01. Research & Publications

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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
Advanced Cybersecurity Training for Teachers (ACTT) 3
(2022-12) Commonwealth of Learning (COL)
Brochure for Advanced Cybersecurity Training for Teachers (ACTT) 3 // The shift to online learning and teaching has drawn increasing attention to the cyber risks likely to be faced in a learning institution. In recent times, cybercriminals have disrupted learning using various attacks, including ransomware, Zoombombing, denial of service, and data theft. It is, therefore, crucial for educators to be cognisant of these threats and be equipped to defend against them. The Advanced Cybersecurity Training for Teachers (ACTT) course is designed to provide teachers, teacher educators and education practitioners with superior knowledge necessary to protect themselves and their students online, as well as create awareness for parents and other stakeholders in digital learning. The course enables participants to proactively protect the digital spaces they use to engage with learners and also adopt good practice for a safe and effective online learning experience.
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
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
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
Copyright and Open Educational Resources
(2010) Prabhala, Achal
Open Educational Resources (OERs) are characterised by the fact that their copyright scope is limited by means of an open content license. The “all rights reserved” model of traditional copyright is replaced with a more generous “some rights reserved”. What does this mean exactly? In the schooling context, an open content license enables the recipient of an educational work to freely use, distribute (and in some cases modify) the material.
Open Access
Copyright Audit
(2006-11) Commonwealth of Learning
In view of the contemporary scenario where a complex arrangement of international treaties and agreements govern intellectual property, and where countries are under pressure to adopt stricter copyright laws through Free Trade Agreements, countries could benefit from conducting an audit of copyright laws to ensure that they take advantage of flexibilities in international agreements to safeguard and enhance access to learning content. This is an audit worksheet developed by COL to help an organisation conduct an internal copyright audit.
Open Access
Creating, Using and Sharing Open Educational Resources
(2013) McGreal, Rory
Open Educational Resources (OER) are free learning resources available on the Internet. OER can be openly licensed or in the public domain, and can be used or reused for free. They can exist in many formats: text (either print or digital); audio, video, multimedia or hypermedia; or various combinations of these. They can be based on a single learning point, a lesson, a series of lessons (a module), a whole course or even an entire programme of study. They can support a specific learning methodology or approach — whether that be behaviourist, constructivist, connectivist, etc. — or any combination of methodologies or approaches. Although they may differ in format, structure or approach, they share a common characteristic: their openness. The Knowledge Series is a topical, start-up guide to distance education practice and delivery.
Open Access
Designing and Implementing Micro-Credentials: A Guide for Practitioners
(2019-08) Rossiter, Darien; Tynan, Belinda
Many organisations are experimenting with micro-credentials, while others are emerging to collect, publish and offer credentials. The decision to engage with these new forms of credentials will be influenced by many factors, as described in this guide. Each organisation will need to assess their own level of maturity as new and innovative forms of credentialing continue to evolve. The organisational appetite for change, its culture and readiness, and the availability of resources to support all the stakeholders involved in the journey should inform each implementation strategy and accompanying operational planning activities.
Open Access
Designing Online Learning
(2001) Mishra, Sanjaya
The Internet has simultaneously captured the imagination and interest of the world's educators. What drives this interest? Increasing demands for education, training and skills upgrading, a shift from a labour-intensive to a knowledge-intensive global economy, and the need for workers to earn while they learn. Online learning is the new generation in the evolutionary growth of open, flexible and distance learning
Open Access
Developing Library and Information Services for Distance Education
(2003) Watson, Elizabeth F
Distance education (DE) has revolutionised and democratised the delivery and accessibility of education, and has also changed how critical support services, such as library and information service, are provided. This guide examines distance librarianship (DL) from two perspectives: • How library services contribute to distance education • Ways librarians can deliver effective distance library service, and the issues affecting delivery

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