OAsis, COL's Open Access Repository
Not a member yet
5676 research outputs found
Sort by
Gender Equality Initiative
No full textPromotional brochure for the Gender Equality initiative. At the Commonwealth of Learning (COL), we believe that gender equality can be achieved by removing the barriers to equal access to education and responding to the gendered nature of experiences within education. We aim to achieve this through open and distance education and skills training for a just and more sustainable world
Blending Innovative Pedagogy and Technology for Capacity Development of Educators during the Pandemic
Get PDFThe increased use of digital learning environments augments the adoption of open practices in education which contributes to SDG4. The Covid-19 pandemic has compelled an accelerated move towards technology-enhanced learning, prompting educators to re-think and re-design learning environments grounded in innovative pedagogy and technology. In the current scenario it is imperative that educators are offered capacity development opportunities to meaningfully engage in digital and open practices. This paper presents a case study of an online capacity development intervention in OER-integrated technology-enhanced learning (TEL) material creation, implemented with a group of 15 educators selected using the purposive sampling method. It focused on the design, development, implementation, and evaluation of OER-integrated TEL materials by the educators. The intervention comprised a carefully designed learning experience with intensive hands-on activities in a Moodle online learning environment, supplemented with a series of ZOOM-based interactive workshops. The study explored the design strategies that enhanced the creation of OER-integrated TEL materials by the educators, challenges encountered by them and how those were managed, and the effects of the intervention on changing their thinking and practices. Multiple data gathering occurred via questionnaires, discussion forums, reflective journals, and focus group interviews. Primarily, an in-depth content analysis of the qualitative data gathered was conducted. The findings revealed that the systematic learning experience design, which adopted a ‘learning by designing’ approach harnessing the affordances of both technology and pedagogy, empowered educators to become active creators of OER-integrated TEL materials and to take leadership in integrating digital and open practices into teaching-learning processes
Report of the Massive Open Online Course on Blended Learning Practice (BLPMOOC8)
Get PDFThis report presents an overview of the experiences of the seventh edition of the Massive Open Online Course (MOOC) on Blended Learning Practice (BLP) offered by Athabasca University, Canada in collaboration with the Commonwealth of Learning. BLPMOOC8 was held from January 15 to February 11, 2023. It reports the design, development, and delivery of the BLPMOOC8 and presents the preliminary findings the participant surveys and their engagements in the course
Webinar on Artificial Intelligence and Open Education: A Critical Studies Approach
No full textPromotional flyer for "Artificial Intelligence and Open Education: A critical studies approach" webinar
A Green Learning Agenda
Get PDFPresented by Professor Asha Kanwar, COL President & CEO at the Regional Focal Points Meeting – CARIBBEAN held in Jamaica, 31 January 2023
President's Quarterly Progress Report: January - March 2023
No full textThe President's Quarterly Progress Report for January - March 2023 as presented to the Board of Governors
Report of the Massive Open Online Course on Leading Change in Teaching and Learning for a Digital World (LCTLMOOC2)
Get PDFThis report presents an overview of the experiences of the second edition of the Massive Open Online Course (MOOC) on Leading Change in Teaching and Learning for a Digital World (LCTLMOOC2) offered by Athabasca University, Canada in collaboration with the Commonwealth of Learning. LCTLMOOC2 was held from 16 October to 12 November 2022. It reports the design, development, and delivery of the LCTLMOOC and presents the preliminary findings of the participant surveys and their engagements in the course. Certificates were awarded for a total of 13.7% participants based on the 934 student registrations. Of these 88 were also awarded the more challenging Certificate of Completion based on successful completion and submission of the Leadership Activity Plan
Report of the Baseline Study on Technology-Enabled Learning at the Islamic University of Maldives
No full textThis document reports the findings of a baseline survey and study conducted at the Islamic University of Maldives (IUM) to establish the level of technology-enabled learning (TEL) readiness at the institution. // Key findings in the report shows that the university provides Internet and Wi-Fi access to all its staff and in all its facilities. It has upgraded many of its classrooms with facilities such as cameras, televisions and computer systems in order to integrate online and blended teaching and learning. The university needs help to acquire facilities; strengthen infrastructure; and develop, plan and implement policies that support and integrate TEL for teaching and learning. Almost all faculty have access to technology such as smartphones, laptops, computers and the Internet. Most faculty use the Internet daily. Faculty have some knowledge of information and communication technologies’ (ICT) use in teaching and learning, despite their lack of knowledge of the associated principles and lack of advanced ICT skills. The majority of faculty are unaware of ICT policies and open educational resources (OER) for teaching and learning. Many faculty are motivated to use technology in teaching and learning because they have a personal interest in using TEL and enjoy being challenged intellectually. Some of the barriers to using TEL identified by faculty were access to technology, lack of time to develop e-courses, lack of instructional design expertise and lack of training. // The students use smartphones more than other devices and use them more than any other device to access the Internet at home. Broadband connectivity in the classroom is very good. More than half of the students spent an average of five hours on Internet-related activities every day. Students’ ICT skills were average, with students being most familiar with word processing. Facebook was the main social media platform used by students. In general, the students’ perceptions of TEL were good
Lifelong Learning for Sustainable Development
Get PDFPresented by Professor Asha Kanwar, COL President & CEO at the Lillehammer Lifelong Learning ICDE Conference in Norway, on 15 February 2023. Co-written with Dr K Balasubramanian
Teacher Education through and for Distance Education: Riding the Wave, Avoiding the Undertow
No full textKeynote address by Dr Tony Mays, Education Specialist: Open Schooling at the 29th ICDE World Conference in Costa Rica, 9 November 2023