10. Pan-Commonwealth Forum 10 (PCF10), 2022
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PublicationA Comparative Study on Training/Professional Development Needs of University Teachers on ODL Pre-Covid and Ongoing Pandemic in India( 2022-09)PCF10 Sub-theme: Fostering Lifelong Learning // Education is of utmost importance for social development and political change, regardless of whether it is dispensed through conventional, non-conventional or ODL mode. The Indian ODL system, geared toward this philosophy, is the second largest ODL system in the world, comprising 17 open universities and 110+ dual-mode distance education institutions. The Staff Training and Research Institute of Distance Education (STRIDE) of the Indira Gandhi National Open University (IGNOU) undertakes training needs assessment (TNA) studies from time to time for addressing the training needs of the ODL faculty in the country, (besides offering a PG Diploma and a Masters in DE as long-term professional development programmes, which at one point of time was offered in about 22 countries, largely supported by the Commonwealth of Learning). Recently, the Covid-19 pandemic forced the education sector to adopt changes in teaching-learning. Even though the adaptation of technologies started in the field of education prior to the pandemic, the educational institutions including ODL institutions had to go through compulsory remote online teaching during this period. It was thought prudent to undertake a TNA of ODL teachers during this pandemic and compare the variations in their training needs, which was conducted in pre-pandemic times. This paper reports the findings of a research focusing on the identification of training needs of teachers/ academics from IGNOU; their preferences on mode of training; and any difference in additional required competency during pre- and ongoing-pandemic. The data collected in January-February 2022 has been compared with the data collected in the pre-pandemic period of 2019, and implications for policy and practice on continuing professional development in ODL are drawn accordingly. // Paper ID 8780 -
PublicationA Contribution Towards Innovating Continuing Professional Development in African Higher Education Institutions( 2022-09)PCF10 Sub-theme: Fostering Lifelong Learning // Traditional approaches to Continuing Professional Development (CPD) prevalent at many African universities are dominated by face-to-face workshops that take academic staff away from their normal duties. Staff often find it difficult to implement what they learn in such events once they are back in their normal teaching environment. This is exacerbated by several obstacles to staff participation identified in literature on CPD. These include lack of time, resistance to moving away from traditional teaching practices, and that innovative teaching practices are often not a requirement for appointment or for career progression in Higher Education Institutions (Inamorato dos Santos et al. 2019). One possible strategy to alleviate some of these challenges is to provide short, online tutorials that engage participants in authentic learning tasks that can be done individually or collaboratively in their own time, while they are in the workplace. // From 2019 to 2021, OER Africa delivered a series of CPD pilot activities at African universities to introduce more innovative approaches to, through the design and delivery of modular and flexible ‘learning pathways’ (LPs) available at https://bit.ly/2NVj3P5. The LPs discussed in the paper focus on finding and adapting Open Educational Resources, and Open Access Publishing; each consists of several learning activities designed to be accessible on a variety of digital devices. Pilots were implemented via introductory video conferencing, and participants then worked through an online learning pathway over two weeks. Thereafter, an online feedback session was held and data was collected via pre- and post-activity surveys. Findings indicate that the LPs were well-received, showing statistically significant change between baseline and endline tests, suggesting that learning did indeed occur. There was also self-reported evidence for participants using the content of the LPs with their own colleagues and designing better courses for their students. This paper summarizes the development of the LPs and the findings from the pilot evaluation, and discusses implications for CPD policies and processes at HEIs in Africa. // Paper ID 2999
