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Browsing by Document Type "Other"

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Open Access
A Novel Competency Framework for Effective Mentoring
(2022-09) Ramkissoon, Bhima; Baichoo, Radha Rani; Bholoa, Ajeevsing; Sider, Steve
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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Agile Learning: Infusing Agility in an Online
(2022-09) Paulmani, Geetha; Sodhi, Sukhleen; Jilal, Talha; Kumar, Vivekanandan
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
Open Access
An Examination of Issues of Equity during the Pandemic: Global Perspectives
(2022-09) Bissessar, Charmaine
PCF10 Sub-theme: Promoting Equity and Inclusion [POSTER] // This poster presentation will be based on a review of articles in the book Emergency Remote Learning, Teaching and Leading: Global Perspectives. The poster presentation will entail a discussion of issues in equity among students from teachers’ perspectives. The participants are from Trinidad, Grenada, Greece, and Ghana. The presenter will discuss the similarities experienced by students in each context as well as the differences. The chapters are qualitative and quantitative in nature with 17 teachers in Greece to 265 students in Ghana. The sampling methods are different for each chapter and these will be presented in a chart. The findings include such issues as emotional, behavioural, technical, and issues in competencies in Ghana. In Trinidad and Grenada, the issues were (1) the digital divide; (2) attendance (3) parental involvement; (4) students’ motivation or lack thereof. In Greece, there were similar issues with students’ attendance, their online skills and their lack of motivation. The findings of these studies will add to the extant literature. // Paper ID 9376
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Artificial Intelligence and Future of Learning
(2022-09) Mishra, Sanjaya
PCF10 Sub-theme: Inspiring Innovations // UNESCO global report Reimagining our futures together: A new social contract for education, highlights the challenge of creating decent human-centred work in the age of Artificial Intelligence (AI). It advocates for more people and communities to recognise the value of care work and the multiple ways that economic security needs to be provisioned. // UNESCO is engaged in the frontiers of making the best use of artificial intelligence in education by developing policy guidelines and capacities of member states. The 41st session of UNESCO General Conference adopted the Recommendation on the Ethics of Artificial Intelligence. The Beijing Consensus on AI in education has led the foundation of discourses on how best to leverage the power of AI to benefit students and teachers. The “AI and Education: Guidance for Policy-makers” published by UNESCO in 2021 provided intellectual guidance for the fostering of AI-ready policy-makers. And a guiding framework has been developed for the development AI competencies for K-12, and a report on the mapping of government-endorsed K-12 AI curricula was released in February 2022. // This panel is designed for policy makers of education ministries, practitioners and professionals interested in the crossroad of education policy-making and AI. Speakers will address the issues on the futures of education, AI-enabled futures of learning, AI curriculum development and best practices for preparing students for human-AI collaboration. // Paper ID 1739
Open Access
Bridging the Digital Divide with Internet Connected, Solar Powered, Community Built Hello Hubs
(2022-09) Mugerwa, David; Sutton, Anna
PCF10 Sub-theme: Fostering Lifelong Learning [POSTER] // Our paradigm busting solution uses the power of community and the power of connectivity to provide an inclusive, effective and equitable solution to the education gap and the digital divide that is affordable and scalable, with the potential to reach every child. In 2022 it is time we saw the internet not as a luxury, but the means to overcome inequality. We have worked hard to create a poster which is both informative about our education technology innovation as well as challenging to the PCF10 audience. This will be an opportunity for our Ugandan engineer and technology lead David Mugerwa to present our work internationally. It is called the world wide web - let's make that true. // In Uganda and Nepal, we teach communities to build their own solar-powered, outdoor Internet kiosks. Each one is loaded with state of the art education software teaching literacy, numeracy and computer dexterity amongst other subjects so that underprivileged children and adults can educate themselves, communicate with others, and have a voice in the global community. We call them Hello Hubs. And we’re challenging traditional approaches to development - we do not build Hello Hubs - the community does. We show them how to construct, maintain and repair the hub for themselves. It’s a radical, self sustaining model that gives communities full say in how our work works for them. // Paper ID 1139
Open Access
Building Resilience through Quality-Assured Online Courses: the COTE Programme
(2022-09) Ferreira-Meyers, Karen
