05. Pan-Commonwealth Forum 5 (PCF5), 2008
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Browsing 05. Pan-Commonwealth Forum 5 (PCF5), 2008 by Region "Caribbean and Americas"
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PublicationA 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)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 -
PublicationBuilding Social Capital and Learning for Livelihood: Tech MODE Breaking Barriers( 2008-09)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
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PublicationDare2BDigital( 2008)BCcampus, a Ministry of Advanced Education initiative in the province of British Columbia (BC) Canada, conducted a survey across BC post secondary education system seeking recommendations on how to promote and enhance educational technology use. Out of that survey came a strong recommendation for BCcampus to create a BC public post-secondary educational technology online showcase. As part of its response to this recommendation BCcampus developed Dare2BDigital, a six-week Online Learning Challenge event broadcast "live" over the Internet. // PID 617
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PublicationDestiny X – An Interactive Video Game for Life Skills( 2008)PCF5 Theme: Children & Youth // In Trinidad and Tobago a demonstration version of Destiny X, an interactive video game for life skills, was developed in response to the National Policy on Life Skills Education and Training for Personal Development and Employment Enhancement, which was drafted in 2007 to guide social intervention activities in the education and training realm. // PID 610
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PublicationDistance Education for Social Justice in the Wireless Era: Enabling Indigenous Students' Access to Post-secondary Education through Distance Learning( 2008-09)PCF5 Sub-theme: Governance and social justice // Working paper presented by Margaret Kovach, Dora Leigh Bjornson, and Harpell Montgomery at the Pan-Commonwealth Forum on Open Learning (PCF5) in London, United Kingdom. // Paper ID 340
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PublicationEffective Vocational Computer-Based Training( 2008-09)PCF5 Sub-theme: Livelihoods // This paper discusses and describes innovative computer-based training/simulation software that has combined both the theory and practice into effective training solutions for vocational students in the context of the challenges of teaching vocational skills. These software packages can be used for open and distance learning in blended situations as well as supplementary materials in traditional classrooms, where there is access to computers. The benefits and costs of developing these materials will also be discussed. Research has shown that computers can effectively teach vocational skills. As well, research has shown that computer-based training can be used to take students to a higher level of skills in the same amount of lab/shop time or reduce the time needed to train students in labs/shops. At the British Columbia Institute of Technology, computer-based training has been used to train aircraft mechanics in how to make fewer errors, mechanics in how to take disassemble, assemble, and inspect aircraft engines, carpenters how to build roofs, plumbers how to troubleshoot hot water heating systems, plumbers how to test and troubleshoot backflow prevention systems, plumbers how to adjust the air/gas mixtures in furnaces, fish canners how to identify flaws in cans and the cause of those flaws, nurses how to handle patients with spinal injuries, doctors how to diagnose diseases, and teachers how to teach. // Paper ID 357
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PublicationExperiences in Implementing the Strengthening Agricultural and Environmental Capacities through Distance Education (SAEC-DE) Project( 2008-09)PCF5 Sub-theme: Livelihoods // The “Strengthening Agricultural and Environmental Capacities through Distance Education (SAEC-DE), is a pilot distance education program being implemented by a consortium of partners; Makerere University - Uganda, University of Nairobi Kenya, University of Florida and CIAT and funded by USAID. The program was developed after realizing that the face-to-face mode predominantly used in SSA for training has increasingly been found to be inept to meet the diverse needs of the prospective clients (e.g. working class and remotely living students). The objectives of the program are to: (i) develop long term collaboration among universities in the North and South and CGIAR for joint capacity strengthening and mentoring of students (ii) demonstrate an alternative and complementary model for ICT-based MSc. training, (iii) increase capacity of individuals and institutions in relevant program and distance education, and (iv) advance distance education in partner institutions. // The program was phased into three phases, namely; testing, piloting and full implementation. The testing was done in Fall (Sept-Dec) of 2005, using 12 guest students Colombia, Kenya, Tanzania and Uganda to generate experiences to inform the piloting process. The Pilot phase was started in the spring of 2006 with four candidates that were recruited from the Universities of Nairobi, Makerere and Columbia in Environmental Soil Science and Agricultural Entomology. The content delivery is largely electronic complemented by multi-media products (e.g. CDs, books, lab kits) delivered by courier. In terms of research work, the students are at various stages with some having started addressing locally relevant issues under joint supervision of the universities professors and CGIAR researchers. // Based on the implementation so far, it can be deduced that distance education offers a viable alternative for lowering education costs, increasing professional retention and keeping trainees within their professional and home environments. This proposal seeks to provide a platform for sharing with stakeholders our experiences in implementing the Web-based ICT-based postgraduate training in agricultural and environmental education in the region that enhances exposures and motivates learners in intercultural platform. The platform will provide an opportunity for stakeholders to share relevant lessons and experiences on Policies and programmes that enhance student learning, development of course content that are internationally appealing and conduct of locally relevant research. It is hoped that we will come out with the answer the question –What distance learning programmes and policies are requisite to produce a graduate that is locally relevant yet can favourably compete for the job market globally in the relevant agricultural fields? // Paper ID 472
