Presentation made at the Research Dissemination Seminar on "Teacher Education via ODL at OUSL" (COL Chair Research Study) held 29/04.2024 at the Open University of Sri Lanka
Presentation made at OE Global 2021 Virtual Conference - Day 3: Webinar 12 Inclusive and Equitable OER, Building Capacity.
"Reengineering Open Educational Practices for Systemic Change"- Shironica P. Karunanayaka and Som Naidu
This document summarizes research on transformational change brought about through four initiatives at the Open University of Sri Lanka that aimed to increase adoption of open educational practices. The initiatives faced challenges at the intersections of technology, pedagogy, and content due to lack of skills and resistance to change. Strategies like hands-on training and design frameworks helped address these. Impacts included development of OER policies, shifts in mindsets toward more innovative teaching, and lasting professional development and collaboration among participants. The decade-long work helped build capacities and influence practices and policies both individually and institutionally.
Curriculum Development for Online Learning: Considerations and Lessons from t...Gabriel Konayuma
The aim of the presentation is to identify key considerations and lessons from a Zambian perspective in the TVET sector of the role of curriculum development for online learning
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The document provides an overview of the Scholarship of Teaching and Learning (SoTL). It discusses key concepts such as the purpose of SoTL to improve teaching practices and enhance student learning outcomes through systematic inquiry. It covers benefits and challenges of engaging in SoTL research and effective methodologies. Examples are provided of impactful SoTL findings that have influenced higher education. The document also compares two articles on SoTL in engineering education and their collective contribution to advancing evidence-based practices in the field.
2014 12 15 for Chris Berry, Head of Education, DFIDTom Power
A brief presentation to Chris Berry, Head of Education, DFID. Outlines some key weaknesses in the evidence base on teacher education and international development. Overviews two main approaches to teacher development: 'boutique' and 'cascade' training, and contrasts these to school-based, peer-supported, m-learning.
This document discusses UNESCO's Teacher Training Initiative for Sub-Saharan Africa (TTISSA), launched in 2006 to improve teacher quality and quantity in the region. The initiative supports countries in addressing teacher challenges over 10 years through activities like developing teacher policies, building capacity through workshops and guides, creating innovative training approaches, and advocacy around issues like teachers' working conditions. UNESCO Dakar implements TTISSA through technical support, tools, data collection, and an online learning platform to help teachers develop and share resources.
Presentation made at the OER Camp Global 2021 – an Unconference on OER. The first 48-hour Festival for Open Educational Resources. December 09–11, 2021 | globally | BarCamp | via Zoom
Presentation made at OE Global 2021 Virtual Conference - Day 3: Webinar 12 Inclusive and Equitable OER, Building Capacity.
"Reengineering Open Educational Practices for Systemic Change"- Shironica P. Karunanayaka and Som Naidu
This document summarizes research on transformational change brought about through four initiatives at the Open University of Sri Lanka that aimed to increase adoption of open educational practices. The initiatives faced challenges at the intersections of technology, pedagogy, and content due to lack of skills and resistance to change. Strategies like hands-on training and design frameworks helped address these. Impacts included development of OER policies, shifts in mindsets toward more innovative teaching, and lasting professional development and collaboration among participants. The decade-long work helped build capacities and influence practices and policies both individually and institutionally.
Curriculum Development for Online Learning: Considerations and Lessons from t...Gabriel Konayuma
The aim of the presentation is to identify key considerations and lessons from a Zambian perspective in the TVET sector of the role of curriculum development for online learning
Exploring the Scholarship of Teaching and Learning A Comprehensive Overview (...Michael Intia
The document provides an overview of the Scholarship of Teaching and Learning (SoTL). It discusses key concepts such as the purpose of SoTL to improve teaching practices and enhance student learning outcomes through systematic inquiry. It covers benefits and challenges of engaging in SoTL research and effective methodologies. Examples are provided of impactful SoTL findings that have influenced higher education. The document also compares two articles on SoTL in engineering education and their collective contribution to advancing evidence-based practices in the field.
2014 12 15 for Chris Berry, Head of Education, DFIDTom Power
A brief presentation to Chris Berry, Head of Education, DFID. Outlines some key weaknesses in the evidence base on teacher education and international development. Overviews two main approaches to teacher development: 'boutique' and 'cascade' training, and contrasts these to school-based, peer-supported, m-learning.