PCF10 Sub-theme: Building Resilience [POSTER] // The poster will give an overview of the quality-assurance steps undertaken in the design and development of a certificate programme entitled Online Teaching for Educators offered by the Institute of Distance Education of the University of Eswatini (Eswatini, Southern Africa). The focus is on capacity and resilience building as the Covid-19 pandemic made it clear that staff members in various education sectors were struggling to make the transition from face-to-face and blended learning to fully online learning. I will discuss the steps undertaken to continue developing teaching staff’s knowledge, skills and attitudes while facing adversity. A detailed list with possible advantages and disadvantages of those steps and actions will show that what has worked best is a combination of online activities (courses, webinars, meetings) together with small face-to-face interactions for some participants. The paper concludes by proposing a model for continued staff development (based in part on work done by Ceesay, 2021 and Mino, 2020). While the staff development activities discussed here are firmly rooted in a Swazi context, the lessons learned are useful to universities and other organisations beyond the borders of Eswatini, beyond the region too. // Paper ID 1624
Open Access
Demonstration of Working Models of Medical Education through Open and Distance Education Mode
(2022-09) Kuba, Ruchika; Jena, Tapan Kumar; Jamatia, Biplab
PCF10 Sub-theme: Fostering Lifelong Learning [POSTER] // Medical Education is the backbone of health care of a country. Over the years medical education in India has been restricted mainly to the conventional system of education where graduation and post-graduation is offered through a network of medical colleges both by the government and the private institutions. However, they are not only a far cry for the health manpower resource of the country, but also are not able to address the continuing medical education requirements of the medical fraternity which is the dire need today due to changing disease patterns, advancement in medical management and technologies being increasingly used for diagnosis and treatment. Indira Gandhi National Open University through it’s School of Health Sciences established in 1991 has been offering a variety of continuing medical education programmes for doctors through open and distance mode using the blended approach. Through this panel discussion, the speakers will demonstrate the different models that have been adopted over the period of almost three decades. Awareness and skill enhancing programmes have been developed in the area of health care like yoga and health care waste management, targeted to a mixed group of health professionals and paraprofessionals. Innovative models have been developed for Continuing Medical Education of in-service doctors and dentists for updating their knowledge and providing hands on training in programme specific skills at identified medical colleges and hospitals both at the tertiary and district level. Subjects not covered in the conventional system like MCH, HIV medicine, Geriatric medicine and CBRNE disasters have been taken up. Experimental models have also been developed for PG Medical Education targeting doctors for specialization and super specialization for statutory recognition of the qualification. These programmes when offered through the blended mode would be more cost effective and feasible for a larger target group as compared to the conventional system. // Paper ID 3173
Open Access
Developing Indigenous Women Leaders through Digital Mentorship: Experiences from the GOAL Program, India
(2022-09) Manzar, Osama; Srivastava, Saurabh
PCF10 Sub-theme: Inspiring Innovations [POSTER] // Critical social and organisational skills are increasingly becoming a desired quality in most of the service sector jobs in India. Personality development, self-improvement and public speaking are now marketed in urban India through several educational enterprises that charge an exorbitant amount of money from the customers. People from rural and marginalised backgrounds often lack the sophistication and confidence to compete with their privileged counterparts in urban India despite having technical and vocational skills. Digital Empowerment Foundation (DEF) initiated the program Going Online as Leaders (GOAL) —to connect urban volunteers with rural women online to provide them guidance and support in digital skills to bridge the information gap. Initially, the program connected four women from the rural indigenous community with 25 skilled urban women, the program is now expanded to— states. Data comparing the baseline and end-line survey of the program shows that the number of those who want to pursue higher education has doubled. Also, at 26 per cent, the largest number of mentees wanted to work towards establishing digital connectivity and engagement in their communities, a nine per cent increase from registration. Remarkably, there was a 44 per cent rise in mentees who want to do social work showing their aspiration to be the change-makers in their community. // The programme‘s provision of smartphones is a transformative experience for mentees. None of the mentees interviewed had owned a phone prior to GOAL, while their brothers and fathers did. Mentees described that interacting with mentors had enabled them to speak ‘my mind‘, ‘not be shy' and ‘dream big'. They started using WhatsApp, Facebook and YouTube to connect with the larger world. They browse the internet avidly for information, supplement studies, and learn crafts. They also download apps for English translations to karaoke singing. Music, films and serials are routinely sourced online. Mentors have taught them to use technology safely and responsibly. Mentors and trainers observe that the mentees’ ‘quality of conversations’ has improved sharply and that they have learnt to think about themselves’. The GOAL program was adopted by the Ministry of Tribal Affairs, Government of India and is now being replicated in several states. Using the GOAL program as an example, the presentation will demonstrate how digital technology, with planned programs can bridge the geographical inequalities in accessing education and acquiring skills. // Paper ID 4544