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PublicationExtending the Reach of Education, Generating Employment for the Marginalised( 2008-09)PCF5 Sub-theme: Livelihoods // Promise of extending free tuition to secondary level students as well as increasing employment took the Jamaica Labour Party (JLP) out of the wilderness after 18 years. This paper examines how the initiative of the outgoing People's National Party (PNP) government to have all teachers at the secondary level educated to the first degree level could be extended to ensuring primary and secondary education for all (adults and children alike). Such low cost strategy through the use of distance education could generate employment for the youth as well as those who are over 35 years, without working experience and who have thus been deemed unemployable. Through this mechanism, the potential of most members of the society would be unleashed to realize enhanced welfare for all. // Paper ID 158
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PublicationFacilitating Global Development Dialogues Increasing Access to Learning in Developing Countries( 2008-09)PCF5 Sub-theme: Cross-cutting Themes // In 2004, UTech was officially awarded an affiliate status of the World Bank’s Global Development Learning Network (GDLN), to be part of the global collaboration of multi-channel ICT network of distance learning centers with a mandate to facilitate dialogues on development issues. UTech is also the first centre in the English-speaking Caribbean to be recognized as a GDLN affiliate, and has continued to represent this language grouping within the GDLN. // The University has hosted several cross-border development dialogues by means of interactive videoconferencing on topics including HIV/AIDS, Disability Issues, Prevention and Control of Chronic Disease, Physicians and Elderly Care, Medical Research Ethics, Caribbean Growth and Competitiveness, Anti-Money Laundering and Financial Terrorism. These dialogues have been sponsored by international funding agencies such as the Netherlands Government, Pan American Health Organization (PAHO), UNAIDS, UNESCO and the World Bank. Other agencies of endorsement. // There has been a wide diversity of stakeholders including policy-makers, government ministers, nongovernment organizations, private sector representatives, universities, community colleges, the general public and specific interest groups including infected persons. For most dialogues, participants were drawn from African or Latin American countries such as Ghana, Kenya, Tanzania, Uganda, Brazil, Costa Rica, Chile, Dominican Republic, Mexico, Panama; with Anglo-Caribbean counterparts from Barbados, St. Kitts, St. Lucia, Trinidad & Tobago, Jamaica and the United States of America. The dialogues reflected non-formal and nontraditional approaches to education and facilitating increased access to learning for marginalized and minority groups. // Paper ID 522
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PublicationHow Open Access Operates at the City University of New York and What Laguardia Community College is Doing About It( 2008-09)PCF5 Sub-theme: Governance and social justice // Presentation presented by Nancy Berke and Evelyn Burg at the Pan-Commonwealth Forum on Open Learning (PCF5) in London, United Kingdom. // Paper ID 476
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PublicationInvestigating the Digital Divide for the OU Offender Learner( 2008-09)PCF5 Sub-theme: Governance and social justice [POSTER] // Presented by Anne Pike at the Pan-Commonwealth Forum on Open Learning (PCF5) in London, United Kingdom. // Paper ID 512
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PublicationKnowledge Creation and Mobilisation in the International Co-operative Movement: the Roles of the Co-operative Learning Centre( 2008-09)PCF5 Sub-theme: Livelihoods // Working paper presented by MacPherson, Ian at the Pan-Commonwealth Forum on Open Learning (PCF5) in London, United Kingdom. // Paper ID 679
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Publication“Leveraging Appropriate Technologies in ODL for Young People to Take Advantage of Educational Opportunities”: The National Open School of Trinidad and Tobago (NOSTT) Experience( 2008-09)PCF5 Sub-theme: Cross-cutting Themes // A dilemma exists for those of us who understand the impact that technology can have on the access and exposure to educational opportunities and the individual needs and experience of our clients in ODL. On the one hand is the suggested use of high-end or new technologies –ipods, lap-tops, DVD players, learning management systems, digital cameras, multi-media projectors, computer labs etc. Such technologies are difficult to obtain by our ‘post-school’ population, ‘at-risk’ groups in society, the socially displaced and the physically challenged. On the other hand is the use of wide-spread low-cost, lowend technologies such as the radio, television tape recorders and overhead projectors which can provide exciting and rewarding educational experiences to learners who need to learn, and who, because of their unique circumstances; (poor, live in rural communities, without basic amenities etc.) cannot wait on the high technologies. They need to get the education they require now. // In addition, the cost and sustainability of high-end technologies for ODL are very high when compared to traditional technologies such as radio and television. The cost of Internet connectivity continue to be challenge (especially rural areas) or environments in Trinidad and Tobago where there is no electricity or an irregular supply; where there is problematic or no telephone service and hence no internet connectivity-wired or wireless; where there exist no proper community or school buildings; where, even if hardware is supplied, there are significant problems for maintenance of such systems and where the social and community structures(education not seen