jones Delivering open learning through a technological network Dr. F Geoffrey Jones Open learning has the potential to offer a student access to education never before available in Australia. While the packaged product is extremely important its impact, regardless of quality, flexibility and inventiveness, will be seriously diminished if the appropriate delivery support mechanisms are not in place. Open Learning centres, as an immediate step, could offer great scope for delivery, especially where they are supported by terrestrial and satellite based technologies. This paper identifies 301 potential OLCs nationally and briefly introduces possible technologies that could be used to support education and training delivery. Delivery of education and training programs and courses has not received the same level of attention provided to their design and development. History and comfort with what exists may account for the disparity between the two. And yet, if current Commonwealth Government initiatives are to succeed and Australia is to become "the clever country" one area where a high degree of synergy must develop is between the designers and technology applications experts. One without the other or one far more advanced than the other is a potential recipe for disaster. Fortunately history and comfort appear to be changing. There appears to be developing within the education fraternity a shortening of the distance between design and delivery. One must assume that this signifies a growing realisation that a balance must be struck between the two. The need for greater synergy is further heightened in an emerging environment whereby Open Learning is seen as providing the necessary requirements for a more complete client service. To fully satisfy the client, however, there must be an efficient and effective delivery network that integrates technologies in both the design and delivery phases and which allows access regardless of client location. Jones 57 Growing out of the concept and practice of Open Learning design there is now emerging the concept (and practice) of Open Learning Centres (OLC). Open Learning Centres Jones and Dekkers (1989) and Jones (1990) described an Open Learning Centre typology whereby the delivery of distance education could be achieved on a national basis as a delivery support mechanism for the Distance Education Centres (DECs) and as an essential development prior to direct delivery into the workplace and/or home (See Figure 1). Figure 1: A Network Typology for Open Learning in Australia (Jones, 1990) Both the Jones and Dekkers (1989) and Jones (1990) papers present the major theoretical considerations for the development of Open Learning Centres on a national basis. The next development should be the practical identification of such sites and a discussion on the likely technologies that could be used to service clients. Selection criteria for the national OLC network Identification of sites for a national OLC network required the following criteria be used. 58 Australian Journal of Educational Technology, 1990, 6(1) 1. A city or town was not used in the selection process. It was decided that an OLC would be established on the basis of it being able to provide services to a broader geographic area than a city or town vis a vis a city or town and its hinterland. Consequently two geographic spatial units were used. They were the statistical local area (SLA) and the statistical division (SD) (ABS, 1987). An SLA is equivalent to the old local government area and is in most instances a legal local government area. SLAs cover, in aggregate the whole of Australia without gaps or overlaps. SDs consist of one or more statistical subdivisions, which in turn, consist of one or more SLAs and cover, in aggregate, the whole Australia without gaps or overlaps, They are used as a large, general purpose regional type geographic area. SDs are designed to be relatively homogeneous regions, characterised by identifiable social and economic links between the inhabitants and the economic units within the region, under the unifying influence of one or more major towns or cities. ! 2. Each potential OLC site was selected on the population size of the SLA. In most cases the minimum cut-off size was 5000 people. However, some SLAs selected have less than the minimum 5000 population and were selected on the basis of student access and equity. As will be shown only 38 of the total potential sites selected cater to SLA populations of less than 5000 people. 3. Potential OLC sites were categorised into major and minor sites. Major sites have populations of greater than 10000 population, while minor OLCs contained populations of less than 10000 people. 4. Each potential OLC required access to the terrestrial and/or satellite telecommunications networks. The cut-off point based on SLAs ensured that local telephone exchanges were able to provide these services. 