|From the Director's Desk......|
Winter months in Asia are a season of festivals, and of gatherings and conferences. This winter has been no exception, and CEMCA has had the opportunity to be involved, in one way or another with several events of educational importance. By far, the most important was the 14'h Commonwealth Conference of Education Ministers at Halifax from 26 to 30 November 2000. Held alongside this important event was a parallel international symposium, a unique interaction between students, academics, educational administrators and Commonwealth Ministers of Education to discuss and debate global issues concerning education.
The Halifax Declaration and the Communiqué are available on the Commonwealth's website. However, what merits mention here is the overriding concern for the educationally deprived in the developing countries, and the fact that, despite tremendous efforts, progress continues to be constrained by the lack of financial and skilled human resources for the delivery and management of quality education.
Ministers also urged the active and systematic use of information and communication technologies through strategic initiatives that link countries, agencies, the private sector, teacher organizations, and NGOs to address educational needs. We feel proud to say that CEMCA is one such small initiative that is beginning to show results; and one of our major initiatives is the regular publication of EduComm Asia, bringing information about ideas, case studies, experiences, resource materials, and technologies to all our readers (especially those without access to the Internet and the world wide web).
In this issue of EduComm Asia, we bring you the second part of a lecture by Prof. R.V.R. Chandrasekhara Rao, delivered as part of the Ram Reddy Endowment Lecture series. In this part of the article, Prof. Rao looks at issues through the eyes of developing countries.
We showcase the Open University of Sri Lanka and in our case study, we focus on a pilot initiative to train socially disabled women in ICTs. In our section on Technology tracking, we describe virtual presentations and the world's largest virtual campus. Other information about websites, regional events, and forthcoming meetings are included as part of our regular features.
Our book review looks at a volume on Basic Education at a Distance, a description and analysis of some of the major issues confronting basic education worldwide. 1 personally found this volume to be a very exciting addition to knowledge about the field. We hope you will find our issue adds value to your reading and writing. If you come across any interesting information, case study, article, website, please be sure to write to us so that we may disseminate the same to others in Asia.
We invite you to visit our website www.cemca.org and to write to us if you need further information or details about the contents of this issue.
|Dr. Usha Vyasulu Reddi|
Prof. R. V. R. Chandrasekhar
Prof. R. V. R. Chandrasekhar Rao is an eminent
academician, former Vice-Chancellor and ex- Director, Asia Programmes at COL.
In this edited version of Prof. Raos discourse at the G. Ram Reddy memorial lecture in July, we have tried to capture the essence of his argument on the relationship between information, knowledge, wisdom and the informational society.
This is the second part of his lecture, The first part appeared in our October 2000, issue.
Prima facie, in the developing countries like India, there is a dysfunction between the pace of information technologies progress and of its adoption in formal learning sites. Thus while India is one of the foremost among the Third World to initiate and consolidate software industries, the learning sites are still to feel its impact in any appreciable manner. To be sure, the orientation of learning and education does bow to the demands of the new technologies opportunities as already adverted to. Yet, in terms of adoption of this technology by the wider learning environment, we witness a discontinuity.
While there is more than marginal quantitative growth of student enrolment at all levels of education, the qualitative factor in terms of instructional pattern is unflattering. Enrolment in education increased from 2.4 crores in 1950-51 to about 19 crores in 1996-97 according to official figures. The number of students in educational institutions out numbers the total populations of United Germany, the United Kingdom and Canada taken together. Schooling facilities are accessible to nearly 95 percent of the school-going age children. All this coexists with a shameful literacy rate for the population as a whole.
On the quality side, not many comprehensive studies are available assessing especially the linkages between investment in human capital and economic productivity and the role of informational technology absorption. Research is largely confined to macro-level findings and interstate comparisons.
Leaving these broader issues aside, even in the matter of incorporation of the new technologies by educational institutions there is paucity of comprehensive material. One can only resort to impressionistic assessments.
At the school level, introduction of computer-awareness is still the exception than the rule, confined as it is mostly to private schools, with the vast public school system largely left out. The college level scene is slightly different. But here too, though computer applications are introduced as a special subject, computer associated learning in general figures little. At the post graduate level the situation is the same. In fact, the conditions there are so weird that in humanities and social sciences, there is a diversion of students from well -to -do backgrounds, to private institutions with programmes in technical (e.g. computer-oriented) areas even though their academic background is any thing but technical.
Thus, our enquiry in this regard will have to be restricted to distance education experience. This should be familiar ground to all of you. In dual-mode institutions, especially the distance education affiliates of conventional universities, educational communications technology is particularly nil. Many of them have not got beyond the pure correspondence stage; even study centers are a rarity. Coming to open universities, those in the various states have varied experiences. The provision of audio-video backup at the study centers is no doubt in place but the actual facilitation of this is largely in a neglected state. The use of radio broadcasts in reaching the people in their homes is, however, a regular feature. Television use is augmented even in some state open universities with the inauguration of telecasting of subject-wise lessons on a regular basis. In some states, telecommunications are used in joint collaborative ventures between state development agencies like Panchayatraj institutions and theconcerned state open universities, particularly in the tribal districts. With the ftirther extension of telecom network this should provide a new dimension to the penetration of information technologies in education.
IGNOU stands forth as the paradigm case in the use of the informational technology for the learning enterprise. In addition to the standard features of student support, the expansion into interactive video lessons with phone-in provision and coverage of significant education-related events for use in general public telecasting.
