Open University

Foley writes that 'focusing on the lives of modern children can be a disquieting experience' (p. 3) because of the absence of a universal definition of well-being. The five outcomes as societal requirements contrast both with a children's rights approach and with children's views. ...

Computers and networks have become the key points that provide an effective means for distance learning sessions. Distance learning in Greece gives the opportunity for a second chance for education for adults and for those who want to update their knowledge or learn new techniques and methods for their work. The aim of the study is to analyze the on

Besides the use of electronic media for delivering lectures, Bangladesh Open University supports with face to face interaction between learners and tutors at the tutorial centres located outside of the main campus. Several factors like conditions and infrastructure of the ...

... DOI: 10.1108/09684880910929926 (Permanent URL). Quality assurance in distance learning libraries. The Authors. Manorama Tripathi, Indira Gandhi National Open University, New Delhi, India. VKJ Jeevan, Indira Gandhi National Open University, New Delhi, India. Abstract. ...

The paper examined the effect of varying intensities of comparative interaction level (CIL_L) and comparative ease of attending online classes (CE_L) (viz., high, and low) on comparative knowledge gained from online and face-to-face learning modes, and existence of differences on the effect across two intensities of the covariates. Based on complete enumeration of the population of 224 management students attending the online classes at Nepal Open University, Nepal (from 22nd February to 29th March 2020), the study-by employing a binary logistic regression modeldiscovered the effect of comparative interaction level and comparative ease of attending online classes as significant on the comparative gain of knowledge. Further, the study found that the effect of low intensities of comparative ease of attending online classes (CE_L) and comparative interaction level (CIL_L) are lower than high intensities of comparative interaction level and comparative ease of attending online classes in finding the online classessimilar/superior as opposed to the face-to-face classes. The findings should be instrumental to the exploration of the potential pathways to ameliorate the virtual learning mode as an alternative to the face-to-face one in Nepalese higher education regime.

This study discusses the problem of plagiarism in art learning in online classes. The art class was conducted using the Learning Management System (LMS) and attended by 31 Pendidikan Anak Usia Dini (PAUD) students, and arts department. This research method uses a survey derived from two types of data. The first data was obtained from a questionnaire distributed to 211 art students. Factors that determine copy-paste occur because of the tendency to postpone tasks, so they work at the end of time. The following data comes from the discussion assignment report done by the student. Tasks are scanned online using the application. The results of the analysis of plagiarism showed an average of 49.09%, with a word similarity level of 80.77%. Based on online scan reports, the source of plagiarism comes from the university repository. Students use Open Educational Resource (OER) in the form of dictates as material for doing art lecture assignments. In conclusion, students mistakenly understood the use of OER and digital literacy. Digital-based arts learning does not have a significant impact and requires the provision of academic writing.Keywords: Art Learning, LMS, OER, Digital Literacy, Plagiarism

Blended learning involves the combination of two fields of concern: education and educational technology. To gain the scholarly recognition from educationists, it is necessary to revisit its models and educational theory underpinned. This paper respond to this issue by reviewing models related to blended learning based on two prominent educational theorists, Maslow’s and Vygotsky’s view. Four models were chosen due to their holistic ideas or vast citations related to blended learning: (1) E-Moderation Model emerging from Open University of UK; (2) Learning Ecology Model by Sun Microsoft System; (3) Blended Learning Continuum in University of Glamorgan; and (4) Inquiry-based Framework by Garrison and Vaughan. The discussion of each model concerning pedagogical impact to learning and teaching are made. Critical review of the models in accordance to Maslow or Vygotsky is argued. Such review is concluded with several key principles for the design and practice in blended learning.

Semi-automatic Plant Pot Filling Machine is designed to make polythene pot filling in plant nurseries, faster and easier. A mix of soil is supplied to the machine and using a screw conveyor, the soil is transferred into the pot. Since there are many pot sizes, a mechanism has been implemented to change the speed of soil transferring.

What do we know from research about how three to five year olds learn mathematics, bearing in mind their social, emotional, physical and cognitive development? What are the most important aspects of mathematics for young children to learn and how might children learn them? How should adults 'teach' mathematics to children so young? This book provides a research background for adults helping three to five year olds learn mathematics, including social and emotional processes as well as key mathematical ideas and common difficulties. It includes implications for practice and proposes a playful and sensitive approach. It is illustrated with examples from the author's own research and work with practitioners.

