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    Open Access
    14CCEM - COL's submission to the Commonwealth's High Level Review Group
    (2000-11) Commonwealth of Learning
    A group of 10 Heads of Government are reviewing the Commonwealth with a view to making it stronger and more relevant to current needs. The group, known as the High Level Review Group (HLRG), was formed during the 1999 Commonwealth Heads of Government Meeting in South Africa to come up with ways of enabling the Commonwealth to address existing and new challenges. // The group will report to the October 2001 Commonwealth Heads of Government Meeting in Brisbane, Australia. // HLRG requested a submission from The Commonwealth of Learning, which was prepared with contributions from several eminent persons. The submission which follows was endorsed by COL's Board of Governors and Commonwealth Ministers of Education when they met in Halifax in November 2000.
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    14CCEM - Education for our Common Future - The Halifax Statement on Education in the Commonwealth
    (2000-11) Commonwealth of Learning
    We, Commonwealth Ministers of Education, at our 14th Triennial Conference in Halifax, Canada, having reflected on education co-operation in the Commonwealth over the past many decades, and the challenges we face at the beginning of a new century, and based on our shared ideals and guiding principles as set out in the Commonwealth Harare Declaration of 1991, agreed on the following:
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    14th Conference of Commonwealth Education Ministers (14CCEM), Halifax, Nova Scotia, Canada, 26–30 November 2000 - Communiqué
    (2000-11) Commonwealth of Learning
    The following summary of the content and outcomes of the conference is provided by the Commonwealth Secretariat on behalf of Ministers of Education.
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    15th Triennial Conference of Commonwealth Education Ministers
    (2003-10-30) Perinbam, Lewis
    Notes 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.
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    15th triennial Conference of Commonwealth Education Ministers (15CCEM), Edinburgh, Scotland (27 - 30 October 2003)
    (2003-10) Perinbam, Lewis
    Notes 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
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    The 2016 Kuala Lumpur Declaration (30 November 2016)
    (2016-11-30)
    The Kuala Lumpur Declaration was presented on November 30, 2016 at the Closing Ceremony of the Eighth Pan-Commonwealth Forum on Open Learning, Kuala Lumpur Convention Centre, Kuala Lumpur, Malaysia. With the Charter of the Commonwealth 2013, the UN Sustainable Development Goals (SDGs), UNESCO’s Incheon Declaration and Framework for Action, Education 2030, and the 2012 UNESCO-COL Paris Declaration on Open Educational Resources (OER) in mind, it presents a set of recommendations. It also proposes that the set of recommendations be brought to the next Conference of Commonwealth Education Ministers (CCEM) and the Commonwealth Heads of Government Meeting (CHOGM) for further consideration and implementation.
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    21st Century Skills for Sustainable Development
    (2020-12-04) Mays, Tony
    Presented by Dr Tony Mays, Education Specialist: Open Schooling at the Distance Education Association of Southern Africa (DEASA) 2020 Virtual Conference on 4 December 2020.
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    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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    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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    4d Technologies: Can ICT Make a Real Difference in Achieving the Goal of Universal Primary Education?
    (2004-07) Leach, Jenny; Moon, Bob
    PCF3 // Working paper presented by Jenny Leach and Bob Moon at the Pan-Commonwealth Forum on Open Learning (PCF3) in Dunedin, New Zealand.
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    61st Annual Convocation address of Chief Guest prof. Asha Kanwar
    (2011-12-07) Kanwar, Asha
    A video of Professor Asha Kanwar's Convocation Address at the SNDT Women’s University (7 December 2011) held in Mumbai, India. Duration: 15:28
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    The 6th International Workshop of the Virtual University for the Small States of the Commonwealth
    (2008-10-27) West, Paul; Daniel, John
    Transcript 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.
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    The 6th Pan Commonwealth Forum on Open Learning Access: Access & Success in Learning: Global Development Perspectives
    (2010) Tharoor, Shashi; Seelig, Caroline; Maharey, Steve; Sinha, Chetna; Kanwar, Asha; Pillai, Rajasekharan; Daniel, John; Ali, Anuwar
    Includes: 1. Asa Briggs lecture (Duration: 53:13. Speaker: Dr. Shashi Tharoor) 2.Inaugural Session - The Sixth Pan-Commonwealth Forum on Open Learning (Duration:1:08:38) 3. Dr. Caroline Seelig on Skill Development - The Sixth Pan-Commonwealth Forum on Open Learning (Duration: 40.00) 4. Hon. Steve Maharey on Formal Education - The Sixth Pan-Commonwealth Forum on Open Learning (Duration: 31.40) 5. Ms. Chetna Sinha on Social Justice - Sixth Pan-Commonwealth Forum on Open Leaning (Duration: 24:15) 6. Anuwar Ali - Community Development - Sixth Pan-Commonwealth Forum on Open Leaning (Duration: 39:26 - Keynote Speaker - Prof. Emeritus Tan Sri Anuwar Ali) 7. Valedictory Session - PCF 6 (Duration: 31:47. Concluding Remarks by: Sir John Daniel (President & CEO, Commonwealth of Learning), Prof. V. N. Rajasekharan Pillai(V.C., IGNOU), Prof. Asha Kanwar (Vice-President, Commonwealth of Learning)) 8. Valedictory Session - The Sixth Pan - Commonwealth Forum on Open Learning ( Duration: 56:31) 9.Cultural Program - The Sixth Pan-Commonwealth Forum on Open Learning (Duration: 50:03) 10. Dr. Shashi Tharoor MP - The Sixth Pan-Commonwealth Forum on Open Learning (Duration: 37:18)
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    A Blended Approach to Emergency Medicine Training: Developing an Integrated Curriculum for Mature Learners
    (2006-10) Sammy, Ian
