Figure 1: A Network Typology for Open Learning in Australia (Jones, 1990)
| Australian Journal of Educational Technology 1990, 6(1), 56-65. |
AJET 6 |
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.
Growing out of the concept and practice of Open Learning design there is now emerging the concept (and practice) of Open Learning Centres (OLC).
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.
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.
| 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.
The format used was as follows:
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.
QUEENSLAND BRISBANE (2 sites) 1149401 Kallangur 11145 Strathpine 10108 Alexander Hills 10313 Mt Gravatt 11780 Ipswich 71861 Redcliffe 44933 MORETON 411300 Gatton 11734 Palm Beach 12552 Southport 18930 Surfers Paradise 19069 Landsborough 36186 Maroochy 61669 Moreton 25163 Noosa 20328 Esk 9109 WIDEBAY-BURNETT 168953 Bundaberg 31421 Gympie 10772 Hervey Bay 20660 Maryborough 22430 Kingaroy 9902 DARLING DOWNS 173237 Toowoomba 73390 Chinchilla 5534 Dalby 9316 Stanthorpe 9143 Warwick 9435 SOUTHWEST 28490 Murweh 5287 Roma 6162 Quilpie 1490 Pavoo 2733 Balonne 5056 FITZROY 158471 Duaringa 10499 Gladstone 22792 Livingstone 15886 Rockhampton 56742 Emerald 9462 CENTRALWEST 13750 Winton 1986 Longreach 3871 Blackall 2070 MACKAY 104388 Mackay 22199 Pioneer 36084 Prosperpine 11581 Broadslound 8419 NORTHERN 170550 Bowen 14361 Burdekin 18337 Hinchinbrook 13476 Kirwan 11143 Thuringowa 14277 Townsville 22506 Charters Towers 7208 FAR NORTH 167711 Cairns 42227 Johnstone 17457 Mareeba 15563 Mulgrave 41711 Cardwell 8666 Douglas 7750 Eacham 5135 Torres 6821 Weipa 2406 NORTH WEST 38235 Mt Isa 23927 Hinders 2804 Cloncurry 3194 Burke 1433 NEW SOUTH WALES SYDNEY (3 sites) 3364858 Wyong 82368 Gosford 109278 Hawkesbury 43629 Blue Mountains 63866 Camden 18870 Wollondilly 24928 Cambelltown 121297 Liverpool 93215 Penrith 135342 Manly 35730 Waverley 59847 Sutherland 175191 HUNTER 482775 Cessnock 41733 Great Lakes 20440 Lake Macquarie 153540 Maitland 44315 Muswellbrook 14892 Newcastle 129490 Port Stephens 36011 Singleton 17277 ILLAWARRA 309345 Kiama 13443 Shellharbour 43872 Shoalhaven 55980 Wollongong 167863 Wingecarribee 28187 SOUTH-EASTERN 156110 Bega Valley 23758 Eurobodalla 21519 Goulburn 21552 Queanbean 22698 Young 10652 Snowy River 8876 Cooma-Monaro 9589 MURRUMBIDGEE 140520 Griffith 20888 Leeton 10989 Tumut 11507 Wagga Wagga 49401 Hay 3896 MURRAY 103110 Albury 38704 Corowa 7240 Balranald 2956 Deniliquin 7566 FARWEST 29162 Broken Hill 24460 Central Darling 3304 Tibooburra (Unincorp.Far West) 1398 RICHMOND TWEED 153009 Ballina 24416 Byron 18342 Casino 10618 Lismore 37053 Tweed 45690 MID-NORTHCOAST 208654 Bellingen 10118 Coffs Harbour 43010 Grafton 16647 Greater Taree 35921 Hastings 41804 Kempsey 22900 McLean 12023 Nambucca 14588 NORTHERN 177309 Armidale 19525 Gunnedah 13436 Inverell 15586 Moree Plains 17018 Narrabri 15532 Tamworth 33321 NORTH-WESTERN 110581 Dubbo 30918 Mudgee 14845 Cobar 5635 Bourke 4255 Walgett 7621 Coonamble 5701 CENTRAL WEST 161597 Bland 7638 Bathurst 24460 Forbes 10736 Greater Lithgow 19785 Orange 31710 Parkes 14057 AUSTRALIAN CAPITAL TERRITORY CANBERRA (1 site) 248441 Kambah 17312 Curtin 5706 Evatt 6328 Kaleen 8198 Narrabundah 5414 Wanniassa 9667 VICTORIA MELBOURNE (2 sites) 2832893 Lillydale 71564 Berwick 48677 Frankston 