|From the Director's Desk......|
Ground reality is very different from our dreams for a more accessible and
egalitarian educational system. . This fact is constantly brought to my
attention when I read case studies, visit institutions of distance education,
evaluate development communication projects, scrutinize research proposals
and try to build an institutional future for an agency such as CEMCA within
the social and cultural milieu that is Asia.The gap between the potential
and the limitations of communication technology and various applications by
well meaning but not so well equipped persons and organizations is what
frightens me the most.
It is well and good to pontificate on what should be done, on the wonderful
information superhighway, the exciting world of cyberspace and the
telecommunications revolution which has made it possible.But when there is
no power, no computer, no telephone, and no television, the information
revolution to me seems more a myth, less a reality.
So when I returned to Delhi, my conviction that CEMCA must do its little bit
to reduce the information inequality among practitioners of educational media and the users of
communication and information technology for development grew. We could use
EDUCOMM ASIA as a window to all the institutions and individuals who form
part of the educational communication community and also to make EDUCOMM ASIA
an academic newsletter rather than merely a house journal. We have started
this in a small way with this issue.
At CEMCA, we want to focus on distance educators, and media personnel and
their needs at the heart of our efforts. And we want to help institutions,
rather than individuals, to build competencies and capacities which will
help both the institution and the society it serves. Which is perhaps why
two out of the last three CEMCA workshops have provided on site training to
academics and media persons in areas of instructional design and interactive
Working with the day to day problems of institutions, we have tried 10
provide our training programmes with an unusually high interactive content.
And we have also developed a software specifically designed for the needs of
educational media centres working in conventional and open universities.
Both the CEMCA database and MEDLIB, the media library software are available
for purchase by publicly funded educational institutions at a subsidized
cost . We are also developing a multi media course on scripting for
educational video-this will be soon available for public distribution.
In this issue, we bring you the edited text of the fourth annual G. Ram
Reddy Memorial Lecture, delivered by Dr. lan Mugridge on quality in distance
education. We also bring you a case study of community video libraries in
Bangladesh, a project sponsored by UNESCO.
You will also find our call for proposals-and we are getting many-and our
proforma for empaneling you and your colleagues in the database of experts.
We know that the experts with field experience are available in Asia. and
we call on these experts to send us their filled up proforma or alternately,
their curriculum vitae.
If you have a case study or a paper, we would be interested in disseminating its findings. Please send us a copy for inclusion in future issues.
We look forward to hearing from all of you out there.
|Dr. Usha Vyasulu Reddi|
Research in higher education suggests that students learn best when they
engage in active learning in a rich and supportive learning environment.
Such an environment provides students with a wide array of learning resources,
with the means of communicating readily with teachers as well as fellow
students through appropriately structured learning activities, and with the
necessary means of supporting their work. It has often been assumed that it
is easier to provide such an environment in campus-based, face-to-face
teaching; and this may well be the case. But most of us who have practised
open and distance education over the last twenty or thirty years would argue
that, even if this is true, we have always sought to provide, even in
conventional print-based distance education courses, a rich learning
environment for our students by attempting to build into their learning
materials educational processes that support active learning.
The common impression has been - and still is in many quarters - that
distance education is very much content driven. As Sir John Daniel has noted,
"much of the commercial hype and hope about distance learning is based on a
very unidirectional conception of instruction, where teaching is merely
presentation and learning is merely absorption." He goes on to state,
however, that "the Open University's experience with two million students
over 25 years suggests that such an impoverished notion of distance
education will fail or at least have to massivedrop-out problems." With the changes,both in technology and technique,
that have occured in open and distance education over the last fifteentwenty
years, it is increasingly possible to argue that institutions providing
properly designed and delivered open and distance education often produce a
much richer and more effective learning environment than the lecture-based
mass higher education typical of most universities, at least those with
which I amfamiliar in North America.
This has, of course, become more true with the growing incorporation of more
and more sophisticated communications technologies into open and distance
education. We are now able, in ways not previously possible, to orchestrate
educational processess through the use of such techniques as electronic mail,
computer conferencing and so on. In principle, it is possible for open and
distance education at the university level to meet Diane Laurilard's four
criteria for good teaching which are that it be -
-Discursive (by allowing students and teachers to communicate ideas to one
another and to receive feedback)
-Interactive (by encouraging students to take actions to demonstrate learning and to receive feedback on them)
-Oadaptive (by building on learning experiences to determine future and learning experiences)
-Reflective (by encouraging students to reflect on and benefit from the feedback they receive)
The challenge for open and distance educators is to make use of new technologies
in ways that enhance learning, that are educationally process oriented and
that thus emphasis communication and reflection over simple transfer of content. This challenge must be taken up against a background in which much of the media discussion of, for example, virtual universities seems grounded in a content-transfer model of education and in which many politicians and even university administrators support such a model because of its cheapness. A concurrent problem is that to base participation in open and distance
have access to the internet means that those who have it will gain while
those who do not will be left behind. This is a problem anywhere - even in
such institutions as the Open University in the United Kingdom which reports
about 20% of its students with ready internet access or Deakin University in
Australia which estimates that some 75% of its students have such access. The
issue in such cases is to provide quality learning
The issue in such cases is to provide quality learning for those students
with the technological resources to take advantage of new methods while, at
the same time, providing learning of equal quality for those who do not have
that capacity. This, as I have said, is a common problem anywhere but it is
an immeasurably greater one for developing countries, for an institution
like Indira Gandhi National Open University.
The simple fact is, however, that the developing technologies are not going
to go away and that they are going to be used. The challenge, as I have
already noted, is to make use of instructional technologies in ways that
provide our students with the supportive learning environment that they
need; and a major issue for all the large distance teaching universities,
the mega-universities, is to develop and maintain systems that allow this
environment to operate in support of the needs of individuals as well as
the mass of students that they all serve. Some writers on open and distance
education have pointed out the tendency of the mega-universities to become
monolithic and unresponsive, to exemplify what Otto Peters many years ago
called the industrial model of distance education; and this has led to the
suggestion that the future lies with networks of smaller institutions rather
than with the now massive, single mode open universities that have developed
in many parts of the world in the last thirty years.
Clearly, the problem of becoming what I have called monolithic and unresponsive
exists for the major distance teaching universities in ways that may not be
the case with more con ventional institutions (even though universities are
all too frequently very conservative institutions, little inclined to change
unless forced to do so. This ought not, however, to be the case with
institutions providing open and distance education which, at least at the
outset, were seen to be staffed by people inclined to rebel against conventional teaching assumptions and
methods and to develop innovative solutions to old and new problems.
