ACDE PAPERS IN BOOK FORM 1.pdf - National Open University of ...

More documents

Recommendations

Info

involves proprietary or open source software. Teachers and institutions should choose the best tool for the job in the light of their own circumstances. In any case, in this fast changing world educational institutions have more pressing challenges than personal software choices. One is the interoperability of digital content among different systems and the use of open standards. The reason that the Internet grew exponentially was because of interoperable technologies, such as specifications, guidelines, software, and tools. For example, the Hypertext Markup Language (HTML) is an open specification administered by the World Wide Web consortium that defines the basic building blocks of a web page. Open standards enable private software companies and open source developers to speak the same language, which leads to a wide choice of browsers, editors and authoring tools that produce interoperable content. There is an encouraging trend towards greater openness, for example in the area of word- processing with the introduction of the Open Packaging Convention. COL urges all concerned to work through the issues so that we can exchange documents more freely between systems. This is not a game of winner take all, but rather of finding the best answers for all the world's computer users. We believe there is enough maturity and technical skill to accomplish this. Beware of claims that eLearning is cheap. Like all distance education the major cost is the time that teachers, learning designers, graphic artists and editors spend developing high quality learning materials. Having made that investment you want to ensure that it transfers between software. Interoperability protects your investment by requiring content to be stored using open standards and open file formats. In COL's policy work, we advise governments and institutions to assess all implications of their choices when making software procurement decisions. They should take a long-term view of flexibility, cost and vendor dependency. Training No combination of connectivity, equipment and software does any good unless people can use it. Although the teach-yourself approach suits ICTs because training is often built in, it is still helpful to seed that process with some formal training. 20
This is one major purpose of the Virtual University for Small States of the Commonwealth (COL 2008a, 2008b, West & Daniel, 2008) which COL is coordinating on behalf of the ministers of education of 30 small states, eight of them here in Africa. The other main aim is to produce eLearning materials as Open Educational Resources on a variety of skills-based postsecondary topics chosen by the ministers in order to reinforce the offerings of the existing tertiary institutions in these states. The VUSSC, as we call it, is not a new tertiary institution but a way of networking the existing ones so that they can raise their game in eLearning. To launch the development of eLearning materials in each new subject COL convenes a three-week workshop in one of the small states and all the states who are interested in developing that subject send experts to the workshop. At the workshop they get training in methods of distance education design and development, collaborative development strategies and tools, and a range of different technologies that are used in eLearning development. Participants acquire these skills while working on real courses. COL has organised five of these workshops since 2006: on Tourism & Entrepreneurship; Teacher Development; Life Skills; Disaster Management and Fisheries. Over this period we have achieved a progressively better blend of training and course writing. An important requirement is that VUSSC workshop participants train colleagues when they return home. Nearly 100 people have now attended VUSSC workshops and we estimate that they have trained another 400 colleagues between them. This is quite a significant increase in the pool of ICT-trained professionals in these small countries. The natives of North America, what we call in Canada the First Nations, have a proverb: "Tell me and I'll forget, show me and I may not remember, involve me, and I'll understand". This inspired COL's Learning4Content project. With funding support from the William and Flora Hewlett Foundation, COL is providing free training for lecturers, teachers and trainers in developing OER content on WikiEducator. Their contribution, in return, is to share their knowledge freely by making available as an OER a lesson on a subject of their choice. Learning4Content is a partnership. We aim to schedule at least two face-to-face workshops in each Commonwealth country. COL will identify and support a facilitator for each face-to- face workshop but participating ministries or institutions must provide access to a computer lab and underwrite all local country costs. We also offer a free online version of the workshop every month and extend a warm invitation to educators in your countries to sign up for this training opportunity. To date 21
Page 1 and 2: RETHINKING OPEN AND DISTANCE LEARNI
Page 3 and 4: poor governance, economic and socia
Page 5 and 6: opposition, discouragement and some
Page 7 and 8: distance learning. He simply stumbl
Page 9 and 10: decides and provides for the town,
Page 11 and 12: There is currently considerable req
Page 13 and 14: African Council for Distance Educat
Page 15 and 16: There are various reasons for the d
Page 17 and 18: I well remember that when we were i
Page 19: (http://www.tuxlabs.org.za/). Schoo
Page 23 and 24: Commonwealth of Learning (2008a) J.
