ASSESSMENT ON LSPU-SPCC STUDENTS’ READINESS TOWARDS M-LEARNING IJMIT JOURNAL
Today, the use of technology is a powerful advantage in every field in the society. With the advent of
development in information and communications technology (ICT), the process of learning and acquiring
new knowledge had undergone a shift marked by a transition from desktop computing to the widespread
use of mobile technology. In light of the COVID-19 pandemic, the Commission on Higher Education said
that colleges and universities following the new school calendar will no longer require students to attend
face-to-face classes. One of the state universities that had been affected by this inevitable situation is the
Laguna State Polytechnic University. This study aims to determine the readiness of the students in shifting
to m-learning. Specifically, it aims to determine the availability of mobile devices, equipment readiness,
technological skills readiness and psychological readiness. A survey-based methodology was used to
obtain the data and descriptive statistics to analyze the results. It was determined that almost all of the
students own mobile devices, are fully equipped with applications, have high technological skills and are
quite ready in terms of psychological readiness.
Trends in e-learning: Research & Practices by Ana Paula Correia PhDInês Araújo
Apresentação da Prof.ª Ana Paula Correia (Iowa State University, USA) que decorreu no dia 30 de Novembro no âmbito do MyMPeL 2013 na Universidade Aberta, Lisboa.
ASSESSMENT ON LSPU-SPCC STUDENTS’ READINESS TOWARDS M-LEARNING IJMIT JOURNAL
Today, the use of technology is a powerful advantage in every field in the society. With the advent of
development in information and communications technology (ICT), the process of learning and acquiring
new knowledge had undergone a shift marked by a transition from desktop computing to the widespread
use of mobile technology. In light of the COVID-19 pandemic, the Commission on Higher Education said
that colleges and universities following the new school calendar will no longer require students to attend
face-to-face classes. One of the state universities that had been affected by this inevitable situation is the
Laguna State Polytechnic University. This study aims to determine the readiness of the students in shifting
to m-learning. Specifically, it aims to determine the availability of mobile devices, equipment readiness,
technological skills readiness and psychological readiness. A survey-based methodology was used to
obtain the data and descriptive statistics to analyze the results. It was determined that almost all of the
students own mobile devices, are fully equipped with applications, have high technological skills and are
quite ready in terms of psychological readiness.
Trends in e-learning: Research & Practices by Ana Paula Correia PhDInês Araújo
Apresentação da Prof.ª Ana Paula Correia (Iowa State University, USA) que decorreu no dia 30 de Novembro no âmbito do MyMPeL 2013 na Universidade Aberta, Lisboa.
Our new issue of tEach and learn is ready for reading. Have a look at what happened from May till August 2011 in the MOE-VVOB teacher training support programme.
A presentation from Ellen Lessner of Abingdon & Witney College on the recent JISC publications discussing learners' experiences of e-Learning, supporting a session to be delivered at the RSC SE e-Learning Fair at Southampton Solent University on October 26th 2007
This discussion paper provided the framework for our Board's movement to a 21st Century Learning and Teaching environment. This is an updated review of the Board's progress as we continue to transition our Board. The original document was created in 2010 and the review took place in Dec. 2011.
Sharpe, R. (2007) Experiences of learning in a digital age. Keynote at the Irish Learning Technology Association conference, EdTech 2007, 24 – 26 May, Dublin Institute of Technology, Dublin
The way in which we learn is changing. An interesting report [Back in 2009] by Project Tomorrow and Blackboard K-12.identifies key findings from interviews with innovative educators who are leveraging mobile devices for learning. Their stories illustrate emerging trends, implementation considerations and strategies for implementing mobile learning initiatives.
ICT Based Non Formal Educational Modules: Nature, Usage and ImpactShipra Sharma
In recent years, ICT enhanced Non-Formal Educational (NFE) modules are increasingly being channelled through community access centres to provide wide ranging basic skills to local communities. These are instrumental in accelerating the achievement of key Millennium Development Goals (MDGs), particularly poverty reduction, universal primary education and gender parity.
The paper describes the nature, usage and tangible results and impact of ICT enhanced non-formal education at the community level. This will provide a basis for experience sharing between countries and regions that increasingly seek to channel non-formal education through community based Multi-media Centers (CMCs) and telecentres.
Current and Future Trends in Online and Blended Higher EducationGreig Krull
Current and Future Trends in Online and Blended Higher Education - presentation to Rhodes IS Hons Course 17 May 2016 about trends in higher education, trends in educational technology, and my research.
