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- ItemOpen AccessPre-COW: Commonwealth of Learning 2024(2024-09-03) Scott, PeterPresented by Professor Peter Scott, President & CEO, Commonwealth of Learning, at the Pre-Committee of the Whole (Pre-COW) meeting, London, United Kingdom, 3 September 2024.
- ItemMetadata onlyPodcast Series: The Path to Female Leadership(2022-05) Wallace, Ann; Ige, Motun; Longsworth, Luz; McCutcheon, Judy; Gibson, Diane; Tross, Samantha; Kité, Elizabeth; Mensah-Williams, Margaret; Kanwar, Asha; Abulokwe, Nneka; Naido, RajaniCommonwealthWiseWomen (CWW) was a COL mentorship programme (2021-2023) that linked eminent female professionals with women and girls in underserved communities for developing leadership skills. This ten-episode podcast series offered under this programme is hosted by Dr Ann Wallace, Higher Education Management & eLearning Specialist, who speaks with prominent females from each region of the Commonwealth to discuss “the road to female leadership”; conversations about the path to leadership and development as a female in the education, business, government, non-government, entrepreneurship, and health sectors.
- Episode 1: Female Role Models and Home Training – Leadership Prep?
- Episode 2: Lead From Where You Are
- Episode 3: Born to Lead
- Episode 4: Leading with Heart
- Episode 5: Where There’s No Trail – Blaze On
- Episode 6: The Rights to Lead
- Episode 7: I’m A Woman – Watch Me Lead
- Episode 8: You’re a Leader When Those You Lead Benefit from Your Actions
- Episode 9: Condition Your Mind for Leadership
- Episode 10: Leading with Humility and Truth
- ItemOpen AccessAlternative Assessment for ODL: Insights from an Authentic Assessment MOOC(2024-05-16) Olivier, Jako; Agbu, Jane-FrancesOnline conference paper presented at the International Conference on Educational Technology and Online Learning on 16 May 2024 by Dr Jako Olivier, Adviser: Higher Education, Commonwealth of Learning, and Professor Jane-Frances Agbu, Adviser: Higher Education, Commonwealth of Learning. A need was identified to provide support to faculty in terms of authentic assessment by means of a MOOC and the development and evaluation of this course is the focus of this paper. The purpose of the MOOC on Authentic Assessment for online learning, which was facilitated by the Commonwealth of Learning, was to provide an accessible learning opportunity and to shift postsecondary assessments towards more authentic assessments, especially in digitally mediated learning environments. This paper provides insight on the open-licensed MOOC, focusing the following: the conceptual and theoretical underpinnings of the MOOC, an overview of the course and its components, learners’ expectations and their profiles; course analytics, learning activities and experiences, as well as learner feedback. The paper concludes with recommendations for similar scalable MOOC interventions.
- ItemOpen AccessCommonwealth Open Learning: Why, What and Outcomes?(2024-05) Scott, PeterPresented by Professor Peter Scott, President & CEO, Commonwealth of Learning, to the Commonwealth Secretariat Board of Governors and the 22nd Conference of Commonwealth Education Ministers, London, United Kingdom, May 2024.
- ItemOpen AccessOpen Schooling Provision for Out-Of-School Youths(2024-05-08) Mays, TonyPresented by Dr Tony Mays, Director: Education, Commonwealth of Learning, at the First Botswana Open University International Conference on Open and Distance Learning Gaborone, Botswana on 8 May 2024. Most Commonwealth countries have large and growing numbers of young people not in employment nor in education and training. Open and distance learning is one way in which we can help such learners to re-engage. This presentation will explore cost drivers in ODL provision and ways in which costs can be contained. The issue will be explored from a pragmatic perspective and will draw both on classic theory related to the interplay between access, quality and cost (e.g. Rumble, Perraton, Daniel et al.), more recent research (e.g. Hülsmann, Murangi) as well as practical experience. Many countries are struggling to support the rising costs of education provision following the economic downturn post-pandemic, but the costs of not making such provision will likely be even more extreme. There is growing use of distance education and online methods in formerly contact-only institutions but there is concern in some quarters that low-budget and poorly supported online provision might be used to cross-subsidise full-time traditional contact provision which is ultimately not sustainable. It can be argued that over the years, two dominant pedagogic models have developed in both traditional and online provision which might be loosely termed instructivist and constructivist and two dominant business models have emerged which could be loosely described as economies of scale and activity-based costing.