05. Pan-Commonwealth Forum 5 (PCF5), 2008
Permanent URI for this collection
Browse
Browsing 05. Pan-Commonwealth Forum 5 (PCF5), 2008 by Region "Europe"
-
PublicationAccess to Higher Education, Language and Academic Literacy( 2008-09)PCF5 Sub-theme: Governance and social justice // The Open University in Scotland’s Learning Development Team’s remit includes educational development and working to widen access to higher education. This paper reports on work in progress with refugees, asylum seekers and new migrants in Scotland. Over the last two years, the team has worked in partnership with other educational institutions and with agencies supporting refugees, asylum seekers and new migrants. Practical outcomes of this work include a guidance pack and website and the development of a self-diagnostic resource for individuals whose first language isn’t English. The paper outlines the evolution of this activity and highlights some of the issues that have arisen. These are discussed in the context of a selective review of the literature on the creation of transnational identities. The review focuses on work, education and the importance of language skills. Based on reflection on experience and insights from the literature it is argued that a better understanding of the interaction between the development of language skills and academic literacy is important for supporting adult migrants into the education system in the ‘host’ country. // Paper ID 213 -
PublicationAm I good Enough? The Mediated use of Open Educational Resources to Empower Learners in Excluded Communities( 2008-09)PCF5 Sub-theme: Governance and social justice // This paper explores the issues involved in providing education to excluded communities and reviews some case studies where the mediated use of open educational resources available from the UK Open University’s OpenLearn website has empowered socially excluded groups. It argues that the successful use of e-learning in the long term is dependent on appropriate interventions within excluded groups and communities, and that open educational resources provide a safer option for them to gain confidence and competence and so become more empowered. // Paper ID 405
-
PublicationAsa Briggs Lecture: New Technologies: New Possibilities for Reaching the Unreached( 2008-07-15)Asa Briggs Lecture presented by Professor Brenda Gourley, Vice-Chancellor, Open University in UK, at the Fifth Pan-Commonwealth Forum on Open Learning, 15 July 2008, London, United Kingdom.
-
PublicationBroadcasting, Skills Development and Good Governance: Encouraging Online Learning Communities in Media Organisations( 2008)PCF5: Cross-Cutting Theme // This short presentation aims to share with you the experience of trying to deliver media skills training around the Commonwealth using distance learning techniques. We’ll look at some of the drivers for this kind of approach, and some of the shortcomings. // Some of the problems we’ve had to overcome have ranged from the technical (which sometimes seems ironic for media organisations), to the cultural. We’ve also found some linguistic challenges. For example, when is it alright to use the phrase “Hit me up” on a message board posting? I’ll return to that shortly. // Since 2005 we’ve been mainly developing training courses for staff in national broadcasting organisations; the kind of broadcasters who were modelled on the BBC’s concept of public service broadcasting. // But like the BBC, these organisations have had to change out of all recognition in the past few years. The challenges of online media, technical developments such as the introduction of digital editing (rather than using tape and editing with scissors), the introduction of staff performance monitoring – these have all had a profound effect on the skills needed by the broadcasters and their managers. Commercial pressures bring other challenges for hardpressed production offices. // The Commonwealth Broadcasting Association, with whom I’ve worked most over the last three years, has many member stations who you would recognise as traditional public service radio and TV broadcasters. But grafted onto those activities we now have the new media of web services delivered by computer or mobile device. // One of the most surprising things is how some of these new ways of interacting with one another are quite familiar to many trainees in their private lives, but seem to cause big headaches for the organisations they work for. // Paper ID 421
-
PublicationBuilding Public Health Capacity using Open Educational Resources( 2008-09)PCF5 Sub-theme: Health // Working paper presented by Richard F Heller, John Dada, Omo Oaiya and James R Rossiter at the Pan-Commonwealth Forum on Open Learning (PCF5) in London, United Kingdom. // Paper ID 270
-
PublicationDeveloping Citizens: BBC News for Children and Young People around the World( 2008)Workshop Session: The BBC has developed complementary strategies to enable young people and children in the UK and around the world to develop as Global Citizens through the News. In a 90 minute participatory workshop we will explore the following projects: Access to the News; Engagement with the News; News Generation; News Dialogue. // Paper ID 432