Page 25 and 26: characteristics including physical
Page 27 and 28: Internet technologies but the pione
Page 29 and 30: I am mindful of the existing challe
Page 31 and 32: maintenance and construction (of bo
Page 33 and 34: Meeting the Challenge of the Millen
Page 35 and 36: Quite clearly ODL practices have a
Page 37 and 38: Distance learning methods can be us
Page 39 and 40: live in a world where ‘merchants
Page 41 and 42: OPEN AND DISTANCE LEARNING FOR SUST
Page 43 and 44: I. THE SOUTHEAST ASIAN REGION South
Page 45 and 46: Table 2: GDP Expenditure on Educati
Page 47 and 48: element in ODL. Where technology is
Page 49 and 50: In Cambodia, which still lacks an a
Page 51 and 52: V. SEA AND SUSTAINABLE DEVELOPMENT:
Page 53 and 54: As asserted by Daniel et al. (2006)
Page 55 and 56: REFERENCES: Arbo, P., & Benneworth,
Page 57 and 58: This paper explores this issue with
Page 59 and 60: The discourse has therefore seen a
Page 61 and 62: (Adler & Reed 2002; Mattson 2004).
Page 63 and 64: journey home from the workshop, and
Page 67 and 68: • A clear understanding of the co
Page 69 and 70: making it possible for them to link
Page 71 and 72:
An additional area to be considered
Page 73 and 74:
References Adler, J. & Reed, Y. Eds
Page 75 and 76:
Robinson, B. & Latchem, C. Eds. 200
Page 77 and 78:
Step 4: EVALUATE AND EXTEND THE PLA
Page 79 and 80:
LANGUAGE AND LINGUISTIC FACTORS IN
Page 81 and 82:
2.2. Education and National Develop
Page 83 and 84:
This should be envisaged along with
Page 85 and 86:
Goal: To monitor emerging internati
Page 87 and 88:
produced the first generation of Fr
Page 89 and 90:
and cultural affinity with its neig
Page 91 and 92:
Major Vehicular Cross Border Langua
Page 93 and 94:
CONCLUSION Knowledge production in
Page 95 and 96:
SPEECH DELIVERED BY PROF. U. JOY OG
Page 97 and 98:
sustainable development or its equi
Page 99 and 100:
2006/2007 • Energy for Sustainabl
Page 101 and 102:
document, and to develop web-based
Page 103 and 104:
The matrix under this theme further
Page 105 and 106:
management practices. In the curren
Page 107 and 108:
“The Missing Piece”, Social-Emo
Page 109 and 110:
national resources that need to be
Page 111 and 112:
Ho1 : There is no significant diffe
Page 113 and 114:
Childhood Education Department, ( K
Page 115 and 116:
Cooperative play 751 3.39* 1.06 Cop
Page 117:
Kamunge, J. M., (1988). Report of t
Page 120 and 121:
QUALITY ASSURANCE IN OPEN AND DISTA
Page 122 and 123:
admitted in the existing universiti
Page 124 and 125:
In summary, it can be looked at as
Page 126 and 127:
Learning is fundamental to the achi
Page 128 and 129:
Robinson, B. (1994) “Assuring Qua
Page 130 and 131:
INTRODUCTION I n t h e l a s t d e
Page 132 and 133:
s e r v e t h e e d u c a t i o n a
Page 134 and 135:
R E S E A R C H Q U E S T I O N S T
Page 136 and 137:
S / N S / N P h i l o s o p h y & O
Page 138 and 139:
I t e m S / N T a b l e 3 a b o v e
Page 140 and 141:
I t e m S / N R a t i n g o f S t a
Page 142 and 143:
I t e m S / N c o m p e t e n c e i
Page 144 and 145:
T h e d e l a y s i n r e l e a s i
Page 146 and 147:
R E F E R E N C E S A y a d i , F e
Page 148 and 149:
STRATEGIES FOR PREVENTING HIV/AIDS
Page 150 and 151:
The major purpose of the study was
Page 152 and 153:
17 Poverty alleviation. 74 12 8 6 3
Page 154 and 155:
the mean scores of 2.50 and above.
