OAsis, COL's Open Access Repository
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Perspectives and Innovation in ODL
No full textVideo presentation by Professor Peter Scott, President & CEO, Commonwealth of Learning and Dr Tony Mays, Director for Education, Commonwealth of Learning. Delivered at the inaugural session of the International Conference on Perspectives and Innovation in Open and Distance Education, 1 April 2024, New Delhi, India
Malta 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
Women’s Rights and Gender-Based Violence: Training Manual
No full textThis training manual is designed to be used by trainers of trainers (ToTs) to prepare future instructors (referred to in this manual as participants) to teach their own students — for example, advocates for gender equality, gender equality field workers and survivors of gender-based violence (GBV)
Benchmarking of Technology-Enabled Learning at MIER College of Education
No full textThis report presents the findings of the TEL benchmarking carried out at the MIER College of Education (MCE) during March -April 2024. It provides an overview of the methodology, the validated self-study report and an action plan developed by the MCE team
The Bahamas 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
Sierra Leone 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
Developments in TEL: Pushing the Boundaries of Open Education
No full textWith the firm articulation by the first chancellor of the OU Lord Geoffrey Crowther, at the UKOU’s inaugural ceremony, that the open university is “open as to people, open as to places, open as to methods and open as to ideas” (Crowther, 1969, pp. 1-2; also reiterated by Perry, 1976), open education has evolved over the past decades and has come a long way to be understood and practised as open access, open learning, open educational resources, open sharing, open pedagogy, and open educational practices, among others. In its evolution, technology has played a significant role. In a review of open, distance and digital education in the Global South, Mays (2023) notes that open, distance and blended approaches in open schooling and higher educational institutions have increasingly embraced digital, cloud-based and connected approaches appropriate to diverse levels, disciplines and contexts, and, therefore, contextual understanding is crucial in any TEL design and application. Conole’s (2013) research review on pedagogical patterns and open educational resources, and learning design for an open world; and Selwyn et al’s (2020) caution about digital inclusion/exclusion, artificial intelligence/datafication, human learning/machine learning, and community approaches to design and implementation, will be of critical importance to TEL designers for open education. Our opening first paper in this issue of the Journal is an interesting and reflective discourse on open education and generative AI
Women’s Economic Security: A Study on Sustained Income for Farmers and Entrepreneurs
No full textThe Commonwealth of Learning (COL) conducted a post implementation study in 2023 on female farmers and female entrepreneurs who were trained as part of its development intervention in Malawi and Sri Lanka between 2019 and 2022. The results of this study will influence how COL approaches its future gender-based interventions on women’s economic security. The intervention on which the study is based was designed to enable disadvantaged communities and partner organisations to effectively implement global commitments towards gender equality and women’s empowerment
Editorial: Improving Learning through DOL: The Importance of Instructional Design and Student Engagement
No full textFurther development and expansion of open distance and online learning (DOL) and blended learning has been possible due to significant research in the areas of instructional/learning design (based on various learning theories) and how learners engage in authentic activities in the contexts of both individualised and collaborative learning. The recent analysis by Molenda (2023) and the analysis by Martin and Bolliger (2023) should be useful reads in this regard. A significant component of any instructional design or learning design for DOL is engagement of learners in self-directed and reflective learning in both individualised and collaborative learning contexts. There are well-researched theories of learner engagement, the most prominent being the Community of Inquiry framework of Garrison, Anderson and Archer (2000) encompassing teaching presence, social presence and cognitive presence especially in asynchronous online learning environments. Further explanation to engagement at macro, meso and micro levels was given by Bond (2019) in which learning was assumed to occur within a given socio-cultural context
Effectiveness of Interactive Content with H5P for Moodle-Learning Management System in Blended Learning
No full textThe end of the pandemic era has brought new changes and challenges to lectures held in a blended learning environment, one of which is the use of interactive content. The objective of this study was to analyse, develop and evaluate the presentation of content using H5P in blended learning, its relevance to lecture topics, activities to achieve learning outcomes using the rotation-type blended learning model and how students perceive it after using this H5P content. It focused on the rotation model that is commonly used in blended learning. However, this model has not included H5P much yet. The sampling method was purposive. The data were collected using a Likert scale questionnaire. The questionnaire data were examined using the bivariate Pearson correlation approach. The results of this study indicated that the use of H5P as a supporting component in implementing the rotation model type of integrated learning increases student knowledge, skill and satisfaction. Lecturers can apply H5P-based content as content support in blended learning for other study programmes by following the content development steps, type rotation scenario and how the H5P interactive videos are used