separate subject, but rather as infusing or permeating through the whole of mathematics. In this way it can alleviate some of the problems raised by the formal‐logical character of mathematical thinking. The nature of mathematics is primarily quantitative and formal‐logical, whereas history is predominantly causal (which includes formal‐logical). The essential difference between mathematics and history is the exclusion of chance factors (contingencies) from the former which renders it timeless, and the i...

The Evaluation of an Open University Course for Teachers

The Evaluation of an Open University Course for Teachers

Twentieth century poetry: an Open University course

Twentieth century poetry: an Open University course

The Open University Course on Public Administration

Public AdministrationVolume 54, Issue 3 p. 341-346 The Open University Course on Public Administration J. MELLING, J. MELLINGSearch for more papers by this authorC. PALLEY, C. PALLEYSearch for more papers by this authorW.A. ROBSON, W.A. ROBSONSearch for more papers by this author J. MELLING, J. MELLINGSearch for more papers by this authorC. PALLEY, C. PALLEYSearch for more papers by this authorW.A. ROBSON, W.A. ROBSONSearch for more papers by this author First published: September 1976 https://doi.org/10.1111/j.1467-9299.1976.tb00251.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume54, Issue3September 1976Pages 341-346 RelatedInformation