Browsing by Region "Pan-Commonwealth"
Now showing 1 - 20 of 768
Results Per Page
- ItemOpen Access15th Triennial Conference of Commonwealth Education Ministers(2003-10-30) Perinbam, LewisNotes for Remarks to Commonwealth Education Ministers 15th triennial Conference of Commonwealth Education Ministers (15CCEM) Edinburgh, Scotland, 30 October 2003 by Mr. Lewis Perinbam, O.C. Chairman of the Board of Governors, Commonwealth of Learning // As the new Chairman of the Commonwealth of Learning I am honoured to speak to you briefly on behalf of COL's Board of Governors. I count it a privilege to have been asked to become its Chairman. I accepted this invitation because of my respect and admiration for COL's impressive achievements since it was created fifteen years ago - and my desire to contribute to its advancement. And because I consider that COL adds new dimensions to Commonwealth cooperation and enhances the Commonwealth.
- ItemOpen AccessThe 6th International Workshop of the Virtual University for the Small States of the Commonwealth(2008-10-27) West, Paul; Daniel, JohnTranscript from Official Opening of The 6th International Workshop of the Virtual University for the Small States of the Commonwealth, held on Great Exuma of The Bahamas, 27 October 2008. By Paul West and Sir John Daniel. Delivered by Paul West.
- ItemOpen AccessA Green Learning Agenda(2022-08-03) Kanwar, AshaPresented by Professor Asha Kanwar, COL President & CEO, at the Fourth Pan-Commonwealth Training Programme on Women and Leadership in Open and Distance Learning in collaboration with Wawasan Open University in Penang, Malaysia, on 3 August 2022.
- ItemOpen AccessAcademic Awards for Workplace Learning(2019-09) Bhonde, Dinesh; Patil, Vijaya; Ajbani, LatikaAcademic Awards for Workplace Learning By- 1. Dr. Dinesh Bhonde, Registrar, Yashwantrao Chavan Maharashtra Open University, Nashik (India) 2. Dr. Vijaya Patil, Associate Professor, Yashwantrao Chavan Maharashtra Open University, Nashik (India) 3. Dr. Latika Ajbani, Assistant Professor, Yashwantrao Chavan Maharashtra Open University, Nashik (India) Abstract: Workplace learning is acquiring knowledge and skill at the place of work that may be achieved by learning formally or informally from the coworkers or special initiatives like coaching, mentoring, training, workshops organized by the organizations. Various training such as induction, content updating etc are organized by the employers to add value in the work force. Workplace learning is conventionally viewed as a mean to improve knowledge, skill and attitude of the employee. According to (Collin, Sintonnen, Paloniemi, & Auvinen, July 2011)learning in the workplace is achieved by conventional work system. The knowledge is created at the workplace through learning and development. (Avis, 2010) // Yashwantrao Chavan Maharshatra Open University, Nashik (India), one of the mega Universities, has been practicing various educational experiences to achieve excellence through inclusive and sustainable education. A curriculum designed as per the need of the industry to develop required manpower through continuous workplace learning supported by regular teaching learning sessions and practical experience has a blend of academic as well as learn and earn process and has been successfully implemented by YCMOU in some industries. A complete undergraduate programme has been designed by YCMOU in collaboration with industries to award degree to the incumbent employees after successful completion. Continuous evaluation and term end examinations are conducted by University in the industry. The companies select higher secondary school passed candidates from villages for the programme, provide them employment and conduct teaching, online counseling along with learning material. After graduation these students are placed to higher position or seek employment in similar industry. This is a blended, inclusive, sustainable, workplace educational experience. er. This paper discusses workplace blended learning scenario and such various innovative programmes being offered at YCMOU.// Paper ID 216
- ItemMetadata onlyAcademic Counselling for ODL Learners(2020-11) Mohapatra, SrikantIn the open and distance learning system, the academic counselling sessions are very important. The sessions are meant for Informing, Advising and Counselling. The academic counselling can cover both academic and non-academic components at the various stages like at pre-entry, during entry to the programme, during the course of study, at the time of examination and post-study. The academic counsellors are mostly drawn from the formal higher educational system and the exposure towards ODL system, therefore, is minimal. However, the academic counsellors are the pivotal link between the ODL institution and isolated distance learners. Their role in handling face-to-face and online academic counselling sessions at the study centre is very important. The role of an academic counsellor is multifarious and requires both tutoring and counselling. For maintaining quality in academic counselling, the accumulation of multi-dimensional skills, attributes and information is essential on the part of the counsellor in ODL. Among these, possessing information at various levels about ODL system is an enabling factor to effectively support isolated distance learner. // Teachers/Students/Educational Leaders/ODL Practitioners who want to learn more about the Academic Counselling in ODL will find this Massive Open Online Course (MOOC), Academic Counselling for ODL Learners (AC4ODL), informative and engaging. Using up-to-date learning design and simple, accessible technology, the course runs on an easy-to-use learning platform available via the Internet. The course is designed for Teachers and ODL Practitioners who want to build on their knowledge and practice in teaching and learning. It will run over four weeks and requires approximately three to five hours of time each week. Designed to accommodate learners’ busy schedules, the course offers flexibility with options for learning the content. You will learn from readings, videos, discussions with other participants and instructors, meaningful exercises, and quizzes. Certification is available for those who wish to complete all required exercises and quizzes.
