05. Pan-Commonwealth Forum 5 (PCF5), 2008
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Browsing 05. Pan-Commonwealth Forum 5 (PCF5), 2008 by Region "Asia"
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PublicationA Case Study on Role of Distance Education in Preventive to Curative Health and Nutrition Issues( 2008-09)PCF5 Sub-theme: Health // Delivering education and learning at distance is a way of reply to one of the important challenges for a country’s population and health professionals scattered at different remote areas. Present case study was carried out at Allama Iqbal Open University Islamabad, Pakistan offering post graduate degree programme in community health and nutrition using distance learning approach. The objective of the study was to see how the distance education system was effectively utilized to address health, food & nutrition issues of the community? // Objectives of the programme, eligibility criteria, target groups enrolled, scheme of the study of the academic programme, methodology adapted for distance teaching in order to equip the students with latest knowledge related to course work, research work and field practice of knowledge imparted to the health professionals was studied. It was carefully reviewed why particular groups of health professionals from the remote areas of the country were interested in such post graduate health and nutrition programmes operated by distance mode of teaching. The procedure adapted by the academic department offering the degree programme to address the health and nutrition issues of the community such as malnutrition and various nutritional deficiency diseases by involving the enrolled health professionals was studied and it was tried to investigate how health graduates were trained in provision of preventive health care services to their respective communities? Their expected contribution to the community after successful completion of the programme was also assessed by reviewing the research projects completed by the health professionals in relation to the cure of disease. // It was concluded that distance learning could be successfully used as a tool to convey a quick and effective solution of common health issues of particular community from preventive to curative range by training the health professionals and their support staff. // Paper ID 200 -
PublicationA Model for Use of WikiEducator for Offering Free Vocational Courses( 2008-09)PCF5 Sub-theme: Livelihoods // According to several websites (Braintrack, 2008), (Univ, 2008) there are about 8,000 universities worldwide. There are many other institutions of higher learning, including training centers and community centers. In addition there are tens of thousands of institutions that support “informal” learning—libraries, museums, archives, etc. Sir John Daniels, currently President and CEO of the Commonwealth of Learning in Canada, and formerly Vice-chancellor of the Open University, UK has a startling set of observations (Atkins et al, 2007) about current education system. // • Half of the world’s population is under twenty years old. // • Today, there are over thirty million people who are fully qualified to enter a university, but there is no place available. This number will grow to over 100 million during the next decade. // • To meet the staggering global demand for advanced education, a major university needs to be created every week. // • In most of the world, higher education is mired in a crisis of access, cost, and flexibility. The dominant forms of higher education in developed nations—campus based, high cost, limited use of technology—seem ill-suited to address global education needs of the billions of young people who will require it in the decades ahead. // One of the potential solutions to above problems is the use of open educational resources (OER). The basic goal of OER initiative is to use information technology to help equalize access to knowledge and educational opportunities across the world. This initiative targets educators, students, and self-learners worldwide. // All OER initiatives provide OER informational content for free but require a fee for interaction with instructor. Open and free OER initiatives are equivalent to no access or interaction with faculty. OER provides the content of an education program at an institution. The most fundamental aspect of the learning process at an institution is the interaction between faculty and students and among students themselves. The three OER types described in the related work section of the paper are using community software to support voluntary interaction among users. So it can be said that OER are basic resources necessary for education but are not a credit granting teaching and learning experience. A paradoxical aspect of most OER initiatives to date is that while OER content is published and distributed to the Web, most of the OER content is from and for campus–based classroom use. Though web–based, most OER initiatives are not pedagogically designed for online learning. OER is locked into software hosted by the OER originator making it impossible to reuse by incorporating it into a course management system such as WebCT, Blackboard, or Moodle (Stacey, 2007). // In this paper an attempt has been made to include the interaction of learner with instructor using OER and in the course offering. In the following sections a model has been proposed and implemented using the freely available OERs and offering them through a learning management system (LMS) using Moodle in WikiEducator. There are four sections in this paper. The section one describes the related work in the area of OERs. Section two describes the model for offering a vocational course through WikiEducator. In section three the experiences and the lessons learnt are shared. Section four concludes the discussion. // Paper ID 443