Our new issue of tEach and learn is ready for reading. Have a look at what happened from May till August 2011 in the MOE-VVOB teacher training support programme.
A presentation from Ellen Lessner of Abingdon & Witney College on the recent JISC publications discussing learners' experiences of e-Learning, supporting a session to be delivered at the RSC SE e-Learning Fair at Southampton Solent University on October 26th 2007
This discussion paper provided the framework for our Board's movement to a 21st Century Learning and Teaching environment. This is an updated review of the Board's progress as we continue to transition our Board. The original document was created in 2010 and the review took place in Dec. 2011.
Sharpe, R. (2007) Experiences of learning in a digital age. Keynote at the Irish Learning Technology Association conference, EdTech 2007, 24 – 26 May, Dublin Institute of Technology, Dublin
The way in which we learn is changing. An interesting report [Back in 2009] by Project Tomorrow and Blackboard K-12.identifies key findings from interviews with innovative educators who are leveraging mobile devices for learning. Their stories illustrate emerging trends, implementation considerations and strategies for implementing mobile learning initiatives.
ICT Based Non Formal Educational Modules: Nature, Usage and ImpactShipra Sharma
In recent years, ICT enhanced Non-Formal Educational (NFE) modules are increasingly being channelled through community access centres to provide wide ranging basic skills to local communities. These are instrumental in accelerating the achievement of key Millennium Development Goals (MDGs), particularly poverty reduction, universal primary education and gender parity.
The paper describes the nature, usage and tangible results and impact of ICT enhanced non-formal education at the community level. This will provide a basis for experience sharing between countries and regions that increasingly seek to channel non-formal education through community based Multi-media Centers (CMCs) and telecentres.
Current and Future Trends in Online and Blended Higher EducationGreig Krull
Current and Future Trends in Online and Blended Higher Education - presentation to Rhodes IS Hons Course 17 May 2016 about trends in higher education, trends in educational technology, and my research.
10 Productivity Tips From Hootsuite & EvernoteHootsuite
As a social media marketer, you are constantly on the lookout for new tools that can make you more productive online! Today’s smart businesses know that time is of the essence and improving your social media engagement can feel like a never ending task—but it doesn’t have to.
Our experts at Hootsuite and Evernote are constantly making sure there is an easier way to work smarter online!
Watch the webinar here:
https://www.youtube.com/watch?v=FSSRqAijkOM
Sign up today for a free 30 day trial and receive custom training from our team of product experts! https://hootsuite.com/plans/pro
Evernote & Beyond! Tools to Save Time and Make Your Life EasierCrystal Paradis
Broad overview of some cool productivity tools.
More info: http://www.laughtercrystal.com/2014/01/evernote-beyond-productivity-tools-to.html
By Crystal Paradis
vital. | vtldesign.com
Evernote is a software package that allows its users to securely create, store and access data from anywhere using the cloud. What sort of data? Lists (grocery list, to-do list, bucket list, etc…), favorite web pages, notes and notebooks (yes, even whiteboard notes), recipes, business cards, receipts and serial numbers of big purchases, reference pages — in short, everything and anything you can think of. The good thing about this is you can sync it to your desktop, tablet and smart phone. All you have to do is download Evernote to your devices. It is like a one big container for all your digital materials.
See the tutorial below to learn more about this amazing software.
Enjoy!
This infograph has been produced by EDUSEED MARKETING based on our online surveys - "Higher Education Choices 2015" & "Social Media & Admissions 2016". Please visit our website at www.eduseed.webs.com or give us a "Like" on Facebook at www.facebook.com/eduseed
What can higher education contribute to developing skills for the knowledge economy?Strategies for higher education in a more open and online world: the role of open and distance learning.
