DOCSLIB.ORG

Policy and Practice in Asian Distance Education This Page Intentionally Left Blank Policy and Practice in Asian Distance Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Policy and Practice in Asian Distance Education This Page Intentionally Left Blank Policy and Practice in Asian Distance Education List of Abbreviations i Policy and Practice in Asian Distance Education This page intentionally left blank Policy and Practice in Asian Distance Education Produced by the members of the Pan Asia Distance Resources Access (PANdora) Network (2005–08) representing institutions in 14 Asian countries Edited by Tian Belawati and Jon Baggaley Foreword by Tan Sri Emeritus Professor Gajaraj Dhanarajan International Development Research Centre Ottawa • Cairo • Dakar • Montevideo • Nairobi • New Delhi • Singapore Copyright © International Development Research Centre, 2010 All rights reserved. No part of this book may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval system, without permission in writing from the publisher. Jointly published in 2010 by SAGE Publications India Pvt Ltd International Development B1/I-1 Mohan Cooperative Industrial Area Research Centre Mathura Road, New Delhi 110 044, India P.O. Box 8500 www.sagepub.in Ottawa, ON SAGE Publications Inc Canada K1G 3H9 2455 Teller Road www.idrc.ca Thousand Oaks, California 91320, USA [email protected] ISBN (e-book) 978-1-55250-503-8 SAGE Publications Ltd 1 Oliver’s Yard, 55 City Road London EC1Y 1SP, United Kingdom SAGE Publications Asia-Pacific Pte Ltd 33 Pekin Street #02-01 Far East Square Singapore 048763 Published by Vivek Mehra for SAGE Publications India Pvt Ltd, typeset in 10/12 pt Palatino by Star Compugraphics Private Limited, Delhi and printed at Chaman Enterprises, New Delhi. Library of Congress Cataloging-in-Publication Data Policy and Practice in Asian Distance Education/edited by Jon Baggaley and Tian Belawati. p. cm. Includes bibliographical references and index. 1. Distance education—Asia. 2. Distance education—Computer-assisted instruction. 3. Educational technology—Asia. I. Baggaley, Jon. II. Belawati, Tian. III. International Development Research Centre (Canada) LC5808.A78D57 371.3'59095—dc22 2010 2010040182 ISBN: 978-81-321-0562-6 (HB) The SAGE Team: Rekha Natarajan, Aniruddha De, Vijay Sah and Deepti Saxena Contents List of Tables vii List of Figures ix List of Abbreviations xi Foreword by Tan Sri Emeritus Professor Gajaraj Dhanarajan xvii Preface xxi Acknowledgements xxv Section 1: Open and Distance Learning 1. Conceptual Origins Tian Belawati 3 2. Financial Management Tian Belawati 12 3. Associations and Partnerships Tian Belawati 26 Section 2: Evaluation and Assessment in Distance Education 4. Cost-effectiveness Tian Belawati 41 5. Quality Assurance Tian Belawati 49 6. Student Assessment Kristanti Ambar Puspitasari 60 7. E-assessment Nazir Sangi 68 8. Conducting and Reporting Distance Education Evaluations Jon Baggaley 77 Section 3: Media Usage in Distance Education 9. History of Distance Education Media Usage 93 Tian Belawati and Jon Baggaley 10. Print and Audio Production Dewi Padmo 104 11. TV/Video Production Dewi Padmo 113 12. Online Learning Management Systems 122 Batpurev Batchuluun and Buyandelger Batsaikhan 13. Production of SMS Materials 136 Angelo J. Ramos and Jerome P. Triñona vi Policy and Practice in Asian Distance Education Section 4: Principles of Distance Education Implementation 14. Accessibility and Selection of Distance Education Media Gihan Wikramanayake and Jon Baggaley 149 15. Adult Learning and Instructional Design 156 Santosh Panda and Jon Baggaley 16. Course Material Development Strategies 167 Santosh Panda 17. Gender and Outcome Mapping 180 Sana Shams, Sarmad Hussain and Atif Mirza Section 5: Examples of Distance Education and Open and Distance Learning Institutions 18. China Open University (formerly China Central Radio and TV University) Chen Haishan and Li Yawan 195 19. Korea National Open University Chang Yeul Yang 202 20. Sukhothai Thammathirat Open University, Thailand 209 International Affairs Unit, Sukhothai Thammathirat Open University 21. Universitas Terbuka (Indonesia Open University) 218 Ludivica Endang Setijorini and Irma Adnan 22. Virtual University of Pakistan Naveed Malik 225 23. Wawasan Open University, Malaysia 231 Gajaraj Dhanarajan References 241 About the