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PublicationThe Acculturation of 'Open' Materials and the Enhancement of Learning( 2008)PCF5: Cross-Cutting Theme // This paper deals with the experience of organising course-content in the self-learning format. A few preliminary remarks describing the setting of our work are necessary to clarify the issues confronting us. The main focus of our study is the postgraduate programme in English offered by our institute. This programme, being 'open', does not require the learner to have a specialised background of competence in English Literature. The learners, initially including mostly those who would have pursued a 'private' programme of study, now increasingly consists of many who graduated in other disciplines. A majority of those who enrol for this programme are graduates who did not seek admission into the conventional programme in English because in all likelihood they want to pursue more than one programme simultaneously. Many of the learners are English language teachers of schools (often with an English Major at college) or are otherwise employed. // Such experience as sought to be recounted here is intended to foreground the 'cultural' space that Distance Learning requires in order to be properly effective. The presumption here is that learning and teaching are transactions related to a culturally inflected learning-space. This aspect takes on added significance when a traditional, campus-based university like Gauhati University, an institution of local pre-eminence, incorporates the system of distance, off-campus learning. // Paper ID 425
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PublicationAnalysis of Tutorial Services for Distance Learners: A Case of Bangladesh Open University( 2008)PDF5: Cross-Cutting Theme // Besides the use of electronic media for delivering lectures, Bangladesh Open University supports with face to face interaction between learners and tutors at the tutorial centres located outside of the main campus. Several factors like conditions and infrastructure of the tutorial centres, tutor’s qualification, experience and training in distance learning, teaching style and strategies are of importance in the process of acquiring education through distance mode. Present study describes about the tutorial services of Bangladesh Open University. Some suggestions have been made for improving Bangladesh Open University tutorial services. In addition to tutorial classes, use of educational technologies for delivering lectures has been recommended. // Paper ID 265
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PublicationApplication of Interactive Methods in a Distance Education Programme( 2008)The Faculty of Education of the Open University of Sri Lanka has incorporated interactive techniques such as interactive day schools and assignments to the teaching-learning process of a teacher education programme conducted through the distance mode with the ppurpose of improving the quality. Those interactive techniques have been identified and developed in relation to a number of brainstorming sessions and workshops in which both internal and visiting lecturers had participated. It is expected that by taking part in an interactive manner in the teaching learning process , student teachers themselves will experience the effectiveness of the strategies and develop necessary skills and positive attitudes towards implementing such techniques with their own students. // Having introduced such techniques, a research study was conducted to reveal the perception of both student teachers and lecturers regarding the newly introduced interactive methods for the PGDE Programme. // Paper ID 301
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PublicationAre Innovations Being Replicated in ODL?( 2008)PCF5 Theme: Children & Youth // The teaching-learning process of the conventional system has an innate mechanism for continuous assessment and modification. The teacher and the taught negotiate and compromise on a win-win process. All aspects of teaching-learning i.e. medium of instruction, choice of examples etc. are flexible and subject to modification and change by the teacher according to the group of learners he/she addresses. However, the learners are generally a homogenous group possessing common ‘qualities’ identified by imparting institution to eliminate others. The promise of open distance learning is to provide a chance to all irrespective of all handicaps. // To fully realize the goal of Education for All (EFA) the Government of India under the Sarva Shiksha Abhiyaan (SSA) requested the Indira Gandhi National Open University in the year 2004 to undertake training of approximately 40,000 primary school teachers in the state of Jharkhand of which approximately 9000 teachers were admitted to Module – 1 in January, 2005 to the Diploma in Primary Education (DPE) Programme. The most challenging component of counseling for want of experts locally available and setting up centres was substituted by extensive use of radio. The experiment was a great success. On the other end of the pendulum this paper narrates how another open university from India has evolved processes to help ‘people with wisdom’, with various types of handicaps like literacy, knowledge of research tools etc. to successfully complete doctoral research. This paper narrates the innovative experiments made on two diverse groups in terms of level and also number of learners (i) primary school teachers, and (ii) research scholars to attain the overall objective of providing flexible and innovative methods to learners of various types overcome systemic barriers which can become examples to be imitated but are rarely replicated because of the inertia ODL has got