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PublicationA Lesson Plan Toolkit for Post Pandemic Education( 2022-09)PCF10 Sub-theme: Inspiring Innovations // Novel approaches to learning such as student-centered learning, self-directed learning, hybrid learning, and flipped classrooms were not just theories but imperatives for engaging students in education in distance mode during the pandemic, but teachers were not fully prepared to take advantage of the opportunity. For those who tried, evaluating student learning as expected by parents and school authorities proved to be difficult because traditional summative tests do not capture the extent of learning through these new approaches. // Abridging the curricula too was a necessity during the pandemic but most education systems could not respond to this need in time. // The present paper describes the development and application of a toolkit for middle school students in Sri Lanka which allows teachers to develop lesson plans covering the full array of learning outcomes defined in the national curriculum but focusing on the essential learning outcomes, and include (1) pre-activities that guide students to read the textbooks on their own and learn in flipped-classroom mode, (2) activities that can be carried out at home or at school in hybrid mode, and (3) assessments that are authentic because they assess students’ knowledge, skills, and attitudes in reference to the activities they carried out. // Paper ID 1769
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PublicationA Multimodal Education Response to the Resilience Challenge in Tonga( 2022-09)PCF10 Sub-theme: Building Resilience // Tonga is a small island nation in the Pacific. While it has been COVID free, it is susceptible to many natural disasters, such as the recent Tsunami and earthquake. Resilience is a fundamental requirement of the Tongan education system which has been partially addressed with accelerated use of technology and open, distance, and online learning, broadening access to quality education. // Supported by a grant from the Global Partnership for Education (GPE), the Tonga Ministry of Education and Training (MET) partnered with Inclusiv Education, UNICEF, Save the Children Australia, and Kaltura. The MET took an evidence-based approach. Two National school closure days were trialled to evaluate the viability of multimodal teaching approaches during future school closures brought about by Covid-19 or other emergencies. // In this way Tonga has now started to build a resilient education system, addressing issues of learning loss due to school closures and increasing equitable access to technology for teaching and learning. // This paper reports on the National level educational resilience project implemented in 2021, based on the research carried out in 2020, to deliver a comprehensive multimodal and flexible approach to education, encompassing print, radio, television and online delivery. // Key learnings and future plans are also discussed. // Paper ID 8738
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PublicationA Novel Competency Framework for Effective Mentoring( 2022-09)PCF10 Sub-theme: Inspiring Innovations [POSTER] // Mentoring is important for learner success. Effective mentoring requires the acquisition of specific and adequate competencies (knowledge, skills and dispositions) for mentors to perform their roles towards their mentees in a confident, coherent and consistent manner. However, our experiences have shown the existence of skills gaps and divergent mentoring practices across schools in the Mauritian context. // To address the shortcomings, we designed and developed a novel competency framework for mentoring that is part of a micro-credential for online learning and as capacity building initiative. The framework seeks to bring a shift in the way mentoring is practiced in Mauritius, with focus on reciprocal learning. // The mentoring competency framework (MCF) consists of four professional domains underpinned by six key drivers, namely, research, rethink, respond, re-align, revisit and reflect, which we consider as critical elements to inform effective mentoring practices. This poster describes each domain of the MCF. The first domain, Professional Identity, focuses on a commitment of mentors to engage with theories on mentoring and reflection on mentoring practices. The second one, Professional Knowledge and Skills, lays emphasis on subject-specific competencies. The third and fourth domains are Professional Relationships and Dispositions which highlight the importance of collaboration, communication, problem-solving, values and ethics. // Paper ID 9197
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PublicationA Phase-Wise Approach to Build Resilience in the Higher Education Sector: A Small Island State Perspective( 2022-09)PCF10 Sub-theme: Building Resilience // Covid-19 lockdown disrupted the Higher Education sector across the globe. As the apex regulator for the sector in Mauritius, the Higher Education Commission assessed the state of higher education during the lockdown period including student experience. Participants from both public and private Higher Education Institutions (HEIs), shared insights on the challenges emerging from the pandemic, measures undertaken in response thereto and the new approaches to be adopted to make higher education more resilient in future similar circumstances. A phased reform process was proposed with the aim to create a resilient higher education system capable of withstanding any future disruptions. A study conducted in October 2021 to map the phased reform process revealed that Higher Education Institutions have a contingency plan to face any renewed outbreaks, consolidated their new teaching and learning approaches and improved their student support services. The data revealed 45% of institutions had upgraded their infrastructure and logistics to be able to deliver online/blended modes of teaching and learning. This study provides a unique insight into building resilience in the Higher Education sector in small island states and the framework may be transferable to other contexts. // Paper ID 3788
