Preface, 
Introduction, 
Learning and Content, 
Teaching and Class, 
Administering Universities, 
New Marketing Opportunities, 
Conclusion, 
Exercises and Answers, 
References, 
Index,

CHAPTER 1

Learning and Content

In this chapter readers will explore:

• the complex mapping among students, the tools and methods used for learning, and the learning problems,
• the different types of learning as reflected in the taxonomy of learning types,
• the impact of learning by doing,
• the impact of different media on different learning objectives,
• the history of intelligent tutoring systems,
• the components of intelligent tutoring systems,
• standards for content,
• examples and patterns of content production in higher education institutions, and
• the extensive organizational commitment required for content production.

Introduction

Under what conditions does learning occur? The dream of digital content developers is that students can interact with computers in ways that would have otherwise been restricted to the interaction between students and teachers. Since at least the 1960s some educators have been attracted to the possibilities of using computers and networks to support learning. Have the anticipated impacts followed the expectations of the enthusiasts?

The efforts to apply computers and networks to learning have been so many and so diverse that the terminology that applies is also varied. At the level of an individual student learning online, some of the terms that have been applied to the technology include: courseware, learning technology systems, computer-based training systems, electronic performance support systems, computer-assisted instruction systems, intelligent tutoring systems, education and training technology, Web-based instruction systems, and interactive learning environments. In this chapter the preferred synonym will be 'courseware' and refers to the content plus technology that is used to support individual learning.

People have a long history across generations of dealing effectively with paper forms of information. Should paper be replaced with computer forms? Or might the better solution be complementary combinations of paper and digital media?

A wide range of tools is available to educators, but what experience has been gained in the application to learning. Unfortunately, the wealth of experience does not distill easily into detailed guidance about what to do next. The many developments in the field have often been one without proper reference to another. Even the terminology used by the developers has not been consistent. Thus comparing one observation to another observation is fraught with difficulties of knowing whether one person's apples are the same as another person's apples or whether apples are instead being compared to oranges. How will agreement arise about what has been done?

Learning and Pedagogy

Some psychologists specialize in learning psychology; some educators specialize in pedagogy or the art of teaching. What is known about learning and teaching?

Taxonomy of Learning Types

A group of educational psychologists developed a classification of levels of learning. This became taxonomy, sometimes called Bloom's taxonomy that included three overlapping domains: the cognitive, affective, and psychomotor (DLRN, 1997 and Bloom, 1956).

Cognitive learning is demonstrated by knowledge recall and the intellectual skills: Bloom's taxonomy identified six levels within the cognitive domain, from the simple recall or recognition of facts, at the lowest level, through increasingly more complex and abstract mental levels, to evaluation at the highest level.

For a teacher to help a student integrate new knowledge into the student's existing models of the self or the environment, the teacher must help the student identify the relationships between what the student already knows and what is new to be learned. Giving students questions to answer that stretch their thinking about the new knowledge typically does this. Below are the six cognitive levels as they correspond to questions that a teacher might ask to help a student learn:

• Knowledge involves recall of information and relates to questions such as whom, what, when, where, how ...?

• Comprehension involves organizing and selecting facts and ideas, and asks how would you describe in your own words?

• Application is problem solving or use of facts, rules and principles. Typical questions take the form: How is ... an example of ...? How is ... related to ...?

• Analysis is separation of a whole into component parts. Questions include: What are the parts or features of ...? How does ... contrast with ...?

• Synthesis is the combination of ideas to form a new whole. Questions include: What would you predict from ...? How would you create a new ...?

• Evaluation is the development of opinions, judgments or decisions. Typical questions are: What is the most important ...? What criteria would you use to assess ...?

Affective learning is demonstrated by behaviors indicating attitudes of awareness, interest, attention, concern, and responsibility and ability to listen and respond in interactions with others. The depth and breadth of information processed and what and how much is learned and remembered is influenced by

• self-awareness and beliefs about self and one's learning ability (personal control, competence and ability);

• clarity and saliency of personal goals;

• personal expectations for success or failure;

• affect, emotion and general states of mind; and

• the resulting motivation to learn.