This document discusses UNESCO's Teacher Training Initiative for Sub-Saharan Africa (TTISSA), launched in 2006 to improve teacher quality and quantity in the region. The initiative supports countries in addressing teacher challenges over 10 years through activities like developing teacher policies, building capacity through workshops and guides, creating innovative training approaches, and advocacy around issues like teachers' working conditions. UNESCO Dakar implements TTISSA through technical support, tools, data collection, and an online learning platform to help teachers develop and share resources.
Presentation made at the OER Camp Global 2021 – an Unconference on OER. The first 48-hour Festival for Open Educational Resources. December 09–11, 2021 | globally | BarCamp | via Zoom
This document summarizes three initiatives at the Open University of Sri Lanka to support educators in integrating open educational resources (OER) and adopting open educational practices (OEP). The initiatives used design-based research approaches and frameworks to analyze challenges, design solutions, test and refine those solutions, and reflect on results. Through carefully planned workshops and online environments, the initiatives helped educators shift from traditional, content-focused teaching to more innovative, learning-centered practices using OER. This supported significant changes in educators' thinking, perspectives and teaching methods over time. The initiatives provide insights into effectively designing interventions to enact changes in how educators integrate OER and OEP.
Open Education Research : Overview, Benefits and Challenges Robert Farrow
Open education research has grown since 2012 through projects led by the OER Research Hub exploring topics like student performance, access, and educator practice. The hub conducts global surveys, publishes reports, and builds research capacity through networks. Current projects examine business models for open education and how teachers reuse OER through online courses. The presentation reviews the hub's work and encourages collaboration to further open scholarship.
2021 researchcolloqium south africa_22september2021_ossiannilsson_finalEbba Ossiannilsson
2021 Research Colloquium hosted by South African Department of Higher Education and Training Research Colloquium. My presentation on Blended learning: State of the nation
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Presentation of Airina Volungeviciene, Vytautas Magnus University, EDEN Senior Fellow for the Open Education Week's first day webinar on "OER and Open Pedagogies – Best Practices" - 2 March 2020, 13:00 CET
More information and recordings of the discussion are available: http://www.eden-online.org/eden_conference/oer-and-open-pedagogies-best-practices/
STEAM EDUCATION: AN EYE OPENING FOR 21st CENTURY EDUCATIONNiroj Dahal
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The document outlines the Schools Division of Iloilo's Basic Education-Learning Continuity and Recovery Plan for School Year 2022-2023. It summarizes accomplishments from SY 2021-2022, identifies issues and needs for recovery initiatives, and outlines operationalization of the plan. Key points include high student enrollment, development of quality learning resources, conducting of assessments to identify learning gaps, and expansion of limited face-to-face classes alongside continued distance learning modalities. The plan proposes strategies for learning remediation, health and safety, teacher professional development, and monitoring and evaluation across three phases of implementation.
This document summarizes a study on research trends in distance teaching and training based on master's theses conducted at the Arabian Gulf University between 2004/2005-2014/2015.
The study assessed 94 theses according to domains of educational technology theory. Most theses were in the design domain (39.4%), followed by utilization (23.4%), and development (21.3%). Theses also focused more on e-learning (46.8%) and blended learning (23.4%).
The distance teaching and training program was found to be research-oriented and address current issues in the field. However, weaknesses identified included superficial theoretical frameworks, confusion between research problems and questions, and a focus on technology
Seminar (4th in series) developed and presented as part of responsibilities of Visiitng Professorship in National Changhua University of Education, Taiwan (March 2016)
Is blended learning well blended? A comparative study of students' and educat...Blackboard APAC
The exploratory study reports the benefits, limitations and challenges, and blend mix of blended learning from the perspectives of students and lecturers for one of the part-time Australian MBAs currently conducted based on traditional classroom teaching at a private education institution in Singapore.
The data collected through semi-structured interviews with 10 existing MBA students and 10 lecturers teaching this MBA programme. In line with prior studies, while students recognise blended learning provides them with greater flexibility and improving their learning outcome and performance, they noted that discipline and commitment to online learning, reduced interaction, and resistance to changes were the three major weaknesses and challenges faced.
