Open and Distance Learning for Sustainable Development

More documents

Recommendations

Info

Kremer, H.-H., Sloane, P.F.E. Lernfelder implementieren. Zur Entwicklung und Gestaltung fächer- und lernortsübergreifender Lehr-/Lernarrangements im Lernfeldkonzept, Paderborn, 2001. Kusch, W. Berufliche Erstaus- und Weiterbildung im Lernortverbund, In: Die berufsbildende Schule, I.2/1999, p.44. Kusch, W. Entwicklung moderner curricularer Bildungsansätze im beruflichen Schulwesen, In: VLB-Akzente, I.7/1998, p.19-20. Lisop, I. Konstruktionsprinzipien für Lernfelder, In: Bader, R., Sloane, P.F.E., (Eds.), Lernen in Lernfeldern, Markt Schwaben, 2000, p.205-216. Möller, C. Technik der Lernplanung, 4 th edition, Weinheim, 1973. Pätzold, G. Lernfelder und Kooperation, In: Beiträge zum beruflichen Lernen, edited by VLBS, I.12/1998. Reetz, L. Wissen und Handeln – Zur Bedeutung konstruktivistischer Lernbedingungen in der kaufmännischen Berufsbildung, In: Beck, K., et al. (Eds.), Berufserziehung im Umbruch, Weinheim, 1996, p.173-188. Reetz, L. Zur Bedeutung der Schlüsselqualifikationen in der Berufsausbildung, In: Reetz, L., Reitmann, T., (Eds.), Schlüsselqualifikationen, Hamburg, 1990, p.16-35. Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland: Handreichungen für die Erarbeitung von Rahmenlehrplänen der Kultusministerkonferenz (KMK) für den berufsbezogenen Unterricht in der Berufsschule und ihre Abstimmung mit Ausbildungsordnungen des Bundes für anerkannte Ausbildungsberufe, issued on February 2 nd ,1999. Zöllner, A. Lernfelder in den Rahmenlehrplänen des Bundes und in den bayrischen Lehrplänen der Berufsschulen, In: Die berufsbildende Schule, I.4/1999, p. 155-159. 719
Abstract 720 TECHNOLOGICAL AND PEDAGOGICAL ISSUES SURROUNDING MASS PRODUCTION OF MULTIMEDIA LEARNING CONTENT C. Peat D. Patel S. Barikzai S. Patel London South Bank University 103 Borough Road, London, SE1 0AA, United Kingdom Email: {peatc, dilip, barikzas, shushma} @lsbu.ac.uk This paper discusses technological and pedagogical issues surrounding the mass production of multimedia learning content. The technical approach taken in overcoming the complexities of delivering learning content seamlessly to a diverse group of learners (with basic Information Technology literacy) are outlined. In particular, challenges facing learning technologists in delivering fit for purpose learning solutions which conform to learning technology standards are discussed. Over the last year, fifty (50) hours of lecture-based materials have been recorded with emphasis on capturing classroom interactions. The multimedia learning content is packaged in accessible formats; readily available through the web-based learning environment; with cross browser / platform support for multiple access points. This face to face lecture material is divided into pedagogically sound (i.e. ensuring that learning outcomes are adhered to) and technically feasible multimedia learning objects. An hour of classroom teaching is divided into three learning object ‘chunks’. Hence, over 150 learning objects that adhere to software engineering principles have been accumulated. In particular, highly reusable and easily maintainable learning objects were created. Furthermore, key facts contextualising the learning outcomes are summarised into a five-minute delivery accessible via audio/visual handheld devices. Introduction This paper discusses technological and pedagogical issues surrounding the mass production of multimedia learning solutions. When delivering fit for purpose learning solutions, learning technologists are confronted with numerous cultural, pedagogical and technical challenges. Ideally, the multimedia learning solutions should adhere to sound educational principles; be culturally viable and technically feasible while conforming to learning technology standards. The case study discussed here, designed learning objects which overcome the complexities of delivering learning content seamlessly to a diverse group of learners while maintaining relatively low production costs. The increase in reusability of learning objects facilitates return on investment, which in turn reduces the costs associated with production. The production experiences are shared with a view to making the notion of affordable, accessible, durable and reusable learning objects a reality. Overview of learning technology Standards initiatives The Advanced Distributed Learning (ADL) initiative (ADL, 2007), IEEE Learning Technology Standards Committee (LTSC) (LTSC, 2002) and the IMS Global Learning Consortium (IMS, 2002) have been actively pursuing Learning Technology standards at various levels. The Sharable Content Object Reference Model (SCORM), established in 1998 by the ADL initiative, aimed to provide a technical architecture for learning objects to be easily shared across multiple learning delivery environments. SCORM has multiple, interrelated specifications derived from previous or ongoing work of other specification and standards bodies including the Aviation Industry CBT Committee (AICC) (AICC 2007), IMS Global Learning Consortium and IEEE LTSC.