It is clearly incumbent upon institutions of open and distance education
and upon those who administer them to ensure that such attitudes do not
exist, that an institutional climate as well as policies and procedures
are in place that encourage continual review and evaluation of what an
institution does and how it does it. One of the ways of attempting to
achieve this situation is to attend to the twin issues of quality assurance
and quality control. In order to avoid any confusion, let me first explain
the distinction between the two expressions I have just used. The first,
quality assurance, can be simply defined as measures taken to avoid faults,
as the set of activities undertaken to ensure that standards are, first,
specified clearly and, second, reached consistently for all the activities
in which an institution is engages. The second expression, quality control,
is defined as measures taken to correct faults, as retrospective activity
eliminating or improving faulty products or services. Both of these overlapping functions, alongwith the monitoring of the procedures
themselves, together make up quality management.
In establishing a system of quality assurance and control, however, a basic
question is that of what such a system is seeking to assure. Until recently,
it was probably the case that there was almost universal agreement on the
purpose of a university, on what features of its activities would be judged
as important, as indicators of the overall quality of the institution.
Increasingly, however, over the last thirty years, this situation has
changed so that there is no longer anything approximating to.a common
standard for judging the quality of an institution's work. In Canada,
for example, EVIaclean's, a national weekly news magazine, publishes an
annual ranking of the country's eighty or so universities while, in
British Columbia, the Eraser Institute, a local think tank, issues an
annual ranking of the province's high schools. But it is frequently argued
even by institutions that do well in these rankings - that they are invalid
unless they take into account the extent to which individual institutionsmeet the purposes for which they were designed - in quality assurance jargon,
their fitness for purpose. If this is a valid objection, as I think it is,
it follows that there are significant differences in the ways in which quality should be
assessed in, say, conventional universities and in those providing open and
Within the latter category, there are, by the same token, differences between,
for example, an apex institution like Indira Gandhi National Open University,
the Indian state open universities and the distance teaching arms of the
conventional universities. These differences need to be taken into account
in establishing quality assurance systems for each of the; but, within the
context of what quality it is that we are trying to assure, it is nevertheless
the case, I believe, that the one thing that such institutions and programmes
have in common is that they are trying to provide high quality learning outcomes
for their students, either in absolute terms (if such exists) or in terms of
value added since student entry and that this is the primary function by
which their quality ought to he judged.
During the last ten years or so, the practice of quality management has taken
an increasingly central position in institutions of higher education as one
of the primary methods of ensuring that they develop and deliver a learning
experience to their students that is as effective as possible. This has been
true of institutions of open and distance education as well as teachers and
administrators who have wrestled with the issues that I outlined earlier.
Indeed, as Alan Tait has argued - correctly, I think - distance teaching
universities were, in many ways, ahead of conventional institutions in this
respect. I recall, for example, the development of a monstrous flow chart
laying out the process of course development in the early days of the Open I.
earning Institute. I say 'monstrous' because it consumed two lengths of paper
which stretched from ceiling to floor and half that distance again. It was an
elegant concept that was never, so far as I know, fully implemented before it
was transplanted by a more manageable procedure. I mention this because the object of the procedure was to
ensure that the process of course development was as complete and as foolproof
as possible, that it took very measure to ensure the high quality of the final
product. Similar procedures were put in place to monitor the activities of tutors,
of student services and of other parts of the organization. Part of the
reason for these procedures was defensive: we were a new and not particularly popular institution and
we knew that we were being watched, a not uncommon experience for new distance
teaching institutions at the time. But what we were doing was to establish
and implement a system of quality assurance although, in 1979, the expression had
not yet penetrated the educational scene.
In the intervening twenty years, such measures, common to distance teaching
universities, have been developed and systematised, described and analyzed in
a growing body of literature. It is thus possible now to enumerate some
broad principles on the basis of which institutions can develop their ow n
policies and procedures. These can be reduced substantially to four, each of
which I will address separately.
First, there is a need to establish within any institution a culture of
quality assurance that will ensure that it and the activities associated
with it become not an isolated and occasional act but a continuous
examination and re-examination of what the institution does and how it does
it. In the development of quality assurance systems in British universities,
for example, the Higher Education Quality Council emphasized this point by
establishing a system of "one year after" reports in which institutions were
required, a year after a quality audit, to review the actions taken as a
result of the audit report and those they proposed to take in the future
to address its recommendations as well as emerging issues. In addition,
the council set up a quality enhancement group that monitored work on
quality assurance. both in the United Kingdom and elsewhere, and provided
guidance to institutions and unit within them about current developments
in and approaches to the subject. The object of these activities wasto encourage staff at all levels and in all parts of institutions to believe
that the practice of quality assurance eis a continuous, necessary and central
part of their work.
The second principle follows from the first. The practice of quality
assurance can not be undertaken in isolation by selected parts of
institutions or by units within them. Although procedures will clearly vary
from unit to unit in line with their differing functions, the institutional
structure must he seen as a whole and based on common policies and
assumptions. Thus, a quality assurance system must embrace the entire
organisation and emphasise the mutually supportive nature of quality
assurance procedures among departments. This is not to argue for the
establishment of a quality assurance unit, which many people - including
me - believe to be unnecessary or even positively harmful, but simply to
state clearly the need for integration. If this is the case for conventional
universities, it is so much more so for providers of open and distance
education. Though I have never been much of a believer in the value of
models for such institutions, one of their common features is that all
the major functions of the institution - development, production and
distribution of courses, instruction, student support and so on -must
be closely and carefully integrated to provide an effective service to
students. Units cannot be allowed to go their own way in isolation from
others; and neither, therefore, can their quality assurance policies and
procedures. What institutions need for effective quality assurance is a
set of processes that establish goals, assess how they are being met and change practice to
make necessary improvements. These involve a regular review of programmes,
of teaching activities, of support functions, which, while administered by
individual units, must be seen within an overall institutional context. It
is perhaps worth noticing here that, in a time when accountability to
government and public is becoming increasingly important, there is a good
deal of merit in establishing some visible quality assurance measures -
like student questionnaires - that demonstrate externally as well as
internally that an institution is prepared to take quality assurance
Once again, the third principle follows from the second. I have indicated
above that there ought to be strong reservations about setting up a quality
assurance unit within an institution. This is because, to be effective,
quality assurance cannot be regarded merely the responsibility of management
or of a particular group any more than it is seen to be the responsibility
of staff. An effective quality assurance system must be embraced by all
members of staff wijthin an organisation and must become their collective
responsibility in fact as well as in theory. In this context, the question
of integration of units, which I discussed earlier, becomes particularly
important; but what may be more important is the issue of information and
training. Implementation of collective responsibility makes it
imperative that all staff be provided with the fullest possible information about quality
assurance procedures and with the training required to ensure that they can
Much of the literature of quality assurance makes the point that, in the context of these first three principles, the improvement of quality does not simply happen, that it requires continuing attention. It thus follows that an institution delivering high quality learning outcomes must have its management processes functioning well, its academic support and administrative process working smoothly and, above all, an organisational climate that encourages and values improvement. If only one of these factors is absent, then quality will suffer.
