03. Pan-Commonwealth Forum 3 (PCF3), 2004
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Publication4d Technologies: Can ICT Make a Real Difference in Achieving the Goal of Universal Primary Education?( 2004-07)PCF3 // Working paper presented by Jenny Leach and Bob Moon at the Pan-Commonwealth Forum on Open Learning (PCF3) in Dunedin, New Zealand. -
PublicationA Multi-sense Approach to Information Reception and Knowledge Creation in Learning( 2004-07)PCF3 // For thousands of years, human beings have acquired and processed information using a number of different senses. Hence, the use of different senses for information collection, analysis and remembering is something, which our brain can relate to very well. // The process of converting the information into knowledge, referencing and utilizing it, is carried out within the personal mind-based multimedia system of the human brain. The human mind can create the most sophisticated animations and multimedia as it can select different types of thought-based “audio” and “visual” effects as well as “actors”. In other words, the human mind has access to an unlimited amount of resources for designing the thought-based multimedia systems. Unfortunately, we are not able to transfer the information and knowledge in our mind directly to other people and sources. This may become possible in the future. // This paper explores the use of innovative and technology aided teaching methods, which utilize different modes and senses for the purpose of learning enhancement. Finally, it compares the learning outcomes and preferences of a sample of internationally selected students using a multimedia system, which attempts to cross the communication barriers in learning.
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PublicationA Strategy for Reaching Students and Increasing their Motivation( 2004-07)PCF3 // Recently, New Zealand government policy has placed a renewed emphasis on students completing courses, by changing the way tertiary institutions are funded. This has resulted in increased importance being placed on this aspect in the administration and teaching of the courses. According to Seidman’s retention formula for student success, early and regular tutor contact makes a significant difference in keeping students motivated and bringing them to the classroom. Nowadays communication technology by itself is not a guarantee of a successful learning experience. It is the way we use this technology, the timing of interactions and an optimal mixture of online tools that makes an impact on student persistence and retention. In this paper we are addressing these issues and providing data to show how effective our approach was.
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PublicationAcademic Objectives, Occupational Preparation and the Learning Process: Strategies and Policies for the Future( 2004-07)PCF3 // Working paper presented by H Ian Macdonand at the Pan-Commonwealth Forum on Open Learning (PCF3) in Dunedin, New Zealand.
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PublicationAddressing the Problem of Drop – Out from the National Correspondence College in Zambia( 2004-07)PCF3 // The study looked at a few selected provinces in Zambia in particular (Central, Copperbelt and Lusaka) National Correspondence College (NCC) drop - outs of 1990,1991,1992,1993 and 1994. It investigated the courses of dropping out from the NCC Distance Education Courses using the appended questionnaire. Research findings from other cultural contexts and this study were used to make recommendations on indicated measures to alleviate the problem of drop - out from the NCC secondary education programme. // The main courses of drop - out are student demotivation and irregularity in the NCC administration. The reason for these courses is lack of funds and resources. It is recommended that the Government give money to enable the college to purchase all the necessary requisites to enable the college to produce the lessons. This will enhance learning at the NCC. It was also strongly recommended that NCC get decentralized. It is hoped that this will be a solution to enhance effective communication between the students and the NCC (i.e. lecturers and tutors). // It was also recommended that the NCC staff should undertake further studies in distance education, to enable them to appreciate the role of distance education in Zambia.
