1. MANAGEMENT OF
OPEN AND DISTANCE LEARNING

2. Concept of Management in ODL
Use the system approach
Management is the primary force within organization which coordinates the activities of the subsystems and relates the environment.
The essence of management is coordination
Focus of management: planning, organizing, actuating and controlling to meet the objectives.
Manager is needed to convert the disorganized resources of men, machines, and money into a useful and effective enterprise.

3. ODL: UNDERLYING PRINCIPLES
Access: to provide access to quality education from anywhere at anytime.
Equity: provision of quality of education for anybody (education for all)
Quality: provision of quality education (standardized) for anybody, anywhere, anytime.

4. UNDERLYING PRINCIPLES
To offer quality open and distance learning for anybody, anywhere, anytime:
cost effective, interesting, easy to study independent, and flexible,
needs systematic, rigorous, and well planned design, various resources and high investment.

5. Management System Controlling Actuating Organizing Planning
Human Resources
Asset and Financial Resources
Materials/Learning Resources
Structure and Infrastructure
Strategic Planning and Operational Planning

6. Planning SWOT analysis and self-evaluation
Formulating a vision and mission, goals, and objectives for the institution or program
Balancing aspirations with currently available resources and chosing among options so that the priority goals can be achieved with high quality and with the available resources

7. Planning
Assessment of changes in student, business, or societal demands
Tracking emerging technological alternatives
Projecting future resources and financial needs
Cultural consideration

8. Several Ways of Planning
Focus
Curriculum
Economics
Instructional Materials and Copyright issues
Quality Assurance
Partnership and Networking
6 Factors Model
Access
Equity
Quality
ODL Generic Model
Institutional
Management
Pedagogical
Badrul Khan Model

9. ODL Generic Model
Access: provision of quality education everywhere needed
Equity: provision of quality of education to everyone (education for all)
Quality: standardized of quality education everywhere, everytime, for everybody

10. Khan Model: Institutional
Administrative Affairs
Budgeting and return on investment
Information Technology Services
Instructional Development and Media Services
Marketing, Admissions, Graduation, Certification & Alumni Affairs
Organization and Change (Diffusion, Adoption and Implementation of Innovation)
Academic Affairs
Faculty and Staff Support
Instructional Affairs
Workload, Compensation & Intellectual Property Rights
Student Services
Pre-enrollment Services
Course and Program information
Orientation, Advising, Counseling
Financial Aid, Registration and Payment
Bookstore, Library Support, Other learning services needed
Social Support Network, Tutorial Services
Internship and Employment Services,

11. Khan Model: Institutional
Strategic Planning
Budgeting and Budget Appropriation
Human Resources (core, supporting, administrative, outsource)
Structure, Infrastructure, network
Commitment and support

12. Khan Model: Pedagogical
instructional approach
instructional methods
learner assessment
instructor evaluation
design of learning environment
quality assessment

13. 6 Factors Model Focus Curriculum Economics
Instructional Materials and Copyright issues
Quality Assurance
Partnership and Networking

14. 6 Factor Model: Focus
Increasing rate of potential students at any level, in terms of quantity, quality, and area of skills/study
Formal degree granting program vs. continuing education program
Pre-Service vs. In-Service? Certification
Market segmentation: teachers, technicians, operators, specialists?
Once big chunck or incremental development?
Social responsibility (non-profit) vs. profit oriented?
In Indonesia: HE gross enrollment rate: 14,26% (2004) to be 20% per 2009.

15. 6 Factor Model: Curriculum
“…in a world that is shrinking as it is globalizing university, curriculum cannot limit its vision to the university paradigm alone. It has to respond to national as well as global needs”
Insan Indonesia Cerdas dan Kompetitif
Academic rigor vs. market/custom oriented?
Flexible learning vs. subject matter structure?
Four Pillars of Learning:
Learning to know, learning to do, learning to be,
learning to live together.
Added value of academic programs?

16. 6 Factor Model: Economics
Profit vs non-profit
Conditions for cost effective program?
Cost variable to be considered (comprehensiveness of ICT-based ODL component for quality learning vs minimal requirement of ICT-based ODL?)
Economies of scale vs price for quality?
ICT-based ODL vs. traditional multi media ODL?

17. 6 Factor Model: Instructional Materials and Copyright issues
What medium is used for instructional materials?
What is the function of instructional materials in learning process? Main information of subject matter? Supplement? Drill and Practice? Enhancement? Remedial?
Course Team Approach vs. Single writer?
Who own the course and the materials? University? Course Team? Individual Writer?
Plagiarism issues of internet learning object?
Buying or developing on its own?

18. 6 Factor Model: Quality Assurance
“… while ICT advances have led to the exponential rise in ODL offerings, many institutions are launching new distance programs often without the necessary experience to guide their success”.
Minimal requirement?
Is learning taking place?
What are the success indicators?

19. ORGANIZATION
Three modes of ODL
Single Mode?
Dual Mode?
Consortium?

20. HUMAN RESOURCES: Managerial issues
Administrative staff?
Lecturers?
Reward and sanction?
Workload?
Skills?
Competencies?
Perception and attitude?

21. ACTUATING Implementation Factors: Mass and distributed education
Learning experience
Evaluation and assessment
Management of ODL
Quality Assurance

22. MASS AND DISTRIBUTED EDUCATION
Who are the students? Where are they?
What kind of learning experience? How to increase students’ participation? How to activate students in learning process? Degree of interactivity?
What kinds of instructional materials and learning resources? What kinds of media? Assignment and activities?

