05. Conference Proceedings & Working Papers
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Browsing 05. Conference Proceedings & Working Papers by Region "Global"
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PublicationThe 2016 Kuala Lumpur Declaration (30 November 2016)( 2016-11-30)The Kuala Lumpur Declaration was presented on November 30, 2016 at the Closing Ceremony of the Eighth Pan-Commonwealth Forum on Open Learning, Kuala Lumpur Convention Centre, Kuala Lumpur, Malaysia. With the Charter of the Commonwealth 2013, the UN Sustainable Development Goals (SDGs), UNESCO’s Incheon Declaration and Framework for Action, Education 2030, and the 2012 UNESCO-COL Paris Declaration on Open Educational Resources (OER) in mind, it presents a set of recommendations. It also proposes that the set of recommendations be brought to the next Conference of Commonwealth Education Ministers (CCEM) and the Commonwealth Heads of Government Meeting (CHOGM) for further consideration and implementation. -
PublicationAccess and Quality in Self Organized Learning Environments( 2010-11)Learning Environments in remote areas: // Almost no one in the world will deny that children need to have access to meaningful learning experiences if they are to truly gain from these experiences and go beyond rote memorization for the sake of passing an examination without understanding the concepts involved. This concern becomes even more critical in disadvantaged and remote settings, where it is even harder to find ‘good’ teachers and schools. // Typically, remoteness is understood in geographical terms. The focus is often on distances from city and urban centres with the corollary assumption that these settings are far from the resources, services, facilities that one has come to associate with urban life. However, in the context of the current effort of Self Organized Learning Environments [SOLEs] and its basis, the Hole in the Wall [HiW] the concept of remoteness and thence access, goes way beyond simple geographical distance from an urban setting. Remoteness is understood to exist in resource poor, underprivileged, economically and socially deprived sections of society. Many of these exist within the heart of the city, in slums, or other areas where freedom of movement, of interaction, of choice, of thought, and therefore access, is often dictated by stringent social norms. All these aspects have implications for the quality of educational facilities available to children as well as the manner of participation in learning that is possible on part of the children. Even in these locations in the midst of the city, ‘good’, trained teachers are hard to come by, since neither the salary that can be given to them, nor the setting in which they would have to work, make this an appealing proposition. The quality of education naturally suffers. [Mitra, Dangwal, Thadani 2008] // Yet the need to provide children with quality education remains a prime concern.
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PublicationAccess to Equality in Education for Children with Disability through Inclusive Education( 2010-11)This paper will attempt to analyze the origin, concept and practices of inclusive education; also it focuses on a critical element of the inclusive education as a challenge towards achievement of equity for students with disabilities. It will also explain the nature of barriers will be confronted to inclusive education and suggest the approach for successful its implementation.
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PublicationAccessibility Strategies for Making MOOCs for People with Visual impairments: A Universal Design for Learning (UDL) Perspective( 2016-11)Massive Open Online Courses (MOOCs) were designed to enhance access to education to all that desire it. The open access drive seeks to promote free and equitable access to basic, higher, formal and informal education. The main aim of MOOCs is to de-institutionalize education moving it from the formalized class to the open platform where there are no admission requirements. The second aim of MOOCs is to provide access to lifelong learning for those who want to learn for the sake of knowing and developing their competencies. The objective of this document analysis based paper is to analyze primary qualitative-research academic sources dealing with strategies to make MOOCs accessible to people with visual impairments. This paper uses Universal Design for Learning (UDL) principles as a lens through which accessibility of MOOCs to people with visual impairments is examined. The document analysis involved a careful examination of research methodologies that had been used to gather data. Fifteen academic sources were sought through formidable search engines. Specified inclusion and exclusion criteria were used to select the articles that were analyzed to answer the research question: What accessibility strategies can be employed to make MOOCs accessible to people with visual impairments? Lastly, recommendations are made towards making MOOCs more accessible for people with visual impairments. // Paper ID 174