Psychomotor learning is demonstrated by grace and actions which demonstrate the motor skills such as use of precision instruments or tools.

Basic principles of learning motivation and effective instruction apply to all groups of learners. However, learners differ in their preferences for learning mode and strategies, the pace at which they learn, and unique capabilities in particular areas. These differences are a function of both environment and heredity.

Learning by Doing

Some say that students will learn better when they can test the models they are learning in real world situations. Educators who are also proponents of using the computer in education sometimes claim that learning by doing is vital and that computers can support this. This approach is also called constructivist learning (Jonassen, 2000).

Roger Schank directs the Institute for the Learning Sciences at Northwestern University, Illinois, USA. Schank (1997, 2000) claims that the number one problem with education is:

Schools act as if learning can be dissociated from doing. There really is no learning without doing.

Learning by doing can be realized in any discipline. For instance, students can explore the history of the American Civil War by constructing an economic model of factors motivating the North and the South. Such a learning-by-doing approach contrasts with an approach in which students are asked to read a chapter about the American Civil War and then to answer multiple-choice questions about the dates at which certain events occurred. The constructivist approach addresses a higher level of learning than does the memorization approach.

Pedagogy

Ben Shneiderman's (1997) motto is 'Real Projects for Real People'. He says (Shneiderman, 1993):

The post-TV media of computers and communications enables teachers, students, and parents to creatively develop education by engagement and construction. Students should be given the chance to engage with each other in team projects, with the goal of constructing a product that is useful or interesting to someone other than the teacher. Challenges remain such as scaling up from small class projects to lecture sections with hundreds of students, covering the curriculum that is currently required by many schools, evaluating performance, and assigning grades.

Students will be engaged by writing and drawing, composing and designing, and planning and drawing. Teachers should promote engaging in the world, helping where needed, caring for others, and communicating ideas. Project-oriented learning allows the aforementioned guidelines to be realized in the most natural way.

In project-oriented learning or learning-by-doing, students need to have objectives and to be assessed for their progress towards the objectives. Educators should monitor the following stages of the education cycle (see Figure 8 "Education Cycle"):

1) identify and analyze education needs or objectives,
2) design and plan education,
3) provide and deliver education, and
4) evaluate education outcomes and improve the education process.

In the ideal situation, the output of one stage will provide the input for the succeeding stage.

Identifying and analyzing needs is the starting point. Educators should identify the needs for students, assess the competencies of the students, and develop plans to close any gaps. The design and plan phase provides the specifications for the education. This phase includes:

• the design and plan of actions to address the needs identified in the earlier process; and

• the design of the criteria for evaluating the outcomes and monitoring the education process.

The relevant methods of education that can meet the education needs should be identified. This cycle of identify, plan, deliver, and evaluate makes sense for teaching and for other activities too.

Delivering Interactive Content

Simply delivering information by computer has relatively little advantage over delivering by paper in many cases. However, with the computer one can gain interactivity that is not possible with paper. By placing some intelligence into the computer so that the interactions it provides do some work of a teacher, one gains a kind of cost effectiveness in education. Much work has been done over the past forty years to help establish the principles and practice by which computers can incorporate some of the intelligence of the teacher (Wenger, 1987; Cartwright, 1993).

Historical Snapshot

One example of courseware incorporating multiple techniques for delivery and interaction is described next. This example was ahead of its time but illustrates the kind of product that has appeared in isolation repeatedly in the past. Such products may someday become prevalent in educational environments and the ensuing sections sketch how such products might appear.

This example from the 1980s integrates several tools and methods. In 1985 (Diaz 1991) students taking the course Introductory Pathology at Cornell School of Medicine, New York, USA, could enroll in PathMac, an electronic version of the course. Macintosh computers tied into the PathMac database were scattered throughout the campus for student access. Students could study online textbooks, run simulated laboratories, or test their mastery of physiology via online dissections. PathMac provided online access to approximately seven gigabytes of images and bibliographical material that could be searched intelligently, cross-referenced, and printed.

