2024-03-29T15:20:49Z
https://jl4d.org/index.php/ejl4d/oai
oai:ojs.ejl4d.org:article/2
2018-12-26T19:52:55Z
ejl4d:RFTF
"140814 2014 eng "
2311-1550
dc
Harnessing OER to Develop Teachers: The Guyana Experience
Butcher, Neil
Moore, Andrew
Hoosen, Sarah
The Ministry of Education in Guyana has prioritised increasing the number of qualified teachers by providing opportunities to both pre- and in-service teachers to gain relevant qualifications. This paper describes the process used to redesign the teacher training curriculum in Guyana to achieve the goals of a newly-developed ICT Professional Development Strategy. The UNESCO ICT Competency Framework for Teachers (CFT) was central to the redesign process, and was used to review and reorganize the national teacher education curriculum aimed at pre-service teachers. The framework also influenced plans to provide professional development for in-service teachers, and influenced the selection of Open Education Resources (OER) used to develop a new learning environment and the accompanying learning materials for the teaching of ICT in Education. One of the significant lessons learned during this process is that people rather than technology are crucial to transformation. It is essential to have leadership support at the highest levels but also committed champions at all other levels. The process called for the inclusion of local stakeholders who understood and knew how to respond to contextual constraints. Moreover, the process benefited from the use of existing frameworks and the use of cost effective OER to develop the course materials.
Commonwealth of Learning
2014-03-18 00:00:00
Non-refereed Article
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https://jl4d.org/index.php/ejl4d/article/view/2
Journal of Learning for Development ; Vol. 1 No. 2 (2014): Issue 2
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/3
2015-02-07T04:38:37Z
ejl4d:ART
"140905 2014 eng "
2311-1550
dc
E-Learning and Development: Lessons from Multi-Disciplinary Capacity Strengthening
Babu, Suresh Chandra
International Food Policy Research Institute
This paper documents the experience and lessons from implementing an e-learning program aimed at creating multidisciplinary research capacity. It presents a case study of bringing together a multidisciplinary group of professionals on-line to learn the skills needed to be a successful researcher in the context of HIV/AIDS and food security problems in Eastern and Southern Africa. Lessons from the experience for future development of similar courses indicate that some of the factors that can enhance the success of e-learning programs in developing countries are: assessing the needs of the participants, easy access to educational technology, addressing the differing learning styles of the participants, continuous interaction and commitment of course moderators, enabling access to open access learning materials and combining various pedagogical approaches. The paper concludes that enhancing the skills of professionals in developing countries through e-learning programs is imperative to meet the human capacity needs for greater economic development and service delivery.
Commonwealth of Learning
2014-09-08 11:13:34
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https://jl4d.org/index.php/ejl4d/article/view/3
Journal of Learning for Development ; Vol. 1 No. 3 (2014): Issue 3
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/6
2014-09-08T18:15:52Z
ejl4d:IA
2311-1550
dc
Informal Learning and Non-Formal Education for Development
Latchem, Colin Robert
Independent consultant/researcher
The following article examines the issues of open, distance and technology-based informal learning and non-formal education for individual and community development. It argues that these two modes of education, which are estimated to constitute 70-90% of lifelong learning, are insufficiently represented in the literature of open and distance learning and development. To ensure that these forms of provision take their rightful place alongside the mainstream systems of formal education, it is posited that far more research and evaluation is needed in order to demonstrate their potential and evidence quality in their outputs, outcomes and impacts.
Commonwealth of Learning
2013-12-05 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/6
Journal of Learning for Development ; Vol. 1 No. 1 (2014): Issue 1
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/7
2014-09-08T18:15:52Z
ejl4d:IA
2311-1550
dc
What Learning for What Development?
Daniel, John
After reviewing the evolution of attitudes to poverty and education we note how it influenced the early provision of schooling and the emergence of a global agenda for international development and universal education. At first this agenda was grounded in the Enlightenment values that inspired the Universal Declaration of Human Rights but economic arguments for reducing poverty and expanding education became more prominent towards the end of the 20th century. Sen’s notion of development as freedom brings these ideas together and will strongly influence the development agenda for the coming decades. Implementing this agenda will require a shift from top-down donor-driven projects to grassroots approaches that take advantage of mobile technologies.
Commonwealth of Learning
2013-12-05 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/7
Journal of Learning for Development ; Vol. 1 No. 1 (2014): Issue 1
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/8
2014-09-08T18:15:52Z
ejl4d:ART
"131219 2013 eng "
2311-1550
dc
Innovations in Learning and Development
Khatib, Hayat Al
Arab Open University - Lebanon
Abstract
The twenty-first century witnessed innovative practices in the advancement of learning in the developed world as a consequence of the technological revolution of the period and the increased demand for higher education (Bax, 2011; Barab, King and Gray, 2004; Roman, 2001). Education was perceived as the cornerstone for development, sustainability and modernisation (Fitzpatrick and Davies, 2003).
The booming of open, distance and e-learning changed the quality of lives for people as it offered additional venues to higher education that overcame problems of exclusivity and scarcity, specifically at times of shrinking public funding (Dhanarajan, 2011). The founding of the Open University in Britain in 1969 targeted limitless audience with innovative teaching and learning modes. Since it was founded, more than 1.5 million students have studied its courses. The Open University was rated “top university in England and Wales” for student satisfaction in 2005, 2006 and 2012.
The developing world sought to replicate the success afforded through innovative learning practices. The Arab region engaged in extensive reformation to allow for new systems of learning that would provide for accessible and diversified opportunities to learners at an acceptable cost. However, concerns were voiced along the axis of equality and social justice (Wilson, Liber, Johnson, Beauvoir, Sharples and Milligan, 2007; Dudeney, 2007). Arguments associated innovative learning modes with polarizing the developed and developing countries, the promotion of western thought, and furthering socioeconomic substrating. Debates emerged on the pedagogic fit of the new promoted approaches for the region, allegations of social isolation, drop rates, faculty strain, urban concentration, in addition to a number of scholastic uncertainties.
A survey was conducted on a random sample of learners studying through an innovative hybrid mode of learning to explore participants’ perception of the new system. Two thousand and five hundred students took the survey from all faculties at the Arab Open University in Lebanon. The survey was conducted for the periods of Fall and Spring 2012-2013. It ensured anonymity of participants for validity of results.
The findings are the following:
• Innovative learning systems have had an impact on the societies in the developing world
• Open learning has been a means for gaining academic qualifications and has provided a solution for mass education in the region
• It specifically helped develop learners from working backgrounds, underprivileged groups and females
Efforts need to focus on:
• Enhancing awareness campaigns on open education in the developing world
• Customizing material to suit the developmental needs of learners in the region as well as their cultural context
• Assuring quality of material used in nontraditional education in the region
Commonwealth of Learning
2013-12-05 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/8
Journal of Learning for Development ; Vol. 1 No. 1 (2014): Issue 1
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/10
2014-09-08T18:15:52Z
ejl4d:ART
"131220 2013 eng "
2311-1550
dc
Widening Access to Science-Oriented Programmes in Tertiary Institutions in Ghana Through Distance Education
Osei, Collins Kwabena
Kwame Nkrumah University of Science and Technology, Kumasi
Mensah, Joseph Addinyia
Kwame Nkrumah University of Science and Technology, Kumasi, Ghana.
An initiative in Science and Technology disciplines was introduced to expand access to KNUST programmes by distance. This study examined the level of access and challenges faced by learners in science oriented programmes offered by distance in KNUST. Analysis of data from 120 learners and 8 facilitators from three programmes indicated that the top-up programmes by distance increased enrolment and participation of learners. There were high rates of students’ persistence in the various programmes attributed to strong personal determination to succeed in achieving higher academic status, availability of learning materials for courses and support from family members. Lack of time as a result of work activities to delays in receiving course materials among students, and short contact hours to low remuneration for facilitators were challenges faced by respondents.
Commonwealth of Learning
2013-12-05 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/10
Journal of Learning for Development ; Vol. 1 No. 1 (2014): Issue 1
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/12
2014-09-08T18:15:52Z
ejl4d:IA
"131118 2013 eng "
2311-1550
dc
Bridging Fields at a Critical Time
Baggaley, Jon
Athabasca University http://www.baggaley.com
The Journal of Learning for Development is launched at a critical time in the evolution of technology-based education. Currently, the ‘massive open online course’ is being welcomed as a cost-saver by educators in developed and emerging nations alike. Evaluation studies of MOOC impact, however, do not as yet confirm that courses with massive student numbers and no teachers are universally viable; and MOOC courses and evaluations have not taken developing-country needs into account. The new Journal, with its emphasis on the educational needs of developing as well as developed regions, can help to advise innovations of this type.
Commonwealth of Learning
2013-12-05 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/12
Journal of Learning for Development ; Vol. 1 No. 1 (2014): Issue 1
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/13
2023-02-09T18:37:01Z
ejl4d:IA
"140313 2014 eng "
2311-1550
dc
Feasibility of Open Schooling in Disturbed Societies: The Case of Afghanistan
Mitra, Sushmita
Most countries have enshrined right to education in their constitution but in reality to fulfil this commitment countries do face a number of challenges. And this is true with the Islamic Republic of Afghanistan, which unlike other countries has a long history of war, conflicts, insurgency and hence insecurity. Although there have been positive steps towards rehabilitation of the education system and signs of promises can be seen in its achievements, access to quality education remains inequitable particularly across the provinces as a result of remoteness and geographical isolation, harsh climate, insecurity which impedes growth and sustainability of access points, high gender gap in all sectors of education particularly from lower secondary stage to higher stages of education, poor infrastructure prevalent in most schools, untrained teachers and low number of female teachers affecting participation, retention and continuity of studies.
This paper highlights the current school educational status in Afghanistan to reveal the daunting challenges still existing to confront for the country to achieve its constitutional goals. It will also points out how Open schooling system can take charge of the challenges in Afghanistan to provide a channel of educational opportunities to those who cannot and do not go to school particularly the girls and women.
(Note:
This article was orginally presented in: The International Conference on Education for All: Role of Open Schooling, 13th -15th March 2013, New Delhi)
Commonwealth of Learning
2014-03-18 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/13
Journal of Learning for Development ; Vol. 1 No. 2 (2014): Issue 2
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/17
2017-10-27T23:04:54Z
ejl4d:ART
"150320 2015 eng "
2311-1550
dc
Open and Distance Learning and Information and Communication Technologies- Implications on Formal and Non formal Education.
Situma, David Barasa
Africa International University, Kenya
The Population; female (% of total) in Kenya was last reported at 50.05 in 2011, according to a World Bank report published in 2012. Despite this higher percentage, women in Kenya are not well represented in education and training compared to their male counter parts (Kenya National Bureau of Statistics: Kenya Facts and Figures 2012 student enrolment by type of institution and sex). The need to empower girls and women through education is vital to achieve the Bill of Rights (Constitution of Kenya, 2010). Use of Information and communication technologies (ICT) for Open and distance learning (ODL) are some of the initiatives that seek to gap the gender parity in education in Kenya. In establishing the implications of ICT and ODL on girl and women education in Kenya, this paper seeks to: a) examine the current policies that supports the use of ICTs in formal and non formal education in Kenya, b) assess the objectives and strategies to facilitate widespread use of ICTs and how they affect girls and women Education in Kenya; c) assess the Implementation of policy objectives and strategies in support of ICTs and ODL for girls and women Education, d) Identify priority areas for implementation of ODL initiatives for women and Girls Education in Kenya; e) State lessons drawn from the ICT and ODL initiatives for girl and women Education ; f) propose strategies for addressing the challenges for implementation of ODL and ICT for girl and Women Education in Kenya. Literature provides very informative findings in support of ICT and ODL for Gender. A number of policies and initiatives are operating in Kenya to ensure ICT and ODL are fully maximized by both Genders. However, the said policies and initiatives have not fully achieved the objectives for which ICT and ODL ought to be implemented. There is need to factor in women and Girls in a curriculum development strategy concerning ICT and ODL.
Commonwealth of Learning
2015-03-20 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/17
Journal of Learning for Development ; Vol. 2 No. 1 (2015)
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/19
2014-09-08T18:15:31Z
ejl4d:ART
"140313 2014 eng "
2311-1550
dc
The Jeffrey Town Model for Community Development
Gordon, Ivy Veronica
Jeffrey Town Farmers Association
Abstract:
The Jeffrey Town model for community development has been effectively applied to the rural community of Jeffrey Town in Jamaica with ICT as a key element. The farmers association is the vehicle that has driven the change.
Included is a brief outline of the community plus highlights of the tangible and intangible components of the model. Special attention is paid to the investment in the human capital to help build capacity of all locals without exploitation so that real empowerment could begin.
Jeffrey Town is a success story validating the modern development assistance programmes whereby communities are empowered, allowed to select their own imperatives and in this case redressing some of those difficulties with superb results.
