Guides & Toolkits

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Open Access
Acquiring Accreditation in Distance Learning
(2007) Kilfoil, Wendy R
In the higher education community, distance education (DE) has been perceived as not being as good as contact education or as a last resort. Actually, it is just a different way of delivering education and is often the first choice of the working adult. However, the perception of inferior quality means that DE needs to show it is at least as good as contact education, and can meet the same rigorous academic standards.
Open Access
Adapting Learning Materials for Distance Learning
(2007) Wright, Clayton R
In face-to-face education, instructors are present to guide the instructional/ learning process. In distance education (DE) instructors and students are separated and instructors have limited opportunity to observe, challenge, motivate and provide corrective feedback. DE materials must address these missing instructional functions. For example, to use a traditional classroom handout for DE you must supplement it with information about student objectives, provide practice activities and identify additional learning resources.
Open Access
An Off-the-Shelf Mobile App Portfolio for Distance Education
(2015) Abeywardena, Ishan
Mobile technology has become a near-necessity in our modern lives, be it professional, personal and social. It is then not surprising to see mobile technology play a key role in how we are educated as well. To this extent, Mobile Learning (mLearning) has gained much significance over the past few years. With the design of new pedagogies and paradigm shifts, mLearning has become a new academic discipline on its own with a focus on the use of bespoke mobile technologies such as purpose built mobile apps to achieve the set learning outcomes. However, the design, development and implementation of such bespoke technologies require a substantial investmentboth monetarily and time wise. Many Distance Education (DE) practitioners would not have this privilege in terms of delivering their courses. In contrast, there are thousands of mobile applications available for free which can be leveraged to deliver a DE course more effectively and efficiently. In this light, this brief paper introduces how these off-the-shelf applications can be systematically incorporated into each stage of the learning process. // The remaining sections of this paper will explore how DE has evolved from paper based, to plastic to virtual; the divide between digital natives and immigrants; the current mobile application landscape; and 95 free off-the-shelf mobile apps for the Android platform which could form a rich portfolio for teaching and learning in DE.
Open Access
Analysing Costs/Benefits for Distance Education Programmes
(2001) Rumble, Greville
Through cost analysis you can find out how much something actually costs, set a budget, determine a price and compare the costs of different options. In distance education, the main areas are:- Correspondence systems based around text (print based - Educational/instructional television and radio systems, possible supported by audio and video cassette programmes or involving radio,telephone, and e-mail feedback loops - Multi media systems (text, audio, video, and computer-basedmaterials) - E-education systems, delivering computer-based multi media materials and communications synchronously and asynchronously
Open Access
Assistive Technologies: Inclusive Teaching Guidelines for Educators
(2020-09) Ramsamy-Iranah, Sabrina D.; Maguire, Martin
In education, assistive technologies include devices or services that increase learners’ independence, participation or achievement to ensure that they reach their full potential. This guide describes how educators using assistive technology can promote an inclusive environment that accommodates the different ways learners assimilate information and learn. It introduces them to a range of assistive technologies that address individual learners’ needs and help them overcome the barriers they face. It is important that educators understand assistive technologies as ‘technologies for all’ and normalise their use in the classroom, thus ensuring everyone benefits and reducing the risk of stigmatisation.
Open Access
Audio/Audioconferencing in Support of Distance Education
(2001) Macmullen, Paul
Whilst the latest generation of distance education has brought us a dizzying array of high tech,computer-based education technology and information saturation via the internet, simple audio and audioconferencing technologies are still effective for teaching and learning in contexts where participants cannot meet for face-to-face discussion and learning.
Open Access
Benchmarking Toolkit for Technology-Enabled Learning
(2019-08) Sankey, Michael; Mishra, Sanjaya
This toolkit helps educational institutions implementing TEL to assess and benchmark their practices in comparison to other institutions. It provides a framework for self-assessment and reporting based on 10 areas and detailed indicators to measure quality.
Open Access
Blended Course Learnability Evaluation Checklist
(2018) Commonwealth of Learning
This blended course learnability evaluation checklist can be used for measuring the quality of the course. It can be used as a developmental tool by the teachers developing the blended course.
Open Access
A Blueprint and Toolkit for School-Based Teacher Development: Secondary
(2019-08) Moon, Bob; Minay, Rachel
Developed by Bob Moon, this Blueprint and Toolkit provides the guidance and supporting resources for a programme of around 12–15 weeks’ duration and includes a detailed framework that can be adapted to the context of a particular country, region, district or school. It targets institutions wishing to implement school-based teacher development (SBTD) more rigorously to improve the performance of schools and raise the achievement of children and young people. The resource is available as OER and is, therefore, accessible to policy makers and other implementers of teacher development systems.
Open Access
Checklist for Addressing Gender-related Barriers to ICTs
(2002) Commonwealth of Learning
Use this checklist when designing and implementing projects using ICTs to ensure that your project is accessible to both women and men. By putting strategies in place to address the following barriers you will increase your chances of fully benefiting from the talents and resources of both women and men. Since not all projects operate in the same environment, you should modify the checklist to reflect local circumstances.