Czerniewicz MOOCs OER Networked Learning Conference 2016Laura Czerniewicz
Paper and presentation at Networked Learning Conference 9 - 11 May May Lancaster, 2016. Paper at http://www.networkedlearningconference.org.uk/abstracts/pdf/P26.pdf
Inequality in educational technology policy networked learning 2016Laura Czerniewicz
Presentation as part of Symposium at Networked Learning
Challenges to social justice and collective well being in a globalised education system
https://networkedlearningconference2016.sched.org/event/6pls/symposium-2-introduction-challenges-to-social-justice-and-collective-wellbeing-in-a-globalised-education-system#
Blind Monks and the Elephant - ICTs and Higher Education FuturesLaura Czerniewicz
A presentation at the Council for Higher Education's Colloquium on Moving the Teaching and Learning System in South African Higher Education into the Digitally Mediated Era, 15 October 2014
A framework for analysing research types and practicesLaura Czerniewicz
A presentation at Networked Learning Conference Edinburgh 2014
Full paper Czerniewicz, L; Kell, C; Willmers, M; King, T (2014), “Changing Research Communication Practices and Open Scholarship: A Framework for Analysis”, available http://openuct.uct.ac.za/article/scap-outputs-changing-research-communication-practices
Czerniewicz disaggregation in teaching and learning explanations & implicationsLaura Czerniewicz
Presentation of keynote at 8th International E-learning Conference, June 2013, about the changing nature of teaching and learning in higher education, and its implications
Paper and presentation on research of students' habitus and technology practices, a case study of a rural student. Paper included as notes under each slide.Presented at HELTASA November 2012.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. Global Higher Education Issues
Higher Education in Africa
The Changing University
Affordances of the Digital Environment
The Digital Landscape - Statistics
The Big Questions
3. Massification of higher education
Overall lowering of academic standards
Greater social mobility for a growing segment of the population
Increasingly diversified higher education systems
Pressure to expand
Post-secondary education will need to provide places for an
additional 98 million learners over the next 15 years; this would
require more than four major universities (30,000 students) to
open every week for the next fifteen years". (Daniel 2011.)
Funding
Resource constrained globally
New patterns of funding higher education
Public / private good
CC-BY-SA
Altbach, P; Reisberg,L; Rumbley, R (2009) Trends in Global Higher Education: Tracking an academic revolution, UNESCO
4.
5. Technology
instantaneous communication
the global dissemination of research and other information
expansion of ICTs.
Knowledge economy
Demographics
Both students and staff will grow and become more varied
Academic activities and roles will become more diversified &
specialised
In developing countries, the need for more lecturers will mean
that academic qualifications, already rather low, might not
improve much and reliance on part-time staff will continue.
Academic mobility
CC-BY-SA
Altbach, P; Reisberg,L; Rumbley, R (2009) Trends in Global Higher Education: Tracking an academic revolution, UNESCO
6. Socio-economic Organisational Pedagogical and Technological
epistemological
African Access and Social Capacity explosion Curricula quality and Severe pressure on
higher education Equity Enrolment expansion Relevance technological
Challenges Participation rates New players, new Language of infrastructure
Changing demands instruction Increasing demand
demographics (including the rise Faculty quality, for bandwidth
Funding and of private higher strength and Wide range of ICT
financing education) motivation literacies among
Gender imbalances Management issues Impoverished students and
Pressure to respond in universities research and students
to participate in a Poor learning publishing Educators with
new world order environments Academic freedom limited experience
Student activism System The brain drain and of educational
Diversification the issue of technology
capacity building
CC-BY-SA
7. Socio-economic Organisational Pedagogical and Technological
epistemological
African Pressure to expand Overcrowded Outdated curricula Infrastructure
higher education enrolment classrooms Inappropriate pressure
T&L challenges Diversity in student A lack of educational teaching methods Increasing demand
body resources Inadequate for bandwidth
Mature students, life- Weak management academic support Wide range of ICT
long learning capacity Recognition of prior literacies
Inadequate teaching learning Educators with
and learning Poor throughput limited experience
environments rates of educational
Poor working Low achievement of technology
conditions graduate Online content vs
Limited competencies design of online &
accountability for Poorly equipped mixed mode
teaching young educators learning
Limited incentives for interactions
teaching Poorly designed
Donor-driven online learning
CC-BY-SA
8. University under pressure to respond to a
changing world order
The role of the university being questioned
The rise of the digital
Expectations of online
▪ Teaching
▪ Research
▪ Communication
▪ Engagement
CC-BY-SA
16. What is the role of technology in the changing higher
education scenario ?
Cause
Consequence
What is the relationship between ICTs and issues of
equity and access in Africa?
Social inequality and digital divides
ICTs can overcome divides and can deepen divides
What are the big trends in technology and education?
In terms of these trends, what are the opportunities and
concerns for African education?