Open Access
Digital Learning Hub - Marketplace Demonstration
(2022-09) Kovilpillai, Jonathan; Abdul Uzza, Aisyamariam; Low, Yvonne; Darshan Singh, Abtar
PCF10 Sub-theme: Inspiring Innovations [PRESENTATION] // APU’s processes and methodologies in the creation of open distance learning (ODL) and open education resources (OER). // Showcase our ventures in: // 1.Microcredentials // 2.Webinars on Instructional Design // 3.Webinars on Universal Design of Learning // 4.Learning Experience Design (LXD) // 5.Skills-based training series, ‘Master Faster’ // 6.Blending Learning for TVET courses in African countries // 7.XR learning designs & XR lab (Hololens, Oculus Quest) & our collaboration with Ministry of XR. // 8.Creating and developing a Learning Content Library (stock media for APU) // 9.Developing OER Content faster, cheaper, and better using the Easygenerator Authoring Tool // Paper ID 4483
Open Access
Digital Transformation Principles Driving Journeys toward Educational Resilience
(2022-09) Barr, Michael; Murch, Ron; Chatterton, Peter
PCF10 Sub-theme: Building Resilience [PRESENTATION] // The implementation, support, and ultimate success of digitally-informed innovations to teaching and learning practices requires focused intentionality whose approach is grounded in academic rigour, practical experience and organizational maturity. The success of technology-supported innovation in higher-education teaching and learning practices, driven by external factors like COVID and the resultant economic challenges, will be explored in relation to teaching faculty and administrative leaders developing and maintaining positive motivation towards change including addressing major organizational challenges. // Innovation, Change and Transformation // As Senior Instructor Emeritus, Ron Murch has more than 45 years of experience with the University of Calgary’s Haskayne School of Business. Ron maintains that digital transformation requires faculty members to adopt the requisite innovations in practice and technologies as imagined by the Technology Acceptance Model and expanded upon by two key principles - each new practice or technology must have recognizable and positive value for the individual who is changing; and it cannot be too difficult for the adopter to work with. // Guiding Principles // Dr. Peter Chatterton is a Chartered Physicist and digital innovator. He worked in roles such as critical friend, evaluator and change management consultant with the UK Government’s multi-million £s HEI digital innovation and transformation programmes during 2000-2020. From this experience, Peter asserts that HEIs can be both creative and effective at digital innovation. However, scaling-up and embedding such innovations to build long-term resilience and effect digital transformation across the institution invariably faces numerous challenges. These are explored through the lens of seven key guiding principles for digitally transforming learning programmes for open and flexible learning. // Commitment and Motivation // Michael Barr is Chief Information Officer at the Southern Alberta Institute of Technology in Calgary, Alberta, and a doctoral student in higher education management at the University of Bath, UK. Building on a theory of behavior in organizations, Michael explores the motivation process and its impact on the construction of strategic plans and the organization’s ability to deliver successful outcomes. He draws upon 28 years’ of IT practitioner experience to ground his scholarly work with practical advice and considerations for undertaking digital transformation of teaching and learning practices. // Paper ID 4884
Open Access
Electronic Nonverbal Cues (eNVC) and the Deeper Learning Tapestry
(2022-09) Al-Tawil, Rima
PCF10 Sub-theme: Promoting Equity and Inclusion [POSTER] // This poster illustrates the findings of my recent qualitative study that adopted a reflexive narrative methodology to explore whether electronic nonverbal cues (eNVC) can contribute to deeper learning through interaction and engagement in the online course discussion forums. The rationale for focusing on asynchronous discussions emanates from their absence from the list of instructional strategies used during the pandemic-forced pivot to remote teaching. Although discussion forums constitute the primary tool for distance education offered online, studies to date suggest that instructors not only rely on video technologies for emergency teaching, but also anticipate continued use of video conferencing tools post-pandemic. Narratives gathered throughout this study suggest that such tools can add to the frustrations of students facing various challenges such as: needing more time to process information before responding, having limited access to electricity and internet connection, or living in a crowded/noisy physical space that prevents them from focusing. While discussion forums can address some of these issues by liberating the learning environment from its spaciotemporal constraints, they are often perceived as lacking the level of interaction embedded in nonverbal