05. Conference Proceedings & Working Papers

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Open Access
A Blended Approach to Emergency Medicine Training: Developing an Integrated Curriculum for Mature Learners
(2006-10) Sammy, Ian
PCF4 // In January 2005, a blended approach using various educational technologies was adopted for the new MSc programme in Emergency Medicine at the St. Augustine campus of the University of the West Indies. This part-time programme was developed in response to the needs for specialist training in Trinidad and Tobago. Modalities for course delivery included traditional didactic lectures and tutorials, and more contemporary and interactive learning approaches of problem-based learning, journal clubs, computer-based tutorials, case-based training exercises and case presentations. Clinical skills training included using simulated patients. This paper describes the blended approach to learning adopted for this course, and explores the following themes from the candidates’ perspectives: the educational experience; relevance of materials presented; scope of information presented and applicability to current practice. Overall, candidates found the methods and materials accessible and acceptable. Areas for improvement include the better integration of skills training with real clinical practice and ensuring that all candidates are comfortable with the IT systems. The modular course format is ideally suited to distance learning, and may provide a solution to Emergency Medicine training in smaller countries that can neither support formal full-time residency programmes, nor allow their doctors to leave their posts to pursue graduate training. // Paper ID 140
Open Access
A Case Study of Collaboration in HIV& AIDS Policy and Practice: Awareness and Training in Caribbean and African Communities through the Global Development Learning Network
(2008-09) Bartley, Jeanette M; George, Nancy
PCF5 Sub-theme: Health // Between 2003 and 2005, The University of Technology, Jamaica hosted a series of global development dialogues on issues related to HIV and AIDS among African and Caribbean countries including Ghana, Kenya, Uganda, Tanzania, St. Lucia, Barbados and Jamaica. These dialogues were facilitated through interactive videoconferencing using the World Bank’s Global Development Learning Network (GDLN). // In discrete development dialogues, participants shared country perspectives on issues ranging as widely as national strategies for HIV education, gender and HIV, policy development, stigma and discrimination, and strategies for caring for AIDS orphans. This case study will explore the lessons learnt in facilitating these global videoconferencing dialogues, celebrate the successes and identify the challenges of the experiences of participants and presenters shared across the various cultures. // Since the phenomenon of using development dialogues for sharing knowledge and experience across cultures for teaching and learning, peer mentoring, consultation, advice and guidance, feedback and facilitating communities of practice in relation to HIV and AIDS, the recommendations in this presentation will be of interest to future organizers and facilitators of HIV and AIDS development dialogues. Beyond the process issues, the paper will highlight the outcomes and better practices adopted. // Paper ID 521
Open Access
A Modular Approach to Educational Technology Professional Development Among Post-Secondary Educators in Alberta, Canada
(1999-03) Szabo, Michael; Ally, Mohamed; Fricker, William; Poon, Richard; Wright, Clayton R
PCF1 // Working paper presented by Michael Szabo, Mohamed Ally, William Fricker, Richard Poon, and Clayton R Wright, at the First Pan-Commonwealth Forum on Open Learning (PCF1) in Bandar Seri Begawan, Brunei Darussalam. //
Open Access
Academic Objectives, Occupational Preparation and the Learning Process: Strategies and Policies for the Future
(2004-07) Macdonald, H Ian
PCF3 // Working paper presented by H Ian Macdonand at the Pan-Commonwealth Forum on Open Learning (PCF3) in Dunedin, New Zealand.