5. Each of the DECs would have access to each and all of the potential OLCs on an "as required" basis. While it is envisaged that local DECs may utilise the services of the OLCs in their hinterland to a greater extent, this would not pre-empt use of the OLC facilities by other institutions and organisations either on a regional, national, or international basis. The question of ownership is important and needs consideration. Jones 59 6. There would be no geographically contrived barriers to the development and operation of the network. In other words, State/Territory boundaries do not exist and each of the DECs would act in concert with the other DEC members, in line with the DEC charter. 7. A final consideration for potential OLC sites concerned the actual site itself. Table 1 identifies the number of TAFE colleges, public schools and private schools in each State and Territory in Australia in 1987/ 1988. Table 1: Number of TAFE Colleges, Public Schools and Private Schools by State/ Territory - 1987/1988 State/Territory QLD NSW ACT VIC TAS SA/NT WA Australia TAFE Colleges 26 102 3 36 6 21/6 (27) 17 217 Public Schools 1322 2210 98 2091 261 717/143 (860) 733 7575 Non Govt Schools 386 852 35 729 66 177/22 (199) 237 2504 Grand Total 10296 There are ten thousand two hundred and ninety-six sites that could be considered. However, in fairness, forty to fifty percent of the sites could be discarded because of size, duplication or inappropriateness. However, sites located in government buildings and private businesses should not be discounted. Potential OLCs in Australia Using the criteria, an analysis was conducted based on the ABS Census of 1986. As a result of this analysis the following SLAs located in SDs were identified as potential OLCs. They are presented here by State/Territory which should not be interpreted as any more than a convenience. The format used was as follows: 60 Australian Journal of Educational Technology, 1990, 6(1) STATE/TERRITORY | STATISTICAL DIVISION !AND POPULATION | STATISTICAL LOCAL AREA ! AND POPULATION The analysis indicates that there is a total of three hundred and one potential OLC sites that meet the stated criteria. Table 2a and b presents a State/Territory breakdown. Table 2a: Potential number of Open Learning Centres in each state/territory State/Territory QLD NSW ACT VIC TAS SA/NT WA Australia Number of OLCs 64 78 7 55 21 27/11 (38) 38 301 The main feature to note is that their selection does represent a total national coverage, thus enhancing the access and equity concerns of government and institutions and allows for participation of almost all Australians who want to participate. Table 2b: Population by Population Centre QUEENSLAND BRISBANE (2 sites) Kallangur Strathpine Alexander Hills Mt Gravatt Ipswich Redcliffe MORETON Gatton Palm Beach Southport Surfers Paradise Landsborough Maroochy Moreton Noosa Esk WIDEBAY- BURNETT Bundaberg Gympie 1149401 11145 10108 10313 11780 71861 44933 411300 11734 12552 18930 19069 36186 61669 25163 20328 9109 168953 31421 10772 Hervey Bay Maryborough Kingaroy DARLING DOWNS Toowoomba Chinchilla Dalby Stanthorpe Warwick SOUTH WEST Murweh Roma Quilpie Pavoo Balonne FITZROY Duaringa Gladstone Livingstone Rockhampton Emerald 20660 22430 9902 173237 73390 5534 9316 9143 9435 28490 5287 6162 1490 2733 5056 158471 10499 22792 15886 56742 9462 CENTRALWEST Winton Longreach Blackall MACKAY Mackay Pioneer Prosperpine Broadslound NORTHERN Bowen Burdekin Hinchinbrook Kirwan Thuringowa Townsville Charters Towers FAR NORTH Cairns Johnstone Mareeba 13750 1986 3871 2070 104388 22199 36084 11581 8419 170550 14361 18337 13476 11143 14277 22506 7208 167711 42227 17457 15563 Jones 61 Mulgrave Cardwell Douglas Eacham Torres Weipa NORTH WEST Mt Isa Hinders Cloncurry Burke NEW SOUTH WALES SYDNEY (3 sites) Wyong Gosford Hawkesbury Blue Mountains Camden Wollondilly Cambelltown Liverpool Penrith Manly Waverley Sutherland HUNTER Cessnock Great Lakes Lake Macquarie Maitland Muswellbrook Newcastle Port Stephens Singleton ILLAWARRA Kiama Shellharbour Shoalhaven Wollongong Wingecarribee SOUTH-EASTERN Bega Valley Eurobodalla Goulburn Queanbean Young Snowy River Cooma-Monaro MURRUMBIDGEE Griffith 41711 8666 7750 5135 6821 2406 38235 23927 2804 3194 1433 3364858 82368 109278 43629 63866 18870 24928 121297 93215 135342 35730 59847 175191 482775 41733 20440 153540 44315 14892 129490 36011 17277 309345 13443 43872 55980 167863 28187 156110 23758 21519 21552 22698 10652 8876 9589 140520 20888 Leeton Tumut Wagga Wagga Hay MURRAY Albury Corowa Balranald Deniliquin FARWEST Broken Hill Central Darling Tibooburra (Unincorp.Far West) RICHMOND TWEED Ballina Byron Casino Lismore Tweed MID-NORTHCOAST Bellingen Coffs Harbour Grafton Greater Taree Hastings Kempsey McLean Nambucca