In pursuit of reaching the unreached, a significant additional media support input in the form of interactive radio counselling began two years ago, now covering over 20 Capital stations of All India Radio and relayed by over 70 stations. It is a synchronized weekly transmission IGNOU HOUR on Sunday with coverage almost all over the country. A monthly slot in this is earmarked to state open universities. A matter of even greater satisfaction and pride to IGNOU is the opening of Gyan Darshan, the exclusive educational TV channel of India, entrusted to IGNOU by the Government of India. It is a 16-hour non-stop facility combining the existing educational programmes and the new initiative of telecasting curriculum-based programmes to various group of learners.
Thus, integration of primary and teacher education with IGNOU's own higher education curriculum is ensured under this initiative. Given the vastness of the country and its linguistic and cultural diversity, broadcasting and television media's extension is itself a substantial achievement in wielding technology for learning. However, the use of other near-state of the art devices like the internet and joining together of the television and the computer for education, is still not a regular and sustained feature. A start is made in this regard in offering online courses through the internet in areas such as web page design, Java programming. In all this expansion of educational technology, the tasks of consolidation and sustaining the quality of counselling, attractive formatting, quality of broadcasting and telecasting are yet to be fulfilled and no one knows this better than the university's facilitators themselves.
The even wider task of endowing all distance education sites with a real network of electronic media communications can only be achieved by adequate government support. Apart from a dedicated television channel for education, which is more a macro-level facility, investment in micro-level networks at least at all study centres is a priority.
In countries like India, state investment in education and communications in educational technology cannot but be the primary source and open learning should receive its due share. While industry's contribution is coming in the shape of innovative development of software technologies, its contribution to educational programmes is still to make a mark. In the relative roles of research, industry and the government in pushing the informational age, developing countries have to rely mostly on the governmental sector. The role of the state in the gestation of informational society in various parts of the globe is rather uneven. Ironically indeed, even the role and encouragement of business and industry has been rather half-hearted as had been the case in the United States, home of the informational technology's revolution.
However, so far as application of l.T. for the education context is concerned, much would depend on governmental institutions in India.
To the extent distance education is concerned, leaving aside Japan whose society's infrastructure can absorb far more of communications technology applications, India so far has been looking towards the extension of broadcasting and telecasting for learning purpose. As already mentioned, the permission for laying a broader network of communications technology to reach the "unreached" would necessitate the undertaking of a mission dedicated to open learning. Allow me to call it MEET - Mission for Extension of Educational Technology. That would be a viable way of meeting the challenges of the informational society.
Looking at a sample of investment in Open Learning at the higher education level, the Central Government has till 1999 extended aid to the tune of Rs.198.34 crores to IGNOU.
I may be pardoned for not being more detailed in my figures. Taking the Central Government funds, both plan and non-plan, IGNOU received about 500 crores during the period 1995-2000. 100 crores a year would seem very handsome funding. However, realizing that this university takes a very large number of students when compared to even the largest of the conventional universities and the fact that part of this fund goes to state open universities and other distance education centres, the grant is modest indeed. Laying a comprehensive infrastructure of communication technology is most expensive, both in terms of equipment cost and operational cost.
It is true that the establishment of Gyan Darshan, should be regarded as additional endowment by the Government to the university. Yet when we talk of a national technology network catering to distance education needs, broadcasting and telecasting facilities can only be a part of such venture. Therefore, a further crash programme to assist the university in this regard is an imperative need IGNOU has, even with the modest means available to go ahead with programmes of setting up many computer labs and tele-learning centres in its Regional Centres. Besides six computer labs are being set up in the relatively inaccessible North Eastern region. While this is encouraging as it is, still more needs to be done.
I have referred to the difference in the experience of the U. S. on the one hand and Europe and Japan on the other in terms of the inputs put by private entrepreneur-ship on the one hand and govemnment initiatives on the other. In the context of India, it has to be mostly of the latter type. The contribution by the information technology industry has so far been in the form of private entrepreneurial initiatives. As sustained cross-fertilization in innovation in educational programmes development is yet to be forthcoming in this. The University should make greater efforts to cultivate the industry.
The Open University Of Sri Lanka
The Open University of Sri Lanka (OUSL) was established in 1980 and is the premier institute in the country for Open and Distance Learning. The university operates under the umbrella of the University Grants Commission of Sri Lanka.Focus
Any citizen over 18 years of age can seek admission to the university. It
offers Certificate Courses, Diplomas, Undergraduate Courses and Post Graduate
Courses in many disciplines of study forming a ladder of opportunity for
citizens who may not have requisite academic qualifications to enter directly
into an undergraduate programme with minimal qualifications they posses. A
learner can enroll with a certificate course and proceed upwards.
Announcements of different academic programmes are made on regular basis
through the press and other news media.
Faculties of Study
The university's focus is on adult employed learners. Distance learning allows them to follow study programmes while employed. The university's outlook is to increase their access to learning .At present the university has three Faculties of study
Faculty ofEngineering Technology goes on record as the first distance learning institute to offer a Bachelor Degree in Engineering. Currently, the university has about 20,000 learners enrolled for studies.Student Support
The university has established a country wide network of regional centers and study centers. The infrastructure facilities vary depending on student needs in the locality. Regional educational Service network comprises of four regional centers, six study centres and five teaching centres. The Regional Educational Service functions under a director and looks after Student Support Services across this network. Student counselling is an important aspect of student support.
OUSL also operates a network of libraries at regional and study centers to enhance access to facilities at local level. The main library is situated at Colombo within the central campus.Educational Technology
The Educational Technology Division of the university functioning under a Director looks after staff training in study material development, audio-visual productions, distance education research and integration of technologies for dissemination. It has under its purview a state-of-the-art audio visual production center, donated by the Government of Japan.IT Initiative
The recent establishment of an Information Technology Unit functioning under a Director.aims to enhance integration of computer based technologies into the university infrastructure.Capacity Building
A three year DfID project with British Government funding was completed recently. The project period brought about intense interaction with overseas consultants in capacity building for course material development distance education research and staff training.