Page 1 and 2:
2 nd Lagos, Nigeria A C D E C o n f
Page 3 and 4:
Prof. Babatunde Ipaye (Chair, Plann
Page 5 and 6:
Page Foreword i Contents ii - xi CO
Page 7 and 8:
Increasing Teacher Quantity and Qua
Page 9 and 10:
Role of Open / Distance Learning in
Page 11 and 12:
Facilitating the Learning of Wildli
Page 13 and 14:
Ibadan Open Digital Village (IODIV)
Page 15 and 16:
THINKING OPEN AND DISTANCE LEARNING
Page 17 and 18:
inaugurating at the time from exter
Page 19 and 20:
country would be changed for good a
Page 21 and 22:
Introduction 7 ELEARNING ON THE FAR
Page 23 and 24:
There is a major omission in that d
Page 25 and 26:
There are now close to a hundred of
Page 27 and 28:
2008. We have already done face to
Page 29 and 30:
affordable by students, parents, go
Page 31 and 32:
their communities with no vocationa
Page 33 and 34:
operating grants. A similarly sized
Page 35 and 36:
• Innovation: In North America un
Page 37 and 38:
mercantile investment tools exploit
Page 39 and 40:
THE CHALLENGE OF THE MILLENNIUM DEV
Page 41 and 42:
Quite clearly ODL practices have a
Page 43 and 44:
Distance learning methods can be us
Page 45 and 46:
We should not forget the strength o
Page 47 and 48:
Introduction It is indeed a great p
Page 49 and 50:
estructuring efforts will be geared
Page 51 and 52:
37 Table 4: Internet Penetration in
Page 53 and 54:
Given that ODL is a relatively new
Page 55 and 56:
globalised and competitive world, h
Page 57 and 58:
43 • The sharing of experiences t
Page 59 and 60:
References Arbo, P., & Benneworth,
Page 61 and 62:
Well functioning teacher education
Page 63 and 64:
49 • The possibility of achieving
Page 65 and 66:
51 • Education or professional st
Page 67 and 68:
getting teacher-students to engage
Page 69 and 70:
Thus, if the intention is to prepar
Page 71 and 72:
over 3 three years Trained 1,200 Te
Page 73 and 74:
Purpose-driven programme design inf
Page 75 and 76:
We would argue the need for site-ba
Page 77 and 78:
63 • How will we know whether we
Page 79 and 80:
Robinson, B. & Latchem, C. Eds. (20
Page 81 and 82:
pattern emerging, they need to anal
Page 83 and 84:
Language and National Development N
Page 85 and 86:
These programmes exist in many univ
Page 87 and 88:
Survey Research; Introspection and
Page 89 and 90:
The point made here is that univers
Page 91 and 92:
77 access to French, the language o
Page 93 and 94:
vehicular cross border languages or
Page 95 and 96:
References Bamgbose, A. (1991). Lan
Page 97 and 98:
83 SUSTAINABLE DEVELOPMENT FROM INT
Page 99 and 100:
85 • Romania - National Centre fo
Page 101 and 102:
87 Consumption and Production Patte
Page 103 and 104:
the structure to coordinate nationa
Page 105 and 106:
conservation in protected areas and
Page 107 and 108:
mind the colonial and historical le
Page 109 and 110:
involved in the evaluation of cours
Page 111 and 112:
staff and students to information a
Page 113 and 114:
otherwise open and distance learnin
Page 115 and 116:
We agree with Okolie (2003) that th
Page 117 and 118:
means of education to become member
Page 119 and 120:
REFERENCES Adekanmbi, G. (2000). A
Page 121 and 122:
Gravett, S. (2004). Teaching and le
Page 123 and 124:
109 SUB THEME I OPEN & DISTANCE LEA
Page 125 and 126:
Definition of Social Emotional Lear
Page 127 and 128:
1988). The learners in developmenta
Page 129 and 130:
Table 1 Proportional Sampling of Pr
Page 131 and 132:
Confidence 752 4.11 0.91 Independen
Page 133 and 134:
References Association for Childhoo
Page 135 and 136:
QUALITY ASSURANCE IN OPEN AND DISTA
Page 137 and 138:
Concept of Quality Assurance Qualit
Page 139 and 140:
The vision of the National Open Uni
Page 141 and 142:
(e) To provide forum where individu
Page 143 and 144:
AN APPRAISAL OF THE IMPLEMENTATION
Page 145 and 146:
e mo v e d in s p a c e a n d /o r
Page 147 and 148:
T h e o r e t ica l Framework T h e
Page 149 and 150:
h a v e th e larg e s t n u mb e r
Page 151 and 152:
T a b l e 2 : C o mparison o f A d
Page 153 and 154:
I t e m S /N f r o m r e s u l ts i
Page 155 and 156:
141 p o p u l a t io n a d e q u a
Page 157 and 158:
I t e m S /N S p e c if ic a lly, r
Page 159 and 160:
D iscussio n F i v e r e s e a r c
Page 161 and 162:
R e f e r e n c e s A ya d i, Fe l
Page 163 and 164:
traders, unqualified medical worker
Page 165 and 166:
Table 1: Mean, Standard Deviation a
Page 167 and 168:
From table 2 above, it is observed
Page 169 and 170:
ape, drug abuse and in unhealthy se
Page 171 and 172:
Introduction Education has become o
Page 173 and 174:
The Early Childhood Education progr
Page 175 and 176:
In a bid to deliver quality educati
Page 177 and 178:
(a) Self-assessment: These are assi
Page 179 and 180:
OPEN AND DISTANCE LEARNING (ODL) AN
Page 181 and 182:
Most of the ODL programmes at the U
Page 183 and 184:
Director but the basic admission le
Page 185 and 186:
THE USE OF AN ONLINE LEARNING SYSTE
Page 187 and 188:
online education, also called dista
Page 189 and 190:
Program Knowledge Performance Learn
Page 191 and 192:
DEED618: College Teaching (CRN# 301
Page 193 and 194:
Dreamweaver, etc. Providing additio
Page 195 and 196:
Table 2 - Ten Largest Distance-lear
Page 197 and 198:
USA Today, April 33, 2008: 6D. Wrig
Page 199 and 200:
systems such as water, and land and
Page 201 and 202:
Teachers face a widening range of d
Page 203 and 204:
189 ii. gender: It is difficult to
Page 205 and 206:
191 Robinson, B. and Colin, L. (200
Page 207 and 208:
University of United Kingdom (OUUK)
Page 209 and 210:
to lack of potential for sustainabi
Page 211 and 212:
elements are: leadership, governmen
Page 213 and 214:
Education for Sustainability Sustai
Page 215 and 216:
The National Teachers’ Institute,
Page 217 and 218:
- The Federal Government directive
Page 219 and 220:
References: Adeagbo, Sen (2004). Co
Page 221 and 222:
Introduction Distance learning is a
Page 223 and 224:
This undeniable huge number of illi
Page 225 and 226:
210 At the level of M.A Urdu in th
Page 227 and 228:
Siddique, H.M. (2004). Distance Lea
Page 229 and 230:
Annexure-3:Table 3 Gender Wise, Lev
Page 231 and 232:
Annexure -8:Table 8 Gender Wise, Le
Page 233 and 234:
9 Education Teacher Pakistan educat
Page 235 and 236:
INCREASING TEACHER QUANTITY AND QUA
Page 237 and 238:
teacher ratios very high (for insta
Page 239 and 240:
Teacher Education in Kenya and Expe
Page 241 and 242:
Postgraduate Diploma in Education (
Page 243 and 244:
228 AN APPRAISAL OF ODL MODEL FOR P
Page 245 and 246:
I n d i s c u s s in g th e po t e
Page 247 and 248:
P u r p o s e of th e s t u d y T h
Page 249 and 250:
D a t a a n a l y s i s B o th q u
Page 251 and 252:
I t e m S / N T a b l e 3 C o m p a
Page 253 and 254:
T a b l e 5 R a t i n g o f a d e q
Page 255 and 256:
l e c t u r e s r e gu l a r l y an
Page 257 and 258:
Figure 1 Summary of panel’s repor
Page 259 and 260:
244 a d e q u a t e f e e d b a c k
Page 261 and 262:
G a b r ie l , A . ( 20 0 0 ) . E -
Page 263 and 264:
Introduction In the recent past, th
Page 265 and 266:
compromise the time and attention t
Page 267 and 268:
The students reported that they had
Page 269 and 270:
TRAINING OF DEVELOPERS OF DISTANCE
Page 271 and 272:
putting in place the SOLACE. Indeed
Page 273 and 274:
Although according to data in the r
Page 275 and 276:
clear policy which addresses a vari
Page 277 and 278:
Republic of Kenya. (1998). Master P
Page 279 and 280:
system, namely making learning flex
Page 281 and 282:
Type 1 Literacy development interve
Page 283 and 284:
268 the Adult Literacy Classroom. A
Page 285 and 286:
AGRICULTURE AND THE MILLENNIUM DEVE
Page 287 and 288:
Developing a global partnership for
Page 289 and 290:
farmer in the Hambantota region saw
Page 291 and 292:
276 RECONSTRUCTING MASCULINITY AND
Page 293 and 294:
power. Power then becomes a weapon
Page 295 and 296:
annunciated by the superpowers. P.
Page 297 and 298:
24. I refer to potentially inhibito
Page 299 and 300:
means that the propositions employe
Page 301 and 302:
Dignity: Human dignity, pursuit of
Page 303 and 304:
sound philosophical foundation to i
Page 305 and 306:
290 INNOVATIVE METHOD OF HIV/AIDS E
Page 307 and 308:
To be certain, the treatment situat
Page 309 and 310:
The course: Management and Care of
Page 311 and 312:
Aderinoye, R. and Ojokheta, K. (200
Page 313 and 314:
This paper explores how the curricu
Page 315 and 316:
300 indirectly by serving as guides
Page 317 and 318:
302 iv. Rehabilitation and empowerm
Page 319 and 320:
FROM EMPOWERMENT TO TRANSFORMATION:
Page 321 and 322:
conception of power according to Pa
Page 323 and 324:
in education. Plagiarising the work
Page 325 and 326:
In Osiki (2007b), it was opined tha
Page 327 and 328:
and caprices of any “military gen
Page 329 and 330:
Osiki, J.O. (2007 b). Empowering Di
Page 331 and 332:
INCORPORATING RELATIONSHIP MARKETIN
Page 333 and 334:
strategic planning, work process, t
Page 335 and 336:
Position Held Frequency Percent Cle
Page 337 and 338:
Most of the customer care given to
Page 339 and 340:
Bbuye, J. (2005) “Distance Educat
Page 341 and 342:
INCREASING NUMBER OF OLDER PERSONS
Page 343 and 344:
of ageing (Omotayo, 2006: 105-107).
Page 345 and 346:
Second Semester 017Theory of Ageing
Page 347 and 348:
OPEN AND DISTANCE LEARNING: SUCCESS
Page 349 and 350:
opportunities. This is in keeping w
Page 351 and 352:
External problems Energy related pr
Page 353 and 354:
References Adebayo, A. M. (2007a).