Editors and Contributors 251 Index 253 List of Tables 1.1 The world’s twenty largest mega-universities 8 2.1 Cost structure of Universitas Terbuka 17 2.2 Cost classification by capital and operational costs 19 2.3 Overall budget breakdown in percentages 21 2.4 Cost structure of the UT’s learning materials development 22 5.1 Quality assurance at Asian ODL institutions 53 9.1 The five generations of DE technology 96 10.1 Two-column audio script 109 10.2 Three-column audio script 109 10.3 Summary of development process of print and audio 111 11.1 Single-column TV/video script 117 11.2 A two-column TV/video script 118 11.3 Summary of the TV/video production process at UT 121 12.1 Software that respondents (N = 82) have found useful in online learning 124 12.2 Overall ratings of Moodle by respondents (N = 82) 124 12.3 Moodle feedback from technical staff (N = 13) 125 15.1 Learning theories and corresponding methods 160 18.1 CCRTVU student body (end of 2006) 198 19.1 Overview of KNOU academic programmes 204 19.2 KNOU students’ profile by age (April 2009) 206 21.1 Universitas Terbuka student body (Semester 2010.1) 221 22.1 VUP programmes, majors, courses and students (2007) 229 This page intentionally left blank List of Figures 2.1 UT’s financial reporting mechanism 15 2.2 Budget breakdown by fixed and variable costs 18 2.3 Budget breakdown by fixed capital, fixed, recurrent and variable costs 18 2.4 Budget breakdown by capital and operational costs 19 2.5 Academic budget breakdown 20 2.6 Administration budget breakdown 20 2.7 Budget breakdown by all capital and operational costs 20 2.8 Cost breakdown of print materials development 23 2.9 Cost breakdown of non-print materials development 24 4.1 UT’s student body (2006) 44 4.2 UT’s alumni (to end 2005) 45 5.1 The Shewhart Cycle 50 10.1 Stages in development of print learning materials at UT 107 10.2 Stages of UT’s radio/audio programme development 110 11.1 Stages of UT’s TV/video programme development 120 12.1 An opening course display in Moodle 127 12.2 Moodle display for course login 128 12.3 Moodle display for creating a user account 130 12.4 Moodle display for confirming an account 131 12.5 Main course site display in English 132 12.6 Activities available at Moodle 133 12.7 A Moodle list of current users 134 15.1 The classroom model 161 15.2 The product model 162 15.3 The systems model 163 15.4 I CARE model 165 17.1 Three stages of outcome mapping 181 17.2 Three stages of OMg 186 17.3 Gender specification in boundary partners 187 x Policy and Practice in Asian Distance Education 17.4 Progress markers for males and females within the same boundary partner 188 17.5 Specific strategies for males and females within the same boundary partner 189 17.6 Organisational practices for gendered outcome mapping 190 17.7 Specific cells to record observations for male and female boundary partners 191 22.1 New student enrolments at VUP (2002–07) 229 List of Abbreviations AAOU Asian Association of Open Universities ACM Author-Contract Model ADLA African Distance Learning Association AIOU Allama Iqbal Open University ALS Alternative Learning Services AMTEC Association for Media and Technology in Education in Canada APA American Psychology Association ASTD American Society for Training and Development AUQA Australian Universities Quality Agency BRI Bank Rakyat Indonesia BTN Bank Tabungan Negara C/E ratios Cost-effectiveness ratios CADE Canadian Association for Distance Education CAI Computer-Assisted Instruction CBA Cost-benefit Analysis CBE Computer-based Examinations CCRTVU China Central Radio and TV University CDT Content Development Team CEA Cost-effectiveness Analysis CHEA American Council for Higher Education Accreditation CNIE Canadian Network for Innovation in Education COL Commonwealth of Learning CORE China Open Resources for Education COTS Commercial-off-the-shelf CPD Continuing and Professional Development CT Course Team CU Close-up DBMS Database Management Systems xii Policy and Practice in Asian Distance Education DE Distance Education DEC Distance Education Council DGB Directorate General of Budgeting DGHE Directorate General of Higher Education DII PGSD Diploma II Primary School Education DLF Distance Learning Foundation DLTC Distance Learning and Telemedicine Centre DTIs Distance Teaching Institutions EADTU European Association of Distance Teaching