Open Access
Checklist for the Development of Gender-Responsive Learning Materials
(2015-05) Wong, Rosanne; Frei, Sibyl
Open Access
Child Friendly Schools Standards and Indicators for Teacher Education (Final Draft): A Synthesis and Self-Evaluation Tool
(2010-09) Irvine, Jim; Harvey, Christopher
A publication with intention to standardise the child-friendly schools status.
Open Access
Climate Change Cannot Defeat Us
(2021)
In partnership with the Climate Resilience Execution Agency Dominica (CREAD), COL supported the development and broadcast of six public education messages focussed on Emergency Readiness. Under the general theme Climate Change cannot defeat us!, the radio broadcasts seek to raise community consciousness about emergency readiness, motivate citizens to be proactive, intentional and responsible for emergency readiness and encourage them to participate in community readiness initiatives.
Open Access
COL's Instructional Design (ID) Template
(2009) Commonwealth of Learning
Creating learning materials for open and distance learning: Introducing the Commonwealth of Learning instructional design template COL has developed a template for instructional design that helps content developers to convert their subject matter expertise into learning materials. It helps authors incorporate ODL instructional design techniques into their learning texts. Created in just over a year and tested in many countries and institutions with feedback from many instructional designers, this template is truly a collaborative effort. COL hopes that anyone who may feel discouraged from developing ODL learning materials will now feel empowered to begin to do so. (Originally published in 2006. Revised templates published in 2009) User guide: Creating Learning Materials for Open and Distance Learning: Introducing the Commonwealth of Learning Instructional Design Template http://hdl.handle.net/11599/472
Open Access
Collaboration Guide for COLCommons.org
(2021-06) Commonwealth of Learning
This document provides the details about Commonwealth of Learning’s new learning platform (https://colcommons.org/) and presents guidelines for institutional collaboration to adopt the courses and develop courses to be offered on this platform. These guidelines are only indicative in nature to encourage discussion and facilitate collaboration.
Open Access
Commonwealth Countries on Copyright Matters in Education
(2005-05) Commonwealth of Learning
Guideline Document on Copyright Limitations and Exceptions
Open Access
Community of Inquiry-based MOOC Facilitation Manual
(2024-09) Commonwealth of Learning (COL)
This manual was prepared in anticipation of the need to develop capacity for those who may be newer to facilitating discussion forums in an inquiry-based MOOC. It is based on preparing materials to train a team at the University of Abuja to deliver their first "Teaching Science with Technology" MOOC, with the support of the Commonwealth of Learning. The facilitators’ individual reflections from this course are included in the Annex and are a meaningful addition to this look at the facilitator’s role. The manual further includes the theoretical foundations for the community of inquiry (COI) concept, some insights into facilitation in a community of inquiry, and practical strategies and approaches that can be used to help facilitators as they consider their role in an inquiry-based MOOC. Naturally, different approaches can be taken, and in the end, facilitators need to find their own best approach that matches their strengths and the goals of the community of inquiry. However, this manual can provide an entry place into the role of facilitator and can provide a common language for the facilitation team to ensure they are working together cohesively.
Open Access
Community Radio Continuous Improvement Toolkit
(2013) Pavarala, Vinod; Raghunath, Preeti; Malik, Kanchan K; Belavadi, Vasuki; Deshbandhu, Aditya
This is a toolkit that allows community radio stations to periodically assess themselves on their performance. The toolkit provides for indicators of performance along nine broad parameters: content generation and programming; policies and guidelines; volunteers; technology – access and management; on-air standards of broadcast; governance; feedback and grievances; content sharing and networking; revenue generation and financial accountability. Themes such as participation, inclusion, gender, capacity building, etc. have been treated as core principles that cut across all the nine parameters.
Open Access
Community Radio Continuous Improvement Toolkit: Version 2.0
(2014-08) Pavarala, Vinod; Malik, Kanchan K; Belavadi, Vasuki; Deshbandhu, Aditya; Raghunath, Preeti; UNESCO
Version 2.0 - revised, 2014. Originally published, 2013. This is a toolkit that allows community radio stations to periodically assess themselves on their performance. The toolkit provides indicators of performance along nine broad parameters: content generation and programming; policies and guidelines; volunteers; technology – access and management; on-air standards of broadcast; governance; feedback and grievances; content sharing and networking; revenue generation and financial accountability. Themes such as participation, inclusion, gender, capacity building, etc. have been treated as core principles that cut across all the nine parameters.
Open Access
Community Radio Continuous Improvement Toolkit: Version 2.0 [Hindi]
(2015-03) Pavarala, Vinod; Malik, Kanchan K; Belavadi, Vasuki; Deshbandhu, Aditya; Raghunath, Preeti; UNESCO
Version 2.0 - revised, 2014; translated, 2015. Originally published, 2013. This is the Hindi language version of a toolkit that allows community radio stations to periodically assess themselves on their performance. The toolkit provides indicators of performance along nine broad parameters: content generation and programming; policies and guidelines; volunteers; technology – access and management; on-air standards of broadcast; governance; feedback and grievances; content sharing and networking; revenue generation and financial accountability. Themes such as participation, inclusion, gender, capacity building, etc. have been treated as core principles that cut across all the nine parameters.

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