Below you find the assignments lined up as well as the rubrics. The only assignment not yet available is Assignment 2 (Spreadsheet assignment). However, for this assignment a 'mock version' is available which is almost a clone to the 'real assignment 2'. 

The exact due dates will be specified.

Dear all,

Welcome to the course. The course starts at February, 1st, 2016. But a week earlier the Pre-week starts.

The purpose of the pre-week is to give you (and, indeed us, since specially this time when first teaching the course in the new learning environment) sufficient time for getting ready for the course.

What should you do in the pre-week?

(i)                 Get used to the learning environment; especially if you are new to it. If you have questions in this respect your best bet is addressing Steffi Brunner, the teaching assistant in this course (stefanie.brunner@uni-oldenburg.de). But Paul (the writing coach; Paul.Blackman@faculty.umuc.edu) and Thomas (the lead instructor; thomas.huelsmann@uni-oldenburg.de) also may help. Mind, where possible, the division of labor implied in these labels and try to address your questions accordingly. If you are not sure to whom to address a particular question, cc all of us.

(ii)               Make sure that you get the textbooks.

• Bates, A. W. (2005). Technology, e-learning and distance education. London New York : Routledge.
• Rumble, G. (1997). The Costs and Economics of Open and Distance Learning. London : Kogan Page.
• Publication Manual of the American Psychological Association (6th Ed.) (2009).
  You are likely to have the APA Publication Manual already since it is strongly recommended for all the courses.

To find the point where you can order the textbooks go to http://webapps.umuc.edu/soc/us.cfm?fAcad=GRAD. Unfortunately the Bates book is not listed there in spite of it being listed in the syllabus. We nevertheless strongly recommend buying the book.

In general, journal articles and papers referenced in this Syllabus will be supplied online. 

(iii)             Part of your orientation is going through the syllabus and the related documents. You find them when you click Content on the NavBar where you find Syllabus on the left of the window pane (second item in the content table). Besides the syllabus you find also a Course Overview, and introduction into UMUC’s academic policies, and additional course information. Mach of this will be already known to you since it is unlikely that this is your first course.

(iv)             Then make a visit to the Café. Write a ‘hello message’. The Café also may be the best place to tell something about yourself (attach some bio information). You also may say something about your expectations and, if this applies, to your professional situation where you may hope using some of the competencies you may get in this course.

(v)               Then start reading ahead. For this again click on Content and look at Course Resources (under Table of Content). Click on E-readings and find the introductory chapter from Alison Wolff’s book (Wolff, A. (2002). Does education matter? Myths about education and economic growth. London: Penguin Books.).
The chapter is titled ‘Elixir or snake oil? Can education really deliver growth?’ It will you give some ammunition for the role debate (“Education: elixir or snake oil?”) we have planned as a warming up exercise in the beginning of the first module.
You also can start reading the textbook (Rumble, G. (1997). The costs and economics of open and distance learning. London: Kogan Page.). You can start, even if your copy has not yet arrived. The first chapters are also available under E-Readings.

I hope you will enjoy the course and get something out of it. I think all three of us will support you to make sure that you have a successful term.

Kind regards
Thomas, Steffi and Paul

Table of Contents

Actions for 'Table of Contents'

• Syllabus

  • Syllabus

    External Learning Tool

    I'm Done

• Course Content OMDE 606

  

  • Additional Readings

  • Assignments and Rubrics

    Actions for 'Assignments and Rubrics'

    

    

    Below you find the assignments lined up as well as the rubrics. The only assignment not yet available is Assignment 2 (Spreadsheet assignment). However, for this assignment a 'mock version' is available which is almost a clone to the 'real assignment 2'. 
    
    The exact due dates will be specified.

  • OMDE 606 Cafe

    

    In Café Costs you may drop in for a 'virtual cappuccino'. The Café is open 24 hours but depends on self-service by club members. It will remain open throughout the course. It is proposed to use it for social chat only and discuss all the content-related issues in the respective Modules. I advise against discussing content-related issues in the Café since they may not receive the attention they deserve. Though some of you know each other already rather well, you will meet new classmates. To dispel a bit the anonymity of the online classroom please make sure that you have posted some biographical information. Here you are invited to post a 'hello' in the discussion below to signal your presence. You may also say some words about expectations and fears you may connect with this course. I look forward to learning more about my new class.

    
    
    

  • Teaching Assistant Question & Answers

    1

    Incomplete activities

    Hello and welcome to OMDE 606.

