06. Pan-Commonwealth Forum 6 (PCF6), 2010
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PublicationCommunity Development: Access & Success in Learning: Global Development Perspectives( 2010)The 6th Pan Commonwealth Forum on Open Learning Access -
PublicationThe 6th Pan Commonwealth Forum on Open Learning Access: Access & Success in Learning: Global Development Perspectives( 2010)Includes: 1. Asa Briggs lecture (Duration: 53:13. Speaker: Dr. Shashi Tharoor) 2.Inaugural Session - The Sixth Pan-Commonwealth Forum on Open Learning (Duration:1:08:38) 3. Dr. Caroline Seelig on Skill Development - The Sixth Pan-Commonwealth Forum on Open Learning (Duration: 40.00) 4. Hon. Steve Maharey on Formal Education - The Sixth Pan-Commonwealth Forum on Open Learning (Duration: 31.40) 5. Ms. Chetna Sinha on Social Justice - Sixth Pan-Commonwealth Forum on Open Leaning (Duration: 24:15) 6. Anuwar Ali - Community Development - Sixth Pan-Commonwealth Forum on Open Leaning (Duration: 39:26 - Keynote Speaker - Prof. Emeritus Tan Sri Anuwar Ali) 7. Valedictory Session - PCF 6 (Duration: 31:47. Concluding Remarks by: Sir John Daniel (President & CEO, Commonwealth of Learning), Prof. V. N. Rajasekharan Pillai(V.C., IGNOU), Prof. Asha Kanwar (Vice-President, Commonwealth of Learning)) 8. Valedictory Session - The Sixth Pan - Commonwealth Forum on Open Learning ( Duration: 56:31) 9.Cultural Program - The Sixth Pan-Commonwealth Forum on Open Learning (Duration: 50:03) 10. Dr. Shashi Tharoor MP - The Sixth Pan-Commonwealth Forum on Open Learning (Duration: 37:18)
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PublicationInvitation to PCF6( 2010)Commonwealth of Learning's President & CEO, Sir John Daniel, provides this invitation to attend COL's Sixth Pan-Commonwealth Forum on Open Learning, November 2010. Duration: 01:57.
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PublicationQuality Indicators of Successful Distance Learning by Educational Leaders: A Caribbean Case Study( 2010-09)While new methods and advanced technologies for delivering educational content have rapidly evolved over the past three decades, there remain questions regarding the quality of delivery and nature of the learning outcomes. Many educational theorists and practitioners, acknowledge the deficiencies of the traditional system, while arguing that these emerging methods bring new and different teaching-learning challenges, requiring rigorous evaluation and monitoring, especially in the context of technology-mediated delivery systems for Open and Distance Learning (ODL). One inevitable question “Is open and distance learning as good as traditional face-to-face learning?” This query gives rise to an increasing demand for external evidence to establish confidence among all stakeholders that there are appropriately planned and systematic activities, policies and procedures to ensure that the ODL products or services will perform and satisfy the given requirements for quality assurance. // By definition, an effective distance learning system requires a totally integrated approach in terms of the official organizational framework and arrangements, including quality assurance systems for providing instruction, through print or electronic media, to persons engaged in planned learning, usually for accreditation, in a place and/or time different from that of the instructor (Adapted from Commonwealth of Learning Resources Publications (n.d). Some ODL proponents argue that if the same rigorous quality assessment measures were applied to more traditional modes of learning, one would discover that many current face-to-face practices are not of acceptable quality standards. In this context, Ragan (1999) posits that ‘good teaching is good teaching’ and that effective learning results from the implementation of certain essential conditions, regardless of the mode of delivery. These essential conditions will be discussed in relation to the emerging quality learning indicators, which were demonstrated in the Caribbean case study.
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PublicationInvestment and innovation to better support industry and learner needs( 2010-11)Australia’s Victorian State Government is committed to providing accessible, high quality, industry and learner-relevant open and distance education for all Victorians. This is critical to ensuring individual prosperity as well as the long term economic growth of the state. ELearning is a key mechanism used in Victoria to deliver open and distance education, and Victoria’s vocational education and training (VET) sector has developed a national reputation for excellence in E-Learning delivery. This paper explains the role of E-Learning in the Victorian Government’s VET framework and highlights how one Victorian VET provider has worked with businesses and individuals through E-Learning to make a meaningful difference to Victoria and Victorians.