-
PublicationDeveloping Content with Developing Countries( 2008-09)PCF5 Sub-theme: Livelihoods // We have been successful in obtaining a grant from the European Union Asia-Link Programme to work with four Asian Universities on the capacity development of their staff in the area of the design and support of distributed learning resources. A key instrument in this capacitybuilding training is the collaborative development of course content using Open Content and Open Source applications. The four countries are: the Maldives, Cambodia, Bhutan and Nepal, and all four of the universities in the partnership have distributed campuses. The three European partners in the project are all universities that are heavily involved in distance teaching: the British Open University (the lead partner), the University of the Highlands and Islands Millennium Institute (UHI) and Anadolu University in Turkey. The seven partner universities practice different forms and levels of distance or distributed education, and are at very different stages in the evolution of their design, delivery, and student support mechanisms. UHI is distributed in the sense that it is composed of fifteen academic partners – colleges and research centres spread over a very wide geographical area of northern Scotland. Various combinations of technologies are used to deliver courses to students so that they do not need to re-locate in order to access higher education. Furthermore, staff can provide tuition to learners beyond the confines of the ‘home’ campus. The British Open University can be called distributed in the sense that it too uses technology to deliver courses to students spread over the whole UK and beyond. Online and face-to-face tutorials are held to support students in their study of either print-based or web-based course materials. Anadolu is the largest distance teaching university in Turkey with over 1 million 200 undergraduates! // Paper ID 187
-
PublicationDigital democracy: Giving ODL Students in Developing Countries a Voice( 2008)PCF5: Cross-Cutting Theme // Information Technology has had a great but uneven impact on Open and Distance Learning (ODL). In the main it has led to greater efficiencies in the way that courses are written and produced; student registration; student assessment; and the logistics of distribution. Latterly, with the advent of e-learning and “technology enhanced learning”, the teaching and learning process itself has changed. Learners can work collaboratively, they can take control of their own learning through Web 2.0 technologies, they can build eportfolios, etc, etc. An area where IT is having an increasing impact is in those parts of institutional research that rely upon gathering feedback from the learners. // Paper ID 453
-
PublicationDisseminating Knowledge from the World around the World – The Berghof Handbook for Conflict Transformation( 2008-09)PCF5 Sub-theme: Governance and social justice // Working paper presented by Beatrix Schmelzle at the Pan-Commonwealth Forum on Open Learning (PCF5) in London, United Kingdom. // Paper ID 406
-
PublicationDistance Learning and Human Rights Education: A Contribution to Development?( 2008-09)PCF5 Sub-theme: Governance and social justice // Human rights education (HRE) represents an emerging and potentially transformative tool for development, complementing rights-based approaches (RBA) to development. Since the midto-late 1990s, international organizations (including many UN bodies and the World Bank), national governments, and NGOs have favoured RBAs in the belief that a human rights framework can offer improved development outcomes. Although education is a cornerstone of many development models, an explicit commitment to HRE has remained peripheral to many development approaches, being considered the domain of NGOs and grassroots civil society actors. However, more formal programmes of HRE are now emerging from universities including a new distance learning master’s level programme in citizenship education from the University of London, studied by students from the South and the North. This paper suggests how such programmes can promote development and it introduces a new and original methodology for evaluating such online learning experiences. // Paper ID 458
-
PublicationLearning to Design Technology Enhanced Learning for Rural Livelihoods and Development( 2008-09)PCF5 Sub-theme: Livelihoods // This session will interest all those who wish to learn about, share and explore contextually and culturally appropriate methods for designing effective technology enhanced learning. While there is considerable interest in the potential of new technologies to support learning for development there is a growing recognition that technological interventions fail when they do not fit the intended contexts of use or adequately address the needs and concerns of user communities. In designing culturally and contextually appropriate learning we need to consider the complex inter relationships between, technology, context, culture and educational objectives. Learner centered and participatory approaches attempt to address these issues by involving users in the design process. However, these approaches are primarily