07. Pan-Commonwealth Forum 7 (PCF7), 2013
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PublicationLeading Organizational Change for Distance Learning at the Unviersity of Technology, Jamaica( 2013-08)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 -
PublicationChallenges in Introducing ICT in Professional Academic Programmes of a Distance Education University( 2013-11)Allama Iqbal Open University (AIOU) is Mega University which has been providing educational facilities from basic to PhD level to the deprived segments of the society within and outside the country under distance learning system for the last four decades. Targeting to reap the benefits of synergy, the COL took initiative and assembled four national open universities of South Asia during late 90s to collaborate in developing and launching CEMBA/CEMPA. The AIOU launched this programme in 2003 under ODL with enhanced face-to-face component. The programme assessment and monitoring was set as a foundation stone to assess its impact on all stakeholders including students, faculty, employers and society. The feedback from the learners indicated over 70% satisfaction level with the delivery mechanism. However about 30% expressed reservations on the available learner support facilities due to professional nature of the programme, disperse localities and personal commitments of the students. To address the problems of this dissatisfied segment, the AIOU decided to conduct multifaceted research to develop an improved delivery system tailored to learners’ needs in 2007. The stakeholders suggested ICT medication to overcome these barriers. Thus the AIOU started working on this. In 2008, online mode of CEMBA/CEMPA programme was added based on open source LMS augmented with moderate features like text chat and presentation. The continuous feedback from learners steered the AIOU towards further up-gradation. In 2012 LMS was upgraded to the latest version based upon web 2.0 and linked it to separately established web conferencing server enabling students to engage in more virtual classroom like environment with audio/video chat, desktop sharing, presentations, support for multiple document formats, recording of lectures for future reference changing the experience of learning for the students. This study will document the challenges faced during this endeavour. // Paper ID: 377
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PublicationImprovising Learning Technologies to Increase Women Access and Success in Higher Education and Manage Family Roles for Development( 2013-11)My paper explains a double achievement accomplished by Tanzanian women through improvising “learning technologies” to combat women learning difficulties. // Mhehe (2002) research, “Women’s Enrolment and Participation Issues at the Open University of Tanzania (OUT)” indicate women education barriers to originate from communities’ social cultural factors: poor educational and social background, cultural expectations for girls and women, women only issues, lack of support for girls education, lack of role models for girls in society, and control of women lives. // In my research achieving OUT Women Focus Group comprehend that only women can tell strategies for enabling women effective learning. This standpoint was reached when the Group noted that despite Tanzania’s declaration to develop Tanzanians through education the Participation ratio of women was much less that of men. // The Group knowing that education is “key” to people’s livelihood, and that President Mkapa (1995) inaugurating extra OUT offices at TIRDO premises urged women to invest their intellects in ODL for it is their only hope for attaining higher education, they dedicated efforts to liberate underachieving women through better education access and success for their development. They formed a women students’ NGO with a Community Education Support Service Center Circle in Dar-Es-Salaam to help coordinate and resocialize by mentoring educationally, socially and economically underachieving women and girls countrywide towards this realization. // Burge and Haughey (2001) explained use of “learning technologies” to encompass not only use of tools such as audio, print, video, and computer applications, but also their wider concept involving their creative and informed applications and social effects. This links well with the Women Focus Group idea of creating the Women Community Education Support Service Center Circle as “Learning Technology” to enable women to manage better their education access and success and their family roles.