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PublicationFeedback on Self-Leaning Materials (SLMs) of the Junior School Certificate (JSC) Program of the Open School of Bangladesh Open University: Select Case Studies( 2010-11)The main aim of this paper is to find out most appropriate strategy for producing the learning materials which is feasible for the JSC program. The specific objectives of the current research are: • to analyze the attitude and preferences of the existing tutors involved in distance teaching-learning activities of the JSC program; • to promote the key concepts and principles of improving quality of the learning materials for open school programs; • to raise awareness of the different dimensions of SLMs that need to be considered when establishing and maintaining quality; • to capitalize on understanding of the different parts of the strategy in terms of the tools /techniques of material development to enhance learning activities for the learners in the School; • to discuss what immediate steps taken in the Grade 7 & 8 for implementing quality assurance in materials;
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PublicationCost Effective Technological Intervention for Blending the Conventional and Distance Learning( 2010-11)The education system of India is one of the largest education systems in the world as it caters to the need of more than 1028 million people (as per 2001 Census). The Government of India has been focusing not only on spreading education but encouraging the people to be literate which forms the basis for universalization of education in the country. With the literacy rate of merely 18.3% in 1951, it has increased to 64.8% in 2001 and according to NSS 61st Round Survey Report No. 517, 2004-05, the literacy rate is 67.3% in 2004-05. According to the Census of India 2001, the male literacy rate was 75.26% while female literacy was 53.67% with literacy gap of 21.59%. The state of Kerala is having highest literacy rate in India with 94.24% for male and 87.72% for female with 6.52% literacy gap which happens to be the minimum in the country. On analyzing the decadal change in literacy rate from 1991, it is seen that it is 11.13% in male and 14.39% in female. During the last 10 years (1991- 2001), the maximum change in literacy for males is 20.71% in the state of Rajasthan while 24.33% for females in the state of Chhattisgarh. // On further analysis of literacy rate on rural and urban perspective, India has 58.74% literacy in rural areas and 79.92 in urban areas. The state of Kerala once again has the highest literacy in rural areas which is 90.04% and 93.63% and 86.69% for male and female respectively. However in urban areas, it is the state of Mizoram which has the highest literacy rate of 96.13%. The study of literacy rate on the basis of specific social groups i.e. Scheduled Caste (SC) and Scheduled Tribe (ST) reveals that literacy rate in SC is 54.7% and 51.16% and 68.12% for rural and urban areas respectively. In the case of ST, it is 47.1% and for rural and urban areas, it is 45.02% and 69.09% respectively. // According to District Information System for Education (DISE) adult literacy rate in 2004 was 61%. The male adult literacy rate stands at 73% while for female it is 48%. However the youth literacy rate was 76% with male youth literacy rate as 84% and female as 68%. // The efforts of Government of India in this direction can also be appreciated by focusing on the expenditure made by the Government on this sector. In 1961, the total expenditure on education was Rs. 260.3 crores which was 11.7% of total expenditure on all other sectors and 1.52% of the GDP. In 2001-02, this stood at 3.84% of the GDP and it was 12.89% of total expenditure on all other sectors. If we look at the expenditure by level of education in India, then in 1991, the expenditure on elementary education was 1.78% of GDP and 1.24% of GDP for secondary and senior secondary education and 0.77% for higher education. As per the revised estimate of 2004-05, expenditure on elementary education is 6.57% (1.89% to GDP) to total expenditure on all sectors and 3.85% (1.11% to GDP) and 2.3% (0.66% to GDP) for secondary and senior secondary education and higher education respectively. // After having focused on the achievement so far in the context for literacy in population in India, the paper now explores the development in higher education.
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PublicationPerformance Indicators for self-evaluation and quality enhancement( 2010-11)In this context it is an urgent need to have a common, quality assurance framework and an international evaluation process for quality assurance in distance higher education including procedures for quality audits, evaluation, review and accreditation of distance higher education institutions/programmes, which would guide the Nations in ensuring their people get a meaningful and quality education.
