05. Pan-Commonwealth Forum 5 (PCF5), 2008

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Open Access
Interview with Sir Graeme Davies
(2008) Davies, Graeme
Interview with Sir Graeme Davies at Fifth Pan-Commonwealth Forum on Open Learning, London, July 2008. (Duration: 6:42)
Open Access
Effect of Distance Learner-Perception of Course Materials on Access to Learning for Professional Development: A Case Study of Centre for Continuing Education, University of Cape Coast, Ghana
(2008) Essel, Rebecca; Owusu-Boateng, William; Saah, Albert A
PCF5 Theme: Children & Youth // In recent years, technological changes in learning environments have given way to other available resources to meet the needs of any society. These changes give way to new demands on the provider and the learner. Again, it provides new dimensions in the teaching/learning process. Hence, there is the need for both the providers and the learners to achieve instructional goals. As such, all the instructional materials that the providers deem expedient for the running of all programmes should add up as a vital ingredient for instructional success. To this end, (N=300) questionnaires were administered in an attempt to solicit from learners their own perceptions on learning materials which have been made available by the providers of the programme – Centre for Continuing Education, University of Cape Coast, Ghana; regarding its content, design and usability. It studied the effect of Distance Learner-Perception of course materials on access to learning for professional development. The emergent picture revealed that course materials have been well written and designed and the level of language is within the scope of their understanding. The modules are arranged in units with assessment activities learners need to think through before answering. This paper therefore shares the lessons learnt and recommends the use of alternative study materials and measures to enhance their growth for learning and development. // PID 737
Open Access
Using DL to Address the Educational Need of the Ghanaian Basic School Teachers
(2008) Owusu-Boateng, William; Essel, Rebecca; Mensah, Joseph A
This study was conducted to find out the acceptability of Distance Learning (DL) to Basic School Teachers in Ghana and how they are availing themselves to DL programmes in the country. It was also conducted to find out the opportunities available to teachers who opt for DL programmes and how they finance their education. // A questionnaire was administered to 320 Basic School teachers pursuing DL programmes in four study centres of the University of Cape Coast, Ghana. The study revealed that: Basic school teachers have accepted DL programmes as they allow them to study at their convenience, pace and to enjoy the comfort of the home. It also affords them access to lifelong education. // This paper makes recommendation on the need for Ghana Education Service (GES) to financially support teachers who opt for DL. It also recommends some other incentives that GES could give to teachers pursuing DL programmes to attract them to opt for DL programmes, as this will go a long way to solve the problem of shortage of teachers at the Basic level and to drastically reduce the high turn over of teachers. // Paper ID 240
Open Access
Policies, Master Plans and a Rolling Strategic Plan in Effective Implementation of ICT Infrastructure and Services: Case Study of the Open University of Tanzania
(2008) Bakari, Jabiri Kuwe; Mbwette, Tolly S A; Shemwetta, Dunstan
PCF5: Cross-Cutting Theme // Information and Communication technologies (ICT) is a strategic resource for higher education and its development must be made purposefully to achieve the stated University mission Implementation of Information and communication Technology (ICT) infrastructure and services is among the major challenges faced by the Universities in developing countries today. Among the critical issues is the necessity to have in place an ICT policy plan which is fully aligned with the University Rolling Strategic Plan RSP). This alignment helps senior management to be consistent and more focused in the implementation. Furthermore, it promotes awareness and the necessity to modernize its ICT resources that enable the University to face the twenty first century realities at a better footing. It is also necessary to create a long-term vision of the university information system architecture to prevent event-driven actions, isolated un-interoperable systems and redundant computing and data resources throughout the University. This is achieved through the interpretation of the ICT Policy Plan into an ICT Action Plan—an ICT Master Plan, which in turn provides a detailed specification of priority projects and the associated allocation of resources over a period of agreed number of years. The long term vision should be based on the organisation analysis, ICT analysis and corporate strategic plan. // This paper intends to highlight and share with other educational institutions in the developing world on how the ICT Policy, Master Plan and RSP have helped The Open University of Tanzania to successfully develop, implement and use its ICT infrastructure and services. // Paper ID 434
Open Access
The Acculturation of 'Open' Materials and the Enhancement of Learning
(2008) Das, Kandarpa; Debi, Uttara
