Developing strategic learning alliances: partnerships for the provision of global education and training solutions

The paper describes a comprehensive model for the development of strategic alliances between education and corporate sectors, which is required to ensure effective provision of education and training programmes for a global market. Global economic forces, combined with recent advances in information and communication technologies, have provided unprecedented opportunities for education providers to broaden the provision of their programmes both on an international scale and across new sectors. Lifelong learning strategies are becoming increasingly recognized as an essential characteristic of a successful organization and therefore large organizations have shown a preparedness to invest in staff training and development. The demands for lifelong learning span a wide range of training and educational levels from school-level and vocational courses to graduate-level training for senior executive

Open educational resources : conversations in cyberspace

172 p. : ill. ; 25 cm.Libro ElectrónicoEducation systems today face two major challenges: expanding the reach of education and improving its quality. Traditional solutions will not suffice, especially in the context of today's knowledge-intensive societies. The Open Educational Resources movement offers one solution for extending the reach of education and expanding learning opportunities. The goal of the movement is to equalize access to knowledge worldwide through openly and freely available online high-quality content. Over the course of two years, the international community came together in a series of online discussion forums to discuss the concept of Open Educational Resources and its potential. This publication makes the background papers and reports from those discussions available in print.--Publisher's description.A first forum : presenting the open educational resources (OER) movement. Open educational resources : an introductory note / Sally Johnstone -- Providing OER and related issues : an introductory note / Anne Margulies, ... [et al.] -- Using OER and related issues : in introductory note / Mohammed-Nabil Sabry, ... [et al.] -- Discussion highlights / Paul Albright -- Ongoing discussion. A research agenda for OER : discussion highlights / Kim Tucker and Peter Bateman -- A 'do-it-yourself' resource for OER : discussion highlights / Boris Vukovic -- Free and open source software (FOSS) and OER -- A second forum : discussing the OECD study of OER. Mapping procedures and users / Jan Hylén -- Why individuals and institutions share and use OER / Jan Hylén -- Discussion highlights / Alexa Joyce -- Priorities for action. Open educational resources : the way forward / Susan D'Antoni

Discussing international perspectives on Open Learning in Brazil: educational politics and pedagogical principles

This paper aims to present some of the new tendencies in Open Learning in the context of international online higher education. These tendencies work as a basis for a discussion of the role of e-learning in online higher education in Brazil. The use of open source technologies and the constant search for quality and innovative pedagogies in the teaching and learning process constitute a new trend in international distance education. The main concern nowadays seems to be with ‘quality’ and ‘widening participation’, which result in initiatives such as ‘Open Educational Resources’. In Brazil, the creation of the Brazilian Open University (UAB) would appear to be consistent with these tendencies. The challenge now is to be able to set up a system that attends to national needs while being open to international tendencies. This paper aims to explore some of these issues, and also to present the most recent freeware technologies used for the purpose of enhancing open learning initiatives

Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A toolkit for educators and planners

Everyone remembers a good teacher. Good teachers are the key to educational expansion and improvement. In many countries in Sub-Saharan Africa, there is an urgent need to expand the number of primary and secondary teachers. In all African countries, there is an equally important need to improve the quality of teaching. To achieve this, it is clear that new approaches to teacher education are essential. Existing institutions of teacher education will continue to play an important role, but, alone, they will not meet the goals of Education for All (EFA) by 2015. It is fortunate that, just as the twin needs to improve the quantity and quality of teachers become imperative, so new forms of education and training are becoming available. The world is witnessing a revolution in information and communication technologies (ICTs), which can offer training and support of a type and at a cost hitherto impossible to consider, and thus, must be fully explored given the scale and urgency of demand. In doing so, however, it will be necessary to build on existing and well-tested strategies, including the best models of open and distance learning. This toolkit is the third in a series of recent publications by the Africa Region Human Development Department of the World Bank to share knowledge and experience on how distance education and ICTs can support education in Sub-Saharan Africa. It emphasizes the rigorous process by which new forms of distance-education programs for teacher education can be planned and implemented. The best models of established programs are considered along with the potential for incorporating, as the means become available, new modes of communication. Most forms of teacher education, particularly those concerned with qualification upgrading and ongoing professional development, will have to be based in schools. The authors demonstrate how school-based programs, appropriately resourced and supported, have the potential not only to raise significantly the number and quality of teachers, but also to improve classroom practice and school organization, generally. The guidance and advice, which is drawn from many years of experience in design and implementation, and embraces a range of case studies from across the region, will be of considerable value to those preparing new policies and programs of teacher education and to those seeking to improve existing programs

Lyceum: internet voice groupware for distance learning

This paper describes the design, implementation and deployment of Lyceum, a groupware system providing students and tutors with real time voice conferencing and visual workspace tools, over the standard internet. Lyceum uses a Java client/server architecture to tackle a formidable set of networking requirements: multi-way voice communication with synchronous shared displays, scalable to hundreds of simultaneous users, running over normal modem connections via unknown internet service providers, on home PCs. Additionally, the design had to support multiple courses with different requirements. We describe the interdisciplinary requirements analysis, and iterative design process, by which an academic course team was able to specify and evaluate prototypes. We present the systemís architecture, describe the technical successes and failures from Lyceumís first large scale deployment, and summarise its affordances for interaction and learning

Making online learning accessible to disabled students: an institutional case study

Based on the authors’ reflections on experience working at the Open University, approaches to making online learning accessible to disabled students are considered. The considerations are applicable to all concerned with online learning and indeed anyone seeking to trade, disseminate information and mediate services online. In reflecting on the Open University experience of making online material accessible, pedagogic, organisational and cultural issues are highlighted and it is argued that it is important to address these issues in order to effect the organisational change needed to ensure that accessibility challenges are effectively met

A Pedagogy for Original Synners

Part of the Volume on Digital Young, Innovation, and the UnexpectedThis essay begins by speculating about the learning environment of the class of 2020. It takes place entirely in a virtual world, populated by simulated avatars, managed through the pedagogy of gaming. Based on this projected version of a future-now-in-formation, the authors consider the implications of the current paradigm shift that is happening at the edges of institutions of higher education. From the development of programs in multimedia literacy to the focus on the creation of hybrid learning spaces (that combine the use of virtual worlds, social networking applications, and classroom activities), the scene of learning as well as the subjects of education are changing. The figure of the Original Synner is a projection of the student-of-the-future whose foundational literacy is grounded in their ability to synthesize information from multiple information streams

A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities

Examines the state of the foundation's efforts to improve educational opportunities worldwide through universal access to and use of high-quality academic content