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PublicationEffects of Videotape Instructions on Primary School Pupils Achievement in Social Studies Owerri, Nigeria( 2010-11)Learning is an activity that starts at birth and continues throughout lifetime in classrooms and training centres. Facilities and personnel are employed to provide education for classroom learning, which aims at preparing students to contribute meaningfully to the society they live. However, empirical studies in Nigeria involving video- taped instructional strategy have been limited to the teaching and learning of science-based subjects. This study therefore, attempts to determine the effect of video-tape instruction on teaching of social studies in Nigeria Primary Schools. // A total of 102 students in two intact classes were the study participants. Three null hypotheses were formulated and tested. Four instruments namely: video-tape recorder of lesson used for the study, pupils’ attitudinal scale, the social studies achievement test (SSAT); and Teachers’ Guide for conventional teaching were used for the study. // The results revealed there was significant main effect of treatment on students’ achievement. Also, it showed that there was significant main effect of treatment on student’s achievement in social studies. (F(1,97) = 145.474’ P<.05). There was a significant main effect of treatment on the attitude of pupils to social studies (F(1,97) = 127.877 P<.05). However, there was no significant main effect of gender on pupil academic achievement in primary social studies (F(1,97) = 0.839, P>.05). There was also no significant main effect of gender on pupils’ attitude to social studies (F(1,97) = 0.640; P>.05). There was no significant 2-way interaction effect of treatment and gender on pupils’ attitude (F(1,97) = 2.041; P>.05). // Based on these findings, government should equip public primary schools with necessary hardware and software facilities, primary school teachers should be encouraged to uptake the challenge of using this strategy and learn how to use it through in-service training. Above all, seasonal educationists should develop video instrumental packages to be used in schools.
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PublicationUsage of Supplementary Online Courses: To What Extent Are We Successful? A case study with An Undergraduate Chemistry course( 2010-11)One of the goals of the Distance education Modernization project (DEMP) launched at the Open University of Sri Lanka (OUSL) in 2003, with the assistance of the Asian development Bank (ADB) was to utilize ICT as an effective way of teaching and learning. For this purpose OUSL developed and delivered three types of online courses with varying degrees of compulsion. Delivery of the courses is being carried out through the National Online Distance Education Service (NODES network. In order to access NODES several Nodes Access Centres (NAC) were established around the country. // This paper presents a case study on the usage of online supplementary component developed for the first year undergraduate Chemistry course. The course was offered over the last three academic years and only a very few students have accessed the supplementary online component. Analysis of its usage raveled that the students do not show much interest in participating in interactive forums but have shown interest in practicing quizzes The knowledge gained in this case study will be useful in future development of online supplementary courses.
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PublicationStaff related factors contributing to quality in Open and Distance Learning( 2010-11)Quality is one of the main concerns among institutions and stakeholders today especially those involved in open and distance learning (ODL). This study sought to examine staff related factors contributing to quality in the Zimbabwe Open University. The study was qualitative. Open-ended questionnaires, interviews and autobiographical accounts were used to collect the qualitative data. A purposive sample of 18 full time and 35 part-time lecturers from the department of education in the Zimbabwe Open University participated in the research. // The study found out that staff support, well-coordinated and systematic step-by-step processes of staff induction, staff development, caring for workers, adequate funding and results based incentives were vital to quality in an ODL institution. Staff also cited competencies in, positive attitudes towards and commitment to the philosophical underpinnings of open and distance learning as factors contributing to quality in ODL. The study recommended that a quality improvement framework, which is more adaptable to individual contexts, must be developed as institutional policy and strategy for continuous improvement of ZOU staff. Further research could be done on the organisational factors contributing to quality and an appropriate quality framework for ZOU.
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PublicationThe Role of e-Learning in Science Education vis-a-vis Teacher Training Institutes in Middle East( 2010-11)Science teaching is conducted primarily in three types of learning environments: classroom, laboratory; and outdoors (Orion et al., 1997). The importance of Science Classroom Learning Environment (SCLE) has been recognized by many researchers and teachers during the past two decades. The specific criteria for a science learning environment will depend on many factors such as the needs of the students and the characteristics of the science program. (National Research Council, 1996).Online teaching and learning can also contribute to a good learning science environment and can bring about good science education standards through proper designing and effective utilization of technology.
