Browsing by Author "Panigrahi, Manas Ranjan"

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    Open Access
    Best Practices in Open and Distance Education: Case Studies from Commonwealth Countries
    (2021) Panigrahi, Manas Ranjan; Mishra, Sudarshan
    The diversity of population with respect to age, qualifi cations, locality and social and economic status cannot be addressed through a single and traditional mode of education. Secondly, growing need for continuous upgradation of knowledge and skills and technological advances mean that traditional ways of organising education and learning systems need to be augmented with innovative, fl exible and technology-driven methods, so as to universalise education as a fundamental right of all people. It is well accepted that Open and Distance Learning is an indispensable part of mainstream education both in developed and developing countries due to widespread use of web-based multimedia technologies. It has become a powerful force for social and economic development. // During the last two decades, many institutions have undergone profound changes in their organisational structures, governance and modes of operation. ICT has been used in every sphere of institutional and teaching learning activities. Traditional universities are transforming themselves to dual mode universities and providing students with the best possible learning resources. More and more open universities and dual mode institutions are being established across the world.
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    Enhancing Teacher Capacity for Implementation of Blended Learning in Teacher Education – A Case of Odisha, India
    (2022-09) Mishra, Sudarshan; Panigrahi, Manas Ranjan; Gopal, Pranita
    PCF10 Sub-theme: Building Resilience // The Covid-19 pandemic has caused for closing of all institutions imparting face-to-face teaching globally. In India, the University Grants Commission (UGC) instructed all its institutions running regular courses to opt blended mode of teaching. In this connection, implementation of Blended teaching and assessment was a new challenge for the teacher education institutions. The teacher education institutions offering Elementary and Secondary teacher education courses started working as guided by the UGC. CEMCA, New Delhi and Ravenshaw University, Cuttack collaboratively empowered teacher educators from Odisha to implement Blended Learning in their pre-service teacher education classrooms. The objectives of this paper was to identify blended learning skill sets needed by teacher educators in Odisha and to design, organise and evaluate blended learning training programs for teacher educators of Odisha. Through a baseline study, the training needs of the teacher educators, their perception towards different components of blended learning and the skill level of ICT integrated online teaching was identified. Based on the baseline study, a series of capacity building programs were designed and conducted through online at three phases during September to October 2021. These programs dealt with areas of Integration of ICT Tools in Teaching Learning; OER, Techno-pedagogy and Online Assessment; and Design and Development of Lessons for Blended Learning. 105 teacher educators participated in the workshop. Participants of the capacity building program found the program useful to enhance their technological – pedagogical and content skills – with the workshops / demonstrations and hands-on experience. The teacher educators further reported that the skill set learned during the training was useful to design courses that implemented blended learning. A major theme that emerged from this study was the need for institutional policy on blended learning so as to empower teacher educators to implement blended learning. // Paper ID 1858
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    Open Access
    Handbook on Online Education in Commonwealth Asia
    (2022-01) Panigrahi, Manas Ranjan; Bhandigadi, Phalachandra
    Online learning is education which takes place over the internet. Online courses are flexible and give students enough time and space to learn at their own leisure and pace. Many studies have reported that online learning is as effective as formal learning in terms of student learning. Education delivered online has seen significant growth in the last few years. Advancements in ICT, development and use of OER, and government policies on credit transfers have led many institutions to plan and offer either partial or full online courses and programmes. Some of the universities and institutions have started looking at the credits gained through MOOCs for transfer to regular programmes in view of the policies and guidelines issued by the government’s regulatory agencies. Conventional institutions have also started making attempts to offer online courses and programmes as they are deemed to be cost effective and able to meet the requirements of present-day learners.
