07. Pan-Commonwealth Forum 7 (PCF7), 2013

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Open Access
Leading Organizational Change for Distance Learning at the Unviersity of Technology, Jamaica
(2013-08) Bartley-Bryan, Jeanette
This paper provides a conceptual framework for reviewing the institutional development experiences arising from the implementation of the comprehensive distance learning strategy, through the lens of an organizational change management model known as the Mckinsey 7-S Framework. The framework highlights the significant impact of seven interdependent elements: structure, systems, staff, skills, strategy, style and shared values/goals, which must be aligned and mutually reinforced to ensure the achievement of the intended objectives. // In tracking the change experiences and key accountability processes in introducing technology-mediated delivery systems as part of core business of the University, this paper also shares valuable insights regarding the importance of ensuring clarity of purpose and realistic expectations among stakeholders. // Paper ID: 467
Open Access
Open School and Girls’ Education in Hill Districts of Bangladesh
(2013-11) Khalid, A K M Iftekhar
Women empowerment is identified as an essential component for the progress of a nation. One of the main tools for women empowerment is education. In Bangladesh, many girl children cannot join schools and along with that, in the hill districts of the country, the challenges of bringing and keeping the girls to schools are more complicated because of geographical position. Bangladesh Open University (BOU) has been established in 1992 with an aim to make education accessible to the population at large and Open School of BOU has been working for educating people with emphasizing the dropout and the underprivileged. Open School is offering education through open and distance learning (ODL) and has a flexible manner towards enrolling students who have been discontinued from formal education. Though government organizations, Open School of BOU, other government organizations and non-government organizations (NGOs) are working for the girl children with a special emphasis in hill districts, the girls still quit schools before they are able to complete upper primary and secondary schooling. This research initiative was taken to know what are the difficulties that the girls are facing so that they have to leave school so early. The paper concentrates on the challenges which the educators, teachers, local people, guardians, parents and girls were mentioning during a research initiative in two hill districts e.g. Rangamati, Bandarbon. The research has been based on interviews and the informants were interviewed individually and in groups. Qualitative method was employed to collect the data from the respondents and analyse the collected data. The research is providing a depth overview how girls in hill districts are confronting to the barriers and how they are discontinuing their education at a very early stage of life and how Open School of BOU can give a wider option to bring the girls back to the schools again. This essay would definitely give an understanding to the policy planners, educators, practitioners as well as general people for the girl children’s present predicaments in hill tracts in Bangladesh and recommendations to bring them back to schools for continuing education. // Paper ID: 39
Open Access
Struggle to Achieve Reach and Richness in ODL Delivery: The case of Technical and Vocational Teachers’ College (TVTC) in Zambia
(2013-11) Kalungulungu, Misheck
The paper aims to address the trade off that exist between reach and richness in delivery of open and distance learning. The reach is defined in this paper as the number of people who participate or have access to training. Richness is described as the quality of learning that is provided. The hypothetical belief is that, the richer the program is, the more likely that fewer people would be able to access it. This has been the dark side of ODL delivery in many Learning Institutions in Zambia and TVTC is not an exception. // In Zambia, the effects of reach and richness trade off are highly pronounced. In the recent past the media in Zambia has been reporting how students in higher learning institutions have been spending nights in the corridors and the canteens because the administration enrolled more than the available bed space. TVTC has also been struggling with the problem of accommodation. // The big question is that, is the country going to achieve the Millennium Development Goals (MDG) in the area of achieving Education for All (EFA)? The quest to achieve EFA will remain academic if dynamic interventions are not made in the provision of education. TVTC plays a significant role in achieving EFA and skills development in the country through the teachers it trains. // It is common knowledge that technologically enabled training makes the combination of reach and richness not an issue to bother education providers no more. However, this is easier said than done. It is for this reason that the author takes an investigation to identify a workable solution for Zambia by talking about his experiences in ODL delivery are recommending cheaper technology for developing nations. // Paper ID: 132