One online application was an electronic pathology text called HyperPath, which included large portions of a version of a well-known textbook. Teachers could add text and graphics. A visual archive called Carousel included thousands of images. Carousel images could be paired with questions.

Another program was used to perform simulated laboratory experiments that otherwise would be performed on live cats. The system could test the effect of various drugs on simulated cat muscle. The students chose which drug to inject, in what quantity, and then electrically stimulated the muscle and recorded the results on a simulated strip chart. Much more control over the results could be achieved than is possible with live muscle.

Medical students can explore patient treatment situations through simulation. For instance, in one simulation a young man presents with a severe asthmatic attack after a walk (Corvetta et al. 1991). The season is spring and the walk was in the countryside, both facts suggesting an allergic etiology of the disease. If the student's choice is to perform a case history or skin tests, the computerized tutor comments that the choice is wrong and that the priority is to relieve the patient's symptoms. A physical examination and appropriate treatment should be immediately performed. Once the prescription of the correct medication results in normalization of the respiratory sound and congratulations from the tutor, a case history may be taken. The tutor emphasizes the key questions in the case history that should be asked in order to determine the possible allergic origin of a respiratory disease. Next the student performs the skin tests and evaluates the reactions. Diagnosis of the allergy pollens may be made and a correct hyposensitizing treatment planned. Such simulations can be part of an effective learning environment.

Multiple-choice Questions

The preceding Pathmac example did not have widespread impact on the teaching in medical schools. However, multiple-choice questions delivered online have had a major impact on teaching in medical schools and elsewhere. The computer is an excellent tool for supporting multiple-choice questions or tests. The user chooses a particular answer and the computer can immediately explain to the student whether the student's answer was correct or incorrect. By storing explanations for why an answer is incorrect, the computer can also readily supply this explanation to the user. Multiple-choice questions have been a mainstay of interaction for courseware for decades.

Multiple-choice tests have been shown to promote retention learning. However, announcements of an upcoming test did not have a positive effect on retention learning without a test actually being given. Increased studying due to anticipation of a test did not result in better retention – only the act of taking the test increased retention (Haynie, 1994).

In a multiple-choice question, students must select the correct answer from a number of possible answers. The incorrect answers are termed distracters (see Figure 9 "Multiple Choice Question"). These distracters should embody misconceptions; partly correct answers and common errors of fact or reasoning so that they distract students who are not well-prepared for the test from giving the correct answer.

Multiple-choice questions are usually used to test a student's ability to recall information, to interpret data or diagrams, and to analyze and evaluate material. The principal strengths of multiple-choice tests are (Ballatyne, 2000):

• They test a wide range of issues in a short time.

• A computer can reliably mark them, as all answers are predetermined.

• Computer marking gives easy access to an item analysis of questions to pinpoint problem areas for students.

• A large bank of questions can be built up to reduce future preparation time.

• They can be used for quick revision at the start or end of a class.

The principal weaknesses of multiple-choice question tests are:

• They do not test a student's ability to develop and organize ideas and present these in a coherent argument.

• It takes a long time to write plausible distracters - especially in cases where higher order cognitive skills are being tested.

• Restrictions are placed on a students' answers, as they must select from the author's alternatives.

• Questions are often re-used which means attention to security.

• Questions need to be pre-tested and items reviewed to ensure the validity of the items.

Other possible disadvantages to online multiple-choice questions are the same as the disadvantages that can accrue for any computer use, namely, that certain groups of people do not have as ready access to or familiarity with computers (Fairtest, 2000).

Despite some unresolved problems, online quizzes can be useful. Students at the University of California at Irvine's Graduate School of Management, California, USA, carry their laptops into classrooms in which every seat has a high-speed Internet connection. Teachers give Web-based electronic quizzes at the start of class, receive instant feedback on how the students did on each question, and adjust their lecture plans on the spot to focus on the areas where students need the most help.

Less than a second after finishing each test the students can see all wrong answers on their screens and an explanation of what the right answer should have been. This instant feedback, according to the school's Administrative Computing Manager Tony Zamanian, has changed the way the school uses tests and quizzes. Zamanian says (QuestionMark, 2000):

The tests are not only tests any more; rather they are tools that help students understand what is required of them. Faculty members can convey to students the kind of information they want to receive from them. We are starting to look at tests as learning tools in a very active sense of the word; instant feedback gives students an idea of their strengths and weaknesses and puts them on the right track for studying the material.

