Browsing by Author "Kwan, Angela"

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    COL Video Series: Distance Education Leadership and Management
    (2012-07) Lentell, Helen; Abrioux, Dominique A M X; Collinge, Joan; Haughey, Margaret; Keough, Erin; Kwan, Angela; Mead Richardson, Alison; Paul, Ross
    Helen Lentell, a Fellow in Distance Learning at the University of Leicester, UK and former COL staff member co-produced this video series with the Commonwealth of Learning (COL) through conversations held in July 2012 at COL's Offices in Vancouver, Canada. The videos are open educational resources (OER) and available for download and use by anyone. // 1) Introduction - In this introductory video, Helen Lentell discusses the series of videos she helped produce for COL on the subject of distance education leadership and management. (Duration: 4:32) // 2) Conversation with Dominique Abrioux who has led a large single mode distance learning provision and written extensively about leadership in distance learning. (Duration: 23:39) // 3) Conversation with Joan Collinge who has led and managed large distance learning departments within dual mode provision but with different student bodies and institutional missions and has been very active in the professional bodies of Distance Learning. (Duration: 20:29) // 4) Conversation with Margaret Haughey, who has worked for a number of distance learning providers and had many distance learning roles. She has a background in educational administration and policy. She is currently responsible for all academic affairs at a large single mode provider. She is an active researcher and has been very active in the professional bodies of distance learning. (Duration: 21:23) // 5) Conversation with Erin Keough, who has led and managed large distance learning departments within dual mode provision but with different student bodies and institutional missions and has been very active in the professional bodies of Distance Learning. (Duration 21:07) // 6) Conversation with Angela Kwan, who has set up and led COL’s for profit provision within an organisation that is not primarily concerned with direct course provision. (Duration 14:16) // 7) Conversation with Alison Mead-Richardson, who has worked for many development agencies commissioning distance learning provision and she is also a distance learning practitioner having worked in many and diverse contexts. (Duration 13:16) // 8) Conversation with Ross Paul, who has worked in leadership roles in both single mode and dual mode provision and written about leadership in academic institutions. (Duration 16:46)
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    Comparing learning effectiveness based on use of different media for delivery of content
    (2004-07) Kwan, Angela; Leung, Cynthia; Smulders, Dave
    In an attempt to understand better how the use of different media of delivery of content at a distance affect learning effectiveness, the Commonwealth of Learning initiated a survey of adult learners engaged in workplace training to undertake the poll. This paper describes the process and the outcomes of the survey.
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    Comparing Learning Effectiveness Based on Use of Different Media for Delivery of Content
    (2004-07) Kwan, Angela; Leung, Cynthia; Smulders, Dave
    PCF3 // In an attempt to understand better how the use of different media of delivery of content at a distance affect learning effectiveness, the Commonwealth of Learning initiated a survey of adult learners engaged in workplace training to undertake the poll. This paper reports on the process and the outcomes of the survey.
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    From Cherry Picking to Convergence – Migrating E-Learning Delivery to an LMS (Learning Management System) – the COLeLIO Experience
    (2012-06) Kwan, Angela; Commonwealth of Learning
    The Commonwealth of Learning e-learning for International Organizations (COLeLIO) (www.col.org/colelio) Initiative engages appropriate technology to custom design and deliver just-in-time (JIT) workplace e-learning for adult learners based in field offices and headquarters of international organizations spread all over the world. To ensure reliable and easy access to learning, COLeLIO chooses appropriate technologies to underpin course design, development and delivery taking into consideration bandwidth and access issues. Responding to constantly changing learning environments and learners' needs, eLIO learning materials have evolved from print to digital over the last decade. In recent years, eLIO saw the need to streamline the delivery operation for their 1,000 learners annually, involving 40 tutors and teams of course administrators. Recognizing that the conduits supporting online learning have mushroomed in recent years and that more affordable and robust open source learning management platforms are available to support and sustain online learning for transparency, accountability and quality results, COLeLIO spent 12 months searching for and adapting a technology solution to create a one-stop access to resources, support, discussions, and records for learners, tutors and administrators. This paper captures the story of change management by eLIO and shares some key lessons learned.
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    ICTs for higher education
    (2009) Balasubramanian, K; Clarke-Okah, Willie; Daniel, John; Ferreira, Frances; Kanwar, Asha; Kwan, Angela; Lesperance, John; Mallet, Joshua; Umar, Abdurrahman; West, Paul
    A background paper from the Commonwealth of Learning for the UNESCO World Conference on Higher Education; Paris, 5-8 July 2009.
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    Staff Development : Training More with Less – A Model for International Development Agencies
    (2002-07) Kwan, Angela
    PCF2 // Printed course materials and student-tutor interaction in writing are the foundations upon which most distance education in the world relies. They have proved to work well. // Many research studies have confirmed that appropriate design and application of distance learning system for training has worked well in reaching more learners, imparting individualised and customised learning and at lower costs. The training initiative that the Commonwealth of Learning (COL) undertaken jointly with the United Nations High Commissioner for Refugees (UNHCR) tries to emulate best practice in this regard and to build a model for wider application for international development agencies. //
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    Success in eLearning: What is the recipe?