Lecturers also felt that though blended learning increased flexibility through designing the course curriculum to suit students with diverse learning style and pace, they noted that the resistance in learning new technology and heavy work load remain as two key challenges in introducing blended learning. Majority of the students preferred online learning to the introduced gradually over time.
The findings in this study provide useful insights to the university and institution in assessing the readiness of students and lecturers for blended learning, and taking appropriate measures for successful implementation of blended learning.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
OER-INTEGRATED TEACHING AND LEARNING IN A POST-WAR NORTHERN SRI LANKAROER4D
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Sasikala Kugamoorthy, M. Rajini, Shironica P. Karunanayaka and Som Naidu
The Open University of Sri Lanka
Monash University, Australia
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The document discusses a study on the impact of integrating open educational resources (OER) in teaching and learning among student teachers in Northern Sri Lanka. It found that OER helped positively change teachers' perceptions, professional behaviors, and social behaviors. At first, teachers were unmotivated and reluctant to adopt new technologies due to the effects of a long civil war. However, engaging with OER made them more innovative and open to modern teaching approaches. It helped develop their skills and confidence, motivating them to overcome barriers to advancement. The study thus shows how OER can act as an agent of social change in post-conflict contexts by shifting mindsets and encouraging progress.
Este trabajo aborda la asesoría en vistas a un mejor aprendizaje para todos sus alumnos, abordando la asesoría desde dos ejes: el primero, referente a la asesoría para el aprendizaje, que trata los tipos de asesoría, sus beneficios y sus componentes. El segundo, aborda la temática desde la función de las planificaciones en aras a la promoción de mejores y mayores conocimientos por parte de los alumnos, del desarrollo óptimo de las clases, del desarrollo del perfil de alumno que la escuela quiere alcanzar y el planeamiento para las diversas etapas que el alumno irá atravesando.
(Nini Daiana- Nechay Evelyn)
Attuning curricula towards Education for Sustainable Development_COMahony.pdfCatherineOMahony7
Digital tools are synonymous with contemporary education such that we are living in a post-digital world (Fawns, 2019). These tools can support education for sustainable development (ESD), but require acquisition of key skills, thoughtful design and consideration of how to traverse the digital divide to ensure an accessible, engaging, quality learning experience for all students. ESD requires an interdisciplinary perspective encompassing the global and multicultural context of sustainability challenges, and it emphasizes action-oriented pedagogies aligned with authentic assessment approaches. Blended learning provides opportunities for learning across disciplines, institutions and international boundaries, but necessitate careful navigation of structural issues such as the allocation of FTEs and administration of novel teaching approaches. Assessment design can be reconfigured towards creative, action-oriented outputs such as advocacy podcasts/vodcasts, analysis of open data sets etc. While barriers to assessment reform exist, accrediting bodies and employers increasingly emphasise the critical role of graduates in sustainability and climate change mitigation and adaptation.
This paper shares details of a digital toolkit and open course for Higher Education staff on Learning and Teaching with the SDGs. It considers the inhibitions identified by staff in relation to their own sustainability expertise (Guiry et al, 2022), showcases practice-based examples and considers the potential for ESD to be a path of mutual exploration and learning for staff and students in support of a sustainable future.
Digital tools are synonymous with contemporary education such that we are living in a post-digital world (Fawns, 2019). These tools can support education for sustainable development (ESD), but require acquisition of key skills, thoughtful design and consideration of how to traverse the digital divide to ensure an accessible, engaging, quality learning experience for all students. ESD requires an interdisciplinary perspective encompassing the global and multicultural context of sustainability challenges, and it emphasizes action-oriented pedagogies aligned with authentic assessment approaches. Blended learning provides opportunities for learning across disciplines, institutions and international boundaries, but necessitate careful navigation of structural issues such as the allocation of FTEs and administration of novel teaching approaches. Assessment design can be reconfigured towards creative, action-oriented outputs such as advocacy podcasts/vodcasts, analysis of open data sets etc. While barriers to assessment reform exist, accrediting bodies and employers increasingly emphasise the critical role of graduates in sustainability and climate change mitigation and adaptation.
