Newsletter of the Commonwealth Educational Media Centre for Asia (original) (raw)

Newsletter of the Commonwealth Educational Media Centre for Asia, Vol 1, No 2, May 2015

CEMCA works in two major sectors: Education and Livelihoods & Health. In both these sectors, it’s main focus is on the use of appropriate educational communication technologies to improve the quality of teaching and learning. CEMCA has been engaged in the promotion of low-cost open source technologies for promoting online learning in the Asian region. While it is not a technology organization, it is engaged in experimenting with learning technologies to showcase the benefits and guide others on how to use technology for learning. CEMCA has promoted the following: Educational Multimedia eLearning Radio Enabled Learning Open Educational Resources Community Radio Television Teleconference

Educational media in Sri Lanka

Educational Media in Asia

Educational media have the potential to transform the process of teaching and learning. We have seen their impact most dramatically through the emergence of large distanceteaching universities (open universities). Asia is home to most of the world's megauniversities (open universities with over 100,000 students). We can learn much, in particular, from the way that these institutions deploy a variety of educational media that include radio, television, teleconferencing, interactive radio, multimedia and the Web. The evidence shows that media have been effective in enhancing the scale and scope of learning, which in turn has made it possible to achieve other social and economic development goals. The Commonwealth of Learning (COL) seeks to share this Asian experience by documenting the developments that underpin it. Accordingly, COL invited educational media researchers, practitioners and policy-makers to contribute to a volume on educational media in Asia as part of its series: Perspectives on Distance Education. The Commonwealth Educational Media Centre for Asia (CEMCA), a unit of COL based in New Delhi, led and managed the project. The monograph has three sections: Country Profiles, Research Reviews and Case Studies. The five country profiles describe the use of educational media in Bangladesh, India, Malaysia, Singapore and Sri Lanka. The research reviews document and analyse Asian research in three main areas of media application: audio (including radio and interactive radio), video (television and teleconference) and computer-related technologies (computers, multimedia and e-learning). The final section of the book presents six Asian case studies, of which two are from non-Commonwealth countries. The collection captures the variety of experience gained and of lessons learned in using educational media in Asia. Singapore, with its well-established policies of educational use of Information and Communication Technology (ICT) is at one end of the spectrum. At the other is Bangladesh, where the use of educational media remains at a nascent stage. The notable success of some of the open and distance learning institutions in the region-such as the distance education initiative of the Indian Institute of Technology Bombay, a premier centre for technology education-stands out. However, in view of the prominent role of open universities in Asia, there is actually remarkably little worthwhile research on educational media in the region. Asian institutions should make research on media applications a higher priority. The Commonwealth of Learning had the good fortune to enlist 23 authors to contribute to the book's 14 chapters. We were also privileged to have two editors, Dr. Usha Reddi and Dr. Sanjaya Mishra, whose profound knowledge and experience of educational media in the region shaped and enriched the content. I hope that this publication will stimulate viii further success and innovation in educational media both in Asia and more widely. Today education faces challenges on such a scale that only the intelligent and appropriate use of media and technology will allow us to satisfy the aspirations of the millions who thirst for learning.

Digital learning for developing Asian countries

Routledge International Handbook of Schools and Schooling in Asia, 2018

Routledge is an imprint of the Taylor & Francis Group, an informa business © 2018 selection and editorial matter, Kerry J. Kennedy and John Chi-Kin Lee; individual chapters, the contributors The right of Kerry J. Kennedy and John Chi-Kin Lee to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. With the exception of Chapters 35, 36, 37, and 38, no part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Chapter 35, 36, 37, and 38 of this book are available for free in PDF format as Open Access from the individual product page at www.routledge.com. It has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

eLearning in Commonwealth Asia 2013

eLearning in Commonwealth Asia 2013, 2013

Copyright © CEMCA, 2013. eLearning in Commonwealth Asia 2013, is made available under Creative Commons Attribution-ShareAlike 3.0 License (international): http://creativecommons.org/licenses/by-sa/3.0/ Educational institutions are attracted towards use of ICT that provides them with more flexibility and options to reach the students in various ways. Judicious mix of different tools and strategies with use of ICT can enhance the learning experiences of the students. ICT has the potential to transform the way teaching and learning happens in the classroom setting. So much is known about use of ICT in education. However, there is no study available in the context of Commonwealth Asian countries on eLearning. How is eLearning doing and whether the institutions, teachers and students are really interested in and beneficiary of eLearning? How are different activities pertaining to eLearning being managed by different institutions? What are the challenges and opportunities faced by institutions for effective implementation of eLearning across disciplines and subjects? To find answers to all such questions, a systematic study was undertaken to track the growth and development of eLearning in Commonwealth Asian countries i.e. Bangladesh, Brunei Darussalam, India, Malaysia, Maldives, Pakistan, Singapore and Sri Lanka.

Old meets new-media in education

2011

It has been nearly a decade since participants at the UNESCO Forum in 2002 "expressed their satisfaction and their wish to develop together a universal educational resource available for the whole of humanity‖ and agreed upon the term Open Educational Resource (OER) to refer to ―the open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes‖ (UNESCO, 2002). Since then the number of higher education institutions, governments, initiatives, academics and international organizations which have taken interest in OER has been increasing. Despite issues remaining to be addressed or issues that need further considerations, the trend towards sharing learning resources has been gaining momentum and OER has been recognized not only as a fascinating technological development but as potentially a major educational tool that bridges the gap between formal, informal an...