cues exchanged during face-to-face communication. However, an examination of the categories of nonverbal cues reveals that some of them can infiltrate asynchronous, text-based communication as eNVC, including but not limited to: chronemics, absence or pauses in communication, and visual expressions. These eNVC are interwoven with written words like strands in a tapestry, and they have the potential of influencing the learners’ and instructor’s interaction and engagement that promote deeper learning. In the last decade, the term deeper learning emerged as an umbrella term for desirable attributes of twenty-first-century secondary education that prepare learners to succeed in education, career, and civic life. Scholars also describe deeper learning as an ever-evolving spiral that emerges at the intersection of mastery, identity, and creativity. The spiral analogy is pivotal to this study, along with the symbolism of the tapestry. The poster visually represents these imageries, connecting them with the participants’ recommendations for providing every student with opportunities to experience deeper learning through interaction and engagement in the online course asynchronous discussions. // Paper ID 8321
Open Access
Emergency Remote Teaching with Reacting To The Past: A Case Study
(2022-09) Kolean, Grant; Dupras, Nickolas; Johnson, Kathryn R
PCF10 Sub-theme: Inspiring Innovations [POSTER] // Reacting to the Past (RTTP) is an immersive historical role-playing and active learning pedagogy typically employed on-campus. This case study analyzed Northern Michigan University’s History Department courses that utilized RTTP during the COVID-19 emergency remote teaching (ERT) shutdown. Maintaining RTTP and online learning pedagogical best practices was especially difficult. With little time to restructure their courses, the games were innovatively adapted to a variety of web-based platforms resulting in positive learning outcomes that varied by degree depending on technology and synchronous requirements. Inspiring unintended outcomes also occurred and were analyzed. This case study provides a unique and theoretically-grounded contribution to the fields of online and history pedagogies while also supporting additional research calls for the role of emotional presence in the Community of Inquiry. The poster will visually engage the audience with the case’s key findings and suggest open software other educators might employ. The presenters will stimulate discussion to assist educators interested in conducting RTTP and similar active learning strategies online. // Paper ID 108
Open Access
Enhancing Online Courses With Artificial Intelligence Powered Experiential Learning
(2022-09) Farrelly, Glen; Clapperton, Robert; Dixon, Richard J
PCF10 Sub-theme: Inspiring Innovations [PRESENTATION] // For instructors of online, paced and self-paced courses, it can be a challenge to find ways to enliven the course material. Techniques used for in-person courses, such as hands-on labs, role-playing, and practice exercises, may be difficult or impossible to replicate in online courses where students progress at their own pace and schedule. In addition, with challenges brought by the recent COVID-19 pandemic and cutbacks to post-secondary education funding, it is important for educators to offer effective learning opportunities that scale well and are resilient to restrictions imposed on account of pandemic conditions. // Over the past three years, Athabasca University’s Faculty of Business has partnered with Ametros Learning to address these challenges through developing courses that use artificial intelligence (AI) to power educational simulations that deliver experiential learning opportunities for students (Kolb, 2014). The AI-powered simulation platform requires students to assume roles in realistic and relevant scenarios and perform a series of interactive exercises (such as engaging in Socratic questioning and drafting responses and critiques) to address challenges related to the simulation narrative and key course concepts. // This approach enables teaching hard and soft skills through embedded educational material followed by students applying key skills and receiving timely, iterative and individualized assessment by both humans and AI agents. Through analysis of quantitative student feedback data and individual observational analysis, we have found that this experiential learning approach leads to deeper cognitive and affective learning than more static approaches to course content delivery. // Post-secondary institutions have been using AI for several years for purposes such as fielding common, basic student questions and providing learning analytics. However, the use of AI to deliver full-scale, holistic student learning opportunities is in its infancy. This panel discussion will address the challenges and benefits of implementing AI-powered course approaches by hearing from three instructors who implemented such an innovative approach in their courses and an educational software executive who has pioneered AI approaches to online education. // Reference: Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson Education. // Paper ID 4368
Open Access
Enhancing Professional Skills of Staff at Ituani VCT through the TVET Professional Development Toolkit for the Pacific
(2022-09) Henjo, John Ken