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PublicationAddressing a National Crisis in Learning: Open Educational Resources, Teacher-Education in India and the Role of Online Communities of Practice( 2013-11)India currently suffers from an estimated 1.33 million shortfall in teachers and many existing teachers are unqualified, resulting in inadequate access to education and poor standards of learning for those already in the education system. Indeed, India’s Annual Status of Education report identified ‘an alarming degeneration’ (ASER 2012, p. 1) in educational standards in Indian primary schools and a ‘national crisis in learning’ (p. 2). This paper considers whether the use of open educational resources (OER) within India’s teacher-education system can help solve some of these problems. // The paper reports research by the OER Research Hub (OERRH) at the UK’s Open University (OU), focused on two India-based OER projects – DFID-funded TESS India, led by the OU in the UK, and the Subject Teacher Forum, created by Bangalore-based NGO IT for Change. TESS India builds on the lessons learned in Africa by its sister project TESSA (Wolfenden, 2008) and aims to create the biggest network of free, high quality, teacher education resources in India. The Subject Teacher Forum involves building 'Teachers’ Communities of Learning' whereby teachers create, review, curate and share digital resources with one another. // The OERRH study is assessing the impact of OER in widening access to education and in changing teacher-educators’ resource-sharing and self-reflection practices. This paper focuses more narrowly on the challenges currently facing teacher educators in India, exploring the extent to which OER offer an appropriate solution to overcoming them. In particular, variations in teacher-educators’ ICT skills and in their access to the Internet are considered. Of particular interest is the role of online peer-support communities of practice (Wenger, 1998) and reputation management systems in incentivizing OER creation, use and curation. Finally, the paper considers the ways in which community-based models of OER provision might be used to support teacher-education in other Commonwealth countries. // Paper ID: 349
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PublicationChange, Discontinuity and Re-architecture at an ODL Mega-university( 2013-11)The University of South Africa [UNISA], which celebrates its 140 years of existence this year is in the throes of deep transformation. Institutional transformation takes place within the context of ambitious plans to widen participation at the national level. Persistent challenges of increasing pass rates and throughput in distance education must also be overcome in order to cement the credibility of ODL as a viable avenue for quality higher education. // Much institutional change is driven by the conjuncture of national broadband infrastructure, receding costs, massive investments in institutional technological architecture, and tried and tested teaching, learning and assessment technology and applications, as well as the rapid advances in OERs, which render the shift online desirable. However, increased size and organizational complexity consequent to prolific growth over the past decade, a more diverse student body, and wide geographical dispersal of students, has also impelled the changes illuminated here. // The changes underway are resonant with changes in the economy and society in general as most of industry shifts to paperless environments. We have been impelled by concerns about the competencies and employability of graduates in the digital age. The shift online is intended to equip students, especially those from impoverished and technology poor backgrounds with skills for the digital age. // Beginning with a new business model, the effort underway is aimed to overhaul the operational model, and ultimately the entire organizational architecture. // This paper will illuminate the underlying premises of the change underway, and the challenges attendant to such largescale and unprecedented change to the architecture of an organization of the character and size of Unisa. // Paper ID: 20
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PublicationEnhancement of Learning for Orphaned and Vulnerable Children Through Information and Communication Technologies in Open and Distance Learning( 2013-11)There is need to transform education in Africa even among the orphanage and vulnerable children (OVC) in order to become more competitive and competent in a globalising society through e-learning. Information and communication technologies (ICTs) can be used to enhance learning activities as the instruments of change and the tools of liberation for OVC. Open and Distance Learning (ODL) coupled with application of appropriate ICTs can play a central role in the delivery of education to all levels and provide OVC a chance for a bright future. This paper therefore discusses the concepts of ICTs and ODL and the utilization of ICTs in Open and distance Learning. Finally, it discusses the enhancement of learning for OVC through ICTs in Open and Distance Learning. // Paper ID: 483