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PublicationAccommodating Learners with Specific Learning Difficulties in Educational Settings: Problems and Solutions( 2019-09)Specific Learning Difficulties (SpLDs) such as dyslexia and ADHD are very common: it is estimated that 10% of the world population has some kind of learning difficulty. Due to the challenges learners with SpLDs face in the teaching-learning process, such learners may not achieve the expected educational goals. Therefore, it is important to make necessary changes in the teaching-learning process to accommodate those learners. For this, education systems should recognise the importance of inclusive practices at policy level and teacher educators and teachers should have thorough understanding of inclusive practices. However, teachers’ lack of knowledge on SpLDs, lack of teacher training programmes which address the issue and lack of sustainable policy on inclusive practices are some key issues that education systems face in accommodating learners with SpLDs. Recently a teacher-training programme on SpLDs and inclusive practices was conducted in Sri Lanka. Questionnaire and interview responses collected in this programme also highlighted the above issues in addition to other issues such as teachers’ negative attitudes towards SpLDs, institutional barriers such as rigid examination systems and negative socio-cultural ideology towards SpLDs (Indrarathne, 2019). The same programme was then extended to India where similar findings were visible. In this presentation, I will discuss these findings in detail by highlighting the barriers to implementing inclusive practices and discuss possible solutions. During the presentation, I will do a short task to raise participants’ awareness on the features of different types of SpLDs. The participants will also be asked to share their experiences of inclusive practices in their contexts. They will then work in groups to discuss possible solutions before having a whole group discussion on possible future challenges in implementing inclusive practices. // Paper ID 72
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PublicationActors for Change – Reflections and Insights( 2008-09)PCF5 Sub-theme: Governance and social justice // This paper discusses an innovative distance learning course, Actors for Change, which positions human rights work as an integral part of conflict prevention. The four-month course, designed and implemented by UNSSC, OHCHR and Fahamu, builds the knowledge and skills of National Human Rights Institutions (NHRIs) on why they should be involved in conflict prevention and how to mainstream this perspective in their responsibilities. The course has been structured to assist learning by reading, reflecting and doing. The course covers conflict, human rights and a 7-step model of conflict prevention. Since 2005, six courses on conflict prevention were delivered in three languages (English, French and Spanish) to staff of National Institutions in Asia, Africa, Latin America and Europe. This paper is written by the course author and two-time tutor, and the tutor of three courses. // Paper ID 554
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PublicationAdapting Quality Assurance to Innovative Programmes( 2016-11)Promoting equity by opening up higher education has posed challenges to quality assurance and even to the definition of quality in higher education. However, certain fundamental principles underpin all forms of higher education, no matter what the curricula or delivery mode. // Quality assurance needs to find news ways to adapt to innovative providers and programmes of higher education. This paper reports on four developments that relate to this need. // Paper ID 411
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PublicationAsa Briggs Lecture: Compulsions of Oneness( 2004-07-04)Asa Briggs Lecture presented by Sir Shridath ("Sonny") Ramphal, former Commonwealth Secretary-General (1975-1990) and former Foreign Minister of Guyana, at the Third Pan-Commonwealth Forum on Open Learning, 4 July 2014, Dunedin, New Zealand.
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PublicationAsa Briggs Lecture: Education and Bridging Work Cultures( 1999-03-01)Asa Briggs Lecture presented by Professor Wang Gungwu, Director of the East Asian Institute at the National University of Singapore, at the First Pan-Commonwealth Forum on Open Learning, 1 March 1999, Brunei Darussalam.
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PublicationAsa Briggs Lecture: Open Learning for Development: Towards Empowerment and Transformation( 2013-12)Asa Briggs Lecture presented by Mr. Alan Tait, Editor-in-Chief, Journal of Learning for Development, Commonwealth of Learning, Professor, Distance Education and Development, Open University, United Kingdom, at the Seventh Pan-Commonwealth Forum on Open Learning, 4 December 2013, International Conference Centre, Abuja, Nigeria.
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PublicationAssessing the need for a quality framework designed specifically for managing the provision of online distance education in developing countries( 2010-11)Quality assurance and quality improvement processes employ quality frameworks to ensure comprehensive coverage of the factors affecting students’ experiences of learning. The importance of quality frameworks has increased with the shift to online delivery of courses. // A number of quality frameworks for use in quality management in relation to delivery of courses online at a distance may be found in the educational literature. However, most of these frameworks have been designed for use in a developed country context. Such frameworks may not be suitable for use in a developing country context where factors such as the robustness of the communications infrastructure, capacity of teachers to use technology, students’ access to technology, the affordability of technology, and a range of other factors can have a much greater impact on students’ learning experiences. // Designing a new quality framework for use specifically in a developing country context is a substantial project. Before embarking on such an enterprise one needs to be satisfied that existing frameworks are unsuitable for the task and that adapting an existing framework would not offer a most cost-effective solution than moving on to the development of a new framework. // This paper draws on the research literature to identify the range of known challenges faced in delivering programs by online distance education in a developing country context. It then examines the extent to which a number of existing quality frameworks capture information on institutional performance in relation to these challenges. Finally, it considers whether a case can be made for development of a new quality framework specifically designed for use in a developing country context.