Open Access
Female Education as a Means of Reducing Infant and Maternal Mortality in Nigeria
(2013-11) Anene, Chukwuemeka J; Anene, Francisca
Nigeria has acceded to the United Nations Millennium Development Goals. Though much has been said about universal basic education and combating the spread of malaria and HIV/AIDs, it does not appear that as much effort is being made to achieve the twin goals of two-thirds reduction in infant and maternal mortality rates by 2015. At present, Nigeria has one of the highest infant and maternal mortality rates in the world. Also, despite the Universal Basic Education program, the girl child remains disadvantaged where access to education is concerned. This inequity has far reaching effects as women’s acculturation and knowledge juxtaposed against societal pressures are key to effective health care for women and their children. Hence it is said that the health status of the whole family rests on the woman. This paper seeks to expose the enormity of the problem of infant and maternal mortality in Nigeria. It draws a link between illiteracy, poverty and disease and points to the place of women’s education in solving this problem. It also proposes Open and Distance Learning as a cost effective means of achieving the goals of reduction in infant and child mortality rates in Nigeria. // Paper ID: 330
Open Access
Community Radio in Bangladesh: Emergence of a new School of Open Non-formal Education (ONFE)
(2013-11) Rahman, Mizanoor; Panda, Santosh
Bangladesh Open University (BOU) runs both formal and non-formal education (NFE) programmes using open and distance learning (ODL) mode where broadcast media (radio-TV) plays a vital role. BOU extensively uses electronic media for its 19 open-NFE (ONFE) programmes from the inception to provide information to mass people as a part of its awareness building activities. Radio has been very useful media because it is operationally low-cost and easily accessible; that’s why - open universities/distance education institutes in different countries have been using the community radio (CR) for ONFE with local dialects. The Ministry of Information, Government of People’s Republic of Bangladesh already approved 14 CR initiators for installation and operation of community radio in Bangladesh first time to provide livelihood related information to the rural communities in an understandable way on agriculture, education, health, disaster, women and child issues, market price, services, etc. It is reported that 13 out of 14 are from NGOs because they are very active in implementing the ONFE at the community level; only one license has been issued to Agriculture Information Services, a government body, in the name of “Krishi Radio”. Through issuing license for CR, government just opened the door of the third tier broadcasting in the country to spread the scope of the NFE through distance learning and NGOs will use broadcast media in an innovative way for implementing the NFE. This also created the opportunity for developing public-private partnership (PPP), say between BOU-NGO, model for distance learning and a platform of the alternative approach that is the ‘School of NFE’. This step of the broadcasting will be of great value for the BOU to use community radio for expanding ONFE from its Regional Resources Centres (RRCs) under PPP model with the local NGOs. This paper discusses these issues and finally recommend for the expansion of ONFE in the country using community radio as low-cost and effective media. // Paper ID: 95
Open Access
Transforming the Training of Technical and Vocational Education Instructors Through Open, Distance and Flexible Learning: The Case of Malawi
(2013-11) Chimpololo, Andrew
The Malawi Growth and Development Strategy 11, the blueprint that maps out the national development agenda from 2011 – 2016, recognises technical and vocational education and training (tevet) as a tool for propelling Malawi into a producing and exporting nation rather than the current predominantly consuming and importing one. However, the technical and education sector in Malawi is plagued by an acute shortage of well-trained instructors. According to the Department of Technical and Vocational Education (2013), about 50% of the established posts in public technical colleges are vacant. Most instructors in technical colleges in Malawi do not possess teaching qualifications and mainly uses peer support and on-the-job experience to execute their responsibilities. Additionally, there is currently no single teacher training college in the country with a strong bias towards technical courses (NESP 2007 – 2017: 21). This paper explores how open, distance and flexible learning (ODFL) could transform the landscape in facilitating training for technical and vocational education instructors to meet demand. It discusses how new instructors could be trained and the current teaching staff could be upgraded to attain the relevant teaching qualifications with little disruption to their workload. Currently, there are also plans to construct 5 technical and vocational wings in the existing teacher training colleges and reduce the instructor-student ratio from 1:67 to 1:20 by 2017/18. // Paper ID: 42
