10. Pan-Commonwealth Forum 10 (PCF10), 2022
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PublicationThe Effect of Demographic Factors on Students’ Virtual Environmental Support in Learning( 2022-09)PCF10 Sub-theme: Promoting Equity and Inclusion // The virtual environment provides the platform where a learner acquires knowledge, attitudes and skills, leading to lifelong learning. This research aimed to determine the level of students’ virtual environmental support for their learning, mainly taking into account demographical factors that affect students’ virtual environment for their learning. The design of this study is a survey and a questionnaire instrument used for data collection. A total number of 1350 secondary school children has been selected based on a stratified random sampling technique. Data are analyzed using the Statistical Package for Social Sciences (SPSS) Version 23. The descriptive such as mean, standard deviation and inferences analysis such as MANOVA used to analyse the data. The descriptive research shows a moderate level of virtual-environmental support ( mean = 3.467, S.D = 1.022) for student learning. The results demonstrate that the virtual environmental support was at moderate levels. The inferences analysis show significant differences in virtual platforms based on gender, mother’s education and parent income. Accordingly, the analysis shows that virtual environmental support significantly decreases while parental income and the mother’s educational level decrease. The implications of the study show that the Ministry of Education can provide tablets and mobile devices for needy students and Internet facilities for the lower classes of society. Parents should maximize their earnings to provide the necessary devices that can improve their children’s wellbeing. Parents and teachers can encourage students to use devices for education. // Paper ID 211 -
PublicationThe Role of Classroom Learning Environment in Building Resilience among Indian Undergraduates: A Correlation Analysis( 2022-09)PCF10 Sub-theme: Building Resilience // The purpose of present study is to examine the association of classroom learning environment in terms of Student Cohesiveness, Teacher Support, Involvement, Investigation, Task Orientation, Cooperation and Equity with resilience among Indian undergraduates. Random sampling technique will be used to collect data from undergraduates. Ex-Post facto research design will be used. Connor Richardson short form scale (Connor & Davidson, 2003) and What is happening in this class questionnaire (Fraser, Fisher & McRobbie, 1996) will be used to measure resilience and learning environment respectively. Pearson correlation will be computed to gauge the relationship between learning environment and resilience among undergraduates. t-test will also be employed to explore gender differences in (i) resilience level among undergraduates and (ii) learning environment and its associated components among Indian undergraduates. Statistical analysis of the data revealed that there exists no gender differences in learning environment, its subscales and resilience among Indian Undergraduates. Correlational analysis suggested that learning environment and its sub-scales i.e. Student Cohesiveness, Teacher Support, Involvement, Investigation, Task Orientation, Cooperation and Equity are positively and significantly correlated with resilience among Indian undergraduates. Education implications for the educators and policy makers were discussed. // Paper ID 0309
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PublicationDeveloping an Indigenous Graduate Research Supervision Culture in an Open and Distance e-Learning Environment. Lessons from an ODeL Programme( 2022-09)PCF10 Sub-theme: Inspiring Innovations // Most students in the Master’s in Education- Educational Leadership (MEdEL) at a medium sized Open and distance e-learning institution have successfully completed their programme within the stipulated five years with the average being two to three years. It is postulated that this could be because the supervision of their research is anchored on the philosophy of ubuntu which is an indigenous education philosophy that is gaining traction among African scholars. The aim of this study was to investigate whether the philosophy of ubuntu guides MEdEL students and supervisors in developing the research dissertation. The research objectives were; an analysis the extent to which MEdEL students and supervisors are aware of Ubuntu as an educational philosophy, the extent to which MEdEL research supervisors adhere to the guiding principles of ubuntu when they supervise student dissertations and, recommendations on how ubuntu principles can be incorporated in the research supervision of graduate students in an Open and Distance electronic Learning (ODeL) environment. A mixed methods approach was used in the design, collection and analysis of data using an online questionnaire for students and supervisees, face to face and written interviews of supervisors, and the analysis of literature and key documents associated with the supervision of dissertations. Key data sources included graduate and current students of the MEdEL; research supervisors and literature on ubuntu as an educational philosophy. // Paper ID 425