83819 Broadmeadows 101144 Werribee 52458 Diamond Valley 55122 BARWON 202905 Bellarine 35302 Colac 15961 Geelong(city) 27243 SOUTH WESTERN Portland 18145 Warrnambool 29277 Hamilton 9969 Hampden 7072 Heytesbury 7487 Wannon 2856 CENTRAL HIGHLANDS 124610 Ballarat 19110 Ararat 12245 Baccus Marsh 9342 Buninyong 9959 WIMMERA 51606 Horsham 12174 Stawell 8804 Kakarooc 2822 NORTHERN MALLEE 73813 Mildura 3775 Swan Hill 20893 Kerang 8347 Walpeup 3496 LODDON-CAMPASPE 57827 Gisbourne 8474 Bendigo 30704 Maryborough 7705 Morong 11744 Rochester 6988 Strathfieldsaye 15011 Castlemaine 6603 Eaglehawk 8184 Echuca 8409 GOULBURN 139272 Benalla 13492 Seymour 11412 Shepparton 32659 Mansfield 6430 NORTH EASTERN 85106 Wangaratta 19637 Wodonga 22693 Bright 8505 EAST GIPPSLAND 60491 Bairnsdale 16809 Sale 13559 Orbost 6131 CENTRAL GIPPSLAND 139450 Alberton 55972 Moe 16999 Morwell 26743 Traralgon 23461 Warragul 11748 Woorayl 10644 EAST CENTRAL 49014 Upper Yarra 13637 Wonthaggi 5931 TASMANIA GREATER HOBART 175082 Sorell 6782 City 47356 Glenorchy 40883 Kingsborough 20367 SOUTHERN 32107 Esperance 3125 New Norfolk 10832 Hamilton 2508 Spring Bay 1992 Oatlands 1836 Glamorgan 1723 NORTHERN 120490 Beaconsfield 1171 Launceston 61102 Deloraine 5278 Georgetown 6938 Scottsdale 4398 Portland 2832 MERSEY-LYELL 108115 Burnie 20585 Devonport 24417 King Island 1989 Circular Head 7863 Queenstown 3596 SOUTH AUSTRALIA/NORTHERN TERRITORY ADELAIDE (2 sites) 977721 Onkaparinga 6694 Elizabeth 30687 Port Adelaide 37319 Stirling 15255 Noarlunga 69809 Willunga 9581 OUTER ADELAIDE 78205 Angaston 6546 Gumeracha 5125 Port Elliott/Goolwa 5491 Strathalbyn 5203 Victor Harbor 6538 YORK & LOWER NORTH 42142 Mount Barker 15021 Northern Yorke Peninsula 6869 MURRAYLANDS 63370 Murray Bridge 14634 Berri 6351 Loxton 6830 Renmark 7213 SOUTHEAST 60251 Mount Gambier 25858 Millicent 7984 Tatiara 7046 Naracoorte 6621 EYRE 33644 Port Lincoln 11943 NORTHERN 88328 Port Augusta 15621 Port Pirie 14597 Whyalla 27102 DARWIN 72937 Larrakeyah 1999 Jingile 2299 Tiwi 2950 Outer Darwin 1100 NORTHERN TERRITORY 81035 Alice Springs 22759 Katherine 5691 Tennant Creek 5239 East Arnhem/ Groote Eylandt 6870 Jabiru 1410 Tanami 4704 WESTERN AUSTRALIA PERTH(3 sites) 994472 Perth 79409 Armadale 41248 Swan 37383 Kwinana 14025 Fremantle 22709 East Fremantle 5678 Wanneroo 126053 SOUTH-WEST 114163 Bunbury 23031 Busselton 12411 Mandurah 18872 Augusta/Margaret River 5333 Collie 9077 Harvey 9609 Manjimup 9073 Murray 6634 LOWER GREAT SOUTHERN 43102 Albany 22004 Katanning 4325 UPPER GREAT SOUTHERN 21121 Narrogin 4973 Pingelly 1247 MIDLANDS 47895 Northam 8863 Wongan-Ballidu 1823 Merredin 3797 SOUTH EASTERN 45871 Kalgoorlie 10087 Boulder 13317 Esperance 9556 CENTRAL 63636 Carnarvon 10259 Geraldton 18801 Greenough 5853 Northampton 5357 PILBARA 48429 Port Hedland 13241 Roebourne 16704 East Pilbara 9187 West Pilbara 9297
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.
| 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 |
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.
-- 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)
-- 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.
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.
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.
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.
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 |