Fig. 1. Ironically, given what I am writing about below, this book is recommended (though not compulsary) reading for the Open University (OU) module H818: The Networked Practitioner. I could only find a print version.
I’ll add notes to this blog (which I use to aggregate notes and as an e-portfolio, not just as a shared or private journal-cum-log) as the differences between the online and ‘traditional’ learning experience dawn on me as I do two in parallel.
An MSc in Development Management (a convenient way to be recognised for a collection of education and further modules on e-learning that I am doing with the OU) 100% online … except for the above book.
An MA in British First World War studies (with the University of Birmigham) 97% lectures and tutorials on campus. (There is online support, an online library and database, but books and 100 year old archive as physical artefacts in collections are the primary materials)
Actually there’s a third comparison I can make – that of ‘corporate learning and development’ which the other week with the E-Learning Network included something neither of the above formats offer – ‘social learning over an excellent buffet lunch’. (see below for my view of campus fodder).
The ‘traditional’ seminar or lecture forces your hand somewhat – you have to be there. Many these days are recorded for you and put online, though mine will not be. I’m inclined therefore to take either a digital or audio recorder along to record these things. I have, just a couple of times over three years, got behind with the online course as I kept putting it off.
Travel … and the associated cost
It’ll be around four hours door to door once a month. This means getting up at 4.30 am. Not of course something someone in full time tertiary education needs to do. Off peak, unless booked well in advance it’ll cost £74 return … £24 if I stick to exact trains. Lunch I may have to take with me as the campus only had premade Spar sandwhiches at every outlet.
After lunch on my MA induction day I did something I remember last doing in double Geography on a Friday afternoon with ‘Dusty Rhodes’ – I sat at the back, cupped my hands over my eyes as if in deep thought … and grabbed ‘forty winks’.
Something, however common to many people on any part-time distance learning course is ‘the early morning shift’ – putting in 90 minutes or so before breakfast.
While this and other support services are offered to us on our VLE it was invaluable to to have a person run through it as a presentation in person. This kind of stuff should be given a linear expression … a mini-module for newcomers and as a refresher. All I’ve done, two years after the event with the OU was a webinar on using RefWorks.
People ‘in the flesh’
It was obvious as we gathered in the hall below the lecture rooms that the group of mainly male, mature students were turning up to the same gig. A handshake, a look in the eye and after pleasantries about where we had travelled from we got straight down to what MA were were doing and why: First World War, Second World War or Air Power. Meanwhile online, as many have been ‘gathering’ asynchronously online saying ‘where they have come from’ i.e. their last module, nerves and who they already know. No handshake, some faces, but not all, and largelly female. What these have in common is that human desire to find something in common amongst strangers. Doing a head count I’d say the ratio of male/female for war studies was 80/20 … for the MA in e-learning modules it would appear to be close to 30/70, perhaps 40/60.
In three and a half years with the Open University I have not met any of the Master of Arts in Open and Distance Education (MA ODE) tutors or moderators. I wouldn’t even recognise some of them if I met them. In some cases I might know the voice. The ‘Chair’ of each module is the intellectual powerhouse, with tutors as moderator-cum-markers can be professors, not necessarily with the OU, or ‘fellow’ students who are a few steps ahead having completed the MA ODE. At the University of Birmingham the ‘intellectual powerhouses’ are our tutors and they were out in force – which given the subject matter included two retired Air Commodores.
Learning that is ‘any time, any where’
The MA ODE can be studied any time, any where – though in practice it is studied evenings, weekends and vacations as students tend to be in fulltime employment, those with children, during the term at least, may have some semblance of a ‘student day’ if they can settle down each morning. The MA WW1 is strictly confined to a Saturday, and not just one lecture, potentially three or four. There are Tuesday evening talks which I will never make and can only hope will be recorded and put online.
What does any of the above say about:
the traditions of learning
the subject matter
formal postgraduate learning for mature students in the 21st century
Fig. 2 The First World War archive at the university of Birmingham
This would have been quite impossible online – handling archive 90-100 year old materials from a university collection. I was particularly taken by the personal diary and several hundred photographs of an officer who was posted widely during the war, from the Western Front to Malta, Italy and Egypt. The original artwork of Louis Raemaekers also impressed and inspired, while the actual typed up letters of cabinet ministers reasly brought home the opportunity to ‘turn to original sources’.