Guides & Toolkits
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- ItemOpen AccessAssistive Technologies: Inclusive Teaching Guidelines for Educators(2020-09) Ramsamy-Iranah, Sabrina D.; Maguire, MartinIn education, assistive technologies include devices or services that increase learners’ independence, participation or achievement to ensure that they reach their full potential. This guide describes how educators using assistive technology can promote an inclusive environment that accommodates the different ways learners assimilate information and learn. It introduces them to a range of assistive technologies that address individual learners’ needs and help them overcome the barriers they face. It is important that educators understand assistive technologies as ‘technologies for all’ and normalise their use in the classroom, thus ensuring everyone benefits and reducing the risk of stigmatisation.
- ItemOpen AccessBlended Course Learnability Evaluation Checklist(2018) Commonwealth of LearningThis blended course learnability evaluation checklist can be used for measuring the quality of the course. It can be used as a developmental tool by the teachers developing the blended course.
- ItemOpen AccessChecklist for the Development of Gender-Responsive Learning Materials(2015-05) Wong, Rosanne; Frei, Sibyl
- ItemOpen AccessEducational App Development Toolkit for Teachers and Learners (Bengali Version)(2018-07) Abeywardena, Ishan SThe Educational App Development Toolkit for Teachers and Learners is designed to introduce the basic and some intermediate concepts of Android app development on the App Inventor (AI2) platform. It provides hands-on activities and tutorials to use the Designer and Blocks Editor components of App Inventor to create apps that can be readily downloaded and used on any Android smartphone or tablet. Furthermore, the hands-on sessions will guide you on how to use features such as text-to-speech, accelerometer, speech recognition, drawing, video, games and music playback. The Toolkit also provides guidelines on how to package and distribute your app. For teachers a training plan is also provided that can be used to provide training to students in an instructor-led environment. // Translation done by Professor Dr Sadia Afroze Sultana. // English and Sinhala versions also available. See http://hdl.handle.net/11599/1729 and http://hdl.handle.net/11599/3070 respectively.
- ItemOpen AccessEducational App Development Toolkit for Teachers and Learners (Sinhala Version)(2018-07) Abeywardena, Ishan SThe Educational App Development Toolkit for Teachers and Learners is designed to introduce the basic and some intermediate concepts of Android app development on the App Inventor (AI2) platform. It provides hands-on activities and tutorials to use the Designer and Blocks Editor components of App Inventor to create apps that can be readily downloaded and used on any Android smartphone or tablet. Furthermore, the hands-on sessions will guide you on how to use features such as text-to-speech, accelerometer, speech recognition, drawing, video, games and music playback. The Toolkit also provides guidelines on how to package and distribute your app. For teachers a training plan is also provided that can be used to provide training to students in an instructor-led environment. // Translation done by Chandi Chathurika Perera. // English and Bengali versions also available. See http://hdl.handle.net/11599/1729 and http://hdl.handle.net/11599/3069 respectively.
- ItemOpen AccessA Government Policy Development Template to Progress Effective Implementation of Open Educational Resources (OER)(2012) Butcher, NeilThis template is designed to help governments to review and develop key policy issues for implementing effective OER policy at national level.
- ItemOpen AccessA Guide for Implementing a Quality Assurance Institutional Review Tool for Blended Learning(2021-01) Mohee, Romeela; Perris, KirkThis guide and tool has been designed to support higher education institutions to review, or audit, their readiness to offer blended learning courses. Users of the guide and tool will benchmark their institution’s status with blended learning across a range of categories that includes policy, infrastructure, partnerships, learner support, professional development of staff, and others. The guide and tool is comprised of survey and on-site review templates, and as an OER carrying a CC BY-SA 4.0 license, the guide and tool can be modified to suit an institution’s own needs. The guide portion of the publication provides users with a step-by-step roadmap to execute the review - including forming a QA team, proposed timelines, and gathering and analysing data. The final report of the tool serves to demonstrate to senior management or other factions of an institution, an evidence-based document that includes an improvement plan to be subsequently implemented to ameliorate disparities. The guide and tool can be used iteratively as blended learning provision matures and as a means to further a culture of quality assurance in a given institution.
- ItemOpen AccessGuidelines for Online Assessment for Educators(2016-11) vd Westhuizen, DuanThis work starts with a brief overview of education in developing countries, to contextualise the use of the guidelines. Although this document is intended to be a practical tool, it is necessary to include some theoretical analysis of the concept of online assessment. This is given in Sections 3 and 4, together with the identification and description of relevant online assessment techniques. Section 5 presents ten principles for online assessment; these were the core focus of this work. Finally, some tools that may be useful for teachers and educators are identified and briefly described. Section 6 references learning management systems and online assessment, whilst Section 7 covers other online assessment resources.
- ItemOpen AccessGuidelines for Quality Assurance and Accreditation of MOOCs(2016-07)Massive open online courses (MOOCs) have emerged as an educational innovation with the potential to increase access to and improve the quality of education. Different stakeholders in education view MOOCs from different perspectives. However, there are common questions related to the quality of these courses and to the granting of equivalent credits. This document provides a set of guidelines designed to support decision making about the sorts of quality measures that are appropriate in different contexts. These MOOC Quality Guidelines can be used by governments, accreditation agencies, institutions and learners with an interest in developing, running, accrediting or participating in MOOCs, to improve quality assurance (QA) and accreditation.