Page 156 and 157:
should counsel the medical personne
Page 158 and 159:
University of Zambia E-mail: nkosha
Page 160 and 161:
offered by the University of Zambia
Page 162 and 163:
• Revising Resident Lecturers’
Page 164 and 165:
of future generations to meet their
Page 166 and 167:
Transition in their role and status
Page 168 and 169:
ii. gender, it is difficult to recr
Page 170 and 171:
Perraton, H. Creed, C. and Robinson
Page 172 and 173:
eveals that millions of distant stu
Page 174 and 175:
1. To analyze the situation of gend
Page 176 and 177:
The enrollment ratio of the girls i
Page 179 and 180:
YEAR Table: 1 Total public and priv
Page 181 and 182:
Annexure-6 Table: 6 Gender Wise, Le
Page 183 and 184:
Annexure- 10 Table: 10 Gender Wise,
Page 185 and 186:
Annexure -15 Table: 15 Gender Wise,
Page 187 and 188:
and with increasing vigour the “e
Page 189 and 190:
interruptions in the school system.
Page 191 and 192:
ten thousand students. A similar nu
Page 193 and 194:
(i) Bachelor of Education (Primary
Page 195 and 196:
IV. Challenges and Implications Ege
Page 197 and 198:
Filip B. (2000). “Distance educat
Page 199 and 200:
ABSTRACT Open and Distance Learning
Page 201 and 202:
h e r , d i s t a n c e l e a r n i
Page 203 and 204:
e l o o k e d i n t o . S u c h i n
Page 205 and 206:
I n i t i a l v is i t s t o i n s
Page 207 and 208:
I t e m S / N R a t i n g o f O D L
Page 209 and 210:
I t e m S / N R o m , A u d i o - v
Page 211 and 212:
i n t e r a c t i v e i n s t r u c
Page 213 and 214:
O D L p r o g r a m m e . T a b l e
Page 215 and 216:
c o n t i n u o u s l y m o n i t o
Page 217 and 218:
R E F E R E N C E A d e g o k e , K
Page 219 and 220:
Psychological Preparedness of Dista
Page 221 and 222:
students who are not well prepared
Page 223 and 224:
3. RESULTS Most school-based studen
Page 225 and 226:
part of the universities. Students
Page 227 and 228:
Jennifer Glennie, SAIDE (jennyg@sai
Page 229 and 230:
esponsibilities to existing full-ti
Page 231 and 232:
occasional face-to-face contact and
Page 233 and 234:
• Teachers with a sufficient base
Page 235:
‘sense of plausibility’ about w
Page 239 and 240:
sessions, could go a long way towar
Page 241 and 242:
We would argue the need for site-ba
Page 243 and 244:
References Adler, J. & Reed, Y. Eds
Page 245 and 246:
Sayed, Y. 2006. Mapping Regional Te
Page 247 and 248:
This would give us n ( n − 1) 2 a
Page 249 and 250:
The Context of Open and Distance Ed
Page 251 and 252:
Development Goals (MDGs) have had a
Page 253 and 254:
In response to the questions regard
Page 255 and 256:
use( Karani, 2004 ). The absence of
Page 257 and 258:
References Association of African U
Page 259 and 260:
The World Education Forum in Dakar,
Page 261 and 262:
affairs. Newspapers offer context-e
Page 263 and 264:
Another level of Type 2 literacy in
Page 265 and 266:
The Indispensability of Literacy: A
Page 267 and 268:
Agriculture and the Millennium Deve
Page 269 and 270:
increased incomes. It also directly
Page 271 and 272:
seeks to reduce poverty among peasa
Page 273 and 274:
Reconstructing Masculinity and Powe
Page 275 and 276:
Page 277 and 278:
politics are interconnected, langua
Page 279 and 280:
7. Thus: We shall ascend to power o
Page 281 and 282:
2 4. 2 5. 2 6. 2 7. 2 8. hands capt
Page 283 and 284:
The thematic equative in most cases
Page 285 and 286:
the thirty sentences above demonstr
Page 287 and 288:
Humiliation - self-esteem Dignity -
Page 289 and 290:
Fairclough, N. 1995 Critical Discou