Public Policy Professor Peter Navarro says that students thrive on the instant feedback they receive from computer-based tests. Navarro sees the primary goal of such tests as motivation rather than evaluation:

The ability to administer electronic tests gives me a very powerful tool to encourage students to keep up with the reading material on a regular basis. I believe such even- paced learning greatly increases the half-life of a student's knowledge retention relative to the 'cram before exam' mode that so many students fall into.

Electronic testing can be a complement to rather than a substitute for other forms of testing and interaction between teacher and student.

(Continues...)

Excerpted from Understanding Virtual Universities by Roy Rada. Copyright © 2001 Intellect Ltd. Excerpted by permission of Intellect Ltd.
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.

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PBShop.store US

Wood Dale, IL, U.S.A.

Venditore con 5 stelle

Venditore AbeBooks dal 7 aprile 2005

Tariffe di spedizione nazionale per U.S.A.

Articolo	Da 7 a 14 giorni lavorativi	Da 7 a 14 giorni lavorativi
Primo articolo	EUR 0,00	EUR 0,00

I tempi di consegna sono stabiliti dai venditori e variano in base al corriere e al paese. Gli ordini che devono attraversare una dogana possono subire ritardi e spetta agli acquirenti pagare eventuali tariffe o dazi associati. I venditori possono contattarti in merito ad addebiti aggiuntivi dovuti a eventuali maggiorazioni dei costi di spedizione dei tuoi articoli.

Metodi di pagamento

Descrizione dello Store

We first started out as “The Paperback Exchange,” a chain of physical bookstores where we would part exchange your beloved books for new stories to transport you to faraway places. However, as shopping started to evolve to online shops and marketplaces, we bid our stores goodbye to become “PBShop.” This transition has only allowed us to blossom as we now ship thousands of titles to book lovers across the globe. We pride ourselves in being a community of local book lovers which allows our passion and devotion to shine in everything we do. In 2020 we not only celebrated our 20th birthday but our 1st birthday as being completely employee owned after becoming an E.O.T in September 2019. We are proud to be different and embrace standing apart on a book mountain by working from a virtual inventory which allows us to provide thousands of books that may be difficult to get for your bookshelf or your studies. Working with a number of different suppliers allows us to explore other avenues such as puzzles, sheet music and even stationery so we really do have something for everyone. Life is about being versatile in all realms of existence. If this is your first visit or you are a returning customer, we would like to welcome you to the PBShop family, for there is no friend as loyal as a book. We are a company who put our customers at the centre of everything we do as we understand the importance of reading because once you learn to read, you will forever be free. There are a whole lot of things in this world of ours that we are yet to explore, which is why we will forever inspire curious minds.…

Specializzazione

Hardbacks, Paperbacks

Informazioni sull’azienda del venditore

Pbshop.co.uk Ltd

Unit 22 Horcott Industrial Estate, Horcott Road
Fairford, Regno Unito GL7 4BX

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Condizioni di vendita

Returns Policy
We ask all customers to contact us for authorisation should they wish to return their order. Orders returned without authorisation may not be credited.
If you wish to return, please contact us within 14 days of receiving your order to obtain authorisation.

Returns requested beyond this time will not be authorised.

Our team will provide full instructions on how to return your order and once received our returns department will process your refund.
Please note the cost to return any unwanted order to us is borne by the buyer.

Should your order arrive damaged, not as advertised or faulty, we must be advised of this within 14 days of delivery. Please contact us so we can find the best solution for you.

Our Customer Care Team can be contacted via emailing paperback-us@paperbackshop.co.uk, or by calling our UK Office on +441285 712 917. We are available 9:00am till 5:30pm GMT weekdays and 9:00am till 1:00pm GMT on Saturdays.