Open Access
Assessment of Lifelong Learning for farmers: Impact on rural poverty eradication in Commonwealth Countries
(2013-11) Augustine, A J; Jokthan, G E; Bashir, R M
Commonwealth of learning’s lifelong learning for farmers is a partnership progamme designed to bring together farmers, learning institutions, banks and information and communication technology providers to facilitate learning for development in the rural areas. The programme is in response to the critical need for information resulting from agricultural research and development which often fail to reach the target farmers in rural areas in the developing world where it is most needed. This is as a result of the ineffectiveness of extension workers to serve farmers due to the high extension: farmer ratio; and the large scale expansion of learning required to achieve the millennium development goals which the conventional face-to-face learning cannot address. The programme empowered the vulnerable farmers and their families to gain knowledge on skill development, increase their productivity, food security and liberate agricultural communities from socio-economic constraints. The project started in India in 2004 and the success of the initiative led to its introduction in other common wealth countries. Lifelong learning for farmers has resulted in improvement of quality of their produce and equally improved their incomes leading to significant improvement in livelihoods of the rural poor and hence reduces poverty. This makes it an inevitable tool for rural community development and a means for the achievement of Millennium Development Goals of eradicating hunger and poverty. // Paper ID: 119
Open Access
Open and Distance Learning and Information and Communication Technologies: Implications on Formal and Non formal Education: Kenyan Case
(2013-11) Situma, David B
The Population; female (% of total) in Kenya was last reported at 50.05 in 2011, according to a World Bank report published in 2012. Despite this higher percentage, women in Kenya are not well represented in education and training compared to their male counter parts (Kenya National Bureau of Statistics: Kenya Facts and Figures 2012 student enrolment by type of institution and sex). The need to empower girls and women through education are vital to achieve the Bill of Rights (Constitution of Kenya, 2010). Use of Information and communication technologies (ICT) and Open and distance learning (ODL) are some of the initiatives that seek to gap the gender parity in education in Kenya. In establishing the implications of ICT and ODL on Girl and Women Education in Kenya, this paper seeks to: a) Examine the Current Policies that Supports the Use of ICTs in Formal Education in Kenya, b) Assess the objectives and strategies to facilitate widespread use of ICTs and how they affect girls and women Education in Kenya; c) assess the Implementation of policy objectives and strategies in support of ICTs and ODL for girls and women Education, d) Identify priority areas for implementation of ODL initiatives for women and Girls Education in Kenya; e) State lessons drawn from the ICT and ODL initiatives for girl and women Education ; f) propose strategies for addressing the challenges for implementation of ODL and ICT for girl and Women Education in Kenya. This paper provides useful information to Education policy makers, ICT stakeholders, students in appreciating the application of ICT and ODL in promoting education for women and Girls in Kenya and globally. // Paper ID: 324
Open Access
Promoting Research on Profiling Learners' Lives to Create Better Open Distance Learning (ODL) Ergonomics
(2013-11) Dzakiria, Hisham
This paper deals with fundamental purpose of improving ergonomic design for open distance learning which may impact students’ learning performance and reduces dropout rates. Within this paper, learning ergonomics refers to the interdependence of educational performance and educational design for ODL. It is about finding the ‘best-fit’ that promote and improve learning performance and ability of the learners. The issue confronting learning ergonomics is which design characteristics in the learning environment have the greatest influence on variability in learning performance. Based on the literature review, this paper suggests that through profiling of learners’ lives, we can develop better learning ergonomic in ODL. Learner's lives, a narrative impulse, establishes the importance of stories, provides students’ voice, an illustrative example of the learner’s background to embark on his or her ODL experience. Learners’ profile provides possible improvements to course design, enabler to meaningful and inviting learning, student comfort, and productivity and these attributes could offset learning frustrations. // Paper ID: 431
Open Access
A Study on Innovative Education Technology for delivering ODL in Bangladesh
(2013-11) Sharif, Shahabuddin