Universities EAI Enterprise Application Integration EAQAHE European Association for Quality Assurance in Higher Education EC European Commission ECU Extreme Close-up EFA Education for All ELS European Learning Space ESPF English for Special Purposes Foundation F2f Face-to-face FE Faculty of Economics FISIP Faculty of Social and Political Sciences FKIP Faculty of Teacher Training and Educational Sciences FL Flexible Learning FMIPA Faculty of Mathematics and Natural Science GEM Gender Evaluation Methodology GLAD Gateways to Learning for Ability Development GPA Grade Point Average GSM Global System for Mobile Communications HEC Higher Education Commission HO Head Office HR Human Resource HRD Human Resources Development HSUM Health Sciences University of Mongolia ICDE International Council for Open and Distance Education ICT Information and Communication Technology ID Instructional Design IDE Institute of Distance Education IDR Indonesian Rupiah List of Abbreviations xiii IGNOU Indira Gandhi National Open University IMM Interactive Multimedia INQAAHE International
Load more

Recommended publications
  • Substantive Change Report- Distance Education
    Substantive Change Proposal Programs/Certificates Completed 50 Percent or More through Distance Education Submitted by: College of Alameda 555 Ralph Appezzato Memorial Parkway Alameda, CA 94501 Submitted to: Accrediting Commission for Community and Junior Colleges September 8, 2015 SUBSTANTIVE CHANGE REPORT: DISTANCE EDUCATION Table of Contents A. OVERVIEW OF SUBSTANTIVE CHANGE ..................................................................................... 3 1. Brief Description of the Proposed Change ............................................................................................ 3 2. Relationship to Institutional Mission ................................................................................................... 5 3. Rationale for the Request ..................................................................................................................... 6 B. DESCRIPTION OF THE EDUCATION PROGRAM AND DELIVERY MODE ........................ 11 1. Educational Purpose ............................................................................................................................ 11 2. Program Meets Eligibility Requirements, Accreditation Standards, and Commission Policies Related to Student Learning Programs and Services and Resources .................................................................. 12 C. DESCRIPTION OF THE PLANNING PROCESS ......................................................................... 16 1. Relationship to the Institution’s Planning, Evaluation and Stated Mission .......................................
    [Show full text]
  • Liu Bao Liu Bao Black Tea Processing, History, Terroir & Lore GL BAL TEA HUT Tea & Tao Magazine Contentsissue 59 / December 2016 松下 Beneath the Pines
    Global 國際茶亭Tea Hut Tea & Tao Magazine December 2016 Beneath the Pines Wild, Old-growth & Aged Liu Bao Liu Bao Black Tea Processing, History, Terroir & Lore GL BAL TEA HUT Tea & Tao Magazine ContentsIssue 59 / December 2016 松下 Beneath the Pines Liu Bao is a rich and mysterious genre of tea. More and more tea lovers are realizing how fine a cup of Liu Bao is. In what has Love is become a December tradition, we return to the genre, exploring further and deeper than changing the world ever. And, of course, we have a very unique and rare Liu Bao to drink together! bowl by bowl 特稿文章 New Expansion Packs! Features 35 13 Intro to Liu Bao Tea By Wu Ping 17 Origins of Liu Bao 41 21 Modern Liu Bao Tea 29 In Search of Liu Bao By Su Yangchun 35 Vintage Liu Bao 39 Shou Puerh & Liu Bao By Shen Su 29 43 Tracing the History of Liu Bao By He Zhiqiang 45 One Hundred Baskets By Lou Yingyin Traditions傳統文章 03 Tea of the Month “Beneath the Pines,” c. 2000 Liu Bao Black Tea, Liu Bao, Guangxi, China 27 Gongfu Tea Tips 03 Space or Fullness in the Pot 49 Voices From the Hut © 2016 by Global Tea Hut Setting Sun Tea Hut by Ben Youngbaer 松 All rights reserved. No part of this publication may be repro- 53 TeaWayfarer 下 duced, stored in a retrieval system or trans- mitted in any form or by any means, electron- Kevin Hartwell, Canada ic, mechanical, photocopying, recording, or otherwise, without prior written permission from the copyright owner.