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PublicationAutomated Essay Scoring (AES) Systems: Opportunities and Challenges for Open and Distance Education( 2022-09)PCF10 Sub-theme: Inspiring Innovations // This paper reports on a systematic review of artificial intelligence applications in education (AIEd) with a special focus on automated essay scoring (AES) systems. AES systems may provide enormous time-savings, especially for large-scale distance teaching institutions with massive numbers of students, by reducing marking and freeing up teachers’ resources for individual feedback and personal support of distance learners. After an introduction on how AES systems function, a review corpus of published articles between 2007 and 2021 is synthetised to evaluate critical discussions and research trends in AES. Articles in the corpus generally evaluated either the accuracy of AES systems or the experience of users, and include implementation of AES systems in various settings (i.e., higher education, K-12, and large-scale assessments). Despite the opportunities that AES might afford for educational institutions, many questions related to the feasibility and validity of AES systems, their implementation, and the associated ethical issues are still unanswered. The findings of this research provide a solid foundation for this discussion. // Paper ID 8339
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PublicationBarriers Encountered by Women to the Use of Information and Communications Technologies for Open and Distance Learning( 2002-07)PCF2 // Working paper presented by Susan Phililpps at the Second Pan-Commonwealth Forum on Open Learning (PCF2) in Durban, South Africa. //
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PublicationBarriers To The Effective Use Of Information And Communication Technologies In Distance Education( 2013-11)Information and communication technologies (ICTs) have revolutionized all aspects of human life on this planet and these have created unprecedented challenges and unparallel opportunities for advancement on this globe. Teachers are leaders and nation builders, hence, prepare generations to meet the accelerating challenges created by ICTs. The study focused upon the problems and issues pertaining to the effective use of ICTs in teacher training in distance education. // The study was descriptive in nature therefore, survey was considered appropriate for data collection. A sample of 50 teachers and 200 students of BEd, MEd and MA Education were taken randomly in 2012. Data were collected via a questionnaire and top 10 barriers were solicited from the respective respondents. Data were analyzed qualitatively and quantitatively as well. The results of the study arrayed lack of training, power failure, lack of technical support, Lack of peer support, slow connectivity, lack of quality software, lack of quality hardware, lack of software, lack of knowledge and lack of confidence as top 10 barriers among tutors. Sequence was changed among students as lack of hardware, power failure, lack of quality hardware, lack of software, lack of quality software, lack of training, lack of technical support, lack of peer support, slow connectivity, and lack of confidence were arrayed as top 10 barriers/problems. Conclusions and recommendations were made in the light of findings. // Paper ID: 321
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PublicationBlended Learning - What Mix? Flexible Learning - How Supple?( 2016-11)Online technology already permeates higher education - whether programmes are formally offered online or not. We adopt the definitions of the Babson surveys in distinguishing between face-to-face, blended, and online learning. We ask first whether the current fashion for blended learning is a rearguard action against the trend to move much of higher education towards fully online learning, or whether blended learning has special merits. If so, what are those merits? // Flexible learning is a term also used to describe various combinations of classroom and online teaching. Is flexibility a purely positive phenomenon or does it have limits? If so, what are those limits? // Finally, we hear that higher education is being unbundled. How far can it be unbundled without falling apart and losing the respect of the public on whom it depends? // Paper ID 410
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PublicationBringing Learning Closer to the Workplace: An Online Course for Librarians in Developing Countries( 2016-11)Face-to-face training workshops are frequently used in a capacity development context. However, the workshop approach has its limitations as the application of learning in practice can only happen once the learners are back at their workplaces. Unfortunately, once back at work, participants are often pulled into day-to-day responsibilities and rarely get immediate opportunities to apply their learning, and knowledge gained from the training is lost as the time passes. Therefore, we decided to redesign a workshop on Monitoring and Evaluation of Electronic Resource Use (MEERU) – an important topic for university libraries and librarians – from a face-toface workshop into a fully online course. Our goal was twofold: to train more librarians in INASP’s partner countries in the developing world, and to support an immediate application of learning in the workplace. We used a learning design approach to put the learners’ needs and experience at the heart of course development. We situated the learning in the librarians’ work context through a careful combination of interactive ‘guided readings’, activities for discussion and reflection, and a course assignment structured in parts so that the learning from each unit could be immediately applied in practice. The course was piloted for eight weeks in May to June 2016 with 23 librarians from five developing countries. Here we present the approach to the course design, the evaluation outcomes, and lessons learnt. // Paper ID 535