PCF10 Sub-theme: Fostering Lifelong Learning [POSTER] // Informal studies in Vanuatu indicate that ICT training is promoted but centralized in the urban areas (Port Vila and Luganville), with 70 % of the population coming from rural communities to the urban areas just to access the ICT services. ltuani Vocational Skills Centre (VSC) was established in 2015 to take ICT services and training to rural and remote communities, targeting orphans; girls and women; and people with disabilities. Ituani VCT is the first rural training centre to be registered under the Vanuatu Qualification Authority (VQA) to deliver accredited computer courses through outreach program to target rural schools and communities called ICT to schools and communities. // The major challenges experienced in the outreach programme is the travelling situations, since the provinces and islands are scattered in six different provinces, making it difficult and costly to travel by air, sea, and land due to the bad conditions of the roads and sea. To address these challenges, blended learning approaches was identified as key ensure that the rural communities access the digital skills. Given that the trainers at Ituani did not have relevant skills for blended learning, the TVET Professional Development Online Toolkit for the Pacific was used as a basis for upskilling the staff. The Toolkit was developed through collaboration between the Commonwealth of Learning (COL) and the Pacific Centre for Flexible and Open Learning for Development (PACFOLD) with funding from the New Zealand Ministry of Foreign Affairs & Trade. // Project team was set up, project design workshop was held to develop a detailed project plan, relevant stakeholders were identified and included in project activities. The Toolkit was used to identify training gaps among trainers and develop strategies for upskilling the trainers. Baseline data was collected, five(5)trainers including three(3) males and two (2) females were upskilled with support from COL consultants, the trainers conducted training to fifthy (50) learners including thirty (30) women/girls and twenty (20) men/boys using the knowledge and skills acquired for blended learning, and endline data was gathered, and the Vanuatu VQA recognized skills acquired through the outreach programme. // Paper ID 8802
Open Access
Evaluation and Lessons Learned from Professionalising Youth Work Micro-credentials in Fiji and the Bahamas: A Comparative Analysis
(2022-09) Perris, Kirk; Naidu, Som; Pluim, Gary; Johnson, Janelle; Newman, Mairette; Bhartu, Deepak; Semeniuk, Jana
PCF10 Sub-theme: Inspiring Innovations [PRESENTATION] // Since 2019, the Commonwealth of Learning (COL) has worked with partners to develop micro-credentials aimed at professionalising youth workers, or aspiring youth workers. Youth workers are individuals on the front lines who engage directly with youth, mainly through government, non-government and civil society organisations. // COL, with research and capacity-building support from Lakehead University in Canada, developed two online, facilitated micro-credentials, each comprised of six courses; in the Pacific in 2020-21 and then in the Bahamas in 2021. In the Pacific, course delivery was facilitated by the Pacific Centre for Flexible and Open Learning for Development, located at the University of the South Pacific. In the Caribbean, course delivery was facilitated by the Bahamas Technical and Vocational Institute. Data collected in the Pacific initiative included participation data from 2,503 registered learners, and pre- and post-course experience surveys. Data collected in the Bahamas, which is at an earlier stage of implementation, included data from 6 interview and focus groups of ministry and post-secondary education professionals. // In this workshop we will focus on two halves. In the first half, we will offer a description of each project including youth issues, selection of stakeholders, and contextualisation. In the second half, we will engage participants to reflect on the first half presentation and then be organized into small groups to engage in varying activities that will also be informed by their own experiences in multi stakeholder projects. The workshop will close with an open discussion in plenary. // The outcomes of the workshop are to: Advance understanding on mechanisms that may enable fruitful engagement across international and cultural boundaries; the centrality and value of co-development in such activities; and problematizing international partnerships in the context of project management and participatory action research with a view to forming some generalizations to the benefit of all attendees. // Paper ID 8625
Open Access
Examination Stress and Stress Resilience: A Qualitative Study of Adolescent Students in Sri Lankan Government Schools
(2022-09) Rajini, Mangaleswarasharma; Jung, Jae Yup Jared
PCF10 Sub-theme: Building Resilience [POSTER] // The General Certificate of Education: Advanced Level (G.C.E[A/L]) examination taken by adolescent students in collegiate level classes in Sri Lankan government schools has been widely criticised for contributing to an increase in exam-related stress. This study identifies the trigger factors that may cause stress in exam situations, explores the levels of stress experienced by students during different phases of exam situations, and examines the stress management strategies used by the adolescent students to cope with their stress. The cohort consisted of 27 adolescent students from collegiate level classes in government schools in the Jaffna and Anuradhapura zones in Sri Lanka were interviewed. Analysis of interview data was guided by grounded theory methodology which provides a