Trends in Distance Education and Open Learning: Policy ... - ADEA

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EditorialTrends in Distance Education and Open Learning:Policy PapersThis new on-line publication, Trends in Distance Education and Open Learning: PolicyPapers, has been initiated by the Working Group on Distance Education and OpenLearning (WGDEOL) of the Association for the Development of Education in Africa(ADEA). The aim is to meet the growing demands of policy makers, practitioners,educators and learners especially in Africa where although e/open-learning is becomingpopular it remains at its infancy stage 1 with a wide variety of practices. The silver liningis that there is appreciable enthusiasm amongst African experts for developing thepotential of e-learning 2 .Africa is facing several challenges. The donors are reducing their aid to education bynearly US$20 billion annually 3 . Consequently, the lack of funding has resulted in fewerclassrooms, poorer quality of education, acute teacher shortages, insufficient number ofbooks as well as larger number of children who are out of school. These effects aremore strongly felt in Africa especially Sub-Saharan Africa. An additional 1.9 millionteaching posts need to be established to achieve universal primary education by 2015;more than half of them are required in sub-Saharan Africa, where pupil/teacher ratiosare high. About 17 percent of the world’s adults – 796 million people –still lack basicliteracy skills 3 . Nearly two-thirds are women. Lack of literacy skills can have severeconsequences like in Malawi, 60 percent of mothers with secondary education or higherwere aware that drugs could reduce transmission risks, compared with 27 percent ofwomen with no education 3 . Well educated citizens also acquire other essential skills fora flourishing multi-cultural society like the skill of living peacefully with other people. Insuch a situation how do we implement the directives of Article 26 of the UniversalDeclaration of Human Rights which calls upon the world leaders to make fundamental1 Eke, H. N. (2010) “The perspective of e-learning and libraries in Africa: challenges and opportunities”, LibraryReview, Vol. 59 No. 4, pp. 274-290.2 Unwin, T. (2008). Survey of e-learning in Africa. [Online] available: http:/www.comminit.com/en/node3 EFA Global Monitoring Report 20112
education free and elementary education compulsory 4 ? It is advocated that DEOL canhelp.There have been several phases in the development of online-learning. The first phasewas closely related to establishment of the Computer Based Training Systems createdin 1984 which was followed by the CD-ROMs that were used to train people. In thesecond phase on-line learning was mainly concerned with the delivery of text-basedprogrammes with negligible web-based discussion and chat rooms. Use of email andthe Internet focussed on interaction through text-based exchanges that also allowed filesharing through attachments. In the present phase the focus is on virtual reality thatallow effective interaction in virtual classrooms setups as well as on mobile telephonesfor ubiquitous distance education.The definition of e-learning has also evolved. In late 1997, learning guru Elliott Masie 5said, “Online learning is the use of network technology to design, deliver, select,administer, and extend learning.” In 1998, Jay Cross 4 wrote, “eLearning is learning onInternet Time, the convergence of learning and networks. E-Learning is a vision of whatcorporate training can become. E-Learning is to traditional training as e-Business is tobusiness as usual.” In 1999, Cisco stated that, “eLearning is Internet-enabled learning.Components can include content delivery in multiple formats, management of thelearning experience, and a networked community of learners, content developers andexperts.” According to Eke (2010), “e-learning is generally seen as either learning viathe Internet or any other electronic means or gadgets. E-learning comes in differentformats and categories.”Another noticeable change is that previously DEOL tutors were selected among thosetutoring in conventional education who did not know much about the mechanics ofDEOL; however, currently we are witnessing an increasing number of professional DEOLexperts.4 http://www.un.org/Overview/rights.html5 Cross, J. (2004),” An informal history of eLearning”, On the Horizon, Vol.12, No. 3, pp. 103-110.3
Page 1: Associationfor theDevelopmentofEduc
Page 5 and 6: Paper 01-0102Use of Mobile Learning
Page 7 and 8: Table of ContentAcknowledgmentsIntr
Page 9 and 10: Executive SummaryThe study presente
Page 11 and 12: (iii)Use of mobile applications and
Page 13 and 14: IntroductionMobile Learning often r
Page 15 and 16: how these technologies are linked t
Page 17 and 18: The learner’s mobile device can b
Page 19 and 20: 4. M-learning FrameworksFraming m-l
Page 21 and 22: Figure I.4 Framework of the mobile
Page 23 and 24: Means-ends Objective Network (Gray
Page 25 and 26: 5. Interoperability with VLESAs it
Page 27 and 28: 7. Formal and informal training set
Page 29 and 30: 9. Teachers trainingCan mobile lear
Page 31 and 32: 11. Social AspectThe paradox of the
Page 33 and 34: the PDA to source further informati
Page 35 and 36: 14. Enterprise Mobile LearningEnter
Page 37 and 38: Part II: Current and Emerging Appli
Page 39 and 40: As per figure II.2, 2 billion peopl
Page 41 and 42: Figure II.4Figure II.5 Sub Saharan
Page 43 and 44: 5. Wireless TechnologiesThe telecom
Page 45 and 46: 7. CSIRO breakthroughBroadband comi
Page 47 and 48: 8. Satellite CommunicationsLow cost
Page 49 and 50: 9. The Market, Products & Services
Page 51 and 52: 10. Challenges & ConstraintsCommon
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11. Broadening Access to rural area
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wishes to conduct mobile testing or
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14. In memory analyticsIn memory an
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15. Augmented Reality & LearningAug
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2. AsiaA research project was set u
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3. M-learning projects in AfricaM-U
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Nearly 30% of All Africans Subscrib
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from the AMREF office. Other initia
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Source: Technology & Learning - Sch
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7. The KLIV projectThe KLIV Project
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Figure III.2 , Scenario of interact
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10. Use of m-learning in Universiti
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The use of Podcasts by Universities
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user-agent (most widely used)x-oper
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was envisaged that the project woul
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Research Gaps & DirectionsIf we are
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Test Design Approaches: To figure w
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RecommendationsThe list of recommen
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A Framework for Mobile Learning and
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- Stakeholders (sub levels: learner
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- Academic support (sub levels: sup
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The first objective set for Part II
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Turkish Online Journal of Distance
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INSEAD, NOKIA, and ICUS formed an A
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the iPad).CalendarThe Calendar app
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Connections to "visualize a new kin
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TUSK is a "dynamic multimedia knowl
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References4G: The Future Mobile Tec
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For the state of the art report Con
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Attewell, J. (2005). From research
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