NORTHERN Armidale Gunnedah Inverell Moree Plains Narrabri Tamworth NORTH-WESTERN Dubbo Mudgee Cobar Bourke Walgett Coonamble CENTRAL WEST Bland Bathurst Forbes Greater Lithgow Orange Parkes 10989 11507 49401 3896 103110 38704 7240 2956 7566 29162 24460 3304 1398 153009 24416 18342 10618 37053 45690 208654 10118 43010 16647 35921 41804 22900 12023 14588 177309 19525 13436 15586 17018 15532 33321 110581 30918 14845 5635 4255 7621 5701 161597 7638 24460 10736 19785 31710 14057 AUSTRALIAN CAPITAL TERRITORY CANBERRA (1 site) Kambah Curtin Evatt Kaleen Narrabundah Wanniassa VICTORIA MELBOURNE (2 sites) Lillydale Berwick Frankston Broadmeadows Werribee Diamond Valley BARWON Bellarine Colac Geelong(city) SOUTH WESTERN Portland Warrnamboo Hamilton Hampden Heytesbury Wannon CENTRAL HIGHLANDS Ballarat Ararat Baccus Marsh Buninyong WIMMERA Horsham Stawell Kakarooc NORTHERN MALLEE Mildura Swan Hill Kerang Walpeup LODDON- CAMPASPE Gisbourne Bendigo Maryborough Morong Rochester Strathfieldsaye Castlemaine 248441 17312 5706 6328 8198 5414 9667 2832893 71564 48677 83819 101144 52458 55122 202905 35302 15961 27243 18145 29277 9969 7072 7487 2856 124610 19110 12245 9342 9959 51606 12174 8804 2822 73813 3775 20893 8347 3496 57827 8474 30704 7705 11744 6988 15011 6603 62 Australian Journal of Educational Technology, 1990, 6(1) Eaglehawk Echuca GOULBURN Benalla Seymour Shepparton Mansfield NORTH EASTERN Wangaratta Wodonga Bright EAST GIPPSLAND Bairnsdale Sale Orbost CENTRAL GIPPSLAND Alberton Moe Morwell Traralgon Warragul Woorayl EAST CENTRAL Upper Yarra Wonthaggi TASMANIA GREATER HOBART Sorell City Glenorchy Kingsborough SOUTHERN Esperance New Norfolk Hamilton Spring Bay Oatlands Glamorgan NORTHERN Beaconsfield Launceston Deloraine Georgetown Scottsdale Portland MERSEY-LYELL Burnie 8184 8409 139272 13492 11412 32659 6430 85106 19637 22693 8505 60491 16809 13559 6131 139450 55972 16999 26743 23461 11748 10644 49014 13637 5931 175082 6782 47356 40883 20367 32107 3125 10832 2508 1992 1836 1723 120490 1171 61102 5278 6938 4398 2832 108115 20585 Devonport King Island Circular Head Queenstown SOUTH AUSTRALIA/ NORTHERN TERRITORY ADELAIDE (2 sites) Onkaparinga Elizabeth Port Adelaide Stirling Noarlunga Willunga OUTER ADELAIDE Angaston Gumeracha Port Elliott/Goolwa Strathalbyn Victor Harbor YORK & LOWER NORTH Mount Barker Northern Yorke Peninsula MURRAYLANDS Murray Bridge Berri Loxton Renmark SOUTHEAST Mount Gambier Millicent Tatiara Naracoorte EYRE Port Lincoln NORTHERN Port Augusta Port Pirie Whyalla DARWIN Larrakeyah Jingile Tiwi Outer Darwin NORTHERN TERRITORY Alice Springs Katherine 24417 1989 7863 3596 977721 6694 30687 37319 15255 69809 9581 78205 6546 5125 5491 5203 6538 42142 15021 6869 63370 14634 6351 6830 7213 60251 25858 7984 7046 6621 33644 11943 88328 15621 14597 27102 72937 1999 2299 2950 1100 81035 22759 5691 Tennant Creek East Arnhem/ Groote Eylandt Jabiru Tanami WESTERN AUSTRALIA PERTH(3 sites) Perth Armadale Swan Kwinana Fremantle East Fremantle Wanneroo SOUTH-WEST Bunbury Busselton Mandurah Augusta/Margaret River Collie Harvey Manjimup Murray LOWER GREAT SOUTHERN Albany Katanning UPPER GREAT SOUTHERN Narrogin Pingelly MIDLANDS Northam Wongan-Ballidu Merredin SOUTH EASTERN Kalgoorlie Boulder Esperance CENTRAL Carnarvon Geraldton Greenough Northampton PILBARA Port Hedland Roebourne East Pilbara West Pilbara 5239 6870 1410 4704 994472 79409 41248 37383 14025 22709 5678 126053 114163 23031 12411 18872 5333 9077 9609 9073 6634 43102 22004 4325 21121 4973 1247 47895 8863 1823 3797 45871 10087 13317 9556 63636 10259 18801 5853 5357 48429 13241 16704 9187 9297 Jones 63 Table 3: Potential Major and Minor Open Learning Centres sites by state/territory State/Territory Major OLC Minor OLC Queensland 39 25 New South Wales 65 13 ACT 2 5 Victoria 34 21 Tasmania 7 14 South Australia/ 13 14 Northern Territory 2 9 Western Australia 18 20 TOTALS 180 121 Table 3 identifies the potential Major and Minor OLC sites. The importance of this tables lies in its ability to provide guidance for a timetabled development of the OLCs. It also illustrates the balance that was brought both within and across States and Territories. Technology and open learning The selection of three hundred and one OLC sites around Australia led to the identification of major and minor sites in Table 3. It is important to remember the criteria upon which these sites were selected. One of the important criteria was the status of the nearest exchange. This becomes important because it will determine the equality and type of network accesses and services that could be available this is critical particularly in rural areas. 