Page 291 and 292:
coupled with local and internationa
Page 293 and 294:
overhead cost come first before mat
Page 295 and 296:
• Basic Anatomy and Physiology of
Page 297 and 298:
Course material design stage compri
Page 299 and 300:
UN AIDS (2002) Improved Methods and
Page 301 and 302:
attempts to address the needs of Qu
Page 303 and 304:
concerns. Junaid et al. submit that
Page 305 and 306:
as a component of the Qur'anic scho
Page 307 and 308:
Prof. Dele Braimoh University of So
Page 309 and 310:
“Demystifying the Ph.D” posted
Page 311 and 312:
knowledge) inclination to actual in
Page 313 and 314:
theses/dissertation/projects), and,
Page 315 and 316:
Empowering the academics and or lea
Page 317 and 318:
Capacity building model for Academi
Page 319 and 320:
Majority of senior academics in our
Page 321 and 322:
A paradox of reality is with the cu
Page 323 and 324:
DELE BRAIMOH Dele BRAIMOH is a Prof
Page 325 and 326:
Postal Address: Department of Dista
Page 327 and 328:
counsellors, student support staff,
Page 329 and 330:
Characteristics of respondents The
Page 331 and 332:
that they respond to students’ co
Page 333 and 334:
of an institution will be able to a
Page 335 and 336:
Mishra , S.(2007) "Towards A Qualit
Page 337 and 338:
INTRODUCTION The challenges of cont
Page 339 and 340:
consequences such as high propensit
Page 341 and 342:
appropriate machinery for manpower
Page 343 and 344:
014Biological Ageing: Skin. Hair. H
Page 345 and 346:
RECOMMENDATIONS From the deductions
Page 347 and 348:
Innovative Method of HIV/AIDS Educa
Page 349 and 350:
is said to be fuelled in the countr
Page 351 and 352:
following characteristics: separati
Page 353 and 354:
The course: Management and Care of
Page 355 and 356:
• It seeks to provide the much ne
Page 357 and 358:
Nwaocha, V.O a , Inyiama H.C b Univ
Page 359 and 360:
through universities or corresponde
Page 361 and 362:
II. External Problems Energy relate
Page 363 and 364:
Borisade, F. T. (2007) Evaluation o
Page 365 and 366:
short and long term; the HIV/AIDS p
Page 367 and 368:
estimated 1.8 percent of the adult
Page 369 and 370:
facilitate human resource capacity
Page 371 and 372:
y the COL agenda and the Swedish Po
Page 373 and 374:
Impact of Socio-Cultural Elements o
Page 375 and 376:
formality. Formal learning and teac
Page 377 and 378:
would go a long way in making our p
Page 379 and 380:
Works Cited Print course materials
Page 381 and 382:
OPEN AND DISTANCE LEARNING AS A STR
Page 383 and 384:
occasional face-to-face meeting and
Page 385 and 386:
to reach” farmers should begin fr
Page 387 and 388:
farmer instructions should be well
Page 389 and 390:
training programme is the extent to
Page 391 and 392:
1. Technical Competency: The core o
Page 393 and 394:
Small farmer ratio of 1:2.000 is st
Page 395 and 396:
Common Wealth of Learning 2004: “
Page 397 and 398:
Introduction It is generally agreed
Page 399 and 400:
Learning provides awareness to educ
Page 401 and 402:
lind will be different from that of
Page 403 and 404:
References Clark, T. (2004); Attitu
Page 405 and 406:
Sub-theme: Meeting the Challenges o
Page 407 and 408:
to literacy which goes beyond abili
Page 409 and 410:
through e-mail .3 .1 .9 .6 11 ODL p
Page 411 and 412:
(16) On the issue of ODL strategies
Page 413 and 414:
Tawo, R. E; A. B. Arikpo, M. U. Oju
Page 415 and 416:
Page 417 and 418:
As a woman, I am a consumer of masc
Page 419 and 420:
Clause Complex Structure Sentence C
Page 421 and 422:
1 5. 1 6. 1 7. 1 8. 1 9. 2 0. 2 1.