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PublicationApplication of Adaptivity in Quiz Systems( 2004-07)PCF3 // Web-based assessment has been a major research area in recent years, but none of the efforts have yet been directed towards providing adaptive features (either adaptivity or adaptability) for the learner. ʹAdaptivityʹ requires the system to automatically adapt to the learnersʹ current level of domain competence and other similar attributes, whereas ʹadaptabilityʹ requires the system to provide suitable interfaces by which the user can customise the system according to his/her own preferences. This research explores the potential of adaptivity in the Web-based assessment environments and develops a framework that adapts selection of questions within pre-defined contextual boundaries and tolerances and revises granularity in the presentation of questions at varying degree of complexity. // Based on the framework, an adaptive Web-based quiz system is designed and implemented for a first year course at the Massey University. The system is divided into two areas: exercise area and self assessment area. The system uses a student model to monitor and record each student’s exercise and assessment profile. Based on the individual profile, the system presents to the student the suitable exercises at appropriate level of complexity. For example, if the student selects to take an assessment, the system provides the suitable level of questions to the student, based on his or her profile. When the student submits the answers, the system analyses the results according to the marking rules defined by the quiz designer, and gives proper feedback to the student. The feedback includes the correct answers and next recommended step, e.g. system recommends the student to go to the next level if the student gets the satisfying results. Otherwise, the system recommends the user to either try the exercises again or go to revise the relevant learning material. With this system, students are able to take the individualized assessment, and know their own level of competence and the learning progress. Currently, the system is being used by about 150 students. An evaluation is underway to ascertain the effectiveness of the system. Anecdotal comments from the students at this early stage suggest that the students are finding the system as very useful and helpful.
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PublicationApplication of Learning Styles Adaptivity in Mobile Learning Environments( 2004-07)PCF3 // Availability of advanced mobile technologies, such as high bandwidth infrastructure, wireless technologies, and handheld devices, have started to extend e-learning towards mobile learning (m-learning) (Sharples, 2000). This phenomenon fits well with the new paradigm “anytime, anywhere computing” (Lehner and Nösekabel, 2002). However, the development of m-learning is still at rather early stage and many issues have yet to be resolved. One of these issues is the potential of individualization of learning process for the learners. // This paper explores how to improve learning process by adapting course content presentation to student learning styles in multi-platform environments such as PC and PDA. A framework has been developed to comprehensively model student’s learning styles and present the appropriate subject matter, including the content, format, media type, and so on, to suit individual student. The work is based on the Felder-Silverman Learning Style Theory. The framework uses traditional web-based intelligent tutorial architecture, with two additional components: ‘learning style analysis module’ and ‘access device analysis module’. The learning style analysis module takes care of modeling student learning style and communicates with student model, whereas the access device analysis module identifies the access device profile and provides the information to tutorial module. The tutorial module creates the suitable content, based on the student model (including individual learning styles) and access device profile, and presents to the student. // Based on the framework, a prototype for the domain of PHP programming course has been developed. With this system, students are able to learning PHP programming with course content that matches their own learning style and the device used to access the content. A formative evaluation is planned to assess the student satisfaction, learning efficiency, and effectiveness of the system while providing various presentations of the same content to different users on different devices.
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PublicationAsa Briggs Lecture: Compulsions of Oneness( 2004-07-04)Asa Briggs Lecture presented by Sir Shridath ("Sonny") Ramphal, former Commonwealth Secretary-General (1975-1990) and former Foreign Minister of Guyana, at the Third Pan-Commonwealth Forum on Open Learning, 4 July 2014, Dunedin, New Zealand.
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PublicationAudio Teleconferencing in the Commonwealth Caribbean: Possibilities and Challenges in the Context of the University of the West Indies Distance Education Centre (Uwidec)( 2004-07)PCF3 // Teleconferencing in the Caribbean revolves around the University of the West Indies (UWI). Being a regional University, it caters to the higher educational needs of 16 countries in the Caribbean. It has been offering courses through the teleconference system since 1982. However, the network has been undergoing various changes and remains robust. This paper attempts to provide a compendious account of the genesis, status and prospects of this teleconferencing network and advances it as a medium for widening UWI’s reach throughout the region.
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PublicationBlended Learning: An Appropriate Strategy for the Future Development of an Established International Distance Learning Course( 2004-07)PCF3 // This paper outlines the experiences of the MSc Construction Management [CMDL] programme team at the University of Bath, UK in devising an effective strategy for the future development of an established distance learning programme. The term ‘blended learning’ in our case represents the combining of IT-based (Web and CDROM) delivery and problem-based learning [PBL] strategies with an existing paperbased programme of study. // The paper starts by outlining the pedagogical reasons for adopting a blended learning approach and then evaluates the driving forces external to the pure pedagogical aspects that have influenced the developmental ideas. Particular focus in the paper is also given to a discussion on how the courses two emerging markets (Southern Africa and China) are going to be accommodated by the blended learning approach. // The paper presents a case study which should be of interest to others running distance learning courses. It acts as an illustration of how distance learning courses need to change and adapt in a rapidly evolving global education market.