Commonwealth of Learning
2014-03-18 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/19
Journal of Learning for Development ; Vol. 1 No. 2 (2014): Issue 2
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/20
2023-02-09T18:09:43Z
ejl4d:IA
"230209 2023 eng "
2311-1550
dc
The Role Distance Learning Has to Play in Offender Education
Seelig, Caroline
Open Polytechnic of New Zealand http://www.openpolytechnic.ac.nz
Rate, Leanne
Open Polytechnic
This article looks into the uses of digital and online tools in distance learning to improve literacy and numeracy of offenders in New Zealand prisons. Looking at the benefits and restrictions of digital education within the prison environment, this article discusses the solutions that Open Polytechnic, in partnership with the the New Zealand Government, has put in place to give prisoners further opportunity for rehabilitation, and ultimately prepare them for re-entry into society, the workforce or further study.
Commonwealth of Learning
2013-12-05 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/20
Journal of Learning for Development ; Vol. 1 No. 1 (2014): Issue 1
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/23
2017-10-27T23:04:54Z
ejl4d:ART
"150320 2015 eng "
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A Social Partnership Model to promote Educators’ Development in Mauritius through Formal and Informal Capacity-building Initiatives
Santally, Mohammad Issack
University of Mauritius
Cooshna-Naik, Dorothy
University of Mauritius
Conruyt, Noel
University of Reunion Island
Koa Wing, Caroline
Microsoft Indian Ocean and French Pacific
The organization Helping Our People has been setup in 2011 by a team of education professionals working at the Virtual Centre for Innovative Technologies (VCILT) at the University of Mauritius. In 2009, the VCILT embarked on the SIDECAP project, funded by the EU-ACP in a consortium regrouping the Open University of the UK, the University of the West Indies, the University of the South Pacific and the University of the Highlands and Islands. The work of the VCILT in the context of the SIDECAP project was essentially focused on the repurposing of Open Educational Resources to fit in the local Mauritian Context. At the same time, the VCILT received an internal grant to work on the development of interactive learning materials using the integration of text-to-speech technology in instructionally designed PowerPoint presentations. In this paper we report how the research activities of the two projects led to a series of development and applications in the real-world context for the continuous professional development of educators, the establishment of a social entity, an NGO called Helping Our People, a partnership with Microsoft Indian Ocean and French Pacific under the Partners in Learning Program and the Youth Empowerment Program to alleviate the suffering of those living in vulnerable conditions in the country.
Commonwealth of Learning
2015-03-20 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/23
Journal of Learning for Development ; Vol. 2 No. 1 (2015)
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/24
2014-09-08T18:15:31Z
ejl4d:ART
"140313 2014 eng "
2311-1550
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Technology leadership and ICT use: Strategies for Capacity Building for ICT integration.
Mwawasi, Felix Mndenyi
The Aga Khan University, Institute for Educational Development - Eastern Africa.
Technology leadership is a fairly new concept in school leadership focus. It has become a concern for study in recent times, in tandem with the pedagogical change of integrating ICT in teaching and learning especially in the developed nations. However, few such studies have been done in Africa. A number of studies in the developed countries have advanced descriptive approaches on how Educators should go about the using of ICT in education. Teachers, therefore, need to have prerequisite skills to integrate ICT in teaching and learning and school leaders have a role in enabling the effective use of ICTs. This study aimed at investigating how school leaders help build capacities of teachers to be able to effectively integrate ICT in their teaching and learning, at school level, in a public secondary school in Kenya. Using a qualitative case study approach, five school leaders involved in the capacity building, were purposively sampled for interviews, four teachers were engaged in a Focus Group Discussion and two teachers were observed engaged in classroom practice. Further data was obtained by analysing official school documents. The data analysed indicate the school leaders facilitated increased access to ICT facilities to the teachers and supported them, alongside training, to enable them explore various ways of integrating ICT in teaching and learning.
Commonwealth of Learning
2014-03-18 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/24
Journal of Learning for Development ; Vol. 1 No. 2 (2014): Issue 2
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/25
2015-02-07T04:46:07Z
ejl4d:RFTF
"140916 2014 eng "
2311-1550
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Continuity Education in Emergency and Conflict Situations: The Case For Using Open, Distance and Flexible Learning
Creed, Charlotte
The Open School Trust
National Extension College
Cambridge
England CB2 8HN
Morpeth, Roslyn Louise
National Extension College,
Cambridge
UK
Emergency and conflict in countries such as Syria, the Philippines, Sri Lanka and Afghanistan have made us more aware of the long-term serial disruption and psychosocial damage faced by people caught up in emergency and conflict areas. Open, distance and flexible learning (ODFL) has sometimes been employed in these regions to maintain a degree of continuity in education. For the most part, however, this role has been ad hoc, short-term and often bearing limited relation to the psychosocial and educational needs of the displaced or traumatised populations it serves.
But could ODFL play a more planned, significant and relevant role in emergency and conflict regions and if so, how? This paper will address this core question. We identify particular aspects of ODFL programmes, which are especially useful in reaching and extending basic and secondary education to hard-to-reach children and those in emergency and conflict contexts. Through a specific case study of the recent conflict in Sri Lanka, we show how ODFL is currently being used for these groups and to what effect. We argue that by building on proven achievements and integrating ODFL more systematically into the existing national planning for conflict and emergency zones, it could play a significant and cost-effective role in these regions and also, more widely, in facilitating links between the non-formal and formal sectors and improving the quality of provision.
Commonwealth of Learning
2014-09-08 11:13:34
Non-refereed Article
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https://jl4d.org/index.php/ejl4d/article/view/25
Journal of Learning for Development ; Vol. 1 No. 3 (2014): Issue 3
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/28
2014-09-08T18:15:52Z
ejl4d:BR
"131118 2013 eng "
2311-1550
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Education in a Digital World: Global Perspectives on Technology and Education
Bullen, Mark
Commonwealth of Learning
Commonwealth of Learning
2013-12-05 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/28
Journal of Learning for Development ; Vol. 1 No. 1 (2014): Issue 1
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/32
2015-02-07T04:48:46Z
ejl4d:RFTF
"140918 2014 eng "
2311-1550
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Assessing E-Learning Readiness at the Kenya Technical Teachers College
Okinda, Robert Alfred
Kenya Technical Teachers College
The purpose of this survey was to assess the level of e-learning readiness at the Kenya Technical Teachers College (KTTC). This was part of an institution-wide strategy to guide the adoption and implementation of e-learning at KTTC. The main objectives of the survey were, to: assess the level of e-learning readiness by establishing a baseline aggregate index; and, recommend activities to improve the readiness that facilitate effective deployment of e-learning technologies in teaching, learning and research. Various models used for measuring e-readiness within the ADDIE model of instructional design were reviewed. Engholms’ model for assessing e-learning readiness provided the conceptual foundation for the survey and informed its objectives and methodology. A survey was used to capture the respondents’ perception of the level of e-learning readiness along five dimensions adapted from Engholm using a five-point Likert scale. Samples were collected based on quantitative and qualitative methods using self-administered questionnaires and interviews.
Commonwealth of Learning
2014-09-08 11:13:34
Non-refereed Article
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https://jl4d.org/index.php/ejl4d/article/view/32
Journal of Learning for Development ; Vol. 1 No. 3 (2014): Issue 3
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/33
2017-10-27T23:04:54Z
ejl4d:COM
"150320 2015 eng "
2311-1550
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Experiential Learnings Revised
Herman, Lee
Empire State College/State University of New York
Mandell, Alan
Empire State College
State University of New York
The proposition is challenged that experience and learning are separate. It is argued that all experience is necessarily learning, and that any object of experience may disclose unlimited learnings in both extent and profundity. The implications of these claims are examined for teaching and learning, for the openness of the academy and for social justice.
Commonwealth of Learning
2015-03-20 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/33
Journal of Learning for Development ; Vol. 2 No. 1 (2015)
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/34
2014-09-08T18:15:52Z
ejl4d:BR
"131216 2013 eng "
2311-1550
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Developing Countries in the e-Learning Era
Huelsmann, Thomas
University of Oldenburg
Commonwealth of Learning
2013-12-05 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/34
Journal of Learning for Development ; Vol. 1 No. 1 (2014): Issue 1
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/35
2014-09-08T18:15:52Z
ejl4d:BR
"131118 2013 eng "
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Education Reform in the SADC Region: Challenges and Responses in the 21st Century
Wolfenden, Freda
Open University UK
Commonwealth of Learning
2013-12-05 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/35
Journal of Learning for Development ; Vol. 1 No. 1 (2014): Issue 1
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/36
2014-09-08T18:15:52Z
ejl4d:IA
"131202 2013 eng "
2311-1550
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Curricular Innovation and Digitsation at a Mega University in the Developing World – The UNISA “Signature Course” Project
Baijnath, Narend
University of South Africa
As part of the endeavor to reposition itself in the open distance and e-learning arena, the University of South Africa has designed and developed six modular courses (one module per College) referred to as ‘Signature Courses’. The focus of these modules is on a student-centred online teaching and learning approach; extensive student online mentoring and support; and alternative online assessment practices, while also developing prototypes for fully online courses as the University advances in its digitisation objectives. This paper presents a case study of the achievements of the project thus far. It reports challenges the project has been facing and anticipates the trajectory the University will be following in the future as it moves decisively towards online teaching and learning.
Commonwealth of Learning
2013-12-05 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/36
Journal of Learning for Development ; Vol. 1 No. 1 (2014): Issue 1
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/37
2014-09-08T18:15:52Z
ejl4d:FW
"131118 2013 eng "
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Foreword
Kanwar, Asha
Commonwealth of Learning
Commonwealth of Learning
2013-12-05 00:00:00
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Journal of Learning for Development ; Vol. 1 No. 1 (2014): Issue 1
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/39
2014-09-08T18:15:52Z
ejl4d:ED
"131126 2013 eng "
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Editorial
Tait, Alan
Open University, UK
Commonwealth of Learning
2013-12-05 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/39
Journal of Learning for Development ; Vol. 1 No. 1 (2014): Issue 1
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/42
2017-10-27T23:04:54Z
ejl4d:ART
"150320 2015 eng "
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Effect of Community Factors on Primary School Learners’ Achievement in Rural Bangladesh
Alam, Md. Shafiqul
Bangladesh Open University
The community has important roles to play in child education. This research has identified the community factors that affect the learners’. The research uses case studies. Qualitative data were captured by semi-structured interviews. Data interpretation was underpinned by concepts derived from human capital and social capital theories. The research identified six factors which are: financial position, environment, educational status, communication and support given to schools, community child care, as well as unity and cooperation among community people which affect learner’s achievement (i.e. Quality of Education). The research also suggests that the notion of “rural community roles” would tend to be thought of as “doing something for the children”. There is also an ecological balance in the relations between the community and school. The research suggests that the human capital and social capital of the community and children reinforce each other in a reproductive loop. That means the human and social capital of family and community play a role in the creation of the human and social capitals of the children (quality education), and vice-versa. These observations on education quality add a new horizon to the knowledge base of primary education, and one that may contribute to policy-making and facilitate further research.
Commonwealth of Learning
2015-03-20 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/42
Journal of Learning for Development ; Vol. 2 No. 1 (2015)
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/44
2014-09-08T18:15:31Z
ejl4d:BR
"140313 2014 eng "
2311-1550
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Teacher Education and the Challenge of Development: a global analysis Edited by Bob Moon
Younger, Mike
Cambridge University
Commonwealth of Learning
2014-03-18 00:00:00
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Journal of Learning for Development ; Vol. 1 No. 2 (2014): Issue 2
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/51
2014-09-08T18:15:31Z
ejl4d:CS
"140610 2014 eng "
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Using Community Radio in a Rural Women’s Post-literacy Programme in Nepal
Nagaoka, Chizuko
the National Institute for Educational Policy Research and Hosei University, Tokyo, Japan.
Karki, Manohar
the Skill and Education for Underprivileged (SEFU)
The paper examines the literacy and post-literacy needs of rural women in Nepal, describes a pilot study in using community radio to supplement a classroom-based post-literacy programme for these women, analyses the findings of this intervention and considers the implications for similar programmes in other settings.
Commonwealth of Learning
2014-03-18 00:00:00
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Journal of Learning for Development ; Vol. 1 No. 2 (2014): Issue 2
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/58
2018-01-04T20:16:09Z
ejl4d:CS
"150320 2015 eng "
2311-1550
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Recognition of Prior Learning (RPL) and Skill Deficit: The Role of Open Distance Learning (ODL)
Srivastava, Mamta
National Institute of Open Schooling
A24/25 sector 62 Institutional Area NOIDA India http://www.nios.ac.in
Jena, Sitansu S
Former Chairman, National Institute of Open Schooling
A24/25 sector 62 Institutional Area NOIDA India
Skills acquisition is vital for any economy to compete and grow, particularly in an era of economic and technological change. Skill needs are widespread in most developing countries , including India . Vocational Education and Training (VET) is a direct means of providing workers with skills more relevant to the evolving needs and equitable but must be linked directly to industry needs and requirements. Skilling India may be the biggest challenge facing the country today. Training half a billion people by 2022 is the most ambitious goal ever set by any country in the field of education and training.
On the other hand in India there are millions of people who have considerable level of skill in a particular area but they do not have any form of certification to testify their existing skills, as a result they are unable to use this to progress further for training or improved employment. Hence, there is need for a credit and qualifications framework against which individuals' skills could be mapped. Recognition of Prior Learning ( RPL) is a new concept for India. Presently no system is designed for assessment and certification of RPL.