Page 423 and 424:
2 9. 3 0. of a Robert Mugabe (where
Page 425 and 426:
why is the woman writer Taslima Nas
Page 427 and 428:
Super ordinate Terms: Co-Hyponyms H
Page 429 and 430:
Learning (ODL) cannot be disputed a
Page 431 and 432:
ABSTRACT Prof. ‘Fola Adebanjo and
Page 433 and 434:
NOUN admitted students into its nur
Page 435 and 436:
• Research into the outcomes of o
Page 437 and 438:
Introduction: Entrepreneurship is a
Page 439 and 440:
Why Study Entrepreneurship Programm
Page 441 and 442:
acquiring education, some are worki
Page 443 and 444:
situation has now changed with the
Page 445 and 446:
The focus of any quality system mus
Page 447 and 448:
We have a lot of entrepreneurs who
Page 449 and 450:
Sexton, D. L., & Upton, N. B (1990)
Page 451 and 452:
evidence of (Fasokun 2006, 21-43) a
Page 453 and 454:
5 system, ODL encourages the workin
Page 455 and 456:
information and awareness for globa
Page 457 and 458:
110) warned that, any programme of
Page 459 and 460:
CONTEMPORARY TERMS IN WORKPLACE AND
Page 461 and 462:
Sub-theme: Open Learning and Distan
Page 463 and 464:
sense of community with other stude
Page 465 and 466:
qualification for entry into the te
Page 467 and 468:
and go to the centre for tutorials
Page 469 and 470:
PURPOSE This study examined how ade
Page 471 and 472:
13 My job cannot allow me go back t
Page 473 and 474:
agreed while 203 (67.7%) disagreed
Page 475 and 476:
Variable Sex N Mean SD t-cal. df P
Page 477 and 478:
The NTI ODL programme was seen to b
Page 479 and 480:
Adeyemi, T.O. 2007. Teacher prepara
Page 481 and 482:
ustainable Human Development throug
Page 483 and 484:
Human beings can live long if they
Page 485 and 486:
Millen and Fallows, 2006:31). Viole
Page 487 and 488:
Children have the right to healthy
Page 489 and 490:
Gusau, U. B. (2007). Chemistry and
Page 491 and 492:
Abstract Demands for opportunities
Page 493 and 494:
means of providing the much needed
Page 495 and 496:
characterizes the case for the incr
Page 497 and 498:
Traditional university education ha
Page 499 and 500:
present to clarify, discuss or prov
Page 501 and 502:
who can establish residence on its
Page 503 and 504:
WOMEN EMPOWERMENT AND OPEN LEARNING
Page 505 and 506:
It is impractical, in the present c
Page 507 and 508:
died, and he had two children. Mina
Page 509 and 510:
primary school very near to their h
Page 511 and 512:
Some of the commonalities that are
Page 513 and 514:
WOMEN IN PURDAH: THE CHALLENGES OF
Page 515 and 516:
expected to attend. They are not al
Page 517 and 518:
No. of Female Figure 1 Total Number
Page 519 and 520:
Total Population of Female in North
Page 521 and 522:
Education and Women Empowerment Wom
Page 523 and 524:
No. of Stude nts Total Population o
Page 525 and 526:
References Bay, B. (1982). Dependen
Page 527 and 528:
Training of Untrained Teachers by O
Page 529 and 530:
• Workshops ASSIGNMENTS Assignmen
Page 531 and 532:
6 0510 0 0 0 0 0.00 0 0 0.00 0 0 0
Page 533 and 534:
33 5127 W. Champaran 821 75 75 8 6
Page 535 and 536:
is, yet you don’t know what it is
Page 537 and 538:
Within the framework of their state
Page 539 and 540:
interests as well as other social,
Page 541 and 542:
selection, curriculum design, cours
Page 543 and 544:
CAPACITY BUILDING AND REHABILITATIO
Page 545 and 546:
The Constitutional provision has bu
Page 547 and 548:
as a law abiding member 22 . Also t
Page 549 and 550:
Awaiting Trial Convicts 29.8 25.3 2
Page 551 and 552:
opportunity to actually undertake p
Page 553 and 554:
Considering that the proficiency ce
Page 555 and 556:
Abstract: SCHOOL OF ARTS AND SOCIAL
Page 557 and 558:
market. 8 Open Distance Learning pr
Page 559 and 560:
Open Distance Learning education co
Page 561 and 562:
and convicts in particular. Detaine
Page 563 and 564:
Incorporating Relationship Marketin
Page 565 and 566:
the students. Formulating a policy
Page 567 and 568:
University policy. The survey popul
Page 569 and 570:
espondents said were not aware whil
Page 571 and 572:
23.3% said that there is no such po
Page 573 and 574:
McCarthy, E.J. and Perreault, W. D.
Page 575 and 576:
technologies, there has been an exp
Page 577 and 578:
advertorials or as a result of ambi
Page 579 and 580:
addition to the fact that the main
Page 581 and 582:
NOT to be the first choice of the p
Page 583 and 584:
Abstract: E. A. Adegbola (Mrs) and
Page 585 and 586:
Identifying Training Needs: Trainin
Page 587 and 588:
• Personal growth opportunities f
Page 589 and 590:
learners prefer the face-to-face te
Page 591 and 592:
SUB THEME IV Quality Assurance in O
Page 593 and 594:
1.2 Strategic Objectives The strate
Page 595 and 596:
future careers. Also, students who
Page 597 and 598:
Table 2: Notional Budget Item Amoun
Page 599 and 600:
LITERATURE REVIEW Text difficulty i
Page 601 and 602:
style of writing a particular text.
Page 603 and 604:
Table 4: Percentage of Learners’
Page 605 and 606:
DISCUSSION Research Question 1: Are
Page 607 and 608:
• adequate upgrade of course mate
Page 609 and 610:
CHALLENGES OF QUALITY ASSURANCE IN
Page 611 and 612:
The challenges of quality assurance
Page 613 and 614:
Encouraged by the response to the p
Page 615 and 616:
14/16 AHMADU BELLO WAY, VICTORIA IS
Page 617 and 618:
In Open and Distance Education, the
Page 619 and 620:
for the message, and design message
Page 621 and 622:
Counselling by computer or interact
Page 623 and 624:
a) which media attributes are best
Page 625 and 626:
UNESCO, (2002) Open and distance le
Page 627 and 628:
in the University of Lagos as a fol
Page 629 and 630:
educational qualification - no entr
Page 631 and 632:
1) Quality of Inputs This involves
Page 633 and 634:
1) Computer: This is an electronic
Page 635 and 636:
etrieve students’ files from the
Page 637 and 638:
(1) Teachers in distance learning p
Page 639 and 640:
Matthew, A.G. (2007). Open and Dist
Page 641 and 642:
Many of these are similar to the be
Page 643 and 644:
The subject is broken into three mo
Page 645 and 646:
Assessment of forum participation T
Page 647 and 648:
met with some resistance and are ve
Page 649 and 650:
Training of Untrained Teachers by O
Page 651 and 652:
ES-204 Teaching Health, Physical Ed
Page 653 and 654:
Almost 98.04 % of the teacher-stude
Page 655 and 656:
Table 2: Analysis of Feedbak S.No.