1. Major OLCs There should be a basic network of video, audio and data facilities linking centres to the nearest DEC institution. These technologies should provide interactive communications between learners and instructors and need to be bundled together to maximise both the opportunities offered by the technologies and the quality of teaching and learning. • Video Facilities !. There are a number of options available with video conferencing. !-- one way video, two way audio -- two way interactive video, full bandwidth -- two way interactive video compressed (2 Mbit/s or 384 kbit/s) using a megalink -- two way interactive video compressed using Integrated Services Digital Network (ISDN) 64 Australian Journal of Educational Technology, 1990, 6(1) -- one way or two way video conferencing using the satellite. ! All need to be evaluated thoroughly within the education environment although it does appear that two way interactive video conferencing has attracted considerable attention (even in TAFE) especially at 384 kbit/s compression. • Audio Facilities. !There is a need for at least three telephone lines. One line is needed for voice communication and to support an answering machine to record messages when no one is in attendance. A second line would be needed to support a facsimile machine while a third could be required for audio conferencing. • Data Facilities. !At least two microcomputers with modem (if ISDN is not available) would be required. The first would support video conference facilities by providing an Optel or Create environment to process text and data information in conjunction with lectures and tutorials while a second could provide education and training services, for example sending registrations, obtaining course and careers information etc. 2. Minor OLCs These centres would be supported by a basic network of audio and data facilities linking them to the nearest DEC institution or perhaps a major OLC They would require at least the following basic terminal configuration. • Audio Facilities !. At least two telephone lines would be required they would support services such as 008, STD and audio conferencing as well as an answering machine and facsimile. As ISDN becomes more pervasive into these smaller communities, in the distant future, slow scan video conferencing may also be possible over these lines. • Data Facilities. !A micro-computer with modem would be required to support a variety of student and staff service on-line and to support offline delivery of text and data information for lectures and tutorials, for example through a Create package. All of these facilities have the capacity to be networked together and when coupled with an electronic messaging system, support services through the Australian Academic and Research Network (AARNET) and supported by print materials, videodiscs, CD ROM discs, video cassettes and players, and TV offer the learner a choice never before seen in Australia. Jones 65 Conclusion The delivery of education (and training) is a vital cog in the wheel of all award and non-award programs around Australia. With a well thought- out and implemented strategic plan involving the key players there is great potential to revolutionise distance education in this country. The objectives of this paper were to identify sites suitable as OLCs that could be melded into an effective and efficient national OLC network, and to identify possible technologies that could support their operations. The analysis of available information, in accordance with the stated criteria, determined that there are three hundred and one potential OLC sites within Australia. Major and minor sites were differentiated and each would appear to access the terrestrial telecommunications network where an upgraded exchange is available to provide the standard of services required to enhance the geographic dispersion of OLCs. Where terrestrial access is not possible satellite offers an acceptable alternative. A variety of video, audio and data facilities that are available immediately were identified. Within a "bundled" environment they provide an efficient and effective delivery mechanism on a national basis. With this type of delivery environment and with concomitant developments in instructional design Australia might well become "the clever country", with education leading the way. References Australian Bureau of Statistics (1987). Age and Sex of Persons in Statistical Local Areas and Statistical Divisions - QLD., NSW, ACT., VIC., TAS., SA., NT., WA. Canberra: Australian Government. Jones, F. G. and Dekkers, J. (1989). National Access to Distance Education through an Open Learning Centre Network. Telecommunications Journal of Australia, 39(2), 45-50. Jones, F. G. (1990). A Highway to Open Learning in Australia: A Distance Education Network Typology. IREE Monitor, March. Please cite as: Jones, F. G. (1990). Delivering open learning through a technological network. Australian Journal of Educational Technology, 6(1), 56-65. http://www.ascilite.org.au/ajet/ajet6/jones.html