PCF5: Cross-Cutting Theme // This paper deals with the experience of organising course-content in the self-learning format. A few preliminary remarks describing the setting of our work are necessary to clarify the issues confronting us. The main focus of our study is the postgraduate programme in English offered by our institute. This programme, being 'open', does not require the learner to have a specialised background of competence in English Literature. The learners, initially including mostly those who would have pursued a 'private' programme of study, now increasingly consists of many who graduated in other disciplines. A majority of those who enrol for this programme are graduates who did not seek admission into the conventional programme in English because in all likelihood they want to pursue more than one programme simultaneously. Many of the learners are English language teachers of schools (often with an English Major at college) or are otherwise employed. // Such experience as sought to be recounted here is intended to foreground the 'cultural' space that Distance Learning requires in order to be properly effective. The presumption here is that learning and teaching are transactions related to a culturally inflected learning-space. This aspect takes on added significance when a traditional, campus-based university like Gauhati University, an institution of local pre-eminence, incorporates the system of distance, off-campus learning. // Paper ID 425
Open Access
The ‘Talking Book’ - an Effective and Instructional Approach in the Learning Process for the Pre-primary Children in Mauritius: Opening the Traditional Classrooms to Technological Talk
(2008) Gungadeen, A
The aim of this research is to: 􀂃 pave the way for the effective and efficient use of talking book as an innovative tool within the educational system for pre-primary level at the Mauritius Institute of Education (MIE) 􀂃 use asynchronous communication technologies to support collaborative learning and networking 􀂃 allow the democratised access to education to all 􀂃 promote use of open educational resources // Paper ID 596
Open Access
Interactive Community Radio and Its Role in Distance Learning: Aspect in Bangladesh
(2008) Chowdhury, Badrul Haider
PCF5: Cross-Cutting Theme // Open and distance learning (ODL) is experiencing rapid growth throughout the world. Although started in 1956, the ODL has expanded remarkably after the establishment of Bangladesh Open University (BOU) in Bangladesh in 1992 as the only national public university. Meanwhile, BOU has launched 23 formal and 19 non-formal academic programmes throughout the country. It uses several print and electronic media to deliver instructions to its formal students and non-formal target groups. Among the various media used in BOU, it appeared that radio is one of the effective media for delivering instructions to the students and target mass peoples living in remote rural areas of Bangladesh. It is the cheapest and uninterrupted medium for those who live in the areas with no telephone and electricity. The effectiveness of radio can significantly be increased by changing its current format into an Interactive Community Radio (ICR). The ICR would be a cost-effective educational device for approximately 200,000 junior, secondary and higher secondary levels students living in rural places where electricity is still unreached. This research paper discuses ICR importance for BOU,budget of a ICR station, the problems and prospects of ICR as an effective medium of BOU ODL system and suggests possible ways to get benefits from this cost-effective medium. // Paper ID 102
Open Access
Environment Education of Teachers Through Technology Mediated Open and Distance Learning
(2008) Pant, Hema
The earth’s environment is in crisis mainly because it is being abused beyond its capacity by human beings. The present paper examines the need for environmental education and awareness in the present times. The paper focuses on the role of teachers and educators to spread awareness about environmental issues and problems. The emphasis is on sensitizing the student community through their teachers who can play a pivotal role in transmitting the requisite knowledge, skills, attitudes and values, essential to restore or at least arrest the irreversible damage being caused to the environment. The paper describes various technology mediated initiatives by the developed and developing world to spread environment awareness. It delves into the need for use of open and distance learning methods by institutions to train teachers in the area of environment education. Since environment education cuts across all disciplines and levels of study, it is time that education planners and policy framers incorporate the elements of environment education as a compulsory component at all levels. The teacher training curricula could be redesigned to include the environment education component in the theory and practical courses. Convergence of formal and non -formal systems can be heavily relied on for capacity building of teachers in the area of environment education. // Paper ID 337
Open Access
Fifth Pan-Commonwealth Forum on Open Learning
(2008) Davies, Graeme; Daniel, John; Sharma, Kamalesh; Nsibambi, Apolo; Gourley, Brenda; Briggs, Asa; Ballamy, Carol; Brito, Lídia; Burnett, Nicholas; Dufborg, Astrid; Pityana, Barney
