OAsis, COL's Open Access Repository
Not a member yet
5676 research outputs found
Sort by
Malawi 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
Leading Strategic Reset: A Framework for Revisioning University Strategic Priorities
No full textStrategic reset is the process of reassessing an institution’s strategic priorities, making changes if warranted, and assessing whether the institution can effectively engage and respond to any zeitgeist in the future through agility, flexibility, innovation, and responsiveness to all key stakeholders. The prerequisite for strategic reset is, Why change? What forces are the catalyst for change? The author notes that stakeholder demands for change in education are not new and not all institutions necessarily have to engage in all priority strategic areas for strategic reset. Moreover, reframing strategic priorities must be phased-in based on priority synergy areas. Attempting to do everything fragments resources, increases negative public perceptions about mission ambiguity and diminished quality and leads to mediocrity. Competitors will reframe their institutions with new architectures and streamlined strategic priorities to ensure focus, agility, and responsiveness to highly complex market forces. Competition will drive your institution off the playing field unless the leaders step back, reset, engage and focus their leadership team on resetting strategic priorities and creating the university of the future
Rooting for Robots through Pragmatic Pedagogy
No full textKeynote address by Dr Tony Mays, Director: Education, Commonwealth of Learning, at the UNISA International Conference on Teaching and Learning, Tshwane, South Africa on 7 May 2024.
Technology continues to evolve and is increasingly ubiquitous in our lives. We cannot isolate ourselves from it, so it is pragmatic to engage with it in ways that help us to teach and support students more efficiently and effectively. This presentation will reflect on engagement with technologies such as automated feedback, digital dashboards, MOOCs, digital OER and uses of generative artificial intelligence which are informed by pedagogy rather than dictated by the form of technology employed. It will explore both some things that have worked and some things that have not worked and will also explore ways in which we can make informed decisions about appropriate use of appropriate technology based on actual practice. The presentation will draw upon experience from across the Commonwealth, primarily in developing contexts, in both schooling and post-schooling provision
The Gambia 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
Papua New Guinea 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
Teachers’ Implementation of Higher Order Thinking Skills in Physical Education in an Online-Based Professional Teacher Education Programme
No full textTeacher Professional Education (known as PPG) is an Indonesian government programme to produce professional teachers who can implement Higher-Order Thinking Skills (HOTS) in learning so that students in Indonesia can be expected to have high HOTS. However, in reality, students' HOTS in Indonesia are still low, raising questions about the effectiveness of PPG in producing teachers who can implement HOTS. This study aimed at investigating the implementation of HOTS in physical education learning by teachers who participated in the online PPG programme based on gender and tenure, so that it can be a benchmark by the Indonesian government for the effectiveness of the PPG programme. This was a comparative study and the population was comprised of 35 physical education teachers who participated in the PPG programme online at Padang State University in 2022 Batch I. The research sample of 30 people was determined by the purposive sampling technique. HOTS implementation data was taken from video documentation of participants' teaching practice and then assessed using 19 items of the Teaching Performance Guidelines. Data were analysed with an independent sample t-test and ANOVA test. The results showed that physical education teachers who participated in the online-based PPG programme were able to implement HOTS into the learning process well, and the implementation of HOTS, based on gender and tenure, was not significantly different
Editorial: Teaching and Technology: Diverse Interactions for Diverse Contexts
No full textThis is the second issue of the Scopus-indexed JL4D Volume 11, and the selected papers in this issue (seven research papers, five case studies, one field report, and two book reviews) represent researches and reflections on ‘teaching and technology’ applied in diversified contexts across the globe. Educational technology developments encompass their evolution from the early print, audio-visual aids and broadcasting technologies to the contemporary web-based learning, mobile learning/ubiquitous learning, learning in three-dimensional immersive environments, and AI-based learning. Alongside this, pedagogic theories evolved from the early behaviourism through cognitivist, constructivist, connectivist/connectionist strategies, and, of late, open pedagogies and open educational practices. It has been underlined that technology can facilitate/enhance student learning (Kirkwood & Price, 2013), and the latest technologies like augmented reality (AR) design, can improve students’ higher order thinking skills (Bower et al, 2014). However, technology itself does not do much unless technology relates to appropriate pedagogy (i.e., techno-pedagogy) in appropriate learning contexts, and therefore the interaction of technology and pedagogy will differ across contexts and learning interactions. The papers included in the present issue of the Journal focus on this theme of ‘teaching and technology’
Climate Change and Its Impacts: Adaptation, Mitigation, and Climate Justice
No full textThe course will focus on strategies for adapting to climate change’s impacts, mitigating its consequences, and addressing climate justice issues. Teacher candidates will engage in discussions about various approaches to climate resilience and explore the ethical dimensions of climate change. By examining real-world examples, participants will gain insights into effective adaptation and mitigation practices, preparing them to promote climate justice in their local areas
Learning Innovation to Create a Resilient Future: COL's Brochure and Slide Deck for CHOGM 2024
No full textCOL's brochure and slide deck presentation by Professor Peter Scott, COL President and CEO, for the 2024 Commonwealth Heads of Government Meeting (CHOGM), Apia, Samoa, October 2024
Gender Scorecard 3.0: Instructions & Templates
No full textThe Commonwealth of Learning (COL) developed the Gender Scorecard to aid institutions in advancing gender mainstreaming by analysing policies and practices across all levels of the organisation. This tool provides insights into the status of gender equality within the institution, helping to identify gaps and define actionable steps for promoting gender equality. Using surveys and questionnaires, the Scorecard engages all staff, ensuring gender considerations are integrated throughout organisational activities, challenging norms, and fostering equal opportunities. Ultimately, it enables organisations to create inclusive policies that reflect the diverse experiences of all genders in planning, implementation, and evaluation processes