    [Show full text]
  • University of Florida Thesis Or Dissertation Formatting Template
    DEVELOPMENT AND VALIDATION OF A QUESTIONNAIRE USED TO EVALUATE CHINESE PRESCHOOL TEACHERS’ PERSPECTIVES ABOUT SOCIAL, EMOTIONAL, AND BEHAVIORAL TEACHING PRACTICES By LI LUO A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2017 © 2017 Li Luo To my parents, Mr. Ronghua Luo and Mrs. Meixiu Wei, who have given their best to me and my sister, for teaching me and engraving these words on my heart: “The very beginning mind itself is the most accomplished mind of true enlightenment.” ACKNOWLEDGEMENTS Pursuing a Ph.D. overseas is not a journey I could have accomplished on my own. There are many people who made my doctoral journey possible and to whom I will be forever grateful. Since the beginning of my undergraduate program in 2005, I have been receiving tremendous formal and informal supports that led me to the pursuit and completion of a doctoral degree. I have no doubt that these supports have shaped who I now am, personally and professionally. I have had the good fortune to embark on a years-long passion project as my doctoral dissertation research and to be surrounded by people who have helped ensure the completion of my dissertation research. My words are too insufficient to express how thankful I am from the bottom of my heart. First and foremost, I would like to express my deepest gratitude to my committee chair, whom I consider my “academic mother,” Dr. Patricia Snyder. As a Chinese proverb says “Give a man a fish and you feed him for a day; teach a man to fish and you feed him for a lifetime.” Dr.
    [Show full text]
  • October 2019 International Review of Research in Open and Distributed Learning Volume 20, Number 4
    Vol 20 No 4 October 2019 International Review of Research in Open and Distributed Learning Volume 20, Number 4 October – 2019 Editorial Special Issue: Open Universities: Past, Present and Future Ross Paul1 and Alan Tait2 1University of British Columbia, Canada, 2The Open University, UK Fifty years since the establishment of the Open University in the United Kingdom (UKOU) seems an appropriate time to evaluate the current status of and outlook for the world’s open universities. There is much to celebrate, not only in the UK, but also in the 60-80 (depending upon definitions) open universities around the world. The rapid development of communication technologies has both enhanced and challenged the particular role of the open university. This special issue of IRRODL offers a number of perspectives on its evolution in many different national settings – what it has achieved, the challenges it faces and its options for the future. There are an estimated 8 million students in open universities around the world, with more such institutions still being created. This underlines the success of open universities since the inception of the UKOU in 1969, an achievement of extending educational boundaries that stands up well against the dramatic expansion of physical boundaries represented by the moon landing of the same year. The Open University model fundamentally changed notions as to who should and could benefit from a university education and the approaches to teaching and learning that would facilitate such access. For more depth on the UKOU, readers are referred to the perspectives of its founding Vice-Chancellor (Perry, 1976) and a much more recent history (Weinbren, 2015).
    [Show full text]
  • Absolute Bodhicitta { (Ondenicht Dat Sogal Rinpoche Zondagochtend 26 Mei J.L in A'dam Heeft Gegeven
    Extra dik zomernumrner juni 1991 RIGIA RIGPA postbus 17233 1001 JE Amsterdam tel. 02,0 - 622.8trl3 Absolute bodhicitta { (Ondenicht dat Sogal Rinpoche zondagochtend 26 mei j.L in A'dam heeft gegeven. Dit snk is nog niet volledig geredigeod) In many of the higher teachings, like the Dzogchen teachings, the absolute nature of mind is sometimes known as bodhicitta. In the Mahayana teachings when you talk about the absolute bodhicitta it speaks of the Shunyata, emptiness. Sometimes the word emptiness is not such a good word at all. Especially when you tell someone who does not know much about Buddhism, that Bud- dhism believes in emptiness.......First it is a shock when you say that Buddhism does not believe in God Ê God, because for many people believing in p means believing in some Truth. Not everybody people i thinks of God in terms of a creator. Many l think of God as the Truth. So when you say you , don't believe in God you're like a heathen, or an atheist. Then when you say: "Buddhists believe in emptiness', you make it even worse. When you say that Buddhism does not believe in God it means that the absolute cannot be de,scribed in terms of concepts. God is a concept. The concept of God actually, does not do just to the true nature of God. As the great master Shantideva said: "Absolute is bqond mind, that which is within the realm of mind is called relative'. Even in the Christian teachings, e.g. when the Christian saints realize the natuÍe of God emptiness has a very nihilistic oonnotation: voidness.