This paper shares details of a digital toolkit and open course for Higher Education staff on Learning and Teaching with the SDGs. It considers the inhibitions identified by staff in relation to their own sustainability expertise (Guiry et al, 2022), showcases practice-based examples and considers the potential for ESD to be a path of mutual exploration and learning for staff and students in support of a sustainable future.
This document summarizes a research project exploring factors that influence adoption and use of open educational resources (OER) in Mongolia's higher education sector. The research will survey and interview stakeholders from key universities to understand cultural and historical influences on OER using an activity theory framework. The goal is to identify conditions that would support OER adoption, adaptation, development and sharing in Mongolian higher education institutions. Key areas of focus include academic culture, quality assurance processes, institutional contexts and policies, infrastructure, and instructor training and support. The research aims to provide recommendations around incentives for OER creation and use, open textbooks, addressing language barriers, and developing OER policies and capacity building initiatives.
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
Presentation for the Leadership in Learning and Teaching event at Durham University on 1 May 2019.
Project resources:
Universal Design for Learning: Evaluation Interim Report: https://www.dora.dmu.ac.uk/handle/2086/17106
A Literature Review of Universal Design for Learning: https://www.dora.dmu.ac.uk/handle/2086/17059
Freedom to Achieve: Project Evaluation Report: https://www.dora.dmu.ac.uk/handle/2086/16793
Presentation made at a session conducted for the "ODL Practitioner Research Training and Mentorship Programme" of Commonwealth of Learning, on 08.05.2024.
"Emeritus Professor Chandra Gunawardena Memorial Lecture-03"
by Prof. Som Naidu
6th February 2024.
organized by Faculty of Education, OUSL
Abstract
Every Teacher is a Designer
The design of effective, efficient, and engaging learning and teaching experiences and environments, regardless of the educational context, mode, and method of their operation, is the product of multiple discourses and synergies derived from knowledge about technology, pedagogy, and the subject matter content. It comprises knowledge about the subject matter, the affordances of technology and pedagogy, and knowledge that lies at the intersections of these areas. Dubbed as technological pedagogical content knowledge by Mishra and Koehler, this is an idea that extends Lee Shulman’s concept of pedagogical content knowledge to include knowledge about the technology (i.e., media), and content (i.e., subject matter that is to be learned and taught). At the heart of synergies derived from this kind of knowledge is design—a science of the artificial, as opposed to a natural science. It is about seeing teaching as a design science, and teachers as designers of productive learning experiences.
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STEAM EDUCATION: AN EYE OPENING FOR 21st CENTURY EDUCATIONNiroj Dahal
This presentation was done by Niroj Dahal at Second International Conference on Applications of Mathematics to Nonlinear Sciences (AMNS-2019) on June 27-30, 2019, Pokhara, Nepal organized by Association of Nepalese Mathematicians in America (ANMA), Nepal Mathematical Society (NMS), mathematics departments of Tribhuvan University and Kathmandu University.
The document outlines the Schools Division of Iloilo's Basic Education-Learning Continuity and Recovery Plan for School Year 2022-2023. It summarizes accomplishments from SY 2021-2022, identifies issues and needs for recovery initiatives, and outlines operationalization of the plan. Key points include high student enrollment, development of quality learning resources, conducting of assessments to identify learning gaps, and expansion of limited face-to-face classes alongside continued distance learning modalities. The plan proposes strategies for learning remediation, health and safety, teacher professional development, and monitoring and evaluation across three phases of implementation.
This document summarizes a study on research trends in distance teaching and training based on master's theses conducted at the Arabian Gulf University between 2004/2005-2014/2015.
The study assessed 94 theses according to domains of educational technology theory. Most theses were in the design domain (39.4%), followed by utilization (23.4%), and development (21.3%). Theses also focused more on e-learning (46.8%) and blended learning (23.4%).
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The exploratory study reports the benefits, limitations and challenges, and blend mix of blended learning from the perspectives of students and lecturers for one of the part-time Australian MBAs currently conducted based on traditional classroom teaching at a private education institution in Singapore.
The data collected through semi-structured interviews with 10 existing MBA students and 10 lecturers teaching this MBA programme. In line with prior studies, while students recognise blended learning provides them with greater flexibility and improving their learning outcome and performance, they noted that discipline and commitment to online learning, reduced interaction, and resistance to changes were the three major weaknesses and challenges faced.