This study attempts to discuss the innovative use and impact of electronic media for education technology in Bangladesh as the world is changing at a fast rate nowadays. A few decades ago people used radio, television, telephone and telegram as their latest communication technology. In a sense they had been the most important ways of mass communication as well as educational technology for distance education. Computer technology has changed education delivery system and the new technologies brought much innovation in delivering education through distance mode. This research considered the present teaching material in ODL, evaluated different recommended steps to be brought in delivering ODL. This initiative was taken as policy makers, experts and educationists have a feeling to provide more user friendly and effective ways to make this distance learning method more useful and to search innovation in education. Students should be given learning materials which are free, accessible and cost effective. This study also took learners’ advice how they would be benefitted in and how the innovative technologies will be helpful for women and rural people in Bangladesh. This research used the existing radio, television programmes and also used the narrow-casting educational video programmes by cable-operators as well cell phones spreading the educational contents of ODL targeting learners of SSC students from both rural and urban areas. The study was supported by existing popularity of ODL to disadvantages group of people and to women specially. Both quantitative and qualitative methods were employed to conduct the research on the students who are using cell phones and the narrow-casting educational video programmes. The recommendation covers material distribution, accessibility, cost, advantages and benefits of education technology to the learners It is expected that the findings of the research are very appropriate to media specialists, distance educationists of developing countries. // Paper ID: 155
Open Access
Deploying Online Streaming of videos via the internet for the delivery of classroom lectures (Real time/On-demand streaming) in ODL schooling
(2013-11) Odion, Amadasun O
This paper, investigates the model of online streaming which provides a free-of-charge access to streaming educational lectures via the internet. Streaming video can be used for live instructional broadcasts or recorded instructional activities that can attracts learner’s attention and present information that is easy to absorb. Essentially, streaming video is a term applied to the compression and buffering technologies that allow one to transmit and view video in real time through the internet. The study shows that streaming video is relatively of high quality/low bandwidth format suitable for asynchronous web-casting, also its look into the production system, video editing system, streaming server for post production in streaming video format. Following the global economic changes and the growth of social network media worldwide, education is undergoing a paradigm shift as the wall in classrooms are opening up to rich digital contents. This shift has been influenced largely by technological and pedagogical trends, video streaming is poised to act as a powerful agent that adds value and enhances the quality of learning experience. // Paper ID: 459
Open Access
The use of technology at the Institute of Extra Mural Studies of the National University of Lesotho to transform teaching and learning
(2013-11) Makhakhane, Bothephana
Despite the recognized need of provision of adequate and relevant technological support for distance learners, the Institute of Extra Mural Studies (IEMS) of the National University of Lesotho (NUL) faces an enormous challenge of inability to offer learners relevant and desirable technological support. IEMS is mandated to widen access to educational opportunities through distance education. Distance education (DE) is a mode of delivery used as an option to provide education to those learners who have not had an opportunity to enroll for full-time conventional education. This mode of learning separates learners from the teaching institution as well as deprives them of regular contact with their peers (KOUL & Bhatt 1989:12). Therefore, distance learning institution have an obligation of affording learners relevant support to assist them cope with challenges resulting from the mode of learning they have opted for. // An empirical investigation was conducted to identify the quality of technological support offered by the institute to enhance learning. Focus groups discussions were conducted with academic staff and learners. Findings from the study revealed that learners did not have any access to computers either at the main center or regional centers. Primarily, dissatisfaction was raised with regard to the institution failure to provide necessary technological support to learners. In addition participants also stated that IEMS did not equip them with technological skills to prepare them for the world of work. // Paper ID: 272
Open Access
Technology leadership and ICT use: Strategies for Capacity Building for ICT integration
(2013-11) Mwawasi, Felix M