Open Access
Achieving Development Goals in Belize and Barbados via the Mexican EDUSAT model
(2006-10) Tun, Maria Isabel
PCF4 // The presenter will examine how the tiny and recently independent country of Belize is working toward achieving global development through collaboration with regional territories. The Presenter will show how achievements have been made within the context of the Millennium Goals. Goal 8 of the Millennium Goals aims to “develop a global partnership through development.” In line with this development goal, Target 18 outlines the strategy to bring to fruition Goal 8: “In co-operation with the private sector, make available the benefits of new technologies, especially information and communications” (United Nations). // Presenter will show how various sectors have benefited from this partnerships involving new technologies that center on information and communication. The presenter will use personal professional experience as Project Coordinator of the “Regional Satellite-Delivered Distance Education for Teacher Training and Human Development in Rural Areas” sponsored by the Organizations of American States to show how technology can effectively cross borders. This project allowed for small territories to participate in the actual establishment of a system designed to move developing countries toward closing the gaps between those who have and those who do not in the areas of technology, education, and knowledge transfer through education-based technological access via satellite and Internet. // Paper ID 362
Open Access
Addressing Health MDGs with ODL
(2006-10) Walker, David
PCF4 // The Millennium Development Goals (MDGs) underpin COL’s past three year plan (2003-2006) and current (2006-2009) with three of the Goals focused on health (reduction of infant mortality, improvement of maternal health, and combating HIV/AIDS, malaria and other diseases). COL’s partnership with the World Health Organization has identified key players, mainly in-country non-governmental organisations who are addressing the health concerns of disadvantaged groups. COL’s has worked with these organizations by providing audio and video production digital technology and accompanying training, towards creating content to reach greater numbers of people with appropriate health information in the linguistic and cultural context of the targeted group(s). Delivery of training has been in the form of radio, television and village cinema events (projector, screen, generator and DVDs that the NGO has created in the form of skits). // COL’s health activities have been implemented in Sri Lanka, South Africa, Swaziland, The Gambia, Tanzania, Sierra Leone, Papua New Guinea, Solomon Islands Guyana and Barbados. // This is one effort of many that are taking place in different countries that have been severely affected by HIV/AIDS across all sectors of society. The session will discuss examples of how health training has addressed the MDGs. // Paper ID 434
Metadata only
Agile Learning: Infusing Agility in an Online
(2022-09) Paulmani, Geetha; Sodhi, Sukhleen; Jilal, Talha; Kumar, Vivekanandan
PCF10 Sub-theme: Inspiring Innovations [PRESENTATION] // The Fourth Industrial Revolution (4IR) has crossed its inflection point and is becoming a reality. Several industry leaders and organizations are advocating for a reform in education and training systems, among others, because of the recent advances in 4IR technologies and the accelerated adoption of these technologies in the industry. This places a particularly critical demand on the future workforce – be agile. Students are expected to adapt to the increased human-machine symbiosis anticipated in emerging employment types. Agility is the means of adaptation. Similar to how several key industries in general are reshaping themselves to be agile organizations, academic institutions are also expected to infuse agility in its operations, specifically in preparing learners to be lifelong learners. That is, learners are to reskill themselves to accommodate the changing workplace. To succeed, students need to master several competencies including 1) the ability to marry intelligent computing to their work, 2) to track and measure their workplace productivity, 3) to connect technology, data and human literacies in a globalized context, 4) to nurture cognitive and metacognitive capacities (e.g., self-regulation, critical thinking), and 5) to be agile. While it is quite possible to introduce the philosophy and the application of agility in a theoretical manner, an alternative is to let the students practice agility as part of their coursework. Courses can be designed to subject the learning outcomes, study tasks, and associated activities to agile methods. Athabasca University is currently in the process of converting two of its online courses, a graduate course and an undergraduate course, to an agile learning pedagogy. This workshop, with live demonstrations, will detail the process of transformation of a constructivist online content to agile content. It further offers a suite of metrics to measure the impact of agile learning. // Paper ID 6183
Open Access
An Assessment of the Transition to Virtual Learning in the OECS
(2022-09) Emmanuel, Royston; Anthony, Germain