Lecturers also felt that though blended learning increased flexibility through designing the course curriculum to suit students with diverse learning style and pace, they noted that the resistance in learning new technology and heavy work load remain as two key challenges in introducing blended learning. Majority of the students preferred online learning to the introduced gradually over time.
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OER-INTEGRATED TEACHING AND LEARNING IN A POST-WAR NORTHERN SRI LANKAROER4D
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Sasikala Kugamoorthy, M. Rajini, Shironica P. Karunanayaka and Som Naidu
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The document discusses a study on the impact of integrating open educational resources (OER) in teaching and learning among student teachers in Northern Sri Lanka. It found that OER helped positively change teachers' perceptions, professional behaviors, and social behaviors. At first, teachers were unmotivated and reluctant to adopt new technologies due to the effects of a long civil war. However, engaging with OER made them more innovative and open to modern teaching approaches. It helped develop their skills and confidence, motivating them to overcome barriers to advancement. The study thus shows how OER can act as an agent of social change in post-conflict contexts by shifting mindsets and encouraging progress.
Este trabajo aborda la asesoría en vistas a un mejor aprendizaje para todos sus alumnos, abordando la asesoría desde dos ejes: el primero, referente a la asesoría para el aprendizaje, que trata los tipos de asesoría, sus beneficios y sus componentes. El segundo, aborda la temática desde la función de las planificaciones en aras a la promoción de mejores y mayores conocimientos por parte de los alumnos, del desarrollo óptimo de las clases, del desarrollo del perfil de alumno que la escuela quiere alcanzar y el planeamiento para las diversas etapas que el alumno irá atravesando.
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Digital tools are synonymous with contemporary education such that we are living in a post-digital world (Fawns, 2019). These tools can support education for sustainable development (ESD), but require acquisition of key skills, thoughtful design and consideration of how to traverse the digital divide to ensure an accessible, engaging, quality learning experience for all students. ESD requires an interdisciplinary perspective encompassing the global and multicultural context of sustainability challenges, and it emphasizes action-oriented pedagogies aligned with authentic assessment approaches. Blended learning provides opportunities for learning across disciplines, institutions and international boundaries, but necessitate careful navigation of structural issues such as the allocation of FTEs and administration of novel teaching approaches. Assessment design can be reconfigured towards creative, action-oriented outputs such as advocacy podcasts/vodcasts, analysis of open data sets etc. While barriers to assessment reform exist, accrediting bodies and employers increasingly emphasise the critical role of graduates in sustainability and climate change mitigation and adaptation.
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Digital tools are synonymous with contemporary education such that we are living in a post-digital world (Fawns, 2019). These tools can support education for sustainable development (ESD), but require acquisition of key skills, thoughtful design and consideration of how to traverse the digital divide to ensure an accessible, engaging, quality learning experience for all students. ESD requires an interdisciplinary perspective encompassing the global and multicultural context of sustainability challenges, and it emphasizes action-oriented pedagogies aligned with authentic assessment approaches. Blended learning provides opportunities for learning across disciplines, institutions and international boundaries, but necessitate careful navigation of structural issues such as the allocation of FTEs and administration of novel teaching approaches. Assessment design can be reconfigured towards creative, action-oriented outputs such as advocacy podcasts/vodcasts, analysis of open data sets etc. While barriers to assessment reform exist, accrediting bodies and employers increasingly emphasise the critical role of graduates in sustainability and climate change mitigation and adaptation.
This paper shares details of a digital toolkit and open course for Higher Education staff on Learning and Teaching with the SDGs. It considers the inhibitions identified by staff in relation to their own sustainability expertise (Guiry et al, 2022), showcases practice-based examples and considers the potential for ESD to be a path of mutual exploration and learning for staff and students in support of a sustainable future.