The database initiated under this project for the University is nearing completion and would then allow 'on-line' interaction for administrators, teachers and students of the universityVision
Armed with these capabilities the university is looking ahead to succeed in it's vision in becoming a leader in distance education in South Asia within the first decade of the 21 st century.Please contact:
|Case Study .....|
A Case Study by Dr. (Ms) W.A.R Wijeratne
Krishna V. Sane Director, Project SITA 2259, Hudson Line, Kingsway Camp Delhi 110009, India firstname.lastname@example.org
An important question confronting many societies is how to bring the physically and/or socially disabled sector into the mainstream applications of emerging technologies (e.g. information technology). A 18-month pilot project, sponsored by the Information for Development (InfoDev) Programme of the World Bank, is designing a computer skill programme tailored to meet the employment needs of low income and socially disabled women. The InfoDev Project titled SITA (Studies in Information Technology Applications: Training in Computer Skills for low-income Women is hoping that its initiative will become self-evolving and self-sustaining in due course.Background
The idea of training women from disad-vantaged background originated under the UNESCO sponsored Locally Produced Low Cost Equipment Project directed by the author during 1980-1995 when he was a Professor at the University of Delhi. His (late) wife and professional colleague. Dr. K^amalini Sane, found that it was possible to train needy women in the area of Desktop Publishing (DTP) using the manuscripts they had written for the LPLCE Project. The growth of this interesting idea, conceived by a woman for women, was cruelly cut short by Kamalini's fading health culminating in her premature demise in April 1993.
Destiny however willed that this tragedy did not have a paralyzing but a catalytic effect on future developments. Thanks to a series of fortuitous happenings, the informal gropings got converted into Project SITA funded by the Information for Development (InfoDev) program of the World Bank.Project SITA
Small batches of selected trainees are given intensive hands-on computer training based on real life exercises using Ms Office 2000. Wherever possible, each trainee is attached to a potential employer. At the end of the course, successful trainees are given a Certificate and assistance in getting employment.
The entire training program is totally free but every trainee is required to offer part-time services as an assistant to a Trainer, after completing her course.
Project SITA has so far registered 448 needy applicants. It also has developed
a Resource Package consisting of
Some Highlights There is no doubt that the one-year old InfoDev initiative SITA has helped
to focus on a matter of widespread concern namely How to secure a few lanes
on the information highway which the not-so-fortunate can use in such a
manner that some of them are even able to overtake some of their more
fortunate fast- track colleagues? International appreciation of the Project's modest beginning has come through
The Global Junior Challenge Award (www.gjc.comune.roma.it) given in Rome in
December 2000 Selection of SITA as a finalist in the Stockholm Challenge
Award 2000 competition in June Selection of SITA as a finalist in the ICT
story competition organised by the International Institute of Communication
and Development (IICD), Netherlands. October.2000 . One pleasant experience of the Project is that though a typical SITA trainee
has limited reading, writing and communication skills coupled with
low-confidence levels, most of them have achieved commendable proficiency in
basic computer-skills. One disappointing experience of the Project is that a majority of women
trained by SITA so far have failed to find jobs. This has also resulted in a
high drop out rate. Even though the underlying socio-economic factors are
complex and not easy to overcome, SITA's Core Group has decided to overcome
this unanticipated problem through a co-operative model. Field trials have shown that small teams of SITA trainees can undertake
contract work like data entry, making Visiting Cards, Letterheads, Posters
or processing DTP manuscripts etc. This approach has the great merit that a
fresh trainee need not wait for a formal placement to start earning but she
can be paired in a team with a senior trainee who can help her not olny in
gaining practical experience but who can also share a part of her earning. In as much as learning and earning have to go hand in hand if a SITA-type
project is to survive and grow, it is proposed to establish an electronic
cooperative MitraMandal (Sanskrit for 'friends group') with a Training Wing
Talim (Urdu for 'total education') and a Jobwork Wing Prayas (Hindi for 'effort')
which will network the trainees and the trainers.
1. Modem Office computer skills
2. A multi lingual training manual 2 Interactive Multimedia modules for self-learning
* Easy-key for learning keyboard skills.
* Easy-mouse for learning mouse handling
* On-line testing for self-assessment
* Easy-Lib for Library management in schools.
4. Question Bank related to basic computer concepts
5. English-Hindi-Urdu Dictionary for minimal comprehension of English
6. Audio/video material for supplementing the print material.
There is no doubt that the one-year old InfoDev initiative SITA has helped to focus on a matter of widespread concern namely How to secure a few lanes on the information highway which the not-so-fortunate can use in such a manner that some of them are even able to overtake some of their more fortunate fast- track colleagues?
International appreciation of the Project's modest beginning has come through The Global Junior Challenge Award (www.gjc.comune.roma.it) given in Rome in December 2000 Selection of SITA as a finalist in the Stockholm Challenge Award 2000 competition in June Selection of SITA as a finalist in the ICT story competition organised by the International Institute of Communication and Development (IICD), Netherlands. October.2000 .
One pleasant experience of the Project is that though a typical SITA trainee has limited reading, writing and communication skills coupled with low-confidence levels, most of them have achieved commendable proficiency in basic computer-skills.Follow-up to SITA -An eCo-operative
One disappointing experience of the Project is that a majority of women trained by SITA so far have failed to find jobs. This has also resulted in a high drop out rate. Even though the underlying socio-economic factors are complex and not easy to overcome, SITA's Core Group has decided to overcome this unanticipated problem through a co-operative model.