In the era of the 21st century, the best higher education institutions have more than one role. Not only do they educate and train students but they also create new ideas and knowledge for the short-term contemporary issues as well as long-term complex problems. In the strategic goals, five aspects are critical in higher education: the democratization of knowledge and access, the contestability of the market and funding, the research technologies, the global mobility and the integration with the industry. Universities should have strategic plans including strategic goals. In this study, the strategic models and plans of the public (5) and private (5) universities are analysed from the five different aspects. In order to deeply understand the dynamics at these universities, the phenomenological interpretive analysis is preferred. University leaders
and managerial departments should consider market needs and do strategic plan accordingly. Hence, they should develop the strategic thinking capacity of both their academic staff and researchers for short and long terms need of the industry. Results have shown that most universities have wrong perception regarding the strategic model and plan. Neither private nor public universities possess enough knowledge on the subject.
Keywords: Higher education, university and industry partnership, strategic model and planning, higher education management, financing of higher education.

In the present scenario, the firm‘s management is facing multiple challenges in order sustain in the market and to cope with the global transformation each and every organization must implement the Supply Chain Management (SCM) in their management strategy. During the implementation, these firms undergo complex threats related to the supply chain. Thus, to address these critical supply chain threats, the firm must identify the factors causing these threats and components to cause the uncertainty and the key risk factors are communicating technology, information sharing, environmental factors, financial and strategic attributes.  In the unstable and unsecure terms of competitive environment identifying these risks cause the act of adaptation in strategic lever of the firm during the competitive process. The tools and technique are developed, to improvise the significant supply chain risks in context to firm’s priorities.  These supply chain risk appraisal processes provides support to make operational decisions and strategic plans to minimize the defect in supply chain quantity.
Key words: Risk factors of Supply Chain Management, Sustainable Supply Chain Management (SSCM), Supply Chain Risk Management (SCRM).

Universities and Institutes of higher learning are large repositories of knowledge, manpower and physical resources. They cannot function and exist in isolation of the society and communities where they are located. They have an obligation to cater to the overall and diverse learning needs of the segments of the neighboring people and communities. If the University system has to discharge its social obligations and duties adequately it must embrace extension as the third important dimension and give it the same status as teaching and research. Extension is a new and extremely significant area. It caters to the community and overall and diverse learning needs of all the segments of the people of the community while generating new knowledge simultaneously. Once new body of knowledge is generated or innovations made, there usually exists a ‘gap’ between the existing knowledge of the client and the new knowledge available. Extension ‘bridges’ the gap in knowledge bringing desirable planned change in the behavior complex of the people with a view to help them live better by learning new /or improving existing vocations and enterprises. The Kothari Commission the India Education Commission in 1964 comprehensively examined and reviewed the entire educational system and emphasized ‘Extension as the third dimension of higher education’. It introduced the trinity of Teaching, Research & Extension in higher education. This was necessitated by the fact that the education has to be made relevant to real life situations, so that the learners cannot be alienated from the society, and they develop a sense of responsibility towards society.

Le developpement des technologies de l'Internet a ouvert de nouvelles opportunites et de nouvelles methodes de transmission de l'education. C'est la raison pour laquelle le concept d'e-formation prend de jour en jour plus d'importance. Dans le domaine de l'enseignement a distance, la methodologie de l'e-formation a ete une aubaine pour amener l'education a ceux qu'on ne pouvait atteindre. L'Universite nationale ouverte Indira Gandhi (IGNOU) offre ainsi des programmes Bachelor et Master depuis 1989. Les contenus pratiques de ces programmes sont envoyes depuis des centres d'etudes sur le modele d'une salle de classe. Un projet a ete mene pour developper un prototype d'e-formation pour un logiciel de gestion de bibliotheque. Ce projet qui fait partie de ces programmes est en construction et il est presque termine. La presentation traite du suivi de cette methodologic, du developpement du prototype et des realisations deja effectuees.

The XX IDEA annual conference has been focused and reflected on different ways and means of meeting various kinds of methodological challenges, new technologies and multi-media developments, newly emerging partnerships and collaboration between emerging sectors on one hand and between the institutions functioning with similar objectives and individuals operating with identical responsibilities on the other hand. Serious debates on emerging issues regarding ODL were made at the XX IDEA conference. It was a fruitful event for the institutions and individuals who are already active in the field, those interested in learning more about the theoretical and practical considerations in the field as innovative change agents, and also for those who wish to enter the world of competence and planning to develop OL and DE programmes.