grounded in Western cultures and aim to deliver to Western values and may not be globally appropriate. // This workshop will explore methods for designing technology-enhanced learning appropriate to developing contexts. Principal objectives are: // • To increase understanding of the key challenges for user-centered and participatory approaches when working with rural communities in developing contexts. // • To build a community interested in sharing and developing appropriate culturally and contextually sensitive approaches to involving learners and other stakeholders in the design process. // We will provide an overview of user-centered and participatory methods for designing technology-enhanced learning. These will be illustrated through case study presentations drawing from our own and others’ current work with rural communities in Kenya and India. The second half of the session will be a hands-on opportunity to discuss, apply and explore the relevance of such methods to the specific situations of interest to workshop participants. Time will also be allocated for networking and to initiate the formation of an online community interested in learner centered design of technology for development. // Paper ID 448
-
PublicationODL and Cross-Border Higher Education in the Commonwealth: Who is Offering It, and Why? Who is Studying in this Way, and Why? What are the Key Challenges and Solutions?( 2008-09)PCF5 Sub-theme: Cross-cutting Themes // Working paper presented by Ann Floyd, Svava Bjarnason, Narend Baijnath, Omprakash Mishra, Hilary Perraton, Stamenka Ulavic-Trumbic, Don Olcott, at the Pan-Commonwealth Forum on Open Learning (PCF5) in London, United Kingdom. // Paper ID 371
-
PublicationRemote Use of Web 2.0 Technology by MSc Structural Molecular Biology Students from the Global South( 2008-09)PCF5 Sub-theme: Health // The School of Crystallography at Birkbeck College, London, has been in the forefront of Internetbased distance education at postgraduate level since the mid-1990s. The first Web-based certificate course, Principles of Protein Structure, was launched in 1996. Since 2001, we have offered a full Masters’ degree. The MSc Structural Molecular Biology is a two-year, part-time modular course: all students take Principles of Protein Structure in the first year, and in the second they are offered a choice between a specialist module in protein crystallography and a more general one, Techniques in Structural Molecular Biology. That course includes the theory behind some basic molecular biology techniques, the three main structural biology techniques of X-ray crystallography, nuclear magnetic resonance and electron microscopy, and some biophysics including an introduction to protein-protein interactions. Bioinformatics, in the form of computational analysis of protein sequences and structures, is covered where appropriate throughout the whole syllabus, and each course includes an element of independent project work. So far, about fifty students have obtained the MSc, and many others have passed one or more individual certificates. Some of these, taking the courses simply for continuing professional development, choose not to take examinations, so it is difficult to judge completion rates; however, since 2001 only six students who chose to take the full MSc have failed. // In the academic year 2008-9 the course structure will be changing to fit in with Birkbeck College’s Common Awards scheme, with the whole course worth 180 credits at Master’s level. Each taught double-module will be worth sixty credits, with the final sixty credits made up with project work. Exit points will be offered after sixty credits (for a Certificate) and 120 credits (for a Diploma). // Until very recently, the range of software that students use to display and interact with course material throughout the MSc programme of study has been relatively simple and straightforward. Teaching material is mounted on a dedicated web server, password protected and made available to registered students every few weeks, section by section. Principles of Protein Structure in particular, relies on the use of molecular visualization packages that allow students to manipulate molecules in three dimensions, to rotate, scale and alter display features in order to investigate aspects of their structure and function. We originally made extensive use of Rasmol (Sayle & Milner-White, 1995) which was perhaps the first affordable protein visualisation package that was fast enough to allow real-time image manipulation on desktop machines. We have now replaced this with Jmol, in which students can visualize interactive molecules embedded in web pages (Sansom et al., 2005). Communication between students and teachers has generally been using email discussion lists and a text-based virtual reality environment, the “MUD” (Multi-User Dimension) which allows students and tutors to “chat” in real time. This technology flourished briefly in the 1990s and can be thought of as a precursor of the “social software” that is currently extremely popular. It is now relatively little used, but educationalists class it as a valid example of text-based real time communication that can offer “the ideal teaching situation of a tutor-student discussion, though at a distance” (Laurillard. 1993). In an early evaluation of the course technology (Sansom & Moss, 2000) the students described it as one of the most popular features of the course. // Paper ID 327