- ItemOpen AccessAcceptance Speech at the Special Convocation of The Open University, London(2016-04-22) Kanwar, AshaDistance education and technologies have opened up infinite possibilities for millions across the Commonwealth. Achieving sustainable development remains an aspirational goal for all of us. How can we meaningfully contribute to our own development and that of our societies in a sustainable manner? How can we make this a more prosperous, more equitable world where the futures of coming generations are not compromised?
- ItemOpen AccessAccess and Affordability in Higher Education (Pre-print)(2018-06) Kanwar, Asha; Mishra, SanjayaThe demand for Higher education continues to rise. A key driver of this demand, according to a recent World Bank working paper, is the steady return on investment. The average rate of return on investment for private and social costs is estimated at 15.8% and 10.5% respectively. The returns are higher in lower-income countries relative to higher-income countries (Psacharopoulos & Patrinos, 2018). A study from the London School of Economics revealed that doubling the number of universities is associated with over 4% higher GDP per capita in a region (Valero & Reenen, 2016). The estimated global enrolment in tertiary education is expected to rise to 262 million by 2025 (Maslen, 2012) and 522 million by 2035 (Calderon, 2012). In real terms it means that if we are to accommodate the children who will reach enrolment age between now and 2025, we will need to build four new universities with a capacity of 30,000, every single week. // This item is published as "Staying Ahead: Open Learning in the Commonwealth" in the ACU Bulletin, no. 194, August 2018, pages 22-23 .
- ItemOpen AccessAccess and Success in Learning: Your Conclusions(2010-11-28) Daniel, JohnIn the next few minutes I shall share impressions of the conference. I have called this short intervention Access & Success in Learning: Your Conclusions. I say ‘your conclusions’ because although I have not spoken to all of you I have canvassed my COL colleagues, especially the four theme leaders. They are all sensitive and objective people and I hope that their impressions broadly correspond to your impressions. I have encapsulated some of my own thoughts about the conference in my daily blog.
- ItemOpen AccessAccess and Success: Distance Learning at Massey University and its Impact on New Zealand Society(2010-11-25) Maharey, SteveI was delighted to receive and accept the invitation from Sir John Daniel on behalf of the Commonwealth of Learning to speak at the Sixth Pan-Commonwealth Forum on Open Learning about distance learning at Massey University and its contribution to the development of New Zealand. We are celebrating fifty years of distance education at Massey this year.
- ItemOpen AccessAccess and Success: What are the Links?(2010-11-25) Daniel, JohnOur theme is Access & Success in Learning. This reflects our conviction that it is no longer enough – and it never was enough – to pride ourselves on the role of open and distance methods in widening access to learning. We must judge our efforts by the success of those who engage in the learning that we facilitate. I mean success not just in gaining the certification on offer, but in using their new skills and knowledge for the development of themselves and their communities.
- ItemOpen AccessAccess to Learning for Development(2007-05-17) Daniel, JohnLaunch of the 5th Pan-Commonwealth Forum on Open Learning, University of London, 17 May 2007, Access to Learning for Development, Remarks by Sir John Daniel, Commonwealth of Learning // It is a great pleasure to be here with our colleagues from the University of London to participate in the launch of the 5th Pan-Commonwealth Forum on Open Learning. I am particularly delighted that my former UNESCO colleague Dr Abdul Khan was able to give the keynote address. He and I were appointed Assistant Directors-General at UNESCO at the same time at the end of the year 2000 but our links go back longer than that. We have both led open universities, he in India, me in the UK, and we have both worked for the Commonwealth of Learning. Today UNESCO and the Commonwealth of Learning are working together to harness information, communications and educational technologies to development. I thank him for his inspiring words. // The Commonwealth of Learning is delighted to be working with the University of London to put on the 5th Pan-Commonwealth Forum on Open Learning here in London in July next year. Let me begin with a few words about the Commonwealth of Learning before I talk about the Forum itself.
