05. Conference Proceedings & Working Papers
Permanent URI for this community
Browse
Browsing 05. Conference Proceedings & Working Papers by Issue Date
-
PublicationReport of the Workshop on Distance Education( 1989)The workshop was convened by educational leaders in Namibia to discuss ... The workshop quickly generated ideas about possible roles. -
PublicationTechnical and vocational education and training by distance: Report of an International Conference Convened by The Commonwealth of Learning( 1990)Education and training in all countries can no longer rely on traditional methods alone to meet the needs and demands ofstudents, industry and governments. Indeed, the changing expectations of individual and corporate clients require a complete overhaul of public education and training.
-
PublicationEducation Technology 2000 : A Global Vision for Open and Distance Learning( 1997)Educational Technology 2000: A Global Vision for Open and Distance Learning, held in August 1996, was an opportunity for nearly 200 educators and technologists from 38 countries to gather in Singapore to share, discuss and debate many of the important issues in open and distance learning. This collection of keynote addresses and conference papers is rich in diversity, containing thoughtful analyses and challenges for the future.
-
PublicationEducation Technology 2000 : A Global Vision for Open and Distance Learning( 1997)Educational Technology 2000: A Global Vision for Open and Distance Learning, held in August 1996, was an opportunity for nearly 200 educators and technologists from 38 countries to gather in Singapore to share, discuss and debate many of the important issues in open and distance learning. This collection of keynote addresses and conference papers is rich in diversity, containing thoughtful analyses and challenges for the future.
-
PublicationBarriers to Information and Communication Technologies Encountered by Women: Country Presentations( 1998)Education and training opportunities provided through distance and open learning are one of the few educational areas in which women in the developing world are well represented. Open and distance learning helps to overcome some of the challenges that women and girls face when the only other opportunities for education are provided through conventional means. However with the increased use of the new information and communications technologies (ICTs) to deliver open and distance learning, it is feared that this trend may be reversed and women may become marginalised due to issues relating to the access to, and their confidence and ability to use these new technologies.
-
PublicationBarriers to Information and Communication Technologies Encountered by Women: Summary Report( 1998-11)Commonwealth of Learning Abstract: Regional expert meetings convened by Commonwealth of Learning (COL) - COL and its network are continuing work in addressing gender barriers, such as those encountered by women, to the use of information and communications technologies (ICTs) for education and training, and especially for open and distance learning. From 1998 to 2001, COL convened four regional expert group meetings to identify barriers to information and communications technologies (ICTs) in education based on gender differences. Reports from these meetings are available here, in Acrobat PDF format. The symposiums have been held in India, Barbados, Tanzania and New Zealand and relate to the discussions around the "digital divide", which have identified a particular need to address the implications of the ICT revolution for women, especially if they are not to be deprived of the opportunity to participate fully in the emerging economy likely to shape the 21st century.
-
PublicationKnowledge Management Roundtable: Report and proposals for action( 1999)Commonwealth of Learning hosted a " Knowledge Management Roundtable" at its Vancouver headquarters 19 - 21 October 1999. Experts in distance education libraries and information databases discussed the changing nature of knowledge management and available technologies and examined how COL and its Information Resource Centre can best meet the needs of stakeholders around the Commonwealth.