    My name is Steffi and I will be your Teaching Assistant (TA)  for OMDE 606 this semester.

    If you have any questions concerning organisation, deadlines, technical issues, Turnitin or maybe at some point you could need some motivational support - just say so! Please do not hesitate to contact me, either via PM or via email: stefanie.brunner@uni-oldenburg.de

    I look forward to the course!

    Best regards,
    Steffi

  • Writing Coach Office

    Actions for 'Writing Coach Office'

    4

    Incomplete activities

    Hello everyone and welcome to OMDE 606.

    My name is Paul and I will be your writing coach for OMDE 606 this semester. Most of you will by now be familiar with the writing coach programme now in its fourth year but I will use this note to remind you of the role and function of the coach and outline to you how I believe I can be of assistance to you.

    Specific objectives of the Writing Coach Program are to:

    Provide assistance for students requiring writing help.

    Establish writing standards and expectations that students can carry into subsequent graduate program courses and professional experiences.

    Through detailed feedback, assist students in thinking critically about their writing and its appropriateness for a given audience (e.g. an academic essay vs. a personal e-mail to a friend).

    Provide a strong foundation in good writing skills.

    Refer students to appropriate resources so that they have toolboxes from which to draw on when writing in future assignments and courses.

    Work toward improving academic performance of all class members and MDE students

    Ways in which the coach may be used

    • You may be asked to submit an assignment to the coach before submitting it to the course teacher.
    • You may be referred to the coach after you have submitted an assignment
    • You may of your own free will seek the help of the coach with your assignment (form not content – the content must be yours!)

    For this semester there are three assignments where the services of the writing coach may be required. These are your learning journal, your essay assignment and your group assignment. Assignments for review should be submitted to the appropriate area in the grade book: WC-EA (essay), WC-GA (group assignment), WC-Lj (learning journal), ideally five days ahead of the due date to allow for review and return but I appreciate that this may be a challenge. Please do not submit your assignment the night before or on the day when the assignment is due. Further information will be provided with regard to assignments.

    I may be reached by posting in this forum or you may send me an e-mail at my UMUC address. You should also copy any mail to pueblackman@gmail.com.

    I look forward to working with you this semester.

  • Pre Week

    Dear all,

    Welcome to the course. The course starts at February, 1st, 2016. But a week earlier the Pre-week starts.

    The purpose of the pre-week is to give you (and, indeed us, since specially this time when first teaching the course in the new learning environment) sufficient time for getting ready for the course.

    What should you do in the pre-week?

    (i)                 Get used to the learning environment; especially if you are new to it. If you have questions in this respect your best bet is addressing Steffi Brunner, the teaching assistant in this course (stefanie.brunner@uni-oldenburg.de). But Paul (the writing coach; Paul.Blackman@faculty.umuc.edu) and Thomas (the lead instructor; thomas.huelsmann@uni-oldenburg.de) also may help. Mind, where possible, the division of labor implied in these labels and try to address your questions accordingly. If you are not sure to whom to address a particular question, cc all of us.

    (ii)               Make sure that you get the textbooks.

    • Bates, A. W. (2005). Technology, e-learning and distance education. London New York : Routledge.
    • Rumble, G. (1997). The Costs and Economics of Open and Distance Learning. London : Kogan Page.
    • Publication Manual of the American Psychological Association (6th Ed.) (2009).
      You are likely to have the APA Publication Manual already since it is strongly recommended for all the courses.

    To find the point where you can order the textbooks go to http://webapps.umuc.edu/soc/us.cfm?fAcad=GRAD. Unfortunately the Bates book is not listed there in spite of it being listed in the syllabus. We nevertheless strongly recommend buying the book.

    In general, journal articles and papers referenced in this Syllabus will be supplied online. 

    (iii)             Part of your orientation is going through the syllabus and the related documents. You find them when you click Content on the NavBar where you find Syllabus on the left of the window pane (second item in the content table). Besides the syllabus you find also a Course Overview, and introduction into UMUC’s academic policies, and additional course information. Mach of this will be already known to you since it is unlikely that this is your first course.

    (iv)             Then make a visit to the Café. Write a ‘hello message’. The Café also may be the best place to tell something about yourself (attach some bio information). You also may say something about your expectations and, if this applies, to your professional situation where you may hope using some of the competencies you may get in this course.