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PublicationSustainable Institution Building for Open Learning( 2022-09)PCF10 Sub-theme: Building Resilience // In the transition to a post pandemic world, educational institutions are faced with the challenge of helping to build a more responsive and robust education system in the volatile, uncertain, complex, and ambiguous present and future. This requires critical reflection on lessons learned during the pandemic, reimagining the future of higher education as well as institutional directions, and adopting new strategies for development. This session describes a program to build the capacity of Philippine colleges and universities in this important work. // The Sustainable Institution Building for Open Learning (SIBOL) initiative, as it is called, aims to provide participating higher education institutions with training and mentoring in planning, managing, and sustaining blended, online, and open learning (BOL) programs. Phase 1 of SIBOL consists of seven online training modules, delivered synchronously and asynchronously, on planning BOL programs; systems for BOL materials development, technology management, faculty development, and student support; quality assurance; and research and innovation for sustainability of BOL. Phase 2 is a mentoring program for participating institutions as they implement their BOL institutional strategy. This second phase also aims to strengthen institutional collaboration and networking towards building the open and distance learning ecosystem in the Philippines. // In this paper, early findings from the design, development, and pilot implementation of SIBOL are discussed. SIBOL was conceptualized as UPOU’s pilot project under the EU-funded Advancing Equity and Access to Higher Education through Open and Distance Learning (BUKA) project. // Paper ID 0532
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PublicationSub-Merging Virtual Reality into African Knowledge Systems: Progressive Move Towards Resilience in Girl-Child Training( 2022-09)PCF10 Sub-theme: Building Resilience // The global response to emerging technologies leaves much to be desired in the girl-child education, more so, one of the stabilizing factors for the general well-being of the society is the level of investment in formal, non-formal, and informal women’s education. After all, the trained girl-child will eventually become an adult woman. This paper is intended to integrate and submerge virtual reality into the African knowledge system specifically, African technology as an integral aspect of the knowledge system which is yet to gain decisive attention probably due to the lack of documentation and facts that some crafts and vacations are women gender-biased. Several scholars have worked on girl-child education in the aspects of survival rights, emotions, freedom, self-actualization, and equitable child rights, but this work will be moving a step further by introducing the use of virtual reality in the training of girl-child for emancipation, increased productivity, multi-tasking and the development of inherent abilities. At the end of the day, facilitating resilience the innovative tendency of the research work is pertinent to the development of not only African but global knowledge systems. The work would be based on both primary and secondary sources with the adoption of conceptual and theoretical frameworks. The outcome of the research work would be the improvement of the quality of training to enhance the hitch-free transformation of the society even with the exigencies of world emergencies. // Paper ID 0521
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PublicationSWOT Analysis and Strategies Development for a Paradigm Shift from Conventional to Blended Learning: A Study on Teacher Education Programmes of Bangladesh Open University( 2022-09)PCF10 Sub-theme: Building Resilience // The paper explores the perceptions of policymakers and teacher educators regarding a paradigm shift from conventional to blended learning at Teacher Education Programmes (TEPs) of Bangladesh Open University (BOU). It examines the prospects and challenges of this paradigm shift and proposes the development of a strategic approach for implementing this shift. A mixed-methods design was utilised, involving a cross-sectional survey, focus group discussions (FGDs), and interviews for data collection. 145 teacher educators responded to the survey, while 19 teacher educators participated in four FGDs. In addition, six purposively selected policymakers were interviewed. The findings reveal 26 SWOT themes comprising seven strengths, six weaknesses, seven opportunities, and six threats. 11 SWOT strategies were proposed to implement the said shift at BOU. The paper proposes that by following the SWOT strategies, the implementation of BL in BOU’s TEPs may contribute to a successful paradigm shift. // Paper ID 0516
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PublicationRejigging of the Management and Operations of Student Industrial Work Experience Scheme in Tertiary Institutions in Nigeria: A Case Study of NOUN( 2022-09)PCF10 Sub-theme: Fostering Lifelong Learning // It is an incontrovertible fact that Students Industrial Work Experience Scheme (SIWES) has become a platform for skills training programme and that the same forms part of the minimum academic standards in the various diploma and degree programmes for Nigerian Polytechnics and Universities. Furthermore, the establishment of the scheme is part of the efforts to bridge the existing gap between theory and practical science and technology as well as other professional educational programmes in the Nigerian tertiary institutions. This study seeks to examine the management and operations of SIWES in terms of the policy thrust, management and operations of the scheme to bring about radical changes which would be beneficial to the trainees, tertiary institutions, employers of labour and the Nigerian nation as a whole. Appropriate recommendations were made that could assist the Directorate of SIWES in NOUN in particular and other tertiary institutions in Nigeria in general. // Paper ID 0544
