Browsing by Region "Asia"

Now showing 1 - 20 of 961
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    Open Access
    2D Animation
    (2018) Kar, Bhagbat; Tripathy, Ramyaranjan; Padhi, Sanghamitra; Mishra, Chitta R; Das, Prateek; Munda, Olive A; Bishnu, A B; Sahu, Sanjay
    This course covers in-depth theory and practice of 2D animation design and production, including the use of open source software. It has five modules: introduction to 2D animation, layout and designing, graphics and advertisement design practical, broadcast design practical, and Production/ Post Production Practical.
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    Open Access
    3D Animation
    (2018) Nair, Praseed; Balaji, A C; Anuradha, S
    This course covers 3D visual designing and animation using open source software. It has five modules: Modelling, Shading, Animation and Rigging, Lighting and Rendering, and Dynamics. It follows a practical approach to multimedia animation.
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    A Case Study on Role of Distance Education in Preventive to Curative Health and Nutrition Issues
    (2008-09) Shah, Syed Shahzad
    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
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    A Comparative Study on Training/Professional Development Needs of University Teachers on ODL Pre-Covid and Ongoing Pandemic in India
    (2022-09) Lakshmi, Pulla; Mythili, G; Panda, Santosh
    PCF10 Sub-theme: Fostering Lifelong Learning // Education is of utmost importance for social development and political change, regardless of whether it is dispensed through conventional, non-conventional or ODL mode. The Indian ODL system, geared toward this philosophy, is the second largest ODL system in the world, comprising 17 open universities and 110+ dual-mode distance education institutions. The Staff Training and Research Institute of Distance Education (STRIDE) of the Indira Gandhi National Open University (IGNOU) undertakes training needs assessment (TNA) studies from time to time for addressing the training needs of the ODL faculty in the country, (besides offering a PG Diploma and a Masters in DE as long-term professional development programmes, which at one point of time was offered in about 22 countries, largely supported by the Commonwealth of Learning). Recently, the Covid-19 pandemic forced the education sector to adopt changes in teaching-learning. Even though the adaptation of technologies started in the field of education prior to the pandemic, the educational institutions including ODL institutions had to go through compulsory remote online teaching during this period. It was thought prudent to undertake a TNA of ODL teachers during this pandemic and compare the variations in their training needs, which was conducted in pre-pandemic times. This paper reports the findings of a research focusing on the identification of training needs of teachers/ academics from IGNOU; their preferences on mode of training; and any difference in additional required competency during pre- and ongoing-pandemic. The data collected in January-February 2022 has been compared with the data collected in the pre-pandemic period of 2019, and implications for policy and practice on continuing professional development in ODL are drawn accordingly. // Paper ID 8780
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    A Gender Analysis of Perceptions on Development of Competencies through a Distance Education Programme
    (2006-10) Lekamge, Dayalatha
    PCF4 // The Open University is the only university in the Country that provides opportunities for graduate teachers to get their training through the PGDE Programme in the distance mode. The total number as at 31.12.2005 is 2873 out of which 65% are female teachers. These teachers complete their professional training while serving in their schools and attending to family responsibilities. The effectiveness of distance education programmes in developing knowledge, attitudes and skills required by teachers has been questioned time and again though it was expected that teachers, especially females, would be facilitated in improving their qualifications through distance education. // The main objectives of this paper are to identify gender differences in student teachers’ perceptions, marks obtained for Teaching Practice Stage I, continuous assessment marks final examination marks for the course Educational Technology using gender as a criterion variable. // Two hundred eighty nine teachers responded to the questionnaire of whom 59.9% were female teachers. A significant difference could be observed between male and female teachers in the sample in their perceptions on skills related to inclusive education, professional development and development of teaching skills. Further, there was a negative relationship between student teachers’ perceptions and continuous assessment marks. However, when the data of the total student population was analyzed a positive relationship between Teaching Practice marks, Continuous assessment marks and final examination marks could be observed. // Paper ID 236
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    A Lesson Plan Toolkit for Post Pandemic Education
    (2022-09) Gamage, Sujata; Saleh, Anis
    PCF10 Sub-theme: Inspiring Innovations // Novel approaches to learning such as student-centered learning, self-directed learning, hybrid learning, and flipped classrooms were not just theories but imperatives for engaging students in education in distance mode during the pandemic, but teachers were not fully prepared to take advantage of the opportunity. For those who tried, evaluating student learning as expected by parents and school authorities proved to be difficult because traditional summative tests do not capture the extent of learning through these new approaches. // Abridging the curricula too was a necessity during the pandemic but most education systems could not respond to this need in time. // The present paper describes the development and application of a toolkit for middle school students in Sri Lanka which allows teachers to develop lesson plans covering the full array of learning outcomes defined in the national curriculum but focusing on the essential learning outcomes, and include (1) pre-activities that guide students to read the textbooks on their own and learn in flipped-classroom mode, (2) activities that can be carried out at home or at school in hybrid mode, and (3) assessments that are authentic because they assess students’ knowledge, skills, and attitudes in reference to the activities they carried out. // Paper ID 1769