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PublicationA Study on Learner Retention and Academic Performance using Student Data and Technologies Towards Building a Resilient Open Education System and Innovative Solution( 2022-09)PCF10 Sub-theme: Inspiring Innovations // This study on learner retention and academic performance is designed to utilize the rich learners’ database towards improving the education services offered by the Open University Malaysia. The objectives of this research are: (i) to identify possible trends in learner retention and academic performance; (ii) to identify possible factors that could influence learner retention and academic performance; and (iii) to develop an infographic system. The research requires mining of learners’ data and data analysis. During the first phase of data mining and data integration, a number of issues had to be resolved by involving different departments at the university. Data identification, data cleaning and coding was done to enable the achievement of the targeted objectives. The move to the use of ‘big data’ promotes transformation of institutional research projects at the university. Research methods employed also varies from previous survey method to graphical analysis, explorations, and improvement of data structures. Identification of students at risks in terms of retention and academic performance enables the university to make evidence-based decision making and provide targeted solutions. While, the transformation in institutional research offers numerous opportunities, there are also numerous challenges. Findings are presented using selected evidences with attention to the transformation in the research method and the benefits offered by such transition. The proposed transformation, and possible innovations of the mechanisms through which quality education services can be offered are discussed. Depicted findings along with the transformation that are in place could facilitate efficient evidence-based decision-making processes at the university. Use of machine learning and analytics software in research are being explored at present to develop auto-detection of the impact of an introduced solution, predictive modelling (retention, and academic performance) and real-time data visualization. Concurrent research efforts are also in place to promote innovations in: i) pedagogical processes, (ii) learning environment (process), (iii) education learning materials (product), and (iv) administration processes supporting the learners. // Paper ID 7980
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PublicationA Study on the Innovative Applications of Technology in the Skills in Demand Project for Equity and Inclusion – A Case Study of Luanshya Technical and Business College in Zambia( 2022-09)PCF10 Sub-theme: Promoting Equity and Inclusion // In 2019, the Commonwealth of Learning (CoL) invited proposals for participation in the Skills in Demand (SID) project. The model of the project involved the identification of skills that are in demand and partnerships were encouraged between training institutions and industry partner who met the criteria. Luanshya Technical and Business College (LTBC) partnered with the Nakadoli Furniture Cooperative (NFC) on the Copperbelt Province in Kitwe and submitted its proposal which was successful. This was followed by a visit by the then CoL Education Specialist Mrs. Terry Neal who visited LTBC and the NFC to appreciate the existing situation. Mrs. Neal also conducted a project design workshop where the problems to be solved were identified, skills to be developed were determined, learner’s personas were established and the learner journey was mapped out. The project plan was then drawn which also identified the stakeholders who would be critical to the success of the project. // A contribution agreement was drawn between the CoL and LTBC for the implementation of the project. The project is funded by the CoL with LTBC as the implementers in conjunction with master craftsperson’s from the NFC. The project involved a number of factors that promote inclusive learning using basic technology such as the mobile phones and laptops as well as the Raspberry pi, a gadget which provides free internet access for the Moodle lessons uploaded on in. LTBC is developing the open education resources for the CoL while CoL has provided the Moodle platform, consultants, the raspberry Pi and other support services to LTBC. LTBC was responsible for the recruitment and enrollment of ten (10) master craftsperson’s and 50 apprentices to participate in the work base training at the NFC. // The main outcomes of the project covered a range of areas including inclusive access and use of technology for all participants in the project. It also aims to promote gender inclusion and equity in technical skills training especially for the women and youth. The baseline study that was conducted revealed that most of the would-be participants in the project live below the poverty line. The is the hope of LTBC and the CoL that the Skills in Demand Project will result into reduced poverty through increased sales revenues, increased household income, reduced gender discrimination in the furniture industry, increased employment especially after graduation as well as increased registration of businesses for youths and women. // Paper ID 3922