The Indian Government vide its executive orders notified the National Qualifications Education Framework, ( NVEQF) and assigned the task of assessment and certification of RPL for skills at the lower level of occupations mostly engaged in the unorganized sector to Open Schooling and along with the Industry through Sector Skills councils( SSC) . Recognition of Prior Learning is a crucial area in open and distance learning system. Given the magnitude of the skill development challenge, Recognition of prior learning enables effective and maximum utilization of human resources. Hence can be considered as a ‘tool’.
This paper will portray the framework developed and discuss the issues related to the implementation of this RPL Framework in the diverse country like India.
Key words ; Recognition of Prior Learning, skill deficit ,Sector Skills Councils
Commonwealth of Learning
2015-03-20 00:00:00
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Journal of Learning for Development ; Vol. 2 No. 1 (2015)
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ejl4d.journals.sfu.ca:article/59
2015-05-07T18:44:04Z
ejl4d:ART
oai:ojs.ejl4d.org:article/63
2014-09-08T18:15:31Z
ejl4d:RFTF
"140812 2014 eng "
2311-1550
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Exploring the Potential of Online Courses to Develop Capacity for Sustainable Development
Mercier, Jean-Roger
Free lance consultant, owner of CyberOustal brand http://www.cyberoustal.eu
A small team of independent entrepreneurs has developed two Massive Open Online Courses (MOOCs), in French, on sustainable development that attracted, respectively, 250+ and 150+ participants. This article describes the original intentions and formats of the MOOCs as well as their actual performance. With little publicity, the courses revealed strong buy-in by the participants and resulted in both a high percentage of completion and degree of satisfaction. In conclusion, the author estimates that MOOCs have the potential to provide the impetus needed in initial and vocational training to respond to the challenges of capacity development, highlighted in the Post-2015 Development Agenda and in reflections on Africa like the “Madavo Report” (2005) on capacity buidling in Africa.
Commonwealth of Learning
2014-03-18 00:00:00
Non-refereed Article
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https://jl4d.org/index.php/ejl4d/article/view/63
Journal of Learning for Development ; Vol. 1 No. 2 (2014): Issue 2
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/64
2015-02-07T04:53:50Z
ejl4d:ART
"150121 2015 eng "
2311-1550
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Curriculum Transaction in NIOS: Overcoming the Limitations of Packaged Instructions
Bose, Sutapa
Indira Gandhi National Open University http://www.ignou.ac.in
Low learning outcomes of Indian schools and the promotion of rote learning by their instructional systems have been documented time and again. Schools are therefore required to adopt India’s National Curriculum Framework (NCF) (2005) that includes guidelines for curriculum transaction. However, the learning outcomes and the kind of learning likely to be promoted by the instructional system of open schools of India, including the National Institute of Open Schooling (NIOS) remain excluded from these deliberations. So these two aspects of NIOS have been examined and it has been inferred that the learning outcomes are unsatisfactory; the instructional system is not designed for meaningful learning; and the self learning material used for delivering instructions is a barrier to the adoption of the NCF guidelines. Thereafter it has been proposed that the personal contact programme (PCP) is the only component of the instructional system of NIOS that will lend itself to the adoption of the NCF guidelines, provided it is designed suitably. Subsequently a PCP design based on the NCF directives for organising instructional processes has been suggested.
Commonwealth of Learning
2014-09-08 11:13:34
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https://jl4d.org/index.php/ejl4d/article/view/64
Journal of Learning for Development ; Vol. 1 No. 3 (2014): Issue 3
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/65
2014-09-08T18:15:31Z
ejl4d:COM
"140812 2014 eng "
2311-1550
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Promoting Developmental Research – a Challenge for African Universities
Mohamedbhai, Goolam
Formerly Association of African Universities and University of Mauritius
There are two well-known and often-quoted facts about Sub-Saharan Africa. One is that, in spite of significant progress made in recent years, Africa remains the least developed region in the world and is unlikely to achieve all the Millennium Development Goals by 2015. The other is that Africa fares very poorly in terms of research; it produces only about 1% of the world’s research publications, and the bulk of these emanate from just two countries – South Africa and Nigeria. There is a clear link between these two phenomena, and while there is general acknowledgement that the research output from Africa must be dramatically increased in order to overcome the development challenges, achieving that objective appears to be elusive. Promoting research that directly impacts on development remains a challenge for Africa.
Commonwealth of Learning
2014-03-18 00:00:00
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Journal of Learning for Development ; Vol. 1 No. 2 (2014): Issue 2
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/68
2015-02-07T04:50:01Z
ejl4d:RFTF
"140905 2014 eng "
2311-1550
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Harnessing OER to Drive Systemic Educational Change in Secondary Schooling
Butcher, Neil
Hoosen, Sarah
Moore, Andrew
This paper reports on two action research projects which explored the challenge of determining the conditions under which use of OER can drive a transformative educational agenda in schooling systems. At St Peter’s College in Johannesburg, South Africa, a small pilot study was conducted to explore how to best to adopt new teaching and learning methodologies to encourage greater student engagement and responsibility, and to gauge student and staff reactions to a change in teaching and learning methodologies. It placed heavy emphasis on harnessing OER to enable student-led content creation, with a long-term view of demonstrating that students can use OER to create self-paced learning environments that significantly accelerate their journey through the formal curriculum. In Antigua and Barbuda, the research project considered how to facilitate an entire system to change. It recognised that for change to be effective, it needs to be driven at the systemic level, as these ultimately direct the operations of most public schooling systems. The paper explores the different steps taken, starting from the government’s commitment to ICT infrastructure, fostering a policy environment through an ICT in Education policy and an ICT Master Plan to guide procurement and deployment of ICT in schools, and the development of a School ICT integration plan to ensure school’s ICT needs and requirements. The research explored the deployment of an OER Virtual learning Environment (VLE) Prototype, and the compilation of an online mathematics ‘textbook’ from available quality free OER. The paper concludes by highlighting the kinds of systemic actions required for the proponents of OER to build sustained pressure for long-term, educationally effective systemic change.
Commonwealth of Learning
2014-09-08 11:13:34
Non-refereed Article
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Journal of Learning for Development ; Vol. 1 No. 3 (2014): Issue 3
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/76
2017-10-27T23:04:54Z
ejl4d:RFTF
"150320 2015 eng "
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Bridging the Gap between Community and Cardiologists
Jamatia, Biplab
School of Health Sciences, Indira Gandhi National Open University,
Cardiovascular diseases are an emerging cause of morbidity and mortality in India. India produces less than 150 cardiologists annually leading to a gap between the need and availability of trained professionals. Three years cardiology training programme is available for post graduate doctors in conventional medical education system. Majority of the people living in rural/small town/district town of the country do not have any access to cardiac care because trained cardiologists are mostly concentrated in the metro or capital cities. To address this issue Indira Gandhi National Open University has designed and developed a two-year full time training programme in the area of non-invasive cardiology named Post Graduate Diploma in Clinical Cardiology for medical graduates which is being offered through the open and distance learning mode. The objective of the programme is to train large number of medical graduates effectively to enable early recognition, management and prevention of common cardiovascular diseases. Learners have been given opportunity to train in different departments and posted in various areas like management of common cardiovascular diseases (6 months), ECG and Stress Testing (3 months), Echocardiography (3 months), ICU/CCU management (6 months), Paediatrics Cardiology (3 months), preventive cardiology (3 months) in this programme. Self learning materials, 33 video programmes (1260 minutes) and monthly live interactive teleconference (90 minutes) has been incorporated in this programme. Beside these, 50 theory counselling sessions, 25 guest lectures, seminars, journal club and case discussion has been taken care in every training center. Hands on skills training is provided to every learner as prescribed in this programme. The 72 credits programme is divided into 7 theory and 6 practical courses. Students need to pass in each course independently both in internal examination and term end examination. Minimum teacher-student ratio has been maintained strictly in both training and term end practical examination. The top most cardiac institutes/hospitals across the country have been identified as training centers as per the norms of the University. This programme has begun with 116 students in 16 training centers in 2006. 443 students have been enrolled in 67 training centres in 2013. More than 320 cardiologists are involved as academic counselors in this training programme. A total 1006 candidates have successfully completed their training and a many of them are providing services in small or district town of the country.
Commonwealth of Learning
2015-03-20 00:00:00
Non-refereed Article
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Journal of Learning for Development ; Vol. 2 No. 1 (2015)
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/84
2015-11-02T22:18:52Z
ejl4d:RFTF
"150624 2015 eng "
2311-1550
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Department Involvement in Instructional Materials Development for ODL Study at the Zimbabwe Open University (ZOU)
Tanyanyiwa, Vincent Itai
Zimbabwe Open University
Mutambanengwe, Betty
Zimbabwe Open University
The teaching and designing of modules at Zimbabwe Open University (ZOU) is the principal responsibility of a single body of teaching staff although some authors and content reviewers could be sourced from elsewhere if human resources are not available in ZOU. This survey, through a case study, examines the involvement of lecturers and staff in the Department of Geography and Environmental Studies in instructional materials development for open and distance learning (ODL). The study inquired into the time Lecturers spent on module development and writing, their levels of satisfaction with the materials they would have produced, their preferences with regard to teaching and instructional materials development strategies, and their views on how the process of instructional materials development at the university can be improved. The study found out that there is need for more time for materials development, better coordination and planning, greater consultation among colleagues, and adequate support services in instructional materials development for ODL to improve on the quality of modules. The department should be fully involved in instructional materials design and development to be effectively familiar with the ODL mode of learning and the students for whom the materials are intended. There is need for course writers (designers), prior to developing instructional materials, to be allowed to spend time in the regional centres which are located in the ten geo-political regions of Zimbabwe so that they become familiar with the local learning context. One of the main recommendations is that there is need for course writers and content reviewers as well as editors to always undergo constant training in ODL and instructional materials development for ODL.
Commonwealth of Learning
2015-09-02 00:00:00
Non-refereed Article
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Journal of Learning for Development ; Vol. 2 No. 2 (2015): Issue 2
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/97
2015-11-02T22:18:52Z
ejl4d:CS
"150624 2015 eng "
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The Nexus between Stakeholder Engagement and Instructional Quality: The Case of The UWI Open Campus’s Awareness and Professional Development Towards a Quality Support Framework
Gilzene-Cheese, Florence
The University of the West Indies, Open Campus http://www.open.uwi.edu/
Abstract:
With changes in the global economic landscape, universities are employing adjunct staff to instruct their online courses in new and expanding programs. Concomitantly, the growth of information and communication technology worldwide has facilitated the creation of classrooms without walls and universities without borders. The challenge for institutions is to create that nexus between programme quality and instructor engagement, especially where the instructors are just adjunct members of the staff. The University of the West Indies (UWI), through its virtual Open Campus (OC), has aligned its strategic objective of excellence to “…provide multiple, flexible paths for all constituencies to pursue tertiary education over their lifetime[i]” with the development of a framework that provides support for adjunct faculty members who are often “new to online”.
This article is predicated on a quality framework established within the UWIOC at the start of the academic year 2012/13. It draws on the processes used with online educators while the university restructured its quality assurance (QA) procedures. I will discuss how a quality framework might affect instructional practices in distance education while broadening the understanding of what it means to facilitate focused student engagement. Data for the study will be generated through multiple methods: ethnographic observations; focus group interviews and document and artefact collection – reports on the use of two monitoring instruments. I will analyse key components of the OC quality structure; quality context issues and their contribution to success; and essential principles for ongoing assessment and planning to maintain the cycle.
The discourse examines the possible effects of the changes, if any, through a practice-oriented perspective on quality amidst changes occurring within the UWI’s virtual campus. it also contemplates on how the process of increased monitoring and accountability works towards quality improvement. Key findings are presented with graphic and narrative arrangements supported by literature in the area of institutional quality.
[i] UWI, Strategic Plan, 2012
Commonwealth of Learning
2015-09-02 00:00:00
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Journal of Learning for Development ; Vol. 2 No. 2 (2015): Issue 2
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/101
2015-11-20T02:26:46Z
ejl4d:RFTF
"151108 2015 eng "
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Developing Multimedia Enhanced Content to Upgrade Science and Mathematics Subject Content Knowledge of Secondary School Teachers in Tanzania
Mtebe, Joel S.
University of Dar es Salaam
Kibga, Elia Y.
Tanzania Institute of Education
Mwambela, Alfred A.
University of Dar es Salaam
Kissaka, Mussa M.
University of Dar es Salaam
The failure rates and lack of interest amongst students in science and mathematics in secondary schools in Tanzania is a serious problem. The Ministry of Education and Vocational Training (MoEVT) implemented the project to enhance and upgrade the pedagogical knowledge and subject content knowledge of teachers in selected difficult topics in science and mathematics at secondary education. This article reports on the process involved in the development of multimedia enhanced content that involved teachers, facilitators, and technical staff. The developed content was evaluated for its satisfaction using a sample of 72 experts that included teachers and instructors after using the content for 10 days. Generally, respondents were satisfied with the quality of the developed multimedia enhanced content. However, accuracy had minimum percentage of users’ satisfaction with 37%. This shows that the majority of the content had spelling and grammatical errors that were supposed to be corrected before producing the final product. Although this is ongoing work, we believe that the lessons learned from our efforts can be useful to similar organizations planning to develop multimedia enhanced content for educational purposes.
