02. Pan-Commonwealth Forum 2 (PCF2), 2002
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PublicationA Recipe for a Good Blend( 2002-07)PCF2 // Working paper presented by Michael Alford at the Second Pan-Commonwealth Forum on Open Learning (PCF2) in Durban, South Africa. // -
PublicationA University Open Learning Course Focusing on Academic Reading and Writing( 2002-07)PCF2 // Central to university access is language proficiency in the chosen medium of instruction (Blue 1993:5, Johns 1993:274). Thus, effective language support could mean the difference between success or failure at tertiary level. This paper outlines a programme for the teaching of English academic language skills within the context of an open learning programme which aims to redress past inequities at tertiary level in South Africa. // The English language course is taught within the context of the Career Preparation Programme (CPP) which provides an alternative access route to tertiary and higher education for out-of-school and out-of-work young adults who possess a matriculation certificate, but fail to meet the entrance requirements of tertiary institutions (Strydom 1996:5). The planning phases of the programme involved lengthy negotiations with local community leaders and leaders in education in the Free State region. These negotiations were aimed at discovering the educational needs of the regional community so as to ensure that the university addressed these needs. The process was recorded in a working document compiled by the (then) head of the Interim Management Committee of the University of the Free State (Strydom 1996:11). This process of consultation in the Free State region proved so successful that it led to the formation of a representative board who would determine policy and take management decisions regarding co-operative initiatives and resultant programmes. The driving force behind the effort was to provide learners with open access to tertiary institutions of their choice, whether it be university, technikon or technical college. The establishment of this bridging programme was preceded by a pilot study which was aimed at researching the feasibility and viability of an OL programme in rural areas. The project was undertaken by the South African Institute for Distance Education. //
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PublicationAccessing Education in the New Millennium: The Road to Success and Development Through Open and Distance Learning in the Commonwealth( 2002-07)PCF2 // With the ever changing economic situations, technological advancement, political situations and societal expectations of countries, the developing countries of The Commonwealth increasingly find themselves with more and more barriers to overcome in order to make education accessible to more and more people. Innovativeness and dynamism of thought are therefore called for in the provision of education. Open Learning and Distance Education is one way in which some countries have found as a way forward in the provision of reasonably priced mass education. // In order for people in the developing countries of The Commonwealth to successfully access open learning, there are a number of barriers which must be overcome. This paper is going to look at the way forward in the provision of Open Learning in the developing countries of The Commonwealth with particular reference to barriers to access and success vis–a-vis development. Such barriers to access as poverty, lack of infrastructure such as buildings, transmission technology such as internet links, telecommunication links, libraries, road networks, bridges, lack of human and material resources, lack of funds, language, societal barriers; for example customs that affect the education of females, the disabled and the poor among others will be discussed. Holmberg (1989) cited in Ogili (1998) cites the availability of transport services, library services, support staff, warehousing services, finance, study centres, and road networks etcetera as necessary for distance education programmes. // In addition to the above, such barriers to success and development as corruption, lack of professionals, lack of sound management practice, poor reward systems for staff and lack of staff development among others will be discussed by the paper. The paper will also make suggestions as to the way forward in overcoming these barriers to access and success to Open Learning with the view to discussing and sharing ideas with colleagues. //
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PublicationAddressing the Education Needs of Disadvantaged learners in Open Learning: A Joint Venture of Higher and Further Education( 2002-07)PCF2 // The Career Preparation Programme (CPP) that is offered by the University of the Free State is a unique South African example of a bridging programme offered through open learning in a resource based learning mode. An additional feature of the programme is that the programme is a joint venture between higher (universities and technikons) and further education (colleges) institutions. This programme is in line with the national goals and priorities with the latest National Plan on South African Higher Education (2001) which put bridging programmes and the support of specifically learners from disadvantaged backgrounds as a national priority for redress. // The primary focus of this paper is to give an outline of the structure, requirements, subjects offered, management, successes and limitations of the programme. //