    (v)               Then start reading ahead. For this again click on Content and look at Course Resources (under Table of Content). Click on E-readings and find the introductory chapter from Alison Wolff’s book (Wolff, A. (2002). Does education matter? Myths about education and economic growth. London: Penguin Books.).
    The chapter is titled ‘Elixir or snake oil? Can education really deliver growth?’ It will you give some ammunition for the role debate (“Education: elixir or snake oil?”) we have planned as a warming up exercise in the beginning of the first module.
    You also can start reading the textbook (Rumble, G. (1997). The costs and economics of open and distance learning. London: Kogan Page.). You can start, even if your copy has not yet arrived. The first chapters are also available under E-Readings.

    I hope you will enjoy the course and get something out of it. I think all three of us will support you to make sure that you have a successful term.

    Kind regards
    Thomas, Steffi and Paul

  • Module 1: The expansion of education and the emergence of the economics of education

    Actions for 'Module 1: The expansion of education and the emergence of the economics of education'

    

    Starts Feb 1, 2016 12:00 AM

    Module title: The expansion of Education and the Emergence of the Economics of Education
    

    1. Reflecting on the reasons, why education is so widely seen as 'a good thing'.
       We will do this in form of a role debate. The motion is that 'education is a good thing' which is supported by the proponents of the motion, while the opponents raise all sorts of critical questions. This is intended as a form of brainstorming. See discussion below.
    2. Expansion of education: The post post-World War global expansion of education
       The historically unprecedented expansion of education had a number of reasons such as the demographic and economic growth of the post-war era but also the systems’ rivalry in the cold war.
    3. Economics of Education I: Human Capital Theory:
       Human capital theory (HTC) is the main theory of economics of education arguing that the demand for education is motivated by the increased lifetime earnings and that the aggregate increased earnings are reflected on the macro-level as increased economic growth.
    4. Economics of Education II: Screening/signaling theory:
       Signaling or screening theory is the main rival of HCT. It is more skeptical about the implicit assumption of HCT that the 'graduate premium' reflects the increased productivity. Screening theory sees education more as a 'positional good and would expect a decrease of the 'graduate premium' in case of expansion of education.
    5. Measuring the Internal rate of Return (IRR):
       Some skills, like machines, can enhance productivity; there is an analogy between calculating the IRR of a machine and the returns to human capital.
    6. Measuring the Rates of Return to Education (RORE):
       Education pays in terms of increased lifetime earnings; the additional income generated by an additional time in education is called the ‘graduate premium’ or Rates of Return to Education (RORE).
    7. What the figures say
       The figures still indicate that there is a graduate premium for additional education but that there is much variation between disciplines; comparing returns to educations between countries is fraught with difficulties. 
    8. The dynamics of expanding education:
       The intention of the reforms of the educational systems was to mobilize the cognitive/intelligence resources of the populace and to increase social equity by allowing for more upward mobility. While the mobilization of intellectual resources was largely successful the success in increasing equity through education was rather limited.
    9. Discussing what role distance education is expected to play in this context.
       This discussion is seen as an 'advance organizer' which draws together the arguments for education, the sustained expansion of educational demand and the expectations with which educators and policy makers may turn to distance education.

    But before all that we start with a sort of warming up discussion by asking (in the discussion unit 1) the simple question: "Is education an elixir or a snake oil?"

     

  • Module 2: The techniques of cost analysis

    Actions for 'Module 2: The techniques of cost analysis'

    8

    Incomplete activities

    Starts Feb 15, 2016 12:00 AM

    Module title: Techniques of cost-analysis
    

    This module introduces you to the elements of cost-analysis. They consist essentially of three parts: (i) how to draw up a budget; (ii) the treatment of capital costs; (iii) basic cost equations.

    • The first three discussion units relate to the first part (drawing up a budget): Unit 1 introduces into modeling costs, for which Unit 2 offere a generic template; Unit 3 classifies the cost items to prepare the cost analysis.
    • The second part (treatment of capital costs) shows how to process capital costs (Unit 4); in Unit 5 we look at simple depreciation while in Unit 6 we show how costs are annualized. 
    • The third part (basic cost equation) starts by indtroducing the Total Cost Equation (Unit 7) and then in Unit 8 proceeds to the Average Cost Equation. Unit 9 introduces the concepot of Marginal Costs; Unit 10 Semivariable costs. The third part is wrapped up by Unit 11 where we describe other visualizations of the basic cost parameters such as Perraton's Costing Cube. 
    • The treatment corresponds largely to chapters 1 to 6 in our textbook Rumble (1997). I recommend also to read chapters 7 to 10 which are not so extensively treated here.