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PublicationGender and Life Long Learning: Impact on Women’s Empowerment( 2013-11)COL has been working on L3 for farmers’ project for the last five years in collaboration with NGOs; Community based organizations, technical institutions, telecom service providers and commercial banks in Tamil Nadu, India. The project is aiming to improve the livelihood security of the illiterate and semiliterate poor women and men farmers through knowledge empowerment. Here Open and Distance Learning with the support of modern and affordable ICT tools; the mobile phone and print media has been used to support the learning process. Using ICTs, the project aims at building the capacity among farmers, and landless labourers which could help them in developing value-added farming, encourage more sustainable use of natural resources, strengthen their ability to face globalization, and ensure food and livelihood security. The intervention process adopted gender sensitive approach in project cycle approach; from planning to monitoring and evaluation. At the initial stage, for better implementation of gendered approach, the capacity of the NGOs was given adequate attention. // Appropriation of mobile and print technology to facilitate credit specific learning process and livelihoods, institutional linkages, creation of assets and access to production related technologies and services were specific strategies adopted to reduce gender gap and progress towards transformation. Credit specific learning through mobile created new learning environment to improve the livelihoods and utilize the credit effectively for women. The space created through mobile use, has enhanced decision making ability of women in managing the livelihood activity. Access to technology and information has subtly enhanced women’s power to go beyond the culturally constructed space, associate with external agencies and effectively participate in the market based institutions. The paper will cover the existing gender gap, process of addressing the same in the learning process and how the gender equity based approaches are being used to reach towards transformation to achieve gender equality. // Paper ID: 417
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PublicationICT in ODL: Mobile Learning for Inclusive Education( 2013-11)UNESCO believes that information and communications technology (ICT) has great potential to facilitate knowledge dissemination, improve learning and assist the development of more efficient education services. ICT can extend educational opportunities to marginalized groups; increase education quality; and reduce inequalities based on gender, class, race, age and disabilities. Today, large population is using mobile for communication. Now a day, many researchers point out that mobile learning is an integral part of educational process and best gadgets for current scenario. In the age of ICT, we have to commit that every one gets education without any hurdles, we as part of educational system to devote for inclusion of education. The widespread diffusion of mobile technologies offers an opportunity to develop policies aimed at participation and social inclusion. // However, mobile learning can contribute to the global commitment to provide quality education for children, youth and adults specially students with disabilities i.e. visually impaired. A person is defined as visually impaired who has no vision or greatly reduced vision or partial vision and cannot perform their work without assistance of sighted person or assistive technology as the sighted person can do. // In this paper we focus on interaction of blind users with educational content delivered via mobile devices, posing a special attention to touch screen technology. The paper is organized in 2 sections. In the primary section, we are discussing about ICT device i.e. mobile, and it’s use in learning for specially visually impaired. And other section we have been discussed about our case. As a case study, researcher does a work on the person, who has no vision but with help of mobile he can perform his duties. He has been completed his diploma from Yashwantrao Chavan Maharashtra Open University, Nasik, and for this diploma he is using mobile for project guidance. Today he is using this gadget for his profession and earn desirable amount for his life. People with visual disabilities will benefit from the significant social, cultural and economic benefits of ICT as long as the information and services are designed appropriately. Tim Berners-Lee has said, ‘the power of the web is in its universality. Access by everyone regardless of disability is an essential aspect. // Paper ID: 149
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PublicationEnhancing Lives and Livelihoods of Fisher folk through Innovative Technology applications( 2013-11)The coastal small craft fishing community are one of the most vulnerable groups in India, facing a number of challenges threatening their lives and livelihoods like unpredictable weather and ocean states, danger zones in the sea, lack of GPS information on fish shoal, quality fish processing, value addition and storage, market trends and government schemes for the benefit of fishing community. MSSRF with partners provide locale specific demand driven information to the fishing men and women of Tamilnadu, Puduchery and Andrapradesh, using innovative technologies such as Fisher Friend Mobile Application (FFMA), installation of Wave Rider Buoy (WRB), Tuna longliner, Phone in programmes, 24/7 helpline, text-voice based SMS and training on GPS, Turtle excluder device, Sea safety measures, Hygienic handling of fishes, fish value added products. FFMA is one stop shop mobile application developed for android and cdma platform in partnership with Qualcomm, Tata Tele and Consultancy Services. This application deliver messages to fishermen in the vernacular language on wave height, wind speed and direction and potential fishing zone, GPS for safe navigation, marking marine resources and risks zones, market information, emergency contact numbers and government schemes. WRB are installed in the sea in partnership with INCOIS to acquire and provide real time data on ocean state to the fishermen. Novel trainings listed above were offered to fishers to navigate the fish shoals saving fuel and time, repair their boats, contact Coast guard for safety and conserve Marine biodiversity. Nearly 20000 fishermen have downloaded FFMA and use them before navigation. 