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PublicationInclusive curriculum development: opportunities and challenges in open & distance education( 2010-11)Persons with disabilities are regarded as one of the most socially excluded groups in all societies today. Many policies and Programmes have been formulated for their advantage and more so, in the field of education, disability studies been introduced. Though disability studies in education has recently been formally recognized, but it started when the educators have resisted and spoken against the hegemony of special education, institutionalization, sheltered workshops, and social exclusion. Disability studies in education also depend on the social theories which influence disability to a large extent. Now, scholars in the humanities also have been influential. Today, educators around the globe are coming up with new ways of thinking about disability and educational research, policy, and practice. Yet, a little has been done in this regard.
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PublicationPromoting Learner Autonomy with Scenario-Based Learning: Experiences from an Innovative Teacher Education Programme in India( 2010-11)Online education is gradually gaining momentum in India, especially at the higher education level, and educational Institutions are undertaking several initiatives to explore and adopt different approaches to ensure their quality. One such initiative is the development of a Bachelor of e-Education program under the aegis of I-CONSENT, implemented by Maharashtra Knowledge Corporation Limited (MKCL), Pune and Yashwantrao Chavan Maharashtra Open University (YCMOU), Nashik. This programme adopts the scenario-based learning approach to develop the desired roles and competencies among the teachers. As the developers of this programme envisaged six facets for an effective on-line teacher, each of these facets were developed as an individual course. Each course focused on its related roles and competencies. On the whole, this programme aimed at preparing a reflective teacher, who is capable of undertaking multiple roles, keeping in view their local context. // This paper attempts to explore the efficiency of a scenario based design in terms of providing the scope to the learner to choose, create and implement learning experiences based on ground realities. The Learning assignments, resources and artifacts prepared by the learners for a selected course entitled: “Teacher as a networker and change agent” would be shared to illustrate how learner autonomy was reflected in this programme. In this course efforts were made to equip the learners to work in a networked environment and also operate as an agent for social change. Based on the learning outcomes derived from the learners, it was noticed that the learners chose different learning paths and had customized their outcomes based on the requirements of their living context. This implied that the approach of scenario based learning design had wide relevance to Indian context, especially keeping in view its cultural diversity.
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PublicationGoing the Distance: Making Distance Learning (DL) Work( 2010-11)Distance learning (DL) is back in vogue in the UK. It is out of the doldrums in terms of institutional and national interest, which is where it has been for a while. I mean DL, not e –learning or flexible learning or open learning or technology enhanced learning. It is possible that all of these things are in the mind of the new promoters of DL. But the idea that is so appealing to the new advocates is that students do not have to be full time, will pay fees – high fees perhaps – will not demand much in terms of campus services and may well live overseas and not be counted against HEFC grant income. (The Higher Education Funding Council for England (HEFCE) distributes public money to universities and colleges in England that provide higher education.) Politicians as well as educational leaders are talking DL. David Willetts, Minister of State for Universities and Science in the UK, has recently suggested that DL is the way to go. None of this is surprising given the cuts in public expenditure and thus funding going to Universities, the cap on student numbers, the pressure on Universities to diversity their funding and restricted immigration and visa approvals. In addition, in the UK, the costs of undertaking a full time degree coupled with the recession has led many young people to consider DL. The UK Open University for instance is experiencing an "unprecedented" 34% increase in 18 to 24-year-olds applying for distance learning degrees (BBCa).
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PublicationA Comprehensive Web Based Student Support System for ODL Institutions of India( 2010-11)This paper presents an updated web system for student support services in ODL institutions of India. The infrastructure of the designed web system is composed of web server, application server, middleware, data warehouse, Internet and other networks. The most recently available versions of these electronic gazettes have been suggested to update the proposed web based student support system. In addition, the technical functionalities and associated components of the system has been structured to help users navigate easily through various support services provided by the system. // The major categories of services thus available are also discussed with a view that such a system would be quite helpful for large population of distance learners in learning their assigned courses of study. So, this system would solve to a large extent the problem of students’ isolation from the faculty and other fellow student and provide time and location free access to studies. // Keywords: Open and Distance Learning Institute (ODLI), Distance Education Council (DEC), Web-browser, Internet, Student Support Services (SSS).