Technology leadership is a fairly new concept in school leadership focus. It has become a concern for study in recent times, in tandem with the pedagogical change of integrating ICT in teaching and learning especially in the developed nations. However, few such studies have been done in Africa. A number of studies in the developed countries have advanced descriptive approaches on how Educators should go about the using of ICT in education. Teachers, therefore, need to have prerequisite skills to integrate ICT in teaching and learning and school leaders have a role in enabling the effective use of ICTs. This study aimed at investigating how school leaders help build capacities of teachers to be able to effectively integrate ICT in their teaching and learning, at school level, in a public secondary school in Kenya. Using a qualitative case study approach, five school leaders involved in the capacity building, were purposively sampled for interviews, four teachers were engaged in a Focus Group Discussion and two teachers were observed engaged in classroom practice. Further data was obtained by analysing official school documents. The data analysed indicate the school leaders facilitated increased access to ICT facilities to the teachers and supported them, alongside training, to enable them explore various ways of integrating ICT in teaching and learning. // Paper ID: 228
Open Access
Perception of students of Radio delivery of learning materials in Auchi Polytechnic, Auchi, Nigeria
(2013-11) Idogho, P O; Eshiotse, S G
The process and the practice of teaching and learning keep undergoing changes in order to maintain pace with developments and innovations in science and technology. Gradually but definitely, the profile and characteristics of the teacher, the learner, learning materials, teaching methodologies and the classroom have changed, with significant implications for knowledge and skill acquisition. The need to improve pedagogical richness and increase flexibility of learning has resulted in the use of many non face-to-face methods, of which radio delivery of lectures is one. The researchers set out to investigate students' perception of radio delivery of lecture materials in Auchi Polytechnic, Auchi, Nigeria. 300 copies of questionnaire specifically designed for the purpose were administered on randomly selected students. In addition, the researchers engaged some of the respondents in an unstructured interview to make clarifications on the issues of sufficiency of radio medium in learning and its gender openness. Data generated were used to answer four questions that were raised to guide the research. The outcome showed that students hold a positive perception of the use of radio in learning, believe that the medium is sufficient to produce learning, only that it is disadvantageous to the female gender. Appropriate recommendations were made in line with the research findings. // Paper ID: 285
Open Access
Skill gap analysis and intervention for Junior High School leavers in the Eastern Region of Ghana
(2013-11) Okae-Adjei, Samuel; Akuffo, Buckman
One of the serious concerns with various governments in Africa is unemployment and underemployment. In Ghana the problem of unemployment and underemployment is on the increase. The educational reforms embarked in 1986 seem not to have yielded the desired results. After the mandatory basic education from primary school through to Junior High School (JHS), graduates were expected to have acquired basic skills to be able to get themselves decent employment after school. However, the various workshops and laboratories provided in 1986 are now nonexistent (Okai R. 2007). With only forty-seven percent (47%) of qualified graduates entering the Senior High School (SHS) in the country, school leavers are obliged to enter the informal sector with no skill to fend for themselves and even in some instances, for their families. Ironically, with insufficient funds for vocational training and even non availability of government supported training centers, these young souls have to struggle their way through traditional apprenticeships and or on-the-job training, the informal training with individual trainers (masters). // This study examines skills training provision as on-the-job apprenticeship training, short-term modular training and longer-term pre-employment training. The mode and efficiency of the delivery in these contexts were also examined to evaluate their effectiveness on graduates’ labour market outcomes as well as the preference. // Multiple approaches were used to achieve the objectives of the study; household survey on 350 JHS school leavers in the Eastern region of Ghana, a tracer study on 165 vocational training graduates as well as interview with 120 apprentices. To appreciate the nature and form of training given to apprentices, the challenges faced as well as the needed interventions, ninety-five (95) self employed trainers in the informal sector (owners of small enterprises) were also interviewed. // This study revealed that about seventy five percent (75%) who enter into apprenticeship abandon the training mainly due to lack of funds and equipment. Again, eighty five (85%) of the trainers or owners of small scale businesses desire to be given further training because they lack modern skill in today’s business world. The study suggests that a major training programme is to be given to both trainees and trainers over time to support trainees and upgrade skills of trainers. // Paper ID: 111
Open Access