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    A Model for Evaluating Numerical through Computer
    (2006-10) Saxena, Anurag
    PCF4 // In recent times the education world has seen the emergence of two efforts at using computers to evaluate the content of essays. The reason behind the emergence of these systems was the difficulty in managing the load of grading the essays and the tendency of the evaluators to shift the focus of assessment to multiple-choice questions. These systems generated a lot of enthusiasm as they not only save time but also provide consistency a computer can deliver. // Present communication tries to emphasize on the age-old concept of "marking schemes". It tries to build its arguments around two theories of learning. Firstly, structural learning theory which postulates that structural analysis is a methodology for identifying the rules to be learned for a given topic and breaking them down into their atomic components and secondly, script theory, which focused on the structure of knowledge and conceptual dependency theory. The key element of conceptual dependency theory is the idea that all the conceptualizations can be represented in terms of a small number of primitive acts performed. // Present paper attempts at building a system that will use the accuracy and consistency of a computer to achieve robust and unbiased student assessment. // Paper ID 273
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    A Model for Use of WikiEducator for Offering Free Vocational Courses
    (2008-09) Jasola, Sanjay
    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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    A Practical Approach to On-Line Course Development in Malaysia
    (1999-03) Sapiyan, M; Fadzil, Mansor; Kaur, Abtar
    PCF1 // Many universities in Malaysia started their open learning programs early this decade. The University of Malaya began its own program in 1994. Since then many has debated the wisdom of the program. However, with the recent advancement made in the computer technology we, in the University of Malaya, have accepted that open learning is here to stay. Thus, our effort now concentrates on how the program can be made to work effectively. // Our concern about the effectiveness of open learning is supported by recent studies on open learning. The failure rate among students, who followed these programs, were found to be very high; in some cases as high as 60 to 70 percent (Gan, 1998). Although a high dropout rate in the range of 30 to 50 percent is not uncommon for open learning programs, the figures should be closer to the lower end of the range after a few years (Moore and Kearsley, 1996). Many factors contributed to the failure rate. They range from lack of proper facilities to the attitude among students and teachers involved in the program. Many students do not have internet-ready computers to access materials for their courses. Some students were just not ready to follow such a program, where they have to endure the consequences of working independently most of the time, particularly the feeling of alienation and isolation. Not all teachers were ready either. Some are not sufficiently committed to adjust their teaching to suit distance learning, involving much distance communication. // In view of the above problem, we in the Multimedia Development Centre, University of Malaya (MDCUM) started developing a template of the Online Course for the university, which will be a stepping stone towards the development of an effective learning model for the university and other higher institutions. Our approach takes the view that the teachers are the best people to handle the instruction, though a shift in their teaching paradigm may be required. //
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    A Study of the Factors Influencing the Educational Achievement of the Institutionalized Children in Sri Lanka
    (2006-10) Zoysa, Srini De
    PCF4 // An Study of the Factors Influencing the Educational Achievement of Institutionalized Children in Sri Lanka – Srini De Zoysa, Faculty of Education, Open University of Sri Lanka. // The study focuses on disadvantaged children who are being compelled to spend their childhood in Children’s Voluntary Homes . These children are socially and economically deprived and have faced a variety of problematic experiences in their lives. Education represents perhaps the only promise for a better future for these children. // The main objective of the study is to identify the factors influencing educational achievement of institutionalized children. Documentary surveys, interviews, observations, check lists, Emotional and Behavioural Scales and the Socio-Metric method were used for data collection. // The study showed that the educational standards achieved by institutionalized children are relatively low. Multiple interrelated factors, both facilitating and hindering, which influence educational achievement of institutionalized children were identified. // It was suggested that Care services should be based on a clear philosophy, so that administrators, care and teaching staff could make a commitment to support education of these children. Care services should include the provision of sufficient physical infrastructure facilities, introduction of efficient management structures, supply of effective joint training being to carers and teachers, make intensive interactions to give priority to education, administrators, care staff and the teaching staff to make corporate commitment to promote education of the institutionalized children. // Paper ID 135
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    A Study on Learner Retention and Academic Performance using Student Data and Technologies Towards Building a Resilient Open Education System and Innovative Solution
    (2022-09) T Subramaniam, Thirumeni
