387 research outputs found
Distance Education Today: Reflections and Perceptions
No full textProf. Belinda Tynan, University of New England in conversation with Prof. Som Naidu, Charles Sturt University at the Sixth Pan-Commonwealth Forum on Open Learning (PCF6), Kochi, India, November 2010. Ten video conversations conducted by CEMCA at the Sixth Pan-Commonwealth Forum on Open Learning, November 2010, Kochi, India. www.cemca.org. Duration:15:38
Distance Education : Past, Present & Future
No full textProf. Anne Forster, COL Consultant in conversation with Prof. Som Naidu, Charles Sturt University at the Sixth Pan-Commonwealth Forum on Open Learning (PCF6), Kochi, India, November 2010. Ten video conversations conducted by CEMCA at the Sixth Pan-Commonwealth Forum on Open Learning, November 2010, Kochi, India. www.cemca.org. Duration:16:12
Evaluating Distance Education
No full textThis article discusses approaches for evaluating distance education activities. It comprises a framework for evaluation that is based on widely adopted approaches to educational evaluation and which can be used for evaluating other educational activities as well. The critical components of this framework are threefold: various phases in the evaluation process, the main focus of each phase, and most appropriate strategies for gathering data in each phase. The use of a framework such as this will ensure that the evaluation process is systematic and also thorough. The discussion here extends earlier discussions of the topic by this author in two other publications. These are in a chapter titled “Designing and evaluating instruction for e-learning”, that is published in a book edited by Patricia Rogers “Designing Instruction for Technology-Enhanced Learning” (see Rogers, 2002), and in a chapter titled “Evaluating the impacts of e-learning” in the book “E-learning: A Guidebook of Principles, Procedures and Practices” (see Naidu, 2006).</jats:p
Transnational Crime in Deon Meyer’s Devil’s Peak and Santiago Gamboa’s Night Prayers:
No full textNaidu argues that transnational crime wreaks havoc on global, national and personal levels in the postcolonial crime novels Devil’s Peak (2007) by South African author Deon Meyer and Night Prayers (2016) by Colombian author Santiago Gamboa. As postcolonial crime novels, they critique sociopolitical instability and corruption harking back to colonial times. Using mobility studies, Naidu interrogates the novels’ rendering of complex relations between the local and the global, and the past and the present. Despite stylistic and generic differences, both novels engage with the pervasive, transnational nature of criminal syndicates and current crimes which are a result of turbulent and unjust histories. Naidu examines the mobility of hapless victims, postcolonial anti-detectives and subversive heroines and comments on the ironic hope afforded by such figures
Case Studies on OER-based eLearning
No full textPreface Case Studies: Open University of Sri Lanka Integrating OER in a Teacher Education Course by Shironica Karunanayaka Indira Gandhi National Open University OER-based Post Graduate Diploma in e-Learning by G. Mythili National Institute of Open Schooling Open Educational Resource Initiative by S.K. Prasad Wawasan Open University Developing a Fully OER-based Course by Mohan B. Menon References Brief Profile of the Editors and Author
Impact of integrating OER in teacher education at the Open University of Sri Lanka
No full textThis chapter reports on a research project implemented in the Faculty of Education at the Open University of Sri Lanka (OUSL) which investigated the impact of integrating Open Educational Resources (OER) in the teaching-learning process by secondary level student teachers in Sri Lanka. The research questions this study seeks to answer are: What are the impacts of OER integration on the use of instructional materials by teachers? What are the impacts of OER integration on teachers’ pedagogical perspectives? What are the impacts of OER integration on teachers’ pedagogical practices?
The study adopted a design-based research approach. An intervention programme was implemented with 230 participants who were student teachers registered in the OUSL Postgraduate Diploma in Education programme in nine OUSL centres across the nine provinces of Sri Lanka. Data were collected at multiple stages through the following quantitative and qualitative strategies: survey questionnaires, analysis of lesson plans, concept mapping, self-reflection, semi-structured interviews, focus group discussions, usage data from the learning management system and narratives in the form of “stories”. While descriptive statistical methods such as percentages were used to analyse the quantitative data, the authors employed an Interpretive Phenomenological Analysis approach to analyse the qualitative data.
Findings showed that the integration of OER had a substantial impact on changing teachers’ instructional resource use, pedagogical perspectives and pedagogical practices. The careful and systematic design of activities facilitated a shift from a “low” to a “high” degree of innovative use of instructional resources as well as creation of OER by teachers, while their pedagogical perspectives and practices shifted towards more constructivist, context-centric and collaborative patterns, as well as to a participatory and sharing culture, in favour of Open Educational Practices.