PCR10 Sub-theme: Building Resilience // This project employed a descriptive survey design to understand the characteristics of education systems and practitioners in the OECS in the application of virtual teaching as a response to the Covid-19 pandemic. The findings outline some of the major challenges associated with regional efforts to successfully integrate ICTs in education. There appears to be consensus that Virtual Learning Environments (VLEs) can well support ambitions for improving equity of access to education, as well as the quality and the relevance of education. What this assessment reveals, is that there is wide disparity in the region with respect to approaches to adopting and adapting to VLEs. // This paper places emphasis on the importance of teachers’ online pedagogical skills and technological skills as essentials to the successful implementation of technological interventions. It also explores the question of what constitutes an effective VLE and applied a technology matrix to evaluate the effectiveness of e-platforms employed during the transition to online instruction in the OECS. Broadly, this research presents a snapshot of what the experience has been in the OECS region with the rapid transition to online learning. Generally, the findings reveal that as was the case with many other countries the education systems of the OECS were inadequately poised to transition smoothly to online learning. // Paper ID 3130
Open Access
An Examination of Issues of Equity during the Pandemic: Global Perspectives
(2022-09) Bissessar, Charmaine
PCF10 Sub-theme: Promoting Equity and Inclusion [POSTER] // This poster presentation will be based on a review of articles in the book Emergency Remote Learning, Teaching and Leading: Global Perspectives. The poster presentation will entail a discussion of issues in equity among students from teachers’ perspectives. The participants are from Trinidad, Grenada, Greece, and Ghana. The presenter will discuss the similarities experienced by students in each context as well as the differences. The chapters are qualitative and quantitative in nature with 17 teachers in Greece to 265 students in Ghana. The sampling methods are different for each chapter and these will be presented in a chart. The findings include such issues as emotional, behavioural, technical, and issues in competencies in Ghana. In Trinidad and Grenada, the issues were (1) the digital divide; (2) attendance (3) parental involvement; (4) students’ motivation or lack thereof. In Greece, there were similar issues with students’ attendance, their online skills and their lack of motivation. The findings of these studies will add to the extant literature. // Paper ID 9376
Open Access
Audio Teleconferencing in the Commonwealth Caribbean: Possibilities and Challenges in the Context of the University of the West Indies Distance Education Centre (Uwidec)
(2004-07) Thomas, Michael L
PCF3 // Teleconferencing in the Caribbean revolves around the University of the West Indies (UWI). Being a regional University, it caters to the higher educational needs of 16 countries in the Caribbean. It has been offering courses through the teleconference system since 1982. However, the network has been undergoing various changes and remains robust. This paper attempts to provide a compendious account of the genesis, status and prospects of this teleconferencing network and advances it as a medium for widening UWI’s reach throughout the region.
Open Access
BET K-12: What do Brazilian Teachers in Disadvantaged Schools Think of ICTs?
(2006-10) Rega, Isabella
PCF4 // This paper aims at presenting an ongoing project on the use of Information and Communication Technologies (ICTs) in the in-service training of primary school teachers, working in community schools in the area of Salvador Bahia (State of Bahia, Brazil). The project � whose acronym is BET K-12: Brazilian eLearning Teacher Training in K-12 � is managed in collaboration by the University of Lugano (Switzerland) and the CEAP - Centro de Estudos e Assessoria Pedagogica, and is funded by the Swiss National Science Foundation and the Swiss Agency for Development and Cooperation. // BET K-12 combines regional development and research, fostering the use of ICTs for development, while, at the same time, assessing it, focusing namely on the issues of Access, Impact and Quality. // The paper is organized as follows: a first section is devoted to briefly outline the role that ICTs can play in improving teacher training experiences in developing countries. // The second section works like a bridge between the first one and the detailed project presentation. Its aim is to provide an overview of current activities being run in Brazil and to stress the importance of using ICTs for teacher training in Brazil in these particular years. // The third section presents the BET-K12 project approach in detail, in its operational part: online courses developed at CEAP and in its research part: aiming at investigate the issue of Access, Impact and Quality in the field of ICTs and Teacher Training in Brazil. // Paper ID 99
Open Access
Beyond the Course: How Distance Education Library Services Changes Women's Lives
(2006-10) Watson, Elizabeth
PCF4 // This paper investigates the value that library services lend to DE programmes with a primary focus on the consequential benefits associated with female distance learners becoming proficient library users rather than the specifics of a DE library service. The ability to adeptly handle and manage information for an academic course filters into all other aspects of one’s life (IFLA/FIAFE 2004). Women are important nurturers and care givers to all generations and genders. Thus, any information women acquire has the potential to have far reaching effects on all aspects of their lives and as well as those with whom they interact. This focus is selected not because male distance learners do not need similar support services but because Hipp (1997) argued that “tertiary institutions [are] largely male constructed and developed with the male student as the norm”. Therefore, the positive outcomes of information literate female distance learners does not feature highly in the literature. // Paper ID 396