    The module is also closely related to the guide I developed for the Commonwealth of Learning. I posted it as a WBT.

    Costing open and distance learning at: http://www.uni-oldenburg.de/zef/cde/COLproject/web-col/index.htm

    The value added is that the various sections of the guide serve here as main topics for the discussion in the classroom. Knowing you as a very active class I am sure we will get a lively discussion.

     

  • Module 3: The cost-effectiveness of distance education institutions

    Actions for 'Module 3: The cost-effectiveness of distance education institutions'

    10

    Incomplete activities

    Starts Mar 7, 2016 12:00 AM

    Module title: The cost-effectiveness of distance education

    This module develops the concept of cost-effectiveness and cost-efficiency (the first two Units) and applies it to distance teaching institutions (Units 3 to 6). In detail:

    • Unit 1 develops the concepts of efficiency and effectiveness as applied to distance education.
      Efficiency, it turns out, is a concept relating inputs and outputs; effectiveness is very different: it has conceptually nothing to do with relating inputs to outputs (or outcomes) but to measure the extent to which goals are achieved. 
    • Unit 2 relates the concept of efficiency to cost-effectiveness ratios
      Cost-effectiveness combines conceptual aspects of efficiency and effectiveness. It relates to efficiency since it is about input outcome relations. It relates to effectiveness because the outcome measure is an effectiveness measure. essentially it asks about how the cost of inputs relate to level of goal achievement.
    • Unit 3 introduces as case study 1 the British Open University (OUUK)
      The British Open University is often regarded as the Rolls Royce of Distance Education. We need to focus on understanding the organizational arrangements and technological choices by with the institution achieves economies of scale and high quality.
    • Unit 4, case study 2, looks at the Chinese Open University (COU)
      The Chinese Open University is distinctively different from the OUUK, which has been the template for many open universities in the West, in many respects. It is a university system rather than a university. 
    • Unit 5, case study 3, informs about the Indira Gandhi Open University (IGNOU)
      The Indian Open University followed the British template. Be use it especially to illustrate the concept of scale economies, i.e., how average costs can be brought down by large enrollments.
    • Unit 6, case study 4, discusses the University of South Africa (UNISA)
      UNISA is arguably the oldest distance education university in the world. It is of special interest since it is confronted with the challenges of transition to using digital technologies in the face of a level of reception costs many traditional distance learners in Africa may still have difficulties to carry.

  • Module 4: Costing educational technologies I: mass media

    Actions for 'Module 4: Costing educational technologies I: mass media'

    7

    Incomplete activities

    Starts Mar 21, 2016 12:00 AM

    Module title: Costing educational technologies 

    This module (Module 4) and Module 5 are twin modules. They both relate to the media and technologies used to bridge the gap to the distance learner. This module focuses on the more traditional media (such as radio and television). In the next module we look at Internet based media and technologies. 

    But before we look at the cost-structure of specific media (discussion units 4 to 6) this module starts with more general considerations on classifying media, media equivalence and on which basis at all we could compare the cost of media (discussion units 1 to 3). Hence we propose the following discussion units:

    1. Classifying media
       We classify media in ressource and communication media.
    2. Media equivalence
       A discussion of media equivalence is important in a class on the economic aspects of DE since is relates to which extent cost-effectiveness comparisons can be reduced to cost-comparisons.
    3. Student learning hours
       Even to compare only the costs of different media we need a common unit of measurement to facilitate comparisons. We have opted for the simple measure of cost per learning time or cost per student learing hour (cost/SLH).
    4. Print and correspondence
       Main topics 5 - 7 deal with traditional resource media. The most important of them all and still even today the most widely used medium in DE remains the printed text. In this setup feedback to the students is mostly arranged by correspondence.
    5. Radio and audio cassettes
       Radio is for various reasons a very powerful medium especially for audiences with weaker literate competencies. It extend access to basically anywhere in the world and is economically interesting because of the scale economies it allows. Audio cassettes are similar but allow more time flexibility and re-use.
    6. Television and video cassettes
       The comparison between television and video cassettes raise similar isssues as the comparison of radio and audio cassettes. Televison is a powerful medium but rather expensive.

