Browsing by Author "Olcott Jr, Don"

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    Book Review: Dede & Richards, Eds., The 60-Year Curriculum: New Models for Lifelong Learning in the Digital Economy
    (2022-03-19) Olcott Jr, Don; Panda, Santosh
    The 60-Year curriculum: New models for lifelong learning in the digital economy examines new vantage points for higher education reform and global shifts in workforce development driven primarily by new models of lifelong learning. The chapter authors have provided insightful and occasionally provocative analyses of how universities in the digital economy will need to reconceptualise their models of lifelong learning given the impacts of digital technologies and increases in life expectancy resulting in longer careers and the need for education, training, upskilling-re- skilling-upgrading. In sum, these trends mean that “what we learn, when we learn it, how we learn it, and who we learn it from will all change” (Scott, p. 25).
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    Book Review: Transforming Universities with Digital Distance Education: The Future of Formal Learning
    (2020-11-20) Olcott Jr, Don; Panda, Santosh
    "Transforming universities with digital distance education: The future of formal learning" arrives at a timely demarcation point to consider the future for digital universities. The author provides an insightful and occasionally provocative analysis of how universities might reframe what they do, how they do it, and most importantly how they can best serve students using digital distance education in both traditional higher education and vocational and technical education.
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    Development for Empowerment: Mobilising Online and Digital Micro-Credentials for Refugees
    (2024-07-21) Read, Timothy; Bruce, Alan; Olcott Jr, Don; Panda, Santosh
    Development for empowerment focuses on leveraging education via digital technologies and micro-credentials for training and education as part of the integration, social inclusion and capacity building for displaced persons. Development for empowerment builds upon the previous concepts of development including Amartya Sen’s ‘development as freedom,’ the core concept of education and learning as development, and the use of digital technologies for building human capacity so people can make their own choices and pursue the lives they wish to lead. Development for empowerment for refugees broadens the construct of development and is integral to promoting and nurturing ‘equity, access and success’ amongst refugee populations. The authors highlight critical resources that support the basic tenets of human empowerment such as the UN’s Declaration of Human Rights, the UN’s Basic Needs Approach to Refugees, Maslow’s Hierarchy of Needs, and the key strategies of online delivery and micro-credentials development. Moreover, the authors emphasise that the integration, social inclusion and integration of refugees is a highly complex construct to implement and sustain, thus reflecting the constant tension of refugees’ emotional desire to return home versus rebuilding a new life in a new country. In the final analysis, ‘development for empowerment’ + open and distance learning + digital micro-credentials create a powerful synergy for serving refugees and fulfilling the spirit of preserving human rights through education and the pursuit of one’s chosen life as a precious human ideal.
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    Leadership for Development: Re-shaping Higher Education Futures and Sustainability in Africa
    (2021-11-19) Makoe, Mpine; Olcott Jr, Don; Panda, Santosh
    Leading change in higher education has been a major challenge in countries of limited resources, such as those in Sub-Saharan Africa. Most African universities have struggled with this transition mainly due to lack of the requisite information and communication technology (ICT) infrastructure, inadequate expertise for online pedagogies and inability to provide computers to their students and staff. When faced with the recent changes, caused mainly by the COVID-19 pandemic that forced every person to work and learn remotely, many academic leaders were completely ill-prepared to deal with changes of this magnitude. The aim of this paper is to provide recommendations for shaping the future of higher education in Africa going forward. This will be done by analysing trends and opportunities created by these changes with the aim of accentuating the need for a renewed Pan-African Ubuntu that embraces the future, respects the unique dignity, cultures, languages and heritage of nations pre- and post-colonialism, and inspires the African Union Agenda 2063, The Africa we Want.
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    Why Open Teaching Matters! Harnessing the Power of Leadership, Culture and Service
    (2022-07-19) Olcott Jr, Don; Panda, Santosh
    'Institutionalising open education-open teaching in the university culture is about leadership envisioning and leading sustainable change.' This article seeks to to provoke a dialogue and we welcome your feedback in our social media spaces.