Finally, a separate principle needs to be enumerated - the vital importance of context. I noted earlier that I have difficulty with the notion that models can be useful in designing institutions of open and distance education. This stems from my belief that the shape of institutions must be dictated by the particular needs that they are established to answer and that these needs are unique to their particular situations. The same consideration applies to quality assurance systems, a situation that has been best described by Alan Tait in his collection of essays, published by the Commonwealth of Learning, on quality assurance in open and distance education. "No quality assurance system can be translated from one institution to another across organisational, social and cultural boundaries. The development must be home grown, creognising its context... Any ' off the shelf solution from the latest management book or passing consultant will not provide [a complete answer], While their simple remedies may seem superficially attractive, in the form of instant programmes that can be globally applied, such approaches are unlikely to do anything but give quality assurance a bad name." I indicated earlier that quality assurance mechanisms must take into account fitness for purpose of individual institutions. Thus, any system involving the establishment of quality assurance for, say, the Indian open universities should, while taking advantage of and emphasising the undoubted commonalities that exist among the institutions, also recognise the differences in purpose and function between them.
The final essay in the collection of papers resulting from the three
nation tour by Indian distance educators in 1994 was an attempt by Prakash
Deshpande, Director of the Dsitance Education Council, to draw lessons from
their views oftoher systems and institutions. In that paper, he made
precisely this point - that development of effective quality assurance
systems for Indian distance teaching universities must, while drawing on
experience elsewhere, be a local development designed to meet the local
needs of the system as a whole as well as of the individual institutions
involved. It is this development that, properly designed and managed, will
help the Indian ocpn and distance teaching universities to dfeal with the
challenges I outlined at the beginning of this lecture, the difficult and
perilous transition from print-based to technology-based distance and open
learning. In terms of the principles involved, this process changes nothing
for it involves rather changes in the means of providing and supporting high quality learning outcomes than in the nature of the outcomes
themselves. In some ways, the process of quality assurance will undoubtedly
become easier as the vital functions of collecting, manipulating and
distributing evidence become simpler when they are undertaken electronically. On the of her side of the coin, however, as we move towards more sesource based learning with students being asked to discover through the World Wide Web new sources of material rather than being provided with all necessary learning resources, asessment of quality may become more problematic, calling for attention to new skills such as those required to moderate student efforts, to navigate the web and to support this activity. This process will necessarily be a slow and uneven one: for some cohorts of Indian studfents, use of electronic mail and computer mediated communication is already a reality while, for others, it will not become so for many years. It will, however, occur and will undoubtedly present serious problems, problems than can nevertheless be effectively managed with clear
definition of the goals and assumptions on which the institutions involved
are operating and of the standards that they will adopt in meeting their
goals within a well designed system of quality assurance.
Prof.lan Mugridge is formerly Director ( Programmes), The Commonwealth of Learning. The above article is an abridged version of Prof . G.Rama Reddy lecture delivered on July 2, 1999.
Distance Education Council
Distance Education Council (DEC) is established under Statute 28 of IGNOU,
under Section 25 of IGNOU Act, 1985. The DEC became operational in 1992. Its
mandate is to function as an apex body of distance education in India for the
promotion, maintenance of standards and coordination of open and distance
education in India. The National Policy on Education (NPE, 1986) and the
Programme of Action (POA, 1992) also give stress to the role of the" DEC.
In India, distance education started in the form of correspondence education in the year 1962. The first open university came into existence in 1982. At present, there are ten open universities - one National Open University, the IGNOU (1985), and nine State Open Universities (SOUs) in India. Of the 229 university level traditional institutions, 62 are dual mode institutions. The latter, through their Correspondence Course Institutions (CCIs) impart education through correspondence/ distance mode.
The DEC, since its inception, is supporting SOUs. From the Ninth Plan onwards the CCIs that were earlier being supported by the UGC are being supported by the DEC.
The DEC is a statutory authority of IGNOU consisting of 15 members. The Vice Chancellor of IGNOU is its Ex-officio Chairman. The members of the Council include the Union Education Secretary, Secretary of University Grants Commission (UGC), a member of the UGC, Director of National Assessment and Accreditation Council ( NAAC), two members of the Board of Management, two Vice Chancellors of SOUs, two Directors of CCEs, three nominees of the Visitor and a teacher from the distance education system. The Director, Distance Education Council is the Secretary of the Council. The Secretariat of the DEC consisting of a Director, a Deputy Director, two Assistant Directors and a complement of supporting staff is involved in policy implementation.
The objectives of the DEC are as delineated below :
1. Promote the open and distance education system in the country .
2. Coordinate the open and distance education system in the country.
3. Ensure the maintenance of standards in the education provisions made by the open and distance education.
* Preparation of norms and standards / guidelines for support to SOUs and CCIs
* Dissemination of information
* Assistance for establishment of new State Open Universities
* Support to SOUs for Student Support Services.
* Funding for downlink facility, for Wide Area Network (WAN) and Local Area Network (LAN).
* Development of database on Open Universities in India.
* Identification of Common Pool of Courses and Programmes for sharing by distance education institutions.
* Technical assistance to SOUs for adoption of Credit System and Common Grading Pattern for Student Evaluation.
Maintenance of Standards
* Provision of financial support to SOUs and CCIs for infrastructure development ( mainly for equipment)
* Provision of support to CCEs for transformation of course material to distance mode (self learning material)
* Provision of grants for human resource development to SOUS
* Provision of research grants to SOUs and CCIs
* Support to SOUs and CCIs for application of new technologies
* Support for audio-visual facilities
* Establishment of Quality Assurance Mechanisms
* Formulation of norms and guidelines for offering programmes of study othrough distance mode viz., M.B.A., B.Ed., B.C.A., M.C.A., B.lib., B.Sc. ( Nursing).
The different collaborations of the DEC on national and international level are as follows
* DEC-COL collaboration is s like exchange of information, data on distance education and quality concepts.
* AICTE-DEC collaboration for recognition of MBA programmes offered through distance mode.
* NCTE-DEC collaboration for devising norms for recognition of B.Ed programme offered through distance mode.
* NAAC-DEC are in the process of evolving strategies for selfassessment of the open university system.