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PublicationBuilding a Common Position on Copyright in Support of Open and Distance Learning- An Educator’s Perspective( 2004-07)PCF3 // The use of the Internet and digital resources is an increasingly important component of instruction both in the Elementary/Secondary sector and in the Post Secondary sector. Schools and learners in rural and remote areas of all jurisdictions are integrating the use of digital technologies as a means to provide equitable access to a full range of courses and instructional supports. Everyday learners and teachers download material, share projects and resources, store information on their computers and networks. Many of the day-to-day activities of instruction in a constructivist environment are in violation of current copyright law across the Commonwealth. Many uses of digital technologies in instruction are in violation of current copyright law in Commonwealth countries. The education sector across the Commonwealth must examine both its current practices and desired pedagogical reform and determine how copyright reform can best serve the needs of learners across the Commonwealth. // Education is key to economic development and to the improvement of quality of life for individuals in both developed and developing countries. The use of digital technologies to support teaching and learning is especially critical in environment where traditional resources are lacking and learners are dispersed across large geographic areas. If copyright law limits or precludes the use of the Internet or other digital technologies, the hope of education providing the means for Commonwealth countries to improve the lot of their citizens will be greatly diminished. // It is critical that participants at Pan Commonwealth Forum on Open Learning Three engage in a discussion and debate of these important issues. The result of these discussions needs to be a draft position on digital copyright for Commonwealth countries.
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PublicationBuilding Learning Communities among the Unreached: Educational Empowerment among the Marginalized Groups in the Frontiers of North East India( 2004-07)PCF3 // India is a country of diversity. On the one hand it has the nuclear capability in its defence forces and great advancements in the space research and development and on the other hand a majority of its population do not have the basic amenities of life like pure drinking water, electricity and healthcare. Education and literacy is also one such sector, which also has a similar diverse picture. In the metropolitan cities of India there is world-class educational institutes imparting high standard education in technical, management and other sections. But in other places the primary and basic educational systems are non-existant due to different reasons. A country where social, linguistic, ethnic and political inequality is so much obvious it is sure there will be same disturbing pictures in many fields. Spread of education is one thing, which also have been badly affected by these factors. Regional inequality and political interests are also responsible for that. So the spread of education in the North Eastern states of India is not at per with the rest of the country. History is largely responsible for this inequality. Even at the age of distance education, elearning these states have no difference in getting education. Particularly for some communities it is a very difficult job to get educated due to the above-mentioned causes. Therefore, before going to explore these facts we need to look at their present condition from a historical perspective.
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PublicationBuilding Learning Communities for our Millennium Reaching Wider Audiences through Innovative Approaches: A Case of Yashwantrao Chavan Maharashtra Open University( 2004-07)PCF3 // Developments in information communication technology (ICT) have spawned a number of innovations in virtual education or ODL. Creating discussion forums in the regional language was an innovative idea that was used. The paper shares the various experiments that were tried, strategies we adopted, the results of these innovations tried and the lessons learnt. // The Information and Communication Technologies will have a substantial effect on what we do in schools just as the advent of the pen and paper did in the past. // Seymour Papert
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PublicationBut What Approaches Do They Want?( 2004-07)PCF3 // This paper reports the progress of a research team currently investigating students’ media preferences at the Open University of Hong Kong (OUHK). The overall aim was not to find out which medium was ‘best’, but which medium students preferred for specific study tasks, and what mixture of media would be most effective. // Such ideas and investigations are not new. ‘Getting the mixture right’ (Daniel and Marquis, 1972) refers to ensuring the right mix of interaction and independence for distance learning students. The project thus tried to determine how online learning can be integrated with existing modes of teaching (print-based, audio-visual, face-toface) to ensure a mix of technologies that encourages appropriate amounts of interaction and independence and thus provides an optimal learning environment. // As access to online resources becomes as commonplace as access to a telephone (OUHK surveys reveal that such a time is close), online elements will become more closely integrated with other course materials and the overall study environment. This leads to the natural question of ‘how much’ of each mode is required in each course. A particular focus of the project consequently became the investigation of student attitudes to various forms and approaches of online education (Palloff and Pratt, 1999; Powers & Guan, 2000). Do they prefer independent activities (reading, searching, listening, watching, etc.) or do they look for opportunities for interaction (computer-mediated communication, interactive activities, etc.)? Further, which forms and approaches are better suited to which technology? // The importance of such work has been emphasized in the literature. For example, under the heading of ‘Where is research needed’, Meyer (2002, p. vii) adds a “plea for answers to the question about what mix of media (including, of course, face-to-face instruction) works best for which purpose.” Further, in the search for the ‘ideal online course’, Carr-Chellman and Duchastel (2000) note that educators are often relying on the availability of software, their own personal whims, existing institutional norms and other not-necessarily pedagogical factors to guide their development work. This project thus aimed to assist the OUHK, at both management and teaching level, to better plan and develop its online courses, by providing research evidence.
