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COL and Kenyatta University: A Multi-Dimensional Partnership
Get PDF"COL and Kenyatta University: A Multi-Dimensional Partnership", presented by Professor Asha Kanwar, COL President & CEO at Kenyatta University, Nairobi, Kenya, on 26 April 2022
Keynote Address: Fostering Lifelong Learning
No full text"The Contribution of Open, Distance and Digital Education to Lifelong Learning" keynote address delivered by Professor Olaf Zawacki-Richter, University of Oldenburg, at the Tenth Pan-Commonwealth Forum on Open Learning (PCF10) in Calgary, Canada on 15 September 2022
Access to Technology and Educational Disparity
Get PDFPCF10 Sub-theme: Promoting Equity and Inclusion // The educational disparity has been a long-standing concern and grand challenge for the community. Like other sectors, the pandemic has changed the teaching and learning approaches across the globe. Although equal technology access is challenging, online learning practice offers a relatively easier avenue to minimize the disparity in academic attainment. Using purposive sampling, this study examines the effect of technology access on academic achievement. The study employs a difference in difference (DID) method and finds that technology improves educational attainment. Findings imply that technology access reduces academic disparity raised by socioeconomic differences. Therefore, policymakers could ensure technology access with sufficient training to address educational inequality-related challenges. // Paper ID 615
Participant Experience in an Inquiry-Based Massive Open Online Course
Get PDFThe Introduction to Technology Enabled Learning MOOC (TELMOOC), a massive open online course developed by the Commonwealth of Learning and Athabasca University, was offered a total of ten times between January 2017 and July 2021. The purpose of TELMOOC was to provide an accessible learning opportunity to teachers, particularly for those in the Global south, to expand upon their knowledge and skills regarding the use of technology and open educational resources in teaching and learning. Designed with the inquiry MOOC (iMOOC) model that complies with the Community of Inquiry framework, the TELMOOC has been successful as a large-scale educational implementation. This book presents a critical perspective into the design and delivery of the TELMOOC. Of particular interest to administrators, educators, and instructional designers is the descriptions and outcomes of the course from the view of the participants. How and why the course interactions were incorporated to descriptions of new educator roles are included in this research-based book that intends to provide a roadmap for others to follow. Articulated in the book is a proposed way in which MOOCs completion rates should be reported as well as an introduction to a holistic quality framework for MOOCs (The PAGE MOOC Success framework). Finally, an evidence-based model of online delivered teacher professional development for MOOCs is outlined showcasing the experiential opportunities provided to educators in the TELMOOC
Building Educational Resilience in Mathematics Delivery and Assessment
No full textPCF10 Sub-theme: Building Resilience // Mathematics is a foundational subject in education. Learning outcomes in mathematics build on previous competencies and students are well-served by real-time intervention and feedback. However, contemporary math education is limited by technology, scalable learning, shareable experiences (both teaching and learning), and accessible modes of practice. Most assessment platforms do not have the functionality to support symbols and equations. During the pandemic we have diverted assessments in high enrolment mathematics courses from paper to electronic delivery. We developed randomized examinations for Introductory Statistics and Introduction to Calculus I and we developed an entire course with assessment using OERs (open educational resources) for Business Mathematics. Our team developed highly interactive, traceable, and intervenable content in math problem solving using the Möbius (https://digitaled.com/mobius) platform. We enabled an LTI integration of the platform into our LMS (learning management system) to provide seamless access for students. Möbius promotes cognitive learning through a powerful math engine, student feedback, analytics, and interactive STEM (science, technology, engineering, math) curriculum content. We are serving 3,000 learners with effective assessment and have relieved faculty and staff of administering and marking alternative examinations through a long pandemic. We have seen improvements in student feedback, increased accessibility, reduced administrative burden, and enhanced exam security. Möbius is a truly scalable and cost-effective platform for math educators and students that provides more efficient and effective management of educational delivery. // Paper ID 061
Sub-Merging Virtual Reality into African Knowledge Systems: Progressive Move Towards Resilience in Girl-Child Training