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PublicationAgricultural Education in Distant Mode in Bangladesh Open University- A New Approach to Transfer of Technology.( 2002-07)PCF2 // Bangladesh Open University (BOU) was established in the year 1992 with six faculties to offer formal and no-formal courses in distant mode. The School of Agriculture and Rural Development is actively engaged in educating people in different disciplines of agriculture to the urban and rural people, including village farmers and eager undergraduate students. Bangladesh economy is heavily dependent on agriculture. Agricultural education therefore, bears special importance to update the production technology of agricultural commodities for their ultimate transfer to the end users, the farmers, throughout the country. The BOU follows curriculum based courses which are offered through different tutorial centres located in different geographical districts. Strict regulations are followed during enrolment, tutoring and evaluation for quality assurance of the learners. Print and electronic media are used to support students. Books are printed in modular formats. It has been observed that proper guidance, specially through practice teaching is difficult to provide to the learners, though theoretical aspects are easily dispersible. Various methods are in trial to identify the better methods of practical demonstration with interactive approach. The present paper discusses in detail the curricula, techniques of delivery, tutorial experience, students attitude and performance and problems encountered with probable suggestions regarding practicals, while offering courses on agriculture in distant mode where practical demonstration is vital for successful teaching. //
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PublicationAn Online Course in Information Literacy( 2002-07)PCF2 // In order to make best use of available information through the Internet, students need to develop their skills in information literacy. Specifically, they need to have a strategy that enables them to find and evaluate information, and then use it effectively. The Open University of Hong Kong (OUHK) has developed an online course Mining Information in the Internet Age to accomplish this purpose. The course also trains students in the use of the OUHK’s Electronic Library, which makes available to OUHK students a vast array of educational resources (journals, e-texts, etc.). The course presents students with a 5-step strategy that is designed to suit most information-seeking situations. The strategy is then applied in detail to Internet resources. Each of the three units presents content that is linked to interactive activities and an online discussion group. Links are also provided to online resources relevant to each topic (such as information literacy, search strategies and plagiarism). Assessment is through a series of online tests. // The course was offered for the first time in October 2001. The case study reports on the design and development of the course, its outcome, and includes the results of course evaluation. //
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PublicationAn Overview of the Quality, Readability and Relevance of Distance Education Instructional Modules at Domasi College of Education (Malawi)-a Teacher - Learner’s Perspective.( 2002-07)PCF2 // Distance Education in Malawi. The college faces the challenge of having to produce readable and relevant instructional materials. In this survey, the quality, relevance, and readability of distance education instructional materials is evaluated by the teacher-learners themselves. // A questionnaire was administered at the end of the 2001 residential course to an average sample of 152 students out of 600 teacher-learners enrolled. The respondents were required to evaluate various sections of the modules without being subject-specific. The areas evaluated were: general presentation of information in the modules, use of icons and headings, relevance of the objectives to the content and secondary school classroom needs, relevance of overviews, self evaluations and practice activities, and helpfulness of information on tables, charts and diagrams. The students were asked to respond to statements referring to the aforementioned sections of modules as follows: strongly agree(SA), agree(A), disagree(D), and strongly disagree(SD). // Most responses from the teacher-learners strongly indicate that the modules are highly readable and relevant to their classroom needs. According to this survey 83 % of the teacher learners have indicated that the general layout of information in the modules helps them follow the instruction easily and effectively. Regarding icons and headings, 95 % of the respondents find them helpful in learning modules. A good number of the teacher leaners (78%) do not regard the icons as being too many and confusing. The evaluation of objectives shows that 85 % of the teacher- learners find the objectives matching with the information covered in the modules, and also find them relevant to their needs for classroom teaching. The teacher learners also indicate that the overviews, and self evaluations are helpful instructional tools. The survey has shown that 89% of the teacher learners find the overviews helpful in learning the materials in the modules. Most of the teacher learners (92%) find the self evaluation materials consistent with the objectives and helpful in understanding the modules. It has also been noted that 66% of the teacher learners regard tables, charts, and diagrams in the modules helpful in learning information. //
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PublicationBarriers Encountered by Women to the Use of Information and Communications Technologies for Open and Distance Learning( 2002-07)PCF2 // Working paper presented by Susan Phililpps at the Second Pan-Commonwealth Forum on Open Learning (PCF2) in Durban, South Africa. //
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PublicationBarriers to Access and Success: Is Inclusive Education an Answer?( 2002-07)PCF2 // The principle of basic education as a human right has been accepted internationally. However, the experience in many developing countries shows that a large number of children are not able to complete minimum number of school years. They face variety of barriers before coming to school and even within the school. Does ‘inclusive education’ offer a solution? The paper has attempted a response by analyzing the origin, concept and practices of inclusive education, as also the nature of barriers children, particularly those at risk and from the disadvantaged sections have to confront when they want to access school education. //