into. // By and large the process of imparting courses through distance mode is similar across institutions. Similar processes are followed for designing, developing, imparting or evaluation of courses offered through distance mode. However, once in a while we come across novel intervention either in course development or imparting courses or in evaluation. Such innovations are either in course development or imparting courses or in evaluation. Innovations are also reported in seminars, conferences or in journals and books related to open-distance education. It appears innovations, which may be accepted as successful, are not often replicated. // This paper discusses two case studies one of Indira Gandhi National Open University (IGNOU, New Delhi) and another of Vardhaman Mahaveer Open University (VMOU, Kota, Rajasthan). The IGNOU example is to present a case of new experiment with broadcast technology as a substitute for face to face counseling and another of experiment with flexibility in eligibility for admission to persons with higher age who may not have essential qualifications as per the conventional system but have successfully earned the doctoral degree. // PID 758
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PublicationCapacity Building for Carers of Children with Learning Disabilities( 2008-09)PCF5 Sub-theme: Health // This paper examines the role of open and distance learning in equipping carers of children with learning difficulties with basic skills, attitudes and capacities that will enable them to foster optimal development in their children and an attitude of acceptance and positive coping within the family as a whole. Specifically, it focuses on parents and carers of children with autism in India. Autism is a ‘silent disorder’ which usually is unaccompanied by physical markers and whose manifestations are behavioural rather than physiological. It is therefore one of the least understood disorders and children affected by it seldom have access to appropriate therapy and interventions. This paper suggests a means of promoting awareness and putting in place basic behaviour-management strategies through an ODL package that will deliver information at the door-steps of carers. It builds upon an existing model already in place in the form of ‘Awareness and Training Packages’ for parents and carers of children with visual impairment, mental retardation and cerebral palsy developed by IGNOU, the premier Distance Learning University in India, in collaboration with the Rehabilitation Council of India. // To enrich this model, we suggest the incorporation of inputs drawn from a highly popular and successful program conducted by ‘Action for Autism’, a leading Non Governmental Organisation located in New Delhi, entitled the ‘Mother and Child Program’ (MCP). It proposes a partnership between an established ODL system and a vigorous NGO which has justifiably earned itself the reputation of being synonymous with the autism movement in South Asia. // The paper begins with a review of the Indian scenario in the context of autism. It makes a case for parental empowerment as a key to child outcomes. It describes the salient features of both, the MCP and the Awareness packages presently available and how these can be creatively integrated in the context of Autism in India. // Paper ID 317
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PublicationCCRC Young Eco-Army: A Strategic Learning Convergence( 2008-09)PCF5 Sub-theme: Livelihoods // Working paper presented by Nanda, B K at the Pan-Commonwealth Forum on Open Learning (PCF5) in London, United Kingdom. // Paper ID # 124
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PublicationCCRC Young Women: A Hawking Experience( 2008-09)PCF5 Sub-theme: Governance and social justice // Working paper presented by Jyotsna Misra at the Pan-Commonwealth Forum on Open Learning (PCF5) in London, United Kingdom. // Paper ID 186.
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PublicationChallenges in Providing Support Services to the Distant Learners if the School of Science and Technology at Bangladesh Open University( 2008-09)PCF5 Sub-theme: Livelihoods // Introduction: Open and distance education is the alternative educational process where learners take responsibility for their own learning. Bangladesh Open University (BOU) has been providing a wide variety of distance education programs extending learning opportunities to people across the country. School of Science and Technology (SST) is to create scientific and technically skilled manpower in the country. SST has developed its own specially designed text materials for Diploma in Computer Science and Application (DCSA) and Batchelor of Nursing (BSN) Programs. Distance education can be more learners centered if distance educators are aware of the problems, needs, attitudes and characteristics of their learners. This on going study tried to find out the learner’s need, problem and their attitudes towards the open learning. And also find out the way of the decision maker’s how they solve the problem and improve the quality of the distance learning programs in Bangladesh. // Methods: A cross-sectional study design was used. A multistage stratified proportionate to size sampling technique was used to select the sample from the learners’ of SST. Data is collecting using a structured pre-tested questionnaire and analyzed using SPSS. // Results: In this ongoing study, 244 learners were responded, among them 88.9% were female and the mean age was 35.2 years (minimum 23; maximum 52). On average total monthly family income of the adult learners was US$ 223 and had completed 16.9 years of study and residing around 32.4 km from the tutorial centers and more than 50% were from urban areas. Amongst the learners more than 80% expressed that SST