    [Show full text]
  • Vocational Guidance and the Public Schools
    DEPARTMENT OF THE INTERIOR BUREAU OF EQUCATION BULLETIN, 191-8., No. 24 VOCATIONAL GUIDANCE AND THE PUBLIC SCHOOLS BY W. CARSON RYAN, Jr. SPECIALIST IN INDUSTRIAL EDUCATION AND VOCATIONALGUIDANCE BUREAU OF EDUCATION" WASHINGTON I GOVF..RNMENT PRIMING OFFICE 1919 ADDITIONAL COPIER GI THIS PUBLICATION MAY DE PROCURED PROM THE SUPERINTENDENT Or DOCUMENTS GOVERNMENT PRINTING WASHINGTON, 1).U. HU COPY I CONTENTS. Pine. Letter of transmittal Introduction 7 1. The field of vocational guidance 9 Definitions Of vocational guidance_ a 9 Vocational 11!: eli ology .12 V4 WIII1011:II guilla nee In relation to general (4111(.0.611mi progress__ 15 Placement_ 21 II. The vocational guitlanCeInliventent 2:; Historical developMent 23 Spread of the movement 24 Youthandindustry 20 Vocational elIklattee in the nathmal associations, 27 Recent growth 30 III. Studies of schoolleaving 1111I1 employment 38 Miissachusetts cdnunission on industrial add tAnical education_ 40 Federal report on conditions antler which children tve school to go to work,. _ 41 Worcester, Cambridge, and Somerville, Mass 44 nurtford v0(101(0,11 guidance cotnIttee 4(1 Philadelphia 47 New York City 49 Cincinnati 50 > Other studies 51 IV:Material On the occupations _. 59 Statistical studies of ocentaitions_ ' On Vocational tiontpillets ea Special st mires of occupations ., 68 IntensWe studies of occupational requirements_ 70 The health aspects of occupations 75 Occupational material and newer hooks on guidance._ 75 V-School use of occupational materiel_ _ 77 In establishing vocational training' 77 In giving vocatintud Information. ..f. 78 ' A general guidance plan. 81 . VT. Organization of vocational wildfowl, In typical centers___.,..... __ ..._ 83 VII.
    [Show full text]
  • The Misconstruction of the Postmodern Curriculum at the Beginning of the 21St Century in Mainland China: from the Perspectives of Curriculum Culture
    Journal of Literature and Art Studies, December 2018, Vol. 8, No. 12, 1732-1746 doi: 10.17265/2159-5836/2018.12.014 D DAVID PUBLISHING The Misconstruction of the Postmodern Curriculum at the Beginning of the 21st Century in Mainland China: From the Perspectives of Curriculum Culture KAN Wei Beijing Normal University, Beijing, China The current paper contemplates a process of introducing the postmodernism in curriculum changes since the beginning of 21st century in China. During the 15 years, government sought to responding the rapid economic development and reducing the pressures of exam-oriented education, and then introduced the frames of postmodernism curriculum which went beyond the modernism stage of the curriculum development in China. The educational system had shown more intent to bring about change but has been hampered both by an inherited culture of inertia and lack of micro-culture in classroom, which led to the disconnection between the policy-making and the practices of implementation. Keywords: postmodernism, curriculum reform, curriculum culture Background of the Curriculum Reform From Perspectives of Social Background When the People’s Republic of China was founded in 1949, China copied, for ideological reasons, the pattern of schooling systems from the former Soviet Union. As early as the 1950s, however, the contents of school curriculum had gradually become the “working handbook” of the compilation of educational policies and personal worship of Mao Zedong (Singer, 1971). “The radical policy current favored at least a temporary hyperpoliticization of education, by placing ‘politics in command’ over all aspects of learning, even if underdeveloped expertise resulted” (Sautman, 1991, p.