Open Access
Blended Learning: Rethinking Educational Delivery for Development
(2006-10) Duhaney, Devon
PCF4 // Blended learning is not a new concept; however, many consider it to be new. Recently, there has been a renewed focus on this learning strategy, both in the education and corporate sectors. Although the definition of blended learning is somewhat amorphous, it is generally described as an environment that includes the use of different modes of teaching and learning. Blended learning gained increasing popularity with the integration of technology in the teaching and learning environment. // Blended learning holds particular promise for developing countries as it can make available to them the resources of national, regional, and international educational institutions. This could allow them to redirect the often-limited resources that they have at their disposal to other developmental needs. Some developing countries are already participating in different forms of blended learning programs. An expansion of these programs can enhance educational development in many of these nations. // In light of the foregoing, this presentation is designed to examine blended learning and its use in enhancing education, training, and development. Consideration will also be given to best practices for planning and implementing the blended learning approach. The presentation will also continue the dialogue on how blended learning might foster development in developing nations. // Paper ID 304
Open Access
Building a Common Position on Copyright in Support of Open and Distance Learning- An Educator’s Perspective
(2004-07) Schad, Robert
PCF3 // The use of the Internet and digital resources is an increasingly important component of instruction both in the Elementary/Secondary sector and in the Post Secondary sector. Schools and learners in rural and remote areas of all jurisdictions are integrating the use of digital technologies as a means to provide equitable access to a full range of courses and instructional supports. Everyday learners and teachers download material, share projects and resources, store information on their computers and networks. Many of the day-to-day activities of instruction in a constructivist environment are in violation of current copyright law across the Commonwealth. Many uses of digital technologies in instruction are in violation of current copyright law in Commonwealth countries. The education sector across the Commonwealth must examine both its current practices and desired pedagogical reform and determine how copyright reform can best serve the needs of learners across the Commonwealth. // Education is key to economic development and to the improvement of quality of life for individuals in both developed and developing countries. The use of digital technologies to support teaching and learning is especially critical in environment where traditional resources are lacking and learners are dispersed across large geographic areas. If copyright law limits or precludes the use of the Internet or other digital technologies, the hope of education providing the means for Commonwealth countries to improve the lot of their citizens will be greatly diminished. // It is critical that participants at Pan Commonwealth Forum on Open Learning Three engage in a discussion and debate of these important issues. The result of these discussions needs to be a draft position on digital copyright for Commonwealth countries.
Open Access
Building Appropriate Distance Education Options from the Ground Up
(2002-07) George, Nancy A; Rand, David
PCF2 // Working paper presented by Nancy A George and David Rand at the Second Pan-Commonwealth Forum on Open Learning (PCF2) in Durban, South Africa. //
Open Access
Building Educational Resilience in Mathematics Delivery and Assessment
(2022-09) Soluk, Patricia; Greenwood-Lee, James; Peschke, Julie; Beltaos, Angela; Kumar, Vive; Munyikwa, Ken; Babiuk, Shauna; Rechseidler-Zenteno, Shauna
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
Open Access
Building Social Capital and Learning for Livelihood: Tech MODE Breaking Barriers
(2008-09) Alluri, Krishna; BAlasubramanian, K; Kamaraj, K
PCF5 Sub-theme: Livelihoods // This paper focuses on discussing Technology Mediated Open and Distance Education (Tech MODE) in the context of Lifelong Learning for Farmers Project of COL. It argues that social capital is a pre-requisite for a learning community. With a strong cognitive social capital, the potentials of strengthening horizontal transfer knowledge is immense. Modern ICT tools such as mobile telephony can help to enhance the horizontal transfer of knowledge. Such technologies can help to support Social Learning Capital which could emerge from the integration of social capital, Informal Lifelong Learning and Quality Learning Conversations. The paper argues that such an approach could offer a new paradigm for extension and human resource development in developing countries. // Paper ID 678
Open Access
Caribbean Regional Capacity Building Workshop on Open Educational Resources (OER): Policies and Practices
(2020-01-29) Commonwealth of Learning, /
A regional capacity building workshop on ‘Open Educational Resources: Policies and Practices’ was organised by COL in collaboration with UNESCO, the William and Flora Hewlett Foundation and the Ministry of Education, Innovation, Gender Relations and Sustainable Development, Saint Lucia on 29-30 January 2020.