Field trials have shown that small teams of SITA trainees can undertake contract work like data entry, making Visiting Cards, Letterheads, Posters or processing DTP manuscripts etc. This approach has the great merit that a fresh trainee need not wait for a formal placement to start earning but she can be paired in a team with a senior trainee who can help her not olny in gaining practical experience but who can also share a part of her earning.
In as much as learning and earning have to go hand in hand if a SITA-type project is to survive and grow, it is proposed to establish an electronic cooperative MitraMandal (Sanskrit for 'friends group') with a Training Wing Talim (Urdu for 'total education') and a Jobwork Wing Prayas (Hindi for 'effort') which will network the trainees and the trainers.
The Training Wing will carry on as per the strategy developed under Project SITA. However, this Wing will now introduce the ' learn now-pay later' scheme so that needy women can avail free training but pay the fees in affordable instalments after joining the Jobwork Wing. ). A Donor controlled stipend frmd will be instituted to assist those who cannot afford the 'pay later' condition. The co-op - an organisation for women and by women - will use a judicious mix of contact mode and distance mode for training and for collecting/distributing Jobwork.
It is estimated that seed money of USD 100,000 (about Rs.4, 500,000) will be equired to establish the co-op. The estimate includes the cost of infrastructure (i.e. hardware, software, space, furniture etc), maintenance, salaries of professional group (Trainers and Consultants), consumables and miscellaneous. Though the seed money is necessary to launch the co-op, support will be needed for various sectors of society to make the cooperative self-evolving and self-reliant.
For example, it is hoped that the IT sector will assist in monitoring of the coop functioning apart from providing directions for professional growth. Government agencies will assist grass root and geographical growth. Social and humanitarian organizations will offer collaborative opportunities. Corporate sector will offer intemship to SITA trainees.
All sectors to provide job work selectively and collectively.
The founder members ofMitra Mandal are hoping that the co-op can become in due course, a launching pad for ICT-based training programmes for handicapped and for destitute youths. To accelerate progress in these directions, it invites all like-minded individuals to contact the author with specific ideas so that a realistic Action Plan can be drawn for speedy implementation.
"Technology should not be a solution looking for a problem. It needs to bi.' proceeded by needs assessment, market analysis, strategic design and experimentation, and accompanied by training, appropriate investment and maintenance" —Wadi D. Haddad www. techknologia. corn Jan,2001 P. 6
A computer costs the average Bangladeshi more than eight years' income, compared with one month's wage for the average American.The United States has more computers than the rest of the world combined.
Open University in Nepal by next year Nepal will have its own Open University by the end of the Ninth Five Year plan. Speaking at an interaction programme organized by Education Task Force, Ministry of Education and Sports, NPC member Ninnal Pandey said " We are still in conceptualisation phase and we want the Open University to start within two years. This type of university is for everyone who feels like learning." The open universities have already been opened in most of the developed countries and some parts of South Asia. Maldives, Bhutan and Nepal are the only countries in the region where such universities do not exist. The Ninth Five Year Plan of the government of Nepal has so far prioritized Open University, also called "university without walls" According to the members of the Task Force, which was formed last year to draft a Bill required to open an Open University, a preliminary structure of the university and the draft bill have already been prepared. According to the plan, altogether 15 centres and more sub-centres will be opened in all the five developmental regions in the country.Source: The Kathmandu Post - July-1,2000
CEMCA was represented at two workshops where issues of human rights were the focus in the last quarter of 2000. From October 1 8 to 20,2000 in Geneva, the UNESCO- International Bureau of Education, in collaboration with the Swiss NGO, School as an Instrument of Peace organized an international gathering of 15 experts to design an observatory/platform on human rights. In the conviction that values are formed at a tender age, experts at this workshop discussed and developed a blueprint for a website and other media products which would address human rights education, especially at the school level. The website and products would target both young learners and teachers, who were seen as the gateways to the child.
In the second workshop, a National Conference on Human Rights, Social Movements, Globalization and Law from December 26 to January 1, 2001 at Panchgani, Maharashtra, two COL YIIP interns were among hundreds of participants who were exposed to the consequences of global ization. Daily workshops at the conference covered themes such as Globalization, Media, Women, Disability, HIV/AIDS, Environment to mention a few. Speakers at the workshop included Supreme Court Judges, lawyers, social activists, students and media persons from all comers of the world.
Also presented at the workshop were case studies of experiences, including the on-going community radio project of the Deccan Development Society, Zaheerabad, Andhra Pradesh where village women have been trained and have used media as a tool of empowertnent.For the Open and Distance Learner
For three days from November 3 to 5,2000, more than 400 delegates from all parts of Asia and the world, debated and discussed various aspects of distance learning at the ICDE Asian Regional Conference, hosted by the Indira Gandhi National Open University in New Delhi. CEMCA was one of the sponsors of the event.
The theme of the conference was "Open and Distance Learning in the New Millennium: What's New for the Learner" Eminent keynote speakers, from Prof. Otto Peters, Sir John Daniel, Prof Tarn and India's own Prof. V.C. Kulandaiswamy spoke about the dimensions of virtual leaning and the dramatic changes which virtual learning offered for the distance and open learner. Speakers in the parallel sessions focussed on ideas and ground realities facing the learner as he/she struggled with new realities that technology offered whether in terms of flexibility or access.Manila meeting calls for more creative teaching and learning Schools and universities using on-line teaching must provide students sufficient challenges and flexibility to enhance learning. The aim is not simply to add to knowledge presentation, but also to unlearn traditional ways and re-conceptualize other means of achieving similar outcomes with less demand on the staff, and of pursuing more creative learning approaches and more streamlined delivery systems.