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PublicationIf Augmented Reality is Really Effective as a Teaching Tool, Why is it Not Used in Distance Education?( 2022-09)PCF10 Sub-theme: Promoting Equity and Inclusion // In the past two decades, Augmented Reality (AR) has been increasingly receiving attention within the field of education, providing evidence of the positive impact of AR on the effectiveness of teaching and learning in several disciplinary contexts. Despite the evidence, there is a paucity of large-scale adoption of AR in higher education and no evidence of the deployment of AR in distance learning environments. The evolution of Distance Education (DE) has always been linked to advancements in (educational) technology in ameliorating the transactional distance between providing institutions and learners, supporting learners synchronously and asynchronously, as well as providing educators with tools to increase the effectiveness of pedagogy and use of resources. It is therefore unclear why AR has not been adopted in distance and distributed learning environments. A scoping review focused on establishing the enabling conditions for adopting AR in DE and the results were deductively evaluated. The results of the scoping review did not find any frameworks or models to guide the implementation of AR but pointed out several elements that need to be considered in the adoption of AR. This study resulted in a conceptual model identifying several pedagogical and organisational issues that may affect the adoption of AR in Distance Education. // Paper ID 0583
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PublicationBuilding Educational Resilience in Mathematics Delivery and Assessment( 2022-09)PCF10 Sub-theme: Building Resilience // Mathematics is a foundational subject in education. Learning outcomes in mathematics build on previous competencies and students are well-served by real-time intervention and feedback. However, contemporary math education is limited by technology, scalable learning, shareable experiences (both teaching and learning), and accessible modes of practice. Most assessment platforms do not have the functionality to support symbols and equations. During the pandemic we have diverted assessments in high enrolment mathematics courses from paper to electronic delivery. We developed randomized examinations for Introductory Statistics and Introduction to Calculus I and we developed an entire course with assessment using OERs (open educational resources) for Business Mathematics. Our team developed highly interactive, traceable, and intervenable content in math problem solving using the Möbius (https://digitaled.com/mobius) platform. We enabled an LTI integration of the platform into our LMS (learning management system) to provide seamless access for students. Möbius promotes cognitive learning through a powerful math engine, student feedback, analytics, and interactive STEM (science, technology, engineering, math) curriculum content. We are serving 3,000 learners with effective assessment and have relieved faculty and staff of administering and marking alternative examinations through a long pandemic. We have seen improvements in student feedback, increased accessibility, reduced administrative burden, and enhanced exam security. Möbius is a truly scalable and cost-effective platform for math educators and students that provides more efficient and effective management of educational delivery. // Paper ID 0616
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PublicationPerception towards Online Teaching-Learning during Covid-19 Pandemic: A Case of IGNOU Teachers and Academics( 2022-09)PCF10 Sub-theme: Building Resilience // The pandemic erupted due to Covid-19 has disrupted normal life and different economic, social, and educational activities globally, and India was not an exception to this changing situation. In India, a phenomenal change occurred in the education sector where state and central governments instructed or made it compulsory for educational institutions to go online and continue academic activities in the online mode. In this context, IGNOU and state open universities in India also entered to the online mode for teaching-learning (TL) and providing academic support services to learners. Teachers posted at the IGNOU headquarters and academics at the different regional centers got engaged with learners online to perform their respective responsibilities. Against this perspective, this research was conducted to find out the perceptions of teachers and academics on the the effectiveness of online TL; the constraints faced by them; and also, to suggest measures toward making online and blended TL strategies more useful. To conduct this study, a structured online questionnaire comprising the above aspects was sent to teachers and academics of the university in the last week of January, 2022. A total of 63 responses from both the teachers and academics were received and analyzed. The findings of the study suggest academic functionaries of IGNOU were ready to take the challenge positively and self-efficacy helped them in adopting online and digital pedagogies; they improved their ICT skills, although requirement of further training in online pedagogies and instructional design was indicated by them; challenges like slow broadband and non-availability of robust technical support were also reported. The study may have implications for policy and practice of the world's second-largest university which operates within India and through 14 overseas study centers with accumulative learner enrolment of above three million. // Paper ID 0769