24/7 helpline in TN and AP rescued more than 100 fishers from dangers in the sea. The survey among fishers revealed that the services offered by MSSRF enabled them to earn an additional income of Rs. 25000 to 50000 per catch and 90% of fishers use the information in decision making. // Paper ID: 432
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PublicationConsidering the Plausibility of Attaining Universal Secondary School Education for the Girl Chid in Nigeria through ODL( 2013-11)The universal declaration of human rights recognised education as a human right. Despite this recognition, a large percentage of the human population still lack access to education. This is particularly true of the girl child from less privileged background. In Nigeria, statistics shows that the percentage of girl child enrollment in secondary school is 44.3% as against 55.7% for the boy child enrollment. This disparity has wide implications for child upbringing, gender equality, access to resources and human development. Opening up access to education for the girl child is fundamental to narrowing these gaps. This paper is premised on the assumption that ODL system can serve as veritable tool for expanding educational opportunities available to the girl child in Nigeria. While the paper explores avenues through which the ODL system could be incorporated into the secondary school education, it also discusses modalities for effective functioning of the ODL system in secondary education as well as the extent of the benefits and opportunities the ODL holds for the universal secondary education of the girl child in Nigeria. // Paper ID: 325
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PublicationExamination of ODL In-service Trainee Teachers’ Assessment Literacy: Implication for Teacher Education in the Context of EFA and MDG( 2013-11)The Education for All (EFA) movement is a global commitment to provide quality basic education for all children, youth and adults. Hence, present generation of in-service teachers need to be versatile in assessment literacy to enhance quality education in line with the MDGs (2 & 3) and EFA goals (3 & 6). This study examined the assessment literacy of National Teachers’ Institute students in Nigeria Certificate in Education by Distance Learning System programme in Abia State. Girls Technical College Ogbor Hill Aba study centre was randomly drawn from eight study centres in Abia state as a case study. A sample of thirty five (35) students was further drawn from the population consisting of one hundred and thirty two (132) students in that study centre. The instrument for data collection from these 35 participants consisted of questionnaire adapted from Volante & Fazio (2007) requiring the participants to self-describe their level of assessment literacy and self assessment exercises on test item writing adopted from Clay (2001). This was done because assessment literacy has implication for the production of right caliber of learners with adequate skills in line with the MDGs and EFA goals. Five research questions guided the study. The data collected were analyzed with the use of descriptive statistics and analysis of variance. The findings showed that the participants’ levels of self-efficacy remained relatively low. It also revealed their areas of strengths and weaknesses in assessment literacy and test item writing needed for development of right skills in learners. Cogent recommendations were made for improvement in the in-service trainee teachers’ professional development programmes to circumvent production of learners who lack the basic skills required to evade relapse into illiteracy or inability to perform a job at the end of their education. // Paper ID: 231
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PublicationChildren's learning Programs and Community Radio: A case study of collaboration( 2013-11)Sesame Workshop aims to make education a more relevant and enjoyable experience to the millions of children around the world. As part of its initiative in India, Galli Galli Sim Sim began its television broadcasts in 2006. The show with its four muppets : Chamki, Boombah, Googly and Anchoo entertained the children while simultaneously imparting significant educational messages and learning skills. Considering that television penetration in India is still in a growth phase, there are many pockets, which do not have access to television especially, cable television. // The SCHWAB Radiophone Project therefore enabled the broadcast of the Galli Galli Sim Sim show for a year, over ten community radio stations across North India, to reach children in rural areas of the country. With mobile telephony becoming popular, the Sesame initiative has integrated access to the GGSS radio show via mobile phones thus enhancing access to the show. // Community Radio stations are a new phenomenon in India the oldest Radio station being less than ten years old. The CR