Open Educational Resources and Driving Access to Knowledge: Action for Libraries in Nigeria
(2013-11) Igwe, Ukoha O
In the world of exponential growth of information and the influx of technologies in diverse formats, access to information and knowledge is a critical issue. Information and knowledge are worthless if access cannot be adequately provided. Knowledge is as important as the level of access provided. Open Educational Resources (OERs) provide strategic channel to access knowledge. They are important where access to information and knowledge is limited. This paper discusses the lead actions libraries in Nigeria can take to drive access to knowledge. The landscape of library operations has changed and is still changing; similarly action points for libraries must also continue to change to adapt and develop new models of operations. It discusses the challenges facing most libraries in Nigeria in harnessing the OERs as tools to improve lives and livelihoods in the march towards the information society. In driving access to knowledge, libraries in Nigeria must strive to bridge the digital divide, explore the potentialities of OERs, create a network of digital libraries, explore the possibilities and potentialities of ICT and make individual local resources accessible over networks. // Paper ID: 294
Open Access
The Obstruction of OER Development, Adaptation, and Utilization of the National Open School of Trinidad and Tobago 2010-2013
(2013-11) Warner, Steve C
The National Open School of Trinidad and Tobago (NOSTT) has been at the forefront in promoting OER development, adaptation and utilization for its learners from its inception in the early 21st century; with the assistance of the Commonwealth of Learning (COL). NOSTT has been a Unit of the Ministry of Education (MOE) and proposes to use a combination of conventional and diverse educational methodologies which will allow its learners to choose what to learn, where to learn, when to learn and how to learn in any of their over forty-five convenient locations throughout the twin-island state; using a wide range of OER. Ideally NOSTT caters for individuals who have not been successful at the external examinations at the conclusion of secondary school and who may need a new start; for learners who the established educational system did not accommodate their type of learning style; or for those who want to increase their academic competencies and skills for career advancements and enhancement. Records have shown that since NOSTT has been in existence it has been a valuable asset to many individuals and there has been many success stories. Undoubtedly, NOSTT has made a valuable contribution to the lives of a great many citizens of Trinidad and Tobago in transforming their lives and creating opportunities for present and future progress. However, since 2010 with a new government, the NOSTT clerical and administrative staff has been terminated and the operations placed under another Unit of the MOE; and have ceased to follow its proposed vision and mission. In fact, NOSTT has become a traditional evening school department with traditional teaching and learning modalities. This paper describes how institutional and national contextualization can impede and hinder OER development, adaptation and utilization especially where there was much potential to foster growth and innovation in OER to be used throughout Commonwealth member states. // Paper ID: 83
Open Access
Advancement and Empowerment of Women through Open Distance Education
(2013-11) Satyanarayana, P; Meduri, Emmanuel D K
Indian National Policy on Education (1986) viewed education as a powerful instrument for promoting equality of status and opportunity between men and women and between groups divided by class, caste and forms of historic oppression. The Policy further stated that women, who mostly remained outside the formal system of education for a variety of reasons, should be benefitted from the open distance education, which is home based and learner centered form of education and also which is free from the constraints of time, place and pace. // We interviewed 100 women learners successfully graduated from Dr. B.R. Ambedkar Open University in India and another 100 women learners successfully graduated from Indira Gandhi National Open University at the time of their recently convocation. We used the partly structured and partly open questionnaire. On the impact of open distance education on their lives, the women graduates expressed the following, besides other things: a) It gave more confidence to them b) It improved their career opportunities c) It updated their skills d) It provided second chance to dropouts e) It developed new knowledge to them f) It provided them better decision making capacity g) It enhanced their social esteem in the community // We sought from women graduates suggestions to increased participation of women in open distance education for their empowerment. Important suggestions offered by women graduates included the followings: a) Awareness programmes regarding open distance education courses for women in urban, rural and tribal areas will provide opportunity for women to gain knowledge about existing educational facilities. b) The courses in open distance education should be application oriented so that it will help them in their economic and social empowerment c) The course material should be simple, preferably in regional languages to make women more comfortable to use d) Women should be motivated to use technology for faster and easier learning e) Separate study centers for women learners should be set up on the areas where concentration of women learners is more f) A recognition is also required for open distance education degrees among educational institutions, employers and in society. // Paper ID: 137