For further details contact:
Distance Education Council(DEC),
Indira Gandhi National Open University,
K-76, Hauz Khas New Delhi-110016
Tel : 91-11-6569668 Fax : 91-11- 6861340
E-mail : dec@ satyamonline.com
|Case Study .....|
Community Empowerment through Information Services :
The Community Development Library for Bangladesh
Community Development Library
E-mail : email@example.com
Information is the critical missing link between ignorance and enlightenment, between poverty and prosperity, between dehumanised community and empowerment. Information can be transferred into a powerful tool for empowerment of community in Bangladesh where 11.4 million people are living in an area of 147,570 sq. km. Bangladesh is the most densely populated country with low literacy rate, over exploitation of natural resources, frequent disaster, poverty. poor health and social services. The problems are highly pronounced in the rural areas. In one generation or less Bangladesh must win the war on poverty meeting the basic needs of the community people.
Initiatives have already been in process to overcome the situation.
Community participation in the process of decision making and implementation
is a must in the main stream development. Participation of the community is
an educational and empowering process in which people could understand their
problems and needs and could assure responsibility to plan, manage, control
and assess the actions needed for their own development. Information can play
a vital role in this regard.
We are now living in an information age.Development of information technology
and information societies throughout the world are changing the way of our
life. To keep pace with the information age and to face the challenges of
the twenty first century community people should be aware of the significance
of information as it plays an important role in economic, social and cultural
Communities in Rural Bangladesh
Majority of the population (85%) in Bangladesh live in the rural area in abject poverty. They are primarily dependent on agriculture and related jobs. The situation in the rural areas is characterised by lack of ownership of land and other assets by the majority, Few income earning opportunities exist especially in remote areas, the seasonal nature of production and employment etc. It is further marked by inefficient or inadequate governance structures, leaving the majority of the people without access to basic social services. By and large, the poor, disadvantaged by low levels of literacy and lack of power, are left out of decision- making processes. The rural areas are also typified by a high degree of fragmentation of markets and personalised. unequal relationships. Inadequate access to financial, political, natural and information resources leaves most of the rural people at the margins of subsistence. 20% of rural people are unaware of government and NGO services. Greater participation of the poor community in planning and decision-making and social mobilisation, are therefore desirable objectives of any poverty alleviation strategy as well as for their empowerment.
Genesis of CDL
To meet the demand a group of development activists established Community Development Library-CDL in 1980 to cater to the information needs of the development agencies and social workers. The underlying goal in establishing CDL was to develop an institution which would provide development workers with necessary resource materials and up-to-date information covering development issues.
Vision and Mission of CDL
CDL wants to project itself as a focal point for information and exchange, a centre of last resort in the concerned area, a specialised institution for collection,processing and dissemination of development information at regional, national and nation of development information al regional, national and local levels. With the formation of CDL. the first of its kind, a unique opportunity was created to share development visions and experiences at local, regional and global levels. CDL gradually developed itself into a service organisation addressing a wide range of development issues through its Central Library and Documentation Centre in Dhaka and 27 Rural Information Resource Centres (R1RC) in the remote areas of Bangladesh, Research and Publication. Audio-visual Service and through some other programmes. CDL is linked with academic institutions including universities, development oriented specialised government agencies, professional forums and national and local NGOs for their mutual benefit and exposure.
CDL is providing information services to NGOs. civil societies and community people working at the grassroots levels. This process is enhancing the participation of rural community in the development process of Bangladesh.
Objectives and Strategics of CDL
The main objective of the organi/ation is to raise the critical consciousness of the society personified in catalysts.
Catalysts include, among others. planners, development activists.
communication personnel, cultural activists, political activists, human
rights activists, environmentalists. gender and development activists,
researchers, community leaders and so forth. This means that the target
audience of the organization are those persons and organisations who are
engaged in various activities intending to change the quality of life of
the people, particularly the vulnerable sections, the poor and the women.
As a service giving organisation. CDL caters to various- needs of the
community.CDL feels that a well-planned effort encompassing collection,
processing and dissemination of information would help in attaining a
required level of awareness in the society and,in turn
would accelerate the process of empowerment of the community.
Programmes evolved in response to the demand of the community. All these programmes are intended to attain the broad objective of empowerment of the community by ensuring their access to information.
Human Rights Education
From its very beginning CDL has rightly sensed the role of information in empowering the community, specially the underprivileged classes through ensuring their legal and human rights. For this, CDL has taken various endeavours through its RIRCs to make rural community aware of their rights and to provide them knowledge of some basic laws so that they can protect themselves against any illegal, unfair and discriminatory social practice. CDL has been playing a pivotal role in community awareness by bringing out a number of posters, monographs, pamphlets and other campaign materials highlighting the major issues of Community Empowerment and Human Rights. Main thrusts of these programmes are :-
- To give rural people access to information about civil law.
- To demystify the law through producing resource materials on legal aspects.
- To raise their awareness about their legal rights.
- To empower the community legally and socially.
- To create a platform from where the community can manifest their thoughts and feelings about their rights.
To ensure empowerment of rural community RIRCs are ceaselessly arranging various workshops, video shows, seminars and other programmes on human rights and gender issues to make the viewers understand the necessary perspectives and to act accordingly. Social activists and researchers are getting information support from the news clippings kept by RIRCs on human rights and other related issues. Campaign materials arebeing brought out to assist various advocacy programmes. Close contact has been maintained with other Human Rights Organizations to ensure adequate moral and information support.
CDL caters to the need of various organizations working in the field of poverty alleviation. Its documentation programme is largely addressed to this field. Paper clippings are regularly maintained and updated on key poverty issues. CDL has published several .reports and books in this sector under its collaboration programme with partner organisations. Besides, CDL has organised many seminars focussing on poverty alleviation and development. It has produced documentary films like "The Silent Disaster" and "Monga" to indentify root causes of poverty and marginalisation.
CDL underscores the need for gender balance in the society. The gender strategy is manifested by CDL's past and ongoing activities. In 1983, CDL undertook a case study on Working Women in Rural Bangladesh. In 1992, it has brought out two compilations on Women, one in Bangia and another one in English. Among other publications include Demystification of law for Women, How Empowerment of Women Succeeds: the path of the non-traditional and How to Attain Women's Rights and Power : about unconventional strategies. Study circles and workshops are regularly organised to raise awareness about gender issues. CDL has a rich collection of videos on gender and development which are used by women resource groups.
CDL works to raise environmental awareness of the people through print and audio-visual materials. It has the largest collection of environmental video films in the country. It made several films on flood, cyclone and highlighted issues of disaster preparedness, river erosion, coping strategies and sustainable water management. A documentary film entitled the Beel Dakatiar Brittanto features the environment degradation and misery of the people by unplanned structural intervention for so-called water management. CDL also undertakes language version! ng of films on environmental issues.
