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Latest Publications and Reports

Showing 1 - 10 of 20 Results
by Dr. Sanjaya Mishra (PDF (Portable Document Format)/Acrobat Reader - December 2014)
Integrating Information and Communication Technologies (ICTs) in education is highly challenging, especially in the higher education sector. While there are several factors for successful integration of ICTs in teaching and learning, strong leadership support and institutional commitment play significant role. Leadership has been regarded as a critical component in successful ICT integration in education (Kirkland & Sutch, 2009). While distributed leadership and shared responsibility are necessary to sustain any innovation and implementation of technology plan in higher education, the vision of leadership with reference to ICTs become important in taking initiatives, and develop action plan for implementation. A successful ICT leader in education should be able to lead from the front to not only give vision, but also manage change and influence major stakeholders to buy-in. With this background the Commonwealth Educational Media Centre for Asia (CEMCA) initiated a programme to engage with the Vice Chancellors in Universities in the Commonwealth Asia over the three years during the period 2013-2015. In the process three events were organised in India, Sri Lanka and Bangladesh to create awareness of ICT integration in teaching and learning, and sensitize institutional leaders about the importance of developing technology master plan.
(PDF (Portable Document Format)/Acrobat Reader - November 2014)
COL newsletter, November 2014; includes: Consultations Held with COL Focal Points; PCF8 to be held in Malaysia; COL Heads USP Review; COL Headquarters Moving; COL organises Gender Workshop; Editorial: Teachers, The Unsung Heroes; In Focus: Open Schooling in Perspective; New Resources: Increasing Access to Education for all through Mobile Learning; Journal of Learning for Development; Gender Mainstreaming Toolkit for Teachers and Teacher Educators; EdTech News: Web@25 and the Web we Want; Greenshot, Improvement over Snipping Tool; Video Editing on Mobile Devices; and more…
by Rosanne Wong, Sibyl Frei, Sevilla Leowinata (PDF (Portable Document Format)/Acrobat Reader - November 2014)
The Commonwealth of Learning has developed this toolkit to help teachers and teacher educators learn more about gender mainstreaming, specifically: - why gender equality is important to students, teachers, schools, communities and governments, and - how teachers, education institutions and other stakeholders can make changes that will help both girls and boys participate in and succeed at school. Drawing on an extensive review of international commitments, reports, case studies and tools, this toolkit explores how poverty, gender and education impact the lives of women and men, girls and boys. It offers plain-language explanations of important gender issues, and features stories and tools to help teachers and teacher educators address gender issues and provide a safe and encouraging atmosphere for all students. A major focus of the toolkit will be on improving the access, participation, success and decision-making of girls and women in education. However, it will also look at how to improve the participation and success of boys and men in education, and the important roles that teachers, education managers and policy makers have in welcoming the voices and opinions of girls/women and boys/men in the education system.
by Mohamed Ally (PDF (Portable Document Format)/Acrobat Reader - October 2014)
Educators and governments must be prepared to use mobile learning approaches to meet the needs of, and empower, the current and future generations of learners. Successful implementation of mobile learning, however, requires organisations to have the proper infrastructure, people, policies and training programmes. This start-up guide will help.
by Paul Kawachi (PDF (Portable Document Format)/Acrobat Reader - September 2014)
The TIPS Framework of QA Criteria for Teachers as Creators of OER
by M. S. Vidya (PDF (Portable Document Format)/Acrobat Reader - September 2014)
The attempt is to re-examine technology in teaching-learning, particularly at the secondary level. In the present scenario of large classes, a technology tool’s acid test is to regain the benefits of the one-to-one approach to teaching and at the same time allow for an increase in the teacher’s productivity. Multiple tools are therefore, needed to address the multiple needs of learners. With tools becoming increasingly sophisticated but simpler to use, our selection of tools are neither prescriptive nor closed. The purpose is to emphasise the need for tools and to equip the readers with a toolkit to examine and use tools for education.
by Som Naidu, Sanjaya Mishra, Shironica Karunanayaka, G. Mythili, S.K. Prasad, Mohan B. Menon (PDF (Portable Document Format)/Acrobat Reader - September 2014)
1. Open University of Sri Lanka 2. Indira Gandhi National Open University 3. National Institute of Open Schooling 4. Wawasan Open University
(PDF (Portable Document Format)/Acrobat Reader - July 2014)
A Newsletter of the Commonwealth Educational Media Centre for Asia, July 2014
(PDF (Portable Document Format)/Acrobat Reader - July 2014)
COL newsletter, July 2014; includes: Consultations Held with COL Focal Points; Pacific Island Ministers Call for ICT and OER; Gender Guidelines for Open Schools; Lifelong Learning for Farmers and Broom Magic; Antigua & Barbuda produces “Open Textbooks”; Editorial: National OER Policies Needed; In Focus: How ROYTEC Joined VUSSC, Embraced OER; Issues in eLearning Video Series; New Resources; People; EdTech News: Big Data and Linked Data: How Important is Data in Education for Development?; Aptus Testers Find it “Relevant” and “Robust”; Moodle 2.7, A Welcome Release; ownClowd; and more…
(PDF (Portable Document Format)/Acrobat Reader - May 2014)
This report provides an overview and analysis of the existing literature on open and distance learning (ODL) in the Caribbean from a gender perspective. It covers a wide range of themes encompassing the socio-cultural and economic factors. For some there was no data or analysis available directly related to gender issues or the data available is over ten years old. In these instances, the report summarized key ODL issues in that area and assessed the relevant gender equality issues and questions influencing the related current practices and status.
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