Page 355 and 356:
Conceptual issues Open and Ffexible
Page 357 and 358:
Table 1. Applications and admission
Page 359 and 360:
from the epidemic to share their ex
Page 361 and 362:
Jegede, O.J. (2003). Taking the dis
Page 363 and 364:
The foreign learning and teaching s
Page 365 and 366:
The song accompaniment for GST 101
Page 367 and 368:
McLuhan, M. (1964). Understanding t
Page 369 and 370:
Introduction Open and Distance Lear
Page 371 and 372:
It includes all the activities aime
Page 373 and 374:
358 contact, less formal methods ar
Page 375 and 376:
360 Training Objective Even though
Page 377 and 378:
1. Technical competency 362 Technic
Page 379 and 380:
2. Training logistics 364 The curri
Page 381 and 382:
Rao, M.K. (1999). A Critical Analys
Page 383 and 384:
vulgarisation agricole et d’ensei
Page 385 and 386:
Open Learning system has emerged as
Page 387 and 388:
For the physically challenged child
Page 389 and 390:
Introduction/historical background
Page 391 and 392:
Academic Manpower in NOUN The Natio
Page 393 and 394:
THE ROLE OF NATIONAL OPEN UNIVERSIT
Page 395 and 396:
New venture creation and developmen
Page 397 and 398:
Education is the most important ins
Page 399 and 400:
Mode of Course Delivery Full time a
Page 401 and 402:
Significantly, standards and benchm
Page 403 and 404:
Osei, B., Baah-Nuakoh, A., Tutu, K.
Page 405 and 406:
Introduction The success of every n
Page 407 and 408:
S/N 1 Significance Generally, the m
Page 409 and 410:
and infant mortality. 17 ODL method
Page 411 and 412:
needed information. Assessment acco
Page 413 and 414:
Abstract 398 ROLE OF OPEN AND DISTA
Page 415 and 416:
Studies show that, it is as effecti
Page 417 and 418:
The programme was introduced to tak
Page 419 and 420:
This method allows learners to plan
Page 421 and 422:
demand for providing quality teache
Page 423 and 424:
Convenience with Family and other S
Page 425 and 426:
(49.0%) agreed and 153 (51.0%) disa
Page 427 and 428:
Hypothesis 2 Occupational status of
Page 429 and 430:
Recommendations Open and distance l
Page 431 and 432:
National Teachers’ Institute. (20
Page 433 and 434:
418 Can human beings live long? Can
Page 435 and 436:
17 - 19). Hence, the number of wome
Page 437 and 438:
Ohaegbulem, M. O. (2007). Awareness
Page 439 and 440:
Introduction The population growth
Page 441 and 442:
However, the ubiquity of ICTs today
Page 443 and 444:
428 • Religion Various religious
Page 445 and 446:
Conclusion 430 o Promoting synergis
Page 447 and 448:
Abstract 432 WOMEN EMPOWERMENT AND
Page 449 and 450:
Data collection We conducted in-dep
Page 451 and 452:
ecause she spent most of the time a
Page 453 and 454:
financially well off and he preferr
Page 455 and 456:
References Chaudry, P. (1995) Women
Page 457 and 458:
University of Nigeria en vue de met
Page 459 and 460:
36 Zamfara 1,630,344 1,629,502 3,25
Page 461 and 462:
446 Total Population of Female in N
Page 463 and 464:
Table1.3 Total number of admitted s
Page 465 and 466:
ODL if the government can put in pl
Page 467 and 468:
452 SUB THEME III CAPACITY BUILDING
Page 469 and 470:
Course Structure of DPE Programme T
Page 471 and 472:
Regarding counselling sessions not
Page 473 and 474:
BLOGGING AT UNIVERSITY AS A CASE ST
Page 475 and 476:
in the past 12 months (i.e., up to
Page 477 and 478:
The purpose of the blog should be m
Page 479 and 480:
Tables 3 and 4 show samples of blog
Page 481 and 482:
Staff are presumably well grounded
Page 483 and 484:
Appendix I - Modelling for a pedago
Page 485 and 486:
that bear on its ability to satisfy
Page 487 and 488:
quality control and accrediting age
Page 489 and 490:
Further, the characteristics of sof
Page 491 and 492:
Duncan, W. J. (1978). Organizationa
Page 493 and 494:
The Policy of the National Open Uni
Page 495 and 496:
those measures is arguable 6 . But
Page 497 and 498:
Much of the official attitude (legi
Page 499 and 500:
fit to live a law abiding life upon