-
PublicationSecurity Issues within Prison and Health ODL Programmes( 2008-09)PCF5 Sub-theme: Governance and social justice // Social practices and structures can shape how we learn and, in turn, who we become (Lave & Wenger, 1991; Wenger, 1998). Technology in the form of ODL systems traverse distances, organisational and social structures (Star & Griesemer, 1989). However, it is the social, economic and governance systems in which technology are embedded, which is of growing importance, not the technical artefact itself. // Internationally there is a growing tension between centralised and local governance of ODL systems. This paper presents two large-scale studies of contrasting Open and Distance Learning (ODL) programmes within the Health and the Prison domain. Within the health domain despite having a national centralised structure ODL systems are frequently governed by local health ‘trusts’. This is also true within the prison service that although governed by national centralised polices, ODL systems are effectively managed in a very decentralised manor. Centralised initiatives seek equal opportunities for learning, evidence based medicine and rehabilitation through learning. However, local security imperatives frequently clash with ODL initiatives. It has been unclear, however, if these clashes are always due to security issues or emotive responses to poor awareness from those locally govering ODL deployment . We review the tensions in these two developing ODL programmes and discuss potential solutions to these problems. // Paper ID 461
-
PublicationThe Role of Communities of Practice in Building Capacity for Shared Learning for Development: the Case of an Online Postgraduate Programme in International Primary Health Care( 2008-09)PCF5 Sub-theme: Health // In 2003 we established the first online Masters programme in international primary health care at University College London. Five years on we have successfully cultivated a vibrant global community of primary care practitioners working in development roles across Africa, Asia, Europe and North America. Within a carefully structured but flexible virtual learning environment, health promotion specialists, nutritionists, nurses, doctors and a wide range of other primary care professionals from the north and south come together to share information, build knowledge and support each other. Collectively, they demonstrate in very tangible ways the value of open and distance learning, not only for personal and professional development, but also for the development of primary care internationally. Many of our students are fully sponsored by a Commonwealth scholarship scheme aimed specifically at enabling Commonwealth scholars to become part of a wider community of practice and to achieve multiplier effects during and after their studies. // In this paper we outline the constructivist pedagogic principles and the communities of practice model of learning we have drawn upon in developing our course. We review what is known about the role of communities of practice in building capacity for shared learning, and describe the strategies we have developed for maximising learning in an online environment. We present case-studies to illustrate the linkages between academic study and the development work our students are engaged in to improve the quality of primary health care in the communities and regions in which they work. Finally, we reflect upon the key challenges we face in delivering an online postgraduate programme in international primary health care. // Paper ID 322
-
PublicationThe Value of New Technology and Collaboration in Extending Capacity and Widening Participation( 2008-09)PCF5 Sub-theme: Governance and social justice // How does one bring about major change in a university? Traditionally the best universities have depended on individual creativity, often working within a relatively autonomous institution. Modern economies and state funding put change that comes in this kind of structure under strain, and the increasing use of modern technologies can have the same effect. Economies of scale and adherence to Government plans can lead to change which is of a unitary kind and very much driven from the top, with the risk that individual creativity is stifled. // The drivers for the project we are describing and discussing in this paper are the commitment in two universities in different continents – the UK Open University and the University of Delhi - to excellence in teaching and to a desire to widen effective participation in Higher Education. These commitments go alongside a belief that technology can empower the learner and the teacher. The need in both the countries in which the universities operate is significant as the nature of business, industry and communications changes, but is comparatively greater in India. As India further modernises its economy the government aims to raise participation in Higher Education from around 11% to 