Commonwealth of Learning
2015-11-19 18:26:46
Non-refereed Article
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Journal of Learning for Development ; Vol. 2 No. 3 (2015): Issue 3
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/105
2015-11-02T22:18:52Z
ejl4d:ART
"150806 2015 eng "
2311-1550
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Quality Assurance in Asian Open and Distance Learning: Policies and Implementation
Darojat, Ojat
Universitas Terbuka
Nilson, Michelle
Simon Fraser University
Kaufman, David
Simon Fraser University
Open universities have emerged as an innovative pillar in the expansion of access to higher education participation, with single-mode distance education providers broadening access in many countries through economies of scale supported by large enrolments. These models raise questions about the quality of education provided. This paper reports on a comparative case study of quality assurance (QA) programs in distance education at three open universities in Southeast Asia. Focusing on QA development and implementation in learner support services, the study explored QA policies, supporting management practices and structures, and the influence of internal and external environmental factors, as identified through thematic analysis of data from semi-structured interviews and policy documents. The results showed many similarities in QA for learner support at the three institutions. Their learner support services were determined to be responsive to government and external quality agencies, external cultural and language factors, and student feedback.
Editorial Note: Anak Bangsa Open University (ABOU) is a pseudonym used for another university, and there is no ABOU as such. All references are to actual documents and processes of the said university, but readers may not find the documents cited under ABOU in the references.
Commonwealth of Learning
2015-09-02 00:00:00
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Journal of Learning for Development ; Vol. 2 No. 2 (2015): Issue 2
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/114
2016-03-16T17:31:04Z
ejl4d:RFTF
"160316 2016 eng "
2311-1550
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Unlocking the Potential of Public Libraries in Supporting Distance Learning
Nabushawo, Harriet Mutambo
Makerere University
Department of Open and Distance Learning.
Aguti, Jessica Norah
Commonwealth of Learning
Winterbottom, Mark
University of Cambridge
This paper examines the place of public libraries in supporting distance learners in Makerere University, exploring the factors which affect utilisation of their services. The study adopted a survey design with 300 B.Ed. students, collecting data through focus group discussions, structured questionnaires and individual interviews.
Commonwealth of Learning
2016-03-16 10:14:44
Non-refereed Article
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Journal of Learning for Development ; Vol. 3 No. 1 (2016): Issue 1
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/121
2015-11-02T22:18:52Z
ejl4d:ART
"150818 2015 eng "
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Developing and Piloting Interactive Physics Experiments for Secondary Schools in Tanzania
Msoka, Vidate Cyril
University Of Dar es Salaam http://udsm.ac.tz/
Kissaka, Mussa M
University Of Dar es Salaam http://udsm.ac.tz/
Kalinga, Ellen Charles
University Of Dar es Salaam http://udsm.ac.tz/
Mtebe, Joel S
University Of Dar es Salaam http://udsm.ac.tz/
Students in secondary schools in Tanzania have been facing difficulties in conducting laboratory experiments. This has been due to acute shortage of laboratory facilities and poor teaching methodologies. Consequently, students perceive science subjects as not attractive, difficult and irrelevant to understand the world around them. An interactive physics experiment was developed and piloted in two schools with 157 students to investigate whether interactive experiments can be used as an alternative to physical experiments. Results show that students found the interactive experiment was easier and efficient, and therefore can be used as an alternative to physical experiments.
Commonwealth of Learning
2015-09-02 00:00:00
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Journal of Learning for Development ; Vol. 2 No. 2 (2015): Issue 2
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/123
2015-11-02T22:18:52Z
ejl4d:BR
"150624 2015 eng "
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Dron, Jon and Terry Anderson (2014). Teaching Crowds - Learning and Social Media, Edmonton: AU Press
Ferreira-Meyers, Karen
University of Swaziland
Commonwealth of Learning
2015-09-02 00:00:00
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Journal of Learning for Development ; Vol. 2 No. 2 (2015): Issue 2
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/124
2015-11-20T02:26:46Z
ejl4d:ART
"151108 2015 eng "
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From Learning to Empowerment: A study of smallholder farmers in South West Uganda
Carr, Alexis M.
Commonwealth of Learning
Tenywa, Moses
Makerere University
Balasubramanian, K.
Commonwealth of Learning
The relationship between education and empowerment has been widely debated in development literature. In recent times, social capital and community-centric learning have been increasingly recognized as important variables in the empowerment process. This paper outlines the development of a Three-dimensional Framework for Empowerment, and looks at the relationship between a community-centric learning process and empowerment in selected villages in Uganda. Based on a comparative study of two villages, the paper evaluates the role of the Lifelong Learning for Farmers (L3F) programme, developed and supported by the Commonwealth of Learning (COL), in empowering farming communities. The study shows that the integration of human capital (viewed purely from learning, knowledge acquisition, reflective practices, skills and competencies) social capital and financial capital, has a positive impact on development outcomes such as empowerment.
Commonwealth of Learning
2015-11-19 18:26:46
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Journal of Learning for Development ; Vol. 2 No. 3 (2015): Issue 3
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/125
2016-03-16T17:31:04Z
ejl4d:ART
"160316 2016 eng "
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Lecturers’ Experiences of Teaching STEM to Students with Disabilities
Ngubane-Mokiwa, Sindile
University of South Africa
Khoza, Simon Bheki
University of KwaZulu-Natal
Innovative teaching is a concept based on student-centred teaching strategies. Access to Science, Technology, Engineering and Mathematics (STEM) subjects has not been equitable due to use of traditional teaching strategies. These strategies tend to exclude students with disabilities who can effectively learn in environments that appropriately and innovatively integrate technology. Better use of technology in teaching also requires teachers to have the relevant skills to take advantage of the devices in their disposal. This article provides an overview of the literature and experiences of lecturers on the use of technology to facilitate access to STEM subjects at Technical and Vocational Education and Training (TVET) institutions. Using two TVET colleges as case studies, it seeks to clarify how technology is currently used in vocational training. Data gathering was done through in-depth e-interviews and observation of classes. Purposive convenience sampling was used to select the most accessible teachers that teach students with disabilities for this study. Understanding of prior practices and current teacher technological competency are the initial points in the development of TVET technology integration model. In this article, the experiences of teachers were used to guide the development of an inclusive and equitable technology integration model.
Commonwealth of Learning
2016-03-16 10:14:44
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Journal of Learning for Development ; Vol. 3 No. 1 (2016): Issue 1
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/126
2016-03-16T17:31:04Z
ejl4d:ART
"160316 2016 eng "
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Positioning extension Massive Open Online Courses (xMOOCs) within the open access and the lifelong learning agendas in a developing setting
Nkuyubwatsi, Bernard
The University of Leicester http://www2.le.ac.uk/departments/education/postgraduate-study/research-degrees/phd-research/phd/bernard-nkuyubwatsi
Recent reports on xMOOCs indicated that underprivileged learners in need for higher education have minimally been reached by these courses. While the open access agenda is needed to reach such learners, most MOOCs were developed from societies that shifted toward the lifelong learning agenda. In this paper, xMOOCs are positioned in both the open access and the lifelong learning agendas in a developing country context. Findings from ten xMOOCs are presented and discussed. The findings suggested that two of the ten xMOOCs may contribute directly to the open access agenda and two xMOOCs may contribute indirectly to the same agenda. Nine xMOOCs were found to have the potential to contribute to the lifelong learning agenda. These findings may inform policies and practices that underpin opening up higher education and open education in general.
Commonwealth of Learning
2016-03-16 10:14:44
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Journal of Learning for Development ; Vol. 3 No. 1 (2016): Issue 1
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/127
2015-11-20T02:26:46Z
ejl4d:ART
"151108 2015 eng "
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A Discourse Analysis of Teacher-Trainees’ Abstract Conceptualizations of Emerging Technologies in Teaching to Revitalise Luganda Language
Kabugo, David
Makerere University http://orcid.org/0000-0003-1288-5654
Masaazi, Fred Masagazi
Makerere University
Mugagga, Anthony Muwagga
Makerere University
While many young learners of the 21st century have grown up with, and generally prefer to learn using Emerging Technologies (ETs), a few teachers of Luganda language graduate with learning experiences of integrating ETs in their teaching. One of the most crucial stages of gaining experiences in any subject or object of interest is making Abstract Conceptualizations (ACs) about it (Kolb, 1984). Whereas scaffolding ACs has potential to expand teacher’s knowledge of integrating ETs in teaching, it is difficult to enact in a pedagogically sound manner. This paper emerges from a Design Based Research in which 68 Luganda language teacher-trainees at Makerere University were enrolled into a semester-long (17 weeks) blended learning course aimed at cultivating their experiences of integrating ETs in teaching. The study was informed by Kolb (1984)’s Experiential Learning Theory (ELT) and Reeves (2006)’s model of conducting research in authentic e-learning contexts. Six distinct abstract conceptualisations of ETs emerged from trainees’ responses. This paper discusses the implications of such abstract conceptualization in the revitalisation of Luganda language.
Commonwealth of Learning
2015-11-19 18:26:46
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Journal of Learning for Development ; Vol. 2 No. 3 (2015): Issue 3
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/129
2016-03-16T17:31:04Z
ejl4d:ART
"160316 2016 eng "
2311-1550
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Tracking Students’ Eye-Movements when Reading Learning Objects on Mobile Phones: A Discourse Analysis of Luganda Language Teacher-Trainees’ Reflective Observations
Kabugo, David
Makerere University http://orcid.org/0000-0003-1288-5654
Muyinda, Paul Birevu
Makerere University
Masagazi, Fred Masaazi
Makerere University
Mugagga, Anthony Muwagga
Makerere University
Mulumba, Mathias Bwanika
Makerere Univesity
Although eye-tracking technologies such as Tobii-T120/TX and Eye-Tribe are steadily becoming ubiquitous, and while their appropriation in education can aid teachers to collect robust information on how students move their eyes when reading and engaging with different learning objects, many teachers of Luganda language are yet to gain experiences of utilizing these technologies in their teaching. This paper emerges from a semester-long (17 weeks) study which followed a Design Based Research (DBR) approach and deployed qualitative techniques to cultivate the experiences of 68 Luganda language teacher-trainees in utilizing different emerging Educational Technologies (ETs) in their teaching. The study was guided by Kolb (1984)’s Experiential Learning Theory (ELT) and Reeves (2006)’s model of conducting research in authentic e-learning contexts. During the study, trainees concretely experienced, abstractly conceptualized and made observational reflections about their own active experimentations of different ETs in teaching Luganda language. In this paper, we describe how we supported the trainees to conduct an active experimentation of Tobii-T120 to track how students moved their eyes when reading and engaging with learning objects on an emulated smart phone. Following the observational reflections, which the trainees made about their active experimentation, this paper also presents a discourse analysis thereof.
Commonwealth of Learning
2016-03-16 10:14:44
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Journal of Learning for Development ; Vol. 3 No. 1 (2016): Issue 1
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/133
2015-11-20T02:26:46Z
ejl4d:BR
"151109 2015 eng "
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Book Review: Education and International Development: theory, practice and issues by Clive Harber
Pulist, S K
Indira Gandhi National Open University
New Delhi
India
Commonwealth of Learning
2015-11-19 18:26:46
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Journal of Learning for Development ; Vol. 2 No. 3 (2015): Issue 3
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/141
2016-07-19T02:15:56Z
ejl4d:ART
"160617 2016 eng "
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A Critical Look at Policy Environment for Opening up Public Higher Education in Rwanda
Nkuyubwatsi, Bernard
The University of Leicester http://www2.le.ac.uk/departments/education/postgraduate-study/research-degrees/phd-research/phd/bernard-nkuyubwatsi http://orcid.org/0000-0001-7295-9630
Policies play a critical role in the implementation of open, distance education and opening up higher education. To encourage participation of different stakeholders in related practices, policies may need to embody values and benefits for those stakeholders. It is in this perspective that this study was conducted to investigate the policy environment for opening up public higher education in Rwanda. An interview was conducted with a leader/policy maker at the University of Rwanda and three policy documents were analyzed. Results indicated that existing policies were unlikely to inform practices that contribute to opening up higher education. Related policy documents were decontextualized in some aspects. Different ways in which these policies may be contextualized to inform opening up higher education were recommended. The findings and recommendations are particularly important to policy makers and institutional leaders who are interested in opening up higher education in Rwanda and other settings.
Commonwealth of Learning
2016-07-18 19:12:54
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Journal of Learning for Development ; Vol. 3 No. 2 (2016): Issue 2
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/142
2016-03-16T17:31:04Z
ejl4d:BR
"160316 2016 eng "
2311-1550
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Book Review: Skills Development for Inclusive and Sustainable Growth in Developing Asia-Pacific
George, Nancy
Nancy George and Associates
Commonwealth of Learning
2016-03-16 10:14:44
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https://jl4d.org/index.php/ejl4d/article/view/142
Journal of Learning for Development ; Vol. 3 No. 1 (2016): Issue 1
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/143
2016-11-12T18:37:08Z
ejl4d:ART
"161110 2016 eng "
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Towards Inclusive Education: A Case Study of IGNOU
Chaudhary, S. V. S.