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PublicationIncreasing Learner Engagement in an ODL Environment: The OUM Experience( 2022-09)PCF10 Sub-theme: Inspiring Innovations // Open University Malaysia (OUM) is an open and distance learning institution which has been in operation for about two decades. OUM traditionally offers its programs in blended mode which puts emphasis on self-managed learning, face-to-face, and online learning. OUM had already begun to offer some of its programmes fully online. However, the emergence of Covid-19 Pandemic pushed OUM to make the move to offer all of its programmes fully online. The movement control order in March of 2020 came when OUM was well into the January semester and approaching the end of the semester. Face-to-face classes scheduled at all OUM’s thirty-five learning centres around the country came to a halt. All higher education institutions were ordered to shut down. Quick actions had to be taken to minimise the disruption in teaching and learning. OUM had only one choice, to continue with classes online and have the final exams online. It has been two years since, and OUM has moved forward with the transition to fully online and continues to offer all its programmes fully online. OUM continues to strive to provide quality education and positive online learning experiences to the learners. This called for several initiatives and enhancements in e-learning which include the use of e-lessons, online interactive activities, online tutorials, online grade book, online group discussions, online exams, along with an enhanced question bank, online grading system and proctoring system. This paper focuses on the implementation, challenges and use of one of the initiatives: the introduction and use of online class participation (OCP) via group discussions, with the intent to increase student engagement with their peers. Improving and increasing learner engagement in all three areas as proposed by the Community of Inquiry Model (Garrison, Anderson & Archer (2000)) may contribute towards providing learners with a rewarding learning experience and may help student retention. Currently at OUM, although there are efforts in place to allow for learner engagement with the content and tutors, there is a lack of peer interaction taking place online in OUM’s learning management system, myInspire. The initial observations and results of a learner survey on OCP show positive response overall to OCP. // Paper ID 0631
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PublicationThe Formation of Mentor Teachers and their Role in Professional Development of Rural Teachers at Scale in the COVID Lockdown Period in India( 2022-09)PCF10 Sub-theme: Inspiring Innovations // The COVID Lockdown Period (CLP) pushed many teachers including rural teachers from India to embrace technology enabled teaching. Continuous Professional Development (CPD) of these teachers to improve equity, scale, and quality needed experienced and motivated mentors to offer online support to teachers. The National Education Policy (NEP, 2020) in India suggests a mission for mentoring and various CPD tools for tracking the career progression of teachers. The purpose of the study is to understand the CPD process of teacher turned mentors, and in what ways prior experience of CPD supported their mentoring role and motivation as mentors in the new context. The paper made suggestions on systemic integration of mentor teachers in state machinery, advocate career advancement for the mentor teachers to scale and sustain quality CPD in the system. // Paper ID 0650
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PublicationDeveloping an Open and Distance Learning (ODL) Course Catalogue for the Pacific( 2022-09)PCF10 Sub-theme: Building Resilience // Open and distance learning (ODL) is an important channel for increasing education opportunities and outcomes. It is particularly relevant for the Pacific, given small dispersed remote populations and limited access to secondary and post-secondary opportunities in rural and outer island locations. Despite the importance of ODL to the region and the immediate need to build capacity, there has been limited investment. The COVID-19 pandemic has further reinforced the need for the Pacific to be well-prepared for non-contact teaching and learning approaches outside traditional classroom-based practices. This paper charts the development of an ODL course catalogue, as part of a wider initiative, to build capacity by assisting classroom-based teachers to locate professional development opportunities in and through ODL. The process began with the development of a concept note and an attempt to survey what training was already available in the region. This led to the development of a prototype which was subsequently reviewed through three different stakeholder lenses. The combined feedback from these reviews was then used to inform development of a request for proposals to create the fully fledged version of the ODL course catalogue. Based on this experience, and approached from a pragmatic perspective, the paper will identify some key principles for development work of this nature, particularly within the Pacific region. // Paper ID 0672
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PublicationEvaluation of Global Online Training Activities of the International Training Centre of the International Labour Organization (ITCILO) in 2020( 2022-09)PCF10 Sub-theme: Fostering Lifelong Learning // This paper reports on an evaluation of the online training activities of the International Training Centre of the International Labour Organization (ITCILO) in Turin (Italy). The purpose of this evaluation is to assess the design, implementation and quality of training activities of ITCILO that were delivered in an online distance learning mode since the outbreak of COVID-19 in 2020. The methodology for this evaluation included quantitative and qualitative evaluation methods to provide conclusions and recommendations from the findings, substantiated with statistical data and case studies documenting good practice. 