This message was delivered by Professor John Hedberg, Director of Interactive Multimedia, Faculty of Education, University ofWollongong, Australia. Professor Hedberg said that on-line teaching involves placing students in an open-ended environment that will make them producers of a lot of resources for learning.
Some 120 academics mostly teachers and administrators from various schools and universities in the Philippines participated in the two-day conference.
The event was organized by the Philippine Association of Centers for Educational Media (PACEM) and AMIC, Singapore. Source: Amic, Nov-Dec.2000IGNOU-RCI Tie Up
The Rehabilitation Council of India (RCI) and the Indira Gandhi National Open University (1GNOU) will collaborate in design and development of special education and rehabilitation programmes for the empowerment of disabled.
Both the collaborating agencies will make joint efforts in promoting and implementing training and education programmes for the disabled.
In a memorandum of understanding (MoU) signed between IGNOU and RCI recently, it has been decided that a certificate programme for primary school teachers would be developed along with a four year professional bachelor's degree programme in special education and rehabilitation for preparing professional in various areas of disability.Source: University news, Nov-2000
Publishing through individual efforts has always been a problem for authors. Pre-press complications and marketing of books by authors requires assistance from public and private sector organizations. Writing a book and marketing it are two distinct fields. The majority of authors have neither the resources nor the technical know-how to competently handle the publishing and marketing aspects. As a result, a lot of academic work remains unpublished.
The National Book Foundation of Pakistan has addressed the problem and decided to establis h an Author Resource Centre. The Centre will provide the technical support to authors, including editing, composing, proofreading, designing, printing, publishing and distribution.
The centre has initially been set up in Islamabad. Similar centers will be established in other cities, where NBF offices are situated.A Silent Revolution in Bangladesh
Gazipur has been declared "illiteracy free" district after two years of silent revolution here with enlistment of the last illiterate man as a literate person. Of the total literate people, 1,74,890 arc women and the remaining 150,757 arc men including children and juvenile.
The last 325,647 illiterate persons, aged between 11 and 45 years, were detected through a baseline survey (house to house) before starting the Total Literacy Movement (TLM) here under a campaign titled, "Arunujjal Gazipur from Kaliganj Upazila. The TLM is a part of government's programme to provide literacy education to 3,44,00000 people aged between 11 and 45 by the year 2002. At present the rate of literacy is 62 per cent in the country. A 33-member committee headed by Deputy Commissioner supervised the implementation of the progress during the period.
"We have been able to educate all the 325,647 persons detected as illiterate of the total 18 lakh population in the district within two years, about 14,000 teachers gave basic education to the illiterate people in 45 unions and 2 municipalities here within a six-month to one-year period" "Deputy Commissioner of Gazipur Mohammad Shamsul Huq said.
At the end of six-month basic education, examination was held in each centre to enlist the illiterate in the literacy list. "The percentage of success in the examination is 95-99 percent and those who could not succeed were asked to reappear in the examination after giving them education for a three-month period," Shamsul Huq said.
Meanwhile, 18 non-government organizations have been working under the supervision of Semi-formal Education Director, in Kaukhali upazila, to make literate every illiterate.Source: Daily Star
Hi-Tech State Library: New Programmes To Ensure Proper Usage o Malaysia
Several educational programmes will be introduced to ensure proper and correct use of the sophisticated facilities that are made available at the newly-opened State Library, State Secretary Tan Sri Datuk Amar Haji Hamid Bugo said, the implementation of the programmes would facilitate those potential users who had yet to be exposed to up-to-date facilities at the library.
In line with the programmes, the State Library would also produce pamphlets on guidelines on proper use of the facilities for distribution to prospective users, he added. The programmes will also include seminars and workshops for teachers and school students, he added. Tan Sri Hamid said the State Library was also planning to set up what it called 'Friends of Library', aimed to assist it in disseminating information on its facilities to all users. (Sarawak Tribune)
LTOL Conference in China A three day International Conference on 'Learning and Teaching On Line: Practices, Challenges and Prospects in the Network Age', hosted by South China Normal University, co-organized by UNESCO-PROAP and AAOU was held from January 10-12,2001 at Guangzhou in South China.
CEMCA was represented by its Programme Officer, Mr. Nimal Femando. More than three hundred delegates from as many countries across the world participated in the three day conference.
The idea of being able to make a presentation accessible to a much
larger audience from the presenter's office, classroom, or own home
for that matter, is not only appealing to the presenter but the
audience as well. Imagine being able to transmit all of the
multimedia fields used in the boardroom or classroom, across
the web to anyone in the world, at any time, right along with you.
Thanks to Internet services and developments in user-friendly hardware, online
presentations may become a beneficial and easy to master tool for those involved
in business, education, and virtually anyone who needs to get his/her ideas and
information across to an audience.
Sites providing webcasting services on the Internet make it easy
to organize and create an online presentation, for the most part,
requiring little more than a browser. The required software can be
downloaded directly from the website itself and the service can cost
a moderate monthly fee or, in some cases, can be free of charge.
Astound Conference Center, available through Astound (ae.astound.com),
allows you to present your Microsoft Power Point slides over the web.
All you have to do is download the Astound Publisher software from
the site, which converts Power Point slides, or Astound's own slides,
into HTML format. Conference Center then provides a virtual conference
room location which you and your viewers enter at a time you specify.