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PublicationA Study on the Role of Learning Management System to support the Distance Education in Bangladesh during Covid-19: The Case of Bangladesh University of Professionals and Bangladesh Open University( 2022-09)PCF10 Sub-theme: Inspiring Innovations // The Covid-19 pandemic has led to the devastating disruption of face-to-face education system ever. In order to overcome the situation, Bangladesh University of Professionals (BUP) and Bangladesh Open University (BOU) has introduced different teaching and learning methods by integrating Learning Management System (LMS) In line with this, BUP and BOU have also applied technology supported LMS for its students and faculties. The study investigates how the LMS supports the application of software for administering, documenting, tracking, reporting and delivering of courses, conducting examinations, setting questions, evaluating examination scripts and publishing results to facilitate student to accustomed with e-learning system, getting access to online classes, and support student and faculty activities during classes delivered through Zoom, and/or Google Meet/Google Classroom. This study further investigates the effects of LMS on student’s and faculties teaching and learning during the Covid-19 pandemic in the academic year 2020–2021, in which the distance education framework was implemented. The study followed both qualitative and quantitative research methods. For better understating the access to LMS by students and faculties, the study selected the samples from both urban and rural Bangladesh by drawing respondents from different socio-economic and ethnic groups. The findings of the study will help the planners, researchers, development practitioners, administrators and policy implementers for better applications of LMS for distance education. // Paper ID 4518
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PublicationA Unified Approach to Enhancing Quality of Education Through Cloud and Technology Augmented Learning and Course Management in Higher Education( 2022-09)PCF10 Sub-theme: Inspiring Innovations // We propose in this paper the “Technology Augmented Learning and Course Management”, or TALCoM that is well suited for integration of online or e-Resources in to Course Curriculum and conduct. The system is evolved for the Indian scenario of Affiliating Universities and their colleges. It is centred on the development of ‘Pedagogically aligned Executable Lesson Plans’, or PELP over the course curriculum to be developed. Course PELP is developed by university assigned group of Subject Matter Experts (SME). The SME may choose the desirable pedagogy and method of course delivery for incorporating into the PELP. It is used to configure the delivery system – be it an LMS, MOOC or any custom platform using which the course is conducted. We call the whole methodology as the ‘Technology Augmented Learning and Course Management’, or TALCoM. Both Formative and Summative assessments are integrated in TALCoM. TALCoM methodology requires some IT support that is aligned with the course delivery model. TALCoM has been shaped by the discussions with the Vice Chancellors of the state universities of Jharkhand in India. The approach presented in this paper is also of value in modernizing teh system of course development and conduct in any collaborating group of colleges or stand-alone institutions as well. TALCoM is also well adapted into the ODL system of education under the Open Universities. // Paper ID 5768
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PublicationAcceptance Analysis of e-Learning by University Students in Japanese Higher Educational Institutions using TAM Model: A Case Study in Hokkaido University( 2022-09)PCF10 Sub-theme: Fostering Lifelong Learning // This study evaluates faculties at Hokkaido University’s intention to utilize e-learning. We have implemented and utilize the theory of the Technology Acceptance Model (TAM) in our research. Faculties' adoption processes are evaluated using a structural equation modeling (SEM) approach and the SmartPLS software. We have figured out faculties’ feedback on classes during the Covid-19 period. The findings revealed that the content of e-learning and self-efficacy have a favorable effect on and are significantly associated with perceived usefulness and student satisfaction, both of which influence university students' intention to use e-learning. While e-learning has gained acceptance in universities around the world, the purpose of using e-learning remains mainly unexplored in Japan. The created model is used to explain the intention of university students to use e-learning. According to this research faculties at Japanese universities like e-learning, and they want to use it for learning purpose in Higher Educational Institutions. // Paper ID 5352