Diritto di recesso

Se sei un consumatore puoi recedere dal contratto in conformità con quanto segue. Per Consumatore si intende qualsiasi persona fisica che agisce per scopi estranei alla propria attività commerciale, imprenditoriale, artigianale o professionale.

Informazioni sul diritto di recesso

Diritto legale di recesso

Hai il diritto di recedere dal presente contratto entro 14 giorni senza fornire alcuna motivazione.

Il periodo di recesso scade dopo 14 giorni dal giorno in cui tu o una terza parte, diversa dal vettore e da te indicata, acquisisce il possesso fisico dell'ultimo bene o dell'ultimo lotto o pezzo.

Per esercitare il diritto di recesso, compila e invia elettronicamente una dichiarazione esplicita sul nostro sito Web, alla voce “I miei acquisti” nella sezione “Mio account”. Ti comunicheremo senza indugio una conferma di ricezione di tale recesso su un supporto durevole (ad es. via e-mail).

Per rispettare il termine di recesso, è sufficiente inviare la comunicazione relativa all'esercizio del diritto di recesso prima della scadenza del periodo di recesso stesso.

Effetti del recesso

In caso di recesso dal presente contratto, ti rimborseremo tutti i pagamenti ricevuti, compresi i costi di spedizione (ad eccezione dei costi supplementari derivanti dalla tua eventuale scelta di un tipo di spedizione diverso dal tipo meno costoso di consegna standard da noi offerto).

Potremo effettuare una detrazione dal rimborso per la perdita di valore dei beni forniti, qualora tale perdita sia il risultato di una manipolazione non necessaria da parte tua.

Eseguiremo il rimborso senza indebito ritardo e non oltre 14 giorni dal giorno in cui saremo informati della tua decisione di recedere dal presente contratto.

Il rimborso sarà effettuato utilizzando lo stesso mezzo di pagamento da te usato per la transazione iniziale, salvo che tu non abbia espressamente concordato altrimenti; in ogni caso, non dovrai sostenere alcun costo quale conseguenza di tale rimborso.

Possiamo trattenere il rimborso finché non avremo ricevuto i beni oppure finché non avrai fornito la prova di averli rispediti, a seconda di quale condizione si verifichi per prima.

Dovrai rispedire i beni o consegnarli a PBShop.store US, Springfield Gardens, New York, U.S.A., +44 1285 712917, senza indebito ritardo e, in ogni caso, entro 14 giorni dal giorno in cui ci hai comunicato la tua volontà di recedere dal presente contratto. Il termine è rispettato se rispedisci i beni prima della scadenza del periodo di 14 giorni. I costi diretti della restituzione dei beni saranno a tuo carico. Sei responsabile solo della diminuzione del valore dei beni risultante da una manipolazione diversa da quella necessaria per stabilire la natura, le caratteristiche e il funzionamento dei beni stessi.

Eccezioni al diritto di recesso

Il diritto di recesso non si applica a:

La fornitura di giornali, periodici o riviste ad eccezione dei contratti di abbonamento; e
La fornitura di contenuto digitale non fornito su un supporto materiale (ad es. su un CD o DVD), se al momento dell'invio dell'ordine hai accettato l'inizio dell'esecuzione e hai riconosciuto che non avresti potuto recedere una volta iniziata l'esecuzione.

Condizioni di spedizione

Books are shipped from our US or UK warehouses. Delivery estimates allow for delivery from either location.

Privacy e sicurezza

We are committed to protecting the privacy and security of personal data. This policy tells you how we will collect and use your personal data, and what you should expect in respect of the personal information about you that we have collected.

We are PBShop.co.uk Limited (registered in England & Wales with Company No: 9366362). Our registered office is at Swatton Barn, Badbury, Swindon, SN4 0EU, United Kingdom.

The person with responsibility for our data protection compliance is the Managing Director and they can be contacted via email at help@pbshop.store.

We are the data controller of the personal data that we keep and use, and we are therefore responsible for making sure that our systems, processes and people comply with the relevant data protection laws in respect of that personal data.