Page 501 and 502:
educational or vocational training
Page 503 and 504:
OPEN DISTANCE LEARNING (ODL) AS STR
Page 505 and 506:
imprisoned along with convicted cri
Page 507 and 508:
References Heather Menzies Venettee
Page 509 and 510:
Mots clés: développement de resou
Page 511 and 512:
Results and Findings The National O
Page 513 and 514:
The respondents thus identified tha
Page 515 and 516:
systematic programme of continuous
Page 517 and 518:
Introduction Training as related to
Page 519 and 520:
There is therefore the need to prep
Page 521 and 522:
• the time lag between learning s
Page 523 and 524:
508 SUB THEME IV Quality Assurance
Page 525 and 526:
Project Goal The goal of the projec
Page 527 and 528:
512 students who cannot afford coll
Page 529 and 530:
514 Table 2 Notional Budget Item Am
Page 531 and 532:
Introduction Course materials are v
Page 533 and 534:
content and construct validity; and
Page 535 and 536:
Table 4 Percentage of learners’ r
Page 537 and 538:
Discussion Research Question 1 Are
Page 539 and 540:
Findings The following were the fin
Page 541 and 542:
CHALLENGES OF QUALITY ASSURANCE IN
Page 543 and 544:
materials (printed texts, video, au
Page 545 and 546:
Introduction In order to create an
Page 547 and 548:
COUNSELLING AS A COMMUNICATION STRA
Page 549 and 550:
In Open and Distance Education, the
Page 551 and 552:
As earlier mentioned, effort is bei
Page 553 and 554:
Conclusion In this paper, the write
Page 555 and 556:
Introduction Open and distance educ
Page 557 and 558:
542 5. There is openness with regar
Page 559 and 560:
etrieval and dissemination of infor
Page 561 and 562:
546 teaching. It is a well designed
Page 563 and 564:
References Akpan. C.P. & Esirah, E.
Page 565 and 566:
FACILITATING THE LEARNING OF WILDLI
Page 567 and 568:
‘graduate attributes’. However
Page 569 and 570:
The subject is broken into three mo
Page 571 and 572:
Assessment of Forum Participation T
Page 573 and 574:
An additional tool is that of chat
Page 575 and 576:
Gilmer, P. (1999). Developing a dis
Page 577 and 578:
Introduction 562 PERSONNEL MANAGEME
Page 579 and 580:
564 • The Managers co-ordinate th
Page 581 and 582:
566 • They produce comprehensive,
Page 583 and 584:
568 (i) Administrators: Administrat
Page 585 and 586:
570 (v) Universities in Canada and
Page 587 and 588:
References 572 (iv) Finally, it is
Page 589 and 590:
professional development, the need
Page 591 and 592:
576 o Portfolios: collection of lea
Page 593 and 594:
we need is to train our people on t
Page 595 and 596:
Introduction Distance Education is
Page 597 and 598:
Methodology The research design was
Page 599 and 600:
disagreed. Those who disagreed said
Page 601 and 602:
There is no system of tracking and
Page 603 and 604:
Venkaiah, V. (1995). Quality Assura
Page 605 and 606:
calculated before the completion of
Page 607 and 608:
commitment to completion; previous
Page 609 and 610:
5. Did you withdraw because of prob
Page 611 and 612:
596 • All staff of the university
Page 613 and 614:
Introduction 598 STRENGTHENING AFRI
Page 615 and 616:
Human resources development A key e
Page 617 and 618:
Project co-ordination meetings Proj
Page 619 and 620:
Open and Distance education as prac
Page 621 and 622:
606 2 The unique position of the st
Page 623 and 624:
OPEN AND DISTANCE EDUCATION: A STRA
Page 625 and 626:
Using Nigeria as an example to show
Page 627 and 628:
Definition of Terms Open Learning:
Page 629 and 630:
(Juma, 2003). Examples of these are
Page 631 and 632:
Financing Education worldwide is fu
Page 633 and 634:
THE ROLE OF THE NATIONAL OPEN UNIVE
Page 635 and 636:
NOUN’s Vision and Mission Specifi
Page 637 and 638:
Academic support services 622 Acade
Page 639 and 640:
With enhanced quality education, th
Page 641 and 642:
626 SUB THEME V COLLABORATION AND P
Page 643 and 644:
Technologies de l’Information et
Page 645 and 646:
Collaboration The importance attach
