Hello everyone,
I am David H. and I am a upcoming fourth-year computer science student at University of Victoria.
Currently my understanding of open learning is to proactively encourage learners to learn materials by themselves, which can include the usage of Internet technology, such as Zoom, LMS and Teams. Open learning should also be reasonably accessible by people with Dis/Abilities, and by people who are away from campus.
Fully online and asynhronous courses like EDCI 339 A02 is an excellent example of open learning where learners can choose to learn at their own pace within the specified deadlines though. Apart from the traditional in person and synchronous learning, assessments are also done online and there is mainly formative assessments and less summative assessments, if any. There is also no final examination scheduled for this course, instead we are encouraged to work in pod groups and utilise teamwork to complete the remaining of the coursework.
However, unfortunately due to university policy restrictions and course outlines, this is only possible for fully online, asynchronous elective courses. Mandatory, in personal and synchronous courses must have midterm and final exams, if the university decides to schedule them, which is completely outside of the students’ control. Some final examinations are scheduled at 19:00 which is disaterous for mental health, especially for neurodivergent students who need accommodations. As I researched, only CAL can accommodate evening exams like this, and OREM is unable to invigilate exams after hours. The passing grade threshold is also high for mandatory courses. Most of the mandatory courses outline stipulate “Students must pass the final exam to pass the course” which regretfully means if you fail the final exam, you would fail the entire course no matter what grade you get on assignments and midterm exams.
Open learning is unfortunately not widely adopted by the University of Victoria and other Canadian universities, mainly because of the copyright of the course materials and lectures, and intellectual property concerns once the materials are widely disseminated. The professors spent their precious time compiling the materials and they absolutely will not grant students permission to further distribute the materials to third parties, especially to commercial sites, and professors are not required to record lectures or provide midterm examination solutions. Also, the University expects all students to attend all lectures in person because it is outlined in the Academic Calendar as a student and professional responsibility. In short, the university is a place where it is totally up to the learner to comprehend materials and ask for help when needed.
The FIPPA gives individuals the limited permissions to access their own personal information. However, there are grounds of exceptions when a public body must refuse to disclose personal information, such as when disclosure “may unreasonably invade a third party’s personal privacy” (Section 22). FIPPA is absolutely not meant to obtain any information of your own, it is only a legal tool to ensure rightful access of one’s personal information, and the bodies of the public are not obligated to disclose, or in some cases, can refuse to disclose any personal information, such as the above or when it relates to national or public safety concerns, or is confidential in nature.
Overall, although the open learning is not widely adopted in the university environments and not completely in line with academic obligations and course expectations, it is nonetheless encouraged to adopt it if possible, while adhering to Copyright Act and respecting intellectual property rights. FIPPA is a useful Act to protect personal privacy despite its legal limitations. Students must self-discipline and plan there own time in order to succeed in University courses.