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PublicationBarriers to Development in Open Learning and Distance Education: Bangladesh( 2002-07)PCF2 // Education is inevitable for Human resource development and then national development. However, in most of the developing countries, due to the limitation of resources it is almost impossible to educate all of their citizens through on-campus teaching. Huge amount of money is warranted to establish the infrastructure for on-campus teaching which is out of the reach of the developing countries. In this circumstances, to educate their huge population the developing countries are to depend on open learning and distance education system. However, a question still stands: can the educators dissimulate knowledge to the learners smoothly through this new system of education? Some recent research shows that the graduates of the open and distance learning institutions in the developing countries are treated as second-grade graduates. // This paper aims to identify the barriers to the development of distance and Open learning system in Bangladesh and suggest possible alternatives may be followed to overcome the barriers. //
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PublicationBasic Surgical Skills Teaching Materials( 2002-07)PCF2 // Working paper presented by Arjuna Aluwihare at the Second Pan-Commonwealth Forum on Open Learning (PCF2) in Durban, South Africa. //
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PublicationBuilding Appropriate Distance Education Options from the Ground Up( 2002-07)PCF2 // Working paper presented by Nancy A George and David Rand at the Second Pan-Commonwealth Forum on Open Learning (PCF2) in Durban, South Africa. //
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PublicationBuilding Quality into Distance Education: Establishing Standards( 2002-07)PCF2 // Working paper presented by Diane K Schulz Novak at the Second Pan-Commonwealth Forum on Open Learning (PCF2) in Durban, South Africa. //
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PublicationContinuing Education for Agricultural Agents in Ghana Using Open and Distance Learning Methods and Materials( 2002-07)PCF2 // A pilot project is being conducted in Ghana to provide continuing agricultural education for Agricultural Extension Agents (AEAs) using open and distance learning methods and materials. The project is a collaboratory one involving the following agencies: // ! The Commonwealth of Learning // ! The Distance Education Programme of the Ghana Ministry of Education // ! The Crops Research Institute of the Council for Scientific and Industrial Research (CSIR), and // ! Information Support Unit of the Ghana Ministry of Food and Agriculture (MOFA). // The aim of the project is to enhance the professional capacity of the AEAs so that they are better equipped to assist farmers to produce more and healthier crops, and minimize the abuse of agro-chemicals. The ultimate goal of the project, however, is to contribute to the national effort to reduce food imports and also ensure food security in Ghana. // The paper highlights what has been done so far under the project, what we intend to do. It starts with a summary of the preparatory activities. It then discusses the results of a survey carried out in the project area to determine the immediate learning needs of agricultural extension agents (AEAS) who are the target group. The final part of the paper provides some details of the work plan and how ODL is to be used. //
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PublicationCopyright: Enabler or Barrier to the Educational Use of The Internet( 2002)PCF2 // Working paper presented by Wanda Noel and Robert Schad at the Second Pan-Commonwealth Forum on Open Learning (PCF2) in Durban, South Africa. //
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PublicationCreating a National E-Learning Strategy in the Open Learning Environment: A New Zealand Case Study.( 2002-07)PCF2 // The purpose of this paper is to explore and discuss some of the major factors influencing the development of a national e-learning strategy for one Commonwealth country, namely New Zealand. What follows is an abridged version of the Report of the ELearning Advisory Group entitled Highways and Pathways: Exploring New Zealand's ELearning Opportunities. The author worked as member of that Advisory Group in the development of this report under the leadership of Shona Butterfield, a COL Executive Member. //
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PublicationCreating a Sustainable Distance Education Programme through Partnerships: A Case of Commonwealth Youth Programme( 2002-07)PCF2 // Working paper presented by G Kamanga at the Second Pan-Commonwealth Forum on Open Learning (PCF2) in Durban, South Africa. //