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PublicationBuilding and Supporting International Communities of Interest:Open Educational Resources/Open Content( 2006-10)PCF4 // Open Educational Resources … why are they important? // The Open Educational Resources (OER) movement, by promoting the sharing, adaptation and contextualization of content, has the potential to facilitate the expansion of the offer of higher education. OER can be of use to teachers who can adapt and use them in their courses, and to learners for independent study. // An international Community of Interest … why is it important? // Open Educational Resources, whether full course materials or course elements, constitute an important resource to higher education institutions, teaching staff and learners. However, if there is little or no awareness of their availability, they cannot be exploited. // With support from the William and Flora Hewlett Foundation, the UNESCO International Institute for Educational Planning has created an international Community of Interest on OER, with the objective of increasing awareness, and supporting capacity building and informed decision making on the part of current and potential providers and users. Activities have been designed to foster an international dialogue and exchange of information, linking people who might not otherwise meet either in person or virtually to come together and participate in a debate. // Supporting such communities is directly related to UNESCO’s role in promoting international cooperation and acting as a clearinghouse. // Paper ID 159
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PublicationCan we really learn from mobile handheld devices?( 2010-11)There is much evidence that mobile technologies are playing an increasing role in education. For the most part, this role has been limited to administrative reminders and some elements of learner support particularly in relation to increasing access. It is clear that mobile technologies and especially 3rd Generation mobile phones will become ubiquitous as they become cheaper and connection charges reduce. // The paper will note that the use of mobile technologies is increasing in the developed world in a number of areas, for instance in context related education, and also illustrate how hand-held devices can be used for basic language, skills, numeracy and health and safety training and some aspects of teaching and learning across the developing and developed world. // But how far can mobile technologies replace existing distance education media in the successful support of student learning and academic teaching? And how far does this depend on the affordances provided by particular hand-held devices and so exclude many who can afford only basic mobiles? // This paper will examine some of the core issues that this raises: • The potential of mobile technologies to extend access has been demonstrated; how can this be mainstreamed and best used for learning support? • How far can hand-held mobile devices support distance learning and teaching as it is currently practised? • How far do mobile technologies promote new forms of learning and teaching which may supersede current practices? • Will mobile technologies ever become a mainstream educational medium as print-based and online learning through full-size computing devices are acknowledged to be today? // The paper concludes with a series of questions around these core issues.
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PublicationCollapsing Classroom Walls for Increased Access and Success( 2013-11)In this era of information revolution, it is imperative that governments expand the scalability , efficiency and quality of learning at all levels to help meet the global demands. This can only be achieved by using appropriate technologies, particularly those that support open distance and flexible learning” (ODFL). // Policy makers need to be futuristic and proactive enough in addressing the challenges to ODFL, capacity building, infrastructural development in a more friendly way in order address the employers and employees. // Statistics has it that there is an apparent decline in enrollment of students in TIVET institutions. This has come about due to rigidity in the programs, quality of graduates, relevance of the courses, time frames for the courses, static curriculum reviews among many other factors. // Following the fore cited preamble about the need to equip people with relevant technical knowledge to meet the tests of times, I propose to stage act on a video recorded movie as interviews with two institutional Directors/Rectors/Principals operating at the two extremes as follows: One Leader stuck to the traditional way of delivery and is in total dilemma about numbers, finances, cost effectiveness, infrastructure, personnel etc. ( encounters in running the institution…. all culminating into displeasure with work) The other leader having adopted a modern ODFL approach in delivery and is in joy and total peace at the work place. ( leader overwhelmed with numbers and is going satellite to reach more ) This I will do to emphasize the fact that application of technology through ODFL techniques has proved powerful and valuable in Institutional development in many countries and for educational purposes. // Paper ID: 415
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PublicationColorBoard: A Product and Process to Enable Quality Education for All( 2010-11)This paper 1) proposes both a product and a process to provide access and opportunity to learning, 2) offers a way to encourage the participatory development of appropriate, relevant resources, and 3) shares findings from a recent field trial of our approach in East Africa. We recognize many of us have offices filled with more resources – books, materials, and technologies - than many classrooms or entire schools in developing contexts, so it is with extreme humility we share an approach to bridge this obscene chasm between have and have not populations, recognizing that “Knowledge [has the potential] to make everything easier” (Maeda, p. 33, 2006).