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PublicationAccess to ICT Infrastructure and Devices in the South Pacific( 2022-09)PCF10 Sub-theme: Inspiring Innovations // The South Pacific region spreads over more than 30 million square kilometres of the Pacific Ocean. The region comprises more than a dozen island nations ranging from small volcanic islands to even smaller coral atolls. Population masses in the island nations vary from around 2,000 in Tokelau to a little more than 800,000 in the Republic of Fiji. Access to information and communications technologies and internet connectivity in the region is varied. This project involves the design and conduct of a desktop study into access to ICT infrastructure, connectivity and devices and their use by students and teachers in the Pacific. Outcomes of this study will enable COL to make informed decisions about what access and delivery technologies to employ in the Partnership for Open Distance and Flexible Learning project in the Pacific. The study will address issues of access to hardware, software, connectivity and skills, as well as examples of ways in which teachers, institutions or Ministries have found ways to address the challenges in low bandwidth/limited access environments, especially in the nine developing countries of the Commonwealth in the region. // Paper ID 3503
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PublicationAccess to Technology and Educational Disparity( 2022-09)PCF10 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
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PublicationAchieving Effective Micro-Lecturing using Micro-Tutorials and Micro-Learning-Patterns( 2022-09)PCF10 Sub-theme: Inspiring Innovations // The traditional micro-lecturing process consists of a micro-lecture followed by an assignment. The complete micro-lecturing process aims to impart understanding skills to students. According to Bloom's taxonomy, the prime objective of a lecturing process is to nurture students' memorization, understanding and application skills. However, due to short lecturing time, micro-lectures often fail to impart application and memorization skills to students. Can we design a micro-lecturing process capable of imparting all three skills to students? This research uses micro-tutorials and micro-learning patterns (MLP) to address this problem. This research explains how the traditional micro-lecturing process can be modified using micro-tutorials and MLP's to enhance students' all three skills simultaneously. // A micro-lecture aims to explain a topic. On the other hand, MLP's provide a systematic way to (a) understand a topic, (b) memorize essential elements associated with the topic and (c) allow learners to apply the gathered knowledge to solve associated problems. These MLP's are implemented using an ordered triplet consisting of micro-lectures, micro-tutorials, and assignments. In this ordered triplet, micro-tutorials are sandwiched between micro-lectures and assignments. So, this ordered triplet can be considered as the modified version of the traditional micro-lecturing process. This modified micro-lecturing process nurtures students' all three skills simultaneously. This happens because, in the modified micro-lecturing process, a micro-lecture explains a topic, nourishing students' understanding skills. This micro-lecture also provides pointers concerning different application areas associated with the topic. Micro-Tutorials uses these pointers to enhance students' application and memorization skills. At the same time, assignments help students to practice and apply their skills to solve different sets of problems. // To prove the validity of our proposed approach, we floated a twenty-day-long 'C' programming course for 62 registered students. We used the modified micro-lecturing process to teach registered students and observed excellent results. For example, we observed a hike of more than 25% in students' problem-solving, application and programming skills. We strongly believe that this research help educators to design pedagogically effective micro-lectures and micro-lecturing systems. // Paper ID 7228