Highlights of the keynote presentations at the Fifth Pan-Commonwealth Forum on Open Learning, Lon . Includes: 1. Sir Graeme Davies, Vice Chancellor, University of London, opening remarks.(Duration:08:07) - 2.Sir John Daniel’s closing remarks and PCF5 sum up/way forward. (Duration:09:59) - 3. Commonwealth Secretary General, HE Kamalesh Sharma (Duration: 09:11) - 4. Ugandan Prime Minister, Professor Apolo Nsibambi (Duration: 10:04) - 5.Asa Briggs Lecturer, Professor Brenda Gourley, Vice Chancellor, The Open University - 6. Asa Briggs Lecturer, Professor Brenda Gourley, Vice Chancellor, The Open University: 'New technology: new possibilities for reaching the unreached" (Duration: 09:20) - 7. Lord Briggs of Lewes, response to Gourley lecture (Duration: 06:18) - 8. Ms. Carol Bellamy, UNICEF: Access to learning for children and young people" (Duration: 10:15) - 9. Professor Lídia Brito, former Minister of Education, Mozambique:'Access to learning for health with particular reference to HIV/AIDS'. (Duration: 10:23) - 10. Mr. Nicholas Burnett, UNESCO (Duration: 06:00) - 11. Dr. Astrid Dufborg, Global e-School's and Communities Initiative:"Access to learning for development: questioning the assumptions" (Duration:10:34) - 12. Professor Barney Pityana, Vice Chancellor, UNISA: "A decade of development and education in Africa: the promise of open and distance learning." (Duration: 09:00)
Open Access
Open & Distance Learning (ODL) Needs Consolidation through Innovative & Collaborative Learning Approaches: A Sri Lankan Case Study
(2008) Fernando, J N Oleap
PCF5: Cross-Cutting Theme // The author has been involved since 1979 in teaching Chemistry at the B Sc degree level simultaneously to students in two non-conventional programmes outside the state managed Sri Lankan University system. He has also been involved over 42 years of his academic career in teaching Chemistry to B Sc students in many conventional Universities in Sri Lanka and in Papua New Guinea. Over the past four decades varied experiences have been obtained in both “teacher centred” and “student centred” teaching/learning approaches to a wide spectrum of students in many conventional and non-conventional tertiary level programmes. This paper discusses the results of case studies conducted over three years with a view to strengthen ODL by consolidation & coordination of such experiences into a more productive teaching/learning mode that attempts to make use of the better elements of ODL and face to face instruction within the particular needs & demands of students. // Paper ID 449
Open Access
Transformational Value of ICTs in Teacher Education: Learnings from India
(2008) Kondapalli, Rama
PCF5 Theme: Children & Youth // In an era where the world of education and learning are changing rapidly, bringing new realities and challenges to Teacher Education Institutions ( TEI’s), through innovations in use of Information and Communication Technologies (ICT) has important implications. Today Teacher Education in India is being overhauled and redesigned to include the changes taking place across the world. New opportunities and possibilities especially those in electronic and other related applications for skill development outside formal learning arrangements stimulate the reform of the existing educational provisions. The past decade has seen efforts made at different levels not merely to spread the use of computer and related technologies but also to integrate the same in the core functioning of institutions i.e. teaching- learning. In this direction, the GOI has initiated several programmes starting with the Computer Assisted Learning and Teaching (CALT) in late 1980’s. Under this teacher educators were provided initial training in the use of computers. Other schemes include financial support to acquire hardware, setting up of computer labs and other resource supports. All these developments posed new questions on the regulatory capacities of the organizations, infrastructure development, the way teacher educators view learner and learning, available technology and ICTs and provisions of teaching and learning. // This paper focuses on the success stories of Indian Teacher Education Institutions in ICT application, integration and use for and in the teacher training programmes, on issues and challenges associated with use of ICT in enhancing teacher quality and enabling and enhancing the ICT use in the associated schools. It also attempts to put forward the new opportunities and benefits to the system. This paper also attempts to look at the efforts put in by Government of India, the corporate interventions and the institutional efforts in Integrating ICT in teacher education with an aim to bring a transformation in teaching learning and improving teacher quality. To some extent attempt has also been made to look at the challenges the institutions and the Governments may come across in implementing and integrating the ICT at various stages of teacher preparation and the perceived threats. // Paper ID 619
Open Access
Women’s Participation in Online Learning in Sri Lanka
(2008) Gunawardena, Chandra; Karunanayake, Shironica
In Sri Lanka, women’s representation in total undergraduate enrolment increased from 47.7 % in 1978 to 54.4 % in 2006. However, women’s representation varies in different disciplines of study. In 2005/06 the percentage of women varied from 69.3 in Arts to .27.9 in Computer Science and Information Technology and to.20.4 in Engineering. Traditional stereotypes regarding fields suitable for women continue in spite of the pronounced interest of women in higher education.// Distance Education Modernization Project (DEMP) attempts to extend higher education opportunities to those who are denied university education through online programmes for the first time in the country. The opportunity to follow these on a flexi-schedule while working as well as the possibility to use a network of Access Centres spread-island wide would be extra motivating factors.// The study discusses the extent to which women have benefited in terms of enrollment and in active participation as Online students in two courses being offered currently. // Paper ID 336
Open Access
Training of teachers in poor rural areas through a multigrade intervention to achieve millennium development goals : Our experience of using ODL as a tool for building capacity and what lessons can be learned?