programs were as usual but 13.1% expressed that difficult to understand where 94% were responded that text materials were up to the mark. Regarding the media programs, 72.4% of the learners gave their opinion that TV programs were at the level best but they wanted to watch these at the evening or night schedule. More than 90% learners’ were doing group discussion at the time of study and TMA preparation where 60% learners did not communicate with faculty of SST, BOU. // Conclusion: This study would like to find out the learners view on different study materials, learners attitudes towards the support services which they are provided time to time from tutorial centre, regional centre as well as the SST and BOU. We are expecting that the findings of this study will give some valuable information from the learners for the policy maker and future researcher. // Paper ID 306
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PublicationChanges of Learners’ Socio-Economic Context after Completing a Professional Education from Bangladesh Open University( 2008-09)PCF5 Sub-theme: Livelihoods // Creating same opportunity in term of social and economic context for the learners of distance education as the students from conventional education is a challenging task since professional education through distance method is a new genre in Bangladesh. This genre of professional education starts successfully with the establishment of the Bangladesh Open University (BOU) in 1992. The university creates immense opportunities to study anytime and anywhere. This paper explains what social and economic changes happened to the students who completed a professional programme like B.Ag.Ed, MBA, CEMBA and CEMPA at the Bangladesh Open University. As BOU is the first and pioneer organization, which provides education in distance mode, a study has been necessary for BOU to know what contribution it provides to the nation in social and economic aspects. This paper should be able to elevate the morale of the organizations like BOU in involving more effort for expanding the organization and also to understand how successful these organization in imparting the knowledge and skill and how effectively the students are able to use those knowledge and skill in their professional life which in turn affects the learners’ income and social esteem. The university has been established with aims to raise the standard of education and to give the people educational opportunities by democratizing education and to create a class of competent people by raising the standard of education of the people generally. The paper also shows how the professional programmes of BOU supports to achieve the Millennium Development Goals in Bangladesh. // Paper ID 129
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PublicationCommunicative English Through Media: A Case Study( 2008-09)PCF5 Sub-theme: Cross-cutting Themes // Working paper presented by Silima Nanda at the Pan-Commonwealth Forum on Open Learning (PCF5) in London, United Kingdom. // Paper ID 719
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PublicationCommunity Radio and Education for All: Bangladesh Perspective( 2008-09)PCF5 Sub-theme: Cross-cutting Themes // In Bangladesh Non Government Organizations (NGOs) are catering basic education simultaneously with the Government Organizations (GOs). It seems that NGOs' activities are mostly featured with fund derivation and high cost. It is also project based tailor-made. These activities seriously lack in coordination, which are resulted in neo-illiterate, neo-drop outs and also lack in continuity in education in the broadband national activity. Due to diversity and potentiality of the Distance and Open Learning (ODL) system, Bangladesh Open University (BOU) as only ODL public institution can play a vital role through Community Radio (CR) as a catalyst institution for networked learning through using its academic, institutional resources and potentials. It can create an educational development platform to work together with NGOs, GOs and other social activists within the concerned realm of focus sharing with others’ experiences around the globe. At the first phase, all that we need to do is to formulate a policy framework guided by a holistic approach in a clear conceptual working environment. This is followed by ensuring effectively coordinated activities of partners and alliances in the field of education for an auto regenerating system approach with the modality of community radio. There are reasons to believe that this system can help accomplishing the goal for quality education for all. The context of this Community Radio connectivity is also to activate and perpetuate the ODL system as a Junction Station, which looks like an indispensable phenomenon to be created right at the moment. The paper will attempt to find out a modality, flexible enough to work together with the cross cultural activists for all of those are engaged in alternative to conventional schooling as well as conventional schooling with NGO's, GO’s and other pro-active partners in the education sector, especially engaged in eradicating illiteracy, basic education, continuing education, adult education and so on. // Paper ID 641