1.284 responses from 151 different countries were collected from a participant's survey, and in-depth interviews were conducted with ITCILO's staff members (27), institutional clients (2), and participants (7). The results of the evaluation are reported in terms of training outreach, learning effectiveness, learner preference of the international online training activities. For example, the number of enrolments on the Centre’s training activities increased dramatically, caused by the rapid adoption of online training activities during the Covid-19 Pandemic. Subsequently, 75 % of the participants said they would prefer digital training activities (blended or fully online) in the future. However, internet connectivity is still a problem in many countries: 50 % of participants from Africa, Asia, the Middle East, and Oceania reported they had regular issues with internet connectivity that disrupted their learning. Based on the findings, ten recommendations for the further development of ITCILO's online training activities are presented. // Paper ID 0979
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PublicationEffective External Stakeholder Engagement: an Imperative for Effective Open and Distance Learning Delivery( 2022-09)PCF10 Sub-theme: Inspiring Innovations // The use of external stakeholders in an Open and Distance Learning environment is an operational necessity and a strong component of the ODL system, but it could also be the weakest link if not properly managed. The use of external stakeholders by organisations ensures quality assurance through content reviews and readily available resources at a minimum cost. Because most of the external stakeholders are individually unknown to the institutional administrators, this creates a gap in the ODL process within an institution. Institutions must evolve a robust, sustainable engagement process, a more formal means to understand the stakeholders - individual doubts and capabilities, their limitations, motivations as well as their conceptions and views of the learning method that they are engaged with. To bridge this gap and achieve inclusive engagement with the numerous external stakeholders this study will utilise survey method to seek to understand their unique expectations. The outcome of this study will hopefully enable institution’s managers and the internal experts/content creators to constantly manage their relationship with the external experts and hence construct more and effective engagement strategies and plans, and positive work environment for their diverse external stakeholders with attendant benefit for their students. // Paper ID 0804
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PublicationImmersive Learning for Medicine using Augmented Reality with iPads( 2022-09)PCF10 Sub-theme: Inspiring Innovations // The COVID-19 pandemic crisis has resulted in educational institutions across the world being pressured to revamp their teaching and learning practices, as well as to utilize the available technological tools to create content for remote learning. Medical education, on the other hand, requires a learning approach that is more appropriate with the program structure and technological advancements. In the medical domain, approaches as Augmented Reality (AR) could revolutionize the way to teach and train medical students. AR can be used in training for complex physiological systems to provide the medical students experience much closer to real-life, developing adaptive expertise and acquiring collaborative skills. AR technology could help physicians and surgeons-to-be learn about the latest methods and tools in their areas, as well as refining and encouraging their knowledge retention. In this capacity, AR is more than just a learning approach. Learning in the medical domain is usually situated in a real-life context. In other words, training in this real-life context is not always possible. AR learning environments potentially offer a meaningful situated learning experience that may enable the transfer of learning into the professional context. Previous studies were performed primarily into the development, usability, and initial implementation of AR learning environments. As such, this study was aimed to develop and evaluate an immersive learning environment for medical students using AR. The study applied the design and development research approach that involved three stages: (i) analysis; (ii) design and development; (iii) implementation and evaluation. This study described how AR enhanced the experiences of medical students, by improving understanding and knowledge, as well as practical and social skills. These elements were discussed within the context of AR in immersive medical education, which were action, performance, competency, and knowledge. Moreover, these elements were used to develop the final immersive learning environment for medical education using AR. Finally, this study also discussed the challenges of AR in teaching and learning, and proposed future directions for the use of this technology in revolutionizing medical education. // Paper ID 1080
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PublicationThe Transnational Student Learning Experience: Giving Voice to Internationalization Practices that Enhance Lifelong Learning and Transformation( 2022-09)PCF10 Sub-theme: Fostering Lifelong Learning // Transnational distance education is a strategic practice that contributes to the internationalization of higher education. However, little is known about the transnational student learning experience and the practices necessary to support intended outcomes, including preparing post-graduates with essential skills and competencies for employment and lifelong learning within their local communities, country of origin, and globalized economy. Therefore, this study explores the factors contributing to the success and challenges encountered during a graduate program undertaken at an open, distance education university in Canada from the perspective of Greek female graduates. By employing a collaborative autoethnography approach, researcher-participants explored critical components including accessibility, communication, international perspectives and application, and transformation for lifelong learning to support quality dimensions in internationalization practices. As a result, we find a need for a more purposeful and comprehensive integration of internationalization practices across an institution to support and enhance the knowledge process that flows across borders through online learning environments and communication. // Paper ID 1025