It has published posters as part of its campaign for sustainable environment
and has arranged seminar, workshops and projection of environmental film
through the RIRC programme. Environmental educational has been in CDL
programme activities. Public response to CDL's interventions in the field
of environmental education is highly inspiring.
One of the main thrusts of CDL is to make the community aware of the adverse effect of unhyginic living. CDL has actively undertaken various programmes and activities to make the .ocommunity acquainted with different preventive and curative measures. CDL has arranged study circles, video shows and film projections through its RIRCs at different times showing the ways of preventing common health problems and avoiding health nuisances. CDL also collaborates with other agencies to share the news and views on health and related issues. CDL's Audio Visual Library maintains an affluent collection of video documentaries on health related issues and organizes regular screening of health related films and documentaries for the community people.
Community Information Service in Rural Bangladesh
CDL has been providing information services to grassroots communities through Rural Information Resource Centres (RIRCs). The RIRCs have library facilities and organize seminars. workshops, study circles, discussion meetings, video shows, sharing experiences to enrich the knowledge on development issues of the community people and NGOs working at the community level. RIRCs have also been maintaining newsclippings on regular basis. The RIRCs have network with local NGOs and community people. In 1997 a total of 2,56,297 people received information service from RIRC and 397 NGOs are involved with RIRC activities. The objectives of RIRC is to create a knowledge base and make access to information on health & sanitation, environment, human rights, gender, poverty alleviation and good governance and to provide facilities for continuing education.
Activities of RIRC
Information services are provided in every centre through the library.
The library materials include books, reports, periodicals, newspapers,
magaines, posters, flip charts, bulletins, maps. video films, training
materials, annual reports of NGOs, case studies, etc. Before collecting
the resource materials, needs of the user community are properly assessed.
The need of materials are identified through participatory surveys, users
workshops, discussion meetings, personal contact, observation, etc.
Structured questionnaires are also used for surveying. The subject
coverage of books, reports, journals, etc. are on women issues, child
issues, agriculture, primary health care, rural development, population.
disaster management, education, environment, governance, etc.
To equip the community people and the local organisations with latest ideas and experiences paper clippings are made on 25 development issues. The major issues of paper clippings are child issues, environment, rural development, women, land, human right, health, education, agriculture, etc.
Advocacy through Knowledge Network
CDL has been constantly looking for the effective ways to translate development information and knowledge for the best use of the community specially for the rural communities. Creation of knowledge base, linking global experiences and strengthen the capacity of the civil society in the rural communities the RIRCs regularly organise seminars, workshops, discussion meetings, videoshows, hook fairs and exhibitions.
The programme highlights the priority issues such as human rights, gender, child and child rights, environment, health and sanitation, etc. to raise community awareness. Such seminars/ workshops, discussion meetings facilitates exchange of views and ideas among the development workers and the community. It also enhances solidarity among them and helps to get to know each other's experiences, activities, programme areas, beneficiaries, problems, and successes, which in turn helps to minimize duplication.
Publication of a bi-monthly Bulletin
A bi-monthly Bulletin is published based on the rural experience and global development issues. The Bulletin conveys important news like success stories on projects, natural disasters, peoples' initiatives, social-movements, modern development trends, etc. RIRCs collect successful case studies on activities of peoples initiatives and the case studies are published in CDL bi-monthly bulletin so that, others can learn from those experiences.
Information service through Audiovisual
Video shows are arranged in each centre. The documentary and feature films on development and social issues are screened. Local NGOs and community people are also allowed to borrow video tapes from CDL centres for training, seminar, workshop and motivational purposes.
The RIRCs collects information on local communities and display on boards. Information displayed in the board is mainly on number of community organisations and their programme activities, number of educational institutions, hospitals and clinics, area map, land use, crops patterns, communication systems, etc.
CDL has developed a video news service, perhaps the only one in the region. Footage on a host of issues and events are collected and preserved for internal consumption in future or for exchange to other potential users.CDL provides a marketing outlet for development literature including NGO publications.This. on the one hand. facilitates dissemination of information on NGO activities to a wider audience, as well as brings revenue earning for CDL.
CDL started the provision of In-service Training Programme (Internship)
from 1995.The aim and objective of the programme is to create information
worker in the field of development. The Post-graduate students of the
department of Library and Information Science (LIS), University ofDhaka.
are currently undergoing in-service training in CDL after completing their
masters' examination.The students are getting hands on training in
documentation of development information, computerised information
storage and retrieval systems, operation of e-mail, internet etc.
CDL is going through a long and arduous process in order to achieve self-reliance. Capital costs for certain programmes like publication and video making are very high. It would be ideal if users pay for the services. But it is not always possible in a socio-economic setting where a large proportion of the users can not afford to pay to the required extent. It is also not conceivable for CDL to restrict its services for only those who can pay. as it is contrary to the motto of information for all.
Efforts from development activities can encourage the community in activating their inner faculties so that they can determine their own destiny and can strengthen their coping capacity to put up with ever changing and challenging situations. This could be enhanced by generating and providing necessary information to the community in a way and medium which is comprehensible to them. Once it is in process, the community itself will be able to voice their own thoughts and feelings whichwill subsequently facilitate the toilsome task of community empowerment and enlightenment as well.
Educational Channel in India
Heroes the news you have always been waiting tor! At last, after the long
long wait. you will finally be able to tune in to an exclusive "Education
Channel-DD-GYAN Darshan" shortly.
A joint collaborative venture of Doordarshan & IGNOU, this satellite-based
channel will be on C-band at DD (C-12 on INSAT 2B) and free-to-air. The
programmes will be telecast from EMPC-IGNOU. It will be a 16-hour Channel
with Shours of original programming and 8 hours of repeat telecast daily.
The software for the channel will flow in from various eminent and premier
institutions such as - UGC/CEC, CIET & SIETs , NOS. DST. TTIs , IITs , Dept . of Space/DECLJ, Ministry of Rural Development, Labour , Environment etc. , involved in production of specialized electronic media software for different segments of the population such as pre-school children, school going students, non formal education learners , teachers, university students, technical & management students, adult learners and so on.
The programme mix for the channel will be a combination of core
curriculum-based programmes in the areas of primary, secondary, higher, open
and distance education, extension, technical and vocational education along
with general mosaic programmes in the areas of health, hygiene, arts,
culture, science popularisation , environment and so on.