systematic procedure to identify codes and categories. The findings revealed that several factors including the “gatekeeping role” of the exam for academic and career opportunities, competition for admission, a fear of failure, a desire for social respect, and expectations for achievement may trigger stress among adolescent students in exam situations. In addition, of the four stages of exam situations (i.e., preparation stage, confrontation stage, waiting stage, and outcome stage), students appear to experience substantial stress during the preparation stage. It is also worth noting that students appear to seek emotional support from others, seek support for learning from others, rely on their spiritual beliefs, and use relaxing diversions as some of the major strategies to manage their stress during exam situations. The findings of the study may contribute to the development of effective interventions to mitigate the stress of Sri Lankan adolescent students in exam situations in the future. // Paper ID 7494
Open Access
Exploring Open Education Practices (OEP) in Undergraduate, Interprofessional Education (IPE)
(2022-09) Heymans, Yolande
PCF10 Sub-theme: Inspiring Innovations [POSTER] // Advancement in information and communication technology (ICT) laid the foundation for open education practices (OEP). The open educational resources (OER) movement has been high on the accessibility and inclusivity agenda, however, the OPAL report: Beyond OER – Shifting Focus to Open Educational Practices (OPAL, 2011) suggests extending the focus beyond the use of OER in higher education to innovative OEP. OEP is defined as “a broad description of collaborative practices that include the creation, use, and reuse of OER, as well as pedagogical practices employing participatory technologies and social networks for interaction, peer-learning, knowledge creation, and empowerment of learners” (Cronin, 2017, p. 18). // Lecturers introduced OEP into a second-year module. Working in interprofessional teams, health and social care students (N:1734) conducted research and used open technologies to design a learning object. Learning objects were assessed, and with students’ consent, shared as OER. Within the evolving OEP domain, this SoTL research project explored students’ perceptions on the use of OEP in undergraduate, interprofessional education (IPE). Ethics approval was granted. Voluntary non-probability sampling was used. The study population comprised of all students registered for the module (N:1734) with 1145 (n) students giving written consent. // This qualitative study was anchored in a constructivist-interpretivist paradigm. A scoping review provided the theoretical foundation and empirical data was collected through an online reflection activity. Data was anonymised, thematically analysed, co-coded, and interpreted. // Participants perceived the introduction of OEP as very positive. Participants valued working collaboratively, gaining insight into diverse disciplinary approaches, and learning with, form, and about their peers. OEP allowed for increased engagement with the subject matter, better understanding, and knowledge retention. Participants valued learning new skills, being creative, co-constructing knowledge, and developing a learning object that can be used for more than just assessment purposes. Students recommended the inclusion of OEP in other modules. // References. Cronin, C. (2017). Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education. International Review of Research in Open and Distributed Learning, 18(5), 15–34 doi: https://doi.org/10.19173/irrodl.v18i5.3096 // Paper ID 3965
Open Access
Exploring the use of a WhatsApp Bot to Influence Online Continuous Professional Development of Teachers in Rwanda
(2022-09) Pieck, Loran; Sebuhalala, Julius; Ishimwe, Sandrine
PCF10 Sub-theme: Inspiring Innovations [POSTER] // The shift from in-person to blended and online delivery of Continuous Professional Development (CPD) of teachers has created various challenges. First, blended and online learning can impact the quality of learning. Some participants find it difficult to self-regulate, plan their learning and complete activities within the set deadlines. Secondly, blended and online CPD can influence the intensity of learning. Lastly, offering CPD programmes online may have equity implications. VVOB – education for development in partnership with Rwandan education authorities, experimented with a conversational learning pilot (WhatsApp bot) to strengthen teachers’ involvement. A treatment-control group research design was used in two blended CPD programmes. The total sample consisted of 417 educators. Findings reveal that additional WhatsApp input helps teachers to move through the online courses, positively influencing their learning. Almost all participants indicated that the additional WhatsApp support was crucial for their timely delivery of tasks. No significant differences in learning outcomes were identified when comparing with a counterfactual. Regarding equity-related challenges, positive effects were identified on the inclusion of older age groups. // By discussing these findings, VVOB wants to explore with the conference audience how semi-automated systems can be further deployed to support teachers and school leaders in their lifelong learning. // Paper ID 0907
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Getting Published in High Impact ODL Journals (Researching & Writing Panel Discussion)
(2022-09) Naidu, Som; McGreal, Rory; Panda, Santosh