    [Show full text]
  • Distance Education Technologies in Asia This Page Intentionally Left Blank Contents Iii
    Contents i Distance Education Technologies in Asia This page intentionally left blank Contents iii Distance Education Technologies in Asia Edited by Jon Baggaley and Tian Belawati Foreword by Sir John Daniel International Development Research Centre Ottawa • Cairo • Dakar • Montevideo • Nairobi • New Delhi • Singapore iv Distance Education Technologies in Asia Copyright © International Development Research Centre, 2010 All rights reserved. No part of this book may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval system, without permission in writing from the publisher. Jointly published in 2010 by SAGE Publications India Pvt Ltd International Development B1/I-1 Mohan Cooperative Industrial Area Research Centre Mathura Road, New Delhi 110 044, India P.O. Box 8500 www.sagepub.in Ottawa, ON SAGE Publications Inc Canada K1G 3H9 www.idrc.ca 2455 Teller Road [email protected] Thousand Oaks, California 91320, USA ISBN (e-book) 978-1-55250-502-1 SAGE Publications Ltd 1 Oliver’s Yard 55 City Road London EC1Y 1SP, United Kingdom SAGE Publications Asia-Pacific Pte Ltd 33 Pekin Street #02-01 Far East Square Singapore 048763 Published by Vivek Mehra for SAGE Publications India Pvt Ltd, typeset in 10/12 pt Palatino by Star Compugraphics Private Limited, Delhi and printed at Chaman Enterprises, New Delhi. Library of Congress Cataloging-in-Publication Data Distance education technologies in Asia/edited by Jon Baggaley and Tian Belawati. p. cm. Includes bibliographical references and index. 1. Distance education—Asia. 2. Distance education—Computer-assisted instruction. 3. Educational technology—Asia.
    [Show full text]
  • 'Wisdom' As a Resource for Korean North American Women's Christology
    THE GRACE OF SOPHIA: THE RETRIEVAL OF 'WISDOM' AS A RESOURCE FOR KOREAN NORTH AMERICAN WOMEN'S CHRISTOLOGY BY Gnce Ji-Sun Kim A Thesis Submitted to the Faculty of Theology of the University of St. Michael's ColIege and the Department of Theology of the Toronto School of Theology, in partial fulfillment of the requirements for the degree of Doctor of Philoso~hvin Theolorn awarded by the University of St. Michael's College Toronto 200 1 O Gme JiSun Kim Nationai Library Bibiimthèque nationale 191 OfCamda du Canada The author has pteda non- L'auteur a accordé une Licence non exclusive licence aiiowing the exclusive permettant a la National LI- of Canada to Bibliothèque nationale du Canada de reproduce, loan, distriiute or seil reproduire, prêter, distribuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la fome de microfichdfilm, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts hmit Ni la thèse ni des erctraits substantiels may be printed or otherwise de celle-ci ne doivent être imprimés reproduced vrithout the author's ou autrement reproduits sans son permission. autorisation. The Grace of Sophia: The Retrieval of "Wisdom" as a Resource for Korean North American Women's Ctiris tology Doctor of Phiiosoptiy in TheoIogy, 200 1 Grace Ji-Sun Kim Theobgy Department, University of St. Michaei's Coiiege Korean North American women are tom between two cultures, Korean and North American, as they try to ernbrace both cultures and live by them both.