23. MASS AND DISTRIBUTED EDUCATION
Global characteristics?
Flexible?
Answer to autonomy and freedom of consumer?
Accessible and contextual to diverse location?
Curriculum and Content

24. MASS AND DISTRIBUTED EDUCATION
Development or purchase of multimedia?
Legal & Ethical Issues,
Intellectual Property?
Rigorous instructional design
How to design learning experience scenario?
Course Team Approach?

25. LEARNING EXPERIENCE
Independent study: How to train students to be independent learner? study skills? independent learning skills?, ICT skills?
Guided Learning
Mediated Interaction (what media is used and what skills are needed?)
Tutorial (How do tutorial is designed? time of tutorial?, evoking proactive learning?, meaningful learning experience from tutorial?)
Study group (who, where, when, how)
Use of learning resources (what kind)

26. LEARNING RESOURCES: What and how to design its integration?
Non print materials: CD-Audio/Video
Colleagues
Friends
Seminars
Instructional kits
Observation
Experts
Computer Assisted Instruction
Web-based courses, SMS
Printed Materials

27. LEARNING SUPPORT: What kind, for whom, how accessible?
Provision of Learning Support by Institution
Online support?
Instructional Delivery?
Academic counselling/ tutorial?
Administrative support?
Technical support?

28. ASSESSMENT AND EVALUATION
Massive examination: what indicators?, what, how, and when to assess?
Managability
Manual examination? vs. Computer/internet based?
Item Bank?
Standardized processing (centralized vs. Decentralized, guidelines)?
Final exams/assignment/project?

29. ORGANIZATION/ MANAGEMENT OF ODL
ODL system
Economics of Education
Organization & Human Resources
Networking

30. ODL SYSTEM
How to develop system which accommodate autonomous and independent learning?
Education = indutry? Management of educational process based on industrial management principles? economies of scale, BEP, strategic marketing, division of labor, mechanization and automation, networking, dll.)
Time and geographical constraints? Interaction and communication across time and space in learning experience?
The operational system of ODL requires flexibility toward various market segments with various needs within an outreaching network across time and space, based on accountability and quality assurance system?

31. ECONOMICS OF ODL COST Which technology at what cost?
Initial, delivery, maintenance cost?
COST
How much is an institution willing to spend for ODL?
Who is going to pay for what? How much?

32. NETWORKING
Outsourcing
Marketing?
Sustainability?
Risk & Cost Sharing?

33. QUALITY ASSURANCE Bates (1984):
“… ODL is bringing advantages to education, and removing some of the disadvantages previously associated … through promises of lower costs, greater student autonomy, mediated interaction and feedback as well as wider range of teaching functions and a higher quality of learning across time and space”
system?
process?
product?

34. Quality Assurance effectiveness Objectives Minimal requirement Input
Process
Output/
outcome
efficiency
productivity

35. QUALITY ASSURANCE Indicator: System: Process: Product:
Accessiblilty? Distributed evenly? (equity)
Enrollment vs in process/active vs completed?
Cost effective, cost effiency?
Self sufficiency level?
Innovation and organizational development?
Process:
Students completion rate? Persistence rate?
Learning system management?
Product:
Programs of study?, levels of study?
Quality of graduates?
Instructional materials?
Learning support system?
Sustainability?
STANDARD

36. QA PROCESS IN ODL Methods; Yes Defining standard Audit
Below
Standard?
Identify action
To be done
Implement
action
Integrate with
Other SDCA
Evaluate
Yes No
Methods;
Internally driven;
Institutional research, student learning assessment, staff development
Externally Imposed; accreditation, public accountability
Continuous
Improvement
(Kaizen)
Sustainable
Quality

37. CRITERIA FOR EVALUATING ODL
General Information, example:
- Brief description of the course include goal and learning objective
- The availability of technical support is stated and link to online technical information are provided
Accessibility, example:
- How accessible is the course material
- Can learners find information quickly
- Detailed table of contents (objective, outcome or topic)

38. CRITERIA FOR EVALUATING ODL
Organization, example:
- Is the material organized well between part of the course
- Units of instruction / topic are divided into subunits/subtopic
Language, example:
- Is the level of the language used appropriate for the intended audience
- The writing style is clear and direct
- Terms are used consistently

39. CRITERIA FOR EVALUATING ODL
Layout, example:
- The layout is appropriate for the content and intended
audience
- Navigation icons / cues are used consistenly
- Color is used effectively
Goals and Objectives, example:
- Goals and objectives cover course content and are related to
the program of study
- Objectives related to competencies, behaviours and attitude

40. CRITERIA FOR EVALUATING ODL
Course Content, example:
- Directly related to learning objectives
- Accurate and relevant
Instructional or Learning Strategies and Opportunities for Practice and Transfer, example:
- Instructions or directions are clear and concise
- Learners informed about their own responsibilities in Online
learning
- Activities are linked to resources beyond the course material

41. CRITERIA FOR EVALUATING ODL
Learning Resources, example:
- Appropriate for the learners and the subject matter
- List of learning resource are devided into required and optional
- Multimedia clips are inmcluded and accessible
Evaluation, example:
- Learners are given clear expectation and critera for credit
assignment
- Grading procedure are clear and explicit
- Learners are able to track and evaluate their own progress

42. CRITERIA FOR EVALUATING ODL
Overall, example:
- Is there evidence that the course has been piloted and that
learners can achieved objectives of the course
- Is the course up-to-date The URL updated
- The course are reviewed by expert in content and design
- Permission is needed for modification
The success of ODL program depend on the quality of instructional design and the academic and technical support provided to learners and instructor (

43. Thank you …