(2008) Jordan, Van As; Jourbert, Jurie
The aim of this paper is to share analyzed, MG on-line training in South Africa, by means of empirical data as well as first hand experience, with other countries as a contribution to the successful implementation of the Millennium Development Goals. In the Western Cape Province of South Africa a Multigrade rural intervention was implemented, 335 schools participated and more than 900 educators were trained. Out of this intervention empirical data was collected and successful educational actions were started. The distances between and isolation of teacher clusters (networks) formed the core of this intervention. The implementation was accomplish by linking teachers in person, as well as through electronic means, with other teachers and groups to explore and discuss topics of interest, share information and strategies, and identify and address common problems. // PID 708
Open Access
Democratization of Higher Education: Experiences of Dr. B. R. Ambedkar Open University, India’s First Open University
(2008) Ramana, Kanaka Sabha
PCF5: Cross-Cutting Theme // One of the objectives of Open Distance Learning system in India is to democratize higher education by providing access to large segment of the population. In India the Open Distance Learning System mainly focuses on solving the basic problem of providing equal access to higher education. In spite of limited access to higher education India faces another problem that are the inequalities of other kinds with in the education system mainly, the gender inequality and inequalities among the disadvantaged groups such as weaker sections in the larger neglected masses of the country. // Paper ID 558
Open Access
Reaching the Unreached: A Challenge for Rural Development
(2008) Gandhe, S K
Even in the beginning of the 21st Century the most important stumbling block in the way to rapid socio-economic development in the developing countries like India, is undoubtedly the illiteracy in general and the adult-illiteracy in particular. Almost 18 to 20 per cent children are never enrolled, and among those enrolled the proportion of children not reaching the secondary school certificate level is more than 80 per cent. At the higher education level, the situation is no better, either. Not more than 7 per cent of the relevant age-group attend the tertiary level of education. The problem is further aggravated by population explosion witnessed in the latter half of the 20th century. // It is imperative that certain strategies are devised to tackle the problem of such a vast magnitude. It would be necessary that well-conceived but different strategies are devised for educating the babies born in the 21st century, and the illiterate children and adults carried over from the outgoing century. Unfortunately, most of the children needing a special strategy may belong to the under-privileged sections and may have illiterate parents. There is hardly any motivation for these children to pursue education. // Many children born in the last one to two decades of the outgoing century are either nonenrollees or drop-outs. It is futile to expect them to enroll in regular schools. The best strategy to educate them will be to bring them under the fold of Non-formal Education (NFE) or the Open and Distance Learning. However the ODL at school-level needs to be strengthened for providing quality education. // Paper ID 398
Open Access
New Paradigm in Access to Education: The University of Ibadan Distance Learning Centre's Experience
(2008) Aderinoye, Rashid
PCF5: Cross-Cutting Theme // The University of Ibadan established in 1948 to promote higher education has always been conscious of ensuring that its gate remained open to many prospective learners rather than few. This perhaps informed its decision in 1988 to establish a unit that will further provide access to those who for reasons of geographical location, occupation and time constraint among others could not afford to attend the conventional system. Since the establishment of the Distance Learning Centre (DLC), student population has been very low until recently when there was a noticeable increase in the enrolment. The increase in enrolment became obvious during the last two students matriculation when it jumped from hundreds to thousands of students. Reasons for this have not been empirically established. The purpose of this paper was to find out among others, factors responsible for the sudden upsurge in student enrolment, the reaction of the entire university community, the fears and expectations of the students and mechanisms put in place by the university to cope with the large enrolment without jeopardizing quality and interest of the conventional programmes vis-à-vis the distance learning mode. The paper further investigates the role of ICT embraced by the Centre as against the heavy reliance on professional teachers in the line post. The instruments used to obtain data for this study were: interview schedule, management information provider and student response questionnaires, and the review of essential literature and related documents. The paper was concluded with recommendations that promote inclusive learning rather than exclusive learning without necessarily sacrificing the quality of the various programmes of the Centre. // Paper ID 313