Indira Gandhi National Open University, New Delhi
Khare, Pankaj
Indira Gandhi National Open University, New Delhi
Gupta, Sanjay
Indira Gandhi National Open University, New Delhi
Garg, Suresh
Indira Gandhi National Open University, New Delhi
Towards the end of the Eleventh Five Year Plan (2007 -2012), India catered to about 20 per cent of the youth in the age group 17 to 24 years. However, to achieve the threshold level of about 30 per cent by 2020, and address concerns which perpetuate inequalities in opportunities to higher education, Government of India (GoI) formulated positive discrimination policies. Establishment of Indira Gandhi National Open University (IGNOU) was one such positive step in this direction. Since 1987, IGNOU has been striving for inclusive education and reach all groups till the last mile. As a result of its dedicated efforts, at the end of 2012, it had reached 639 out of 659 districts in the country, including those in the red corridor (infested by Naxalite and Maoist extremists) passing through States of Andhra Pradesh, Chhattisgarh, Jharkhand, Maharashtra, Odisha, and West Bengal. IGNOU has been successfully imparting education and training to socially, economically, physically and/or geographically disadvantaged, in addition to women, minorities and jail inmates. Our results show that participation of rural women is particularly encouraging in all programmes but the dropout rate of these groups is rather high and success rate comparatively low.
Commonwealth of Learning
2016-11-10 09:37:30
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Journal of Learning for Development ; Vol. 3 No. 3 (2016): Issue 3
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/144
2016-07-19T02:15:56Z
ejl4d:CS
"160622 2016 eng "
2311-1550
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Policies Regulating the Assignments of the Bachelor of Education Programme of Indira Gandhi National Open University: A Case Study
Bose, Sutapa
Indira Gandhi National Open University http://www.ignou.ac.in
This case study examines the policies formulated by the Indira Gandhi National Open University (IGNOU), an open and distance learning university of India for regulating the practices related to the assignments of its Bachelor of Education programme. Following the examination it argues that some policies are formulated in the context of the pedagogic significance of assignments in distance education and aim to support learning, while others seem to have been formulated for coping with the financial and administrative limitations imposed by the high enrolment in the programme. It infers that the dichotomy in the policy objectives reflects the diverging perspectives of the policies that have not been reconciled during policy formulation. It also suggests the way the policies that subordinate quality to quantity can be revised.
Commonwealth of Learning
2016-07-18 19:12:54
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Journal of Learning for Development ; Vol. 3 No. 2 (2016): Issue 2
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/145
2016-07-19T02:15:56Z
ejl4d:ART
"160617 2016 eng "
2311-1550
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Mobile Learning: Challenges for Teachers of Indian Open Universities
Awadhiya, Ashish Kumar
Indira Gandhi National Open University, New Delhi, India http://www.ignou.ac.in/ignou/aboutignou/icc/iuc/staff/detail/Mr_Ashish_Kumar_Awadhiya-4441
Miglani, Anshu
Indira Gandhi National Open University, New Delhi, India http://www.ignou.ac.in/ignou/aboutignou/icc/iuc/staff/detail/Dr_Anshu_Miglani-4443
“Mobile Learning” (m-Learning) has emerged as a trend in the field of Open and Distance Learning (ODL). It is removing the time and geographical barriers for learning by placing learning opportunities at the fingertips of learners. ODL institutes in India are also adopting mlearning in different forms; however, it is not fully implemented due to various reasons. This paper aims to explore possible challenges faced by teachers of Open Universities of India in implementation of m-learning. In this context the teachers of Indian Open Universities were surveyed to identify and rate the intensity of various challenges in the successful implementation of m-learning in the ODL system. The findings from respondents (n = 72) revealed that out of thirteen (13) challenges presented to them, the three most important challenges were: (a) lack of support for instructional design for m-learning; (b) lack of institutional policy for m-learning and (c) lack of infrastructure/technological support. These barriers were extrinsic in nature as they were institution dependent. The least important challenges were found to be: (a) intrusion on personal time due to 24 x 7 access; (b) reluctance to adopt technology and (c) difficulty of use. These barriers were intrinsic in nature as they were person-driven. Challenges of m-learning were found to be the same irrespective of gender. Institutions need to provide adequate institutional support in terms of policy, infrastructure and instructional design for the successful implementation of m-learning.
Commonwealth of Learning
2016-07-18 19:12:54
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Journal of Learning for Development ; Vol. 3 No. 2 (2016): Issue 2
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/147
2016-11-12T18:37:08Z
ejl4d:COM
"161110 2016 eng "
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The Two Solitudes of Educational Policy and the Challenge of Development
Murgatroyd, Stephen J
Collaborative Media Group Inc.
Sahlberg, Pasi
Harvard Graduate School of Education
Policy makers are challenged to improve educational outcomes, manage scarce resources and secure public acceptance of their initiatives to provide quality, relevant and effective education. In making decisions they are pulled between competing ideologies about the process and purposes of schooling. This paper explores these ideologies and suggests tensions between them. The paper also suggests a way forward for those seeking to established evidence based, context sensitive policies and practices
Commonwealth of Learning
2016-11-10 09:37:30
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Journal of Learning for Development ; Vol. 3 No. 3 (2016): Issue 3
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/150
2016-07-19T02:15:56Z
ejl4d:IA
"160617 2016 eng "
2311-1550
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Mobile Learning Research: the Focus for Policy-Makers
Traxler, John
Professor of Digital Learning
Institute of Education
University of Wolverhampton
Mobile learning has moved in the last decade from being a small, scattered research interest to being viewed by many international agencies as a way of delivering their humanitarian missions to the developing contexts of the global South.
This paper explores and documents fundamental concepts and concerns that characterize or perhaps jeopardise the relationships between the ‘old’ research communities and ‘new’ policy maker communities working to improve the nature and scope of learning in the developing contexts of the global South using personal mobile digital technologies. As becomes apparent, these concepts and concerns are relevant and interesting across a broader range of domains, touching perhaps under-privilege and access to education and technology in both the global North and the global South, the uses of technology to extend, enhance and transform learning and the various pressures and determinants of policy-making and of the public funding of research.
Commonwealth of Learning
2016-07-18 19:12:54
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Journal of Learning for Development ; Vol. 3 No. 2 (2016): Issue 2
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/151
2016-07-19T02:15:56Z
ejl4d:ED
"160617 2016 eng "
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From the Emeritus Editor…
Tait, Alan W
Open University, UK
Commonwealth of Learning
2016-07-18 19:12:54
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https://jl4d.org/index.php/ejl4d/article/view/151
Journal of Learning for Development ; Vol. 3 No. 2 (2016): Issue 2
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/152
2016-07-19T02:15:56Z
ejl4d:IA
"160622 2016 eng "
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The Open Flip – a digital economic model for education
Weller, Martin
Open University, UK
The advent of the internet and digital technologies has given rise to a number of new economic models. These have often been applied to education, but either through faults in the initial models or differences in the characteristics of the education sector, they have not proven to be widely applicable. The use of digital, network technologies combined with open licences is one area that has seen particular success in educational application. This field offers an economic model that has particular application to education, through the reallocation of finances to the production of openly licensed resources instead of the purchase of copyrighted ones. This has potential significant impact across a range of educational practices and beyond.
Commonwealth of Learning
2016-07-18 19:12:54
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https://jl4d.org/index.php/ejl4d/article/view/152
Journal of Learning for Development ; Vol. 3 No. 2 (2016): Issue 2
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/153
2016-07-19T02:15:56Z
ejl4d:BR
"160622 2016 eng "
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Book Review: Mobile Learning: Transforming the Delivery of Education and Training Edited by MOHAMED ALLY
Pulist, S K
Indira Gandhi National Open University
New Delhi
India
Commonwealth of Learning
2016-07-18 19:12:54
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Journal of Learning for Development ; Vol. 3 No. 2 (2016): Issue 2
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/154
2017-04-06T21:13:11Z
ejl4d:CS
"170324 2017 eng "
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Distance Learner’s Perspective on User-friendly Instructional Materials at the University of Zambia
Simui, Francis
Mundende, Kasonde
Mwewa, Godfrey
Kakana, Fabian
Namangala, Prof. Boniface
This case study focuses on print-based instructional materials available to distance education learners at the University of Zambia. Using the Visual Paradigm Software, we model distance education learners’ voices into sociograms to make a contribution to the ongoing discourse on quality distance learning in lowly resourced communities. The key finding shows that out of the four modules (PEM 2082, PEM 2061, PEM 2071, PEM 3122) engaged in, learners rated PEM 2082 as the most user-friendly module at 65.9% while PEM 3122 was rated least at 2.3%. Emerging from this study are the ten elements that instructional designers will need to re-consider some of which are: (i) presentation and layout of content; (ii) use of interactive language; and (iii) inclusion of real life situations. In view of the foregoing, it is recommended that the university adheres to ODL instructional design fundamentals in all its instructional materials as a means to improved quality distance learning.
Commonwealth of Learning
2017-03-31 16:39:21
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Journal of Learning for Development ; Vol. 4 No. 1 (2017): ISSUE 1
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/155
2016-07-19T02:15:56Z
ejl4d:ED
"160629 2016 eng "
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Introduction: Policies and Practice
Gaskell, Anne
Independent
Commonwealth of Learning
2016-07-18 19:12:54
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Journal of Learning for Development ; Vol. 3 No. 2 (2016): Issue 2
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/163
2017-04-06T21:08:40Z
ejl4d:ART
"170324 2017 eng "
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Mobile learning: readiness and perceptions of teachers of Open Universities of Commonwealth Asia
Miglani, Anshu
Indira Gandhi National Open University (IGNOU)
Maidangarhi, New Delhi-68 http://www.ignou.ac.in/ignou/aboutignou/icc/iuc/staff/detail/Dr_Anshu_Miglani-4443
Awadhiya, Ashish Kumar
Indira Gandhi National Open University (IGNOU)
Maidangarhi, New Delhi-68 http://www.ignou.ac.in/ignou/aboutignou/icc/iuc/staff/detail/Mr_Ashish_Kumar_Awadhiya-4441
Integration of ‘Mobile Learning’ (m-learning) in Open and Distance Learning (ODL) system can play a crucial role in reducing the ‘Digital Divide’ and strengthening ‘Democratization of Education’ by providing quality educational opportunities and access to information quickly at affordable cost in Commonwealth Asian countries. Successful implementation of m-learning will be determined by readiness and positive perception of the teachers towards it. This study examined the m-learning readiness and perception of the teachers of eighteen Open Universities spread across five Commonwealth Asian countries (Bangladesh, India, Malaysia, Pakistan and Sri Lanka). The analysis of responses obtained from 102 teachers indicates that they have device and skill readiness to impart m-learning. The study also revealed the presence of positive perception for m-learning among them. They affirmed that m-learning has the potential to engage the learner to a greater extent. It enhances the collaboration and didactic conversation, thereby reducing the feeling of isolation for learners in ODL system. However teachers were still not sure, if m-learning can replace e-learning through conventional devices.
Commonwealth of Learning
2017-03-31 16:39:21
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Journal of Learning for Development ; Vol. 4 No. 1 (2017): ISSUE 1
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/164
2016-11-12T18:37:08Z
ejl4d:COM
"161110 2016 eng "
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Sustainable Development Begins with Education
Uvalić-Trumbić, Stamenka
Daniel, John
This article builds on the report of a meeting of the Memory and Future Club of the Association of Former UNESCO Staff Members held in February 2016 to discuss the impact of UNESCO's work on Education for All. It also derives from the authors' personal perspectives on the important contribution that the EFA campaign has made and could make to the overall goal of making education a vehicle for the sustainable development of our world. We celebrate its successes and explore its challenges.
Commonwealth of Learning
2016-11-10 09:37:30
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Journal of Learning for Development ; Vol. 3 No. 3 (2016): Issue 3
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/165
2016-11-12T18:37:08Z
ejl4d:IA
"161110 2016 eng "
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MOOC Quality: the need for new measures
Hood, Nina
University of Auckland
Littlejohn, Allison
Open University
MOOCs are re-operationalising traditional concepts in education. While they draw on elements of existing educational and learning models, they represent a new approach to instruction and learning. The challenges MOOCs present to traditional education models have important implications for approaching and assessing quality. This paper foregrounds some of the tensions surrounding notions of quality, as well as the need for new ways of thinking about and approaching quality in MOOCs.