Page 647 and 648:
- Self Assessment Exercises (SAEs)
Page 649 and 650:
BEYOND BRICKS, MORTAR AND UNIVERSIT
Page 651 and 652:
inability for many students to comp
Page 653 and 654:
The small post-secondary sector is
Page 655 and 656:
Gaining entry to a university often
Page 657 and 658:
642 • Intranet or Local area netw
Page 659 and 660:
Aigbokhan, B; Imahe, O.J. & Ailemen
Page 661 and 662:
Abstract 646 ENHANCE COHESIVE STREN
Page 663 and 664:
school running is fully displayed i
Page 665 and 666:
week to receive individual tutorial
Page 667 and 668:
International research is a process
Page 669 and 670:
The technical assistance activity w
Page 671 and 672:
different research fields, help pro
Page 673 and 674:
seulement à l’aide de CD ROMs, m
Page 675 and 676:
Abstract OPPORTUNITIES FOR KNOWLEDG
Page 677 and 678:
offered only in public universities
Page 679 and 680:
20. Teofilo Kisanji University (TEK
Page 681 and 682:
References Chabaan, M.A. (1996). En
Page 683 and 684: training, certificate education and
Page 685 and 686: Conclusion In the course of providi
Page 687 and 688: 672 EDUCATION, ICT AND THE USE OF M
Page 689 and 690: In 1998 researchers at the Massachu
Page 691 and 692: • Confidence could be built among
Page 693 and 694: Introduction Elearning has the pote
Page 695 and 696: Internet Usage Statistics: 450,000
Page 697 and 698: The implementation of the e-learnin
Page 699 and 700: Communication technologies used in
Page 701 and 702: Acknowledgement I am grateful to my
Page 703 and 704: The pillars are; education, governa
Page 705 and 706: The project started up in Ghana and
Page 707 and 708: INSTRUCTIONAL SCAFFOLDING: AN EXPER
Page 709 and 710: Reminder messages were sent 3 days
Page 711 and 712: elsewhere, designing text messages
Page 713 and 714: INTERNET VIRTUAL CLASSROOMS IN DEVE
Page 715 and 716: The challenges of IVC deployment in
Page 717 and 718: 702 M-LEARNING: AN EMERGING TREND I
Page 719 and 720: Short Message service (S.M.S) - ava
Page 721 and 722: With the system problems as: - Qual
Page 723 and 724: THE CONCEPT OF “LEARNING- FIELDS
Page 725 and 726: Above all, such learning has to imp
Page 727 and 728: As mentioned earlier above, the tea
Page 729 and 730: Considering the contents of learnin
Page 731 and 732: Figure 3 An exemplary learning fiel
Page 733: when the situation calls for them.
Page 737 and 738: een produced that can effectively r
Page 739 and 740: Determining levels of granularity W
Page 741 and 742: Once each core element of the class
Page 743 and 744: Figure 8 - Design Challenge: Ensuri
Page 745 and 746: TEACHING TECHNICAL COURSES THROUGH
Page 747 and 748: Academic Sessions (A) It is worthy
Page 749 and 750: This percentage of the left-over is
Page 751 and 752: E-education, in the personalised we
Page 753 and 754: According to (Michael 2002, 1993-20
Page 755 and 756: 740 teaching. (Eric Document Reprod
Page 757 and 758: Introduction The concept of videoco
Page 759 and 760: evaluation program at higher instit
Page 761 and 762: est of an organisation. Precisely,
Page 763 and 764: 748 Design & Develop Content Articu
Page 765 and 766: Students’ Projects Supervision (S
Page 767 and 768: knowledge of both tacit and explici
Page 769 and 770: Introduction Education Policy in an
Page 771 and 772: Therefore, in consonance with the N
Page 773 and 774: 758 • Policy Ideas and Thoughts (
Page 775 and 776: eveal that a wide gap exist in this
Page 777 and 778: BARRIERS TO THE USE OF INFORMATION
Page 779 and 780: Literature Review John Daniel (2006
Page 781 and 782: Methodology The subjects for the re
Page 783 and 784: In table 6, respondents identify th
Page 785 and 786:
73.1% (63.3% and 9.8%) for cost of
Page 787 and 788:
772 Anniversary Conference, 23 Augu
Page 789:
774
show all

Open and Distance Learning for Sustainable Development

Create successful ePaper yourself

Delete template?

Save as template?