This document summarizes a research project exploring factors that influence adoption and use of open educational resources (OER) in Mongolia's higher education sector. The research will survey and interview stakeholders from key universities to understand cultural and historical influences on OER using an activity theory framework. The goal is to identify conditions that would support OER adoption, adaptation, development and sharing in Mongolian higher education institutions. Key areas of focus include academic culture, quality assurance processes, institutional contexts and policies, infrastructure, and instructor training and support. The research aims to provide recommendations around incentives for OER creation and use, open textbooks, addressing language barriers, and developing OER policies and capacity building initiatives.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
1. OUSL-COL CHAIR RESEARCH PROJECT
2023/2024
Teacher Education
via ODL @ OUSL
Shironica P. Karunanayaka
COL Chair (Teacher Education)
Senior Professor in Educational Technology
Faculty of Education, The Open University of Sri Lanka
1
3. Introduction
29-04-2024 COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka 3
➢ OUSL-COL CHAIR RESEARCH PROJECT– 2023/24; C-24-083
➢ Research study conducted in relation to the COL Chair
MOU signed between the Open University of Sri Lanka
(OUSL) and Commonwealth of Learning (COL) in April 2023
(MOU C23-284), and as per its Annual Plan for Year 1.
4. Background to the study
▪ OUSL is the premier Open and Distance Learning (ODL) University in Sri Lanka
▪ Since its inception in 1980, OUSL has offered Teacher Education programmes.
▪ Over the years, these teacher education programmes have expanded and extended.
▪ The research study explored the historical development of teacher education at OUSL
spanning over four decades.
▪ It mainly focused on the pedagogical advancements and technological integrations.
▪ The study was implemented from September 2023 to April 2024 (8 months).
29-04-2024 4
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka
TEDODL@OUSL
5. Objectives
29-04-2024 5
The objectives of the study were to:
➢ identify key trends in the development of teacher education via ODL at OUSL;
➢ examine how pedagogies in teacher education programmes have changed over time;
➢ examine how technology has impacted on teacher education over time;
➢ identify good practices and areas for future developments in teacher education;
➢ develop and publish a narrative account of the study as a research monograph;
➢ create and publish a website as an open access e-resource compiling related
artefacts.
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka
6. Review of Literature - Overview
29-04-2024
COL Chair_Research Dissemination
Seminar_TEDODLOUSL_SPKarunanayaka
6
▪ Conceptual and Theoretical Background
▪ Perspectives on Open and Distance Learning
▪ Theoretical Perspectives related to Teacher Education via ODL
▪ Teacher Professional Development in Changing Paradigms of Education
▪ Distance Teacher Education in the Sri Lankan Context
7. Perspectives on Open and Distance Learning (ODL)
29-04-2024 COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka 7
➢Distance education (DE) modes have gradually changed from the original
correspondence education to contemporary online education
(Bozkurt, 2019; Holmberg, 1977; Keegan, 1980; Moore, 1973;2022; Peters, 1994; Taylor, 2001).
➢The ‘open’ movement has had a notable impact on changing educational
practices, particularly distance education practices
(Bates, 2022; Bozkurt, et al.,2023; Conole & Brown, 2018; Lane, 2016; Naidu, 2014; Weller, 2020;).
➢DE and ODL are defined together as “learning activities within formal,
informal, and non-formal domains that are facilitated by information and
communication technologies to lessen distance, both physically and
psychologically, and to increase interactivity and communication among
learners, learning sources and facilitators” (Bozkurt, 2019, p. 267).
8. Teacher Education via ODL
29-04-2024 8
➢Teacher professional development within the changing paradigms of
education is crucial, especially, in the ‘digital age’
(Fullan, 2015; Joynes et al., 2019; Darling-Hammond et al., 2017; Quinn, 1996; UNESCO, 2022).
➢ODL broadens access, offers flexibility, and streamlines opportunities for
professional development of teachers, both pre-service and in-service, in a
multitude of ways (Burns, 2023; Schleicher, 2012; Weller, 2018).
➢Empowering teachers through innovative pedagogies and technological
integrations is a necessity in contemporary teacher education programmes
conducted via ODL
(Burns, 2023; COL, 1999; Darling-Hammond et al., 2017; Perraton, 2010; Tait & Mills, 1999).
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka
9. Distance Teacher Education: Sri Lankan Context
29-04-2024 9
➢Historical Milestones:
▪ 1972-1976 - Correspondence Teacher Education Programme (MoE)
▪ 1976-1980 - Correspondence Teacher Education (ESA) (SLIDE)
▪ 1980 – Establishment of OUSL - Teacher Education through ODL
▪ 1981 - Distance Education Unit at MoE (to clear a backlog)
▪ 1984 - Department of Distance Education (DDE); 1986 - NIE
(Amaragunasekara, 1992; Dock et al., 1988; Kotalawela, 1993; Tatto & Kularatna, 1993).