Open Access
Quality School Education through Open and Distance Learning (ODL)
(2008) Pant, M C
In their endeavour for “reaching the unreached” and human resource development, the developing countries are up scaling their Open Schooling programmes; thus providing appropriate responses to the challenges of number, credibility and quality of education. Although all sections of the society can be beneficiaries of the Open Schooling system, it is a boon to those who are socially and economically deprived and are unable to attend conventional schools for a variety of socio-economic and other reasons. For quality assurance in Open Schooling programmes, certain imperatives are (i) weaving generic Vocational Education component in academic courses, (ii) stress on competencies, (iii) softening of subject boundaries to enable the learner to get a taste of integrated knowledge and joy of understanding, (iv) flexibility of curriculum in terms of time, space content, methodology and testing, (v) modular approach to academic and vocational education courses, (vi) multi-entry and multi-exist system to provide career pathways, (vii) provision of self paced learning package comprising of print and non-print learning materials, (viii) use of teaching-learning strategies such as self-study supplemented by group work tutorials, on-line study, video conferencing, audio conferencing, (ix) formative and summative assessment in an environment of ease, (x) provision of On Demand Examination, and (xi) provision of credit for prior learning, credit accumulation on completion of modular courses and credit transfer from other Boards of School Education.// Effective Networking among ODL educational institutions and employment sector will go a long way for balancing the demand and supply of requisite manpower. In order to place the Open Schooling system on a sound pedestal, its Management Information System (MIS) is required to be toned up.// Paper ID 344
Open Access
Technology Assisted Open Learning - the Alternative to Increasing Learning
(2008) Banjoko, Nkiru
Nigeria is a developing country struggling to reach the Millennium Development Goals of universal primary education. The population profile of the country, 2005, shows a high population figure of children and adolescents between the ages of 5-24 years. Majority of the children within this age bracket are the focus of the educational development policies of the country. Educational developmental problems unresolved at the primary education level are carried over to the secondary level where they become magnified leading to disastrous consequences since it has the secondary level as its pivot. This is the bridge between the primary and tertiary education. It is the junction from where all the boulevards of higher education take off and all primary school leavers must successfully pass through it to become useful to themselves and the society. Failure to navigate successfully secondary education has resulted, over the years, in poor academic skills, low problem solving skills, high dropout rates, gross exam malpractices, school cultism, teenage prostitution, pregnancy and abortion and other vices leading to the production of ill equipped individuals lacking necessary skills to make meaningful contributions to national development. Unfortunately some of the ‘fallouts’ of a degenerate secondary education are involved in political leadership in the country today. // Paper ID 162
Open Access
Sir John Daniel - Final Address
(2008) Daniel, John
Video highlights of Sir John Daniel's keynote presentation summing up COL's Fifth Pan-Commonwealth Forum on Open Learning, London, July 2008 - PCF5. Duration:9:59
Open Access
In Service Teacher Education Programme In India Through Technology Mediated Learning
(2008) Harichandan, Dhaneswar
Teacher education programme through non-conventional mode in Indian context is more than four decade old. The Education commission (1964-66) recommended opening supplementary channels for clearing the backlog of untrained teacher through Summer courses, Vacation courses, Part time courses and Correspondence courses. During sixties another channel, i.e. correspondence course was introduced. The correspondence-cum-contact mode was considered suitable especially for teachers of the secondary school stage. In order to institutionalise this mode of teacher training, the Central Institute of Education, then a constituent of NCERT, started in 1966 a B.Ed. programme through the correspondence-cum-contact mode. // Paper ID 526