e-learning

Open educational resources (OER) are materials used to support education that may be freely accessed, reused, modified and shared. This report aims to outline key issues and mage suggestions for integrating OER into higher education.

The purpose of this report is to encourage decision makers in governments and institutions to invest in the systematic production, adaptation and use of OER and to bring them into the mainstream of higher education in order to improve the quality of curricula and teaching and to reduce costs.

The present study aims at identifying innovative and good practices of open and distance learning (ODL) in Asia and the Pacific region at the tertiary education level, and sharing the findings to promote knowledge sharing with ODL institutions. To achieve these objectives, a survey of ODL institutions in the Asia and the Pacific region and analyses of published documents and websites have been conducted.

This report presents evidence of the role of communications in education and identifies its strengths and weaknesses. The paper focus on spaces for communications in education, the processes of communications, and the direct and indirect impacts of communications initiatives. It gives examples of a range of communication initiatives and provides evidence of impact, where available. The study is a desk-based review of documentation available about the spaces, processes and impacts of communications in the formal education sector.

This study describes the experiences, achievements and lessons learned of the International Institute for Communication and Development (IICD) and its partners in using ICT to enhance education through thirty-two projects and ICT policy processes over eight years in Jamaica, Bolivia, Zambia, Burkina Faso, Mali, Ghana, Tanzania and Uganda.

The book pursues two key purposes. The first is to specify a curriculum in ICT for secondary schools that is in line with current international trends. The second is to propose a programme of professional development for teachers necessary to implement the specified ICT curriculum successfully. In addition, it provides a practical and realistic approach to curriculum and teacher development that can be implemented quickly and cost effectively, according to available resources.

Drawing on the wealth of worldwide knowledge and experience, this book analyses the rationales and realities of ICTs for education, examines the options and choices for applying them and identifies a series of case studies to illustrate aspects of integrating ICTs into learning systems in different environments. How ICTs can promote improvements in educational reach and delivery is considered, along with issues of content, learning outcomes, teaching, quality and relevance in developing countries.

This report explores the challenges to education and training systems that the knowledge economy presents. It outlines policy options for addressing these challenges and developing viable systems of lifelong learning in developing countries and countries with transition economies. It encourages countries to look beyond traditional approaches to education and training and to engage in a policy dialogue on the pedagogical and economic consequence of lifelong learning.

This e-primer provides an overview of the potential benefits of information and communication technologies (ICTs) in education and the ways different ICTs have been used in education. It discusses the issues of effectiveness, cost, equity and sustainability, and the challenges of integrating ICTs in education.

This report presents the results obtained after the first year of a two-year randomized evaluation of a computer assisted learning (CAL) programme in Vadodara, India. The CAL programme, implemented by a NGO, took advantage of the donation of four computers to each municipal primary school in Vadodara by the state government. The programme provided each child in the fourth standard with two hours of shared computer time in which students played educational games that reinforced mathematics competencies ranging from the standard 1 to the standard 3 level.

This publication consists of eight component chapters. The package provides a distillation of the rapidly growing body of experiences and innovative strategies from countries in the Asia and Pacific region (Indonesia, Malaysia, Philippines, Singapore and Thailand).

Contents

Preface
Summary of Lessons Learned
Acronyms and Abbreviations