992 research outputs found
Technology-Enabled Learning: OER, MOOCs, and other TEL Designs
No full textIn a recent work, published by the Commonwealth of Learning (COL) (Panda & Mishra, 2020), we critically reflected upon the future of technology-enabled learning (TEL) and how to mainstream TEL into teaching-learning and training at all levels of education. Based on critical works of researchers and scholars, the critical reflection was structured within the lens of policy, pedagogy, and practice. It was argued that digital technologies facilitating educational and learning designs need to address the foundational concerns of collaborative, participatory, connected and creative learning
Editorial: Some More Research on Technology-Enabled Learning
No full textThis is the first issue of this year, and we have included twelve items dealing with various aspects of technology-enabled teaching, learning, training — one invited paper, four research papers, three case studies, two reports from the field, and two book reviews. //
For every issue of the Journal, we have now an established practice of inviting an international expert in the field to contribute an invited paper on the broader theme of ‘learning for development’. In the invited section of this issue, Aras Bozkurt analyses, through systematic review and biometric analysis — data mining and analytics (especially, text mining and social network analysis — t-SNE analysis) of the publications indexed in Scopus, the mapping of the impact of COVID-19 and the subsequent transition to the new normal. Three broad themes were identified and analysed — i) resilience, adaptability and sustainability in higher education, ii) psychological status and social wellbeing, and iii) the increasing use of online and hybrid modes of teaching-learning. The author underlines that, in the current pandemic context and its aftermath, the pedagogy needs to go beyond the teaching-learning activities to include trauma-informed pedagogies of care and empathy. Though there has been a significant shift toward online/blended/hybrid/hyflex modes of learning, there is a need to consider the instructional/learning design aspects (going beyond the ‘techno-centric educational strategies’) and learn from the ongoing practices and failures for us to be better prepared for the future
Editorial: Covid-19 Pandemic and Innovations in Institutional Transformation, Technology and Pedagogy
No full textGiven the concern and the context, the Editorial Board of JL4D at the Commonwealth of Learning (COL) took a considered decision to devote its November 2020 issue to ‘Covid and Learning for Development’. The 18 papers and one book review in this volume include five invited papers from leading global educationists, and papers comprising research articles, case studies, and field reports which, in one way or another, are related t oCOVID-19 and/or innovative teaching-learning in difficult or underdeveloped contexts
Learning for Development: Lessons from Diverse Contexts and Perspectives
No full textThere has been a contemporary trend in educational delivery, as also in education research studies, toward technology-enabled learning, which offers scope for contexualisation and appropriateness for effective and quality individual and group learning. This trend, though, does not preclude the age-old and conventional campus-based learning. The trend, in fact, has more been toward diversified forms of ‘blended teaching-learning’ – with the nature of the ‘blend’ varying according to the context and current provision in respective educational/ national contexts. In the developing countries, the discourse is more vulnerable in respect of appropriate decision-making for an equitable and inclusive educational provision. Practical field experiences, as also rigorous research studies, should significantly contribute to such decision-making at governmental, institutional and faculty level. Keeping this in view, we have put together, in this issue of the Journal, the following research articles/ studies, case studies, reports from the field, and book reviews which may inform us in further visualising and implementing our actions
Editorial: Capacity Building for New Modes of Learning and Teaching
No full textIn many educational development initiatives across the globe, and especially in the Commonwealth
by the Commonwealth of Learning (COL), capacity building at all levels and for all categories of
people has been underlined as the foundation to shifting to new modes of teaching-learning-training
during Covid and also in the post-COVID-19 era. The change management formulation through the
model of ‘policy-technology-capacity building’ had emerged as a significantly effective strategy
toward development and especially ‘learning for development’. We need more research evidence to
further support this formulation, and also to contribute to possible directions for national, institutional
and individual goal-setting and strategic applications in-context. It is hoped that the contributions to
this issue of JL4D will further enlighten our understanding and suggest pathways toward
implementation of education and training programmes in national, regional and institutional contexts
Editorial: Learning for Development – Discourse and Practice
No full text‘Learning for development,’ or for that matter the broader formulation of ‘education for development,’ has attracted greater attention during the past decades with further articulations within lifelong learning/ education, education for sustainable development, and digitalisation and development. Irrespective of varied perceptions and interpretations of ‘development’, the general view has been that education and learning must ensure freedom and lead to a holistic development of human beings in relation to their environment and context, and in relation to others. Drawing on the work of Amartya Sen on ‘development as freedom’, Daniel (2014) argues that economic and educational equality, universal human rights, values and sustainable development continue to (and, shall continue to) dominate the policy and practice of the development agenda of nation states
EDITORIAL: Technology and Pedagogy for Learning and Capacity Building
No full textIn any technology-enabled learning formulation, it is important to consider the pedagogic affordances of technology, and how to develop the required level of competency and concomitant capacity building to undertake teaching-learning and training activities of high quality. There are a variety of frameworks and guidelines available on TEL, and we, as teachers, trainers and researchers, need to consider reviewing the research literature, analysing the effective blending of pedagogy and technology, developing appropriate learning resources (and/or considering existing Open Educational Resources and MOOCs), understanding the challenges faced especially due to the Covid-19 pandemic, and appropriating the quality assurance frameworks and parameters, among others. The present issue of the Journal, comprising one invited paper, five research papers, two case studies, and two book reviews, addresses the above issues and concerns
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
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
- …