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PublicationCreating an Environment Conducive to Adult Distance Learning( 2002-07)PCF2 // In 1997 the White Paper on Higher Education called for an open and flexible learning system and significant change in the traditional modes of programme delivery. Flexibility of access, exit, curriculum and learning modes require the adoption of a new teaching paradigm. (Moore, 1997: 8-10). // According to Moore (1996:4) the South African educational system was characterized by a number of deficiencies, for instance where the teaching strategies and delivery modes were not adapted to meet the needs of the larger intakes of learners and the diversity of lifelong learners. This in essence raised the concern over environments conducive to distance learning. This paper attempts to highlight the importance of creating an environment conducive to learning for a distance learning institutions like TSA. // Open Learning via Distance Education is increasingly being regarded as a possible solution for some of South Africa's educational problems. The Literature, however, illustrates no concrete research that has been conducted in terms of the creation of an environment conducive to adult distance learning institutions like Technikon Southern Africa. There are perhaps numerous reasons for this, however being a 'distance learning setting' is probably one the most prominent reasons for not seriously considering the learning environment as both an essential and vital determinant governing the learning process. // This paper focuses on an interpretative study that has been done of the programme group Police Practice of Technikon Southern Africa. The purpose of the study was to establish whether an environment conducive to adult learning does in fact exist in Police Practice and to develop a set of recommendations/criteria, which could be used by this programme group of TSA. // Various critical questions stimulated this study. These questions were in turn used to generate interview questions, which were used during the interview process. A qualitative approach was followed and data was obtained by means of interviews. The subjects of the study were educators of the programme group Police Practice of Technikon Southern Africa. //
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PublicationDesigning an Online Learning Environment for Participatory Management of Displacement, Resettlement and Rehabilitation( 2002-07)PCF2 // Web-based courses are innovative approaches to distance education, where teaching and learning processes take place through the technologies and methodologies of the World Wide Web (WWW) (Powell 2001). The web technologies are being used popularly at all levels of education and training (Khan 1997). No other form of educational technology has made so much impact in the field of education and training as that of the Internet and its WWW. The new technologies appear to offer many advantages over conventional formats including economies in cost, greater levels of access to students, more flexible teaching and learning approaches and enhanced educational opportunities (Oliver 1999). Weller (2000) outlines the following advantages of the uses of the Internet as a delivery mechanism for distance education over conventional methods: // i. Quick production: Traditional print or broadcast material can take a long time to produce. // ii. Quick alteration and up to date course material: Conventional materials such as print, television, computer-based learning programs and so forth can be costly to alter on large scale. // iii. Interaction with, and feedback from, students. // iv. Interactive learning materials having animation, assessment and simulation. v. Flexibility in study pattern provided through various asynchronous tools of the web. // The number of universities that offer distance education courses and progammes has increased exponentially since the 1980s (Jones and Gower 1997). According to the World Communication and Information Report 1999-2000, there are 5, 022, 687 hosts with educational (.edu) domain name. There are many educational resources with .org and .ac domain names as well. However, most of the web-courses are nothing more than a classroom lecture materials posted in to the web. Carr-Chellman and Duchastel (2000: 29) says “that many online courses lack basic design consideration and that the web is simply being used as a medium for the delivery of instruction created within another framework”. Detailed evaluation of online learning environments frequently reveal that courses tend to be electronic versions of the conventional print-based versions from which they have been derived (Dehoney and Reeves 1998). // In this paper an attempt has been made to review the design considerations of online learning environments in the certificate programme in Participatory Management of Displacement, Resettlement and Rehabilitation, the first social science online programme in India, offered by the Indira Gandhi National Open University (IGNOU), New Delhi. The paper is divided into three parts. Part 1 deals with online learning environments, Design framework, and issues in designing online learning environments. Part 2 discusses the online Postgraduate Certificate programme of study in Participatory Management of Displacement, Resettlement and Rehabilitation (PGCMRR) at IGNOU. Part 3 provides a brief account of important problems faced and lessons learnt during the running of the first session of the programme from July 2001 to December 2001. //
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PublicationDeveloping Open and Distance Workplace Learning: Lessons from Russia( 2002-07)PCF2 // Learning materials developed by the Open University for operational managers in the British Health Service are increasingly being used in other countries, often with adaptation and translation. A number of evaluations and some comparative research raise issues about how materials developed in and for the United Kingdom contribute to useful and appropriate learning support in other countries. This paper focuses on the extent to which the learning materials and the programmes that different countries have developed from them address learning in the workplace. // The materials were developed to address 40 areas of competence relevant to the management of health care. The paper considers the extent to which these competences are transferable into other cultures and contexts, since management development is essentially about developing the individual learner to be able to manage in his or her own context. // The paper draws on collaborative research involving programme leaders in Australia, the Cayman Islands, Hong Kong and the UK. It also considers a recent programme evaluation in Russia that included interviews with participants, their line managers and tutors. //