- ItemOpen AccessAccess to Learning for Health, with Particular Reference to HIV/Aids: Some Ideas(2008-07-16) Brito, LídiaSlides of presentation at the Fifth Pan-Commonwealth Forum on Open and Distance Learning (PCF5), London, UK, 16 July 2008. Presented by Professor Lídia Brito.
- ItemOpen AccessAccess to Success(2009-10-10) Daniel, JohnRemarks by Sir John Daniel, Commonwealth of Learning at the ceremony to launch preparations for the, 6th Pan-Commonwealth Forum on Open Learning, Chennai, India, 10 October 2009 // The title we have chosen for PCF6 is Access and Success in Learning: Global Development Perspectives. We want to stress the importance of successful learning. We know now that with technology we can take learning to scale. We also know from examples that it is possible to take learning to scale with high quality. What we must do is achieve quality at scale consistently in the most cost-effective manner. That is where the global exchange of experience is invaluable. // The programme of PCF6, which will be developed under the able leadership of Dr Ramanujam, will aim for an integrated blend of themes and sessions, some originating in COL’s own programme of work, some in the papers submitted for presentation. This blend should not be difficult to achieve because COL’s programme of work for 2009-2012 was developed in the light of Commonwealth needs, contemporary trends, and government priorities – all in a perspective of global development.
- ItemOpen AccessAccess to Technology and Educational Disparity(2022-09) Forhad, MdPCF10 Sub-theme: Promoting Equity and Inclusion // The educational disparity has been a long-standing concern and grand challenge for the community. Like other sectors, the pandemic has changed the teaching and learning approaches across the globe. Although equal technology access is challenging, online learning practice offers a relatively easier avenue to minimize the disparity in academic attainment. Using purposive sampling, this study examines the effect of technology access on academic achievement. The study employs a difference in difference (DID) method and finds that technology improves educational attainment. Findings imply that technology access reduces academic disparity raised by socioeconomic differences. Therefore, policymakers could ensure technology access with sufficient training to address educational inequality-related challenges. // Paper ID 6153
- ItemOpen AccessAchieving a Better Completion Rate in MOOCs Through a Blended Approach(2019-09) Kannan, Kalpana; Parmar, Mahendra; Dixit, Sajjan; Deshmukh, Urmilan the fast-changing globalised world, everyone needs to acquire new knowledge and skills continuously. Massive Open Online Courses (MOOCs) help achieve lifelong learning to a large number of people all over the world by providing the freedom and flexibility to learn anytime, anywhere, irrespective of age, gender, religion and ethnicity. Even though MOOCs are gaining popularity worldwide, there are some challenges. Low completion rate, lack of learner's motivation, the feeling of isolation and lack of interactivity in MOOCs are perceived as some of the challenges. To address these challenges, we experimented with blended MOOCs on IITBombayX ( https://iitbombayx.in ) MOOCs platform. The instructors made learning more engaging and interesting for learners through live audio-video interactions once a week. Learners could ask questions to the instructors using an internet-based video conferencing software called A-VIEW. These interactions could be heard and seen by all the learners located at different geographical locations in the country. Since all the learners join synchronously during the interaction sessions, they feel part of a larger peer group. In the last three years (2015-2018), more than 200,000 students and teachers have benefited from this blended approach. It helped improve the motivation levels and increased the completion rate to more than 80% in some of the MOOCs. The average completion rate for blended MOOCs was found to be 30%, which is much higher than the global average completion rate of 15%. In this paper, we explain how live interaction combined with online learning material made learning more engaging, entertaining and empowering to the learners.// Paper ID 38
- ItemOpen AccessAchieving Lifelong Learning for All: What are the possibilities?(2021-05-23) Kanwar, AshaEvent Cancelled. Video presentation was to be delivered by Professor Asha Kanwar at the online Global Education Conference 2021, Experts Group for Lifelong Learning, 23 May 2021.
- ItemOpen AccessAchieving Lifelong Learning in the Age of Digitisation: What are the possibilities?(2021-10-14) Kanwar, AshaAchieving Lifelong Learning in the Age of Digitisation - What are the possibilities?: Presented virtually by Professor Asha Kanwar, COL President & CEO at the 20th China International Conference on Distance Education, hosted by the Open University of China, Beijing, October 14-15, 2021.