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    Impact Assessment of OER Repository of Bangladesh Open University
    (2019-09) Rahman, Md Mizanoor; Panigrahi, Manas Ranjan; Panda, Santosh
    This article reports finding from a study with the students of Bangladesh Open University which replaced traditional textbooks prepared using in-house style with openly licensed books under creative commons (CC) license and other digital content such as video and audio lectures. BOU made a deliberate decision to make textbooks open for that were copyrighted under the Creative Commons license after adoption of OER Policy in 2014. This decision was based on the accessibility and flexibility in the delivery of course content provided by textbooks. In line with this the BOU developed a repository and subsequently it was upgraded through the technology support from Commonwealth Educational Media Centre for Asia (CEMCA). The Repository is now full operational and with motivation of assessing the impact of the OER repository, this study has been conducted. Main stakeholders of the OER repository are the students and in Besser et al. (1999) found while students generally view textbooks as an important element of their courses and it also help classes. Distance learners attend in the tutorial sessions, and the soft copy of the learning materials has been effective in the sessions as well. BOU provides hard copies of print which are normally delay in delivery. Therefore, the students are getting used to downloading texts from the repository. More students accessed open textbooks than had handed hard copies of textbooks. Higher grades were correlated with courses that used open textbooks at BOU.// Paper ID 133
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    Promoting Educational Resilience through Technology Enhanced Learning for Sustainable Quality Education and Training in the Context of Higher Education in India: An Innovation under CEMCA
    (2022-09) Dash, Manoj Kumar; Panigrahi, Manas Ranjan
    PCF10 Sub-theme: Inspiring Innovations // Ministry of Education, Govt of India (GOI) under the digital India initiatives encourages teachers of higher education making use of SWAYAM (online platform) effectively and efficiently for education, training and capacity building. University Grants Commission (UGC), GOI has been encouraging the teachers to submit proposals for designing and developing Massive Open Online Courses (MOOCs) for UG/PG levels & skill development of youth under SWAYAM. Therefore, teachers of higher education must be trained, oriented and exposed for capacity building to enable them to design and develop quality MOOC following guidelines of SWAYAM. CEMCA designed a two-week course to empower the teachers to learn about teaching with technology with a MOOC “Development of Online Courses for SWAYAM” using appropriate learning design, simple and accessible technology. The ultimate purpose was to enable the teachers to contribute effectively and efficiently promoting educational resilience through Technology Enhanced Learning (TEL) for sustainable quality education and training in India. It was implemented in collaboration with State Open Universities to train, orient and guide the teachers for developing quality MOOCs with a purpose to create a pool of skilled workforce in India to address to the needs and demands of higher education. With completion of 5 cycles of implementation of this MOOC in West Bengal, Uttarakhand and Andhra Pradesh, a research study was conducted to assess various dimensions of this initiative and evaluate its effectiveness. The findings of this study would help us to i) identify the expectations of teachers and their difficulties; ii) assess the level of knowledge, skill, and competencies acquired by the teachers; iii) review various components of the MOOC; iv) recommend improvement of this MOOC and the initiative. // The present paper focuses on this collaborative initiatives of CEMCA for promoting educational resilience in India The thrust was to facilitate TEL for sustainable quality education and training in the field of higher education. The study conducted with a sample of 200. Data collected through questionnaires, focus group discussion and panel discussion, analyzed separately to find real strengths and weaknesses of this initiative. It would help to identify the gaps in various stages of design, development and implementation of the MOOC. This study will also help us to know needs, expectations and requirements of target group. Findings and implications of the study would provide a strong base to CEMCA, Govt of India and partner institutions improving the interventions meeting the emerging need in higher education. // Paper ID 4075
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    Quality Assurance Toolkit for Open and Distance Learning (ODL) Institutions
    (2019) Saxena, Karunesh; Panigrahi, Manas Ranjan
    Education is one of the primary needs of human being. All over the world, greater emphasis is being placed on its spread so that a large section of population can have access to it. e growth in infrastructure and other facilities for formal section of higher education has not been able to keep pace with the persistent growth in global population. Consequently, the concept of Open & Distance Learning (ODL) institution has come to the fore in the past few decades. // It is catering to those sections of population who could not have access to classroom education or have been dropouts from the formal system or working executives. It is a generally accepted fact that the modern distance education with use of technology started in 1969 with the establishment of Open University of UK (OUUK) ( Jung et al, 2013). In Asia, Korean Open University started in 1972. In India, the rst Open University was started in Andhra Pradesh in the year 1982. A few years later Indira Gandhi National Open University (IGNOU) was set up in New Delhi in 1985. With the proliferation of IT tools & techniques in the 80's & 90's, the design and delivery of distance education services has been reengineered.