     

  • Module 5: Costing educational technologies II: E-learning

    Actions for 'Module 5: Costing educational technologies II: E-learning'

    7

    Incomplete activities

    Starts Mar 21, 2016 12:00 AM

    Module title: The costs and costing of e-learning
    
    This module is a continuation of the last one now including the more recent Internet based technologies. The theoretical background is the following: While traditional distance education had to shift the focus of instruction to material development (and student content interaction) simply because of the lack of 'responsive interaction at a distance at the time (the sixties and seventies), the digital technologies brought new afforances which allowed responsive interaction at a distance between student and teacher as well as between peers. 

    The focus in this module is looking at the implication of these new affordances on the traditional cost structure of distance education.

    We will have the following main topics:

    • Introduction
      which is where you are and which tells you what this module is about
    • Different types of e-learning
      Classifies the new digital technologies in two categories (called type-i or type-c, dependent if they rely on information processing or sustaining communication)
    • CBTs and WBTs
      One of them (type-i) can be linked to what Holmberg referred to as 'simulated interaction'; but the digitization allows new levels of 'simulated interaction' Holmberg wouldn't have dreamed of when he coined the term; though it tend to drive up fixed costs of development it is, in terms of cost-structure similar to the resource media of 1st and 2nd generation DE.
    • Virtual seminars
      The other class (type-c) is where the real innovation lies; for the first time in the history of distance education we have 'responsive interaction at a distance' (both of asynchronous and synchronous type); while this arguably repairs an old deficit of DE it also drives horses through the traditional cost-structure of DE.
    • Videoconferencing
      Video-conferencing is discussed as synchronous type-c application; it allows to mimic the f2f teaching style but trades not only scale economies (as it is also the case for the virtual seminar type application) but also flexibility so imortant to the distance learner.
    • Comparing technologies
      This main topic summaries the cost structure of all technologies including the old ones based on Bates (2005); it makes visually clear that type-c technologies sacrifice scale economies and therefore DE claims for cost-effectiveness.
    • Digital convergence and the importance of scenarios
      While media were traditionally separated in different formats with different distribution channels digital convergence allows to integrate all media; as a consequence the question of media selection is transformed in a question of determination of educational scenarios. Th emain topic discusses media intergration with respect to LMS (Learning management systems) and emphasiszes the importance of determining learning scenarios as a basis for costing.
    • Learning objects
      Given that digital media, especially of type-c, lead to trade-offs with scale economies and hence efficiencies, distance education need to look for ways of recovering at least parts of the lost efficiencies; one of the options is the use of learning objects and the creation of shareable oppen content (OER Open educational resources).
    • Business models of cooperation
      Cooperation is a second way to capture synergies in order to recover lost efficiencies. The most recent identification of distance education as network system allows to link back to where the discussion started: Peters’ industrialization formula.
    • Laurillard
      Diana Laurillard is a researcher with a focus on educational technology with a keen interest on its cost implication. The main cost driver, according to Laurillard is academic time. She developed models to relate costs to academic time.

     

  • Module 6: The economic case for student support

    Actions for 'Module 6: The economic case for student support'

    4

    Incomplete activities

    Starts Apr 4, 2016 12:00 AM

    Module title: Costs and economics of student support
    

    In this module we look at the cost implications of student support. The focus will be on the cost implications from the perspectives of institutions rather than that of an individual student, or society as a whole though these will be mentioned. Essentially most of what is said in these main topics is based on the work of Ormond Simpson, a long time 'retentioneer' of the OU and prolific writer on the issue of learner support in distance education and e-learning.

    • The first unit will set the scene by going back to the main cost parameters (F, V and N), revisiting both, the 'cube and the formula'.
    • The second unit tries to make an economic case in favor of retention measures (including supporting students). Beyond the ethical dimension of supporting their students there are opportunity costs of lost income (from fees and grants) and the additional costs of replacing the lost students.
    • The third unit looks at drop-out rates as indicators of risks to the student’s investment. (In principle institutions should be obliged to publish their drop-out rates since this might help students in their investment decisions.)
    • Finally we link back to the Human Capital Theory and try to estimate the loss incurred by society as a whole or governments if many students drop out.

• Course Resources

  • eReadings

    

  • eReserves

    Actions for 'eReserves'

    

  • Webliography

    

  • Writing Resources

    

• Course Evaluation

  • Course Evaluation

    External Learning Tool

    

• Additional Syllabus Links - To Be Removed

  • Syllabus OMDE 606

    Web Page