As the audience views your presentation from a remote location, they
can interact with you, asking questions and giving feedback due to
Astound's chat feature. You can also refer your audience back to
specific slides. Astound's service is free for a one month trial
period. After that, you have the option of creating your own
permanent conference room for you and your associates or fellow
educators, starting at $99 per month.
Active Touch is another provider of real-time presentation services
and like Astound, requires only a browser. It allows you to add your
own documents and slides but the service is completely free of charge
to the presenter. Active Touch also provides you with a permanent web
page, through WebEx Office, where you can publicly update your
upcoming presentations and maintain your own personal calendar
These are just a few of the options out there to help you in
taking your prepared materials and broadcasting them over the web.
New software such as Microsoft Office 2000 and Power Point also
provide limited webcasting capabilities.
Whiteboards on the Web
Another way of webcasting may be of particular interest to educators.
Electronics for Imaging Inc.'s eBeam Presentation System is a device
that allows the transfer of images directly form a generic classroom
whiteboard to a remote viewer's computer screen via the Internet.
Ebeam distributes those images in real-time so remote users see each
mark on the board as it is being made. They are also able to zoom in
to view fine details of the image.
The eBeam system consists of two sensor pods that connect to a
standard PC serial port and attach to the upper corners of your
whiteboard. These sensor pods pick up signals from eBeam's, battery
operated, marker holsters and eraser which transmit each stroke to
the PC and then over the net. As you use the eBeam Presentation
System, you can save your written work, erase the board, and then start
again. The system records every mark made so you always have the
option of going back to a pre-recorded point if you make a mistake.
Internet viewers can also review previous "pages" of the presentation
and save them in various formats so they can view them later.
Aside from the price, just under $600, the eBeam has few drawbacks.
Although there is a limit to the amount of sensing area the hardware
covers and the number of colors that can be used during the
presentation, the eBeam is user-friendly to both the presenter
and remote user. The presentation system is not only lightweight
and easy to set up, but the remote users do not need any special
software to view the eBeam presentations. Just a browser with Java
capability. They can easily access the presentation by knowing the
IP address of the hosting computer.
Research shows that teacher development and training are essential
elements of successful schools. However, many school districts must
balance the needs for maintaining intensive training without
sacrificing school days, or exceeding limited training budgets.
Webcasting technology may be particularly helpful to reduce indirect
costs of training, such as transportation, room and board.
With webcasting, teachers can receive quality training at their own
school base, with less disruption of theirs and their students'
schedules. This resource is especially beneficial for countries
that have schools scattered over large areas and with few
transportation resources. In these countries, moving teachers away
from schools for training becomes an enormous challenge. Webcasting
enables the teacher in the rural, isolated area, to be connected to
the main training center, and receive the same training as a teacher
in a more affluent area.
In addition to saving time and money in these "virtual" training
centers, the medium also improves the sharing of information and ideas.
Teachers, and whole classrooms, can be connected through webcasting
for joint projects and discussions. The world shrinks, while knowledge
expands. This is the power of technology.
Source:http://techknowlogia.org May, 2000
Interesting Web Sites
This site is a portal to lesson plans and teacher guides available on various federal, state, university, non-profit, and commercial Internet sites.
This site is operated by the public radio and television system of the United States. It offers lesson plans and teacher guides to accompany some of its television programs.
This site offers e-leaming technology and business courses in the following industries: financial services, technology, healthcare, consulting and government.
Provides extensive resources on how to use software and websites in education. Some of the resources are available only in print, but others are on the Web.
This new website is designed for primary school teachers in India. There is a section that includes statistics on Indian education and important documents affecting education.
This site provides lesson plans, ideas for learning games. Web links, and e-mail discussions. Operated by the Discovery Channel (cable television channel).
This site provides the complete technological solution for the teachers involved in research and training. Premier educational software for both Mac and PC computer platforms is available for download.
The objective of addressing the obstacles facing developing countries in an increasingly information-driven world economy.
It is a global grant program managed by the World Bank to promote
innovative projects on the use of information and communication
technologies (ICTs) for economic and social development, with a
special emphasis on the needs of the poor in developing countries.
World's largest wireless campus network frees NTU students from classrooms
By Susan Tsang, Singapore>
SINGAPORE-Students and lecturers at the Nanyang Technological University
(NTU) will be able to access the Internet up to 200 times faster than
they could on a dial-up modem. This not only makes it possible to surf
from any point in the University, but paves the way for more freedom
in the way classes are conducted.
Lectures can be accessed from any point on campus, doing away with the
need for hundreds of students to gather in a lecturc theater. NTU has
plans to replace all large class lectures with online multimedia
learning and video streaming by 2003.
All this is due to NTU wireless, the world's largest high-speed wireless campus network, which covers the institution's 200-hectare campus.
Based on the IEEE 802.1 Ib standards, the infrastructure of 430
wireless base stations allows data transmission of up to 11 Mbps,
comparable to wired Ethernet.
Each base station has a range of 200m when there are no obstructions,
but this can be reduced to between 30m and 60m if there are walls.
NTU wireless, which is the first such wireless infrastructure among tertiary institutions in the Asia Pacific, is also linked with NTU's wired network, NTUnet which has 19,000 connection points to give students and staff 10-Mbps, 100-Mbps and 1000-Mbps Ethernet connectivity.
NTU wireless also caters to thetechnogy of the future. It can support Wireless Application Protocol (WAP) services as well as the upcoming General Packet Radio Service (GPRS).
The system can be accessed with a wireless network adapter, which is available as a PC card that contains a transmitter, receiver, antenna, and hardware that provides a data interface to a mobile computing device.