-
PublicationIdentifying Barriers Encountered by Women in the Use of Information and Communications Technologies (ICTs) for Open and Distance Learning in the Caribbean: Summary Report( 1999)Open and distance learning methodologies help girls and women overcome some of the challenges they face in attaining education when the only opportunities available to them are provided through conventional means. With the onslaught of the new information and communications technologies (ICTs) to deliver open and distance learning, however, it is feared that this trend may be reversed and that women may become marginalised in accessing distance education due to issues relating to the use of these technologies. Further, the influx of the new technologies may have an impact on the staff employed to work in distance learning environments. If women are disadvantaged in accessing and using the new technologies, this may influence the type of positions for which they are employed
-
PublicationCommunication Technology for Enhancement and Transformation of Open Education: The Experience at the Indira Gandhi National Open University in India( 1999-03)PCF1 // IGNOU is one of the ten mega universities in the world, and one among the five open universities. Its objective is to cater to the ever changing and increasing educational needs of the people within and outside India. It disseminates knowledge using a diversity of means, and encourages distance/open learning system in the country. The university performs diverse roles and functions as an open university, as a national resource centre as well as an apex body. Empowerment of people is the main concern of the University and therefore its policies, programmes and methods have been recognised and appreciated by the people of the country. In order to meet continuing education needs of various sectors, a policy has been adopted to offer short-term, self-contained knowledge and skill based modules for those who want professional and technical development (IGNOU, 1988a). The programmes, such as tannery workers' training, construction workers' skill standardization, training of rural youth and Panchayati Raj functionaries, training of functionaries associated with primary schools, etc. are undertaken as extension activities. In the last 12 years of its operation, IGNOU has 39 academic programmes and 486 courses for 4,30,832 students on roll (IGNOU, 1998). It has a huge networks of 21 regional centres and 315 learning centres to coordinate student support services all over the country and a team of 17,991 academic coordinators to help the students resolve the problems related to their study. // There exists a sophisticated, state-of-the-art media centre, which has audio and video studios, postproduction and duplication facilities. The centre is equipped with satellite-based communication system and is being used for live interaction with learners. The University owns an electronic media library equipped with 692 audio and 695 video programmes. // Besides catering to the needs of Indian learners, currently the IGNOU programmes are on offer in Bahrain, Doha, Dubai, Abu Dhabi, Kuwait and Sultanate of Oman in the Middle East Asia. A proposal to offer its programmes in Seychelles, Maldives, Nepal and Caribbean countries is underway. With these operations, IGNOU is trying to change its form and functions in response to the modern communication technologies, to cope up with the immense pressure of learners from all over the country (Takwale, 1995). IGNOU can rightly be proud of its innovations and expertise in distance education and is becoming a major innovator in the use of communication technology in teachinglearning at a distance. //
-
PublicationDiscursive Constructions of Web Learning and Education: “World Wide” and “Open?”( 1999-03)PCF1 // Working paper presented by Roger Boshier and Chia Mun Onn at the First Pan-Commonwealth Forum on Open Learning (PCF1) in Bandar Seri Begawan, Brunei Darussalam. //
-
PublicationThe Training Implications of the I.C.T. Revolution on Secondary Mathematics in the United Kingdom( 1999-03)PCF1 // Working paper presented by Douglas Butler at the First Pan-Commonwealth Forum on Open Learning (PCF1) in Bandar Seri Begawan, Brunei Darussalam. //
-
PublicationThe Connected Learning Community in South Africa: A Classic Case for Open Learning( 1999-03)PCF1 // Working paper presented by Ron Beyers at the First Pan-Commonwealth Forum on Open Learning (PCF1) in Bandar Seri Begawan, Brunei Darussalam. //
-
PublicationModels of Delivery in Open and Distance Education in the United Kingdom( 1999-03)PCF1 // Working paper presented by Judith Calder at the First Pan-Commonwealth Forum on Open Learning (PCF1) in Bandar Seri Begawan, Brunei Darussalam. //
-
PublicationNon Formal Adult and Community Education - A Case Study by IGNOU( 1999-03)PCF1 // Working paper presented by Prabha Chawla at the First Pan-Commonwealth Forum on Open Learning (PCF1) in Bandar Seri Begawan, Brunei Darussalam. //
-