Open Access
Proposal for Pre-conference Online Event
(2013-11) Akingbulu, Akin
Over the past ten years, access to new media, particularly internet and telecommunication resources, has improved in Nigeria. Today the usual encumbrances associated with access to broadcasting licences are absent in the new media/ internet sector. // Internet penetration increased to the extent that media sector and civil society professionals can have relatively easy access for exchange and dissemination of information. // Information exchange and dissemination through the internet, particularly social media platforms e.g. podcasting, videocasting, blogging, chats and forums are already becoming popular for community-building and advocacy in Nigeria. // Exchange and dissemination of ideas and resources often serve as open education resource platform. This widens the opportunities available for campus radio operators and intending community radio operators to harness the resources of social/new media to advance their community/grassroots engagement. // This activity will bring together campus radio operators, intending grassroots community radio operators, other civil society stakeholders, and academia, from Nigeria and other parts of the Commonwealth. The focus would be on generation of ideas on contemporary policy challenges in the development of grassroots broadcasting; opportunities available for stakeholders, and the strategies to engage these challenges and opportunities // The event will run for four weeks in the build-up to PCF7. It will be hosted via an online forum such as googlegroup. // Modality: IMESO will work with such organizations as MTC (South Africa) and HASDA (Sierra Leone) in facilitating this programme. // The outcomes: among other things, the participants will acquire understanding of issues affecting community radio development, the methods to engage them in the various countries represented. Participants would be well positioned to engage the main issues to be addressed during the main PCF7 event. // Paper ID: 392
Open Access
Criteria’s for Quality Assurance in Designing and Developing Open Educational Resources for Schools
(2013-11) Deshmukh, Narendra D; Agarkar, Sudhakar C; Rawool, Satyawati; OER4S Project Team
To achieve the dream of equal and just society we need to develop ourselves as a worthy and independent member learning community. To realize this dream every member must be free from fears of different kind that make people and communities vulnerable. To become fearless and empowered one needs to have free access to information and education. Many low cost, as well as, high cost technologies (if number of users is high, the cost will get lowered down) are available for to get information that tested for accuracy and updated, they can contextualize available information, and they can create new information and share it with interested communities worldwide. // Thus there are ample opportunities for responsible, experienced citizens to contribute towards the development of Open Educational Resources for learning. A project ”Development of Open Educational Resources for Schools (OER4S)” was jointly undertaken by Homi Bhabha Centre for Science Education (HBCSE), TIFR, Mumbai, Maharashtra Knowledge Corporation Limited (MKCL) and Indian Consortium for Educational Transformation (I-CONSENT). The project is financially supported by the Rajiv Gandhi Science and Technology Commission (RGSTC), Government of Maharashtra. Open Educational Resources can be accessed freely by all the stakeholders (teachers, students, and parents) for their use. It is hoped that these resources will help to bring about qualitative changes in the teaching learning processes in Indian schools of Maharashtra as it is written is Marathi language. It can be used by all teachers and students in India. The aim of developing the resources is not add to what is already available but to design material that is locally and personally useful. We are in a process of developing high quality open learning resources for learners, parents and teachers. // The paper is focused on various issues of quality assurance of learning resources such as: What are of the indicators of quality to assure that our stakeholders are using resources for their empowerment? What type of quality indicators will assist users to play their respective roles effectively? What type of quality indicators will assist users to change their perspective of concepts related to education that aim at developing democratic society? These issues are discussed in the instant paper. // Paper ID 142

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