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MOOC: Designing for Communities of Inquiry in Online Courses
No full textThe Community of Inquiry (CoI) is a pedagogical model that
supports digital teaching and learning: online, in-person, and
blended. Education for contemporary, digital societies is a
complex process that requires the design and delivery of a
thoughtful interplay between the instructor, student interactions,
and course resources. The Col framework gets at the heart of
establishing and sustaining multi-modal educational experiences
through the development of interdependent elements: social,
cognitive, and teaching presence. //
The Designing for Communities of Inquiry in Online Courses
(DCOI) massive open online course (MOOC) will explore the why
and how of using the Col as the basis for developing and teaching
high quality online and blended courses. In this course, we
highlight practical ways of helping students learn through active
participation and shared sense-making. Current Col application
issues related to shared metacognition, learning analytics, and
artificial intelligence will also be explored in this highly engaging
inquiry-based MOOC. //
The Col provides a meaningful 21st century framework for digital
education pedagogy. Educators, designers, and administrators
will all benefit from taking this course to learn about the Col and
how it supports learning, now and into the future
IMAGINE Mali Girls’ Education Project: The Importance of Place and Space Inquiry to Inform Education Programming in a Conflict-Affected Context
Get PDFPCF10 Sub-theme: Building Resilience // IMAGINE contributes to the Canadian government's commitment to quality education for girls by improving their rights to inclusive, gender-transformative, quality education in two conflict-affected regions in Mali. Since 2020, this humanitarian-development/nexus project funded by Global Affairs Canada and implemented by a consortium of NGOs, has been affected by the Covid-19 pandemic, school closures due to the security situation, teacher strikes and coups, while public schools, once safe learning spaces, have experienced attacks by armed groups. // This paper shares lessons learned and challenges from IMAGINE, exploring the theme and sub-theme of Building Resilience and Education for Girls and the socio-political potential of education as a peacebuilding agent. Geographic Place and Space Theory establishes that place is an integral and inescapable aspect of community and individual life experiences. Butler and Sinclair (2020) argue that “place inquiry and spatial methodologies can strengthen the potential of education research by advancing our knowledge of the nature of and potential solutions to educational injustice.” We ask: How can education projects in the humanitarian-development/nexus space leverage geographic place and space inquiry to improve approaches to equitable educational access, particularly for girls? // As a gender-transformative education project, IMAGINE will contribute findings to this under-conceptualized space in education research. // Paper ID 889
Effectiveness of Open and Distance Learning Approaches in Community Based Learning for Girls and Women in Kenya - A Human Centered Approach
Get PDFPCF10 Sub-theme: Promoting Equity and Inclusion // Open and distance learning continue to play fundamental role in contributing to the construction of knowledge societies in a lifelong learning context. Despite educational challenges of the 21st century, and notably the Covid-19 global disruption in the education sector, open and distance learning concept has achieved notable recognition. It has had substantial impact on all education delivery systems. The objective of the research project was to assess the impact of open and distance learning approaches on education and empowerment of girls and women in Kenya’s Maasai nomadic community. The project was implemented during a fellowship program re-imagining African education in the wake of Covid-19. The research project was carried out in a formal, informal and non-formal setup. Community-led alternative learning model advocates for education practices that match and reflect the needs and circumstances of the excluded/disadvantaged populations. The model integrated open and distance learning concept in a community based learning. The project targeted six local Maasai women groups on house construction skills through purposive sampling technique. Human centered design approach was intensively employed in co-creating and co-designing the ODL-Community based learning approach. Key processes were triggering the community, ideation, prototyping, feedback, iteration and implementation. The instruction and assessment was facilitated virtually (80%), guided by a local translator and site visit by TVET instructors (20%). A community of learning was established with 10 local champions enrolled in instructor support training through blended approaches. Data was quantitatively and qualitatively analyzed. Findings underscored that open and distance learning significantly reduced the constraints of time and place, reduced educational bottlenecks experienced in the traditional face-to-face system. It has significantly shifted knowledge, attitudes and perceptions in girls and women education. There was increased demand for learning and explored flexible and blended learning opportunities in disadvantaged and hard to reach areas. The project recommended affordable technology and digital learning strategies to improve equity and inclusion in education. Strengthen partnerships between communities, public and private sector for an enabling environment that includes digital infrastructure and digital skills user. // Paper ID 790
Primary School Teachers Resilience Factors Mitigating against the Covid-19 Pandemic
Get PDFPCF10 Sub-theme: Building Resilience // The COVID-19 pandemic has had notable consequences on a global scale resulting in disruptions affecting the health and psychological wellbeing of society. Primary school teachers were among the mostly affected groups with the new covid-19 measures and restrictions. The study sought to examine resilience factors militating against the Covid-19 pandemic among primary school teachers in the Mochudi Inspectoral area. The Broad and build theoretical framework was adopted for the study. A correlational design in the quantitative approach was used on a population of 478 primary school teachers in the Mochudi Inspectoral area. The researchers drew a random sample of 188 primary school teachers from the entire population to complete the survey for the study. The results of the study were statistically significant indicating positive correlations between social support and Covid-19 pandemic ([r =. 364, n=184, p= .05 (0.296)]. In light of the results, the researchers conclude that social support and optimism provided a buffer zone for primary school teachers’ resilience against the negative effects of the COVID-19 pandemic. While perseverance did not seem to correlate strongly with the COVID-19 pandemic, the authors hypothesize that it is a crucial personal attribute among teachers to survive a pandemic. Though the study was limited to the quantitative approach, the results provide meaningful insight to the COVID-19 pandemic and its association to resilience among primary school teachers. The researchers call for similar future studies to replicate the current study. // Paper ID 133
The Formation of Mentor Teachers and their Role in Professional Development of Rural Teachers at Scale in the COVID Lockdown Period in India
Get PDFPCF10 Sub-theme: Inspiring Innovations // The COVID Lockdown Period (CLP) pushed many teachers including rural teachers from India to embrace technology enabled teaching. Continuous Professional Development (CPD) of these teachers to improve equity, scale, and quality needed experienced and motivated mentors to offer online support to teachers. The National Education Policy (NEP, 2020) in India suggests a mission for mentoring and various CPD tools for tracking the career progression of teachers. The purpose of the study is to understand the CPD process of teacher turned mentors, and in what ways prior experience of CPD supported their mentoring role and motivation as mentors in the new context. The paper made suggestions on systemic integration of mentor teachers in state machinery, advocate career advancement for the mentor teachers to scale and sustain quality CPD in the system. // Paper ID 065
Opening Remarks: High Level Roundtable for Vice Chancellors and Heads of ODL Institutions at AeU
No full textPresented by Professor Asha Kanwar, COL President & CEO, at the High Level Roundtable for Vice Chancellors and Heads of ODL Institutions hosted by Asia e University in Penang, Malaysia, on 28 July 2022
Report of the Benchmarking of Technology-Enabled Learning at Universiti Kebangsaan Malaysia
Get PDFThis report presents the findings of the TEL benchmarking carried out at the UKM during November 2021 - March 2022. It provides an overview of the methodology, the validated self-study report and an action plan developed by the USPI team
How is a MOOC Management System Different from a Learning Management System?