15%, requiring in headline terms the creation of 84 lakh of students. Much of this growth is envisaged as coming from the private sector, but through this project and – for example – the partnership struck earlier this year with the Confederation of Indian Industries Delhi University has shown its eagerness as an already large Central University to play a leading part. // The project is one of the embodiments of the UK-India Educational Research Initiative (UKIERI), project supported at Prime Minister level in the UK and India and designed to strengthen partnerships between the UK and India. We come before you then as perhaps the only paper that acknowledges UKIERI Project funded by the British Council, the UK Department for Education and Skills (DfES), Office of Science and Innovation, the FCO, Scotland, Northern Ireland, Wales, GSK, BP, Shell and BAE for the benefit of the India Higher Education Sector and the UK Higher Education Sector. The views expressed are not necessarily those of the funding bodies. As importantly the project has support from staff at all levels of the two universities, and we want here to acknowledge particularly the commitment of our two Vice-Chancellors, Professors Brenda Gourley and Deepak Pental. In all this we want to emphasise the value of ‘exchange’ in the partnership – there has been an exchange of staff but most importantly there has been an exchange of ideas and an exchange in intellectual challenges. // Finally, and to return to the theme of the opening paragraph, the ‘method’ of the project has involved piloting a process which facilitates and engages those who will be most effected by the change in the design of that change. In a parallel way the project has been developed within the ethos of ‘open source’ and more specifically to take advantage of The Open University’s ‘OpenLearn’ (See http://www.open.ac.uk/openlearn/home.php) and the use in both The Open University and the University of Delhi of Moodle based virtual learning environments. // Paper ID 314
-
PublicationThe Wye Story( 2008-09)PCF5 Sub-theme: Cross-cutting themes // Working paper presented by Paul Smith and Jon Gregson at the Pan-Commonwealth Forum on Open Learning (PCF5) in London, United Kingdom. // Paper ID 632
-
PublicationTravel Medicine Online: the eCpd Experience( 2008-09)PCF5 Sub-theme: Health // The Travel Medicine course online is part of the response given by the LSHTM when confronted with the challenge to disseminate its medical expertise to a wider health community. The school was awarded a grant to develop two continuing professional development courses in online format (eCPD) and lay the bases for a virtual learning environment to deliver these eCPD courses with a limited amount of faculty support. // The courses designed for online distance learning, were constructed, archived and delivered using a browser-based proprietary Learning Content Management System (LCMS) called ForceTen. The force driving this system is object technology with metadata based on the SCORM standard to describe the elements of content supported by a reformulated Medical Subject Headings (MeSH) taxonomy to catalogue the entire database. Attention has been allocated to the reusability issues derived from object technology implementation. // The Travel Medicine course contains sections on operating a travel clinic, communication skills, vaccines and immunisation, and all aspects of malaria problems while travelling. It is constructed to provide a degree of clinical relevance. Content creation was handle by a team of experts assemble to manage the different modules of the course. // This paper describes the experience gathered in this process focusing on the delivering mechanism and the methodology used for the development of the eCPD courses, paying special attention to the reusability issues derived from object technology implementation. // Paper ID 334
-
PublicationWhere there is No Surgeon: Upscaling Surgical Skills Transfer for Healthcare Professionals in Developing Countries( 2008-09)PCF5 Sub-theme: Health // Good health is a prerequisite for community development. The surgical treatment of patients in poorer societies is adversely affected by problems of access and quality. Solutions include better treatment by available surgical staff, and by other health-care workers (nonsurgeons) trained in certain procedures (Cumbi et al 2007, Kruk et al 2007, Nundy 1984, Pereira et al 1996, Pereira et al 2007, , Vaz et al 1999, Watters et al 1987). For improved theoretical training of these groups, the choice lies between face-to-face classroom teaching and distance-mode (self-learning) – or a combination of both. Similarly for skills training the choice lies between apprenticeship (learning on the job) or the opportunity to learn surgical techniques first in a laboratory environment – or a combination of both. Time is often not available for centralized training. Similar resources have been used successfully in training engineers and scientists. The use of these methods helps offset the adverse effects of inadequate numbers and quality of teaching staff. The history of this project shows that the use of such resources is not a ‘second class’ option. // Paper ID 260