stations function at a local level with minimal resources and basic equipment to create participatory programming. The Radiophone initiative provided a unique opportunity for stations to access centrally produced program with extremely high production values from Sesame Workshop and create a local adjunct to the program through local participation and engagement. // Ideosync, India conducted an impact evaluation for the Radiophone initiative. The evaluation research used ethnographic methodologies (among others) to study the change at each station and its listening communities as a result of the Radiophone initiative. The findings reveal interesting outcomes that were not necessarily part of the initial objectives of the initiative. Participatory and ethnographic research approaches have helped document CR stations' internal process strengthening and capacity building that resulted as a bi product of the collaborative initiative. // The research presents an analysis of the data emerging from Diaries written by community researchers working at the CR stations to discuss how the combination of a centrally produced Development Radio program and Community Media play out in the Community Radio space. The paper further proposes a new discourse for opportunities that could contribute to strengthening of small local media institutions. // Paper ID: 462
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PublicationEducating And Re-Integrating Former Girl Soldiers Of The Northern Ugandan War: Opportunities And Limitations For Community Media( 2013-11)Northern Uganda was embroiled in a two-decade war between the Lord's Resistance Army (LRA) and Ugandan army. During the war, about 30,000 children were abducted by LRA soldiers and used as child soldiers. Many of these were primary and high school girls. These girls were raped, abused and used as girl soldiers. The war ended in 2006, and most of the girls returned to their communities as outcasts, unskilled and uneducated. They have peculiar needs: some have children born from rapes, STD's and are past school enrolment age. Rehabilitation of these former girl soldiers has been arduous, and many social agents are being involved. These agents include local and community media. // Available evidence shows that there are efforts by some of the media organisations to support and promote the education and reintegration process. Through programmes, news and collaboration with governmental, non-governmental and community-based organisations, some local and community newspapers and radio attempt to educate both the former girl soldiers and their communities on rehabilitation and reconciliation. Efforts at equipping the girls on income-generating activities are also supported by some of the local media. However, many local and community media organisations avoid this important social responsibility. // What political, economic, training and technical factors promote or impede the contributions of the local and community media to the education and reintegration of former girl soldiers? How do these explain involvement and non-involvement of the local media in the reintegration process? What impact have the media efforts had on the former girl soldiers? // Through content analysis and in-depth interviews of media workers and former girl soldiers, we propose to answer foregoing questions. These answers will be fodder for specific policy, pedagogical and interventionist recommendations. // Paper ID: 158
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PublicationOpen and Distance Learning for Skill Development in Nigeria( 2013-11)The access to knowledge and skills to all people regardless of gender, age, race or location is enormously important. Education and training must be all-inclusive and reflect the vastly diversified present economy and various fields of human-power needs. The universalization of education and its worldwide acceptance as a continuous or lifelong undertaking, coupled with concerns about educational access and equity, as well as the prevailing level of poverty necessitates the use of various education delivery approaches to enable all citizens to benefit from this public good. A variety of skills are taught in formal or traditional classroom settings and many others are taught in the societies or village communities and settings. The primary aim of this paper is to look into the roles of Open Distance Learning (ODL) in the dissemination of skills to the population and also to discuss how ODL has expanded the educational opportunities at various levels. // Paper ID: 451
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PublicationMotivators of Students’ Persistence on Distance Learning Programmes in Ethno-Religious Crisis States in Nigeria: Implications for Counselling( 2013-11)The purpose of this study is to determine students’ persistence on distance learning programmes despite ethno-religious crisis in twelve Northern States in Nigeria. States selected for the study are Borno, Yobe, Adamawa, Talaba, Gombe, Bauchi, Jos, Kaduna, Kano, Niger, kogi and Sokoto states that suffered the worst ethno-religious crisis from 2009 to date. A survey design via expo facto was adopted for the study. Sample for the study were distance learners, (200 to 400 levels) who registered for the 2012/2013 examination, and 480 were selected from the 12 Study Centres through purposeful, and stratified random sampling techniques. Data for the study was collected through a rating scale which was administered and collected at the spot by the research