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PublicationExploring the use of a WhatsApp Bot to Influence Online Continuous Professional Development of Teachers in Rwanda( 2022-09)PCF10 Sub-theme: Inspiring Innovations [POSTER] // The shift from in-person to blended and online delivery of Continuous Professional Development (CPD) of teachers has created various challenges. First, blended and online learning can impact the quality of learning. Some participants find it difficult to self-regulate, plan their learning and complete activities within the set deadlines. Secondly, blended and online CPD can influence the intensity of learning. Lastly, offering CPD programmes online may have equity implications. VVOB – education for development in partnership with Rwandan education authorities, experimented with a conversational learning pilot (WhatsApp bot) to strengthen teachers’ involvement. A treatment-control group research design was used in two blended CPD programmes. The total sample consisted of 417 educators. Findings reveal that additional WhatsApp input helps teachers to move through the online courses, positively influencing their learning. Almost all participants indicated that the additional WhatsApp support was crucial for their timely delivery of tasks. No significant differences in learning outcomes were identified when comparing with a counterfactual. Regarding equity-related challenges, positive effects were identified on the inclusion of older age groups. // By discussing these findings, VVOB wants to explore with the conference audience how semi-automated systems can be further deployed to support teachers and school leaders in their lifelong learning. // Paper ID 0907
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PublicationReflective Student Engagement: A Necessity for Effective ODL Delivery( 2022-09)PCF10 Sub-theme: Fostering Lifelong Learning // Education providers need to be effectively engaged with their students in order to better understand their expectations and therefore tailor their deliveries to meet their needs accordingly. In a normal conventional, face-to-face small class arrangement, this is feasible and even sufficient but not so in an era of mass education delivered through open and distance learning method coupled with student diversity and less homogeneity in their class composition. This arrangement presents a challenge for teachers to understand the peculiarities and expectations of their students. To achieve better inclusive engagement with students and to deliver learning content based on their expectations, a more formal means to understand students as learners becomes necessary. This calls for a method that can enable teachers to learn and understand students’ expectations of teaching, learning and assessment as well as their conceptions and views of learning, their belief system and their reflective thinking capabilities. Survey was used in this study and 100 students of National Open University of Nigeria, were randomly selected. Sixteen item questionnaire administered with 56 returns. Results showed effective engagement of students occurs through class participation, interaction and collaboration with peers, attentiveness in class activity, emotional connection – and were found necessary for effective open and distance learning delivery. Management needs to also make deliberate effort to enhance students’ engagement by being responsive to their (students’) needs as expressed from time to time, such as extra-curricular activities and creation of physical interaction between and among staff and faculty. // Paper ID 1117
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PublicationBridging the Digital Divide with Internet Connected, Solar Powered, Community Built Hello Hubs( 2022-09)PCF10 Sub-theme: Fostering Lifelong Learning [POSTER] // Our paradigm busting solution uses the power of community and the power of connectivity to provide an inclusive, effective and equitable solution to the education gap and the digital divide that is affordable and scalable, with the potential to reach every child. In 2022 it is time we saw the internet not as a luxury, but the means to overcome inequality. We have worked hard to create a poster which is both informative about our education technology innovation as well as challenging to the PCF10 audience. This will be an opportunity for our Ugandan engineer and technology lead David Mugerwa to present our work internationally. It is called the world wide web - let's make that true. // In Uganda and Nepal, we teach communities to build their own solar-powered, outdoor Internet kiosks. Each one is loaded with state of the art education software teaching literacy, numeracy and computer dexterity amongst other subjects so that underprivileged children and adults can educate themselves, communicate with others, and have a voice in the global community. We call them Hello Hubs. And we’re challenging traditional approaches to development - we do not build Hello Hubs - the community does. We show them how to construct, maintain and repair the hub for themselves. It’s a radical, self sustaining model that gives communities full say in how our work works for them. // Paper ID 1139