PCF10 Sub-theme: Inspiring Innovations [PRESENTATION] // Prof Som Naidu will talk to the following: Open, flexible and distance education draws its foundations from an eclectic knowledge base. While this provides scope for multiple perspectives, it also poses serious challenges for writing, researching and getting published in the field. Key issues among these are 1) a lack of awareness of the basic principles of open and distance learning; 2) lack of awareness of lessons already learned, and 3) lack of methodological rigour. This discussion will engage participants with a critical examination of these issues and challenges and how best to approach them. // Prof Rory McGreal will talk to the following: This session will provide prospective authors of scholarly articles with useful information on how to write a paper to increase the chances of acceptance. An adapted version of Reyes guidelines for scholarly articles will be used to provoke questions, comments and suggestions from the audience. Descriptions of journals that are accepting articles specifically on open and distance education research will be provided. The OER Knowledge Cloud will be introduced along with an explanation of how it can best be used for research. // Information will also be provided on the landscape of scholarly journals relevant to open and distance education research, including explanations of impact factors, h-index, ESCI (Emerging Sources Citation Index) and citation rankings. A description of the open access publishing environment will aim to enlighten participants on the main issues regarding what is wrong with academic publishing. The different types of openness (green, gold, etc.) will be discussed. // Prof Santosh Panda will talk to the following: The Journal of Learning for Development provides a forum for the publication of research with a focus on innovation in learning, in particular but not exclusively open and distance learning, and its contribution to development. Content includes interventions that change social and/or economic relations, especially in terms of improving equity. // JL4D publishes research articles, book reviews and reports from the field from researchers, scholars and practitioners, and seeks to engage a broad audience across that spectrum. It aims to encourage contributors starting their careers, as well as to publish the work of established and senior scholars from the Commonwealth and beyond. // Paper ID 7880
Open Access
Global Advocacy for Educational Resilience – How to Build a National or Regional Advocacy Campaign for Open, Flexible and Distance Learning
(2022-09) Oliveira, Carlos; Pena-Bandalaria, Melinda Dela; Fassina, Neil; Gjelsvik, Torunn; Naidu, Som; Nichols, Mark; Ossiannilsson, Ebba
PCF10 Sub-theme: Building Resilience [PRESENTATION] // Two years of oscillating school closures globally has underscored the vulnerability of campus-based in-person learning and, in turn, exposed the vulnerability of equitable and open access points to education. To support millions of displaced learners, institutions and systems alike rapidly adopted alternative off-campus approaches, as an emergency response to teaching and learning. Advocates of Open, Flexible, and Distance Learning (OFDL) environments have been building resilient education systems that enable equitable and inclusive access for decades. These efforts, however, have regularly faced significant stigma stemming from the false assumption that OFDL environments are inferior to in-person educational environments. Despite exponential growth over the last two years, scalable and resilient OFDL environments continue to face systemic barriers in public policy, academic and operational practice, and government support. These systemic barriers limit the ultimate potential for educators to truly transform lives and communities. Regrettably, many of the barriers standing in the way are beyond the control of any one institution or educational system, thereby necessitating strong advocacy efforts to influence change. // The International Council for Open and Distance Education (ICDE) aims to change the narrative regarding OFDL policy and practice through advocacy as a global community. The ICDE is actively working to strengthen global advocacy efforts regarding OFDL and enable greater regional and national influence through members and partners. Originally developed during a series of Leadership Summits and President Forums involving OFDL experts from across the globe, the ICDE has created an advocacy toolkit that can be used as a framework to promote OFDL at the national and regional levels. // In this workshop will introduce the ICDE Advocacy Campaign and toolkit (https://www.icde.org/global-advocacy-campaign). This toolkit seeks to help attendees plan and prepare how to participate or lead a regional or national advocacy intervention suitable for their home country drawing on the open licensed materials developed by the ICDE, the advocacy messages for dissemination, and a campaign leaflet. By the conclusion of the workshop attendees will have identified key stakeholders, tailored relevant messages, and identified key resources and partners in support of their advocacy efforts. // Together, we can systematically dismantle the conscious or subconscious barriers that stand between learners and their future potential by advocating for change to public policy, practice, and resources that are necessary to improve open and equitable access to resilient education systems, nationally and globally. // Paper ID 5072