CC-BY-SA
19. • Open scholarship
• Open access
• Open content
• Open licensing
• Open education
practices
• Open education
resources
• Open source
• Open data
• Open research
• Open science
• Open web
• Open knowledge
http://www.flickr.com/photos/opensourceway/5535034664/sizes/o/in/photostream/
21. • Open scholarship
• Open access
• Open content
• Open licensing
• Open education
practices
• Open education
resources
• Open source
• Open data
• Open research
• Open science
• Open web
• Open knowledge
http://www.flickr.com/photos/opensourceway/5535034664/sizes/o/in/photostream/
25. For everyone with internet access:
Access to online content
Access to peers & community
Emergent access to accreditation
Opportunity to contribute, create & share
Cost savings
Choice
Transparency
CC-BY-SA
26. Growing divide
With/ without connectivity
With/ without specific devices
Disproportionately benefit the wealthy?
See: https://edutechdebate.org/oer-and-digital-divide/open-educational-resources-expand-educational-inequalities/
CC-BY-SA
29. Experimental,
often 1-off
Generally not
accredited
Not
associated
with an
institution
https://sites.google.com/site/themoocguide/home CC-BY-SA
30. MIT MiTX Stanford Knowlabs
Opencourseware Pilot: 6.002x A1course Using Udacity
Wide array (Circuits and 229 paying students platform
Electronics) Pilot non paying students
160 k enrolled
2300
Content Free content Course textbook buy Online lectures, Online lectures
from Amazon automated quizzes Automated
Some content free quizzes
online
Interaction Not provided, Discussion boards Peer interaction Peer interaction
Pedagogy/Learning content only for students And with lecturers
Design/Feedback
automated
Accreditation Not provided, Pilot no testing Letter from course Letter from (ex
Summative Assessment content only Intend: a credential lecturers (not from Stanford)
for a modest fee Stanford) for non course lecturers
(not/ from MIT) paying students for non paying
students
CC-BY-SA
31. The OER Tertiary Education
Network, Athabasca
University, BAOU (Gujarat’s open
university), SUNY Empire State
College, Nelson Marlborough
Institute of
Technology, NorthTec, Open
Polytechnic, Otago
Polytechnic, Southern New
Hampshire University, Thompson
Rivers University, University of
Canterbury, University of South
Africa, University of Southern
Queensland, and the University of
Wollongong.
Eight university- and college-level
courses as prototypes
College Composition
Art Appreciation and Techniques
Regional relations in Asia and the
Pacific
A Mathematical Journey
General and Applied Psychology
Critical Reasoning
Why Sustainable Practice
Introduction to Management CC-BY-SA
33. Extend access
To those eligible for university but without places
Support life long learning
Cheaper
May be genuinely innovative
May address real educational challenges
CC-BY-SA
34. Parallel education has dangers
(separate but equal?)
Danger of increasing divides
With/ without resources (incl funding)
With/ without expertise
Threatening
Change management
Unknown
Prone to unsubstantiated hype
CC-BY-SA
36. Self-curated, Visual, Social, Mobile
CC-BY-SA
http://www.slideshare.net/joseph.murphy/cil-12-changing-face-of-content
37. The expectation of “rich media”
Rise of video – Utube, Vimeo, Ted, Khan
Rise of audio, podcasting, lecturecasting
Growth of animation, visualisation, simulation
Rise of the digital humanities- vivid archival
resources
These afford for education- interactivity,
modelling, engagement
CC-BY-SA
38. To demonstrate experiments or experimental situations
To illustrate principles involving dynamic change or movement
To illustrate abstract principles through the use of specially constructed physical models
To illustrate principles involving three-dimensional space
To use animated, slow-motion, or speeded-up video to demonstrate changes over time
To teach certain advanced scientific or technological concepts (such as theories of relativity or quantum physics)
without students having to master highly advanced mathematical techniques, through the use of models and/or
animation
To substitute for a field visit
To bring students primary resource or case-study material, i.e. recording of naturally occurring events
which, through editing and selection, demonstrate or illustrate principles covered elsewhere in the course.
To demonstrate decision-making processes
To demonstrate methods or techniques of performance (e.g. mechanical skills such as stripping and re-
assembling a carburetor)
To interpret artistic performance (e.g. drama, spoken poetry, movies, paintings, sculpture, or other works of art)
To analyse through a combination of sounds and graphics the structure of music
To teach sketching, drawing or painting techniques
To demonstrate the way in which instruments or tools can be used; to demonstrate the skills of craftsmen
To record and archive events that are crucial to the course, but which may disappear or be destroyed in the near
future (e.g. Internet reportage of the Arab Spring)
To demonstrate practical activities to be carried out later by students
To synthesize, summarize or condense contextually and media rich information relevant to the course.