We will act in respect of personal data to comply with the six principles of the General Data Protection Regulation (“GDPR”), which are:

Lawfulness, fairness and transparency;
Purpose limitation;
Data minimisation;
Accuracy;
Storage limitation;
Integrity and confidentiality.
You have rights in respect of how your personal data can be processed; these include the right to request:

a copy of your personal data;
that inaccurate data is rectified; and
that your personal data is, in certain circumstances, erased or restricted.
You have the right to complain to the Information Commissioner, which you can do by contacting the Information Commissioner’s Office (ICO) directly. Full contact details, including a helpline number, can be found on the ICO website (www.ico.org.uk). This website also has useful information on your rights and our obligations. However, please raise any concerns or issues with us first so that we may deal with this as quickly as possible for you.

COLLECTION, USE AND DISCLOSURE OF PERSONAL DATA
We collect and process data for the following reasons:

personal data collected and created in relation to our selling books and other items; and
personal data relating to our people (which means those people working for our company, or providing services to us, or potentially working or providing services to us, including employees, consultants, temporary or casual workers and contractors).
All of our people are required to abide by our Privacy Policy when handling personal data, and are provided with appropriate data protection training. Any breach of data protection will be taken seriously, and may result in disciplinary action.

Selling books and other items
COLLECTION:
We will collect personal information which may include names, addresses and other information for our customers. This will be done for the management of the commercial relationship with our customers.

We may collect this personal data from you directly, and also from third parties, including publicly available third party sources. Additional personal data will be collected as it is created by or supplied to us in the course of anything we do for you.

USE:
We will use the personal data in the course of making sales and to comply with requirements that we are required to undertake.

We will only use your personal data when the law allows us to. Most commonly, we will use your personal data in the following circumstances:

in performance of a contract (the agreement to sell books and other items); and/or
compliance with a legal obligation; and/or
vital interests of the data subject; and/or
where it is necessary for our legitimate interests (or those of a third party) and your interests and fundamental rights do not override those interests.
We may also use your personal data in the following situations, which are likely to be far less common:

where we need to protect your interests (or someone else’s interests);
where it is needed in the public interest or for official purposes.
DISCLOSURE:
We may share personal data with third parties as is necessary in the sale of books and other items, including to third party providers who deliver services to support the operation of our company.

In respect of all disclosures of personal data, we will only share the personal information which is necessary for the particular purpose for which it is provided, or where we have another legitimate interest in doing so, and we will ensure that the personal data is appropriately protected.

RETENTION PERIOD:
We will keep personal data only for as long as is necessary to fulfil the purposes for which we collected it, including for the purposes of satisfying any legal, accounting or reporting requirements. Normally, our retention period for personal data collected for this purpose is a minimum of 6 years after the end of the period that we are selling books and other items.

Our people
COLLECTION:
We will collect names, addresses, contact details, education and employment history, identity and other background checks (which may include appropriate criminal and financial checks and confirmation of the right to work in the UK), marital status and information on next of kin and dependents, financial information (such as bank details and NI numbers), date of birth, gender, a copy of your passport and driving licence, performance information and compensation history, recruitment information (including references), salary, benefits, pension and annual leave information, disciplinary and grievance information, photographs, information about your use of our information and communications systems and CCTV footage or other information obtained through electronic means.

We may collect and use special categories of personal data as required in the carrying out of obligations and exercising specific rights of us or the data subject in the field of employment. This may include information relating to matters such as health, racial origin, religious belief and offences or alleged offences.

Personal data may be collected from you during the selection process (for example via your application form and CV) and during your employment (including holiday forms, expense claims, performance reviews, any disciplinary or grievance processes), or from third parties, including referees, health service providers, background check providers.

USE:
Personal data of our people will be used for HR administration and management, both in respect of the selection of people to work for us (including suitability, eligibility and/or fitness to work), and those who do work for us, to include learning and development, disciplinary and security (of people, offices and data) requirements, providing and liaising with benefits providers, business management and planning (including accounting and auditing), paying you and dealing with tax and NI deductions, assessing and deciding on salary reviews and compensation, conducting performance reviews and managing performance, dealing with legal disputes involving you or others, preventing fraud, monitoring your use of our information and communications systems, ensuring compliance with our policies, and equal opportunities monitoring.