assistants. Participants were asked to rate the shortlisted factors – (Intrinsic- Personal and Extrinsic- support network factors) according to their levels of perceived significant influence on why they persisted on their programmes of study, despite the ethno-religious crisis. Experts in the Directorate of Learner Support Services were used to validate the content and face validities of the instrument while test-retest reliability method was used and Cronbach Alfa was .78 was established. Descriptive and Pearson Moment Correlations Coefficient analyses were used to determine the relative rating of each motivator. The findings were that intrinsic motivators like: desire to complete the programme was rated highest followed by desire for personal growth and faith in God. The least motivator was, study centre learning environment, followed by security provided at the centre and Tutorial facilitators’ responses or feedback. The Pearson Moment Correlations Coefficient analysis indicated .83 level of relationship between extrinsic and extrinsic motivators. Recommendations will be proffered at the end of the study and implications for counselling would be discussed. // Paper 69
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PublicationSkill Development and Professional Development of Teacher Educators on and through OER( 2013-11)Skill development and professional development of teacher educators on, and through, OER is the need of the hour. In this era of growing access and advancement of technology into teaching, learning and professional development of teacher educators, it becomes indispensable to talk about the experiences gained while endeavouring to develop skills and ensuring professional growth of them. // The current paper is based upon the programs held for the skill development and professional development of teacher educators on OER. In these programs, they were equipped with the conceptual outlook of OER, open licensing, classification, use and application, life cycle and exemplary OER for various needs. The main focuses were OER for teaching, learning and professional development. // A few of the OER used for teaching-learning were Edmodo, Classroom 2.0, Wikispaces, Moodle, Mahara, Cmap and Geogebra. Some OER repositories discussed were Merlot, Jorum, Bepress, Slideshare, Open Clipart, UNESCO BKK, COL, College Open Textbooks, Connexions, Oercommons, Openstax, Curriki and Global textbook project. The professional development faction had five elements viz. in-service training programme, academic association, collaboration and forum, journals and other resources, statistical tools; and web conferencing. The specific tools, dealt with, were OCL4ED and Coursera for in-service learning, Wikispaces as LMS, DOAJ as journal database, Open Journal Portal for creating journal, SOFA as statistical tool, S-project / R-project as statistical research tool and Big Blue Buttons as web conferencing platform. // This was amazing that teacher educators, irrespective of their age levels, subjects and locations, were keen to learn innovative ideas pertaining to OER, and having great enthusiasm for learning and using them for all possible purposes. In fact, they were very happy that this time they would be able to be in touch with not only their resource person, but their peers, too, even after completion of the training program. // Paper ID: 224
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PublicationCapacity Building of the mid-level executives through BBA programme of BOU: Efficacy and Efficiency Issues( 2013-11)In the present wave of rapid technological innovations, changing market conditions and the emergence of a knowledge-based society, it is almost impossible for a country or economy to keep itself separated from the rest of the world. As a result, every country faces a wide range of challenges arises from the global changes. A wide reservoir of human capital can work as the safeguard for a nation in absorbing the shocks from rapidly growing trend in globalization. However, it is very difficult for the resource-poor developing countries like Bangladesh to form human capital rapidly with the traditional education and training arrangements. Here, the role of Open and Distance Learning (ODL) is very crucial. Open and distance learning allows the nations to offer education and training to all sections of the population including hard-to-reach people. Bangladesh Open University (BOU) offers a number of the academic programmes including the business education programmes. Among 22 formal programmes of BOU, Bachelor of Business Administration (BBA) programme is one of the popular business education programmes started in 2005. Mostly working executives enroll themselves in the programme. BBA program is very much crucial for scaling up the performance of the busy mid-level executives. However, it has not been tried yet to evaluate the role of BBA program in capacity building of the people engaged in emerging business sector of Bangladesh. Earnestly, it has been felt to evaluate the effectiveness and efficiency issues of the BBA Program of BOU in terms of capacity building of the mid-level executives in Bangladesh. This study has been intended to emphasize on the following issues: Effectiveness of the BBA programme of BOU Efficiency issues of the BBA programme of BOU compared to that of the on-campus universities Scope of ICT integration into BBA for enhancing the performance/effectiveness of the programme Potentials of ICT integration into BBA for accelerating the female participation into the programme // Paper ID: 297