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PublicationA Multimedia content development strategy: the NAMCOL Video Production Experience( 2010-11)This paper provides a theoretical framework on the importance of video lessons in Secondary Education specifically for Open and Distance Learning (ODL) in Namibia. Due to the geographically layout of Namibia many secondary education students live in remote areas where they do not have access to schools. Network coverage in Namibia has improved tremendously and more people in Namibia have access to live television broadcast. The two broadcasters, One Africa Television and the Namibian Broadcasting Corporation (NBC) have extended their coverage over the last years to bring their service to the Namibian population.
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PublicationThe Role of Open and Distance Learning in Skills Development: A Papua New Guinean Case Study( 2010-11)A skills based society is one that will help it to move forward and progress in development. Skills come hand in hand with Knowledge – i.e. new skills are always needed to complement new knowledge acquired. Open and Distance Learning (ODL) is a relatively new concept in Papua New Guinea (PNG) as it is a developing country. ODL does however, play an important role in disseminating skills to the population that do not have the opportunity to further their education at tertiary/ higher learning institutions. 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 research is to look into the roles of ODL in the dissemination of skills to the population. The focus is on the “University of Papua New Guinea Open College and its Certificate in Tertiary and Community Studies as a tool for skills development through ODL. In addition this paper discusses the importance of Indigenous Knowledge Systems (IKS) and how IKSs influence learners’ prior learning of skills.
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PublicationScaling-up Quality in the Quantitative Papers Subscribed Through Distance Mode( 2010-11)Based on a set of exploratory studies on the cardinals of teaching-learning process in the courses of statistics in distance education system, the paper attempts to put forth a case for reorienting instructional process and evaluation process for certification towards `scaling up quality’. The paper is divided into six sections. In the section 2, starting with some introductory references about quality in general and that in Open and Distance Education system, the methodology of for the paper is discussed. In section 3,based on feed-back of students in distance education, the `extent of content utilization’ is discussed. In section 4 `quality’ in certification is discussed in the light of scores of students in `internal assessment’ and `annul/term-end examinations’. After a discussion based on the results of sections 3 and 4, in section 6, a model, deemed more akin to the spirit of an open system, is proposed which promises to scale up the quality of instructions and evaluation.
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PublicationSix Sigma as Model of Assuring Quality Learner Support Services in National Open University of Nigeria Study Centres( 2010-11)Six sigma is a philosophy and quality tool or initiative to improve the quality of products or services by improving the system and processes involved. It is a measure of goodness involving the application of statistical methods to business processes to improve operating efficiency, reduce variation and waste, and avoid defects (Onyewuenyi, 2008). Six sigma was originally developed by Motorola in 1981. As of 2010, it enjoys wide sprea application in many sectors of industry, although its application are not without controversy. Each six sigma project carried out within an organisation follows a defined sequence of steps and has quantified targets. These targets contribute to financial cost reduction or project increase) or whatever is critical to the process (cycle time, safety, delivery etc). The term “six sigma’ comes from a field of statistics known as process capacity studies. Originally it is referred to the ability of manufacturing processes to produce a very high proportion of output within specification – six sigma implication goals is to improve all processes to that level of quality. // In the education industry the customers’ specification expected to be met, includes the expectations of students, staff, and parents, government and employers) Six sigma projects follow two project methodologies in inspired by Deming’s Plan-Do-Check-Act cycle. These methodologies comprising five phases each bear the acronyms DMAIC and DMADV. DMAIC is used for projects aimed to improving an existing business processes while DMADV is used for projects aimed at creating new products or process design. For the purpose of this paper, the DMAIC would be more relevant. // DMAIC methodology has five phases Ø Define the problems, the voice of the customers and project goals, specifically Ø Measure key aspects of the current processes and collect relevant data Ø Analyse the data to investigate and verify causes- and- effect relationship. Determine what the relationship are and attempt to ensure that all factors have been considered seek out root causes of the defect under investigation Ø Improve or optimise the current process based upon data analysed using techniques such as design of experiments, poka yoke or mistake proofing and standard work to create a new future state processes set up runs to establish process capacity Ø Control the future state process to ensure that any deviations from the target are corrected before the result in defect. Control systems are implemented such as statistical processes control. Production boards and visual workplace control. Production boards and visual workplaces and the process is continuously monitored.