While the finer details of the programming are being worked out, adequate
thought is being given to make the channel relevant , useful, interesting to
all besides catering to a 'niche' audience of students nationwide.For
further details contact:
IGNOU, Maidangarhi,New Delhi-68
First E-Text Centre in Hong Kong
Following the launch of the Electronic Library last November, the OUHK will now set up the first Electronic Text Centre (E-Text Centre) in Hong King in 2000. Once completed, it will collect thousands of Chinese electronic texts, eventually becoming one of the largest Chinese E-text centres in the world. The project, which is part of the second phase development of the Electronic Library, will take 18 months and cost $19 million.
Heading the project is Prof. Leung Chunming,Director of Technology Development at the OUHK. According to Prof . Leung, electronic texts currently available on the Internet are mostly in English, with a serious lack of Chinese electronic texts.
Create Internet Connectivity Node in Asia
The RINSEAP and RINSCA Joint Meeting organised by UNESCO held in Ball in March this year recommended that since bulk of the traffic among Asian Countries is routed through internet connectivity nodes in the US, a node in the Asian region should be created. The meeting also recommended the merger of GIP (General Information Programme) and IIP ( Intergovermental Informatics Programme) activities.
The National Informatics centre , New Delhiwill finalise the project proposal on " Content creation in the field of education" Member states were reminded to submit their proposals through their national commissions to IIP for possible funding.
The Asia-Pacific conference ended with a set of drafted actions. They included (among others)
- individual governments with their National Commsions establish technical and educational programmes with UNESCO support. (Source:UNESCO Newsletter)
- the Australian Broadcasting Authority facilitate the establishment of a working group to develop a clear framework of issues;
- it hosts a cybersite for a 6 to 12 months period for information exchange
- there will be focussed IT funding initiatives for developing countries
Asia's First DVD Training Centre to Kick off in Singapore
ACE Daikin Singapore and Ngee Ann Polytechnic, one of the local tertiary
institutions,recently signed a Memorandum of Understanding which will
see the set up of the Digital Media Authoring Studio on the island republic,
making it the first DVD training centre in Asia.Under the agreement, the
Ngee Ann Polytechnic and ACE Daikin will team up to offer training in DVD
technology and production, targeted at industry personnel and students in
the film. media, communications and IT programmes of the polytechnic. More
than 800 training and seminar places will be offered during the first
three years.Set to open in July. the US$1.35 million studio will be equipped
with the latest state-of-the-art facilities, able to rival that of leading
DVD studios around the world, including Hollywood. Under the agreement.
ACE Daikin will provide Scenarist NT and other related application software,
as well as offer consulting expertise. Facility design . curriculum development and technical support in the set up of the studious operations. Commenting on the collaborative efforts. Liew Heng San.
managing director of the Singapore Economic Development Board(EDB) said. "
The Digital Media Authoring Studio promises to give Singapore an edge in
digital media authoring technology and provides a boost to the local film.
music, television, video and multimedia industry. This Studio , being the
first DVD production training centre in Asia , will enhance Singapore's
position as the regional hub for the communications and media
Towards a " Virtual Institute": An Internet Forum
The Institute is organizing an Internet Forum on a recently released title in the Fundamentals of educational planning ser.ies- Reducing repetition: issues and strategies. The topic of repetition is one of great interest and concern to many educational planners, and the Forum is intended to give former IIEP participants an opportunity to exchange information and debate issues in a 'virtual' discussion group.
This continuing education activity for former IIEP course participants is being offered to English-speaking respondents at the invitation from the Director that was included in the last issue of 1998 of the IIEP Newsletter. Should there be sufficient interest, a second Forum will be organzed for French-speaking respondents in the Autumn.
All participants in the Forum will receive a copy of the text and guidelines for reading and reflection on the issues raised. In mid-June a three-week Internet-based Forum will be held to discuss and debate issues and concerns of the participants under the guidance of a moderator. At its conclusion a synopsis will be prepared and distributed to the participants as a record of the interchange.For further information on these courses please contact'.s. firstname.lastname@example.org
APTECHs Vidya for School Kids
Vidya,a computer literacy course launched by APTECH,has created over 50,000 new computer literate Indians since January this year. While extending this programme further to facilitate greater coverage, Vidya will now be offering to school students too.Aimed at increasing the penetration of IT education in the country, APTECH introduced a full-fledged computer course through out its 900 Aptech Computer Education Centres. This programme is offered in 7 vernacular languages is now available for school childeren of all ages to avail of during their summer vacation.
Asia to Get First Web Television
The Pt Intel will roll out the first pan-Asian Web TV network before the end of the year,PCG chairman Richard Li announced.PCG has formed a 60:40 joint venture with Intel called Pacific Convergence Corporation (PCC) to provide high-speed Internet access to some 110 million households in Asia who are subscribers of Star TV, the region's first satellite TV broadcaster. PCC will launch a global brand for its Internet service in the coming months and subscribers can access the Net via cable or satellite TV at low cost.The target is the millions of households in Asia which do not have a telephone, let alone a personal computer. Mr.Li pointed out that while only five per cent of Asian households have a telephone, over 70 per cent of them have a TV. PCC also hopes to win over existing Internet users who are frustrated with the slow access through traditional copper phone wires.PCC will sell its service through the same cable operators who deliver Star TV to homes. Cable operators need spend only US$2 per subscriber to buy new equipment and make certain technical modifications.
IGNOU launches Virtual University
The Indira Gandhi National Open University( IGNOU) has teamed up with Satyam Infoway Ltd to provide internet access to its computer students for its unique project. Virtual Campus Initiative ( VC1), IGNOU will provide all its students registering with the School of Computer and Information Sciences( SOCIS), courseware on CD from the forthcoming semesters which will also include software for Internet access.The internet access enabled by Satyamonline, will help the students have online interaction with faculty members , peer groups and external experts.According to Prof. Abdul W Khan, Vice-Chancellor" IGNOU has decided to take the lead in harnessing the internet to further its mandate of providing world class distant learning infrastructure in the country."
Internet Radio for the Masees
Dr.Arun Mehta. a Delhi-based communication engineer and activist, and his
colleagues are in the process of setting up the Society for Telecom
Empowerment. intended as a voice for the formulation of sensible
telecommunication policies. The Society also plans to showcase some
grassroot projects based on leading-edge technologies. For instance, the
community radio project--- using Internet radio to take health, literacy
and other messages to a populace that is illiterate or does not know
English --- which will demonstrate the use of the Internet for the poorest.
Under the community radio project, it is envisaged that a village would
have a community information centre, with a multimedia PC connected to
the Internet. On this community PC.a Real Audio or equivalent server
could be installed, which in effect would convert this PC into a radio
station, which villagers could use to tape and disseminate audio content.