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    Quality Higher Education Opportunities through Open Educational Resources
    (2018) Panigrahi, Manas Ranjan
    Learning is a lifelong process for every individual that can accomplish through different educational resources. Traditionally access of different educational resources was too dificult and record and disseminate so on. Information and Communication Technology (ICT) is now playing an important role for the dissemination of sustainable quality learning resources worldwide (Pal and Panigrahi, 2013). OER currently most often used is “digitized materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research”. OER includes learning content, software tools to develop, use and distribute content, and implementation resources such as open licenses. It is also refers to accumulated digital assets that can be adjusted and provide beneits without restricting the possibilities for others to enjoy them. Camilleri & Tannhauser (2012) also stated OER as “teaching, learning and research materials in any medium, digital or otherwise that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions”. The limited restrictions are further described by Wiley (2009) in a 4R-framework of four rights: i.e. 1. Reuse: the right to reuse the content only in its unaltered form; 2. Revise: the right to adapt, adjust, modify, or alter the content itself; 3. Remix: the right to combine the original or revised content with other content to create something new; 4. Redistribute: the right to make and share with others copies of the original content, your revisions, or your remixes. All the 4Rs giving rights of OER open. Evidences show that OER is a boon to the teaching learning world and became a necessary social infrastructure due to its access without cost. However, the premature death of many OER initiatives mandates our further attention to the quality dimensions and the solution to the challenges that grew along with this movement. Researches around the world are optimistic about the growth of OER's eficiency, relevance and potential to promote creativity. This paper explores the beneits, the quality concerns and indicators, and concludes with suggestive continuum of models to make the quality of OER to the required level and meet the challenges.
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    Student Satisfaction with Open Distance Learning: Experiences of Open Universities
    (2021) Panigrahi, Manas Ranjan
    A very significant and sustainable innovation in the form of Open and Distance Learning (ODL) was necessary for making education accessible to everyone. In other words, a system was needed for continuous support to all learners within all sub-systems of education so that education could reach the unreachable. The ODL system emerged in Commonwealth Asia three decades ago to provide access to education to all. The ODL system is more flexible in nature and is ready to make desirable changes as per the situation.
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    Study on Development of ICT-Enabled Vocational Education at the Bangladesh Open University
    (2022-09) Rahman, Md Mizanoor; Panigrahi, Manas Ranjan; Panda, Santosh
    PCF10 Sub-theme: Fostering Lifelong Learning // Around the globe, ICT is making major differences in the teaching-learning approaches and assessment. In line with this, Bangladesh implements ICT in education through its Access to Information (a2i) Programme, and puts emphasis on skilling people by using ICT for supporting SDGs by its ministries and associated agencies. In response to this, Bangladesh Open University in association with the Commonwealth Educational Media Centre for Asia (CEMCA/ COL) implements the project entitled ‘Impacting Education and Open Schooling through OER- Making a Difference among the Learners’. This research paper forms part of an action research under this project, and focuses on identifying the policy gaps and tutors’ attitudes towards ICT-enabled vocational education and training (VET) for skilling the disadvantaged learners. Desktop approach on open source materials was deployed for identifying the policy gap, and survey approach was used to collect 180 tutors’ attitude to ICT-enabled VET. Analysis of literature and reports indicate that Bangladesh possesses significant advantage due to the availability of ICT infrastructure for implementing ICT-enabled VET. The results also showed that tutors had a positive attitude towards the use of ICT in vocational education, and it’s use to help tutors be more effective in VET tutorials and in improving student learning. The results have been further interpreted in relation to the existing national and institutional policies and practices. // Paper ID 2796
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    Workshop on 360 Virtual Reality (VR) Educator
    (2022-09) Panigrahi, Manas Ranjan
    PCF10 Sub-theme: Inspiring Innovations [PRESENTATION] // The concept of virtual reality (VR) has been known since the 1960’s. However, with new technology inventions, VR has expanded its variety and scope. VR learning experiences are engaging, and it allow learners to immerse themselves in content beyond what is possible in the real world. 360° VR is an immersive video content, allowing users to look around in all directions, and give them the opportunity to control what they want to see. Presenting learning content through 360-degree spherical images or videos is not only more realistic than 3D animations but reduces the cost and time of developing the VR content. More importantly, the production of 360° VR content does not require high-tech capabilities, implying that most school/university teachers can develop the learning content on their own. With proper learning design, VR can aid students develop more complex and higher order thinking skills. 360° VR solves the problems of using conventional 3D graphic-based VR, which is highly technical and is expensive in terms of both time and money. With this background, CEMCA developed an interactive online platform to create 360-degree VR experiences which can then be consumed by the target learners. The platform allows opportunities to experience 360-degree images with superimposed text, audio, videos, and pictures. // Objectives of the workshop: At the end of the workshop, the participants will be able to: 1. Use effectively the flexible and portable VR education system that can be accessed through various devices. 2. Create 360-degree learning content and share it with their students. 3. Implement various game elements to enhance the learning experience. 4. Teach learners to download and engage through the learning contents. // Participants: The workshop will be attended by the 30-40 PCF10 participants using their own computer/mobile phone. // Duration: 1-hour workshop during the main conference. // Resource Person: The workshop will be conducted by the CEMCA consultant from Indian Institute of Technology (IIT), Kharagpur, India and CEMCA official. // Paper ID 4523