    [Show full text]
  • Interview with Lou Lambert 18 November 2014
    ART GALLERY OF NEW SOUTH WALES ARCHIVE BALNAVES FOUNDATION AUSTRALIAN SCULPTURE ARCHIVE PROJECT Interview with Lou Lambert 18 November 2014 This is an edited transcript of an interview with Lou Lambert on 18 November 2018 in Perth, Western Australia, by Deborah Edwards, senior curator of Australian art at the Art Gallery of New South Wales, for the Balnaves Foundation Australian Sculpture Archive Project. The project focuses on significant Australian sculptors and sculptural practice. It was developed with a grant from the Balnaves Foundation in 2010, which supported the recording and transcription of interviews with artists and other figures in Australian art. About Lou Lambert Lou Lambert (born 1941) is a respected sculptor in Australia and overseas. His largest commission is in Adachi City, Japan. He was an assistant to Phillip King in London in the 1970s, and taught at Perth Technical College and Curtin University. This is an edited transcript of a recorded interview. Some adjustments, including deletions, have been made to the original as part of the editing process; however, the accuracy of all statements has not been verified and errors of fact may not have been corrected. The views expressed are those of the participants and do not represent those of the Art Gallery of New South Wales. Unedited audio files of this interview are in the Gallery’s archive. © Art Gallery of New South Wales ART GALLERY OF NEW SOUTH WALES ARCHIVE BALNAVES FOUNDATION AUSTRALIAN SCULPTURE ARCHIVE PROJECT: Interview with Lou Lambert Interview on 18 November 2014 [An introductory conversation includes references to sculpture triennials in Bundoora and Mildura and the Australian Sculpture Triennials] Deborah Edwards (DE): Let’s begin at the beginning, if you are happy with that.
    [Show full text]
  • Analysis of the Factors and Attitudes That Influence Lecturers Readiness to Adopt Distance Education and the Use of ICT in Teac
    ANALYSIS OF THE FACTORS AND ATTITUDES THAT INFLUENCE LECTURERS READINESS TO ADOPT DISTANCE EDUCATION AND THE USE OF ICT IN TEACHING: THE CASE OF THE UNIVERSITY OF NAIROBI BY A THESIS SUBMITTED IN FULFILLMENT OF THE REQUIREMENT FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN OPEN AND DISTANCE LEARNING OF THE UNIVERSITY OF NAIROBI. 0430047 1 DEPARTMENT OF EXTRA-MURAL STUDIES UNIVERSITY OF NAIROBI JUNE 2006 DECLARATION This thesis is my original work and has never been presented for a degree in any other university. This thesis has been presented for examination with our approval as university supervisors. Signed:_ Prof. Arno Faculty of Education Free University of Brussels School of Informatics and Computer Science University' of Nairobi Signed: _________D_ Date: -±l Dr. Robert Ayot, Faculty of External Studies University of Nairobi It COPYRIGHT This thesis may not be reproduced by any means, in full or in part, without written permission of the author, except for short extracts in fair dealiim. for research, or private study, critical scholarly review or discourse with acknow ledgement Christopher M. Gakuu, 2006 iii ACKNOWLEDGEMENTS The completion of this thesis is a result of the exceptional support and sacrifice made by a number of organizations and individuals. First, I would like to express m\ invaluable gratitude to Kenya -Belgium Co-operation Programme (VUR) for sponsoring my Ph.D studies. Second. I am indebted to all the people who. in one way or the other, facilitated my research work. I am particularly indebted to my supervisors. Professor Arno Libotton of Free University of Brussels (VLB). Dr.
    [Show full text]
  • Celtic Spirituality
    Welcome to Celtic Spirituality Honoring the Earth, Respecting the Presented by Land through Peggy Reeder Moore Honoring the Spirits of the Land What is Celtic Spirituality? Embracing the interconnectedness of all living beings. Every hill, rock, flower, tree, or stream is sacred. Manifesting the connection through… Sacred ceremonies Poetry, Songs Clooties Holy wells Prayers Art Seeing the Divine in All of Us The Celts believed humans to be guests of the Earth, dependent on her. In the Western world, we seem to believe we are Earth’s masters— she and all living creation are here for our use. In Celtic Spirituality, Every person is good and full of promise. Every tree could be a dwelling place of a deity. Wait, are those faces in that tree? A comment from John O’Donohue from his book Anam Cara “Behind your image, below your words, above your thoughts, the silence of another world waits.” “OTHERWORLD” The ancient Druids of the Tuatha de Danann, who pre-date the Celts, stored hundreds, even thousands of stanzas of versical wisdom, history and lore—our oral history passed down. The Tuatha de taught 3 important things that are foundational for Celtic Spirituality: Honor the gods Do no evil Live courageously Loughcrew, Ireland Tuatha de’s teaching are still important today. Over time, our natural need for wholeness and balance with the Earth has been abandoned and forgotten Technology, engineering, and even Western religion convinced us that we are the “masters” of the Earth In our spiritual life, organized religion has used a human mediator to separate the individual interaction from the sacred and divine.
    [Show full text]