Commonwealth of Learning
2016-11-10 09:37:30
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Journal of Learning for Development ; Vol. 3 No. 3 (2016): Issue 3
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/167
2016-11-12T18:44:33Z
ejl4d:BR
"161110 2016 eng "
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Online Distance Education Towards a Research Agenda
DeVries, Irwin
Thomson Rivers University http://idevries.com
Commonwealth of Learning
2016-11-10 09:37:30
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Journal of Learning for Development ; Vol. 3 No. 3 (2016): Issue 3
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Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/168
2016-11-12T18:37:08Z
ejl4d:BR
"161109 2016 eng "
2311-1550
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Flexible Pedagogy, Flexible Practice (Notes From the Trenches of Distance Education)
Winkelmans, Tim
BC Ministry of Education
na
Commonwealth of Learning
2016-11-10 09:37:30
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https://jl4d.org/index.php/ejl4d/article/view/168
Journal of Learning for Development ; Vol. 3 No. 3 (2016): Issue 3
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/170
2017-04-06T21:10:52Z
ejl4d:COM
"170324 2017 eng "
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Education for sustainable development: Connecting the dots for sustainability
Gokool-Ramdoo, Sushita
Transinvest Construction Limited, Colas Group
Rumjaun, Anwar Bhai
Mauritius Institute of Education
Critical pedagogy, practitioner experience and a regulatory perspective are employed to scrutinize the notion of Education for Sustainable Development (ESD) as it occurs in the literature. They promote understanding of the challenges impeding the completion of unfinished ESD businesses. In response to practitioner-expressed needs, this paper innovatively proposes a Sustainable Development-compliant National Qualifications and Credit Framework (SD-NQCF) as the instrument to finally connect isolated ESD ‘dots’ and scaffold their sustainability.
Informed by a systems approach, this framework encourages repositioning educational activities within the UN Agenda 21 to ensure the suffusion of SD principles. ESD becomes the backbone of NQCFs, while critical pedagogy provides the adequate instrument to foster 21st Century sustainability competencies that are embedded into curricula as learning outcomes. The SD-compliant framework resolves tensions between formal, non-formal and informal education. It provides connecting bridges and pathways to sustainably suffusing socio-economic fabrics with SD principles that will shift paradigms.
Commonwealth of Learning
2017-03-31 16:39:21
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Journal of Learning for Development ; Vol. 4 No. 1 (2017): ISSUE 1
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/171
2016-11-12T18:37:08Z
ejl4d:IA
"161110 2016 eng "
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Learning for Development from within and beyond the Reef: Early implementations of Open Distance Learning and Use of Open Educational Resources (OER) for the Teaching of English in a Small Island State
Va’ai, Emma Kruse
National University of Samoa
The following article examines the beginnings of open distance learning and use of OER by the National University of Samoa Faculty of Education to address an identified national need for more teachers and to improve their quality. It highlights related challenges in the training of teachers and how different and new modes of learning are not always immediately acceptable and effective for the learners. It also discusses different perceptions related to ODL and OER and the need for policy developments at national and institutional levels for an integrated approach that can lead to sustainability.
Commonwealth of Learning
2016-11-10 09:37:30
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https://jl4d.org/index.php/ejl4d/article/view/171
Journal of Learning for Development ; Vol. 3 No. 3 (2016): Issue 3
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/172
2016-11-12T18:37:08Z
ejl4d:ED
"161110 2016 eng "
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Sustainable Development and Inclusive Quality Education
Gaskell, Anne
Independent
Commonwealth of Learning
2016-11-10 09:37:30
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https://jl4d.org/index.php/ejl4d/article/view/172
Journal of Learning for Development ; Vol. 3 No. 3 (2016): Issue 3
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/190
2017-07-20T00:09:01Z
ejl4d:ART
"170613 2017 eng "
2311-1550
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Pre-Service Teachers’ Self-Efficacy Beliefs Towards Educational Technologies Integration in Tanzania
Raphael, Christina
Dar es Salaam University College of Education
Mtebe, Joel S.
University of Dar es Salaam, Tanzania
This study examines pre-service teachers’ (N = 386) self-efficacy beliefs towards educational technologies integration in the classroom at the two colleges in Tanzania that prepare secondary education teachers. Using regression analysis, the study found out that the determinants of self-efficacy beliefs among pre-service teachers towards educational technologies integration are support, perceived ease of use, performance expectancy, and social influence. The findings of this study enhance our understanding of factors that hinder teachers from integrating educational technologies into the classroom.
Commonwealth of Learning
2017-07-19 16:30:14
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https://jl4d.org/index.php/ejl4d/article/view/190
Journal of Learning for Development ; Vol. 4 No. 2 (2017): ISSUE 2
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/192
2017-11-21T18:19:20Z
ejl4d:ART
"171120 2017 eng "
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An Evaluation of the Usefulness and Ease of Use of the Aptus within the Samoan Education Context
Chan Mow, Ioana Tuugalei
National University of Samoa
Temese, Edna
National University of Samoa
Mose, Mose Nitreous
National University of Samoa
Patu, Tara
National University of Samoa
Mauai, Elisapeta
National University of Samoa
Sinclair, Ioana
National University of Samoa
Lafaele, Fiafaitupe
National Univeraity of Samoa
Namulauulu, Joseph
National University of Samoa
Tanielu, Misioka
National University of Samoa
Wong Soon, Agnes
National University of Samoa
Chan, Vensal
National University of Samoa
This paper describes the findings of the first trial of the Aptus device within the National University of Samoa. The Aptus is a device that enables wireless access to valuable educational resources in the absence of electricity and the Internet. The goals of this research were to explore the acceptance of using the Aptus to access e-resources within the context of education in Samoa, with user acceptance measured by evaluating the ease of use and usefulness of the Aptus. The findings of the trial indicated very positive perceptions of students and teachers at the university in terms of ease of use and usefulness of the Aptus within educational settings. From the results of Phase 1, a strong recommendation is made to adopt the Aptus as a technology for providing access to quality educational resources within the National University of Samoa. The study also recommends the need for training of teachers on the use of the Aptus and its applications, such as Moodle.
Commonwealth of Learning
2017-11-17 16:39:15
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https://jl4d.org/index.php/ejl4d/article/view/192
Journal of Learning for Development ; Vol. 4 No. 3 (2017): ISSUE 3
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/194
2017-04-06T21:02:53Z
ejl4d:IA
"170324 2017 eng "
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Can new modes of digital learning help resolve the teacher crisis in Sub-Saharan Africa?
Moon, Bob
Open University UK
Villet, Charmaine
Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice.
Commonwealth of Learning
2017-03-31 16:39:21
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Journal of Learning for Development ; Vol. 4 No. 1 (2017): ISSUE 1
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/195
2017-04-06T21:04:09Z
ejl4d:IA
"170324 2017 eng "
2311-1550
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Motivations, Achievements, and Challenges of Self-Directed Informal Learners in Open Educational Environments and MOOCs
Bonk, Curtis J.
Indiana University
Lee, Mimi Miyoung
University of Houston
This research targeted the learning preferences, goals and motivations, achievements, challenges, and possibilities for life change of self-directed online learners enrolled in a massive open online course (MOOC) related to online teaching hosted by Blackboard using CourseSites. Data collection included a 40-item survey of which 159 MOOC respondents completed the close-ended survey items and 49 completed the 15 open-ended survey items. Across the data, it is clear that self-directed online learners are internally motivated and appreciate the freedom to learn and choice that open educational resources provide. People were also motivated to learn informally from personal curiosity and interest as well as professional growth needs and goals for self-improvement. Identity as a learner was positively impacted by informal online learning pursuits. Foreign language skills as well as global, cultural, historical, environmental, and health-related information were among the most desired by the survey respondents. The main obstacles to informal online learning were time, costs associated with technology use, difficulty of use, and lack of quality. Qualitative results, embedded in the findings, indicate that self-directed learners take great pleasure in knowing that they do not have to rely on others for their learning needs. Implications for instructional designers are offered.
Commonwealth of Learning
2017-03-31 16:39:21
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Journal of Learning for Development ; Vol. 4 No. 1 (2017): ISSUE 1
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/197
2017-04-06T20:59:52Z
ejl4d:SPF
"170324 2017 eng "
2311-1550
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European Leaders in Distance and e-Learning
Tait, Alan W
Open University, UK
Commonwealth of Learning
2017-03-31 16:39:21
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Journal of Learning for Development ; Vol. 4 No. 1 (2017): ISSUE 1
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/198
2017-07-27T16:10:46Z
ejl4d:ART
"170613 2017 eng "
2311-1550
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Improving the Quality of Basic Education Through the Use of Gender-sensitive Student Councils: Experience of Six Selected Districts in Tanzania
Mnubi, Godfrey Magoti
Institute of Adult Education
This paper analyses whether the gender-sensitive and democratically elected student councils helped in strengthening school leadership and providing a platform for increased awareness and advocacy for male and female students to address their needs and rights in primary and secondary schools in Tanzania. The data was collected through qualitative methodology using in-depth interviews with purposively selected 29 school heads, 35 mentor teachers, 24 champions and 54 student leaders. Other data were obtained from focus-group discussions with 590 student leaders. The findings show that the student council plays a major role in strengthening school leadership and increasing the ability of students, particularly girls, to voice their needs and concerns. Some students’ needs and concerns were sexual harassment, the right to quality education and health services and the elimination of corporal punishment. The use of student councils helps to improve the delivery of quality education in schools.
Commonwealth of Learning
2017-07-19 16:30:14
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https://jl4d.org/index.php/ejl4d/article/view/198
Journal of Learning for Development ; Vol. 4 No. 2 (2017): ISSUE 2
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/200
2017-07-20T00:09:01Z
ejl4d:CS
"170613 2017 eng "
2311-1550
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Building an Efficient and Effective Test Management System in an ODL Institution
Md Yusof, Safiah
Open University Malaysia
Lim, Tick Meng
Open University Malaysia
Png, Leo
IMPACT Media
Abd Khatab, Zainuriyah
Open University Malaysia
Dharam Singh, Harvinder Kaur
Open University Malaysia
Open University Malaysia (OUM) is progressively moving towards implementing assessment on demand and online assessment. This move is deemed necessary for OUM to continue to be the leading provider of flexible learning. OUM serves a very large number of students each semester and these students are vastly distributed throughout the country. As the number of learners keeps growing, the task of managing and administering examinations every semester has become increasingly laborious, time consuming and costly. In trying to deal with this situation and improve the assessment processes, OUM has embarked on the development and employment of a test management system. This test management system is named OUM QBank. The initial objectives of QBank development were aimed at enabling the systematic classification and storage of test items, as well as the auto-generation of test papers based on the required criteria. However, it was later agreed that the QBank should be a more comprehensive test management system that manages not just all assessment items but also includes the features to facilitate quality control and flexibility of use. These include the functionality to perform item analyses and also online examination. This paper identifies the key elements and the important theoretical basis in ensuring the design and development of an effective and efficient system.
Commonwealth of Learning
2017-07-19 16:30:14
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Journal of Learning for Development ; Vol. 4 No. 2 (2017): ISSUE 2
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/202
2017-07-20T00:09:01Z
ejl4d:ART
"170613 2017 eng "
2311-1550
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Understanding the Profile, Motivations and Current Status of Academic Graduates through Open and Distance Schooling in India
Jha, Jyotsna
Centre for Budget and Policy Studies
Ghatak, Neha
Centre for Budget and Policy Studies
Mahendiran, Shreekanth
Centre for Budget and Policy Studies
In India, Open and Distance Learning for secondary and higher secondary level is mainly provided by the National Institute of Open Schooling (NIOS). Secondary education in India pertains to class 9 and 10 catering to the age group of 15 to 16. Similarly, higher secondary education refers to class 11 and 12 catering to the age group of 17 to 18. Based on research supported by the Commonwealth of Learning (COL) this paper discusses the results from a telephone survey of close to 1000 learners who were enrolled with NIOS and completed secondary and higher secondary education during 2008-2012 in selected states. It emerged that nearly 81 per cent of respondents were gainfully employed and NIOS helped them look for better jobs, widen their job search, and gain more stable (permanent) and secure (government) jobs. NIOS has successfully enabled a good proportion of learners to continue with their higher education. Flexibility offered by open schooling is the main motivation to join NIOS; individuals facing various constraints in accessing regular secondary education have opted for this option. It appears that two different kinds of learners join NIOS at these two levels; the secondary level seems to have a bigger representation from lower socio-economic strata. The role of open schooling in reducing the gender gap at secondary level of schooling remains mixed.
Commonwealth of Learning
2017-07-19 16:30:14
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https://jl4d.org/index.php/ejl4d/article/view/202
Journal of Learning for Development ; Vol. 4 No. 2 (2017): ISSUE 2
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/205
2017-07-20T00:09:01Z
ejl4d:CS
"170613 2017 eng "
2311-1550
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Mediated Authentic Video: A Flexible Tool Supporting a Developmental Approach to Teacher Education
Stutchbury, Kris
Faculty of Education and Language Studies
Open University, UK
Woodward, Clare
The Open University
You Tube now has more searches than Google, indicating that video is a motivating and, potentially, powerful learning tool. This paper investigates how we can embrace video to support improvements in teacher education. It will draw on innovative approaches to teacher education, developed by the Open University UK, in order to explore in more depth the potential of video. It will use case studies from three continents, and draw on research from different sources, in order to highlight the successes and the challenges. Looking across the examples presented, the paper will describe models of teacher learning and video use, and demonstrate that video can add value to teacher development activities provided that appropriate support and mediation, consistent with the pedagogy that is being promoted, is in place. Sustainable Development Goal 4 emphasizes the importance of improving the quality of the experiences that children have in school. This requires new models for teacher education, and has become an urgent issue. Video could be a significant part of the solution.