    PCF4 // In January 2005, a blended approach using various educational technologies was adopted for the new MSc programme in Emergency Medicine at the St. Augustine campus of the University of the West Indies. This part-time programme was developed in response to the needs for specialist training in Trinidad and Tobago. Modalities for course delivery included traditional didactic lectures and tutorials, and more contemporary and interactive learning approaches of problem-based learning, journal clubs, computer-based tutorials, case-based training exercises and case presentations. Clinical skills training included using simulated patients. This paper describes the blended approach to learning adopted for this course, and explores the following themes from the candidates’ perspectives: the educational experience; relevance of materials presented; scope of information presented and applicability to current practice. Overall, candidates found the methods and materials accessible and acceptable. Areas for improvement include the better integration of skills training with real clinical practice and ensuring that all candidates are comfortable with the IT systems. The modular course format is ideally suited to distance learning, and may provide a solution to Emergency Medicine training in smaller countries that can neither support formal full-time residency programmes, nor allow their doctors to leave their posts to pursue graduate training. // Paper ID 140
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    A Business Led Approach to Open Learning
    (1999-03) Horsfield, Tony
    PCF1 // A business-led approach // There is a trend throughout the world for organizations to invest predominately in development that will support their business goals and change. Organizations are also increasingly expecting individual members of their workforce to manage their own learning and commit a great proportion of their free time to company-led learning initiatives. Open Learning is seen by many organizations as on ideal vehicle for developing their people, so long as the development results in a competent work force and an improvement in business performance. //
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    A Case Study in Sharing Materials in Namibia - Launching the University of Namibia’s First External Degree: The Costs of Sharing
    (1999-03) Dodds, Tony
    PCF1 // Working paper presented by Tony Dodds at the First Pan-Commonwealth Forum on Open Learning (PCF1) in Bandar Seri Begawan, Brunei Darussalam. //
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    A Case Study of Collaboration in HIV& AIDS Policy and Practice: Awareness and Training in Caribbean and African Communities through the Global Development Learning Network
    (2008-09) Bartley, Jeanette M; George, Nancy
    PCF5 Sub-theme: Health // Between 2003 and 2005, The University of Technology, Jamaica hosted a series of global development dialogues on issues related to HIV and AIDS among African and Caribbean countries including Ghana, Kenya, Uganda, Tanzania, St. Lucia, Barbados and Jamaica. These dialogues were facilitated through interactive videoconferencing using the World Bank’s Global Development Learning Network (GDLN). // In discrete development dialogues, participants shared country perspectives on issues ranging as widely as national strategies for HIV education, gender and HIV, policy development, stigma and discrimination, and strategies for caring for AIDS orphans. This case study will explore the lessons learnt in facilitating these global videoconferencing dialogues, celebrate the successes and identify the challenges of the experiences of participants and presenters shared across the various cultures. // Since the phenomenon of using development dialogues for sharing knowledge and experience across cultures for teaching and learning, peer mentoring, consultation, advice and guidance, feedback and facilitating communities of practice in relation to HIV and AIDS, the recommendations in this presentation will be of interest to future organizers and facilitators of HIV and AIDS development dialogues. Beyond the process issues, the paper will highlight the outcomes and better practices adopted. // Paper ID 521
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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 Changing Role for Teachers On-Line: A Case Study in Higher Education in Australia
    (1999-03) Postle, Glen; Ellerton, Nerida
    PCF1 // Over the past two years, the Faculty of Education at the University of Southern Queensland (USQ), in conjunction with the University’s Distance Education Centre, has offered a Graduate Certificate in Open and Distance Learning. This course is taught fully via the World Wide Web (WWW), with all content presentation, teacher-learner and learner-learner interactions, assignment submissions and feedback being done on-line and via email. This Graduate Certificate has now been further developed into a Masters Degree program which will be offered solely on-line. // Both programs require of students and staff a different level of interactivity from what has been the pattern in on-campus programs and traditional distance education programs previously delivered via print and other media. // This paper examines the nature of these differences and explores the complexity of the task of teaching on-line. //
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    A commonwealth 'Credit Bank'
    (1999-03) Pollard, Derek; Sykes, Stephen; Young, Lynda
    PCF1 // In March 1995 the Commonwealth of Learning (CoL) commissioned the UK Open University to explore the establishment of a Commonwealth 'credit bank'. The final report was published in February 1997, Adam et al (1997). // Two main functions were envisaged: // · The establishment of Commonwealth-wide credit equivalencies for distance learning courses; // · The provision of a central agency through which the credit could be accumulated and applied to credentials. // The study drew on earlier work by the CoL which identified the advantages of developing credit transfer arrangements between Commonwealth distance education programmes. // Recent pedagogic developments have resulted in universities worldwide exploring ways of crediting students' previous learning, facilitating student mobility, encouraging the recognition of qualifications for academic and vocational purposes and collaborating in the production of course materials. Technological developments, particularly the rapid increase in the availability of the internet, have opened up new possibilities and potential demand for the transfer of learning credit. // In view of this and changed economic circumstances we have revised our original proposals. This paper seeks to make discuss those proposals, and to provide a background to the discussion of case studies. //