as a priority) which exist in such areas impact negatively on both traditional and ODL intervention strategies used in the provision of education . // An attempt to bridge the gap which exist between the need for technology intervention in education and the existing or available technologies in rural areas- the radio, the tape recorder and the television. The National Open School of Trinidad and Tobago (NOSTT) has, over the past nine months provide an open and distance approach to education which offers maximum flexibility to ‘post-school’ learners in the first instance. This blended approach in ODL delivery involves the use of text books, lesson summaries and face-toface delivery together with self-study material. Low-end technologies- the cell phone, the MP3 together with the available technologies- the radio and television are also been 2 to used for expanded access and educational opportunities for young people living in rural areas, especially boys. // Paper ID 717
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PublicationLife Skills On-Line Sustainable Money Management Module( 2008-09)PCF5 Sub-theme: Livelihoods // Working paper presented by Prevatt, Ceronne and Sankarsingh, CAndice V at the Pan-Commonwealth Forum on Open Learning (PCF5) in London, United Kingdom. // Paper ID # 335
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PublicationODL and In-Service Teacher Education: Challenges and Opportunities( 2008)PCF5 Theme: Children & Youth // In 2002 the Ministry of Education and Culture (Jamaica) entered into a partnership with the University of the West Indies on a project to upgrade the teachers in the newly upgraded high schools. The objective was to take participants from the Diploma in Education (Trained Teachers) to a Bachelor of Education through a programme composed of ten courses in a content area and ten education courses. The programme offers opportunities to explore the blended approach as a part of the process of transformation of education and to assess the extent to which such an approach can truly help in the development of and delivery of education opportunities. // This paper examines the delivery of the History content component of the University of the West Indies/Ministry of Education Bachelor of Education Secondary Distance Programme. It discusses the many opportunities for developing expertise in course development and writing, subject coordinating and in course delivery. It instances the challenges in administration, programme structure within an educational institution that is essentially arranged for face-to-face delivery. It suggests the issues to be addressed in moving a distance education experiment within a traditional institution to an established open education component of the institution’s core programmes. // PID 711
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PublicationOpen Classes and Access to Learning Opportunities for Young People in Rural Communities( 2008)In most countries some people live beyond major centres of population and, with the advance of e-learning, expect to receive the same educational opportunities as those who live in cities. For governments this raises the policy problem of justifying the provision of specialized teaching and learning resources in sparsely-populated areas that will be used by relatively few people. In rural Canada a solution has been found in the internet-based academic and administrative integration of small schools in rural communities so that they are able to share teachers, particularly those in specialized areas of the curriculum. The development of collaborative teaching and learning has been facilitated by these structures known as school district intranets. The purpose of creating open classes that link teachers and learners in small schools in rural communities is to extend educational and, ultimately, vocational opportunities, for young people. Internet-linked open classrooms that connect increasing numbers of rural students within school district intranets use traditional face to face and virtual teaching and learning. These open educational structures challenge the dominance of school size and location, enabling young people to meet in educational cyberspace to share experiences and collaborate in learning projects. // Paper ID 94
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PublicationRepurposing Online Continuing Professional Development Courses in Health into New Educational Contexts( 2008-09)PCF5 Sub-theme: Health // E-learning is being used increasingly to deliver continuing professional development in a wide variety of health disciplines and situations. High quality content is available online, both through established courses and through open educational resources. However, educational content that is successful in one context will often not be effective in another, especially if there are significant cultural differences between the two situations. This project is examining the redesign of online courses that are effective in one context for use in another. // Online courses developed by the Public Health Agency of Canada are being used in this research. The Agency has developed nine online continuing professional development modules covering aspects of public-health practice and over 2,200 public-health professionals have successfully completed at least one module. // In this project, a case study approach is being used to examine two examples of adaptation of several of these modules, one at the University of Saskatchewan, Canada, and the other, in the Caribbean under the auspices of the Pan American Health Organization. The first case involves adaptation into a different educational context, but in a similar culture. The second involves similar learners, but in a different culture. The work is being informed by key themes of cultural differences and learning design. The research issues include localisation of content, delivery, authenticity of content, and assessment. // Both organisations studied have persevered in delivery of online courses even though their initial offerings did not fully meet their objectives. The research findings suggest that in repurposing online courses into new environments, the following aspects should be considered: // • Learning objectives of the new educational context; // • Learners’ familiarity and comfort with online technology and modalities; // • Technical issues related to Internet access; // • Cultural norms with respect to participation in social situations online; and, // • Appropriate localisation of material. // Paper ID 414