Commonwealth of Learning
2017-07-19 16:30:14
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https://jl4d.org/index.php/ejl4d/article/view/205
Journal of Learning for Development ; Vol. 4 No. 2 (2017): ISSUE 2
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/207
2017-04-06T21:01:24Z
ejl4d:SPF
"170324 2017 eng "
2311-1550
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Pacific Leaders in Open, Online and Distance Learning
Bossu, Carina
University of Tasmania
Commonwealth of Learning
2017-03-31 16:39:21
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https://jl4d.org/index.php/ejl4d/article/view/207
Journal of Learning for Development ; Vol. 4 No. 1 (2017): ISSUE 1
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/208
2017-07-17T22:19:52Z
ejl4d:ED
"170324 2017 eng "
2311-1550
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Distance Education Leaders Across the World: Contributions to Learning for Development
Gaskell, Anne
Independent
Commonwealth of Learning
2017-03-31 16:39:21
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Journal of Learning for Development ; Vol. 4 No. 1 (2017): ISSUE 1
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/209
2017-07-20T00:09:01Z
ejl4d:ART
"170613 2017 eng "
2311-1550
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MOOC Adaptation and Translation to Improve Equity in Participation
Wolfenden, Freda
The Open University, UK
Cross, Simon
The Open University,UK
Henry, Fiona
The Open University, UK
There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning. Massive Open Online Courses (MOOCs) represent one such approach and one that, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India. The study draws on multiple sources of participant data to identify and examine features, which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50% for each of the two MOOCs.
Commonwealth of Learning
2017-07-19 16:30:14
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https://jl4d.org/index.php/ejl4d/article/view/209
Journal of Learning for Development ; Vol. 4 No. 2 (2017): ISSUE 2
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/210
2017-07-20T00:09:01Z
ejl4d:ART
"170613 2017 eng "
2311-1550
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Designing Reflective Practice in the Context of OER-based e-Learning
Karunanayaka, Shironica Priyanthi
The Open University of Sri Lanka
Naidu, Som
The University of the South Pacific
Rajendra, J.C.N.
The Open University of Sri Lanka
Ratnayake, H. U. W.
The Open University of Sri Lanka
Much is said about the importance of reflective practice especially in the professions. Yet much of what happens as part of reflective practice in the professions such as teaching is most of the time left to chance. Reflective practice allows practitioners to see the link between theory and practice by thoughtfully considering their own experiences, and applying knowledge to practice. In this paper we argue that for reflective practice to be meaningful and useful to professionals, it should be carefully designed with appropriate structure and guidance. We discuss how this was achieved by being pro-active about promoting and nurturing reflective practice within the context of a professional development program with Sri Lankan educators on OER (Open Educational Resources)-based e-Learning, and how it supported fostering Open Educational Practices (OEP). The OER-integrated online learning experience was designed with various strategies adopted to enhance reflection ‘in’ and ‘on’ action, within a situated learning pedagogical design – Scenariobased learning (SBL). Content analysis of the qualitative data mainly gathered through participants’ self-reflections, supplemented with course team members’ reflections, focus group interviews and the open-ended questions in questionnaire surveys, revealed that a scenario-based approach to learning incorporating authentic learning activities and assessment tasks, such as concept mapping, online discussions, reflective journal writing, and rubric-based feedback on assessment tasks, all helped scaffold participants' approach to reflective practice. Results show that these strategies that were adopted enhanced their critical thinking, creativity, and collaborative learning as well as self-esteem, also indicating a shift towards OEP. We conclude that careful design of the learning experiences is critical in promoting and supporting reflective practice among educators, and the use of such strategies in the design of OER-based e-Learning.
Commonwealth of Learning
2017-07-19 16:30:14
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Journal of Learning for Development ; Vol. 4 No. 2 (2017): ISSUE 2
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/215
2017-11-18T00:46:02Z
ejl4d:ART
"171120 2017 eng "
2311-1550
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Social Networking Sites as Communication, Interaction, and Learning Environments: Perceptions and Preferences of Distance Education Students
Bozkurt, Aras
Anadolu University http://orcid.org/0000-0002-4520-642X
Karadeniz, Abdulkadir
Anadolu University
Koçdar, Serpil
Anadolu University
The advent of Web 2.0 technologies transformed online networks into interactive spaces in which user-generated content has become the core material. With the possibilities that emerged from Web 2.0, social networking sites became very popular. The capability of social networking sites promises opportunities for communication and interaction, especially for distance education students who are separated from their teachers, learning resources and other students in terms of time and/or space. Within this perspective, the aim of the study is to investigate distance education students’ perceptions and preferences regarding use of social networking sites for communication and interaction purposes. In this context, the study employed a quantitative cross-sectional methodology. Research findings were derived from a sample of 2065 distance education students and the data were gathered through an online questionnaire. The research findings indicate that social networking sites (SNSs) can be used to support social learning processes.
Commonwealth of Learning
2017-11-17 16:39:15
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https://jl4d.org/index.php/ejl4d/article/view/215
Journal of Learning for Development ; Vol. 4 No. 3 (2017): ISSUE 3
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/217
2017-07-20T00:09:01Z
ejl4d:ART
"170614 2017 eng "
2311-1550
dc
MOOCifying Courses: Delivery of a MOOC to Enhance University Course Activities
Ostashewski, Nathaniel
Athabasca University
Howell, Jennifer
Curtin University
Dron, Jon
Athabasca University
Since 2012 MOOCs have been heralded as a new way of learning outside of formal university programs of study and there has been much speculation regarding their impact. While MOOCs have provided millions of global learners with access to courses, they failed to deliver the types of learning experiences and completion requirements that were hoped for. One potential iteration of MOOCs might be to blend them with existing courses offered in universities supporting links and connections between study and the outside world. This MOOCification of full-fee courses may provide another next step in the delivery of real and authentic learning. Using an empirical case study design, this project explored the MOOCification of an undergraduate preservice education course at an Australian university. The study presents evidence that blending MOOCs with classroom-based or online learning does provide higher education learners with personalized active learning opportunities. Further research on scaffolded support enabling learners to capitalize on additional aspects of networked learning in MOOCs is needed.
Commonwealth of Learning
2017-07-19 16:30:14
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Journal of Learning for Development ; Vol. 4 No. 2 (2017): ISSUE 2
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/219
2017-07-20T00:09:01Z
ejl4d:CS
"170613 2017 eng "
2311-1550
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Use of Tablet Computers to Improve Access to Education in a Remote Location
Ally, Mohamed
Athabasca University
Balaji, Venkataraman
Commonwealth of Learning
Abdelbaki, Anwar
Reach Out To Asia
Cheng, Ricky
Commonwealth of Learning
A research project was carried out in using mobile learning to increase access to education. This project is contributing to the achievement of Goal 4 of the Sustainable Development Goals (SDGs), which is to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. The mobile learning project involved the use of mobile technology to deliver learning materials to students to provide flexibility of access. Students used tablet computers to access electronic learning materials from the Aptus local server without having to connect to the Internet. The Aptus system is portable and was designed by the Commonwealth of Learning to allow learners to connect to digital learning platforms and access course materials without the need for Internet access. The project was implemented in a school in Pakistan. A total of 74 Grade 8, 9, and 10 students were involved in this project. The research revealed a positive impact on students and on learning as a result of their participation in the mobile learning project: students were better able to use the mobile technology for learning. Both students and parents also indicated that the project increased the students’ knowledge on the use of tablets for learning. Parents indicated that the mobile learning project increased their childrens’ interest in studying. Teachers also acknowledged that the students were taking more interest in classroom learning and concentrated on their tablets during study. Students were tested before and after they were supplied with content on their tablets. The post-test scores were significantly higher than the pre-test scores, indicating the use of the tablets for learning improved students’ performance.
Commonwealth of Learning
2017-07-19 16:30:14
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Journal of Learning for Development ; Vol. 4 No. 2 (2017): ISSUE 2
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/223
2017-11-21T18:33:03Z
ejl4d:ART
"171120 2017 eng "
2311-1550
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Willingness to Engage in Open Educational Practices among Academics in Rwandan Public Higher Education and Responsive Actions
Nkuyubwatsi, Bernard
EUCLID University http://www2.le.ac.uk/departments/education/postgraduate-study/research-degrees/phd-research/phd/bernard-nkuyubwatsi http://orcid.org/0000-0001-7295-9630
Academics’ engagement in Open Educational Practices (OEPs) is critical for opening up higher education. It is in this perspective that the willingness to engage in such practices among academics in Rwandan public higher education was investigated with an agenda to trigger responsive actions. Via convenience/availability and volunteer sampling, 170 academics were invited to participate in the study and 85 of them completed and returned an email self-completion questionnaire. The results revealed that the majority of participants were willing to contribute to Open Educational Resources (OER) by publishing their work under an open licence. Participants were also willing to engage in diverse OEPs including 1) finding OER and evaluating their quality, 2) participating in and evaluating open courses, 3) aggregating OER, 4) adapting OER and open courses, and 5) assessing accomplishment from open learning based on OER and open courses for credit. National and institutional policies were found to be the potentially most important enablers of academics’ engagement in those practices. In the light of the findings, the researcher argues that the inclusion of more learners in the higher education system would make academics more impactful than simply the citation of their work, a stance that was reflected in subsequent responsive actions. This study may benefit institutions and policy makers who are interested in opening up higher education, especially the University of Rwanda that is expected to contribute significantly to the transformation of the country into a middle-income, knowledge-based society.
Commonwealth of Learning
2017-11-17 16:39:15
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Journal of Learning for Development ; Vol. 4 No. 3 (2017): ISSUE 3
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/224
2017-11-21T18:49:48Z
ejl4d:ART
"171120 2017 eng "
2311-1550
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Turkish Teachers’ Awareness and Perceptions of Open Educational Resources
Ozdemir, Ozgur
Indiana University - Bloomington
Bonk, Curtis
Indiana University
The purpose of this study is to explore K-12 teachers’ awareness of open educational resources (OER) as well as their perceptions of its potential opportunities and challenges for teaching practices. Data were gathered from 99 online survey respondents and six interviewees in this study. Findings showed that teachers are aware of OER to a certain degree; however, a misunderstanding exists between digital educational content on the Internet and openly licensed content compatible with the OER definition. Lack of knowledge regarding licensing mechanisms of OER is a major issue among teachers. Whereas, teacher perceptions that the use of OER leads to the improvement in student performance is highly beneficial, the time required to search, select, edit, and apply OER was discovered as the greatest challenge to OER utilization. Results of this study can inform potential OER movement contributors, such as teacher professional development specialists, developers of OER repositories, and academics interested in OER.
Commonwealth of Learning
2017-11-17 16:39:15
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Journal of Learning for Development ; Vol. 4 No. 3 (2017): ISSUE 3
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/225
2017-07-20T00:09:01Z
ejl4d:SPF
"170613 2017 eng "
2311-1550
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Leaders in Distance Education on the African Continent
Prinsloo, Paul
University of South Africa (Unisa) http://orcid.org/0000-0002-1838-540X
Commonwealth of Learning
2017-07-19 16:30:14
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https://jl4d.org/index.php/ejl4d/article/view/225
Journal of Learning for Development ; Vol. 4 No. 2 (2017): ISSUE 2
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/236
2017-08-04T23:42:38Z
ejl4d:SPF
"170613 2017 eng "
2311-1550
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Leaders in Open and Distance Education in North America
Ally, Mohamed
Athabasca University
Commonwealth of Learning
2017-07-19 16:30:14
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https://jl4d.org/index.php/ejl4d/article/view/236
Journal of Learning for Development ; Vol. 4 No. 2 (2017): ISSUE 2
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/237
2018-03-21T00:01:06Z
ejl4d:ART
"180317 2018 eng "
2311-1550
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From policies to implementation of open distance learning in Rwanda: A genealogical and governmentality analysis
Mukama, Evode
University of Rwanda - College of Education http://www.ur.ac.rw
The purpose of this paper is to analyse the interplay between policy formulation and implementation in terms of the present historical and cultural practices of open distance learning (ODL) in Rwanda. This paper draws on the Foucauldian genealogical and governmentality analysis. The paper examines Government aspirations as depicted in policy statements starting from2001, ayear aligning with the beginning of the Government of Rwanda’s Vision 2020. This Vision aims at transforming the country from an agrarian to a knowledge-based and technology-led society. This study analysed discourses emerging from policy statements on ODL and scrutinised how Government aspirations were translated into concrete actions. Moreover, the study examined the rationality governing ODL practice and explored governing techniques adopted in relation to ODL discourses. The findings reveal that, though policies extol ODL potential to increase access, relevance and inclusion in education, and though they highlight the need to improve quality in higher education through affordable, scalable and sustainable technologies, implementing institutions tend to adopt contentious approaches to cope with a dual mode. The study suggests some concrete ideas to close the gap between ODL policy formulation and implementation.