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PublicationConsiderations of Design and Development Aspects of Collaborative Technologies to Facilitate Ideas on Open Learning( 2008)Interests on access to open learning, some tangential while others significant, have surfaced as the shared agenda of much debate in the educational community. This emergence of current technologies possesses unimaginable potential to penetrate barriers of physical and social contexts. Unexploited use of collaborative technologies evidently escalates these barriers and places us as individuals, and yet as members of society, in the far end of a constant developing teaching and learning continuum. Thus, it becomes crucial to identify available collaborative technologies to support open learning endeavors, and subsequently to identify how the uses of these collaborative technologies are able to navigate the borders of open learning. This paper brings into discussion a rhetorical perspective on the marriage of collaborative technologies and pedagogical parameters to facilitate ideas on open learning. Attention is thus drawn towards the design and development aspects of the interactive e-learning community (iELC) discussion platform. The iELC was developed using open source Moodle software that caters appropriately for both students and teachers in K-12 education. Conclusively, comprehensive studies on collaborative technologies are a need to justify provisions on open learning. // Paper ID 145
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PublicationConstraints Faced in Introducing Technology to Suit Rural Livelihoods( 2008-09)PCF5 Sub-theme: Livelihoods // The Rural Research Unit of the Open University is engaged in a project ‘technology for sustainable livelihoods’. The initiative was based on a COL-funded rural communication project to identify rural technology needs in Sri Lanka. // Based on the findings five rural centers were opened in the year 2005, with Norwegian funding, to train 30 participants at each center per year. Each center was managed by a trained animator. The animators were given training in basic technology and were asked to select a project of their choice. The project, on completion was presented to a group for evaluation. The aim was to develop self-directed critical learning that would help the students to identify sustainable livelihoods in a wider sense of a sustainable society. // Paper ID 65
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PublicationDemocratization of Higher Education: Experiences of Dr. B. R. Ambedkar Open University, India’s First Open University( 2008)PCF5: Cross-Cutting Theme // One of the objectives of Open Distance Learning system in India is to democratize higher education by providing access to large segment of the population. In India the Open Distance Learning System mainly focuses on solving the basic problem of providing equal access to higher education. In spite of limited access to higher education India faces another problem that are the inequalities of other kinds with in the education system mainly, the gender inequality and inequalities among the disadvantaged groups such as weaker sections in the larger neglected masses of the country. // Paper ID 558
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PublicationDemographical Analysis of Commonwealth Executive MBA/MPA Students in Pakistan - A Case Study of AIOU( 2008)PCF5: Cross-Cutting Theme // The Department of Business Administration, Allama Iqbal Open University (AIOU) has been running Commonwealth of Learning MBA/MPA for Executives Programme from the year 2003. This programme has international recognition as established and launched in collaboration with other open universities under the umbrella of Commonwealth of Learning. Although AIOU has been experiencing a continuous increase in the enrollment at semester basis but the department planned to collect data to identify the areas, need special attention. A questionnaire was constructed for the purpose and two years demographical data was collected from the applicant which was analyzed with the help of SPSS. Results show that enrollment in EMBA is increasing while the enrollment in EMPA is on constant decline. Majority of the applicants are male, working at either lower or upper level of management. But a balanced enrollment is received from both public and private sector. Individuals working in defense and manufacturing sector are identified as least interested candidates in this programme. The analysis further shed light on promotional tools, as advertisement and website are the two effective methods to and provide awareness about this programme. Implications and conclusions are presented based upon these results. // Paper ID 427
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PublicationDeveloping a Model for Borderless and Trans-National education Through the ODL System( 2008)PCF5: Cross-Cutting Theme // Global development mainly emphasises quality education bridging cultural distance through Open Distance Learning. The ODL system, being open in all respects, as per its stated philosophy, committed to a methodology of bridging the distance between the learner and the teacher through technology, and operating through a process of providing necessary learning experience through a learner-centered approach, has been adapted/adopted as an appropriate system of education by many developing countries including India. ODL in India has made its impact in the educational scenario of our country and in the forthcoming 11th plan it is envisaged as a policy matter that at least 40% of the total enrolment in the higher education sector should be brought under the ODL system. // At present, there are 150 dual-mode Distance Education Institutions, 13 State Open Universities (SOUs), one National Open University, one National Institute of Open Schooling, and five Open Schools in various States. In addition to the fact that IGNOU has its jurisdiction in the whole country, it has also established study centres in 46 foreign countries. It is in this context, my paper proposes out of a model for the cross-cultural transfer of a ‘learning experience’, such as a course/ programme/curriculum from one cultural zone to another so that the learning experience could be suitably adapted in that zone thus leading to considerable savings in time, efforts, and cost involved in reproducing courses while tailoring them to region specific needs. // After analyzing the national and international experience in this area my paper presents a model through which a programme or a course developed in IGNOU or in any other ODL Institute/State Open University could be suitably and effectively transformed and transferred to any other zone/state/country cost-effectively to make the content, dissemination and evaluation of the course not only region-specific but also target-specific. // Paper ID 423