We will only use your personal data when the law allows us to. Most commonly, we will use your personal data in the following circumstances:

In performance of a contract with you; and/or
compliance with a legal obligation; and/or
vital interests of the data subject; and/or
where it is necessary for our legitimate interests (or those of a third party) and your interests and fundamental rights do not override those interests.
We may also use your personal data in the following situations, which are likely to be less common:

where we need to protect your interests (or someone else’s interests);
where it is needed in the public interest or for official purposes.
In respect of all disclosures of personal data, we will only share the personal information which is necessary for the particular purpose for which it is provided, or where we have another legitimate interest in doing so, and we will ensure that the personal data is appropriately protected.

In respect of special categories of personal data, we may process this in the following circumstances:

in limited circumstances with your explicit written consent; and/or
where we need to carry out our legal obligations and in line with our policies; and/or
where it is needed in the public interest (such as for equal opportunities monitoring or in relation to our occupational pension scheme), and in line with our policies; and/or
where it is needed to assess your working capacity on health grounds, subject to appropriate confidentiality safeguards.
Less commonly, we may process this type of information where it is needed in relation to legal claims or where it is needed to protect your (or someone else’s) interests and you are not capable of giving your consent, or where you have already made the information public. We may also process such information about our people (or former people) in the course of our legitimate business activities with the appropriate safeguards.

The special categories of personal data may be used in the following ways:

in relation to leaves of absence, to comply with employment and other laws;
in relation to your physical or mental health, or disability status, to ensure your health and safety in the workplace and to assess your fitness to work, to monitor, manage and administer benefits and absences;
in relation to your race, national or ethnic origin, religious, philosophical or moral beliefs, or your sexual life or sexual orientation, to ensure meaningful equal opportunity monitoring and reporting.
DISCLOSURE:
Personal data may be transferred to service providers who support the operation of our business (such as payroll service providers), to other third parties reasonably necessary in the conduct of our business (including insurers, professional advisors, regulators). These third parties may be acting as processor, or controller of personal data in their own right.

RETENTION PERIOD:
We will keep personal data only for as long as is necessary to fulfil the purposes for which we collected it, including for the purposes of satisfying any legal, accounting or reporting requirements. We will normally keep personal data of applicants who we do not employ for six months after we receive it.

We will keep personal data of employees throughout your employment and normally for a minimum of six years after your employment ends.

Changes to your personal data
It is very important that the personal information that we hold about you is accurate and current. Please tell us if your personal information changes during your relationship with us.

Data Security
We have put in place measures to prevent your personal data from being accidentally lost, used or accessed in an unauthorised way, altered or disclosed. In addition, we limit access to your personal data to those of our people and other third parties who have a business need to know. They will only process your personal data on our instructions and where they have agreed to treat the information confidentially and to keep it secure. We have put in place procedures to deal with any suspected data security breach and will notify you and the ICO of a suspected breach where we are legally required to do so.

Where we store your personal data
We principally store data, both electronically and on file, at our office.

Personal data may be transferred outside of the EEA by processors acting on our behalf. For transfers to countries not considered adequate by the EC, we will ensure that personal data is adequately protected, as required by the GDPR. This would include by use of the Standard Contractual Clauses adopted by the EC to protect personal data.

Your rights
Under certain circumstances, you have the right by law to request:

access to your personal data. This enables you to ask to receive a copy of the personal data that we hold about you and to check that we are lawfully processing it.
correction of the personal data that we hold about you.
erasure of your personal data.
object to processing of your personal data where we are relying on our legitimate interest and there is something about your particular situation which makes you want to object to processing on this ground. You also have the right to object where we are processing your personal information for direct marketing purposes.
restriction of processing of your personal data.
transfer of your personal data to another party.
Links from our website
Our website may, from time to time, contain links to and from the websites of third parties that we permit to make such links. If you follow a link to any of these websites, please note that these websites have their own privacy policies and that we do not accept any responsibility or liability for these policies. We recommend that you check these policies before you submit any personal data to these websites.

CHANGES TO THIS PRIVACY POLICY
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Understanding Virtual Universities

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