06. Pan-Commonwealth Forum 6 (PCF6), 2010
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Browsing 06. Pan-Commonwealth Forum 6 (PCF6), 2010 by Subject "Collaboration"
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PublicationA community for learning and teaching, research and Innovation in Distance Education( 2010-11) Tynan, BelindaThe DE Hub: Innovation in Distance Education project was established as a central research institute to develop, facilitate and disseminate information on best practices in distance education for the Australian higher education sector. As a consortia of five higher education institutions (University of New England [UNE], Charles Sturt University [CSU], University of Southern Queensland [USQ], CQUniversity [CQU] and Massey University [Massey (2010)]. Partners are engaging in national and global collaborations on evidence-based approaches to new teaching technologies and are building capacity across the sector where appropriate. DEHub is exploring innovative modes of teaching and learning that strengthen the capacity of regional universities to meet the demands of their distance education students, and to assist rural communities enhance their economic and social sustainability.
PublicationCreating a Learning Environment using a De-institutionalized Approach to Learning( 2010-11) Cran, Wendy I D ; Cran, Gregory JYekooche First Nation is a small, isolated aboriginal community in British Columbia, Canada which has been working towards finalizing a land claims and self government treaty with the federal and provincial governments. In preparing for the responsibilities that flow with self government, Chief and Council decided to seek assistance from Royal Roads University in helping to prepare the community for this change. This paper is about a partnership that formed between a university and this remote aboriginal community to create a learning environment that would help its members prepare for governance by accessing non traditional forms of learning using technology. // This paper describes the background, benefits and challenges of establishing a learning environment and the lessons learned along the way. The paper also describes different approaches and engagement strategies through three stories of youth, who not only learned how to use the technology, but also revived their curiosity through interaction and mentorship that the Learning Centre provided.
PublicationLinking corporate to community technology centers( 2010-11) Reddy, ManjushreeLearning Links Foundation (LLF), a Delhi based not-for-profit organisation tries to provide a bridge between leading corporate houses and rural community technology centers. Since its inception in 2002, the foundation has successfully linked over 500 community technology centers with various corporate houses. The key strength of the Foundation lies in bringing international experience to solving local issues across geographical boundaries. // The Foundation sees the community technology as a national movement that sprung up around the country based on need and has now coalesced into a unified movement. The Foundation’s Community Development Initiatives cover a broad spectrum of activities across communities- children and professionals, through models that address critical issues affecting quality of life and the future of adolescents, children and adults. The focus is on developing an environment that will address the need continuum across - educational, social, life skills, recreational and workplace readiness for children, adults and communities. The community development initiatives are propagated through a community based environment outside the formal school setting and include learner curriculum and structured training for community centre staff. // Since 2004, the Foundation has been implementing programs for development of technology skills in children from the heart of rural India, extending learning opportunities beyond the classroom. The focus is on developing interest and helping the learners make connections with their own communities through technology driven projects. Over the past three years, the Foundation has trained more than 90,000 learners across 23 States and 4 Union Territories throughout India in partnerships models. // The vision of LLF’s programs is to foster partnerships between underserved communities and students in order to support holistic care. Over the past year, our team has been working to implement this for the several community groups in India and other parts of Asia. At the same time it has created opportunities for students from various disciplines to work and collaborate amongst each other in order to effectively advocate for vulnerable populations. This offers a unique opportunity for students to engage in learning and community education, tenets that help showing innovative pathways to the knowledge society. // We will share some case study based innovative ways of community outreach and development experiences which have been facilitated by LLF having close corporate linkages with some leading corporate houses like Intel, Microsoft, IBM, Dell, etc. We'll also discuss a variety of community technology programs, the many different ways they are funded and the creative ways they reach out to the community.
PublicationMobile Opportunities: Exploring Innovative pathways for Marginalized Communities (A Trinidad and Tobago Perspective)( 2010-11) Mallalieu, Kim ; Sankarsingh, Candice VThe Mobile Opportunities Research Project is the focal point for conducting studies in pro-poor, mobile application needs assessment, design, development, deployment and evaluation. In this project, Caribbean fisher folk represent the target group for the development and demonstration of local innovative capacity.
PublicationRedefining Instructional Strategy in Teacher Education in the Perspective of Knowledge Society( 2010-11) Bose, SutapaRevamping teacher education as a precondition for reforming school education is a leitmotif of many policy papers on educational reform. Yet the much criticised traditional practices continue to shackle teacher education. One of these is the delivery of instructions. It is still fastened to predominantly didactic approaches, upholding knowledge as product and human mind as container metaphors. This article argues that this approach is oblivious of teachers’ need for experiences that nurture reflection, innovation and lifelong learning that enable them to foster these abilities in their students, the future knowledge workers. Drawing upon the epistemological shift that frees knowledge from its concept as a product meant for linear transmission and amassing, collaborative knowledge application and creation by trainees have been considered as the aims of delivering instructions. Hence, a paradigm has been suggested that acknowledges the tacit nature of knowledge of teaching and rests upon the social constructivist approach to knowledge construction. The dimensions of the paradigm conceptualised are in the context of competencies required by knowledge workers - autonomy, innovation, lifelong learning, collaboration and use of technology for creating shared understanding.