PublicationCollaboration Between Open Universities in the Commonwealth: Successful Production of the First Ever Sri Lankan Nursing Graduates at the Open University of Sri Lanka by Distance Education( 1999-03)PCF1 // Nurses have been produced in large numbers in Sri Lanka for many years by the government run Nursing Schools spread throughout the country. They are awarded a Basic Certificate in Nursing after three years of study. A few of them have been able to proceed on to follow a course leading to a Post-basic Diploma in Nursing with specialization in a particular branch of Nursing. // A paltry number of registered nurses working within the government sector have also been able in the past to proceed abroad to follow a degree programme in Nursing mainly in India. However, the opportunities available to obtain a degree in Nursing even through this limited mechanism have now decreased to almost zero. // Meanwhile the demand for qualified nurses (including nursing graduates) in the country has increased considerably in recent times particularly with the opening of a number of private hospitals and health care centres. A similar dearth of para-medical personnel exists in other areas such as Radiographers, Pharmacists and Physiotherapists. The number of such para medics who are now able to proceed abroad to obtain a degree in any of these areas has once again been very meagre. // Consequently, apart from Medical Officers who command a very high premium and standing within the professional sector in Sri Lanka, the concept of producing graduates in the para medical fields such as Nursing, Radiography, Pharmacy & Physiotheraphy in Sri Lanka has been given very low emphasis with an almost lack of encouragement from the entrenched medical profession. The development and furtherance of the professions of Nursing, Radiography, Pharmacy and Physiotherapy has hardly ever been given any serious consideration. // For example, vested interests within the medical fraternity have been able to prevent the establishment of a Nursing Council for Sri Lanka although the relevant legislation was passed many years ago. Consequently, the Sri Lankan Medical Council continues to function as the registering and monitoring authority for para medical personnel such as Nurses in Sri Lanka. // Consequently, hardly any positive progress had been made upto the early nineties to formulate and present a degree programme in Nursing in any Sri Lankan University although there has been a persistent demand from Registered Nurses. //
-
PublicationDistance Education for Rural Community Based Organizations: Correspondence Courses for Rural Cooperatives in Tanzania( 1999-03)PCF1 // Distance education as a method of teaching, can be very effective to people who are at a distance and those who can not afford to leave their work and join schools. It is very useful for adults who still look after their children while studying. It is a solution to those people who can not trade off their life style with training because one can learn while working and earning money. Distance education is very useful for rural community organizations whose people are farmers and survive only by cultivating/ farming or looking after their farms as a means of their livelihood. // Moreover, distance education helps to promote farming skills for farmers who study while farming. It is indeed a right choice for farmers because it is flexible and allows one to study and at the same time work thus practice. // In this paper we are going to discuss how distance education has been able to improve farmers and peasants education levels and literacy in Tanzania. Moreover, we are going to see how correspondence courses have contributed to improved member education in cooperatives, with better cooperative knowledge, management and organization skills for farmers and keeping of records of their activities and enhancing their contributions in decision making in cooperative activities. //
-
PublicationEducational Audio in Distance Education: A Case Study from India( 1999-03)PCF1 // The Radio might have lost its relevance in urban centers where mass media has been revolutionized by television and Internet, but the audio media continues to be the most powerful medium of education, information and entertainment as of today. It is quicker, cost- effective, easy in terms of production. Its delivery is easy, as it is also portable, less equipment are required for the user. It may be on Broadcast mode or non- Broadcast. It’s easy in accessibility in every corner of the country comparative to other medium. Audio is much more needed in the developing countries, because of it’s lower cost and especially in Developing countries like India, where there are vast variations in the languages, cast, creed and they also faced the problem of excessive population. Radio/ audio medium has been successfully used for formal or non-formal education in many countries of the world and that in India too. //
-
PublicationLearner Support in Course Delivery at the Technikon Free State and Technikon Southern Africa( 1999-03)PCF1 // The aim of this paper is to give an overview on the learner support systems introduced at TSA and Technikon Free State respectively. In the first section an overview will be provided on the learner support system at Technikon Free State. In the second section and overview on the learner support at TSA will be given. The impact of flexible learning on learner support at TSA will also be discussed in the paper. A conclusion on the possibilities on the co-operation in supplying learner support to the Free State region will then be made. //
-
PublicationA Case Study in Sharing Materials in Namibia - Launching the University of Namibia’s First External Degree: The Costs of Sharing( 1999-03)PCF1 // Working paper presented by Tony Dodds at the First Pan-Commonwealth Forum on Open Learning (PCF1) in Bandar Seri Begawan, Brunei Darussalam. //
-
PublicationOpen and Distance Learning for Basic and Non-Formal Education in Developing Countries( 1999-03)PCF1 // Working paper presented by Palitha Edirisingha at the First Pan-Commonwealth Forum on Open Learning (PCF1) in Bandar Seri Begawan, Brunei Darussalam. //