    PCF10 Sub-theme: Inspiring Innovations // This study on learner retention and academic performance is designed to utilize the rich learners’ database towards improving the education services offered by the Open University Malaysia. The objectives of this research are: (i) to identify possible trends in learner retention and academic performance; (ii) to identify possible factors that could influence learner retention and academic performance; and (iii) to develop an infographic system. The research requires mining of learners’ data and data analysis. During the first phase of data mining and data integration, a number of issues had to be resolved by involving different departments at the university. Data identification, data cleaning and coding was done to enable the achievement of the targeted objectives. The move to the use of ‘big data’ promotes transformation of institutional research projects at the university. Research methods employed also varies from previous survey method to graphical analysis, explorations, and improvement of data structures. Identification of students at risks in terms of retention and academic performance enables the university to make evidence-based decision making and provide targeted solutions. While, the transformation in institutional research offers numerous opportunities, there are also numerous challenges. Findings are presented using selected evidences with attention to the transformation in the research method and the benefits offered by such transition. The proposed transformation, and possible innovations of the mechanisms through which quality education services can be offered are discussed. Depicted findings along with the transformation that are in place could facilitate efficient evidence-based decision-making processes at the university. Use of machine learning and analytics software in research are being explored at present to develop auto-detection of the impact of an introduced solution, predictive modelling (retention, and academic performance) and real-time data visualization. Concurrent research efforts are also in place to promote innovations in: i) pedagogical processes, (ii) learning environment (process), (iii) education learning materials (product), and (iv) administration processes supporting the learners. // Paper ID 7980
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    A Study on the Role of Learning Management System to support the Distance Education in Bangladesh during Covid-19: The Case of Bangladesh University of Professionals and Bangladesh Open University
    (2022-09) Hossain, Khondoker Mokaddem; Nasreen, Mahbuba
    PCF10 Sub-theme: Inspiring Innovations // The Covid-19 pandemic has led to the devastating disruption of face-to-face education system ever. In order to overcome the situation, Bangladesh University of Professionals (BUP) and Bangladesh Open University (BOU) has introduced different teaching and learning methods by integrating Learning Management System (LMS) In line with this, BUP and BOU have also applied technology supported LMS for its students and faculties. The study investigates how the LMS supports the application of software for administering, documenting, tracking, reporting and delivering of courses, conducting examinations, setting questions, evaluating examination scripts and publishing results to facilitate student to accustomed with e-learning system, getting access to online classes, and support student and faculty activities during classes delivered through Zoom, and/or Google Meet/Google Classroom. This study further investigates the effects of LMS on student’s and faculties teaching and learning during the Covid-19 pandemic in the academic year 2020–2021, in which the distance education framework was implemented. The study followed both qualitative and quantitative research methods. For better understating the access to LMS by students and faculties, the study selected the samples from both urban and rural Bangladesh by drawing respondents from different socio-economic and ethnic groups. The findings of the study will help the planners, researchers, development practitioners, administrators and policy implementers for better applications of LMS for distance education. // Paper ID 4518
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    A Survey of Student Support Services for Networking among Various Open Universities - A Comparison
    (1999-03) Rastogi, Satish
    PCF1 // Working paper presented by Satish Rastogi at the First Pan-Commonwealth Forum on Open Learning (PCF1) in Bandar Seri Begawan, Brunei Darussalam. //
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    A Unified Approach to Enhancing Quality of Education Through Cloud and Technology Augmented Learning and Course Management in Higher Education
    (2022-09) Srivathsan, Kalyanapuram R
    PCF10 Sub-theme: Inspiring Innovations // We propose in this paper the “Technology Augmented Learning and Course Management”, or TALCoM that is well suited for integration of online or e-Resources in to Course Curriculum and conduct. The system is evolved for the Indian scenario of Affiliating Universities and their colleges. It is centred on the development of ‘Pedagogically aligned Executable Lesson Plans’, or PELP over the course curriculum to be developed. Course PELP is developed by university assigned group of Subject Matter Experts (SME). The SME may choose the desirable pedagogy and method of course delivery for incorporating into the PELP. It is used to configure the delivery system – be it an LMS, MOOC or any custom platform using which the course is conducted. We call the whole methodology as the ‘Technology Augmented Learning and Course Management’, or TALCoM. Both Formative and Summative assessments are integrated in TALCoM. TALCoM methodology requires some IT support that is aligned with the course delivery model. TALCoM has been shaped by the discussions with the Vice Chancellors of the state universities of Jharkhand in India. The approach presented in this paper is also of value in modernizing teh system of course development and conduct in any collaborating group of colleges or stand-alone institutions as well. TALCoM is also well adapted into the ODL system of education under the Open Universities. // Paper ID 5768
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    Academic Silver Linings in a Philippine State University Amid the Early Stages of Pandemic Cases
    (2021-07-20) Toquero, Cathy Mae; Panda, Santosh
    The primary role of the academe is knowledge building, however, due to the prevailing digital divide, some institutions of higher learning were not able to offer even Emergency Online Teaching (EOT) for continuous formal education during the early stages of the pandemic. This article highlights diversified ways that a state university from a developing country (Philippines) responded to the crisis to offer assistance towards the social development of the stakeholders amid the COVID-19 pandemic.