Output of the sound card on the computer could be fed into an amplifier,
and distributed over ordinary copper wire to surrounding houses, each of
which only needs a loudspeaker. Or, Audio signals can be distributed from
the community PC using either twisted pair telephone wires, or the coaxial
cable used by cable TV operators. Homes would need a small Internet Radio,
consisting of a simple embedded microcomputer , a loudspeaker, a microphone
and a couple of buttons for channel selection.
One point might be added'.radio is currently a very restricted and
centralised medium in India . and the government is still to open up
community radio licences to a wide range of groups, as expected.
Media Beat An e-mail journal which covers selected articles from news media coverage of communication, development and change trends, programmes and policies.Articles compiled by the communication Initiative. http://www. comminit.com
Video Signal Piracy
The emergence of pay TV whereby a viewer is asked to pay directly for the
rights to view a programme has presented pirates with new profitable
opportunities to illegally access content and sell it at discounted rates.
The earliest, i.e., analogue, pay TV systems provided a set top box with
built-in security hardware to decrypt the video signal. This simple approach
worked well, until pirates broke the system and issued their own hardware
that allowed reception without paying the regular fees. This enabled them to
circumvent the legitimate revenue stream to the broadcaster. It is now
estimated that in some markets more people have pirate boxes than legitimate
ones.The broadcasters then turned to a removable security device, usually a
smart card, to protect their signals. The removable device is inexpensive
and can therefore be replaced if the pirates succeed in breaking it. When
the broadcaster decider to introduce a totally new replacement device, they
can knock out existing pirate devices and force the pirates to begin their
piracy effort from scratch.
Furthermore, many of the security systems offfer the added ability to
electronically target and invalidate the pirtate device while allowing
legitimate devices to continue operating.
This is a constant battle, with the broadcasters continually having to keep one step ahead of the pirates and at the same time supporting his legitimate subscribers and providing compelling programming.
In order to carry out this technological attack, the pirate must be able to
reverse engineer the device, and access the security system inside. That is
why Conditional Access(CA) systems are usually built on secure hardware, and
specifically on smart cards. However, most of the smart cards in use in the
world are the same off-the-shelf cards
provided by a very small number of chip vendors. These cards are vulnerable
to attack because their hardware and operating system are well-known to the
However, a system based on internal generation of keys can easily design the
software with traps for the unwary pirate.Taking advantage of these traps,
electronic warfare tools make the behaviour of legitimate cards differ from
that of the pirate devices. Most systems have not yet implemented such tools,
and find themselves very vulnerable once the inevitable hack occurs.
When Your TV Talks Back
While the current television programming offers a passive viewing of whatever the television industry sends out, great strides are being made to add the missing element of interactivity. With interactive television, viewers can have more control over the information they need and entertainment they want.They can summon background information about a concept .They can check their school's examination result while comparing with the neighbour. They can mke choices about which commercials will play.
All this is possible and even likely in the foreseeable future , as being
shown at the National Association of Broadcasters convention( NAB99) in Las
Vegas, Nevada, in a series of Interactive television demonstrations. Demos
include everything from interactive auction, to sports coverage.to weather ,
and they are all built on the personal Java platform.
Long the holy grail of broadcast industry, the interactive television is
fast becoming a reality thanks to adoptation of digital signal and
sophisticated new set-up technology in the cable and over-the-air markets.
Already,over 50 American television stations are sending digital signals
into nearly 40 percent of American homes.In Sun^s booth , NAB99 attendees
interacted with compelling Java technology-enhanced content.Sun engineers
gathered video footage from these partners then added the programming in
the Java language that enable viewers to interact with the television
content . And how difficult was the task? Mathew Shilts says." The hard
part is getting the production and getting the graphics and working with
third parties. The coding is really easy. actually."Aaron Williams adds
kt basically, writing all of the applications and making them work on the
on the set-top boxes was a two-man job for about three and half months.
Media providers are building their interactive contentfor the personal
Java platform, because they are assured that the identical software can
run on a -Variety of different set-top boxes.In fact, to emphasize the
ease of running the same Java programming language code anywhere regardless
of the operating system or microprocessor. Java programming language allows
for the creation of application that port easily across a wide number of
platforms, reducing development costs and time to market.
Although Sun engineers began writing the new Fox Sports online and BBC America demonstrations long before they recieved their first piece of hardware, they were able to finish development even before the hardware was completely stable.
Java technology explicitly shelters the software currentlyresiding on a
set-top box from interference by downloaded code, and the applets necessary
for enabling interactivity download safely to consumers'set-top boxes.
" Thebest news is for consumers. Since applets run on any set-top box
with compatible Java virtual machine, interactive programming written
to the personal. Java platform will play virtually anywhere, as demonstrated
by our strong content partners." says Eileen Tso, Group Manager. Market
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 6226779,6480806 Fax : 011-6858412
E-mail: firstname.lastname@example.org. Net.in
Series : Why Use Statics ?
Module 1 : Handling Variablity
Duration : 25 Minutes
Module 2 : Describing Data
Duration : 25 Minutes
Module 3 : Using Samples
Duration : 20 Minutes
Module 4 : Bivariate Data
Duration : 21 Minutes
For More Information Contact :
Shotlist,EBS Trust 36-38
Mortimer Street ,London W I N & RB
Tel : 0171 765 4635 / 5087 / 5714
Fax : 0171 580 6246
Web : http://www.shotlist.co.uk
International Conference on M/SET
Mathematics/Science Education & Technology
San Diego, California, USA
February 5-8, 2000
Society for Information Technology & Teacher Education
San Diego, California, USA
Stop Surfing, Start Teaching
Charleston, South Carolina, USA
February 20-February 23, 2000
Orlando, Florida, USA
February 27- March 1, 2000
Learning Without Limits
Washington, D.C., USA
Palm Springs, California, USA
Association Dates: March 6-9, 2000
Palm Springs, California, USA
March 6-9, 2000
Strategies for the New Futures of Higher Education: Riding the Waves
San Diego, California, USA
Kissimmee, Florida, USA
April 21-25. 2000
American Society for Training & Development (ASTD 2000)
Dallas, Texas. USA
World Conference on Educational Multimedia &
Hypermcdia & Telecommunications Montreal
Canada June 26-July 1,2000
Ghana Computer Literacy & Distance Education
Conference Accra, Ghana, Africa
June 28, 29 & 30, July 1 & 2, 2000
July 18-21, 2000
16th Annual Conference on Distance Teaching and Learning
Madison, Wisconsin, USA
August 2-4, 2000
World Conference on the WWW and Internet
San Antonio, Texas, USA
October 30-November 4, 2000
Learning on the Information
Highway :A Learners Guide to
Prepared by Judith M.Roberts,
Jane E. Brindley & Barbara Spronk
Compressed Video Learning:
Creating Active Learners
Prepared by Judith M.Roberts
Networked Learning: The Padagogy of the Internet
Prepared by Margaret Haughev
& Terry Andersen
Audio and Audiographic Learning:
The Cornerstone of the Information Highway
Prepared by Donald Macdonald
For more information please contact
The Office of Learning Technologies,
Human Resources Development Canada.
