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  • Publication
    Smart Education Strategies for Teaching and Learning: Critical Analytical Framework and Case Studies
    ( 2022-09) Isaacs, Shafika ; Mishra, Sanjaya
    Information and communication technologies (ICT) have led to the reconsideration of global public policies. In this regard, the creation of universal frameworks has mobilized networks of powerful public, private, and civil society players to scaffold a global agenda on ICT in Education (ICTE), which often combines contradictory rights-based, social justice, and economic objectives. In addition, the shift towards the digitalization of education led to the necessity for the development of national public ICTE policies, which could encompass the unprecedented changes in teaching and learning. The analysis of policy texts and case studies gives a better understanding of this sector and helps to develop the tools necessary for the successful implementation of smart education. // The Publication comprises the following: Overview of the field of smart education and the use of digital technologies in teaching and learning. Conceptual framework and the methodology adopted for the research Analysis of 10 selected national and related supranational policy texts on information and communication technologies in education and smart education policy (China, Egypt, India, Mauritius, Russia, Singapore, South Africa, South Korea, the UK, and the USA) 15 case studies of selected policy-informed implementation projects A policy template and monitoring and evaluation questions.
  • Publication
    Participant Experience in an Inquiry-Based Massive Open Online Course
    ( 2022-09) Ostashewski, Nathaniel ; Cleveland-Innes, Martha
    The Introduction to Technology Enabled Learning MOOC (TELMOOC), a massive open online course developed by the Commonwealth of Learning and Athabasca University, was offered a total of ten times between January 2017 and July 2021. The purpose of TELMOOC was to provide an accessible learning opportunity to teachers, particularly for those in the Global south, to expand upon their knowledge and skills regarding the use of technology and open educational resources in teaching and learning. Designed with the inquiry MOOC (iMOOC) model that complies with the Community of Inquiry framework, the TELMOOC has been successful as a large-scale educational implementation. This book presents a critical perspective into the design and delivery of the TELMOOC. Of particular interest to administrators, educators, and instructional designers is the descriptions and outcomes of the course from the view of the participants. How and why the course interactions were incorporated to descriptions of new educator roles are included in this research-based book that intends to provide a roadmap for others to follow. Articulated in the book is a proposed way in which MOOCs completion rates should be reported as well as an introduction to a holistic quality framework for MOOCs (The PAGE MOOC Success framework). Finally, an evidence-based model of online delivered teacher professional development for MOOCs is outlined showcasing the experiential opportunities provided to educators in the TELMOOC.
  • Publication
    Education and Blockchain
    ( 2022-12) Grech, Alex ; Balaji, Venkataraman ; Miao, Fengchun
    Blockchain is a verification infrastructure that offers a solution to the problem of how to verify digital identity. This publication is aimed at policy-makers in education who have an interest in understanding the affordances of blockchain technology to the education sector. Exploratory exercises with blockchain demonstrate that it is already possible to deploy the technology to cover credentialing and certification in both formal and non-formal learning. This publication presents the essential concepts and uses in a style accessible to policy-makers and experts who are not necessarily specialists in the area but need a quick introduction into the subject.
  • Publication
    Technology Application in Teaching and Learning: Second-Order Review of Meta-analyses
    ( 2022-08) Borokhovski, Eugene ; Tamim, Rana ; Pickup, David
    This second-order meta-analysis (i.e., systematic quantitative synthesis of individual meta-analyses) summarises how the use of technology affects learning (achievement outcomes) in three different educational settings: in-class, online learning and blended learning. Comprehensive literature searches identified 915 potentially relevant publications. Final review covers 131 primary meta-analyses (featuring 134 independent effect sizes) across settings, technology types, grade levels and subject matters. Aggregated effect sizes were organised in three independent collections around the setting type/delivery mode (in-class, online and blended), while technology type and major functionality, grade level and subject matter, plus publication date, coverage and representativeness, as well as some aspects of implementation quality of the included meta-analyses were all coded and analysed as moderator variables. Additional sensitivity analysis and analyses of methodological moderator variables further reduced the data set to 118 effect sizes distributed across three educational settings: in-class, online learning and blended learning.
  • Publication
    Guidelines on Open and Distance Learning for Youth and Adult Literacy
    ( 2021-10) UNESCO Institute for Lifelong Learning ; Commonwealth of Learning
    Guidelines on open and distance learning for youth and adult literacy addresses a gap in literacy provision by presenting open and distance learning (ODL) principles and practices to illustrate how learning and education can be delivered at a distance. This publication is divided into two main parts. Part 1 presents practical guidance in four areas—planning, development, implementation, and monitoring and evaluation—and part 2 considers the various technologies that are used for ODL programmes and could support youth and adult literacy learning. Policy-makers, literacy providers and educators will benefit from understanding and applying the concept and principles of ODL in designing and delivering effective, inclusive and sustainable literacy programmes and learning opportunities—strengthening the resilience of their literacy programmes and expanding outreach and participation in the process.