Open Education explores the disruption of the traditional university as a result of the increasingly widespread provision of free online open education.

What for decades could only be dreamt of is now almost within reach: the widespread provision of free online education, regardless of a student’s geographic location, financial status or ability to access conventional institutions of learning. Yet for all the hype-cycle that has been entered into over MOOCs, TED Talks, Khan Academy, Wikiversity et al, many experiments with Open Education (OE) do not appear to be designed to challenge the becoming business of the university or alter Higher Education in any fundamental way. If anything, they seem more likely to lead to a two-tier system, in which those who can’t afford to pay (so much) to attend a traditional university, or belong to those groups who prefer not to move away from home (e.g. lower-income families), have to make do with a poor, online, second-rate alternative education produced by a global corporation.

CONTENTS
Preface/ 1 The University in the 21st Century/ 2 A Radically Different Model of Education and the University/ 3 The Educational Context/ 4 Open Education/ 5 Open Education Typologies/ 6 Towards a Philosophy of Open Education/ Conclusion: Diverse ‘disruption’/ Bibliography/Index

Written assignment feedback is a very important aspect of a learning procedure. Numerous studies investigate how feedback affects students’ learning. However, relevant data in Greece are limited. The main aim of the present study is to investigate the Hellenic Open University’s students’ perceptions regarding assignments’ effective feedback. It is a student group whose learning is based on the feedback
of their work. The findings show that students are very satisfied from the feedback they receive on assignments, they use it regularly and perceive it as very important for their learning. However, a problem that yielded from the present study is that tutors have different feedback patterns and as a result students do not necessarily receive effective feedback.

The study aspires, by giving voice to the experiences and perceptions of adult learners and their educators, as they embark on distance learning courses delivered by the Open University of Cyprus and the Hellenic Open University to unveil the adult learning and ‘fine-grained’ processes at work during the organization and delivery of the courses, with the ultimate aim to underline the factors influencing these processes. The project complements previous research and attempts to extract from the findings ideas and practices that could contribute to the re-organization of distance courses that facilitate adult learning. It has as its main units of analysis 16 adult learners and 8 educators, and rests on a research framework that views certain programme elements as being vital in unveiling the processes of adult learning. It harnesses a phenomenological approach and qualitative research techniques. The study contributes to a better theoretical understanding of the processes of adult learning and the mediating role of the distance learning context, in comparison to other previously explored contexts.

This is the text of a talk  presented on 17 January 1996 in Helskini, Finland, on the occasion of the launch of the Open University TV channel on Finnish Television, at the invitation of Mrs Martikainen-Florath, Head of Educational Programmes. In it I took the chance to review the history of the UK Open University television developments and, at the time when the Knowledge Media Institute was being launched, describe some of KMI's research into interactive television developments, with support from Microsoft.

A version of the paper has been available for many years in HTML form on the "pjb Associates" web site in two parts, at http://www.pjb.co.uk/10/future1.htm and http://www.pjb.co.uk/11/future2.htm

This paper discusses the implementation of a university teaching module, based on Lucy Green's (2008) informal music learning model. The synergy between Green's model and Paulo Freire's critical pedagogy is addressed through explanation of the module and its practices. The module was offered six times, from 2011 to 2016, as an action research project on a mixed-mode distance education undergraduate music program at the Open University of Brazil. The choices of technology in the module were aimed at promoting interactions in a dialogical, humanizing, and problem-posing approach to education in order to achieve conscientization (Freire 1970). However, the uses of technology and some of the practices of students led the author to ponder discourses of technological determinism.

It is a well-known fact that poverty acts an impediment for the poor to manage their day-to-day needs. They cannot afford to make good investment in educating their children, and this leads to an unproductive class of youth. Basic education can play a crucial role in bringing back ...

Abstract: This research,analyses,how,the development,of high-level cognitive skills happens,in higher,education,distance,learning courses,that employ,e- learning. Field research,was,completed,at the following,six universities,in the United Kingdom: The University of Manchester, Open University, Manchester Metropolitan University, University of Liverpool, University of London, and Cranfield University. Were,investigated,the determining and,restrictive factors to the development,of high-level cognitive,skills through,e-learning; identified academic activities that facilitate the development of these skills, identified