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Educommasia-2013-07.Pdf (2.220Mb) Vol. 17 No. 3 July 2013 A Newsletter of the Commonwealth Educational Media Centre for Asia From Director’s Desk In this issue s we enter the Dhanarajan focusses on the need of quality OER, Guest Column 2 second year of which is also a theme of a book published by A CEMCA. In Case Study section, we present to Spotlight On 6 the current Three Year Plan (TYP) 2012-15, I have taken you the story of student support services at the Worth While Web 8 some time to reflect and Korean National Open University (KNOU). The review the past one year to spotlight section presents a landmark initiative by CEMCA News 9 understand how we implemented various the Government of India – the National Mission on Education through Information and Case Study 14 activities to reach the planned outcomes. On looking back, I feel satisfied to report our Communication Technology (NMEICT), which Regional Round Up 16 esteemed readers that we achieved almost all the has resulted in many successful developments, activities that we started to implement. Most of including the A-VIEW reviewed in the Software Book Review 17 these were possible because of the support we Review section. In the SMART Tips section, Dr. SMART Tips 19 received directly and indirectly from many of you. Kiron Bansal describes how the Community Radio We developed collaborative partnerships with stations can collect data and develop listeners’ Technology Tracking 21 many institutions in the region, notably the profile to support content development that are based on the needs of the listeners. In the Software Review 22 British Council in India, Dr. B.R. Ambedkar Open University, Wawasan Open University, and Technology Tracking section, we present to you a Forthcoming Events 24 National Institute of Open Schooling. We worked new way of displaying knowledge and skills using in close cooperation of over 30 institutions in six Open Badges. We have tried to put together countries of the Commonwealth Asia. Over 700 useful information in the sections such as Worth people participated in various activities, of which While Web, Book Review and Forthcoming 35% were women. Some of the significant Events. developments are Virtual Open Schooling, OER- The year ahead is full of challenges as we based eLearning, ICT Leadership, Institutional continue our work to implement the TYP and use Policy for Open Educational Resources (OER), our experiences of the past one year to strengthen Community of Practice for Teacher Educators, our strategies. We will also look into some of the Certificate Course in Community Radio activities more critically to gather evaluation data Technology, Community Radio Continuous to learn from the perspective of a process- Improvement Toolkit, and promotion of Web oriented evaluation. Your support and continuous Radio. While we also completed three workshops engagement is critical to keep us focussed on on behalf of the Ministry of Information and implementation of the TYP. We have been able to Broadcasting, Govt of India for creating bring the newsletter due to your support and awareness on Community Radio, CEMCA regular feedback, and I would encourage you to established leadership role in OER and Open continue doing the same to keep the relevance of Access in the region. the Newsletter. Do write to us about what you In this issue of EduComm Asia, we bring to you want to see more in the Newsletter, and how you the regular features with a focus on OER. The can be part of the team of contributors. Guest Column by Tan Sri Dato’ Prof. Gajaraj Dr. Sanjaya Mishra 1 different parameters [e.g. staff: student Guest Column... ratios]. Governments or their agencies vested with the responsibility of monitoring quality and standards in their Open Educational Resources: A institutions of higher whether they are conventional or non-conventional in Asia Perspective on Quality may need to address issues of this nature By Tan Sri Dato’ Prof. Gajaraj Dhanarajan in a more thoughtful way where quality is Wawasan Open University, Penang not compromised and innovations not inhibited. Open Educational Resources will fall under this category of This Guest Column is an edited version of growth. Of the 102 members of the Asia innovations. the Keynote presentation by Tan Sri Pacific Qualification Network [APQN] Dato’ Prof. Gajaraj Dhanarajan at the about 22 are National Qualification or This would mean looking at quality issues Regional Consultation Workshop on Accreditation Agencies. Most of them are around a set of parameters on Developing Quality Guidelines for Open also members of the International management, teaching, resources, Educational Resources organized by Networks of Quality Assurance Agencies research, governance and learning CEMCA. We present the same for the in Higher Education [INQAAHE 2007] outcomes, altogether some eleven areas benefit of our readers. - Editor and they collectively had developed a [see Box 1]. This approach has the Guideline of Good Practice to ensure Though OER is not an education advantage of ensuring parity between quality in institutions of higher learning. provision but an educational resource both systems in terms of processes, This guideline is beginning to influence provision that is open to all, the principles finance, governance and infrastructural national protocols for the measurement of of quality in the production, distribution requirement such as space, IT and quality quality amongst all 102-member states. and utilization of the resource cannot be of outputs [through conversations with The systems following the guidelines are totally different from that of good practice different stakeholders]. The mostly set up to measure the quality of in Distance Education (DE), which also is disadvantages are the obvious sidelining conventional systems and not necessarily engaged in the production, distribution, of serious differences in the vision, Non-Conventional Systems. With the utilization, and support of learning mission, entry behavior of students, the growth of non-conventional forms of content. I will therefore draw on that rigour and team effort in designing provisions in Higher Education, both experience to discuss four areas: curriculum and transforming it into APQN and INQAAHE are proposing to learning materials, the flexible develop separate guidelines to measure requirements for completion of • The practice of Quality Assurance QA of non-conventional systems, in the programmes, effort in pedagogical in Higher education near future. Until such time the practice innovations and a whole range of value • A perspective on Quality of measuring quality of open, online, adding elements not found in • The meaning of Quality virtual and e learning, when measured, will continue to be Assurance in the context of Open Box No 1: List of issues subscribed by QA benchmarked like any other Educational Resources agencies in the region conventional system [C. • A rethink on Openness Latcham & Jung, I.S 2009]1 Such • The Vision and Mission of the Institution benchmarks will include teaching, • The design and transformation of The practice of quality assurance learning, research student support, curriculum into self learning materials in higher education administration, resource provisions • Assessment of learners such as finance, libraries, staffing, • Learner support systems In the Asia-Pacific region generally there learning resources, staff student • Academic Staff - quality, recruitment and has been an increase in activity relating to ratios, etc. While some of these professional development the measurement of Quality in Higher have a lot of commonness • Educational resources - IT services, Education. The proliferation of national between both the conventional libraries quality assurance agencies [under a and distance education systems, variety of names] is a reflection of this many others clearly will have • Program monitoring and evaluation, • Governance and Leadership • Continuous quality improvement 1 Latchem, C. and I. Jung 2009. Distance and Blended Learning in Asia. New York: Financing Routledge, Taylor and Francis. pp. 7-14 • 2 conventional systems. This has been a learning is held constant and learning questions than the availability of cause for concern, generally. varies. In the ‘Learning Paradigm’, the answers. Cyberworld is freedom learning is held constant and the time unlimited. Framing quality in such a world will be at the least, challenging. A perspective on quality varies, recognizing that students learn at different rates. Open Distance Learning That in fact is the challenge for those The measurement of quality as it is Universities, which respond to adults and taking part in this workshop. Quality in currently applied to higher education others, who have been marginalized from the context of OER can be about many things. It could be about accuracy of generally and distance education mainstream higher education will have to content, effectiveness or ease of use, particularly is contentious. There are be looked at in the context of the branding, peer review, ratings by users, those who argue that we are still not very ‘Learning Paradigm’ rather than the validation, self-evaluation, shareability, explicit in establishing unambiguous ‘Instruction Paradigm’. This by our timeliness, usability, accessibility, parameters for the measurement of defined purpose of OER should also currentness of content, licensing quality, in higher education, when it include it. Table 1 below illustrates some arrangements and others. The task comes to learning experience
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