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PublicationAchieving Sustainable Development Goal (SDG) 4 among Female Nomadic Children in Nigeria using Open and Distance Learning Strategies( 2022-09)PCF10 Sub-theme: Promoting Equity and Inclusion // Education is a basic human right that every child ought to enjoy. Sustainable Development Goal 4 is also to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all by year 2030. Nigeria recognizes education as a fundamental human right and is signatory to the Convention on the Rights of the Child (CRC). In 2003, the Government of Nigeria passed into Law the Child Rights Act aimed at facilitating the realization and protection of the rights of all children. Nigeria also enacted the Universal Basic Education (UBE) law, which provides for a 9-year free and compulsory basic education to fast-track education interventions at the primary and junior secondary school levels. Nomads have been defined as people; who mainly live and derive most of their food and income from raising domestic livestock. // They move from place to place with their livestock in search of pasture and water. Because of this, sending their children to school becomes a big issue for them and the girl child is the worst affected. Girl-child education is the education geared towards the development of the total personality of the female gender to make them active participating members of economic development of their nation. Education also helps girls to realize their potentials, thus enabling them to elevate their social status. This paper which adopts descriptive research design examined the factors hindering adequate participation of the nomadic girl child in formal Education. Religious factors and beliefs, poverty ,Parents’ attitude, underdevelopment and insecurity, Educational policy and home-based factors, were some of the hindering factors identified, among others. Ways of enhancing their participation were suggested and recommended, such as training in literacy and vocational skills, mobile education and improved political will. These will make the girl child become functional in the society. // Paper ID 5898
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PublicationAdaptability and Perception on Mandatory Synchronous Online Exam Practice Classes and Formative Assessments for Middle School Students in Sri Lanka( 2022-09)PCF10 Sub-theme: Building Resilience // Adversities of the Covid-19 pandemic have vastly impacted school education, forcing students to adhere to the online mode. Numerous research was conducted during the pandemic (Fields & Hartnett, 2020; Grewenig et al., 2021; Lennox et al., 2021; UNESCO, 2020; Arora & Srinivasan, 2020), whereas there is a need to research on the Sri Lankan school education sector too. Hence, this study was conducted to investigate the adaptability to online learning and assessments for English language tests. This mixed-method, exploratory research used a convenience sample (n=100) of students aged 11 to 15. WhatsApp was used as a communication tool, while Zoom-based instructions and Google form-based formative assessments were administered in the online learning environment (OLE). // Furthermore, Google form-based questionnaires, observations, and interviews with both students and teachers were used for data collection. Results revealed that even with some infrastructure and digital literacy issues, the online platform was convenient to practice for their tests, and the participation was high. However, extremely slow internet connections during peak hours hindered the quality of the delivery, and a few disadvantaged students were not affordable to have a dedicated device for their online sessions as they had to share with siblings. Furthermore, the need to improve some teachers' and students' basic mobile and computer literacy was observed. Limitations such as teachers’ knowledge about the technology, tools, and ethics of working with the online pedagogy were observed and needed further research. // Paper ID 1234
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PublicationAdapting Apprenticeships Learning for Youth Employability: Evidences from Selected Dual Vocational Training Projects in Kenya( 2022-09)PCF10 Sub-theme: Fostering Lifelong Learning // Apprenticeships learning is part of the ongoing educational reforms to combat youth unemployment in Kenya. This paper presents findings of a study that assessed five donor-funded apprenticeships training projects using a descriptive research design. Using a sample of 54 respondents from apprentices, employers, schoo-based and in-company trainers, the study established that apprenticeship training improved the quality of vocational training. Moreover, apprenticeship training equipped trainees with market-ready skills that enabled a school-to work transition for employment, with a higher employer preference of apprenticeships’ graduates compared to the school-based track. Similarly, the collaborative engagement of employers during training gave them a source of low cost labor and high productivity so that they could support trainees and the vocational schools. The study recommended the need to mainstream apprenticeships learning in formal vocational training as a sure way of increasing employment opportunities. // Paper ID 272