No full textPCF10 Sub-theme: Building Resilience // The global response to emerging technologies leaves much to be desired in the girl-child education, more so, one of the stabilizing factors for the general well-being of the society is the level of investment in formal, non-formal, and informal women’s education. After all, the trained girl-child will eventually become an adult woman. This paper is intended to integrate and submerge virtual reality into the African knowledge system specifically, African technology as an integral aspect of the knowledge system which is yet to gain decisive attention probably due to the lack of documentation and facts that some crafts and vacations are women gender-biased. Several scholars have worked on girl-child education in the aspects of survival rights, emotions, freedom, self-actualization, and equitable child rights, but this work will be moving a step further by introducing the use of virtual reality in the training of girl-child for emancipation, increased productivity, multi-tasking and the development of inherent abilities. At the end of the day, facilitating resilience the innovative tendency of the research work is pertinent to the development of not only African but global knowledge systems. The work would be based on both primary and secondary sources with the adoption of conceptual and theoretical frameworks. The outcome of the research work would be the improvement of the quality of training to enhance the hitch-free transformation of the society even with the exigencies of world emergencies. // Paper ID 052
Reconsidering Access: Using Specific Impact Ranking Metrics to Manage Access in Conventional and Open Higher Education
Get PDFThis paper considers the widening access and participation agenda, its implications for higher education institutions (HEIs) and contends that it must be underpinned by strategic measurement and monitoring. Access is viewed through of the following lenses: (i) supporting participation, and (ii) facilitating equity. Using mixed methods, the paper draws on data from The University of the West Indies (UWI) and provides examples from key plans and initiatives over 20 years to showcase how the UWI has increased access. Concurrently, the need for more nuanced and complex datasets to assess the extent of equity is highlighted with metrics drawn from the Times Higher Education University Impact Ranking. The authors argue that the strategic use and management of data can promote public accountability associated with access and boost institutional reputation. However, universities will have to be innovative and accelerate measures to survive/thrive in the post-pandemic environment by identifying their institutional scope and “system of interest” in widening access
Report of the Benchmarking of Technology-Enabled Learning at Universiti Pendidikan Sultan Idris
Get PDFThis report presents the findings of the TEL benchmarking carried out at the UPSI during November 2021 - March 2022. It provides an overview of the methodology, the validated self-study report and an action plan developed by the UPSI team
Fostering Lifelong Learning through Recognition of Prior Learning as an Enabler of Increased Productivity, Improved Wood Product Quality and Employee Motivation- A Case Study of Kubu Crafts LTD in Zambia
Get PDFPCF10 Sub-theme: Fostering Lifelong Learning // Recognition of Prior Learning (RPL) in Zambia has been used as a vehicle through which individual learners with significant experience in a given practical field earn a qualification at any level of education. RPL in this case is an enabler of an individual’s empowerment socially and economically. This type of empowerment leads to intrinsic motivation resulting in improved productivity and quality of products. Using a randomized control method, this case study seeks to establish the impact of RPL on productivity and quality of wood products at Kubu Crafts LTD. Six three (63) employees were enrolled in the RPL programme and monitored closely on how their acquired competencies yet to be formalized will lead to improved productivity and wood product furniture quality. Data will be analyzed both qualitatively and quantitatively. For secondary data collection Company’s Order Reports and Delivery Notes served as special instruments for secondary data collection while clients’ feedback through questionnaires and interviews formed a basis for primary data collection. Results indicated a production increase of 49% after RPL was introduced confirming the impact of RPL on production. A great improvement in the percentage of rejected furniture from 31.07% previously to 0.23% was noted signifying an improvement on quality of wood products after RPL. Attendance on a monthly basis improved from 17.46% of employees being absent before RPL introduction to only 4.76% after the introduction of RPL hence the environment became motivating. From the findings, the researcher concludes that lifelong learning should be fostered through RPL as an enabler of increased productivity, improved wood product quality and motivated employees. // Paper ID 343
MOOC: Leading Change in Teaching and Learning for a Digital World 2
Get PDFLeading Change in Teaching and Learning for a Digital World is
a massive open online course for those interested in shaping,
leading, and supporting innovative application of digital tools
and technologies during teaching and learning. This course
will engage you in the review, discussion, and application
of leadership ideas that support new teaching and learning
practices. These leadership approaches and teaching and
learning practices are aligned with the digital transformation
that is shaping our societies. Upon completion of this course,
you will understand and have a plan to apply general leadership
approaches toward education change in digital, technologyenabled
teaching and learning environments. This course
provides you the opportunity to view, read, review, and discuss
digital transformation in education and the leadership mindset
and approaches that leads organisations in this direction. With a
focus on post-Covid19 education needs, topics will cover digital
education futures, technology-enabled teaching and learning,
required organisation infrastructures, and how to develop the
needed leadership actions