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    Acceptance Analysis of e-Learning by University Students in Japanese Higher Educational Institutions using TAM Model: A Case Study in Hokkaido University
    (2022-09) Abir, Mohammed Galib Hasan
    PCF10 Sub-theme: Fostering Lifelong Learning // This study evaluates faculties at Hokkaido University’s intention to utilize e-learning. We have implemented and utilize the theory of the Technology Acceptance Model (TAM) in our research. Faculties' adoption processes are evaluated using a structural equation modeling (SEM) approach and the SmartPLS software. We have figured out faculties’ feedback on classes during the Covid-19 period. The findings revealed that the content of e-learning and self-efficacy have a favorable effect on and are significantly associated with perceived usefulness and student satisfaction, both of which influence university students' intention to use e-learning. While e-learning has gained acceptance in universities around the world, the purpose of using e-learning remains mainly unexplored in Japan. The created model is used to explain the intention of university students to use e-learning. According to this research faculties at Japanese universities like e-learning, and they want to use it for learning purpose in Higher Educational Institutions. // Paper ID 5352
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    Acceptance of Tablet Apps for E-learning by Senior Users: A Test of Unified Theory of Acceptance and Use of Technology
    (2016-11) Riaz, Adnan; Adnan, Afia
    Learning is a continuous process. The contemporary environment emphasizes also on delearning and re-learning. This prompts the need to acquire knowledge and develop skills throughout the life cycle. Employees belonging to different sectors and hierarchical levels can now continue education through e-learning. Particularly considering the senior students (50+ years of age), they are more reluctant to accept technological resources. This study mainly examines the acceptance of Tablet PC (TPC) apps as a learning tool among senior users and what factors may accelerate TPCs use. Unified Theory of Acceptance and Use of Technology (UTAUT) was applied with slight modifications and responses of 173 senior users were collected. Results not only unfolded the repulsive behavior of senior students’ to use TPCs as learning device but also highlighted the influence of performance expectancy and facilitating conditions if policy makers wish to increase tablet apps use. // Paper ID 363
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    Acceptance Speech at the Convocation of the Open University Sri Lanka
    (2016-05-17) Kanwar, Asha
    Acceptance Speech by Professor Asha Kanwar, President and CEO, Commonwealth of Learning, upon receiving an Honorary Degree of Doctor of Letters (D. Lit.) Honoris Causa from the Open University of Sri lanka on 17 May 2016.
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    Acceptance Speech at the Convocation of the Wawasan Open University
    (2016-11-24) Kanwar, Asha
    Acceptance speech by Professor Asha Kanwar, President and CEO, Commonwealth of Learning, upon receiving an Honorary Degree of Doctor of Letters from Wawasan Open University, Penang, Malaysia on 24 November 2016.
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    Access to Education: A Guarantee of a Less Divided World?
    (2001-07-02) Macdonald, H Ian
    Access to Education: A Guarantee of a Less Divided World? The Sixth G. Ram Reddy Memorial Lecture, Gyan Darshan Educational Channel of Doodarshan, Indira Gandhi National Open University, The Commonwealth of Learning, New Delhi, India 2 July 2001 by Dr. H. Ian Macdonald, Chairman, The Commonwealth of Learning // I hope that Ram Reddy would have approved of the title of my Lecture- Access to Education: A Guarantee of a Less Divided World? I am sure that he would. During the all too brief period when I was privileged to work with him on the Board of Governors of The Commonwealth of Learning, I became instantly aware of two qualities: first, he insisted on knowing the objective of any course of action; second, he was in every sense a citizen of the world. And so, although he was a pioneer in the methodologies of distance education and open learning, he was forceful in forever raising the issue of the basic purpose of education. That purpose was no narrow or self-serving end; rather, it had a relationship to the concept of making the world a better place, both locally and globally. That is the task with which I wish to wrestle in my reflective monologue today. // For many years and in most places, philosophers have argued about the purpose of education: is it for individual betterment as an end in itself, or should it be for occupational preparation? In his famous discourses in 1852, Cardinal John Henry Newman argued: "Knowledge is capable of being its own end. Such is the constitution of the human mind, that any kind of knowledge, if it be really such, is its own reward." And yet, at that very time, the great universities of Oxford and Cambridge were also designed for occupational preparation: to produce teachers, lawyers, ministers, doctors and public servants.