Commonwealth of Learning
2018-03-20 16:57:03
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https://jl4d.org/index.php/ejl4d/article/view/237
Journal of Learning for Development ; Vol. 5 No. 1 (2018): ISSUE 1
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/241
2017-07-20T00:09:01Z
ejl4d:ED
"170614 2017 eng "
2311-1550
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Editorial:Celebrating the 8th Pan-Commonwealth Forum and Distance Education Leaders
Gaskell, Anne
Independent
Commonwealth of Learning
2017-07-19 16:30:14
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https://jl4d.org/index.php/ejl4d/article/view/241
Journal of Learning for Development ; Vol. 4 No. 2 (2017): ISSUE 2
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/242
2017-11-21T18:13:48Z
ejl4d:RFTF
"171120 2017 eng "
2311-1550
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Print2Screen Mobile App: Embedding Multimedia in Printed ODL Course Materials using QR Codes
Abeywardena, Ishan Sudeera
Commonwealth of Learning https://www.col.org/content/dr-ishan-abeywardena http://orcid.org/0000-0002-5042-670X
With the rise of OER and multimedia such as YouTube videos, many academic institutions are becoming mindful of the richness they bring into the teaching and learning process. Given that multimedia resources cannot be directly integrated into printed material, the only available alternative is to print hyperlinks, which teachers and learners can manually type into a web browser. This method becomes ridiculously ineffective as the length of the URL increases. To address this limitation with a special focus on print based ODL course materials, the Commonwealth Educational Media Centre for Asia (CEMCA), which is a regional center of the Commonwealth of Learning (COL), developed an innovative solution to seamlessly integrate multimedia into printed material using Quick Response Codes (QR codes) or 2D barcodes and an Android mobile application named “Print2Screen”. This paper highlights the rationale behind Print2Screen, the development process, how the solution is implemented in a real world scenario and the benefits it will bring to the ODL community especially in rural and developing parts of the world where stable access to technology is still a costly commodity.
Commonwealth of Learning
2017-11-17 16:39:15
Non-refereed Article
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https://jl4d.org/index.php/ejl4d/article/view/242
Journal of Learning for Development ; Vol. 4 No. 3 (2017): ISSUE 3
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/253
2018-03-22T20:39:52Z
ejl4d:ART
"180317 2018 eng "
2311-1550
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Student perceptions of the creation and reuse of digital educational resources in a community development-oriented organisation
Paskevicius, Michael
University of Victoria http://orcid.org/0000-0001-7391-0783
Hodgkinson-Williams, Cheryl
University of Cape Town http://orcid.org/0000-0003-2794-8638
This case study explores students’ perceptions of the creation and reuse of digital teaching and learning resources in their work as tutors as part of a volunteer community development organisation at a large South African University. Through a series of semi-structured interviews, student-tutors reflect on their use and reuse of digital educational resources, and identify the challenges they experience in curating, adapting, and reusing educational resources for use in their teaching activities. The data is analysed qualitatively within the framework of an activity system (Engeström, 1987) to surface the primary systemic tensions that student-tutors face in the reuse of resources found online as well as open educational resources (OER). This study found that student-tutors sourced and used educational materials from the Internet, largely irrespective of their licensing conditions, while also creating and remixing a substantial number of educational materials to make them suitable for use in their context. We conclude that greater awareness of the availability of OER and explicit open licencing for works sourced and created within community development organisations could enhance sharing, collaboration, and help sustain high impact resources.
Commonwealth of Learning
2018-03-20 16:57:03
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https://jl4d.org/index.php/ejl4d/article/view/253
Journal of Learning for Development ; Vol. 5 No. 1 (2018): ISSUE 1
eng
Copyright (c) 2018 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/256
2017-11-18T00:46:02Z
ejl4d:BR
"171120 2017 eng "
2311-1550
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Using ICTs and Blended Learning in Transforming TVET Edited by Colin Latchem
Senteni, Alain
Commonwealth of Learning
2017-11-17 16:39:15
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https://jl4d.org/index.php/ejl4d/article/view/256
Journal of Learning for Development ; Vol. 4 No. 3 (2017): ISSUE 3
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/257
2017-11-21T18:51:03Z
ejl4d:BR
"171120 2017 eng "
2311-1550
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Promoting Use and Contribution of Open Educational Resources by Sanjaya Mishra
Panda, Santosh
Indira Gandhi National Open University
Commonwealth of Learning
2017-11-17 16:39:15
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https://jl4d.org/index.php/ejl4d/article/view/257
Journal of Learning for Development ; Vol. 4 No. 3 (2017): ISSUE 3
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/263
2017-11-21T18:52:43Z
ejl4d:SPF
"171120 2017 eng "
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Asian Leaders in Open and Distance Education
Panda, Santosh
Indira Gandhi National Open University
Commonwealth of Learning
2017-11-17 16:39:15
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https://jl4d.org/index.php/ejl4d/article/view/263
Journal of Learning for Development ; Vol. 4 No. 3 (2017): ISSUE 3
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/264
2018-03-21T00:01:06Z
ejl4d:COM
"180317 2018 eng "
2311-1550
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Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development
Hassler, Bjoern
University of Cambridge http://bjohas.de
Hennessy, Sara
University of Cambridge https://www.educ.cam.ac.uk/people/staff/hennessy/
Hofmann, Riikka
University of Cambridge https://www.educ.cam.ac.uk/people/staff/hofmann/
Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this concept paper we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our experiences of over 5 years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. “OER4Schools” integrates interactive pedagogy, Open Educational Resources (OER) and use of mobile devices (where available). The focus of this paper is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through use of OER. Our conclusions thereby offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for programme design and implementation, that should be taken on board by future initiatives.
Commonwealth of Learning
2018-03-20 16:57:03
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https://jl4d.org/index.php/ejl4d/article/view/264
Journal of Learning for Development ; Vol. 5 No. 1 (2018): ISSUE 1
eng
Copyright (c) 2018 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/266
2017-11-21T18:31:03Z
ejl4d:IA
"171120 2017 eng "
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Open Education and the Sustainable Development Goals: Making Change Happen
Lane, Andy
The Open University, UK http://orcid.org/0000-0001-9721-0909
Education for All has been a concept at the heart of international development since 1990 and has found its latest instantiation within the Sustainable Development Goals (SDGs) as SDG 4, ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. Open education, in the form of resources and practices are both seen as contributors to SDG4 as evidenced by the recent 2nd World Open Educational Resources Congress. The ambition for open education to contribute to the SDGs is clear from this and other gatherings but the means to make it happen are not as clear, and many have claimed that little has happened since the SDGs were launched in 2015. To help address this apparent gap, this paper: (1) sets out the scale and scope of the SDGs; (2) reviews the potential contribution of open educational resources and practices to support the SDGs, and (3) uses a framing of power and systems thinking to review the way open education activities might be fostered within tertiary education in all local, national and regional contexts in order to support the SDGs, and not just SDG 4. It will also tentatively propose a theory of change that brings together power relationships, systems thinking and open education as key components and provide a case study of how this might work in practice through a newly funded project proposal. It is hoped that this theory of change and proposal will be a starting point for wider debate and discussion on how to make change happen in this important arena.
Commonwealth of Learning
2017-11-17 16:39:15
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https://jl4d.org/index.php/ejl4d/article/view/266
Journal of Learning for Development ; Vol. 4 No. 3 (2017): ISSUE 3
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/268
2017-11-21T18:29:21Z
ejl4d:SPF
"171120 2017 eng "
2311-1550
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Leaders in Distance Education in the English-Speaking Caribbean
Kuboni, Olabisi
University of the West Indies
Commonwealth of Learning
2017-11-17 16:39:15
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https://jl4d.org/index.php/ejl4d/article/view/268
Journal of Learning for Development ; Vol. 4 No. 3 (2017): ISSUE 3
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/269
2018-07-18T22:31:27Z
ejl4d:ART
"180718 2018 eng "
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A Critical Review of eLearning Research Trends in Tanzania
Mtebe, Joel S.
University of Dar es Salaam, Tanzania
Raphael, Christina
This study investigated research trends on eLearning implementation in Tanzania from 2007 to 2017. A total of 74 articles from electronic databases, conference proceedings, and selected electronic journals were reviewed. Using content analysis, the study found that there is an increasing interest in eLearning research with the majority of studies conducted by researchers from three universities. Students was found to be the most studied population group while quantitative research design being the most preferred research design. It was also revealed that mobile and game based learning were the least investigated eLearning technologies despite the proliferation of mobile telephony in Tanzania. Internet access and lack of support were the most ranked challenges hindering eLearning implementation in Tanzania. This study will also help policy makers to promote further research in areas where the research gaps have been identified and find interventions to overcome barriers that hinder eLearning implementation in Tanzania.
Commonwealth of Learning
2018-07-18 15:29:45
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https://jl4d.org/index.php/ejl4d/article/view/269
Journal of Learning for Development ; Vol. 5 No. 2 (2018): ISSUE 2
eng
Copyright (c) 2018 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/270
2022-12-06T23:56:50Z
ejl4d:ART
"171120 2017 eng "
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Community Engagement to End Child Early Forced Marriage – Experiences in Selected South Asian Countries
Ferreira, Frances J.
Commonwealth of Learning
Kamal, Mostafa Azad
Bangladesh Open University
Sustainable Development Goal (SDG) 5, “achieve gender equality and empower all women and girls”, emphasises the need for “providing women and girls with equal access to education, health care, decent work, and representation in political and economic decision-making processes [which] will fuel sustainable economies and benefit societies and humanity at large” (UN, 2015). Millions of girls are forced into early marriage for economic and cultural reasons and denied the opportunity for education. Within the context of sustainable development, it is critical to raise awareness among communities that child marriage has wide ranging negative consequences for development and that allowing girls to have education and training can add enormous value to their society as well as their personal and family lives. This study aims to identify the role of community engagement and local community organisations in contributing towards ending child, early and forced marriage (CEFM) through ensuring equitable access of marginalised and out-of-school girls to education and training. The study was based on data collected from surveys that had been administered to 755 out-of-school girls, affected by CEFM in both urban and rural areas of three selected South Asian Association for Regional Co-operation (SAARC) countries, that is, Bangladesh, Pakistan, and India.
Commonwealth of Learning
2017-11-17 16:39:15
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https://jl4d.org/index.php/ejl4d/article/view/270
Journal of Learning for Development ; Vol. 4 No. 3 (2017): ISSUE 3
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/271
2017-11-21T18:26:51Z
ejl4d:ED
"171120 2017 eng "
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Editorial: Open and Distance Learning for Development: how can new technologies and distance education leaders make an impact?
Gaskell, Anne
Independent
Commonwealth of Learning
2017-11-17 16:39:15
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https://jl4d.org/index.php/ejl4d/article/view/271
Journal of Learning for Development ; Vol. 4 No. 3 (2017): ISSUE 3
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/273
2018-07-18T22:31:27Z
ejl4d:ART
"180718 2018 eng "
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Implementing a Blended/Online Learning Policy on a Face-to-Face Campus: Perspectives of Administrators and Implications for Change
Thurab-Nkhosi, Dianne
The University of the West Indies http://orcid.org/0000-0003-0621-9241
Many universities are currently exploring the factors that impact implementation of blended learning policies and institutions. In the Caribbean this is particularly important as financial support by Governments in the region has dwindled in the context of a global recession and universities are seeking ways to reduce costs and increase access. The vision for blended learning on one Campus of a multi-campus, higher education institution in the Caribbean, was to enhance teaching and learning by offering students and staff greater flexibility, more opportunities for engagement and wider choices consistent with varying teaching and learning styles and needs. As this multi-campus university moves toward a re-engineered online policy and greater collaboration among the campuses, some administrators have expressed the view that they have been left out of the implementation strategies and are not clear on the status of the blended learning policy on their campus, nor their roles and responsibilities. This is a qualitative case study, focusing on the stage of blended learning implementation and the perceptions of Deans and Administrative Officers at a specific Higher Education Institution. The methods used were, review of the use of the Learning Management System, and interviews conducted with Deans and Administrative Officers. Thick descriptions of perceptions of administrators are provided. The implications of their perceptions for implementation are discussed and recommendations to close gaps where they exist are made. Findings confirm that change management strategies are required, such as establishing a sense of urgency, forming a powerful guiding coalition and creating a vision. Administrators need to provide clear direction on who should lead the initiative and senior management has a role in ensuring there is additional team support to increase programme development. Findings also indicate that while blended learning has the potential to reduce costs to Higher Education institutions, initial investments in software, hardware, appropriate staff and training require financial investments. Administrators have a role to play in sourcing funds for implementation of blended learning and also in performing audits, which can help in providing information on the existing technical skills, hardware and software available on the campus and how they are being used.
Commonwealth of Learning
2018-07-18 15:29:45
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https://jl4d.org/index.php/ejl4d/article/view/273
Journal of Learning for Development ; Vol. 5 No. 2 (2018): ISSUE 2
eng
Copyright (c) 2018 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/274
2018-03-21T00:01:06Z
ejl4d:BR
"180317 2018 eng "
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Open: The Philosophy and Practices that are Revolutionizing Education and Science
Pulist, S K
Indira Gandhi National Open University
New Delhi
India
Commonwealth of Learning
2018-03-20 16:57:03
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https://jl4d.org/index.php/ejl4d/article/view/274
Journal of Learning for Development ; Vol. 5 No. 1 (2018): ISSUE 1
eng
Copyright (c) 2018 Journal of Learning for Development - JL4D
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