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PublicationAdvocating Assistive Technologies for Clothing and Textiles Work-Based Learning among Persons with Special Needs in Nigeria( 2022-09)PCF10 Sub-theme: Promoting Equity and Inclusion // Studies have shown that Persons with Special Needs (PSN) are given poor attention and faced with marginalization in developing countries like Nigeria. Through assistive and adaptive technologies, PSN can move about, drive, sew clothes, knit, and weave, like other able-bodied. Most institutions engage in Work-Based Learning (WBL) in clothing and textiles vocation. They need assistive technology to make them excel in their chosen carrier. The study examined work-based learning tools in clothing and textiles, assessed the monitoring strategies employed in WBL and advocated for the inclusion of assistive technology for PSN. The study was carried out in three Special higher educational institutions in Nigeria. A mixed-method approach was adopted in the study. Purposive sampling was used to select students with special needs (81), WBL facilitators (16) and institution management staff (7). Primary Data was collected using questionnaires and interview schedules and analyzed using frequency and percentage. The results showed that the sewing equipment needed for clothing construction was available and functional in the WBL centres, however, Computer-Aided Designs (x ̅=0.5) and assistive technology (x ̅=0.25) were not available. Internet facilities and electronic learning were not functional. Finance was a major factor that affected the participation of PSN in the training centres. The high cost of learning materials (x ̅=2.32), and transportation fees (x ̅=2.03) to training centres influenced their learning. The study advocated for assistive technology in the WBL centres to make learning inclusive for PSN. Financial support for internet facilities and electronic learning is also recommended. // Paper ID 5362
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PublicationAgile Learning: Infusing Agility in an Online( 2022-09)PCF10 Sub-theme: Inspiring Innovations [PRESENTATION] // The Fourth Industrial Revolution (4IR) has crossed its inflection point and is becoming a reality. Several industry leaders and organizations are advocating for a reform in education and training systems, among others, because of the recent advances in 4IR technologies and the accelerated adoption of these technologies in the industry. This places a particularly critical demand on the future workforce – be agile. Students are expected to adapt to the increased human-machine symbiosis anticipated in emerging employment types. Agility is the means of adaptation. Similar to how several key industries in general are reshaping themselves to be agile organizations, academic institutions are also expected to infuse agility in its operations, specifically in preparing learners to be lifelong learners. That is, learners are to reskill themselves to accommodate the changing workplace. To succeed, students need to master several competencies including 1) the ability to marry intelligent computing to their work, 2) to track and measure their workplace productivity, 3) to connect technology, data and human literacies in a globalized context, 4) to nurture cognitive and metacognitive capacities (e.g., self-regulation, critical thinking), and 5) to be agile. While it is quite possible to introduce the philosophy and the application of agility in a theoretical manner, an alternative is to let the students practice agility as part of their coursework. Courses can be designed to subject the learning outcomes, study tasks, and associated activities to agile methods. Athabasca University is currently in the process of converting two of its online courses, a graduate course and an undergraduate course, to an agile learning pedagogy. This workshop, with live demonstrations, will detail the process of transformation of a constructivist online content to agile content. It further offers a suite of metrics to measure the impact of agile learning. // Paper ID 6183
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PublicationAn Analysis of Policy Documents in India Regarding Technologies for Promoting Equity, Inclusion, and Quality in Higher Education( 2022-09)PCF10 Sub-theme: Promoting Equity and Inclusion // Policy documents in India, most notably National Education Policy 2020, emphasize that the higher education sector may aim for achieving three Sustainable Development Goals (SDGs), particularly tenth (reduced inequalities), fifth (gender equality), and fourth (quality education). But this is not an easy task in a country like India, having socio-cultural, economic, and geographical diversities. Fortunately, the higher education sector can use emerging technologies to promote equity, inclusion, and quality in higher education. And policy documents are vital to set the directions and facilitate the adoption and use of technologies in higher education. Accordingly, this research identifies and analyses the key policy documents from the government of India and its organizations discussing technologies for higher education. This research further identifies gaps in policy documents while recommending technologies for ensuring equity, inclusion, and quality in higher education. Based on the analysis, the study also provides a few suggestions for policymakers. // Paper ID 3098