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PublicationReformation of Female Prison Inmates in Benin and Kirikiri Prisons: ODL to the Rescue( 2013-11)Post-conviction stigmatisation and the failure of the Nigerian prison system as a means of reformation for prisoners make it imperative for prisoners to be equipped with the means for self dependence upon reintroduction to the society. Vocational training has been proven to be very effectively in this regard. Though vocational training programs abound in Nigeria, largely due to governmental, non – governmental and individual initiatives, they are not available to female prison inmates who are confined within prison walls with no access to the outside world. This paper considers the place of Open and Distance Learning in correcting this problem through vocational training of female prison inmates in the Benin and Kirikiri Prisons. Some of the issues this paper considers are the purpose of custodial punishment, female crime patterns, statistical data on the rates of recidivism amongst prison inmates and the extent to which vocational training of prison inmates has helped in reducing recidivism. Drawing from available statistics this paper shall propose that ODL can be a ready means of reformation and empowerment of female prison inmates as a means to reduce recidivism. // Paper ID: 267
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PublicationPositioning for use of OERs in online course development: Best Practice and Quality Assurance( 2013-11)Enhancement of quality in online learning is driven by key factors, among them course development strategies, course structure and technology integration. OERs provide an opportunity for improving the pace of course development and at the same time provide quality materials. Adaptation of narratives or technology mediation in content areas of interest, that are guided by curriculum development specialists and instructional designers can potentially work as a least cost strategy to reach a wide student group with diverse learning styles and needs. This paper argues that the extent to which quality standards are observed with OER use and adaptation depends on institutional policy, protocols, and staff development to ensure that course design and materials production reflect a consistent approach, there is use of appropriate resources for the course level and the learning activities are tied to the course objectives. How do OERs fit in? How difficult is it for OERs to be effectively incorporated in online course development, despite their original design for a different audience? Can quality be assured across diverse content areas? This critical analysis explores the course design and structure of two online courses in the areas of accounting and change management for educational leadership, offered to adult learners enrolled in two online undergraduate programmes. It examines the methodologies used for incorporation of OERs, the types of resources used and the learning activities that were developed to assess their effectiveness. // This paper attempts to demonstrate how different types of OERs can be creatively used to enhance the quality of online courses and provide a context for specific types of learning activities that assist adult learners with development and enhancement of their critical thinking skills and application of their learning to practice in Caribbean work environments. // Paper ID: 463
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PublicationHigher Education Curriculum and Youth Empowerment in Nigeria( 2013-11)Youth empowerment is a structural and cultural process whereby young people gain the ability, authority, and agency to make decisions and implement changes in their own lives and the lives of other people. It is often addressed as a gateway to intergenerational equity, civic engagement and democracy building. Youth empowerment and development are vital stages in life for building the human capital that allows young people to avoid poverty and live better, and possibly have a more fulfilling life. All of these, probably could be achieved through dynamic curriculum of the higher education. // Upon this backdrop, this study examined higher education curriculum and youth empowerment in Nigeria. The study employed the descriptive research design of the survey type. The population for the study consisted lecturers of higher education in Ekiti and Oyo states, Nigeria. The sample used for the study was 500 lecturers who were purposely selected from the institutions. The instrument titled Questionnaire on Higher Education Curriculum and Youth Empowerment (QHECYE) was used for the study. Data collected were analyzed using t-test statistics. All the hypotheses raised were tested at 0.05 level of significant. // The study revealed significant relationship between conventional and, National Open Universities curriculum, and entrepreneurship education, Technical/Vocational education and youth’s empowerment. The study strongly recommended full implementation of improved, innovative and dynamic curriculum in higher education in Nigeria to promote youth empowerment and development through skill acquisition and training. Also, the curriculum should specified one skill acquisition for all higher education students before awarded certificates. This study strongly believed that improved implementation of the practical areas of the curriculum would bring the convectional higher education and ODL to the attainments of its potentials. // Paper ID: 236