CC-BY-SA
Bates, T (2012) Pedagogical roles for video in online learning
39. Print books: integrated/inflexible
Digital: separation of content, software &
hardware
New platforms and distributors
Transitional at present (pdf online)
CC-BY-SA
40. Paid for
content
For one device
http://thenextweb.com/apps/2012/03/29/brian-coxs-wonders-of-the-universe-redefines-ipad-books-with-gorgeous-3d-and-a-brilliant-
CC-BY-SA
interface/
42. Free while online
Annotate & Share
Community
Download and read off
line- pay
43. Potential to be seamless and global
Distribution costs of content near/zer0
Linkable to
sources, multimedia, visualisation, customisa
ble
Can integrate with Learning Environments
Provide a student with a library
New models include open (OpenStax, Flat
World)
CC-BY-SA
44. Major drawback for Africa: Old print regime
territorial rights regimes limit access
(technology enables, IP constrains)
Disjunctures
Eg use software to make books but can’t buy them!
Dangers of greater divides
Exciting high quality in on proprietary software and
expensive devices
CC-BY-SA
48. “M o b i l e l e a r n i n g i s
r e s t r i c t e d t o s h o r t -
l i v e d , s h o r t -f u n d e d p i l o t
p r o j e c t s o r t o r e s e a r c h e r s
u s i n g i n d i v i d u a l c o u r s e s
a s e x p e r i me n t s o u t s i d e
ma i n s t r e a m me t h o d s o f f e r e d
b y t h e i r i n s t i t u t i o n s ”
(R a j a s i n g h a m , 2011)”.
“T h i s r e s e a r c h i n s t u d e n t s ’
d i g i t a l l y -m e d i a t e d
p r a c t i c e s a d d s
we i g h t , a l o n g wi t h o t h e r
r e s e a r c h (H o d g k i n s o n -
Wi l l i a m s & N g 'a m b i , 2009)
(K u k u l s k a - H u l m e & CC-BY-SA
49.
50. Highly complex environment
New models
Affordances – both open and closed
Blurring boundaries
Formal/informal
Online/ face-to-face
Academic/ personal
Imperative for
Information & ICT literacies
Critical literacies
Content & communication capabilities
CC-BY-SA
John DanielsTwo years ago UNESCO’s World Conference on Higher Education identified massification as the major trend and the numbers are staggering – particularly here in Africa. Nearly one-third of the world’s population (29.3%) is under 15. Today there are 165 million people enrolled in tertiary education1. Projections suggest that that participation will peak at 263 million2 in 2025.Accommodating the additional 98 million students would require more than four major universities (30,000 students) to open every week for the next fifteen years. What are our assets in facing up to this responsibility? http://www.col.org/resources/speeches/2011presentation/Pages/2011-05-19b.aspx Given on 20 May 2011
FromTrends in Global Higher Education:Tracking an Academic RevolutionA Report Prepared for theUNESCO 2009 World Conference on Higher EducationPhilip G. AltbachLiz ReisbergLaura E. Rumbley
Globally, the percentage of the age cohort enrolled in tertiary education has grownfrom 19% in 2000 to 26% in 2007, with the most dramatic gains in upper middle andupper income countries. There are some 150.6 million tertiary students globally,roughly a 53% increase over 2000. In low-income countries tertiary-level participationhas improved only marginally, from 5% in 2000 to 7% in 2007. Sub-Saharan Africa hasthe lowest participation rate in the world (5%). In Latin America, enrolment is still lessthan half that of high-income countries. Attendance entails significant private coststhat average 60% of GDP per capita. (Figure 1)-------------------------------------
Updated from: Framework for Partnership in Higher Education in Africa, Czerniewicz, L & Jaffer, S 2007Insert URL
Dramatic inequalities within and across countries
Massive opportunity
Excellent resourceITU, Measuring the Information Society 2011 www.itu.int/net/pressoffice/backgrounders/general/pdf/5.pdf