➢ Teacher education programmes offered through ODL have evolved to
address contemporary challenges, aligned with shifts in educational
paradigms, and driven by technological advancements.
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka
11. Methodology
29-04-2024 11
• Study Context
• Study Design
• Research Questions
• Data Collection and Analysis
• Ethical Considerations
• Limitations of the Study
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka
12. Study Context
29-04-2024 12
• Faculty of Education (FoE), OUSL,
established in February 2003.
• An academic entity on “Education” was present at OUSL since its inception in 1980.
• Vision: To be a leader of the advancement of knowledge and professional practice in
education as a fundamental endeavor through ODL in Sri Lanka and in the Region.
• Offers a wide range of teacher education programmes from certificate level to
postgraduate level, through ODL.
• One of the key providers of initial and continuous professional development
programmes in Sri Lanka for schoolteachers, principals, teacher educators, and other
personnel in the field of education.
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka
13. Study Design
29-04-2024 13
• Documentary Research Methodology
• A qualitative method involving examining and interpreting data to uncover
meaning and gain understanding (Bowen, 2009; Grant, 2018).
• A systematic investigation and a methodical analysis of existing articles,
documents, and other artefacts relevant to teacher education initiatives at
OUSL published during the period from 1980 to 2023.
• Supported with Semi-Structured Interviews
• conducted with a selected group of participants to triangulate data and
verify findings.
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka
14. Research Questions
▪ What are the key trends in the development of teacher education
via ODL at OUSL?
▪ How have the pedagogical approaches adopted in teacher
education at OUSL changed?
▪ What changes are observed in the integration of technology in
teacher education at OUSL?
▪ What is the impact of ODL practices on enhancing teacher
education initiatives at OUSL?
▪ What are the good practices and areas for future developments in
teacher education via ODL?
29-04-2024 14
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka
15. Collection and Analysis of Data
29-04-2024 15
• Documentary Review
• Systematic search (both electronic and non-electronic sources)
• Inclusion and exclusion criteria, Evaluation
• Compilation and organization
• Extracting information; Cross-referencing
• Content analysis and interpretation
• Semi-Structured Interviews
• Purposive selection of 14 participants
• Interview schedule (instrument) developed
• Conduct of interviews (30-40 minutes)
• Transcribing audio-recorded interviews
• Content analysis and interpretation
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka
16. 29-04-2024 16
Documentary Search
Aspect Details
Sources (Electronic; Non-electronic)
Online OUSL Website; Google Scholar; Repositories; Databases...
Keyword Search: OUSL, Teacher Education; ODL; Distance Education…
Print OUSL publications; Other institutional publications…
Numbers
Online Print
Number Searched 3670 117
Number Identified 520 96
Number Selected 264 96
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka
17. 29-04-2024 17
Interview Participants
Aspect Number
Gender
Female 07
Male 07
Retired/In-service (by 2023)
Retired 07
In-service 07
Joined the OUSL (Year)
1980-1990 01
1991-2000 02
2001-2010 10
2011-2023 01
Experience at OUSL
20 years or more 02
10-19 years 11
Less than 10 years 01
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka
18. Ethical Considerations
29-04-2024 18
• Ethical approval obtained from the OUSL Ethics Committee.
• Informed consent of the participants obtained.
• Electronic copies of interview transcripts maintained securely under pseudonyms.
• Ensuring no violation of copyrights in relation to the artefacts.
• Formal permissions obtained from relevant entities where necessary.
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka
19. Delimitations and Limitations
29-04-2024 19
• Development of teacher education via ODL at the OUSL during 1980-2023.
• Focused on the historical development of teacher education at OUSL mainly
in relation to pedagogical advancements and technological integrations.
• The documentary review was limited to accessible articles published during
1980-2023, pre-dominantly in English.
• The semi-structured interviews were limited to a selected sample of
fourteen (14) participants, representing pre-identified categories.
• The duration of the study was only eight months (8).