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PublicationDeveloping Competencies of Library and Information Professionals – An Evaluation of LIS Curriculum of ODL Institutions in India( 2008-09)PCF5 Sub-theme: Livelihoods // Knowledge and Information are the key resources for development in the present day Information Society. Hirotaka Takeuchi, one of the main thinkers of knowledge creation said “If knowledge is the engine of development, then learning must be its fuel.” Knowledge encourages people’s participation in development. Lack of application of knowledge and technical know-how accentuates the process of marginalization and economic deprivation. Therefore, education should aim at imparting process-oriented and skill based learning which can help people gain livelihoods and foster development. // By linking literacy with livelihood, education contributes to the development. John Daniel (2004), says “marrying literacy and livelihoods is an important step in tackling the poverty reduction targets of the Millennium Development Goals”. Livelihood, according to Chambers R and Conway (1992, p.7), “comprises of building the capabilities, assets and activities required for a living”. By imparting the basic skills necessary to earn employment or involve in income generating activities, education helps one to enhance the already existing skills and enables to live with dignity in the society. // Open and Distance Learning (ODL) has emerged as a popular approach for ensuring access, equity and quality education in a cost effective manner. Many vocational and technical courses offered through distance education thrive to enhance the economic status of people contributing to development. // Library & Information Science (LIS) courses have lot of potential to develop the knowledge and skills required to sustain and survive in the present day knowledge society. Globalization and liberalization has opened up multiple career options to the LIS professionals. The traditional roles of LIS have changed with the advances in Information and Communication Technologies. LIS professionals are expected to be academics of higher order with competence to work in a hypertext, networked, digital environment. Hence, the LIS education should impart the learners, the necessary skills to gain employment upon graduation and to develop the vision and understanding to help them cope better with the rapidly changing world. This study examines the status of LIS education in India and discusses the various skills required for the new era Library & Information Professionals. // The specific objectives of the study are to: // Compare the content of LIS curricula of IGNOU and Dr.BRAOU; // List out the core subjects taught in LIS courses; // Evaluate the adequacy of various skills imparted by the LIS curriculum of Dr.BRAOU. // Assess how the LIS courses have contributed to the employment of Dr.BRAOU learners with respect to change in designation and salary structures. // Paper ID 267
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PublicationDevelopment of Distance Mode Learning Material to Give Gender Education to Tackle Discrimination for Social Transformation and Justice.( 2008-09)PCF5 Sub-theme: Governance and social justice // Discrimination is a global phenomenon. Each and every individual of commonwealth experiences gender discrimination since the same is prevalent in every nook and corner of the developing world. In most of the third world countries, women suffer from discrimination, injustice and violence, physically and mentally. // India has almost equal number of men and women in its democracy. However, even after 60 years of independence the status of both differs a great deal, owing to the gender iscrimination ubiquitous in our country. Even today, girls and woman are considered second-class citizens. Violence against women is on a rise. Women are very vulnerable to exploitation and injustice from the society. Unmarried, widowed, separated and divorced women across classes and communities suffer from dependency and are considered burden to the family and the society. Remarriage is more difficult for women than men. The indications of the secondary position and oppression of women are the obvious forms of violence like Rape, Abduction, Molestation; along with hidden forms of violence like feticide, discrimination in education and nutritional intakes, malpractices of dowry, early marriages, wife battering, male polygamy, eve-teasing, unfair wages, sexual exploitation and harassment etc. Gender discrimination pervades Indian society. The government is however attempting to improve the status of women both by making special provisions in the five year plans and by passing legislation such as the ‘Hindu Succession (Amendment) Bill’, 2004, giving daughters and sons equal right to property. The ‘Domestic Violence Act’ passed in 2005 also represents the culmination of years of campaigning by women's groups. However, the horrific inference of infanticide and other forms of violence against women has cultural considerations at its root, coupled with failure to enforce legislation. It was felt that a more direct approach of educating the masses to change their mindsets could help in attempting to tackle the inequalities and injustice in the society. // Paper ID 175