In a release, NTU said it will loan about 1,000 wireless adapter cards to students, to encourage the use of the new system. It also plans to lend out an equal number of PDAs equipped with the adapter card to students and professors.
MEDLIB: An Electronic Media Library Management Software which automates cataloguing, classifying
and storage and retrieval of Audio and Video Programmes including stockshots.
Centres producing audio and video programmes, are faced with a daily problem of inventory of
tapes and other non-print materials, storage and retrieval of programmes and stock shots for
capsuling and production. It is essential for any production centre which cries out for
computerization and yet, there seems to be no standard software for ready use.
CEMCA in collaboration with EMPC, IGNOU had taken the initiative to create a specially
designed software for non-print audio and video resources and commissioned INFOTEL,
India to do the task. Called MEDLIB, this software is a specially designed software
on a Windows platform, fully Y2K. compliant, easy to use, enables search on a large
number of parameters, from title, content, subject, producer, scriptwriter, etc.
It also enables classification and cataloguing of stock shots, helps your media librarian
in classification of programmes, inventory, issue and retrieval, preparation of progress
reports and helps your producer to search for stock shots and determine quality of stored
material. The software is priced at Rs 20, 000 for educational institutions.
For your evaluation,M/S INFOTEL SOFTWARE, can provide you with a demonstration CD on request.
For Detailed Information contact:
Director, Commonwealth Educational Media Centre for ASIA
( CEMCA), 52, Tughlakabad Inst. Area, New Delhi
Fax: 91 11 6085208 Tel: 91 11 6096730
E-mail : email@example.com
M/S INFOTEL, SOFTWARE,
F-18B, Saket, New Delhi 110017.
Tel : 011 6567308 Fax : 011 6858412
The main objective of the conference will be to view the development of learning and to
explore how especially open learning and distance education, virtual training and e-leaming
will find their positions in a perpetually changing world in the coming years.
April 01 - 05, 2001 Contact: Dfirstname.lastname@example.org
ED-MEDIA 2001 - Tampere, Finland
ED-MEDIA 2001-World Conference on Educational Multimedia, Hypermedia & Telecommunications
is an international conference, organized by the Association for the Advancement of Computing
in Education (AACE).
This annual conference serves as a multi-disciplinary forum for the discussion and exchange of information on the research, development, and applications on all topics related to multimedia, hypermedia and telecommunications/ distance education.
June 25-30, 2001 Contact: email@example.com
Planning and Using Distance Learning Space Madison, Wisconsin
This workshop is your opportunity to leam not just about classrooms, but also about critical
support and preparation space and equipment requirements for successful distance learning.
This workshop offers you state-of-the-art information, based on practical and proven design
May 7-9, 2001 Contact: firstname.lastname@example.org
Millenium Dawn in Training and Continuing Education-Bahrain
Organised by College of Engineering at the University of Bahrain The conference is intended to enhance and promote awareness concerning recent advances and techniques in the area of professional training and continuing education. The conference will concentrate on professional development through applications of information technology advances to training and Continuing Education.
April 24-25,2001 Contact: email@example.com
|Basic Education At A Distance|
Dr. Kiron Bunsal Lecturer, ERT EMPC, IGNOU
Publisher : Routhledge Flamer-2000 Editors : Chris Yades & J bradley, Cambridge
ISBN : 0-415-23774-2
Basic Education at a Distance, second in the series of World Review of Distance Education and Open Learning, and edited by Chris Yatcs, and Jo Bradley, of the International Extension College, Cambridge, contains the indepth analyasis and views of eminent distance educators across the Commonwealth on a comprehensive range of issues related to basic education and Open and Distance Learning (ODL).
Ten years after the Jomtien Conference of 1990, the volume looks back at the past decade,
reviews performance and examines the following key questions:
*Does open and distance learning have a role in reducing the numbers of undereducated people in the world?
*What lessons does open and distance learning have for policy makers in adult basic and primary education?
*How far can the new information and communication technologies help meet the world's targets of education for all?
In order to address these and related questions, world experience has been reviewed and
analysed. The book captures a wide canvas in which basic education has been defined
as 'education addressed to both adults and children. It includes primary, junior secondary
and programmes with alternative curricula such as basic health, nutrition, family planning,
literacy, agriculture and other life-related and vocational skills. A quick run through of
the content reveals a frame work of four main parts: Introduction, Themes, Application and
Conclusion comprising of 13 papers.
Yates and Tilson takes an overview of the ODL models for basic education in different parts of the world. The paper calls for encouraging non-traditional thinking about expanding and improving the quality of basic education.
Unterhalter , Hoppers and Wim Hoppers highlights the gap in the claims made by the planners throughout 1990s and the lack of provision made for basic education.
In part two, various themes have been dealt in five chapters. Anderson and Spronk examine
the characteristics of basic education audience in relation to -age, education, gender,
location, health, ethnicity, culture and language with the help of world wide case studies.
Siaciwena and O'Rourke discuss the contexts and contents of basic education curriculum.
Calling for a balance between coherence, consistency and cost effectiveness, appropriateness,
Dodds and Edirisingha outline the diversities of organisation and delivery structures. While Calder and Panda argue for a well-planned evaluation programme as an essential component of any project on distance and basic education.
Harry and Khan review the range of technologies available for ODL and look at some examples from developing countries to illustrate the diversity that exists in practice.
The issues of finance, costs and economics have been dealt with extensively by Orivel
who observes that as long GDP per capita remains unequal from one country to another.
New Information and Communication Technologies (N1CT) will not emerge as a cost effective
alternative to traditional teaching.