15,Eddy street. Ground Floor, Hull,
Qubec K1AOM5 Canada
Public Service Broadcasting in Asia: Surviving in the New
An AM1C Publication,For more information contact:
AM1C,Nanyang Technological University,
Jurong Point. P.O.Box 360,
The Development of Virtual Education: A Global Perspective
Edited by Dr. Glen Farrell, A study of currents trends in the
Virtual Delivery of education available at:
The Press Institute of India launched a new monthly maga/ine called Grassroots in May this year. It intends "to fill the gap in good field reportage on rural India, small towns and slums where the non-priviledged bulk of people live in India.
FT Global Cable & Satellite Awards 1999
The First Financial Times Media invites nominations for the FT Global Cable & Satellite Awards 1999for the following categories
Best Customer Care and Billing
Best Uplink Facility
Innovation in Interactivity
Best Digital Interactive Network
Best Use of Component Technology
Best Added Value Service
Best Audience Research
Most Original Programming
Best Channel Branding
Best New Channel
Cable Operator of the Year
Satellite operator of the Year
CEO of the Year
The Judges: Koh Tin Fook
Keith Harlow,Phillip Laven, Janine Stein,Fritha Sutherland
New York City, USA
Date :15th November, 1999
For more information contact:
Nina Townsend, FT Business . Number One
Southwark Bridge,London SEI9HL. United Kingdom
E-mail : nina@email@example.com
Awards for Writing on Asian Media Announced
Asian Mass Communications Centre (AM1C) has announced the names of the three winners in writing about Asia Media.
The Asia Print Media Write Award: Angela Romano for her article " Normative Theories of Development Journalism"
The Asia Television Write Award: Prichart Stapitannonda and Arvind Singhal for their article" Globalising Media Products" The Asia Radio Write Award: Roland K.C.for his article on " DAB Eureka 47-Digital Audio Broadcasting"
Online Journals on Media, Educational Technology
Asynchronous Learning Networks Magazine
Convergence: The Journal of Research into New Media
Electronic School Online
FNO-Educational Technology Journal
Journal of Computer-Mediated Communication
Journal of Instructional Science and Technology
Kairos-for Web teachers of Writing
Technology and Learning Online
The Technology Source
Media Matters, New Delhi DQ News
New Delhi abcd Bulletin, London U.K.
Computer@home,New Delhi AMIC,Singapore
|CEMCA News ........|
Regional Workshop on Instructional Design for Distance Education
CEMCA in collaboration with The German Cultural Institute, Colombo and Open
University of Srilanka organised a eleven-day Regional workshop on"
Instructional Design for Distance Education" in Colombo from
June 14-24, 1999.1t was the first regional workshop organised by
CEMCA with regional representation from all South Asian Countries,
Sri Lanka, India, Pakistan, Maldives and Bangladesh.
The workshop was inaugurated by Prof.N. Ranjith Arthenayake, Vice
Chancellor, Open University of Sri Lanka, who emphasised the new
tasks and the urgent need for scientific curriculum development,
management , and upgradation of the distance and open system and the
skills.Dr. Usha Vyasulu Reddi, Director, outlined the genesis of the
workshop, its objectives and the workshop design and work plan. Dr.
Stefan Dreyer, Director, German Cultural Institute, Colombo,
underlined the importance of this workshop as a first regional
effort. Dr. Buddhi Weerasinghe, Director, Educational Technology
Division , OUSL, while proposing a vote of thanks expressed his
hopes for more such projects and collaborative effortsThe workshop
had produced eight educational programmmes in the form of four audios
and four videos.The feedback collected and presented at the valedictory
sessions revealed the resounding success of the workshop as most of the
participants rated theworkshop as useful one.They wish
to have similar workshops preferably with the same group in some other
Workshop on Planning and Instructional Design for Interactive Television
A five-day workshop Workshop on Planning and Instructional Design for
Interactive Television was conducted from 5 to 9th of July, 1999 by
CEMCA in collaboration with Dr. B.R.Ambedkar Open University at its
studios in Hyderabad.The workshop, while predominantly for for in- house
academics, was opened for outside participants from other educational
institutions who were engaged in teleconferencing.There were seventeen
participants from B.R. Ambedkar Open Universityand eight from other
Indian agencies.The key resource person for the workshop was Ms. Jai
Chandiram, one of India's most experienced and leading trainer in the
field of media especially in the field of teleconferencing.
Scheduled for five days.the workshop was skill oriented and aimed at
enabling the academics to explore and develop communication skills for
teleconferencing sessions in one way video and two way audio.Each theme
is devided into instructor- led sessions, practical work in the studio
and peer group analysis of outcomes and helped the participants to better
understand the complexities of the medium.Following the workshop the
university is planning to use teleconferencing on the regional channel
of India's DOORDARSHAN network within the next few months.
Regional Workshop on Management of Audio and Video Resources
CEMCA in collaboration with Electronic Media Production Centre (EMPC),
Indira Gandhi National Open University( IGNOU), organised a six-day
International Workshop on"Management of Audio and Video Resources"
in New Delhi from August 23-28, 1999-Nine participants from all over
Asian region including Sri Lanka and Bangladesh participated in the workshop. The workshop
discussed the various problems faced by media librarians in
catlogouing and classifying audio,video resources including
stock shots.During the workshop the participants worked on a
media library software called MEDLIB and come out with many
suggestions to improve the software.
Inaugurating the workshop Dr. UshaReddy, Director, CEMCA stressed the
need to have a media software for the media libraries in the changing
scenario of the storage and retreival of audio and video footages
especially after the advent of digital technology.
The workshop was divided into four sub themes: Cataloguing, classification
Subject headings and stock shots. One full session in the evening was
devoted to working on the software commissioned by CEMCA with Infotel
Software Private Ltd.Each theme was discussed and debated thoroughly
under the guidance of one internationally recognised expert in the
subject.The experts include Dr. Neela Jaganathan.Dr. B.K.Choudhury,
Dr. Usha Munshi.Dr Usha Reddy.Mr. V.Krishnamurthy.Dr. R. Sreedher and
Mr. V. Rama Rao.
In practical sessions, each field incorporated in the software for
solving media librarian's problem was reviewed in the context of
handling problems specific to a librarian in countries of the region
The workshop ended with distribution of certificates and valedictory
adress by Prof. Abdul W Khan, Vice Chancellor, Indira Gandhi National
|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