- ItemOpen AccessGuidelines on Distance Education during COVID-19(2020-05) Commonwealth of LearningGuidelines on Distance Education during COVID-19 offer policy advice and practical tips on the use of distance-education (DE) methods, tools and appropriate technology, and provide a road map for decision makers and practitioners to integrate good practices in their specific contexts.
- ItemOpen AccessInstitutional OER Policy -Template(2021-06)This document provides a ready to use template for drafting an Open Educational Resources (OER) policy for an ODL, e-Learning or face-to-face institution. // Spanish and Tamil templates also available. See http://oasis.col.org/handle/11599/2388 and http://hdl.handle.net/11599/2717 respectively.
- ItemOpen AccessInstitutional OER Policy -Template- (Tamil Version)(2016)This document provides a ready to use template for drafting an Open Educational Resources (OER) policy for an ODL, e-Learning or face-to-face institution. Translation of "Institutional OER Policy -Template" done by Mrs. Moogambigai of Chennai, India. // English and Spanish versions also available. See http://oasis.col.org/handle/11599/2361 and http://hdl.handle.net/11599/2388 respectively.
- ItemOpen AccessInteractive Learning Objects: Toolkit for Teachers and Learners(2017) Okewole, John T; Abeywardena, Ishan SThis toolkit introduces Scratch to an audience with little or no prior understanding in software programming. Scratch by design accepts every level of proficiency into the programming field, and this toolkit enables the learner to discover their point of entry. The toolkit is broken down into sections and quickly puts the user into action with the Hello Scratch section. There is a walkthrough portion for all activities in this section, and progress is simpler if you follow the activities in a step-wise manner. Next is the tutorials section, which contains activities to try out with complete programs. There is no walkthrough for the tutorials. However, if you have completed all the activities prior to the tutorials, you should have minimal difficulty in developing the programs. Once you have completed all the sections in this toolkit, you will be able to develop complete programs with the Scratch language.
- ItemOpen AccessMaking Sense of MOOCs: A Guide for Policy-Makers in Developing Countries(2016-06) Patru, Mariana; Balaji, VenkataramanThe Guide is designed to raise general awareness amongst policy makers in developing countries as to how Massive Open Online Courses (MOOCs) might address their concerns and priorities, particularly in terms of access to affordable quality higher education and preparation of secondary school leavers for academic as well as vocational education and training. With very few exceptions, many of the reports on MOOCs already published do not refer to the interest and experience of developing countries, although we are witnessing important initiatives in more and more countries around the world.
- ItemOpen AccessMeasuring Empowerment Toolkit: Using the Commonwealth of Learning's Three-Dimensional Empowerment Framework(2016-11) Carr, Alexis; Cameron, LesleyThis toolkit is designed for development practitioners, government officials, academics, monitoring and evaluation specialists, and researchers who are interested in measuring empowerment. It includes a framework for measuring empowerment, developed by COL, for use by development practitioners and action researchers to develop their own empowerment surveys and calculate an empowerment index. The Three-Dimensional Empowerment Framework was initially developed as a tool for creating a survey instrument to assess empowerment among male and female participants in COL’s Lifelong Learning for Farmers Programme.
- ItemOpen AccessOpen and Distance Learning: Key Terms and Definitions(2023-05) Commonwealth of LearningThis document identifies and defines several key terms related to Open and Distance Learning (ODL). Terms and definitions are current as of May 2023.
- ItemOpen AccessOpen Educational Resources (OER) Guide for Students in Post-Secondary and Higher Education(2016-03) Hoosen, Sarah; Moore, Derek; Butcher, NeilThis guide provides an introduction to Open Educational Resources (OER) for students in post-secondary and higher education. It is aimed at helping you, as students, to explore the value of good quality OER, and provides an introduction on how to find and use OER. It intends to serve primarily as a source of reference for students in the Small States of the Commonwealth, but we hope it will be useful to students from any country.
- ItemOpen AccessPedagogical Innovations for Technology-Enabled Learning(2019-07) Ferguson, RebeccaThis guide explores how pedagogy and vision underpin successful TEL innovation, as well as the other building blocks that are needed. It also outlines recent pedagogical innovations in TEL that can be trialled in any classroom where learners have access to smartphones and the Internet.
- ItemOpen AccessPolítica Institucional para REA -Plantilla-(2016-09)Este documento provee una plantilla de uso fácil para el diseño de una política de Recursos Educacionales Abiertos (REA) para instituciones educacionales presenciales o virtuales (a distancia). // Translation of "Institutional OER Policy -Template" done by Werner Westermann (wernerwestermannj@gmail.com) // English and Tamil versions also available. See http://oasis.col.org/handle/11599/2361 and http://hdl.handle.net/11599/2717 respectively.
- ItemOpen AccessQuality Assurance Rubric for Blended Learning(2020) Perris, Kirk; Mohee, RomeelaThis innovative tool has been designed to support individuals and institutions in the development of blended learning courses. It covers eight categories and supporting quality elements that can be used to benchmark the features of a blended learning course against a set of qualifiers. The Rubric should be used iteratively and throughout the design and subsequent delivery of a blended learning course. As an OER under a CC-BY-SA 4.0 license, the Rubric may be modified, etc. to suit local needs and contexts.