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PublicationChallenges in Distance Education: Experiences of Female Teacher-Learners at Domasi College of Education( 2004-07)PCF3 // Working paper presented by Florida Khumbo Banda at the Pan-Commonwealth Forum on Open Learning (PCF3) in Dunedin, New Zealand.
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PublicationCollaborative Research Projects in Creating Distributed Learning Environment in Multicultural Context( 2004-07)PCF3 // Globalization of education in a true sense cannot be achieved only by establishing accessibility, developing cost effective technologies. We also need to understand the issues underpinning the problem. An innovative approach in overcoming the cultural barriers in reaching wider audience has been discussed in this paper.
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PublicationCommunity Participated Initiatives at Ameliorating the Deprived Children And Adolescent( 2004-07)PCF3 // Bikash Bharati Welfare Society is a recognized national level NGO in India operating from Kolkata Headquarters with outposts in the rural areas of Jhargram, Tarkaeswar(West Bengal), Ghatsila(Jharkhand) and the city slums of Baranagore, Cossipore(Kolkata) and Ranibagh(New Delhi). The Society has developed over a period of last three decades, and effective community participated Educational Programme for the deprived sector in rural areas and the city slums in north Kolkata. The educational programme, run for different segment of population, as Early Childhood Education for pre-school children, Institutional education for School drop–out children ( both children at work and those not at work), Adult education for concerned adults, Continuing Education for neo-literates, are all community mobilised programmes. // In consideration of the limited resources available, the Society set priorities for different form of education for different segment of the deprived population ,with an emphasis on the education of female children and girls/women. For developing community participation, the Society mobilised a complete spectrum of community – workers, non-workers, housewives, business people, teacher community, students community, elderly people and others. Also stress was given on involving small community – localised and the members interactive with each other, youth groups and CBOs.
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PublicationComparing learning effectiveness based on use of different media for delivery of content( 2004-07)In an attempt to understand better how the use of different media of delivery of content at a distance affect learning effectiveness, the Commonwealth of Learning initiated a survey of adult learners engaged in workplace training to undertake the poll. This paper describes the process and the outcomes of the survey.
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PublicationComparing Learning Effectiveness Based on Use of Different Media for Delivery of Content( 2004-07)PCF3 // In an attempt to understand better how the use of different media of delivery of content at a distance affect learning effectiveness, the Commonwealth of Learning initiated a survey of adult learners engaged in workplace training to undertake the poll. This paper reports on the process and the outcomes of the survey.
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PublicationComputers in Science Education( 2004-07)PCF3 // Science education must be on top of the agenda for all the developing countries. The main hurdle is lack of good teachers. Taking appropriate help of computers in teaching learning process may enhance the effectivity of the existing teachers. The laboratory is most important parameter in science education. Virtual laboratories can help students to revise the work done in physical / real laboratory. e-learning will also be affordable in couple of years. Appropriate inter-active content will have to be developed. The paper deals with these areas. Some modules demonstrate following ideas: // 1. Clearing Concepts // 2. Discovery Learning // 3. Virtual Laboratory // 4. Problem Solving // 5. Validation of Formulas