This kind of capacity-building of teachers in the adoption of OER has the potential to strengthen the school education system in Sri Lanka. Motivating teachers through provision of further opportunities, and recognition of their initiatives through incentives and appreciation, would enhance empowerment of teachers to act as “change agents”. It will also provide insights to inform recommendations for the formulation of evidence-based guidelines to support OER adoption.Citation: Karunanayaka, S. P. & Naidu, S. (2017). Impact of integrating OER in teacher education at the Open University of Sri Lanka. In C. Hodgkinson-Williams & P. B. Arinto (Eds.), Adoption and impact of OER in the Global South (pp. 459–498). Retrieved from https://doi.org/10.5281/zenodo.600398
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Impact of integrating OER in teacher education at the Open University of Sri Lanka (Advance online publication)
No full textThis chapter reports on a research project implemented in the Faculty of Education at the Open University of Sri Lanka (OUSL) which investigated the impact of integrating Open Educational Resources (OER) in the teaching-learning process by secondarylevel student teachers in Sri Lanka. The research questions this study seeks to answer are: What are the impacts of OER integration on the use of instructional materials by teachers? What are the impacts of OER integration on teachers’ pedagogical perspectives? What are the impacts of OER integration on teachers’ pedagogical practices?
The study adopted a design-based research approach. An intervention programme was implemented with 230 participants who were student teachers registered in the OUSL Postgraduate Diploma in Education programme in nine OUSL centres across the nine provinces of Sri Lanka. Data were collected at multiple stages through the following quantitative and qualitative strategies: survey questionnaires, analysis of lesson plans, concept mapping, self-reflection, semi-structured interviews, focus group discussions, usage data from the learning management system and narratives in the form of “stories”. While descriptive statistical methods such as percentages were used to analyse the quantitative data, the authors employed an Interpretive Phenomenological Analysis approach to analyse the qualitative data.
Findings showed that the integration of OER had a substantial impact on changing teachers’ instructional resource use, pedagogical perspectives and pedagogical practices. The careful and systematic design of activities facilitated a shift from a “low” to a “high” degree of innovative use of instructional resources as well as creation of OER by teachers, while their pedagogical perspectives and practices shifted towards more constructivist, context-centric and collaborative patterns, as well as to a participatory and sharing culture, in favour of Open Educational Practices.
This kind of capacity-building of teachers in the adoption of OER has the potential to strengthen the school education system in Sri Lanka. Motivating teachers through provision of further opportunities, and recognition of their initiatives through incentives and appreciation, would enhance empowerment of teachers to act as “change agents”. It will also provide insights to inform recommendations for the formulation of evidence-based guidelines to support OER adoption.Citation: Karunanayaka, S. P. & Naidu, S. (2017). Impact of integrating OER in teacher education at the Open University of Sri Lanka. In C. Hodgkinson-Williams & P. B. Arinto (Eds.), Adoption and impact of OER in the Global South. Chapter 13 advance publication. http://dx.doi/org/10.5281/zenodo.161293
Corresponding author
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Implicit theories of learning and change: their role in the development of e-learning environments for higher education
No full textRecalibrating Institutional Choreographies for a Future Focused Education
No full textContemporary educational institutions are experiencing disruptions to their modus operandi from a variety of sources. A changing student demographic across the higher education sector, along with their changing educational needs is driving much of this disruption. Other drivers are the need for different kinds of skill sets required in the contemporary workplace, the need for alternative methods of credentialing and a demand for flexibility in the education space. However, if you looked around for how prepared our contemporary educational institutions are for leading learning for the future, you are likely to be disappointed. This is not because our current educational system is broken en masse. In fact, there are plenty of examples of excellent practices all around us, but these are not enough. Our universities and educational systems continue to operate on outdated principles and practices. While they are willing to experiment with new models on the peripheries of their core business, most are not bold enough to rethink and reconfigure their mainstream processes. It is rare to find large-scale and enterprise-wide operations that are appropriately aligned to lead learning and teaching for the near and the long-term future. Why is this so? What can, and must be done about it? This paper examines potential areas of disruption, their key drivers, and where and how to begin a rethink and recalibration of how universities can create, capture and deliver value
Comment on 'Second-Order Statistical Structure of Geomagnetic Field Reversals' by P. S. Naidu
No full textIn a recent paper, Naidu [1975] has proposed that the reversal intervals of the geomagnetic field for the period 0-76 m.y. are not independent. In fact, the author has fitted a first order autoregressive moving average model to the data published by Heirtzler et al. [1968]. This conclusion, if true, is of importance because it suggests that the mechanism governing the reversals of the geomagnetic dynamo possesses a memory
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