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PublicationThe CEMBA/CEMPA as a Critical Training Opportunity for Human Capital Development for the Caribbean Region - The Case of the University College of the Caribbean (UCC)( 2008-09)PCF5 Sub-theme: Livelihoods // Working paper presented by Morgan, Henley and Cross, Alison at the Pan-Commonwealth Forum on Open Learning (PCF5) in London, United Kingdom. // Paper ID 607
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PublicationTowards a Proposed Caribbean Knowledge City – An Investment Destination for Quality Higher Education( 2008-09)PCF5 Sub-theme: Livelihoods // In this paper we explore a solution for Jamaica and the Caribbean to meet the four critical requisites, as defined by the World Development Report 2002*, to be able to fully participate in the global knowledge economy by introducing a business/education model known as a Knowledge City or more currently, a Knowledge Innovative Zone. Our paper will layout the background of Knowledge cities, the role they play in catering to the educational, socio-cultural, business and governmental needs of many nations. The paper will demonstrate the potential benefits for the Caribbean to develop its own Knowledge City/Zone thereby addressing our critical need for affordable, accessible, quality tertiary education, job creation, increased exports, and an overall enhanced economic status for the nation. // There are four critical requisites for a country to be able to fully participate in the global knowledge economy: // (a) A regulatory and economic environment that enables the free flow of knowledge, investment in Information and Communications Technology (ICT), and encourage entrepreneurship; // (b) An educated and skilled population to create, share and use knowledge; // (c) A dynamic information infrastructure ranging from radio to the internet, in order to facilitate the effective communication, dissemination and processing of information; // (d) A network of research centers, universities, think tanks, private enterprises and community groups to tap into the growing stock of global knowledge, assimilate and adapt it to local needs, and create new knowledge. // Subsequent to this report a revolutionary change took place in the educational sector. It was readily recognized that that global knowledge commonwealth was replacing the world of nations. The new economy would be based upon an unlimited supply of intangible value. // Through networking and symbiotic partnering, the wealth of successive generations would be impacted. Thus, a new economic world order would emerge – one that was based increasingly on knowledge, innovation and international collaboration. New business models would need to be created to replace the industrial-age past models. These models would need to connect humans across time and space utilizing human, financial and technological advances and providing a foundation for unprecedented global innovation characterized as zones of activity. Thus, models for Knowledge Cities, now referred to as Knowledge Innovation Zones, (KIZ) were created. // The internet has facilitated the growth of KIZs. What began as an attempt to catalyse co-operation among economic sectors, including government, industry and academia (now termed cross-sector integration), has matured into initiatives that sustain interdependencies within and across industries, municipalities, national and regional borders. // Paper ID 622
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PublicationTraining Medical Technologists in the Caribbean - a Cross-institutional Model for Collaboration in Distance Education( 2008-09)PCF5 Sub-theme: Health // The Caribbean region is arguably the most geographically complex and culturally diverse in the world. With national literacy rates ranging from 48% to over 84% and poverty levels from 0% to about 76%, the Caribbean presents many conflicting realities. // Caribbean nations share two realities - a below average enrollment in tertiary education and a growing dependence on tourism. Tourism is now the mainstay of Caribbean economic development. Sustaining a globally competitive tourism market has become an immediate goal for the Caribbean and maintaining the appropriate public health environment is high on the list of Government priorities. Countries today run the risk of global isolation at a moment’s notice if disease outbreaks or other public health issues arise. This could severely impact unemployment, poverty rates and social stability. Ensuring that medical laboratories provide reliable information has thus become critical to the regional economic drive. // The Caribbean Epidemiology Centre (CAREC) referred to hereafter as the Centre, is the premier public health centre in the Caribbean, established by Caribbean Governments to be a watchdog for maintenance of the health and wellbeing of Caribbean populations. For over 30 years, The Centre has assisted its 21 member governments to deliver laboratory services and to manage the control and prevention of public health diseases. // A 4-year project entitled “Strengthening of Medical Laboratory Services in the Caribbean, implemented by the Centre from 2002-2007 and funded by the European Union, sought to address the deficiencies detected by the Centre in medical laboratory operations in the region. Evaluations of laboratory services identified the lack of preparedness of the medical laboratory workforce to implement standards. Knowledge and skills gaps contributed to the frequent occurrence of laboratory error. Facilitating development of a well trained laboratory workforce in 23 countries was a major project focus. // This paper describes the first attempt in the Caribbean to develop a collaborative crossinstitutional model for joint development and delivery of distance training for medical technologists. It describes the global and regional context in which this collaboration was initiated, briefly describing institutional environments and the process used to forge partnerships and define interventionist strategies for expanding distance training. // Paper ID 623