No full textPCF10 Sub-theme: Inspiring Innovations // With lockdown-induced campus closure in northern India, there was a need to reuse an existing MOOC management system to offer campus-based courses in an online mode. We did so successfully in our institution (F2F mode) with over 400 professional courses in a single term covering about 8000 students in UG and PG programmes. There are serious differences between a MOOC management system(MMS) and a typical LMS. We overcame serious challenges through technological innovations: We needed to develop a “content bubble” for video content to avoid using platforms like YouTube (for copyright reasons) and had to provide nearly all the features that this platform can provide (such as multiple resolutions and range of access devices); In a MOOC, lectures are pre-recorded and released in batches; in our courses, Faculty are required to deliver them live; we therefore integrated a video conferencing platform with many automated features (e.g. scheduling the lecture, recording attendance); An MMS does not require strict ID management; however, access to our courses is restricted; we did an advanced integration of ID management with institute’s own IT systems (LDAP servers) to facilitate ease of log in; Assessments require to be completed within the time limit, but this can be affected by network conditions at student’s end (failures can occur when uploading answers); we developed an innovative procedure to facilitate ease of submission; Analytics in the MOOC MS was modified to measure student engagement rather than content engagement. Differently abled students need special features on the platform. // Paper ID 934
Role of Distance Education in Empowering Women Self Help Groups through Information and Communication Technology: A Case Study
Get PDFPCF10 Sub-theme: Fostering Lifelong Learning // Micro financing through Self Help Group (SHG) has transferred the real economic power to the hands of women and has considerably reduced their dependence on men. Access to Information and Communication Technology (ICT) can empower SHG women by promoting basic literacy and education, providing access to knowledge, banking services, etc. The present paper mainly focuses on the uses of Information and Communication Technology among women members of SHGs and role of distance education. The study was based upon an empirical study carried out two districts namely, Jorhat and Morigaon, of the state of Assam of India. The data shows that distance education can brings positive changes among the members of the SHGs through ICT. // Paper ID 298
HPass: Lifelong Learning and Skills Transferability in the Humanitarian Sector
Get PDFPCF10 Sub-theme: Fostering Lifelong Learning [PRESENTATION] // This session will present HPass, an online platform using digital badges to promote recognition of skills and experience in the humanitarian sector. Given that humanitarians move quickly between roles and organisations, and that recruiters need to make fast-paced decisions about their suitability for posts, HPass offers a platform through which humanitarians can provide verifiable, at-a-glance evidence of their expertise. It promotes transferability of credentials between organisations, and promotes lifelong learning in a sector whose workers are continually required to adjust – in order to deal with new contexts, evolving threats such as prolonged conflict and climate-related crises, and new ways of working made possible through technological advance (for example cash transfer programming, biometric identification, use of big data). // Humanitarians create an online myHPass profile on which to display digital badges issued by a range of HPass user organisations. There are currently over 20,000 myHPass users and 28 user organisations, ranging from international NGOs such as War Child and World Vision, to local humanitarian learning providers. Importantly, HPass supports the ‘localisation’ agenda in the humanitarian and development sectors, by enabling humanitarian actors from all over the world to gain evidence of their skills which is verifiable online. HPass enables organisations to create badges recognising a wide range of skills and experience, recognising that many humanitarians based in areas affected by crisis have gained knowledge through practical experience as opposed to formal assessments. // HPass is growing fast, and aims to be transformational for the sector, by increasing visibility of the most committed and qualified candidates and those based in crisis-affected settings, and ultimately ensuring that the right people are deployed to deliver humanitarian response. // This session will cover the following: 1. Overview of HPass and its story so far 2. How is HPass increasing transparency & consistency in the way we recognise humanitarian skills? 3. What we’ve learnt about partnership from developing a collaborative initiative for the sector 4. Presentations from two user organisations (for example War Child, World Vision) 5. What’s next for HPass? How can HPass continue to promote lifelong learning and skills-based hiring in the sector? 6. Questions, ideas, and opportunity for participants to earn a badge by reflecting on the session // Paper ID 631