The various applications of basic education in ODL have been presented in Part three of
the book. Drawing extensively from their field work, Reddi and Dighe in chapter 9
underscore the complexities and challenges in delivering literacy and adult education
Pennells and Ezeomah critically analyse the ODL approaches on basic education for
refugees and nomads which have had limited impact so far as majority of the learning
environments have been face-to-face teaching in schools.
Pridmore and Nduba examine how ODL can build on the synergy between education, health
and the environment to yield increased benefits while Jenkins and Sadiman presents a
selective and critical world review of open schooling at basic education and the use
of ODL to provide basic education for children.
The last chapter captures the wide gamut of issues related to basic education reviewed in the book such as access and reach, costs and efficiency, quality and effectiveness, relevance, redress and NICT. The authors call for a model focussing upon integration of different approaches to improve the reach and delivery, broadening of teacher education, greater usage of radio and emphasis on research and evaluation.
The book is a valuable contribution to the world of ODL and basic education. The
contributors of the chapters are highly experienced practitioners in the field of
ODL and have covered varied dimensions of the issues in great detail. The work is
also laudable on account of its meticulous collection of material presented in the
lucid style.This is clearly a source book for those engaged in basic education and
ODL fora long time.
|CEMCA News ........|
CEMCA Advisory Council Meeting held
The third meeting of the Advisory Council of CEMCA was held on
Thursday, January 25, 2001. Specially appreciated was the presence of
Dato Prof. G. Dhanarajan, President and Chief Executive Officer,
The Commonwealth of Learning, Vancouver. Members of the council who
come from and represent all parts of Commonwealth Asia, took stock of
CEMCA's activities over the past five . years and charted a mission
for CEMCA within the framework of the parent
New Appointments at COL
Mr. Vis Naidoo joined COL in November 2000 as an Educational Specialist , Educational Technology. Prior to joining COL, Mr. Naidoo was the Director of the Centre for Educational Technology and Distance Education, Department of Education South Africa.
During his five years as Director, Mr. Naidoo was instrumental in
shaping policy in the area of distance education and technology- enhanced
learning. With an academic background in adult education, he has also
lectured at the Centre for Adult Education, University of Natal, and
co-ordinated a community-based nongovernmental organisation.
Ms. Andrea Hope joined COL in January 2001 as Education Specialist,
Higher Education. Ms. Hope was a university administrator for 20 years
before becoming a higher education consultant in 1999. She held posts
at the University of Loughborough and the Open University in the UK
and then moved to Hong Kong in 1990 as Registrar of the newly
established Open Learning Institute (now the Open University) of
Hong Kong. From 1995 to 1999, she was Associate Vice-President of
Lingnan College of Hong Kong. Ms. Hope's higher education portfolio
also includes continuing professional education, quality assurance,
credit accumulation and the Commonwealth Executive MBA/MPA programme.
Latest issue of our EduComm Asia is available on our website
Editor in Chief
Dr. Usha Vyasulu Reddi
Nimal T. Fernando
Cover Design & Layout
Nimal T. Fernando
Printed and Published by
For and on-be-half of CEMCA
|Research Proposal ......|
CEMCA invites applications for short term research projects concerning Educational Technology, Distance Education and Educational Media. The proposal for a research grant is expected to address the following basic questions, among others
I. What is the research problem to be investigated?
II. Why is it important?
III What objectives will be achieved through the research?
IV. How will the research process be carried out?
V. What types of outputs or results are expected?
VI. Who are the potential beneficiaries of these research results?
Accompanied by a curriculum vitae of the researcher/s, the proposals should be submitted with full details in the structure given below:
I. Title of the Proposal
II. Name of the researcher/s, designation, academic qualifications and institutional affiliations (In case of two or more researchers, indicate who will be the principal investigator)
III. Address (in full) of the researcher/s, with fax and e-mail addresses
IV. Duration of the project proposed
VI. Rationale for the proposed research
VII. Broad Aims and Specific Objectives
VIII. Proposed methodology (in detail)
IX. Proposed Plan of analysis
X. Expected outcome
XI. Potential beneficiaries
XII. Budget (in detail)
XIII. Time frame for planning and execution. Deadline by which the final draft report will be submitted to CEMCA for evaluation.
All proposals must come through proper channel and/or must be endorsed by the Head of the Institution. All proposals will be scrutinised by an expert committee constituted for the purpose. The decision of the Committee will be final.
The proposal, in duplicate, should be sent in a sealed
cover marked "PROPOSAL FOR RESEARCH, and addressed to :
Commonwealth Educational Media Centre for Asia,
No. 52, Tughlakabad Institutional Area,
New Delhi- 110 062 , INDIA
NOTE: Last Date of Submission: June 15 and December 15 in each calender year
|Database of Consultants|
PROFORMA FOR INCLUSION OF PROFESSIONALS IN THE CEMCA-COL
DIRECTORY OF EXPERTS
CEMCA invites applications from professionals working in the field of educational technology in the Asian Region.The Directory will help to identify experts in different fields/specialisations for reference and specific as signments from time to time.CEMCA invites curriculum-vitae from the professionals working in the field of Open and Distance Learning and educational media in all sections and at all levels.
Date of Birth(m/d/yr):
Passport Details: No.
Date&Place of Issue:
Language: Spoken: Written Read
Other Training Received
Other Related Experience:
International Experience indicating consultancies if any taken up
Area(s) of Expertise:
NOTE: If space provided in the proforma above is insufficient, please add additional sheets to give the information specifying the heads under which information is provided.
Design & developed By : © Infotel Software F-18 B Saket New Delhi - 110 017