Page 657 and 658:
GRACE IYABO OSUMAN Liaison Manager
Page 659 and 660:
• They deliver their courses usin
Page 661 and 662:
• They provide regular counseling
Page 663 and 664:
• Course developers are academic
Page 665 and 666:
units of the department; the Academ
Page 667 and 668:
(iii) Indira Gandhi National Open U
Page 669 and 670:
selection, training and support of
Page 671 and 672:
Ramakrishna, C.P. (1995), Managemen
Page 673 and 674:
The society itself is expecting the
Page 675 and 676:
Based on the learning outcomes of a
Page 677 and 678:
inform decision makers about the ty
Page 679 and 680:
INCORPORATING RELATIONSHIP MARKETIN
Page 681 and 682:
student's preferences, activities,
Page 683 and 684:
Characteristics of respondents The
Page 685 and 686:
ecords. This implies that follow-up
Page 687 and 688:
Makerere University to build compet
Page 689 and 690:
Nakibuuka, D. (2005). “Determinan
Page 691 and 692:
ABSTRACT Attrition has always been
Page 693 and 694:
courses, namely Infoprint Manager O
Page 695 and 696:
Out of the total number of students
Page 697 and 698:
No 4.5% Response 11. Did you withdr
Page 699 and 700:
most of the learners do not use thi
Page 701 and 702:
Strengthening African Capacity in N
Page 703 and 704:
3.2The Pilot Experimental Phase: Th
Page 705 and 706:
institutions, and ensured that each
Page 707 and 708:
STUDENTS’ RATING OF ACADEMIC FACI
Page 709 and 710:
ecommendations. This is pointed out
Page 711 and 712:
should be assimilated into the qual
Page 713 and 714:
potentiality of human resource of e
Page 715 and 716:
As the use of distance education mo
Page 717 and 718:
criteria of opportunity to attend u
Page 719 and 720:
are: New Partnership for African De
Page 721 and 722:
The arrangement for delivery of ODL
Page 723 and 724:
REFERENCES Bates, T. 2000. Distance
Page 725 and 726:
frameworks in the study materials a
Page 727 and 728:
• They possibly feel a sense of i
Page 729 and 730:
Media for Counselling • Provides
Page 731 and 732:
If enhanced quality education is in
Page 733 and 734:
INCREASING TEACHER QUANTITY AND QUA
Page 735 and 736:
above are central to the socioecono
Page 737 and 738:
of quality human resource is centra
Page 739 and 740:
teachers are trained in the Faculti
Page 741 and 742:
years of study and specialize in tw
Page 743 and 744:
Further it is observed that there h
Page 745 and 746:
SUB THEME V Collaboration and Partn
Page 747 and 748:
Collaboration between Open and Dist
Page 749 and 750:
Target Clients The National Open Un
Page 751 and 752:
- sourcing for relevant materials a
Page 753 and 754:
Conclusion This study establishes t
Page 755 and 756:
appropriate economies and cost effi
Page 757 and 758:
effort that inspires national commi
Page 759 and 760:
Finally, lessons from other countri
Page 761 and 762:
to a greater or lesser extent. They
Page 763 and 764:
vi. Internet delivery uses the Inte
Page 765 and 766:
Koorts, A. S. (2000) Global, Social
Page 767 and 768:
Enhance Cohesive Strength and Exten
Page 769 and 770:
papers, China’s radio and TV univ
Page 771 and 772:
satellite TV channel, providing Ame
Page 773 and 774:
In this framework GUIDE Association
Page 775 and 776:
In each one of the three countries
Page 777 and 778:
professionals, students, teachers a
Page 779 and 780:
ICT and Quality Assurance in ODL Dr
Page 781 and 782:
2. NCVER publication : Review of Re
Page 783 and 784:
In today’s environment of globali
Page 785 and 786:
TABLE1: STATUS OF UNIVERSITIES IN T
Page 787 and 788:
available in public universities. A
Page 789 and 790:
How the open and distance education
Page 791 and 792:
Most distance education institution
Page 793 and 794:
In 2004 we started to implement the
Page 795 and 796:
a proactive role in guiding their s
Page 797 and 798:
expanding body of high quality, onl
Page 799 and 800:
Would you be interested in continui
Page 801 and 802:
quit clear; educated people have hi
Page 803 and 804:
IT infrastructure to support the co
Page 805 and 806:
•The tag can trigger security ala
Page 807 and 808:
FACING THE CHALLENGES IN DESIGN & I
Page 809 and 810:
ASIA REGION Internet Usage in Asia
Page 811 and 812:
preparation of new teachers, includ
Page 813 and 814:
Communication technologies used in
Page 815 and 816:
ACKNOWLEDGEMENT I am grateful to my
Page 817 and 818:
social entrepreneurships training,
Page 819 and 820:
similar and previous efforts, we be
Page 821 and 822:
Instructional Scaffolding: An Exper
Page 823 and 824:
Professor: Alright. A system is any
Page 825 and 826:
mobile phone beyond simple voice co
Page 827 and 828:
vital instrument towards transfer o
Page 829 and 830:
• WiZiQ (www.wiziq.com): This is
Page 831 and 832:
M-Learning: An Emerging Trend in e-
Page 833 and 834:
to the M-Learning environment, and
Page 835 and 836:
- These devices engage learners you
Page 837 and 838:
Mlearning in Education 2006 a summa
Page 839 and 840:
As stated in the outline agreements
Page 841 and 842:
To reach all these goals, outline c
Page 843 and 844:
Bader/Schäfer infer educationally
Page 845 and 846:
2.2 An exemplary realization of lea
Page 847 and 848:
Figure 3: An exemplary learning fie
Page 849 and 850:
according to Möller 66 , and calls
Page 851 and 852:
TECHNOLOGICAL AND PEDAGOGICAL ISSUE
Page 853 and 854:
included large scale subject-specif
Page 855 and 856:
Figure 3 - Stakeholders within the
Page 857 and 858:
Figure 5 - Multimedia Learning Obje
Page 859 and 860:
The additional benefit of utilizing
Page 861 and 862:
Teaching Technical Courses through
Page 863 and 864:
all forms of complex and dubious ad
Page 865 and 866:
TOTAL APPLICATIONS/ADMITTED 1200000
Page 867 and 868:
TABLE 2: TEACHING MODES FOR DISTANC
Page 869 and 870:
POSSIBILITIES OF TECHNICAL COURSES
Page 871 and 872:
participating student site. For exa
Page 873 and 874:
WCEFA (1990). The Communique: Artic
Page 875 and 876:
necessary for high-fidelity streami
Page 877 and 878:
intuitive to a wider range of users
Page 879 and 880:
References Adenikinju, A.F. (2003).
Page 881 and 882:
1. Tacit Knowledge versus Explicit
Page 883 and 884:
Implementation Resources: These are
Page 885 and 886:
The procedure above assumes a numbe
Page 887 and 888:
qualified experts to supervise or c
Page 889:
Koogle, T. (2000): ‘Organising Kn
show all

ACDE PAPERS IN BOOK FORM 1.pdf - National Open University of ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?