Seeking common ground in the learning development process

Abstract

It is necessary for distance education institutions to seek common ground among all participants (i.e., the traditional academic, the learning developer and diverse student populations in the varying contexts in which distance education occurs) who are involved in the learning development process in order to align these participants and ensure quality study materials. The aim of this article is to describe and explain how the University of South Africa (Unisa) creates such common ground as prescribed by the Unisa Tuition Policies (2002). The unit responsible for this work is the Institute for Curriculum and Learning Development (ICLD), which uses various learning theories (e.g. the constructivist learning theory). This article explains the typical (ICLD) process, and focuses on the team work approach. The study material used as a case study in this article resulted from the work of the ICLD and was given national recognition in South Africa. The case study, which was based on the constructivist approach, illustrates the common ground among those parties who have a vested interest in the outcome of the process. The field of distance education provides many opportunities to find common ground among the participants. However, a further paradigm shift can catapult the development of distance education study material onto even higher developmental levels.