lifelong learning and distance higher education - Asia Pacific Region

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RELEVANT INTERNET SITESFor online learning accessibility:IMS Guidelines for Developing Accessible Learning Applicationswww.imsglobal.org/accessibility/accessiblevers/index.htmlWeb Accessibility Initiative’s ‘Web Content Accessibility Guidelines’www.w3.org/TR/WAI-WEBCONTENT/For information about usability and Web design generally:www.useit.com/alertboxFor access to Web resources and contacts concerning research and development atthe Open University:http://kn.open.ac.uk/public/For access to research publications about ICT in distance education, developed byNKI Distance Education:www.nettskolen.comFor information about ICT in UK further and higher education from theAssociation for Learning Technologies site:www.alt.ac.ukREFERENCESCooper, M. (2003). Communications and Information Technology for Disabled Students,in Powell, S. (ed) Special Teaching in Higher Education – Successful Strategiesfor Access and Inclusion. London, Kogan Page.Daniel, J.S. (1996). Mega-universities and Knowledge Media: Technology Strategies forHigher Education. London, Kogan Page.Dave, R.H. (ed.) (1976). Foundations of Lifelong Education. Hamburg: UNESCOInstitute for Education and Oxford, Pergamon Press.Kukulska-Hulme, A. and Shield, L. (2004). The keys to usability in e-learning Web sites,www.shef.ac.uk/nlc2004/Proceedings/Individual_Papers/Kukulska_shield.htmaccessed February 2005.Macdonald, J.; Twining, P. (2002). Assessing activity-based learning for a networkedcourse. British Journal of Educational Technology, Vol. 33, No. 5, pp. 603-618.Mackintosh, W., Mason, R., Oblinger, D. (2005). Editorial: An ODL perspective onlearning objects, Open Learning, Vol. 20, No. 1, pp. 5-13.Mason, R.; Kaye, A. (1989). Mindweave: Communication, Computers and DistanceEducation. Oxford, Pergamon Press.Preece, J. (2000). Online Communities: Designing Usability, Supporting Sociability.Chichester, Wiley.Rae, S. (2004). Comparison of helpfulness ratings of the various course componentsby Central Academic Units – Courses Survey 2003 data. http://kn.open.ac.uk’document.cfm?docid=4491 accessed 19 February 2005.31
Rausch, A.S. (2003). A case study of lifelong learning in Japan: objectives, curriculum,accountability and visibility. International Journal of Lifelong Education, Vol.22, No. 5, 518-532Thorpe, M. (1998). Assessment and “third generation” distance education. DistanceEducation, Vol. 19, No. 2.Thorpe, M. (2002). Rethinking Learner Support: the challenge of collaborative onlinelearning. Open learning, Vol. 17, No. 2.Thorpe, M.; Kubiak, C.; Thorpe, K. (2003). Designing for reuse and versioning.In: Littlejohn, A. (ed.), Reusing Online Resources: A Sustainable Approach toE-learning. London, Kogan Page.Notes1. Streaming audio is audio and broadcast material that can be accessed by a Web browser orother appropriate software on a personal computer.2. This course is the focus for a case study, undertaken by Mary Thorpe and Stephen Godwin,both of the Institute of Educational Technology, as part of research into interaction incomputer-mediated teaching, funded by the Andrew Mellon Foundation, USA.THE CONTRIBUTORMary ThorpeProfessor of Educational Technology at the Institute of Educational Technology,The Open University, UK.E-mail: m.s.thorpe@open.ac.uk32
Page 1 and 2: PERSPECTIVES ONDISTANCE EDUCATIONLi
Page 3 and 4: The Commonwealth of Learning (COL)
Page 5 and 6: ACKNOWLEDGEMENTSIn addition to the
Page 7 and 8: These are some of the issues that a
Page 9 and 10: What are the trends and issues in l
Page 11 and 12: of policy implications relating to
Page 13 and 14: evince important differences that c
Page 15 and 16: inequitable regulations governing t
Page 17 and 18: associations and groups of countrie
Page 19 and 20: THE CONTRIBUTORChristopher McIntosh
Page 21 and 22: INTRODUCTIONIn his 1996 report to U
Page 23 and 24: Lastly, our analysis of the situati
Page 25 and 26: diploma or similar certificates of
Page 27 and 28: force of the undertaking. Here agai
Page 29 and 30: RELEVANT INTERNET SITESUNESCO Task
Page 31 and 32: Notes1. This phrasing has been used
Page 33 and 34: goals (Daniel, 1996). Lifelong lear
Page 35 and 36: eported that group activity had red
Page 37 and 38: NEW AREAS FOR DISTANCE EDUCATION:WO
Page 39: targets systematically for the use
Page 43 and 44: correspondence teaching systems tha
Page 45 and 46: significant differences between syn
Page 47 and 48: In distance flexible- and blended-e
Page 49 and 50: STATE-FUNDED DUAL-MODE SYSTEMS ATUN
Page 51 and 52: Table 4.2: Fundable elements in dis
Page 53 and 54: sciences in 21 countries of the reg
Page 55 and 56: How a system is funded depends in p
Page 57 and 58: Litto, Fredric M. (2004). Digital l
Page 59 and 60: CHAPTER 5LIFELONG LEARNING IN THE A
Page 61 and 62: education, which was initiated by C
Page 63 and 64: So the virtual classroom acted as a
Page 65 and 66: In June 2002, when the course came
Page 67 and 68: RELEVANT INTERNET SITESFORCIIR proj
Page 69 and 70: 11. The approximate rate for 1€ w
Page 71 and 72: The term modern distance education
Page 73 and 74: the National Networked Consortium f
Page 75 and 76: important resource for undeveloped
Page 77 and 78: standards have been proposed for th
Page 79 and 80: The development of e-learning withi
Page 81 and 82: RELEVANT INTERNET SITESCCRTVU Onlin
Page 83 and 84: MoE (2004b) The Notice on Running N
Page 85 and 86: CHAPTER 7QUALITY ASSURANCE SURVEYOF
Page 87 and 88: (Paris, France, 28-29 June 2004) in
Page 89 and 90: Examples of elaborated QA policies:
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plans and produces its conventional
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SHTVU (China)• Teaching• Teachi
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offers its programmes to Turkish ci
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mega universities apply a set of st
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RELEVANT INTERNET SITESThe Commonwe
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2. QA initiatives or publications b
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assurance of ODL. This DST will be
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Educational Planning has been respo
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A system of weighting of the key qu
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RELEVANT INTERNET SITESHigher Educa
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CHAPTER 9THE FINNISH VIRTUAL UNIVER
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foreign providers. In Finland, the
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to make the best use of new educati
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The foremost task for the Service U
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part of quality management. The aim
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online courses; an educational tech
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polytechnics, research institutions
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CHAPTER 10PROMOTING CROSS-BORDERREC
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The Bologna Declaration was followe
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indicators currently being used for
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the qualification resulting from th
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Table 9.1: Outline of the portfolio
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• Make sure that incoming student
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CHAPTER 11CHARTING THE EVOLUTIONOF
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Another common characteristic was t
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the current capacity of the educati
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conditions for success. Conditions
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Cultural and ethical issues in inte
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the cost and maintenance of learnin
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Research can be a useful tool for c
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REFERENCESBates, A. (1995). Technol
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Twigg, C. (2001). Quality Assurance
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y, for example, entering into partn
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and even greater steps, and the dec
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