Open Access
CARICOM SIDS IT Training and Capacity-Building Priorities
(2006-10) Toure', K Mustafa
PCF4 // Based on a 2003 consultancy report to the OAS on CARICOM Small Island Developing States-SIDS’ Information Management-IM needs, the paper generally identifies priority training needs for the region in the generation and use of information for sustainable development. In particular, the paper promotes the use of ‘new’ Information Technology-IT tools for information management, highlights methodological approaches for the development of training materials & the design of training courses, and concludes with recommendations and strategies for addressing identified gaps. // The paper is split into two sections, the first assesses the existing regional IT management infrastructure and the second presents regional IT training & capacity-building priorities: // 1. REGIONAL IT MANAGEMENT INFRASTRUCTURE ASSESSMENT // 1.1. Information Management Review // 1.2. Information Infrastructure Review 1.3. Global Sustainable Development Information Management Review // 1.4. Regional Sustainable Development Information Management Review // 1.5. The Use of Information for Regional Sustainable Development Decision-Making // 2. REGIONAL IT TRAINING & CAPACITY BUILDING PRIORITIES // 2.1 IM/IT Training & Capacity-Building Conceptual Review // 2.2 Caribbean Sustainable Development IT Training & Capacity-Building Needs & Recommended Actions // • Sustainable Caribbean IT Training & Infrastructure Capacity-Building Requirements // • Stakeholder Principles for Sustainable IT Training & Capacity Building Policies // • Proposed Action Strategy // Paper ID 225
Open Access
Caught “Flat-Footed” in the COVID Moment: The Processes, Narratives and Outcomes of Transforming F2F Teacher Training Programmes for Online Delivery in Guyana
(2022-09) Moore, Schontal
PCF10 Sub-theme: Building Resilience // The Cyril Potter College of Education (CPCE) in Guyana, pre-COVID, had only offered face-to-face teacher training programmes, notwithstanding the enduring presence of online education. Despite Guyana’s expansive geographical terrain, the uneven distribution of subject specialists across the country, and CPCE being the only teacher training institution there – conditions ripe for online/blended modes of instruction – CPCE’s programmes, then, consistently remained face-to-face. Given this modus operandi for instruction, it is unsurprising that CPCE was “flat-footedly” unprepared when COVID hit in 2019. Later, faced with either closing classroom doors indefinitely during the lockdown, or transitioning instruction online for sustainable teacher training, CPCE’s response by October, 2020, was to train seventy-five (75) faculty to convert and facilitate, at first, 28 in-person courses for online delivery in eight specializations, namely: Education, English, Enrichment, Science, Social Studies, Mathematics, Modern Languages, and Technical Vocational Studies. With the Commonwealth of Learning’s assistance, facilitating 30 hours of online workshops plus another 30 hours of asynchronous support, CPCE’s faculty gradually built their capacity to design, develop and teach online courses (DTOC). Based on their resilience with online capacity building, this paper employs a qualitative design, pulling on case study and participatory action research, to share the processes, showcase the narratives and experiences, and to report on the outcomes of CPCE’s journey of transforming face-to-face courses for online delivery even while bolstering the continuous professional development of its faculty. // Paper ID1546