https://oersynth.pbworks.com/w/page/51685003/OpenPracticesWhatOpenPracticesWhatPage history last edited by Helen BeethamThis page is part of the Open Practices briefing paper. This briefing paper on Open Practices is based on outcomes of the UK OER programme (phase 2). It was produced by the UK OER support and evaluation team in February 2012 to review evidence of relations between use and reuse of open educational resources and other aspects of open practice in education.https://oersynth.pbworks.com/w/page/51668352/OpenPracticesBriefingProject teamLed by Glasgow Caledonian University Prof. Allison Littlejohn Principle Investigator Dr Isobel Falconer Synthesis and evaluationConsultants Helen Beetham Synthesis and Evaluation Lou McGill Synthesis and Evaluationwith help and support from
http://mfeldstein.com/wp-content/uploads/2012/03/educationModelsLRGv21.jpg?9d7bd4, via e-literate via planetsakai.org
Examples of MOOCsCrypt4you - Aula Virtual de Criptografía y Seguridad de la Información. Technical University of Madrid - Spain. First MOOC in Spanish. March 2012Change.MOOC - Change: Education, Learning, and Technology! (Fall 2011)Facilitated by Stephen Downes, George Siemens, Dave CormierCreativity and Multicultural Communication - facilitated by Carol Yeager and Betty Lawrence at SUNY/Empire State College (Fall 2011) http://www.cdlprojects.com/cmc11blog/ ContentsEpCoPMOOC - e-Porfolio / Community of Practice MOOC! (August 2011) https://sites.google.com/site/eportfoliocommunity/epcop-mooceduMOOC - Online Learning Today and Tomorrow (Summer 2011) by the University of Illinois at Springfield enrolled 2,600+DS106 - Digital Storytelling (Spring and Summer 2011)MobiMOOC - Mobile Learning (Spring 2011)LAK11 - Learning and Knowledge Analytics (Spring 2011)EdFutures - Futures thinking in Education (Spring 2010)PLENK 2010 - Personal Learning Environments Networks and Knowledge (Fall 2010) Facilitated by Dave Cormier, George Siemens, Stephen Downes and Rita Kop[14] "How this CourseEC&I 831 - Social Media & Open Education (January 2008)INST 7150 - Intro to Open Education (Fall 2007)From http://en.wikipedia.org/wiki/Massive_open_online_course
These do not seem connectivist in nature and pedadogy
WayneMacIntoshThe OERu concept is based on two significant business enablers for building sustainable education futures: the marginal cost of replicating digital learning materials is near zero, and sharing course design and development costs among institutions is cheaper than doing this alone. The vision of the OER university (OERu) concept is to provide free learning for all students worldwide. This is fundamentally doable with free content licensing, free software and the open web. Individuals are free to learn from OER hosted on the open web. The problem is that learners who access digital OERs on the web and acquire knowledge and skills either formally or informally, cannot readily have their learning assessed and subsequently receive credible credentials in recognition for their efforts.
Affordances of ICTs for enabling flexible learning- KiraChernotsky, K & Marquard S 2012 Enabling Flexible Learning through ICTs /student laptop programme, unpublished report
Insert URL
Pedagogical roles for video in online learningMarch 10, 2012 By Tony Bateshttp://www.tonybates.ca/2012/03/10/pedagogical-roles-for-video-in-online-learning/
Mobile Learning for Africa Parker, J 2011http://jenniferparker.posterous.com/thesis-mobile-learning-for-africa
http://www.bbc.co.uk/mediaaction/where_we_work/asia/bangladesh/bbcjanala.htmlUSING MOBILE PHONES & PDAS IN AD-HOC AUDIENCERESPONSE SYSTEMSMatt Jones, Gary Marsden & Dominic Gruijtershttp://people.cs.uct.ac.za/~gaz/papers/adhoc-cready.pdfUsing a Participatory Action Research approach to design a lecture podcasting system Raymond MugwanyaUniversity of Cape Town, South Africa Gary Marsden University of Cape Town, South Africa Dick Ng’ambi University of Cape Town, South Africa John TraxlerUniversity of Wolverhampton, United Kingdom http://cit.mak.ac.ug/staff/rmugwanya/pubs/Using%20PAR%20to%20design%20a%20lecture%20podcasting%20tool%20-%20IJMBL%20Vol%204%282%29.pdf
Rajasingham, L. (. (2011). Will Mobile Learning Bring a Paradigm Shift in Higher Education? Retrieved June 22, 2011, from Education Research International: http://www.hindawi.com/journals/edu/2011/528495/The habitus of digital “strangers” in higher education Laura Czerniewicz and Cheryl Brown, University of Cape Townin press, British Journal of Educational Technology