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PublicationBest Practices of Community Radio and Sustainable Development Goals: A Handbook( 2021)Community radios as a third tier of broadcasting in addition to commercial and public radios, cover relatively smaller geographic areas but cater to a wider range of communities of interest. The hyper local and participatory nature of content creation in community radio has great potential to reduce the gap between the content creators and listeners making communities - especially the marginalized and vulnerable – active partners in the development process. Thus, community radios are well suited for providing new and unexplored opportunities for more inclusive sustainable development. In the time of the on-going COVID-19 pandemic, community radio stations (CRS) have once again proved their mettle as sources of timely and dependable information and guidance, increased their listenership, and grown in stature as a valuable community asset. Time and again, the role of community radios has been lauded in making critical public information accessible to people be it about various government provisions that they can benefit from, national campaigns on health, mobilizing people to participate in the democratic process by exercising their right to vote, or providing life and livelihood saving information in times of disasters and natural calamities. That community radios can, and do, play a vital role in engaging people in the development process is no longer in doubt, even if this is in small numbers in pockets of their immediate reach. Hence, community radios can be an integral part of the task force of the Sustainable Development Goals (SDGs) – a blueprint for achieving a better and more sustainable future for all socially, economically, and environmentally.
PublicationHandbook on Online Education in Commonwealth Asia( 2022-01)Online learning is education which takes place over the internet. Online courses are flexible and give students enough time and space to learn at their own leisure and pace. Many studies have reported that online learning is as effective as formal learning in terms of student learning. Education delivered online has seen significant growth in the last few years. Advancements in ICT, development and use of OER, and government policies on credit transfers have led many institutions to plan and offer either partial or full online courses and programmes. Some of the universities and institutions have started looking at the credits gained through MOOCs for transfer to regular programmes in view of the policies and guidelines issued by the government’s regulatory agencies. Conventional institutions have also started making attempts to offer online courses and programmes as they are deemed to be cost effective and able to meet the requirements of present-day learners.
PublicationSmart Education Strategies for Teaching and Learning: Critical Analytical Framework and Case Studies( 2022-09)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.
PublicationParticipant Experience in an Inquiry-Based Massive Open Online Course( 2022-09)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.
PublicationEducation and Blockchain( 2022-12)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.