    (2010-11) Kwan, Angela
    As technology continues to permeate all facets of our lives, the application of technology for learning and capacity enhancement has also expanded in breadth and depth. The question to ask is no longer “whether” organisations will implement eLearning, but rather, “whether they will do it well?” (Rosenberg, 2001). // Against this backdrop, there is a growing number of “recipes” for successful eLearning design and delivery. In a research carried out by Ann W. Armstrong (2007) for 15 companies in the US, covering over 25 major web-based learning initiatives, she found an eSUCCESS framework which embraces eight tenets, namely: executive sponsorship, support from the organisations, understand and motivate the learners, culture fosters learning, content is relevant to learner and organisation, evaluate and assess, structure of programme is engaging, interactive and blended, and simulate the work environment and work tasks. // In another “recipe”, the focus is more on deep learning that results in behavioural changes. Cercone (2008) suggests that successful course design models should include connecting new knowledge to prior learning, maintain collaborative interaction between students, promote a self-reflective environment, include immediate applications and advance self-regulated learning. The result of such a design is that the learning will be deepened (Fink, 2003; Majeski & Stover, 2007). // At Commonwealth of Learning (COL), we have developed our own eLearning recipe through the eLearning with International Organisations (eLio) initiative. As the Learning Manager for the eLio initiative, I have had the privilege of providing eLearning to employees working in international organisations such as the United Nations organisations, the multi-lateral development banks and the Commonwealth Secretariat. After ten years of involvement and having worked through a hundred cohorts, we have found a recipe that helps a dispersed, mobile and busy workforce to enhance several core competencies required to deliver on their targets such as the Millennium Development Goals (MDGs), the Education for ALL ( Dakar),and the Commonwealth objectives. Or, more simply put, our e-Learning courses have helped professionals in the field sharpen their skills so that they can achieve their targets of helping refugees find shelters and safety, assisting the rural poor to gain clean water, or helping a child to find access to education.
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    Success in eLearning: What is the recipe?
    (2010-11) Kwan, Angela
    The COL eLearning with international organisations initiative provides customised eLearning design, development, and delivery for just-in-time workplace eLearning for employees based in headquarters and field offices. Technology mediated learning has widened learning access to democratise learning. The competency-based learning outcomes have enhanced capacities in written communication, and the management of refugees and debt data. The partnering organisations span the United Nations System, the multilateral development banks, the humanitarian relief and the multilateral development agencies. Having delivered about 100 learning cohorts since 2000, COL has maintained an average completion rate of 80% (ranging from 57.3% to 97%) across the board. COL and its partnering organisations continuously explore means to increase learning success through examining the ingredients of eLearning. There is a vast array of ingredients which includes the self-instructional materials, the engagement of technology, the self-assessed activities, the tutor-marked assignments, the transactional presence of tutors, administrators, supervisors, and peers, This paper draws on COL’s experience of a decade in delivering eLearning courses to over 5,000 learners spread over a 100 countries to answer the questions: What should be the right mix and proportion of eLearning ingredients? How should they be processed, tested and evaluated for a perfect result?
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    Think globally, learn locally: Democratising learning for international organisations
    (2006-10) Kwan, Angela
    In the lead up to the millennium, the rapid development of the World Wide Web, internet and word processing technologies began to change the way we communicate, work, learn, and live. In its most positive light, information and communication technologies have enabled new work and learning opportunities across boundaries and among communities. This paper focuses on how this change applied sensibly has opened up new dimensions for the provision of equitable, accessible and affordable learning opportunities to develop the international workforce professionally. The context of discussion is based on Commonwealth of Learning’s experience in providing transnational workplace training for four UN organizations, one humanitarian oragnisation and an international financial institution. This has witnessed the opening up of effective virtual classes for learners based in over 100 different countries, enabling the medical officer based in Luanda, Angola to pursue the same learning experience as his/her counterpart based in Geneva. We describe the paradigm shift taking place as “Think globally, learn locally” an educational version of the well known dictum of “think globally, act locally” i. The shift was triggered by employing appropriate information and communication technologies (ICTs) in a pedagogically sound manner to enable the widest distribution of cross-boarders learning and to encourage the unrestricted access to learning by women and marginalized learners in troubled, remote and isolated locations in the world.
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    Think Globally, Learn Locally: Democratising Learning for Multilateral Organisations
    (2006-10) Kwan, Angela
    PCF4 // This session is particularly suitable for participants who may be considering a shift into e-learning as a workplace training solution. It provides a unique opportunity to interact with the “complete cast” of participants in the process of design, development, delivery and review of COL’s e-learning courses for international organizations. // The objectives of the workshop are to provide an opportunity for participants to: explore the benefits, challenges and applications of tutor-mediated e-learning for workplace training from the perspective of the learner, the tutor, the course provider and the employer; and reflect on the implications of COL’s success in expanding access to training globally for the employees of international organizations. // At the end of the workshop, participants will have a clear understanding of the key factors for success in the e-learning enterprise, including the roles of: learner support, tutor support, feedback and evaluation, course design; and organizational culture // Paper ID 246