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka
20. Key Findings
29-04-2024 20
▪ The development of teacher education via ODL at OUSL
• The Journey from a Unit to a Faculty
• Progression after becoming a Faculty
• Research and Innovations
▪ Pedagogical changes in teacher education programmes
• Facilitating learning at a distance
• Practitioner-oriented pedagogical approaches
• Meaningful learning experience design to promote authentic learning
▪ Technology integration initiatives in teacher education
• Audio-video and interactive multimedia integration
• Online and blended learning
▪ Key trends in the development of teacher education via ODL at OUSL
• Trends in teacher education practices
• Upholding good practices and continuous quality enhancement
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka
21. Some Historical “Firsts”
29-04-2024 21
• First Convocations at OUSL – (1986, 1987, 1988) – Only PGDE Awardees
• First Department in Early Childhood Education (SL University System)
• First Department in Special Needs Education (SL University System)
• First Department in Educational Leadership and Management (SL University System)
• First unique degree programmes – BEdNS, BEdDT, BEdPE, BEdSNE, MEdSNE
• First programme without a traditional final examination - MATE-I (at OUSL)
• First international award for a study programme - MATE-I (at OUSL)
• First fully-online stand-alone course - TEET (at OUSL)
• First OER-integrated online courses – OER4ScEd (at OUSL)
• First OER book publication – Integrating OER in Educational Practice (at OUSL)
• First online selection test – BEdPE (at OUSL)
• First online open book examination - MEd (at OUSL)
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka
22. Then and Now!
29-04-2024 22
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka
Aspect Then
(1980/1981)
Now
(2023)
The Entity Unit/Department
of Education
Faculty of
Education
Number of Units/Departments 1 4
Number of Study Programmes (Total) 2 12
Number of Courses (Total) 22 165
Number of Centres (Regional/Study) 3 26
Number of Staff (Academic) 3 35
Number of Staff (NAc/AcSup/Admin) 1 20
Number of Students (Overall) 800+ 8000+
Number of Awardees (Overall) 573 1570
24. Upholding Good Practices
29-04-2024 24
• Promoting ODL practices within teacher education programmes addressing the
requirements, trends, and developments in local/global contexts (“Ladder of Opportunities”)
• Adopting innovative learning-centred pedagogical approaches that emphasize active
engagement, knowledge construction, and self-regulated learning (SBL)
• Integration of novel technological developments to support teaching and learning
• Devising and maintaining appropriate learner support mechanisms (Mentoring)
• Establishment of entities to support students, and to address societal needs (CSC; SCCARS)
• Provision of CPD opportunities for faculty enabling them to learn, unlearn, and relearn
• Implementing activities to inculcate a research culture within the Faculty
• Implementing QA activities in course design, development, and delivery
• Devising appropriate strategies to manage challenges and promote resilience
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka
25. Way Forward
29-04-2024 25
• Design of teacher education courses on solid theoretical grounds
• Integrate an appropriate blend of content, pedagogy, and technology
• Design of multimodal learning environments integrating novel technologies
• Use of blended, hybrid, or HyFlex modes of learning as appropriate
• Exploring emerging technologies and integrating into the programmes.
• Promoting the building of professional learning networks (PLN)
• Integration of OER and OEP in teacher education programmes
• Regular reviews and evaluations to sustain the academic rigour of programmes
• Promoting action research (AR) and design-based research (DBR) initiatives
• Adopting a Universal Design for Learning (UDL) approach in teaching and learning
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka
26. Key Outputs
Research Monograph Research Website
29-04-2024 26
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka
28. Concluding Thoughts
29-04-2024 28
Our endeavour is to enhance transformational change in teacher
education via ODL at the OUSL, which can be achieved by fostering a
‘Community of Practice’ to achieve our shared goal towards excellence,
efficiency, and equity in offering lifelong learning opportunities for
teachers, teacher educators, and other personnel in the field of education
through open, flexible, and distance learning methods, and by adopting a
systems approach to planning and development.
Our journey continues…
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka
29. Appreciation
29-04-2024 29
➢ Commonwealth of Learning (COL)
➢ The Open University of Sri Lanka (OUSL)
➢ Faculty of Education, OUSL
➢ Interview Participants
➢ Reviewers; Commentators
➢ Language Editor
➢ Research Assistant & IT Assistant
➢ Family
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka