MediaEnablingPedagogyandCurriculuminOpenand

DistanceLearningSysteminCommonwealthAsia

BiswajitDas

MediaEnablingPedagogyandCurriculuminOpenand

DistanceLearningSysteminCommonwealthAsia

BiswajitDas

CommonwealthEducationalMediaCentreforAsia

NewDelhi

TheCommonwealthEducationalMediaCentreforAsia(CEMCA)isaninternational

organization established by the Commonwealth of Learning (COL), Vancouver,

Canada,topromotethemeaningful,relevantandappropriateuseofICTstoserve

the educational and training needs of Commonwealth member states of Asia.

CEMCAreceivesdiplomaticprivilegesandimmunitiesinIndiaundersection3of

theUnitedNations(privilegesandimmunities)Act,1947.

Author:Prof.BiswajitDas

CopyEditing:Mr.B.Natarajan,DeputyRegistrar(Retired),Publications,lGNOU,New

Delhi

Copyright©CEMCA,2018.

The publication entitled Media Enabling Pedagogy and

Curriculum in Open & Distance Learning System in

Commonwealth Asia is made available under a Creative

Commons A t t r i bu t i on -Sha reA l i ke 4 . 0 L i c en s e ( i n t e rna t i ona l ) :

http://creativecommons.org/licenses/by-sa/4.0/byCEMCAwithpermissionof

theauthor.

Fortheavoidanceofdoubt,byapplyingthislicenseCommonwealthofLearningand

Commonwealth Educational Media Centre for Asia (CEMCA) do not waive any

privilegesorimmunitiesfromclaimsthattheymaybeentitledtoassert,nordo

COL/CEMCAsubmitthemselvestothejurisdiction,courts,legalprocessesorlaws

ofanyjurisdiction.

ISBN:978-81-88770-32-8

Theviewsexpressedinthepublicationarethatoftheauthor,anddonotnecessarily

re�lecttheviewsofCEMCA/COL.Allproductsandservicesmentionedareownedby

theirrespectivecopyrightholders,andmerepresentationinthepublicationdoes

notmeanendorsementbyCEMCA/COL.

Forfurtherinformation,contact:

CommonwealthEducationalMediaCentreforAsia

7/8,SarvPriyaVihar,NewDelhi-110016

http://www.cemca.org.in

Printedandpublishedon behalfof Director,CEMCAbyMr.R.Thyagarajan,Head

(AdministrationandFinance),CEMCA,7/8SarvPriyaVihar,NewDelhi-110016,

India.

II

Contents

III

Foreword..................................................................................................... V

Acknowledgement................................................................................... VI

ListofTables..............................................................................................VII

ListofFigures.............................................................................................. X

Chapter1:Introduction............................................................................1

• Evolutionofopenanddistanceeducation.............................................1

• Modelsofdistanceeducationdelivery....................................................3

• Openness..............................................................................................................4

• Pedagogicalconcernsandfurtherdevelopmentsin

openness.............................................................................................................. 4

• Mediaattributesforcurriculumdesign................................................. 7

Chapter2:ReviewofLiteratureandResearchQuestions..........10

• Understandingpedagogyandlearningdesign..................................10

• Mediaandtechnologydevelopments....................................................13

• Pedagogyofdistanceeducationandonlinelearning.....................15

• ICTandnewpedagogicmodels............................................................... 18

• Reviewofstudies........................................................................................... 19

• Researchquestion......................................................................................... 23

Chapter3:Methods.................................................................................24

• Researchmethodology................................................................................24

• Populationandsample................................................................................24

• Toolsandtechniques....................................................................................28

• Procedureofdatacollection..................................................................... 29

Chapter4:AnalysisofDataandResults...........................................30

• Conceptualisingandconceptmappingof

mediaenabledcurriculum.........................................................................30

• Curriculumdesignanddevelopment....................................................32

IV

• Curriculum(pedagogy)implementation............................................ 41

• ......................................................................................................... 51Evaluation

• Learning.............................................................................................................55

Chapter5:MainFindingsandImplications....................................67

• Main�indings....................................................................................................67

• Discussionandimplications......................................................................68

• Recommendations.........................................................................................71

References..................................................................................................73

Appendices.................................................................................................77

Foreword

V

AtatimewhenThomasFriedmanmadeusbelievethat'theworldis�lat',inhisbook,

“TheWorld is Flat”, basedon the assumption that technology transfer is faster and

increasingavailabilityofbandwidthiscreatingalevelplaying�ield,anotherluminary

LarryCuban,dismissedtheroleoftechnologyinclassroominhisbook,“Oversoldand

Underused”.Theparadox is,while the institutionsof education, theworldover, are

liberallyinvestingintechnologyandexperimentinginmakinguseofICTinteachingand

learning seamless, the technology still remains in the periphery of the overall

educationalsystem.WithonlinecoursesandMOOCsgainingcurrencyandacceptance,

thepedagogiesforonlineteachingandlearningisundergoingaseriousdebate.Media

enable learning, is believed to increase understanding and make learning more

rewardingandenriching.CEMCAhasbeensupportingthecapacitybuildingofOpen

Educational Institutions for better leveraging of thedividendsof use of technology.

Variousinitiativeshavebeentakentohelpteachersandinstitutionsbutyettheimpactis

notmuchvisibleaswasexpected.

TheUnitedNation'sTechnologyandInnovationreport2018,highlightsthepossibilities

ofutilizing, 'thepowerofdigitalplatformsand innovativecombinationsofdifferent

technologies'emergingondailybasis,indemocratizationofeducationalresourcesfor

sustainabledevelopment.Thereportalsostressesan“urgentneedforasustainedeffort

by the international community to ensure that the multiple gaps in technology

capabilities that separatedevelopedanddeveloping countries are closed”.With the

arrivalof'digitalnatives',whoaremorecomfortablewiththedigitaltechnology,itis

importanttodesignnewdigitalpedagogieskeepinginviewtherequirementsofthis

newagelearner.

Tomakemeaningfulinterventionsinstrengtheningthemediaenablelearning,itisalso

imperative to understand the technological preparedness of Open and Distance

educational institutions inadoptingtothechange.CEMCA,therefore,commissioned

this study, “MediaEnablingPedagogy andCurriculum inOpen&DistanceLearning

SysteminCommonwealthAsia”,byProfBiswajitDas.Thestudywasaimedatsurveying

variousmediapedagogiesusedbythefacultyofdistanceteachinginstitutions/open

universitiesintheCommonwealthAsiancountries,�indthegapsandsuggestmeasures

to overcome the challenges. Prof Das through a systematic research approach has

broughtoutthisreportthathighlightsthepresentstatusoftechnologicaladvancesin

teachingpedagogiesoptedbytheODLinstitutions,theirtechnologicalpreparednessto

embracethechangeandpossibilitiesofferedbytheemergingdigitalplatforms.The

report also suggests possible measures to be taken to make best use of media

technologiesforteachingandlearningprocesswithappropriatepedagogies.

Hopeyou�indthisreportuseful.Theideaofthisreportistogenerateadebateforbetter

use of media technology in teaching and learning for sustainable and inclusive

development.

ShahidRasool

DirectorCEMCA

Itgivesmeimmensepleasureinthankingpeoplewhoprofuselysupported

andencouragedundertakingthisproject.BeinglocatedintheConventional

Educational system and undertaking a project on Open and Distance

learning system offers enormous challenges and possibilities. While

conventionaleducationalsystemsareundergoing tremendouschange in

termsofpedagogicaltoolsandapproaches,itisequallyimportanttostudy

the changes undertaken by the basically pedagogy-driven Open and

DistanceEducationsystem.

I would like to thank Prof. Asha Kanwar, President, COL and Dr. Sanjay

Mishra for their support to undertake the project. Prof. ShahidRasool's

unstinted support and con�idence on me to undertake the project is

incredible.Mr.Thyagarajan'shumilityandremindertomeetthedeadlines

always put me on a tightfoot. Being a teacher and looking after the

administrationputmeunderadditionalpressuretomeetthedeadline.Dr.

Manas Ranjan Panigrahi and other colleagues at CEMCA have been

extremelysupportiveandhelpful.

I would also like to thank Prateek to undertake the responsibility of

following up with the questionnaire and data analysis. Ridhi has been

throughout of help and support be it in organising the workshop on

research design and questionnaire, collection of relevant literature and

following upwith the questionnaire. Shibaji organised thematerial and

prepared the list for sending the questionnaire. Finally, I would like to

acknowledge friends and colleagues who always extended support and

providedvaluable information tomake itmanageable.The frequencyof

questionnairessentandtheresponsereceivedarepleasantlysurprising.

Thisreportmaybetreatedasatipoftheicebergasmuchasneedstobe

probedandstudiedinthefutureyears.

Prof.BiswajitDas

Acknowledgement

VI

ListofTables

VII

Chapter3

Table1 : Gender.........................................................................................25

Table2 : Age.................................................................................................25

Table3 : Country........................................................................................25

Table4 : TypesofUniversity.................................................................26

Table5 : TypeofUniversityMode......................................................26

Table6 : Discipline/Department.........................................................26

Table7 : Mediumofinstructionforcourses..................................27

Chapter4

Table8 : Conductinganeedsurvey...................................................30

Table9 : Needbasedprogramme.......................................................31

Table10 : Peopleconsultedduringprogramme.............................31

Table11 : Developing'conceptmap'forcourse

curriculum,'modular'and'credit-based'courses....32

Table12 : Considerationofpedagogiesforundertaking

curriculumdesign...................................................................32

Table13 : Newmediatechnologiesandstudentlearning

process........................................................................................32

Table14 : Blendinganddesigningthecurriculum........................33

Table15 : Effectivenessof'blending'ofmedia

technologieswithconventionalteaching....................34

Table16 : Mediatoolsandpedagogiesfortransaction

andteaching-learning.Process........................................34

Table17 : Pedagogiesandthetools.....................................................35

Table18 : Pedagogictoolsfordisciplinerequirements...............37

VIII

Table19 : Internetaccessibilityandaffordability.........................38

Table20 : Creationofstudymaterial..................................................39

Table21 : Frequencyofupdatingstudymaterial.......................... 39

Table22 : Repositoryforpublicaccess..............................................40

Table23 : Qualityofthemediatechnologyinfrastructure

intheinstitution.....................................................................41

Table24 : Measuresundertakenforprocurementof

thedesiredinfrastructure..................................................42

Table25 : Skillsforoperatingvariousmediatools.......................43

Table26 : Skillfamiliarity.........................................................................44

Table27 : Skillenhancementandcapacitybuilding

bythefaculty............................................................................44

Table28 : Newmediainfrastructure/resourcetraining.............45

Table29 : Possessionoftechnologytools/devices

bystudents................................................................................46

Table30 : Freeofcostdigitallearningresources

forstudents...............................................................................46

Table31(a): Digitalresourcesprovidedtothe

distancelearners....................................................................47

Table31(b): Waysofprovidingresources..............................................48

Table31(c): Levelofacademicnetworking...........................................48

Table32 : Governmentadministrativeecosystem.........................49

Table33 : Blendedlearningtechnologiesandpedagogies........50

Table34 : Conventionalteachingpedagogiesand

thestudents..............................................................................51

Table35 : ParticipationofstudentsinInteractive

EducationalNetworking.....................................................51

Table36 : Changesinpedagogiesforcoursecurriculum...........52

IX

Table36(a): Typeofchangesmadebythefaculty............................53

Table36(b): Waysofmakingchanges......................................................53

Table37 : Institutionhavingarepositoryof

studymaterial..........................................................................55

Table38 : Institutionalprovisionsforenablingevent

basedlearningexperiences...............................................55

Table39 : Typeofeventbasedlearning.............................................56

Table40(a): Computergamebasedteaching.......................................57

Table40(b): Computergamebasedteaching.......................................57

Table41 : Measurestoexplorelocalenvironment....................... 58

Table42 : Measuresforallowingstudentstoexplore

theirlocalenvironment.......................................................59

Table43 : Opportunitiestotransferinformationand

experienceacrosssettings.................................................59

Table44 : Individualthemesbasedoninterest..............................60

Table45 : Measuresforallowingstudentstopursue

individualthemesbasedoninterest..............................61

Table46(a): Spaceforconnectingformalandinformal

learningexperiences.............................................................61

Table46(b): Measuresforconnectingformalandinformal

learningexperiences.............................................................62

Table47(a): provisionforgoaland'skillacquirement'

basedlearning..........................................................................63

Table47(b): Measuresforgoaland'skillacquirement'

basedlearning..........................................................................63

Table48(a): Provisionoflearningthroughargumentation............64

Table48(b): Measuresforlearningthroughargumentation.........65

Table49 : Provisiontodeveloptransferableskills........................65

ListofFigures

X

Chapter3

Figure1 : Mediumofinstructionforcourses..................................28

Chapter4

Figure2 : Mediatoolandpedagogiesusedincourse

transactionandteaching-learning..................................35

Figure3 : Pedagogiesassociatedwiththetools.............................36

Figure4 : Internetaccessibilityandaffordability.........................38

Figure5 : Institutionhavingarepositoryofstudymaterial.....39

Figure6 : Frequencyofupdatingstudymaterial...........................40

Figure7 : Allowingrepositoryforpublicaccess............................41

Figure8 : Qualityofmediatechnologyinfrastructure

presentintheinstitution.....................................................42

Figure9 : Measuresundertakentoprocuredesired

infrastructure............................................................................43

Figure10 : Facultypossessingskillsforoperatingvarious

mediatools.................................................................................43

Figure11 : Levelofskillfamiliarity........................................................44

Figure12 : Measuresundertakenbytheinstitutionforskill

enhancementandcapacitybuilding...............................45

Figure13 : Fundingofthenewmediainfrastructure/

resourcetraining.....................................................................45

Figure14 : Students'compatibilitywiththetechnology

availableattheinstitution..................................................46

Figure15 : Provisionoffreeofcostdigitallearningresources..47

XI

Figure16 : Governmentadministrativeecosystem.........................49

Figure17 : Willingnessandsupportivenessofcolleagues

toemployblendedlearning...............................................50

Figure18 : conventionalteachingpedagogies

andstudents..............................................................................51

Figure19 : Participationlevelofthestudentsin

interactiveEducationalNetworking...............................52

Figure20 : Frequencyofrevisingthecoursecurriculum.............52

Figure21 : Waysofmakingsuchchanges...........................................54

Figure22 : Institutionhavingarepositoryofstudy

material.......................................................................................55

Figure23 : Provisionsforenablingeventbasedlearning

experiences................................................................................56

Figure24 : Eventbasedlearning.............................................................56

Figure25 : Provisionsforcomputergamebasedteaching..........57

Figure26 : Provisionforallowingcomputergame

basedteaching.........................................................................58

Figure27 : Measurestoallowstudentstoexplorelocal

environment..............................................................................58

Figure28 : Measuresforallowingstudentstoexplore

theirlocalenvironment........................................................59

Figure29 : Provisionofopportunitiestotransfer

informationandexperienceacrosssettings...............60

Figure30 : Allowingstudentstopursueindividual

themesbasedoninterest....................................................60

Figure31 : Measuresforallowingstudentstopursue

individualthemesbasedoninterest..............................61

XII

Figure32 : Allowingspaceforconnectingformaland

informallearningexperiences..........................................62

Figure33 : Measuresforconnectingformalandinformal

learningexperience...............................................................62

Figure34 : Allowingforgoaland'skillacquirement'

basedlearning......................................................................... 63

Figure35 : Measuresforgoaland'skillacquirement'

basedlearning..........................................................................64

Figure36 : Provisionoflearningthroughargumentation...........64

Figure37 : Measuresforlearningthroughargumentation.........65

Figure38 : Provisiontodeveloptransferableskillssuchas

curation,evidencebuildingandre�lective

commenting...............................................................................66

Open and distance learning (ODL) has been both a parallel as well as

supportivedevelopmentwithinK-12andhighereducationforoverthepast

one and half centuries in the world.. The Commonwealth Asia region,

althoughbitalatestarter,howeverinitiatedthesedevelopmentsintheearly

70s, keepingpacewith global development. Correspondence education

(the earlier form of distance education)was formally introduced in the

Indian higher education in 1962, and the �irst Open University in the

CommonwealthAsianregionwasestablishedinPakistan.Sincethen,open

anddistancelearning(ODL)vis-a-vismediaandtechnologydevelopments

(that act as enablers ofODL) have spread faster in theAsian continent.

Thoughthedevelopmentstowardaccessandequityhavebeentremendous,

suchapacedoesnotcorrespondwithresearchinvestigationswithinODLin

this region. It thus became imperative to look into how these ODL

institutions at the level of higher education in Commonwealth Asia

(particularly the South Asian region) are using various media and

technologies for curriculum design, teaching-learning, and quality

assurance.

EvolutionofOpenandDistanceEducation

Globally, the developments in ODL emanated from correspondence

education, passed through the multimedia phase and the provision of

learnersupportandgroup learning, tothephaseofonline learning.The

convergenceofbroadcasting,telecommunications,andcomputingvis-a-vis

theemergenceoftheNetandthesemanticwebfurtherledtoconvergence

in variousmodes and forms, resulting in what is called today 'blended

learning' and 'ubiquitous learning'. In this chapter, the developments

relating to distance learning, open education and open learning, online

learning,andblendedlearningarebrie�lysummarisedtohaveafoundation

tofurtherdiscussiononmedia-enablingpedagogiesdiscussedinthesecond

chapter.

Introduction 1

1

Acomprehensiveaccountofthe�ivegenerationaldevelopmentsindistance

educationhasbeenprovidedbyJamesTaylor(quotedinBramble&Panda,

2008).ThisgradualunfoldingofODLcontainspedagogicaldevelopmentsin

eachgeneration,possiblelargelybydevelopmentsinmediaandtechnology.

Generation1:Correspondenceeducation

Thisisthe�irstgenerationofdistanceeducation,largelydominatedbyprint

media that has �lexibility of time, place and pace, but contains limited

interaction.Thepedagogicmodelwascon�inedtothedesignofself-learning

printmaterials.

Generation2:Multimediaeducation

Furtherdevelopmentsinaudio-videotechnologiesandthatofcomputer-

basedlearningimprovedthepossibilityofinteractionthroughcomputer-

assistedlearningandinteractivevideo.Thepedagogicmodelwasextended

toincludeaudio-videolearningmaterials.

Generation3:Tele-learningeducation

Developmentsintelecommunicationsandconferencingsystemsledtostill

greaterinteractivitythroughaudio/video/teleconferencing.Thepedagogic

modelwentbeyondstaticandone-wayinteractiontotwo-waysynchronous

interactionandinstantfeedback.

Generation4:Flexiblelearning

Further media and technology developments in forms of interactive

multimedia, web resources, and computer-mediated communication

provided increasing �lexibility in individual and group learning, and the

pedagogicmodelincludedcollaborativeandinteractivelearning.

Generation5:Intelligent�lexiblelearning

ThisgenerationtechnologyusedCMCwithautomatedresponsesystems,as

also the dynamic institutional portal to provide access to institutional

processesandresources.Further,intheteaching-learningprocess,students

were exposed tomultiplemedia outputs from a single source (Annand,

2006). This generation provided for highest �lexibility and individual

freedomtothestudents.

2

ModelsofDistanceEducationDelivery

Inadditiontodevelopmentsindistanceeducationasbriefedearlier,Peters

(2003)providedacomprehensiveaccountofvariousmodelsofdistance

educationasfollows.

Examinationpreparationmodel:Attheearlystagesafterthefoundingof

theUniversityofLondon in1825, thismodel allowed for self-studyand

appearanceinexaminationasexternalstudent.Thiswasthebeginningof

openaccesstouniversityeducation,comparabletoformalclassroomstudy.

Correspondenceeducationmodel:Developedinthesecondhalfofthe

19th century, this model provided for additional teaching texts,

assignments, teacher-student communication, besides examination. This

enhancedopennessfurtherbeyondtheexaminationmodel.

Distanceeducationmodel:Withthedevelopmentsinvariousmediaand

technologies (especially broadcasting and telecommunications

technologies),mediated teaching-learning, throughespecially large-scale

distance teachinguniversities andopenuniversities likeCRTVU, IGNOU,

UKOU,UOAJapan,KNOU,etc.,tookout-of-classroomeducationfurther.Both

open education and open learning got practical application with the

initiationofthisformofeducationatK-12tohighereducationlevel.

Learner-centred model: This involves independent study along with

occasionalconsultationwiththetutor.Theprogrammestructureinvolves

�lexibilityincludingschedulingandplaceofstudy.Contractlearning,asis

called,spreadespeciallyintheUnitedStatesfordecades,andwascombined

withdistanceandonlinelearningcourses.TheEmpireStateCollegeofSUNY

isthebestexampleofsuchprovisionofopenness.

Multiple mass media model: This model combines independent and

distance learning with various mass media programmes, designed in

collaboration with discipline experts, media experts and instructional

designers. Open learning and Open University represent this form of

education.

Network-baseddistanceeducationmodel:Variousdigitisedmediaand

learning environments get networked through telecommunications and

3

convergence technologies to provide combinations of both of�line and

online learning. The learners have greater openness and �lexibility in

searching and retrieving information, andmaking selections suitable to

theirlearningrequirements.

Virtualdistanceteachinguniversitymodel:Virtualuniversitiesprovide

foranytimeanywhereeducationdeliveredvirtually.Thesestudentsarein

immersive digital learning environments that would require seamless

accesstobroadbandontheNettopursuethiskindoflearning.

Openness

WiththesedevelopmentsinODL,'openness'hasattractedgreaterattention,

leadingtoconvergenceofdistancelearning,openeducation,and�lexible

and distributed learning. Primarily, the various dimensions of openness

focusonthefollowingdimensions,includingteaching-learningpedagogy:

n Open curriculum whereby learners have choice and �lexibility to

choosecurricularareasleadingtodesiredlearningoutcomes.

n Openadmissionthatallowsforon-demandandwalk-inadmissionand

non-cohortbasedcreditaccumulation.

n Openstandards,e.g.,learningobjects–SCORMsharablecourseware

objectreferencemodel.

n OpensourcesoftwarelikeMOODLEthatisaPHP-basedopensource

LMS.

n Openeducationalresourcesthatarebrie�lytoucheduponbelow,and

discussedcomprehensivelyinthelastchapter.

n Open teaching/open tutoring, i.e., seamless access to teaching and

resources.

PedagogicalConcernsandFurtherDevelopmentsin

Openness

AtonepointoftimewhenmostoftheAmericanuniversitieswereengaged

inofferingonlinelearningcourses,criticalvoiceswereraisedagainstthisas

contributingtodismantlingtheveryfoundationofhighereducation.Noble

(2003)severelycommentedonbasicallythehypethatcyberworldoffers

4

andespecially thequestionof accessibility through cheaper educational

standardscalled'digitaldiplomamills'.

Inthecontextofe-learningvis-a-visvariouspedagogicalmodels(and,for

those who believe in e-learning), open learning, distributed learning,

learning communities, communitiesofpractice, andknowledge-building

communities have been underlined as signi�icant pedagogic constructs

(Dabbagh,2005).Theauthorfurthersuggestsatheory-basedpedagogical

designfore-learning(asgivenbelow)thatthoughsoundsverypracticaland

grounded:

InstructionalStrategies(collaboration,re�lection,etc.)

PedagogicalKnowledgeConstructsorAcquisitionModels

(openlearning,distributedlearning,etc.)

LearningTechnologies(asynchronous,synchronous,

multimedia,etc.)

Theseopennessandopenpedagogiesgotfurther�illipwiththeemergence

ofsocialsoftware.Thefollowingthreecategoriesofsocialsoftwareassume

importance in distance and online learning (DOL) (McLoughlin & Lee,

2007):

i) Social technologies like email, Google Groups, chats and discussion

forumsthatareprimarilydiscoursefacilitatingsystems(synchronous

aswellasasynchronous).

ii) SocialsoftwareapplicationslikeYouTubeandFlickrforvideosharing

andassociatedlearning.

iii) SocialnetworkslikeMySpace,Facebook,Stickam,Friendsterthatare

relationship management systems and could be used for learning

support.

Allthesesocialsoftwareconsiderablyfacilitate�lexibilityandmodularity,

mixed with individual and community engagement and re�lection, so

essentialformeaningfullearning.

5

Further to the transformative process of technology-enabled learning,

manyinstitutionsaremovingtowardu-learningviam-learning.Whilee-

learningislargelywired,m-learningiswireless,andincaseofubiquitous

learningthephysicaldevicesgraduallydisappeared.Startingfromalevelof

hierarchy of productivity (level 1) to communication and collaboration

(level 4), Yeonjeong (2011) formulated corresponding technological

affordances from content-based individual work to communication-

intensive groupwork. In the cloud computing system of present times,

connectivistandnetworkedlearninginaubiquitousenvironmenthasbeen

farmorerealthanvisualisedearlier.

Commentingon theaspectsofaccessandquality inK-12education, the

WilliamandFloraHewlettFoundation(WFHF,2015)arguedhowthehigher

education system of today is �lawed, largely due to the constraints in

availabilityofappropriateresourcesindisciplinecore,inthe�lexibilityof

teacherstoadaptsuchresources,andinthe�lexibilityofstudentstouse

those materials in any scrambled way they like. The Foundation that

promotes OERs pleaded for greater use of open materials (basically

instructionalmaterials) thatarecurriculum-basedandofhighacademic

standards,andespeciallythatarealignedtocommonstandards.OERscan

strengthenpedagogywhileatthesametimereducecosts.

InthecontextofOER,itisimperativealsotoexamineitslimitationsandits

contributiontoopenpedagogy.Bates(2016),inarecentblog,underlined

thatitisbecomingincreasinglydif�iculttolocateOERsappropriatetoone's

curriculumandcontext;thatlargeportionofOERsareofpoorquality;that

theOERsbene�itlesstoteachersincomparisontostudents;thatthereisthe

questionofownershipofknowledgebythecreator;andthatOERsarevery

narrowly conceptualised. Tony Bates further pleads for open pedagogy,

ratherthanjustOER,underliningthattheteachingmethodsneedtobemore

open(ratherthanclosed),i.e.,theknowledgemanagementneedstobedone

bythestudentsratherthanbytheteachers.Thiscouldbepossiblemore

throughproject-basedand/orproblem-basedlearning.Whileknowledgeis

beingavailableanywhere,frommanysources,it,therefore,isnotcon�ined

tobebrandedonlyfrom'educational'sources.Hence,itmaybeappropriate

totalkof'openresources'ratherthan'openeducationalresources'(thatare

generallyapproved,ratherthanopenlyaccessible)inthecontextofopen

6

pedagogy.Wiley(2013),acoupleofyearsback,hadproposed'free'interms

ofaccess,reuse,revise,remix,andredistributetohavefull-�ledgedOERs;

andthatopenpedagogyispossibleonlywhenthereisfreeaccessand4R

permissions.

SubsequentdevelopmentslikeMassiveOpenOnlineCourses(MOOCs)are

partoftheOERmovement,andalsoneedtobeexaminedfromthepointof

viewofpedagogy(alongwithotherICT-enablededucation).

MediaAttributesforCurriculumDesign

In case of mediated learning as distance education provides for, media

selection and deployment assumes considerable signi�icance. For

integrating media into the curriculum design, three approaches are

generally considered: i) supplementary approach (where variousmedia

inputs stand parallel to the printed text), ii) complementary approach

(wherecertaincourseunitsareexclusivelypresentedthroughmediaother

thanprint),andiii) integratedapproach(wherevariousmediaincluding

printareintegratedforpresentationofcourseunitsandvariousconcepts

throughdifferentmedia,butareeitherhorizontallyorverticallyintegrated.

ThebestexampleonpedagogicfunctionsofvariousmediaisgivenbyKoumi

(2006),asgivenbelow,whichhasbecomeanuniversalguidetodistance

educatorsandinstructionaldesignersacrosstheglobe.

Comparativemeritsanddistinctiveteachingattributesofsixdifferentmedia

1. Audiovisual(broadcastor

cassette)overPrint

1.1 uniquewaystohelplearning,

e.g.,drama,animation,

demonstration

1.2 provisionofrealistic

experiences,e.g.,sounds,places,

events

1.3 themedium'srealismhasa

strongimpactonattitudes,

appreciations,motivations

2. Audiovisual(broadcastor

cassette)overPrint

2.1 randomaccessatthestudent's

ownpacehelpsthestudyof:

• datainquantity,e.g.,

glossary,studyguide

• �inedetails,e.g.,equations,

photos

2.2 studentcanbrowseandselect

moreeasily

7

1.4 personalisationofteachers

1.5 breaksthetediumofprint

1.6 literacyisnotessential

2.3 printcancarrymore

information

2.4 printisadequatetocovermost

ofsyllabus

2.5 easierteacheraccess/control

2.6 productionskillsareadequately

resourced

2.7 receptionisnotaffectedby

powercuts

2.8 familydoesnotdisputeaccess

3. BroadcastoverCassette,Print

3.1 cheaperforlargeaudiences

3.2 studypacing(obligedby

broadcastschedule)

3.3 senseofimportance

3.4 senseofcommunity

3.5 senseofimmediacy

3.6 non-stopisgoodforpresenting

anoverview

3.7 recruitmentofmorestudents

3.8 public/academicexposure

3.9 nationalresource

3.10 appearanceoftopexperts

4. CassetteorPrintover

Broadcast

4.1 studentcanstudywhenalert

andprepared

4.2 studentcanstopandre�lect,

annotatenotes,hencethe

mediumcancarrygreaterdetail

4.3 studentchoosesrepeats

4.4 lessonscanhavevariablelength

4.5 lessonscanbesub-dividedinto

digestiblesegments,with

interspersedactivities

4.6 cassetteisbetterforgroup

discussion

4.7 frequencyoflessonscanbe

varied

4.8 canachievecloserintegration

withprintcancarrysocially

sensitivematerial

4.9 cancarrysociallysensitive

material

1. Radio/audio-cassetteover

TV/video

6.1 studentaccessto(cheaper)

equipment

6.2 cheapertoproduceanddeliver

5. TV/VideooverRadio/audio-

cassette

5.1 morecompelling,ingeneral

5.2 moreinteresting/glamorousto

produce

8

Thesemedia-pedagogycharacteristicsareconsideredbydistanceteachers

while undertaking curriculum design and development, and also while

transactingthecurriculum.

InChapter2,mostrelevant literature is reviewed fromtheviewpointof

media-enabledcurricularandpedagogicpractices inthecontextofODL.

Subsequent to this, the research questions of the present study are

formulated.

5.3 engagestwosenses:visionand

hearing

6.3 evokedimagesarebetter

6.4 transitioniseasierto

implement

6.5 portabilityofequipment

6.6 onecanlistenwhiledriving

1. Audio-cassettewith

notes/visualsoverVideo

8.1 studentchoiceofwhentolook

where

8.2 costeffectivewhentopicneeds

picturesbutnotmoving

pictures

8.3 adequateproductionskills

easiertoachieve

7. VideooverAudiocassette

withnotes/visuals

7.1 the�ieldofviewispre-

determined

7.2 whenmovingpicturesare

needed

7.3 picturesandsoundcanbe

synchronised

7.4 videohaspicture-searchfacility

1. Radiooverallothers

10.1 theshortleadtimeenables

remedialtutorials,errata,news

andinformation

1. Audiocassettewith

notes/visualsoverPrint

9.1 verbalcommentaryfor

diagramsiseasiertousethan

marginnoticesfordiagrams

9.2 studentscanrevisemoreeasily

fromthesparsenotes(without

replayingtheaudio)

9.3 (withorwithoutnotes)spoken

wordshelppronunciation;

pacing/intonationaddmeaning

9

UnderstandingPedagogyandLearningDesign

Greenetal(2010)quotedthelearningdesignframeworkgivenbyHongand

Sullivan(2009)basedonfourdimensions.Forthepedagogicaldimension

theysuggestedthreelevelsoflearningdesignpracticesinincreasingorder

ofdepth:

i) learning as acquisition (learning through increasing ef�iciency in

knowledgeacquisitionandappropriation),

ii) learningasparticipation(learningthroughparticipationinpeergroup

and/orlearningcommunity),and

iii) learning as knowledge creation (learning through engagement in

innovationandcreationathigherlevel).

The authors, while underlined re-conceptualisation of pedagogy in the

contextofonlinelearninginhighereducation,stressedtheneedforODLto

strive to move toward 'learning as knowledge creation'. Through this

process, the authors claimed to have rediscovered their professional

identitiesthatfacilitatedredesignofonlinepedagogies.

It is imperative to understand 'pedagogy', the theories and principles

behindlearning(especiallylearningwithICT),andhowtodesignlearning

withICT.Inabroadersense,pedagogyisconceivedasanysetofactivities

undertakenbyonesoastoimprovethelearningoftheother.Teachersuse

pedagogies through their teaching as a systematic activity with

rules/principles and contextual practices. This concept of the English-

speakingworld is understoodmore practically in non-English speaking

Europeas'didaktik'(Loveless,2010)thatisarticulatedasaplanned,and

systematic scaffolding for learning 'bildung' (that means to become an

educatedpersontobeabletoengageandcontributemeaningfullytothe

society/community). Therefore, pedagogy involves wider socio-cultural

Review of Literature &

Research Questions2

10

andpoliticalmeanings.Designforpedagogyinvolvesthecompatibilityof

content, teaching-learning strategies, context (learning environment

and/or community of practice), and assessment (formative as well as

summative).Therefore,knowledgeasbuilding-upandas transformation

through interaction between teachers and learners needs to be

distinguished from knowledge as merely effective transmission of

somethingwhichisgiven.Intheprocessofbuilding-up,theteacherscreate

and provide opportunities and learning tasks to the learners, and this

happensinaconditionofopennessofmindsofteachersandlearnersin

connectingtothecontentbeingtaught/learnt.

Areviewoflearningtheoriessuggestsbroadlythreeperspectiveswithin

whichdesign for teaching-learning canbe generally located (Mayes and

Freitas,2007).Theseperspectives,asdiscussedbelow,canalsobeextended

tothecontextofICT-enabledlearningand/ore-learning.

i) Associationist perspective: This is represented by the traditional

behaviourist and connectionist theories in which learning is

understoodasbuildinggraduallypatterns inassociationsandskills

through sequences of activities. Besides the traditional behavioural

objectives given by the behaviourists, Robert Gagne's steps in

instructionalprocessanddetailedinstructionaltaskanalysisprovide

forprogressivelearningfromsimpletocomplextasks.Indesignterms,

this led to what is called Instructional Systems Design (ISD) that

involvesanalysing,sequencing,andthendesigning.Thisperspectiveof

learning that is often criticised and misunderstood as bottom-up

sequential/linearapproach,hasprovidedforasystematicprocessof

aligning learningobjectives, instructionalstrategies,active learning,

andlearningoutcomes.Mostofthecurrente-learningisdominatedby

thisperspective.

ii) Cognitive perspective: With emphasis on speci�ics of memory,

attention, reasoning, perception, language, concept formation, etc.,

signi�icant research was conducted on the processes of thinking,

mental models, metacognition, interpretation and construction of

meaning,andastohowdoesnewexperienceinteractandbuildonthe

existing individual structure of understanding. The procedure of

11

knowledge acquisition became more important than external

expression/declarationofknowledge.Thecognitivistperspectiveis

relatedtoeachoftheotherperspectives,suchastothe:a)behaviourist

inviewofthelearningbydoingandtheimportanceoffeedback;b)

constructivist in view of the understanding through practice in-

context;andc)situative(discussedlater)inviewoftheengagementin

authentictasks.ItsupportsJeromeBruner'smeaningfullearningand

Jean Piaget's personal intellectual activity through active

experimentation (as against passive absorption), i.e., cognitive

constructivism(ratherthanVygotsky'ssocio-culturalconstructivism).

Theaspectofsituatedcognition(aspartofthesituativeperspectiveas

discussed later) is derived from the cognitive theory perspective

withinthesocio-anthropologicalresearchbyJeanLave.InsofarasICT

is concerned,asagainst thebehaviourist strategyofdirecteffective

instruction, the cognitivist strategies employ ICT for task-based

learning and learning through individual re�lection. The con�licting

stanceof the lastpart of the twentieth centurybetweenacademics

(thatlearningmustbesituatedinauthentictasks)andadministrators

(thatlearninginvolvesef�icientdeliveryofinformation)seemstohave

becomesubservientaftertheadventofmanycommunicationfeatures

oftheWeb.

iii) Situative perspective: This perspective views that knowledge is

sociallydistributedandsituatedintheactivitiesofthecommunityof

practice.Thelearnerslearnthebestandmoremeaningfullywhenthey

areengagedincommunitypractices.Insteadoftaskanalysis,herethe

emphasisisonanalysisofthepatternsofthesuccessfulpracticesinthe

community.Therefore,individualidentityinthecommunityofpractice

ismorecrucial,andlearningisseenrelatingtothebehaviouraland

cognitiveaspectstothesocialaspectsofknowledge.Onedimensionof

this is that the social contexts be viewed as �ields of practice of

authenticandconstructivisttasks,i.e.,relationshipbetweenactivities

andactualpractices(e.g.,problem-basedlearning-PBL,andcognitive

apprenticeship). The other dimension involves the relationship

betweentheindividualandthegroupsinthecommunityofpractice.

JeanLaveandEttineWenger's formulationof 'legitimateperipheral

12

participation'inwhichnovicesbeginlearningfromtheperipheryof

practice and move toward the central and higher levels of

practice/communityactivities;and,intheprocess,whatisimportantis

individualidentityformationthroughthisengagementinpracticeand

sharingofpractices(or,knowledgethroughpracticing).'Learningof

thepractice'(i.e.,tobecomealegitimateparticipantinthecommunity)

and'practiceaslearning'(i.e.,todeveloptogetherinthecommunityof

practice)aretwoimportantdimensionsofthisview.Practiceinpeer

grouporcommunityofpractice is learning.This learning is further

strengthenedwhenthereisestablishedrelationshipamongmembers

ofthelearningcommunityandthenatureofdialogueinvolved.Thee-

learning and many features of the networked semantic web today

providesfacilitationofalloftheseforlearningtobemoreexperiential,

meaningful,andqualitative.

MediaandTechnologyDevelopments

Basically, theglobaltechnologicaldevelopmentsmaybecategorisedinto

three–broadcasting,telecommunications,andcomputing–and,therefore,

allthedevelopmentsinmediaandtechnologycanbecategorisedintothese

threephases. In termsofpedagogyandmediated teaching-learning, the

developmentstartedwiththeaudio-visualmovement,andmovedthrough

one-wayradioandtelevisionandtwo-wayconferencing,tomoreinteractive

andcollaborativetechnologiesalongsidethedevelopmentsinwwwandthe

semantic web. Bates (2005) listed the following technological

developments,intheorderlistedasgiveninthebox,sincethe1980s.

• Audiocassettes

• Videocassettes

• Audio-conferencing

• Computer-basedlearning

• Audio-graphicssystems

• CableTV

• Viewdata/tele-text

• SatelliteTV

• Laservideo-discs

• Video-conferencing

• Computerconferencing

• Compactdiscs

• Internet

• Electronicmail

• WorldWideWeb

• Digitalvideodiscs

• Searchengines

• Fibreoptics

13

Thesetechnologicaldevelopments,whileappliedtodistanceeducation,can

becategorisedintoone-wayortwo-wayasgivenbelow.

Media,one/two-waytechnologiesandDEapplications

Media

Text&

graphics

Technologies DEApplications

One-way Two-way

Print Self-learningmaterials

(courseunitsand

supplementary

readings)

Correspondence

tutoringFax

Audio Cassettes

Radio

Telephone

Audiocassette

programmes

Radiobroadcasts

-----

Audioconferencing

-----

Telephonetutoring

Video Broadcasting

Video

cassettes

CableTV

SatelliteTV

TVbroadcasting

Videocassette

programme

CableTVbroadcasting

SatelliteTV

broadcasting

InteractiveTV

Videoconferencing

-----

-----

• Mobilephones

• Learningobjects

• Wirelessnetworks

• Portals

• E-Portfolios

• Simulations

• Expertsystems

• Virtualreality

Computing Computers,

Telephone,

Satellite,

�ibreoptics,

ISDN,CD-ROM

Computerassisted

learning/instruction,

computer-based

training,DVDs,

CD-ROM,computer

databases

Emails,interactive

multimedia,

computer

conferencing,

interactive

databases

14

Thesemedia,presentedthroughvarioustechnologiesfacilitateavarietyof

teachingfunctions.Thelatestdevelopmentshavebeenonlinelearningand

virtualreality.

PedagogyofDistanceEducationandOnlineLearning

Asdiscussedinthe�irstchapter,distanceeducationhasevolvedfromthe

earliercorrespondenceeducationtothecurrentframeworksofnetworked

andblendedlearning.Throughoutitsunfolding,besidesthegoalsofaccess

andequity,pedagogy/andragogyhasbeenthecentralfocusofODLtheories

andpractices.Abriefdiscussionisinorderdistinguishingthreedistinctive

foundationalstances,andthecurrentconnectivistlearning(that)againhas

beenbroughttofocusinthelastchapterincontextsofOERandMOOCs).

Commenting on the relationship between technology and pedagogy,

AndersonandDron(2012)remarkedthatwhiletheformeristhemusic,the

latter is the actual dance. Both are inseparable, and together enhance

humancreativityandjoyfullearning.Further,technologicaldevelopments

startingfromthedaysofcorrespondenceeducationstillremaininuseinthe

presentdaysofweb-basedtechnology,andhopefullywillcontinuetobeof

useinthedecadestocome.Anytechnologicaladvancementhas,onewayor

theother,embracedtheprinttechnologyandartefacts,exceptthatitsuse

hasbeendiversi�iedandmultiplied.Describedbelowisabriefaccountof

technological affordances vis-a-vis pedagogy and learning activities that

suchtechnologiescanenable(AndersonandDron,2012).

Thecognitivist-behaviouristpedagogyassociatedwiththe�irstgeneration

distance education created an instructional design system which was

teacher-ledanddealtwithstudentsasindividuals–learningpathwayswere

tightly-knit and assessment strategies were fully outcome-led and

positivist. The shift from behaviourist to cognitivist was visible in the

recognition of motivation, attitude, mental models and brain functions,

short and long-term memory, and cognitive processes (in place of

behavioural outcomes).Multimedia tools and computermodellingwere

usedtoaddresstheseconcerns.Unliketheconstructivistpedagogy,inthe

cognitive-behaviouriststance, the instructionaldesignerandthe teacher

controllearningdesignandpathways;andrelatedresearchdevelopments

likeinISD,learningstylesandmodelsofteachingwereassociatedwiththis

15

stancewithlimitedindividual�lexibilityandgrouplearning.However,the

developmentsinout-of-classroomeducationledtocomingoutofthecraft

modelsofclassroomteachingtomoresystematicinstructionaldesignfor

learning resources, process of teaching-learning, and assessment. The

contribution to technologydevelopments ensuredmore transparency in

learningandthereforeaddressingremedialmeasurestoincreaselearning

ef�iciency. The same instructional designmodels are still being pursued

eveninthisageofinteractivewebnetworks,especiallybythosedeveloping

andofferingMOOCs(especiallyedX,coursera,udacity,etc.).Whiletheweb

2.0providespossibilityofmorecollaborativeandnetworkedengagements,

thosefollowingcognitivist-behaviouristapproachusethesemanticwebfor

only information/knowledge, 'distribution'byusing tools likeDropBox,

Wikis,GoogleDocs,etc.Multimediatoolsalsofocusonhighqualitycontent

designanddistribution,inplaceofmoreengagingcollaboration.Alltypesof

reusablelearningobjects,reuseofOERs,andlearningobjectrepositories

followthisstance.Soalsododataminingandlearninganalytics.Beinglow

unitcostoriented,itisnotsurprisingthatmostoftheopenuniversitiesand

megauniversitiesusethismodelinmostoftheircourseofferings.

Asagainstthisindividualconstructionofknowledgefromhighlystructured

andhighqualitycontent,thesocial-constructivistpedagogy,pioneeredby

theworksofJohnDeweyandL.S.Vygotsky,focusedmoreoncollaborative

learningandlearningfromeachother.Thedevelopmentsinwebtechnology

facilitatedthisthroughsynchronousandasynchronouscommunicationand

interaction.Insteadofpre-determinedinstructionaldesign,thereisstress

onworkingtogethertopursueindividually-determinedlearninggoalsand

learning pathways. The focus is on individual creation of knowledge

practicedinthecommunityofpractice.Thereisstressonmetacognition

andself-regulated learning inwhich learners themselves takecontrolof

their learning and construct new knowledge building on the existing

experienceandnegotiatedinthecommunityofpracticein-context.Within

distance education, the focus shifted to inter-disciplinarity and socio-

cultural aspects of knowledge – learning located in contexts and

relationships. Technological developments facilitated real-time

conversationsthroughconferencing,wellasasynchronousengagements,

through email, bulletin board, discussion forums (including threaded

discussion and voice thread, mobile technologies, networks, etc.) Data

16

mining, learning analytics tools (including Google Analytics, Moodle

Analytics,etc.),andnetworkanalysistoolsfacilitatetransparentmonitoring

and remediation of individual and group learning constraints and

dif�iculties, and negotiation of culturally divergent perspectives and

viewpoints.

FollowingthesedevelopmentsistheconnectivismofGeorgeSiemensand

StephenDowneswhobuildontheearlierworksondistributedcognition,

actor-networktheory,networkedlearning,socialcontextoflearning,many-

to-manycommunicationsandinteractions,andpostulatedthatindividual

andcollectivebuildingofnetworksandresourcesandapplyingtoreallife

problemsenhancelearningeffectiveness;andqualityofproblemsenhance

learningeffectivenessandqualityoflearning.Learningisvisualisedasthe

capacitytolocate,�ilterandapplyknowledgeasperindividualrequirement

in-contextandateverypointoftime.Dron(2007)arguesthatfromboth

pedagogicalandorganisationalpointsofview,thereisaneedtoestablish

both networked and personalised learning environments that provide

autonomyandcontroltothelearners.Theassociatedpedagogiesrelateto

high level of individual skills to access and use personalised learning

networks and ubiquitous resources and networked connections, and

individualandcollectivecreationofknowledgeinthesharedsocialcontexts

andnetworks.Inthiscontext,thisishowBloom'staxonomyofcognitive

domaincreatedinthehighestofthehierarchy'creation'asthe�inalgoalof

learning.Whileknowledge-applicationhierarchycouldbemoreapplicable

to thecognitivistbehaviouristperspective,analysis-creationhierarchy is

moreapplicabletoconstructivistconnectivistperspective. Insteadofthe

earlier stance of largely technology 'determining' pedagogy, in the

connectivist stance technology 'de�ines' pedagogy (Anderson and Dron,

2012). Technologies like wikis facilitate collaboration, beyond the peer

group,inaubiquitoustimeandspaceworld.Thesuccessliesininstitutional

policy on open pedagogy and open resources (including institutional

studentandteacher-createdresources).Inthisprocess,networkanalytics

facilitates learners to search, locate and use content that is useful and

valued.

In a recentwork,Qvortrup (2008) proposed four knowledge categories

(simple,complex,hypercomplex,anddynamic)andrespectivelyassociated

17

computer functions as representation and simulation, feedback,

interaction, and simulation of world knowledge; and argued that 'it is

appropriatetoconceiveofthenewtechnologiesasknowledgetechnologies

and to apply a knowledge theoretical communication paradigm to e-

learning' (p. 149). In visualising an online classroom, Knowlton (2000)

proposed a framework of four quadrants with interactions among the

studentsbeingthecentre–traditionalresources(Q1),webresources(Q2),

problem-solvingactivitiesandevaluations(Q3),andlifeexperiencesofthe

students(Q4)–alloftheseinteractwiththeteachertobringinlearning

effectiveness.

Referring to online pedagogy and collaborative discourse vis-a-vis

individualconstructionofmeaning,DougiamasandTaylor(2003)discuss

the 'ways of knowing' (separate knowing, and connected knowing) and

stress on learners as connected knowers toward 'productive educative

relationships' in online learning. Further, based on the work of Jurgen

Habermasrelatingtocommunicativeaction,emancipatoryknowledge,and

criticalself-re�lection,theseauthorsexaminedmeaningfulengagementof

studentsthroughconnectedonlinedialogueinonlinelearning(especiallyin

the MOODLE that Dougiamas had originally founded) that signi�icantly

contributed to further re�inement of Moodle toward communities of

re�lective enquiry. While many institutions globally are using the open

sourceMoodleLMS,itisalsoimperativetoexamineifsuchmeaningfuland

re�lective collaborative learning is taking place. In this context, Picciano

(2006)suggeststhreepedagogicalelements–planningofinstructionwith

thehelpofcoursemanagementsoftware,interactionamongteacherand

students,andre�lectiveteachingfordevelopingcriticalthinkingskills-and

suggested signi�icant implications for policy makers at national and

institutionallevelsforeffectiveimplementationofonlinelearning.

ICTandNewPedagogicModels

Asit�lowsfromtheabovediscussion,thecontemporarydevelopmentsin

ICT have revolutionalised the pedagogic applications, whether

constructivism or otherwise. In a recent literature review, Attwell and

Hughes(2010)quotedthesummarybyBeethametal (2009)ofvarious

pedagogical approaches that couldbeuseful in institutionalmappingof

mediapedagogies:

18

n Learning2.0–Collaborativeknowledgebuilding.

n Learning2.0CounterEvidence–Ubiquity,accessibility,caseofuse.

n Connectivism–Networkofpeople,content,andtools.

n Community of Enquiry – Participation in social, cognitive, and

pedagogicaspectsofthecommunity.

n Practical Enquiry – Computer-supported cooperativework (CSCW),

facilitating internationalisation of discussion (theory) and action

(practice).

n Academic Apprenticeship – Literacy as situated social practice;

disciplinarywaysofknowing.

n E-Pedagogy – Constructivist and learner-led learning facilitated by

digitaltechnologies.

Inthiscontext,theauthorsalsofocusoncommunitiesofpractice,activity

theory, social constructivismofVygotsky, scaffolding learning, boundary

objects, pedagogic toolkit, rhizomatic knowledge (i.e., community as

curriculum),metacognition,bricolage(making individualmeaning from

thetreasureofthewebassecond-hand),andlearningstyles.Eachoftheseis

facilitatedbythenewtechnologiesoftheweb.Theyspeci�icallyfocusedon

developingmeta cognitive abilities (of goal setting, and identifying and

usingappropriatestrategies toachieve thosegoals);andcommentedon

learningstylesbystatingthatinitsplacethemostappropriatefocuscould

be approaches to learning (surface, strategic, deep approaches) and

technologicalaffordancesthatcanfacilitatedeeplearninginstudents.

ReviewofStudies

Thebrief reviewof researchstudiespresentedbelow largely focuseson

learner-centred technologies and social software/technologies vis-a-vis

pedagogy in the contexts of distance and online learning. Some of the

traditionaltechnologieslikeprintandassociatedinstructionaldesignhave

notbeenincludedinviewoflookingintotheconcernastohowfar/towhat

extent the South Asian distance teaching institutions/open universities

19

havemoved towardnewmediaand technologies, andhowdo they look

forwardtothefutureofdistanceteaching-learning.

Inarecentglobalreviewofresearchontheaboveareas,McLoughlinandLee

(2007)reviewedvariouspedagogiesemployedin/throughtechnologyuse

thatgivesacomprehensiveandrepresentativepictureofmediapedagogies

fordistanceandonlinelearning.

n Distributedintelligence,peer-to-peerlearning(iPodPhotoandAudio

Blogs):DrexelUniversity,USA.

n Student-generatedcontent(TalkbackRadioStylePotcasts):Charles

SturtUniversity,Australia.

n Digitalandsocialcompetencies(PostcastRecordingandDiscussion):

SwathmoreCollege,USA.

n Blended,mobile,andubiquitouslearning(iCubePostcasts,Precasts,

Postcasts):UniversityofConnecticut,USA.

n Peerteaching-reciprocallearning(Vodcasts):BentleyCollege,USA.

n Personalisation of learning (Profcasts supplementing Online

Teaching):UniversityofLeicester,UK.

n Peer-to-peer learning and student generated content (Digital Voice

Recorders,Mini-camcorders,Audio-VisualTours):UKOU.

n Cross-culturalcollaborativework(PodcastFeed,Blog):OsakaJogakuin

College,Japan.

n Collaborative writing and editing (Wiki-based Encyclopaedia):

UniversityofNorthCarolina,Pembroke,USA.

n Resource-based collaborative learning (Social Bookmarking, RSS

Feeds):MacombIndependentSchoolDistrict,Michigan,USA.

n Community of learning (Blog Posts and Bookmarks): University of

Michigan,USA.

20

n Peer-to-peer learning community, self-regulated learning (SRL)

(Blogs,Wikis,Podcasts):UniversityofPlymouth,UK.

InacomprehensivereviewfortheAsiancontinentsponsoredbyUNESCO,

Jung(2005)reportedthefollowinginnovationsinICTforODLinAsia:

n Multimedia electronic courseware design (Allama Iqbal Open

University,Pakistan).

n MyLMSfore-learning(OpenUniversityofMalaysia).

n Moodleforonlinelearning(IndiraGandhiNationalOpenUniversity).

n Mobileuniversity(Thailand).

n e-Assessment (University of PhillipinesOpenUniversity; Univesitas

TerbukaofIndonesia;KoreaNationalOpenUniversity,SouthKorea).

n Practical Enquiry – Computer-supported cooperativework (CSCW),

facilitating internatioinalisation of discussion (theory) and action

(practice).

n Academic Apprenticeship - Literacy as situated social practice;

disciplinarywaysofknowing.

n E-Pedagogy – Constructivist and learner-led learning facilitated by

digitaltechnologies.

The PANdora, sponsored by IDRC, had implemented a few technology

innovationsfordistancelearningintheAsianregion,theresultsofwhich

havebeenreportedbythecoordinators(BaggaleyandBelawati,2010).The

review comprised of nine projects covering 39 researchers from 13

countries.WithinthePANdora-sponsoredstudy,Librero,PandaandKhan's

(2006)researchoninstructionaldesigntraininginthedistanceteaching

institutionalinAsia(includingSouthAsia)revealedthatthemostpreferred

IDmodelsappliedbythefacultyincludedthatofGagne,ADDIE,Dickand

Carey,andconstructivistmodels;andthatthepreferredcontentsforfuture

trainingrequirementincludedapplicationofresearchinID,selectionand

use of media, instructional design, and development of multi-media

instructionalmaterials.

21

ApassingreferencemaybemadetoareviewstudybyChaudharyandPanda

(2005) on educational television and teleconference in Asia-suggested

integration of educational media to the teaching-learning process;

structuringtheprogrammesattheappropriatecognitivelevelsoflearners;

andthatthoughfewerimpactstudiesareavailable,thereisaneedtostudy

theimpactespeciallyonlearners.Similarly,thereviewbyMishra(2005)

revealed effective use of radio, audio, and interactive radio in distance

teachingintheCommonwealthAsia.Theauthorsuggestedtogobeyond

evaluativeresearchtoconductexperimentalresearchonpedagogicdesigns

and student learning in distance education. Thesemay be related to an

effectivenessstudyonprint,interactivemultimediaandonlineresourcesby

Dikshit,GargandPanda(2013)thatfoundinteractivemultimediawitha

variety of learning activities to be pedagogically most effective. The

researchers suggested adoption of blended learning design strategies

combininginteractiveonlinediscussionforumandactivitiesthroughweb

tools.

Inthiscontext,thestudybyAnand,SaxenaandSaxena(quotedinCEMCA,

2013) suggested e-learning platform as the more preferred integrated

pedagogicdesignoverCDandDVDbasedcontentdesign.Inarecentstudy

byCEMCA(2013),itwasfoundthatvariouscommunicationtoolslikechat

andemail,navigationtoolslikemindmapand�lowchart,andassessment

toolslikeassessmentrubricswereextensivelyusedbyvariousfacultiesin

theCommonwealthAsia.Thevariousinstructionaldesignelementsusedby

the faculty included LMS-based e-content, online projects, group

discussion,thoughsimulationwastheleastpreferredpedagogicstrategy.

In a study on the National Open University in India, Panda andMishra

(2007)reportedstrongerfacultydispositiontoe-learningduetothefact

thatitenablescollaborativelearning,andthatthepedagogicelementsof

print,audio,videoandanimationshouldbeeffectivelyintegratedintothee-

learning framework/platform. Inarecentstudyonthe facultyofBeijing

Open University, P.R. China, Chen and Panda (2013) found faculty

preferencemoreforopencoursesandopene-books;andthatOERscouldbe

bestusedforteachingkeypoints,provideexplanationstodif�icultpoints,

deepeningthescopeoflearning,andtask-driventeaching.Intwosuccessive

studiesonopennessandopensharingatthenationalopenuniversityin

22

Indiawhichhasimplicationsforopenpedagogy,SantoshandPanda(2016)

and Panda and Santosh (2017) found that the faculty across various

disciplinesadoptedfreeresources,andespeciallycopyright-freeresources;

thattheyarewillingtosharetheirworkfree;andthatabout59%agreed

that sharing of knowledge and resources will lead to innovation in

pedagogy.

ResearchQuestion

A preliminary review of the status of instructional design formediated

teaching-learning in the Commonwealth Asia region suggested further

widersurveyonvariousmediapedagogiesadoptedorusedinthedistance

teachinginstitutionsinthissub-continent.ThefeltneedbyCEMCAisalso

strengthenedbytheanalysisofliteratureandresearchstudiesundertaken

in thischapter thatsuggested lackofawidersurveyonwhatpedagogic

strategies vis-a-vis various media are used by the faculty of open

universities and distance teaching institutions in South Asia. More

speci�ically,thepresentresearchstudyfocusedonthefollowingaspectsof

mediapedagogiesinODL:

n Curriculum design and concept mapping (need survey, modularity,

creditsystem,newmediatechnologies,blending,mediatools,resource

repository).

n Pedagogyimplementation(technologyinfrastructure,skills,capacity

building,studentaccess,administrativeecosystem).

n Evaluation (student participation in interactive educational

networking,revisionandpedagogyrevision).

n Learning (repository of study materials, event-based learning,

computer game-based learning, incidental learning, transfer of

learning, inquiry-based learning, connecting formal and informal

learning, skill acquirement-based learning, learning through

argumentation,evidencebuildingandre�lectivecommenting).

The survey instrumentwasdesigned to cover the above four aspects of

pedagogies associated with various media, besides a section to obtain

demographicvariablesofthefacultysamplereportedinthenextchapter.

23

Basedontheobjectivesofthestudy,thischapterisorganisedthroughthe

followingfoursub-heads.

ResearchMethodology

Sincethisresearchstudyprimarilyaimedat�indingouttheinstitutional

practicesonmedia-enablingpedagogiesandcurricularpracticesbyfaculty

acrossvariousdisciplinesinbothsingle-modeopenuniversities(OUs)and

dual-mode university distance education institutes (DEIs) in

CommonwealthAsia,thesurveymethodologywasusedbyestablishingan

online survey comprising of questions on the factual status on such

practices.

PopulationandSample

ThepopulationcomprisedofalltheOUsandDEIsofthoseCommonwealth

Asia countries having such established institutions. Those included

Bangladesh,India,Pakistan,andSriLanka.OneOUeachandallDEIsfrom

Bangladesh,Pakistan,andSriLanka,andthe14OUs(includingthenational

openuniversity)fromIndia,and160DEIsfromIndia(listedbyUGC)were

selectedandincludedintheIndiansample.Thelistoftheseinstitutionsis

giveninAppendix1.

The list, along with the emails, of faculty members teaching in those

institutions were located from institutional websites; and about 5000+

facultymemberswereemailedthe'onlinesurveyURL'forsubmittingtheir

responses(thebouncebackratewas40%).Remindersweresent twice,

withagapofsevendayseach,tothefacultymembers(whoseemailsdidnot

bounce back), including requests to institutional heads to expedite the

responses.Theonlinesurveyshowed16responsesreceivedwithinthree

weeksofthe�irstdispatchofonlinesurveyURL,outofwhich15responses

were found complete in all respects. (It may be noted that the faculty

memberswereaskedto�illuptheonlinesurveyiftheywishso,andthat

Methods 3

24

theirindividualresponsesshallbekeptstrictlycon�identialandbeusedfor

researchpurposesonly.)

Therelevantdemographicandothercharacteristicsoftherespondentsare

brie�lyanalysedasfollows.

Table1:Gender

Female

Male

GrandTotal

Gender

8

7

15

CountofTimestamp

53.3

46.7

100.0

Table2:Age

25–35

36–45

46–55

56andabove

GrandTotal

Age

4

2

5

4

15

CountofTimestamp

26.7

13.3

33.3

26.7

100.0

Whilethemaleandfemalerespondentswerealmostequallydivided,the

largestmajorityofthem(60%)belongedtothe46–55and56andaboveage

groups

Table3:Country

India

Pakistan

SriLanka

GrandTotal

Country

13

1

1

15

CountofTimestamp

86.7

6.7

6.7

100.0

25

Table4:TypesofUniversity

Government

Private

GrandTotal

RowLabels

15

0

15

Total

100.0

0

100.0

Responseswere received from threecountries -Pakistan, SriLankaand

India–thoughlargelyfromthelast;andalltherespondentsbelongedto

publicinstitutions.

Table5:TypeofUniversityMode

Distancemode

Dualmodeuniversity

Openanddistancelearning

Singlemodeopenuniversity

GrandTotal

TypeofUniversityMode

1

1

1

12

15

CountofTimestamp

6.7

6.7

6.7

80.0

100.0

Table6:Discipline/Department

Chemistry

ComputerScience

Education

ElectronicMedia

FacultyofEnglish,Schoolof

Humanities

Geography

GeriatricCare,Management

Discipline/Department

1

1

1

1

1

1

1

CountofTimestamp

6.7

6.7

6.7

6.7

6.7

6.7

6.7

Percentage

26

IT

Journalism&NewMedia

Physics

PublicAdministration

Sanskrit

TranslationStudies

(Blank)

GrandTotal

1

1

1

2

1

1

1

15

6.7

6.7

6.7

13.3

6.7

6.7

6.7

100.0

Thepublicinstitutionscomprisedoflargelysingle-modeopenuniversities

and dual-mode distance education institutions. The respondent faculty

belongedtoavarietyofdisciplinaryareas,rangingfromhumanities,social

sciences,andeducationtohardsciencesofchemistry,computerscience,

andphysics.

Table7:Mediumofinstructionforcourses

Degree

Graduate

English English,Hindi

English,Hindi,other

English,Tamil,

Sinhalese

English,Urdu,other

Other Urdu English,other

Diploma/

Professional

Post Graduate

M.Phil/Ph.D.

20

53.3

46.7

66.7

40

26.72

6.7

20

6.7

6.7

6.7

6.7

6.7 6.7 6.7 013.3

0 0 0 6.76.7

0 0 0 020

0 0 0 06.7

27

Thoughatthegraduatelevelthemediumofinstructionwasthroughboth

EnglishandHindilanguage,Englishmediumdominatedinstructionatthe

levels of professional diploma, postgraduate, and research degree

programmes.

ToolsandTechniques

For conducting the survey onmedia-enabled pedagogies and curricular

practicesinopenanddistancelearning,aweb-basedonlinesurveythrough

SurveyMonkeywasestablished.Beforethe�inalisedquestionnairewasput

atwebsite,theof�linequestionnairecomprising65questionswasprepared

thatcoveredthefollowingsixsub-sections:

a) Respondentcharacteristics.

b) Conceptualisingandconceptmappingofmedia-enabledcurriculum.

c) Curriculumdesignanddevelopment.

d) Curriculum(pedagogy)implementation.

e) Evaluation.

f) Learning.

Figure1:Mediumofinstructionforcourses

28

Thequestionnairewasemailedto�iveexpertsonpedagogy/instructional

design inODLwitharequesttocommentonthecontent,structure,and

formulation of items. Based on their comments, the questionnaire was

revisedthat�inallycomprisedof49questions(59questionsifthesub-parts

inanyquestionisconsideredasone).Acopyofthe�inalisedquestionnaireis

giveninAppendix2.

ThequestionnairewasuploadedtowebsiteatSurveyMonkey,andtheURL

wasprovidedtothefacultymembersthroughemailto�illuponline.

ProcedureofDataCollection

DatawascollectedinNovember–December,2017,withtworeminderssent

tofaculty(aswellastoinstitutionalheads)withagapofsevendayseach.

Collecteddataweretabulated(tables)forfrequencyandpercentages,and

alsoconvertedtopie-chartsand/orhistogramsasapplicable.Theresults

arepresentedinChapter4.

29

Thecollecteddatathroughthe59-itemonlinequestionnairefrom15faculty

membersinIndia,PakistanandSriLankaweretabulatedinexcelsheetsand

percentagesforvariablesineachquestionwerecalculated.Suchtabulations

were also represented through pie-diagram or histogram (wherever

applicable) for clarity and greater visibility. The questionnaire had �ive

sectionsasfollows:

A : BackgroundInformation

B : ConceptualisingandConceptMappingofMediaEnabled

Curriculum

C : CurriculumDesignandDevelopment

D : Curriculum(Pedagogy)Implementation

E : Learning.

The data for Section A have been discussed in the third chapter under

heading'populationandsample';andhencetheanalysisofdatafortherest

foursectionsarepresentedasfollows.

ConceptualisingandConceptMappingofMediaEnabled

Curriculum

Table8:Conductinganeedsurvey

Don'tknow

No

Yes

GrandTotal

Responses

1

4

10

15

CountofTimestamp

6.7

26.7

66.7

100.0

Analysis of Date and Result 4

30

Table9:Needbasedprogramme

AcademicNeed

Both(academic

andmarket)

GrandTotal

Responses

3

12

15

Total Percentage

20

80

100

Generally,needsurveysareconductedbeforedecidingtogetintothedesign

anddevelopmentofdistancelearningprogrammes;andtheinstitutionsand

facultyconsiderbothacademicandmarketneedsforaprogramme.About

27%respondedthatnoneedsurveyisconductedfortheirprogrammes,and

20%respondentsreportedacademicneedsurveywithoutgoingforstudyof

marketneeds.

Table10:Peopleconsultedduringprogramme

AcademicExperts

AcademicExperts,Trainers

Govt.Authorities,AcademicExperts

Govt.Authorities,AcademicExperts,Trainers

Govt.Authorities,Employers,AcademicExperts

Govt.Authorities,Employers,

AcademicExperts,Trainers

Govt.Authorities,Employers,IndustryExperts,

AcademicExperts

IndustryExperts,AcademicExperts

IndustryExperts,AcademicExperts,Trainers

GrandTotal

Peopleconsultedduringprogrammeplanningandconceptualisingprocess.

4

1

1

1

1

1

4

1

1

15

CountofTimestamp

26.7

6.7

6.7

6.7

6.7

6.7

26.7

6.7

6.7

100.0

31

Planningforaprogrammehasbeenthemost importantbutcontentious

area in theoperationofanydistance teaching institution.Thedominant

decision-makingstakeholderhasbeentheacademicexperts,thoughabout

27%alsoconsultgovernmentauthorities,industryexperts,andprobable

employers.

Table11:Developing'conceptmap'forcoursecurriculum,'modular'and'credit-based'courses

Maybe

Yes

GrandTotal

Responses

7

8

15

Total

46.7

53.3

100.0

Percentage

Table12:Considerationofpedagogiesforundertakingcurriculumdesign

To larger extent

To some extent

Grand Total

Responses

11

4

15

Total

73.3

26.7

100.0

Percentage

Some of the �iner curriculum design strategies like modularity, credit

system, and concept mapping are considered by only 50% of the

respondentswhiledesigningtheircurriculumandcourses.Further,alarge

majority (73%) consider various teaching-learning strategies (i.e.,

pedagogies)atthestageofcurriculumdesign.

CurriculumDesignandDevelopment

Table13:Newmediatechnologiesandstudentlearningprocess

Don'tknow

Yes

GrandTotal

Responses

13

12

15

Total

20.0

80.0

100.0

Percentage

32

About 80% of the faculty are of the view that newmedia technologies

including social networks and MOOCs shall positively impact student

learning. This, though, needs to be cross-checked against actual

considerationofmediaatthestageofcurriculumdesigngivenasfollows:

Table14:Blendinganddesigningthecurriculum

Print,Online

Print,Online,VideoConference

Print,TV,Video,Audio,Radio,Online

Print,TV,Video,Audio,Radio,Online,YouTube,

VideoConference

Print,TV,Video,Audio,Radio,Online,YouTube,

VideoConference,Skype

Print,TV,Video,Audio,Radio,VideoConference

Print,TV,Video,Audio,Radio,YouTube,VideoConference

Print,TV,Video,Radio

Print,TV,Video,Radio,Online,VideoConference,Skype

Print,Video,Audio

Print,Video,Audio,Radio

Print,Video,Audio,Radio,Online,YouTube

Radio

Video,Online,YouTube

GrandTotal

Blendingoftext,image,audio,andvideousedwhiledesigningthecurriculum

1

1

1

2

1

1

1

1

1

1

1

1

1

1

15

Total

6.7

6.7

6.7

13.3

6.7

6.7

6.7

6.7

6.7

6.7

6.7

6.7

6.7

6.7

100.0

Percentage

Whileprintedtext,audioandvideohavebeenthemainstayofmedia-mix,a

few have considered video-conferencing, skype, and YouTube for

undertakingmedia-mixforcoursedesign.And,asshowninthetablebelow,

33

alargemajorityareinfavourofblendedteaching-learning,bycombining

mediatechnologieswithface-to-faceinteractions.

Table15:Effectivenessof'blending'ofmediatechnologieswithconventionalteaching

Effective

Neutral

Veryeffective

GrandTotal

Responses

7

2

6

15

Total Percentage

46.7

13.3

40.0

100.0

Onlinelearningplatforme.g.Blackboard,MOODLE,WebCTetc 60 40

Print

TV

Radio

Video

VideoConferencing

MobileandtabApp-BasedLearning

InteractiveEducationalNetworkse.g.Piazza(INTRANET)

SocialMediaHandles(Twitter,Facebook)

Gaming

MOOC's/OER

Onlinestorytelling

Table16:Mediatoolandpedagogiesfortransactionandteaching-learningprocess

Kindofmediatools,andpedagogiesassociatedwiththosemediatoolsusedincoursetransactionandteaching-learning

6.7

40

20

6.7

33.3

73.3

80

46.7

93.3

33.3

93.3

NotUsed

93.3

60

80

93.3

66.7

26.7

20

53.3

6.7

66.7

6.7

Used

34

Blogging

Wiki

73.3

66.7

26.7

33.3

Figure2:Mediatoolandpedagogiesusedincoursetransactionandteaching-learning

Thedominantmediatools,withassociatedpedagogies,usedforteaching-

learningincludeprintedself-learningtexts,video,radio,videoconferencing,

MOOCs/OER,television,andsocialmedia,inthatorder.Theleastreported

media (and associatedpedagogies) includedonline storytelling, gaming,

interactiveeducationalnetworks,andblogging.

Table17:Pedagogiesandthetools

Pedagogiesassociatedwiththetools Notatall

Tosomeextent

Tolargeextent

PrintforSelf-learning

TVforSelf-learning

RadioforSelf-learning

VideoforSelf-learning;Groupdiscussion

Video-ConferencingforFace-to-faceinteraction

forgrouplearning

93.3

20

33.3

33.3

20

6.7

40

13.3

6.7

40

0

40

53.3

60

40

35

Mobile&AppBasedLearningforCollaborative

learning,discussionsandreviewthroughtext

basedapplications

InteractiveEducationalNetworks,e.g.,PIAZZA

(INTRANET)forCooperativelearningthrough

INTRANET

SocialMediaHandlesforPublicinformation

sharinganddiscussionplatform

Gamingforreasoningandthinkingability

MOOC's/OERforself-learning

Onlinestorytellingforreasoningandthinkingability

Onlinelearningplatform,e.g.,MOODLEfor

Onlinecollaborativelearning;groupcritical

re�lection;self-learning

Bloggingforself-criticalre�lection

WIKIforgroupcriticalre�lection

13.3

0

6.7

0

20

0

13.3

0

6.7

60

73.3

46.7

93.3

13.3

80

53.3

66.7

73.3

26.7

26.7

46.7

6.7

66.7

20

33.3

33.3

20

Figure3:Pedagogiesassociatedwiththetools

Intheyearof2005,UttarakhandOpenUniversity(UoU)wasestablishedby

an Act of Uttarakhand Legislative Assembly (vide Act No. 23 of the

UttarakhanaFurtherdetailsonspeci�icpedagogicfunctionsuggestthatfor

'self-learning'themostusedmediaincludedprintedtext,radio,andvideo;

for 'group discussion' the most used media was video; 'collaborative

36

learning' was facilitated mostly by MOODLE, WIKI, and social media

handles.Therehasbeenoccasionaluseofbloggingandwikiforindividual

and group critical re�lection.d Government) based on the philosophical

valuesofOpenandDistanceLearning(ODL).

Table18:Pedagogictoolsfordisciplinerequirements

Speci�icpedagogictoolsandtechniquesadoptedfortakingcareofspeci�icdisciplinerequirements(inhumanities,socialsciences,management,IT,engineering,sciences,medicine,etc.).

Total

Computerscience

History

Humanities

IT

Mobile,Telephone,IGNOUwebsite,VideoandRadio/CD

MOOCS/OER

Multiplemediumandmedia

Print

PrintandAudio-Video

PrintandAV

PrintMaterial,EducationalRealtimeTVLectures,VDOs,

InteractiveRadioCounsellingforEnglishCourses

PrintMediaandfacetofacesessions(sometimeon

videoconferencingorSkype),TVandRadioOurowndeveloped

onlineplatformcalledOLIVE

Print,VideoandBlog

Print,OER,Online,Videoconferencing

Self-LearningMaterials(Printed),e-resources(SelfLearning

Materials),e-Gyanagar(OERRepository),e-Library(Pro-quest),

AudioandVideoLessons

GrandTotal

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

15

37

Avarietyofpedagogic toolshavebeenusedby the faculty fromvarious

disciplinestotakecareofdisciplinerequirements.ThoughtheprintedSLM

dominatesthekitty,therehasbeenfairuseofaudio,video,conferencing,

IRC,blogs,andOERs.

Table19:Internetaccessibilityandaffordability

1

2

3

4

GrandTotal

RatingofthelevelofyourcountryintermsofInternetaccessibilityandaffordability.

(1low;5high)

Total

1

2

8

4

15

6.7

13.3

53.3

26.7

100.0

Percentage

Figure4:Internetaccessibilityandaffordability.

7%

13%

18%

38

Table20:Creationofstudymaterial

Don'tknow

No

Yes

GrandTotal

Responses

1

2

12

15

Toatl

6.7

13.3

80.0

100.0

Percentage

Internetaccessibilityhasbeenfairinallthecountries;above80%reporting

goodaccessibilityandaffordability.

Figure5:Institutionhavingarepositoryofstudymaterial?

7%

13%

80%

Alltheinstitutions,excepttwo,didhavearepositoryoflearningresources;

anditissurprisingthatoneoftherespondentsdidnothaveanyinformation

onthis.

Table21:Frequencyofupdatingstudymaterial

Don'tknow

FiveYear

Morethan�iveyears

Responses

1

3

5

Total

6.7

20.0

33.3

Percentage

39

Onceinyear

Twoyear

(blank)

GrandTotal

1

2

3

15

6.7

13.3

20.0

100.0

Figure6:Frequencyofupdatingstudymaterial.

7%

20%

20%

13%

7%33%

Evenifarepositoryexists,thedisciplinefacultiesvariedintheirrevision

cycle–somerevisedonceinayear,whileotherstook�iveormorethan�ive

years.Surprisingly,oneof therespondentsdidnotevenknowabout the

provisionofrevisionofstudymaterials.

Table22:Repositoryforpublicaccessoraccessbyfee

Accessbyfee

Don'tknow

Publicaccess

GrandTotal

Responses

4

6

5

15

Total

26.7

40.0

33.3

100.0

Percentage

40

Figure7:Allowingrepositoryforpublicaccess

33%27%

40%

About one-third of the respondentswhobelonged to onenational open

universityunderlinedfullpublicaccesstolearningresourcesfreeofcost,

thoughfouroftherespondentsexpressedthattheirinstitutionschargeafee

toprovideaccesstotheirlearningresources.Againsurprisingtonotethat

about 40%of the respondents did not have any knowledge about their

institutionalprovision.

Curriculum(Pedagogy)Implementation

Table23:Qualityofthemediatechnologyinfrastructurepresentinyourinstitution

Bad

Excellent

Good

Neutral

GrandTotal

Responses

1

2

8

4

15

Total

6.7

13.3

53.3

26.7

100.0

Percentage

41

Figure8:Qualityofmediatechnologyinfrastructurepresentintheinstitution

7%

13%27%

53%

Though about one-fourth of the respondents remained neutral in

commenting the quality of theirmedia infrastructure (thatmay suggest

absence of signi�icant provision in their institutions), nearly two-thirds

underlinedgoodand/orexcellentprovisionofmediainfrastructureintheir

institutions. Only one of the respondents expressed poor infrastructure

quality.

Table24:Measuresundertakenforprocurementofthedesiredinfrastructure

Possiblemeasuresbeingtakenbyyourinstitutionforprocurementofthedesiredinfrastructure.

Total

Seekingfundsfromprivatenon-pro�itfunders

SeekingGovernmentfunding

SeekingGovernmentfunding,Seekingfundsfromprivatenon-pro�itfunders

Seekinginternalinstitutionfunding,SeekingGovernmentfunding

Seekinginternalinstitutionfunding,SeekingGovernmentfunding,Seekingfundsfromprivatenon-pro�itfunders

GrandTotal

1

6

1

6

1

15

Percentage

1

42

Figure9:Measuresundertakentoprocurethedesiredinfrastructure

Whileabout40%underlinedthatgovernmentisthesolesourceoffunding

fortheirmediainfrastructure,another40%combinedthiswiththeirfund

mobilisation from internal sources. A few of the institutions relied

exclusivelyonprivatenon-pro�itfunders.

Table25:Skillsforoperatingvariousmediatools

Don'tknow

No

Yes

GrandTotal

Responses

3

1

11

15

Total

20.0

6.77

3.3

100.0

Percentage

Figure10:Facultypossessingskillsforoperatingvariousmediatools

20%

7%

73%

43

Itissigni�icanttonotethatlargemajorityoftherespondentsexpressedfull

con�idence in the ability of in-house expertswho can effectively handle

variousmediatoolsusedorproposedtobeusedbythedistanceteaching

institution. Only one respondent underlined absence of such in-house

expertise.

Table26:Skillfamiliarity

Excellent

Good

(blank)

GrandTotal

Responses

2

9

4

15

Total Percentage

13.3

60.02

6.7

100.0

Figure11:Leveloftheskillfamiliarity

60%

27%

13%

Also important to note the responses bymajority that suchmedia tool

expertiseiseitherexcellentorgoodintheirinstitutions(thoughaboutone-

fourthoftherespondentsdidnotcommentonthisitem).

Table27:Skillenhancementandcapacitybuildingbyfaculty

Bypreparingselflearningmanuals

(blank)

GrandTotal

Statedpossiblemeasuresbeingtakenbyyourinstitutionforskillenhancementandcapacitybuildingofyourfaculty.

1

14

15

Total

6.7

93.3

100.0

Percentage

44

Figure12:Measuresundertakenbytheinstitutionforskillenhancementandcapacitybuilding

7%

93%

Onlyoneoftherespondentshadresponded'no';andthesuggestedmeasure

toenhancesuchabilityincludedpreparationofself-learningmanuals.This

though, in no way, is construed to signi�icantly contribute to increase

ef�iciencyinothermediatools.

Table28:Newmediainfrastructure/resourcetraining

Forpro�itfunding

Govt.funding

Self-sustainable

GrandTotal

Responses

1

10

4

15

Total

6.7

66.7

26.7

100.0

Percentage

Figure13:Fundingofthenewmediainfrastructure/resourcetraining

7%

27%

66%

45

In-house capacity building formedia tools is being funded largely from

government funding, though one-fourth of the respondents noted such

activities as self-sustaining; and only one respondent cited for-pro�it

fundingsource.

Table29:Possessionoftechnologytools/devicesbystudents

Don'tknow

No

Yes

GrandTotal

Responses

6

5

4

15

Total

40.0

33.3

26.7

100.0

Percentage

Figure14:Studentscompatibilitywiththetechnologyavailableattheinstitution

27%40%

33%

Thisisanimportantissuesincecompatibilityofmediasystemsandfacilities

betweentheproviderandthereceiverslargelydetermineeffectiveuseof

educational media resources by the latter. Only 27% of respondents

reportedsuchcompatibility;andaboutone-thirddidnotthinkso.40%of

respondentsdidnothaveanyinformationonthisissue.

Table30:Freeofcostdigitallearningresourcesforstudents

Don'tknow

No

Yes

GrandTotal

Responses

3

4

8

15

Total

20.0

26.7

53.3

100.0

Percentage

46

Figure15:Provisionoffreeofcostdigitallearningresources

20%

27%

53%

This question may not be construed to be related in any way to free

availability of media devices. This is concerned with digitised learning

resources in forms of .pdf �iles, print and media resources available at

institutional resource repository, or through other protected websites.

Above53%reportedfree-of-costavailabilitytostudents,thoughabout26%

as a matter of policy did not provide it free to their students. Three

respondentsthoughdidnothaveanyknowledgeonthisissue.

Table31(a):Digitalresourcesprovidedtothedistancelearners

Kindofdigitalresourcesprovidedtothedistancelearners Total

AccesstoLibraryResources,InternetandDigitalSubscribedJournals,Books,OnlinePlatform

DigitalLibraryConnectwithHigherEducationCommissionandourowne-Librarywithmorethan40000e-booksandotherresources.

e-Resources(SLM),e-Gyanagar(OERRepository),e-Library(Pro-quest,MobileApp(OSOU),AudioVideoLessons

NotAvailable

SMS

Video,Radio,TV,E-MailBasedServices

WebMobileserviceandOER

WebsitelikeNPTEL

(blank)

GrandTotal

1

1

1

1

1

1

1

1

7

15

47

Whenponderedfurtheronthenatureortypeofsuchresources,those8who

had responded 'yes' to the preceding question noted a variety of such

resources like library e-resources, online repository like 'E-Gyankosh',

email-based resource services, and link to e-resource repository like

NPTEL.

Table31(b):Waysofprovidingresources

Waysofprovidingtheseresourcestothem Total

Allthedigitalresourcesareavailableorlinkedviaourof�icialwebsitewww.osou.ac.inandMobileAppcanbedownloadedfromGooglePlayStore

Freeaccessinuniversitylibraryandwiththeire-portalpassword

NotAvailable

SMS

ThroughaccessdevicesPW,etc.

Throughrespectivedeliverymodes

Weprovideinformationaboutthem

WebmobileOER

(blank)

GrandTotal

1

1

1

1

1

1

1

1

7

15

Theway those resourcesaremadeavailable to the students includede-

portal,mobileOER,throughemailinformation,andthroughe-library.

Table31(c):Levelofacademicnetworking(MOU/MOA/others)

Levelofacademicnetworking(MOU/MOA/others)ofyourinstitutionwithothers.

Total

1

3

4

5

6

1

1

1

2

1

48

(blank)

GrandTotal

8

23

100

1

1

1

6

15

The MOUs or MOAs of the institutions for academic collaboration and

networking involved1–5 or 6 such agreements, though one respondent

noted23MOUsandanothernoted100MOUs.Sixoftherespondentsdidnot

mentionany.

Table32:Governmentadministrativeecosystem

1

3

4

5

GrandTotal

Governmentadministrativeecosystemwithregardtocooperativenessandsupportivenesstowardseducationandinnovativelearning.

2

7

2

4

15

Total

13.3

46.7

13.3

26.7

100.0

Percentage

Figure16:Governmentadministrativeecosystem.

13%

27%

13%47%

Itmaybenoted that the respondentsdidnothave anypositiveopinion

aboutfavourableadministrativeecosystemandsupportbythegovernment.

49

Thisisacrucialissueinsofarastheeffectiveuseofmediaresourcesbyboth

institutionsandstudentsisconcerned.

Table33:Blendedlearningtechnologiesandpedagogies

1

3

4

5

GrandTotal

2

7

2

4

15

13.3

46.7

26.7

13.3

100.0

Willingnessandsupportivenessofyourcolleaguesattheinstitutiontotakeinitiativetoemployblendedlearningtechnologiesandpedagogies.

Total Percentage

Figure17:Willingnessandsupportivenessofcolleaguestoemployblendedlearning

47%

27%

13% 13%

Itisalsoimportanttonotethatnotmuchhelp(intermsofwillingnessand

supportiveness) is extended by peer colleagues in fresh initiatives for

designanddeliveryof'blendedlearningtechnologiesandpedagogies'.This

couldbeconsideredastheforemostimpedimenttoblendedlearninginthe

distanceeducationinstitutions.

50

Evaluation

Table34:Conventionalteachingpedagogiesandthestudents

Never

Often

Veryoften

GrandTotal

Responses

4

7

4

15

Total

26.7

46.7

26.7

100.0

Percentage

Figure18:Conventionalteachingpedagogiesandstudents

27% 27%

46%

Majority of the respondents (above 72%) opined that the conventional

teachingstrategiesthattheDEIshavebeenfollowingdonotmatchwiththe

expectationsofdistancelearners,thoughitisinterestingtonotethatabove

26%oftherespondentsdidnotthinkso.Thisclearlyrevealsconventional

educationmindsetinthedistanceteachers

Table35:ParticipationofstudentsinInteractiveEducationalNetworking

25%to50%

50%to75%

Lessthan25%

GrandTotal

Responses

4

4

7

15

Total

26.7

26.7

46.7

100.0

Percentage

51

Figure19:ParticipationlevelofthestudentsinInteractiveEducationalNetworking

27%

27%

46%

Even if there is provision of interactive educational networks, a large

percentageofthefacultyreportedlowparticipationlevelofstudentsinsuch

networkedresources.Thissuggestssomekindofincompatibilitybetween

theprovisionandtheuse.Unlessthisisadequatelyaddressed,effectiveuse

ofmedia technologies, pedagogies and resources shall remain a distant

dream.

Table36:Changesinpedagogiesforcoursecurriculum

Notatall

Tolargeextent

Tosomeextent

GrandTotal

Responses

2

5

8

15

Total

13.3

33.3

53.3

100.0

Percentage

Figure20:Frequencyofrevisingthecoursecurriculum

13%

54%33%

52

Table36(a):Typeofchangesmadebyfaculty

Thetypeofchangesthefacultymake Total

Contentupgradation,clari�icationofterms/jargonsthatmightnotstillnotbecleartolearners,strategiesforensuringthatlearningoutcomesarebeingmet.

Contentupdation,Presentationofcontent

Introducingmobileapplications

Introducingnewmediatools

Latestinformationandstrategies,Currentresearchincorporated

Makethemmoreuserfriendlytosuitthenewgeneration

Newchangesincorporated

Radio

ShiftingfromtraditionalODLtoODeL

updatecontent

(blank)

GrandTotal

Thechangesinthepedagogiesaremadedependinguponthefeedbackreceivedfromthestudentsinordertoincreasetheconvenience,availabilityandaccessibilityofstudentstothepedagogies.

Providinglearnersonlinestudymaterial,Audioandvideolecturesonline

1

1

1

1

1

1

1

1

1

1

1

1

3

15

Almost86%oftherespondentsreportedthattheygenerallymakesome

changes in pedagogies while revising their curriculum and teaching-

learningresources(dependingonthefrequencyofinstitutionalrevision).

Such changes included: learning outcomes, corresponding content

updation, addition of current research outcomes,makingmore learner-

friendly,additionofnewA/Vmediaresources,e-learningsupport,among

others.

Basedoncriticalcommentsreceivedfrompedagogy/instructionaldesignexperts.

Table36(b):Waysofmakingchanges

Waysofmakingsuchchanges Total Percentage

1 6.7

53

Basedonexigenciesandfundsavailablewiththeinstitution.

Basedonfeedbackreceivedfromstudentsonlearningeffectiveness.

GrandTotal

Basedondevelopmentsinpedagogicresearch,basedonfeedbackreceivedfromstudentsonlearningeffectiveness.Basedoncriticalcommentsreceivedfrompedagogy/instructionaldesignexperts.

Basedondevelopmentsinpedagogicresearch,basedonfeedbackreceivedfromstudentsonlearningeffectiveness,basedoncriticalcommentsreceivedfrompedagogy/instructionaldesignexperts,basedonexigenciesandfundsavailablewiththeinstitution.

Basedonfeedbackreceivedfromstudentsonlearningeffectiveness,basedoncriticalcommentsreceivedfrompedagogy/instructionaldesignexperts.

Basedonfeedbackreceivedfromstudentsonlearningeffectiveness,basedonexigenciesandfundsavailablewiththeinstitution.

4

2

1

5

1

1

15

26.7

13.3

6.7

33.3

6.7

6.7

100.0

Figure21:Waysofmakingsuchchanges

54

The bases for such changes made by the faculty included in order of

importance: student feedback (33%), latest pedagogic research (26%),

combined with availability of in-house funds (13%), and comments

providedbypedagogy/instructionaldesignexperts(6%).

Learning

Table37:Institutionhavingarepositoryofstudymaterial

Maybe

Yes

GrandTotal

Responses

3

12

15

Total

20.0

80.0

100.0

Percentage

Figure22:Institutionhavingarepositoryofstudymaterial

20%

80%

About 80% of respondents reported existence ofmaterial repository in

their institutions, though it is not clear what exactly they meant by

'repository'.

Table38:Institutionalprovisionsforenablingeventbasedlearningexperiences

Maybe

No

Yes

GrandTotal

Responses

6

5

4

15

Total

40.0

33.3

26.7

100.0

Percentage

55

Figure23:Provisionsforenablingeventbasedlearningexperiences

33%

27%40%

Table39:Typeofeventbasedlearning

Craftsprojects

Doityourselfengineering

Onlinesharinggroup

(blank)

GrandTotal

Typeofeventbasedlearningused

2

1

1

11

15

Total

13.3

6.7

6.7

73.3

100.0

Percentage

Figure24:Eventbasedlearning

73%

7%

7%

13%

While 26% reported existence of events-based learning, such strategies

includedcraftsprojects,do-it-yourselfengineering,andonlinegroup for

sharing.

56

Table40(a):Computergamebasedteaching

Maybe

No

Yes

GrandTotal

Responses

7

7

1

15

Total

46.7

46.7

6.7

100.0

Percentage

Figure25:Provisionsforcomputergamebasedteaching

7%

46%

47%

Table40(b):Computergamebasedteaching

Iamnotsure

Noidea

Notapplicable

Simulationgames

GrandTotal

Responses

1

1

12

1

15

Total

6.7

6.7

80.0

6.7

100.0

Percentage

57

Figure26:Provisionforallowingcomputergamebasedteaching

80%

7%7% 6%

Whileonly6.7%ofrespondedinstitutionalprovisionforcomputergame-

based teaching-learning, this was found in form of simulation games.

Largestmajoritydidnothavethisprovision.

Table41:Measurestoexplorelocalenvironment

Maybe

No

Yes

GrandTotal

Responses

6

5

4

15

Total

40.0

33.3

26.7

100.0

Percentage

Figure27:Measurestoallowstudentstoexploretheirlocalenvironment

27%

33%

40%

58

Table42:Measuresforallowingstudentsexploretheirlocalenvironment

Augmentedrealitybasedmaps

Notapplicable

OutdoorMMS

Videoblogs

GrandTotal

Responses

1

10

1

3

15

Total

6.7

66.7

6.7

20.0

100.0

Percentage

Figure28:Measuresforallowingstudentstoexploretheirlocalenvironment

66%

7%

7%

20%

About26%reportedtohaveprovisionforstudentstoexploretheirlocal

environment. Those included: augmented reality-based maps, outdoor

MMS,andvideoblogs.

Table43:Opportunitiestotransferinformationandexperienceacrosssettings

Maybe

No

Yes

GrandTotal

Responses

9

3

3

15

Total

60.0

20.0

20.0

100.0

Percentage

59

Figure29:Provisionofopportunitiestotransferinformationandexperienceacrosssettings

20%

20% 60%

Though the question itself is not clear, about 20% of the respondents

reported institutional provision for transferring information and

experiencesacrosssettings.

Table44:Individualthemesbasedoninterest

Maybe

No

Yes

GrandTotal

Responses

7

2

6

15

Total

46.7

13.3

40.0

100.0

Percentage

Figure30:Allowingstudentstopursueindividualthemesbasedoninterest

40%

13%

47%

60

Table45:Measuresforallowingstudentstopursueindividualthemesbasedoninterest

Adaptivemethodsofteaching

Feedbackonlearner'sinterest

Notapplicable

Selfselectionofinterestareas

GrandTotal

Responses

1

1

5

8

15

Total

6.7

6.7

33.3

53.3

100.0

Percentage

Figure31:Measuresforallowingstudentstopursueindividualthemesbasedoninterest

7%7%

53% 33%

Thoughthisisaverysophisticatedprovisiontowardindividualised�lexible

learning,40%of therespondentsreportedfacilitatingpersonalenquiry-

basedlearningthroughselfselectionofcontent,andadaptivemethodsof

teaching.

Table46(a):Spaceforconnectingformalandinformallearningexperiences

Maybe

No

Yes

GrandTotal

Responses

6

3

6

15

Total

40.0

20.0

40.0

100.0

Percentage

61

Figure32:Allowingspaceforconnectingformalandinformallearningexperiences

40% 40%

20%

Table46(b):Measuresforconnectingformalandinformallearningexperiences

Notapplicable

Onlinevocationalactivities

Partnershipswithonlineyouthclubs

Virtualtourstoinstitutions

GrandTotal

Responses

7

2

1

5

15

Total

46.7

13.3

6.7

33.3

100.0

Percentage

Figure33:Measuresforconnectingformalandinformallearningexperiences

33%

47%

13%

7%

Thisisanimportantareaofcurriculumdesigninwhichformalinstitutional

learning and informal community learning are combined/connected to

make sense and derive further meaning in learning. While 40% of the

62

respondents reported institutional provision, such strategies included:

online skill-based activities, online youth club membership, and

institutionalvirtualtour.

Table47(a):Allowingprovisionforgoaland'skillacquirement'basedlearning

May

No

Yes

GrandTotal

Responses

4

3

8

15

Total

26.7

20.0

53.3

100.0

Percentage

Figure34:Allowingforgoaland'skillacquirement'basedlearning

20%

53%

27%

Table47(b):Measuresforgoaland'skillacquirement'basedlearning

Individualonlineskillbasedprojects

Noidea

Notapplicable

Participatoryonlineskillbasedprojects

(blank)

GrandTotal

Responses

2

1

7

4

1

15

Total

13.3

6.7

46.7

26.7

6.7

100.0

Percentage

63

Figure35:Measuresforgoaland'skillacquirement'basedlearning

46%

27%

13%

7%

7%

Above53%oftherespondentsunderlinedinstitutional/courseprovision

for skill acquirement-based learning that included online skill-based

projects(bothindividualaswellascollaborative).

Table48(a):Provisionoflearningthroughargumentation

May

No

Yes

(blank)

GrandTotal

Responses

5

6

3

1

15

Total

33.3

40.0

20.0

6.7

100.0

Percentage

Figure36:Provisionoflearningthroughargumentation

20%

40%

33%

7%

64

Table48(b):Measuresforlearningthroughargumentation

Notapplicable

Useofmodels

Virtualclassroomnorms

(blank)

GrandTotal

Responses

8

2

4

1

15

Total

53.3

13.3

26.7

6.7

100.0

Percentage

Figure37:Measuresforlearningthroughargumentation

53%

7%

27%

13%

Only20%oftherespondentsreportedprovisionofthestrategyoflearning

throughargumentationintheformofvirtualclassroomanduseofmodels.

Table49:Provisiontodeveloptransferableskills

Maybe

No

Yes

GrandTotal

Responses

6

6

3

15

Total

40.0

40.0

20.0

100.0

Percentage

65

Figure38:Provisiontodeveloptransferableskillssuchascuration,evidencebuildingandre�lectivecommenting

20%

40%

40%

When it comes to the strategy of transferable skills through curation,

re�lectivecomments,andbuildingevidences,only20%oftherespondents

usedthisstrategy.

66

Main Findings and Implications 5

Thepresentstudywasaimedatsurveyingvariousmediapedagogiesused

by the faculty of distance teaching institutions/open universities in the

Commonwealth Asia countries. The survey yielded the following

broad/main�indings:

MainFindings

n Generally, initiation of any programme is based on need survey

conducted by the institution. Also, generally academic experts are

consulted, while government authorities and employers/industry

expertsarealsoinvolvedintheprocess.

n Only half of the respondents noted developing concept maps, and

creditsandmodularsystemforcoursedesign.Also,toalargestextent,

pedagogic consideration form a part of curriculum design and

multimediastrategies.

n Thegeneralagreementhasbeen thatnewmedia technologiesshall

bene�it student learning, though the dominating blending ofmedia

includeprint,audio,video,andconferencing.Theagreedperceptionis

thatblendingofvariousmediawithconventionalteachingwillbemost

effective for distance learners. On the other hand, the actual use

includes print, radio, video, OER/MOOCs, interactive educational

networks,andsocialmediahandles.Thepedagogiesassociatedwith

these media tools include print, OER and radio for self-learning,

MOODLEforcollaboration,bloggingforcriticalre�lection,andsocial

mediahandlesforinformationsharing.

n Institutionsgenerallycreatearepositoryofstudymaterials,andmost

often,�iveyearsormoreistakenfornextrevisionofmaterialsafterits

�irstlaunch/revision.Whilesomeopenuptherepositorytothepublic

forfree,someotherschargeafeetoaccessthelearningmaterials.

67

n Though the institutions have made infrastructure at reasonably

average/goodlevel,generallypublicfundingissoughtfortodeployand

maintainmediainfrastructure.

n Thefaculty,toaconsiderableextent,hastheskillstooperatevarious

mediatools,andthetrainingonmediauseisgenerallyfundedbythe

government.Ontheotherhand,they

n viewthattheremaynotbeacceptablelevelofcompatibilitybetween

institutionalprovisionandstudentpossessionofpersonaltechnology

tools/devices.

n Generally, digital resources are made available on the institutional

website. On the other hand, there is a mixed feeling regarding

supportive administrative and government ecosystem for media-

basedlearning,asalsofacultywillingnesstogoforblendedlearning.

n Generally,tosomeextentonly,changesinpedagogiesaremadewhile

revising curriculum and courses; and the main sources for such

updatingareinstructionaldesigners,researchstudies,andfeedback

receivedfromthestudents.

n Event-based learning experiences are adopted by a few, though

computer game-based learning is rare; so also exploration of local

environmentandtransferoflearning.

n Thereisamismatchbetweenfacultyperceptionofpossessionofskills

for handling media and associated pedagogies and the actual

institutionalprovisionforthis.Thisiscritical.

DiscussionandImplications

The�indingsofthepresentstudyclearlyindicatethatintegratedmediause

forblendedlearningistheCalloftheday,withspeci�icsuggestionthatprint

andaudioandvideocanbeusedforself-learning,conferencingandonline

discussionforumsforinteractionandcollaboration,andblogsandwikisfor

re�lective activities and practices (both individual and collaborative).

Further, as part of information and academic support, emails, sms, and

socialmediaandtechnologiesaretobeintegratedwiththemedia-enabled

68

curriculumdesign itself.Theseneedsare tobe linked toOERandother

resourcerepositoryandintegratedlearnersupport.Someoftheresearch

studies and re�lective reportings as discussed in Chapter 2 indicated

strengtheningthetraditionalmediaofaudio-videoandconferencingasthe

integralpartofcurriculumdesignandtransaction.Whiletheseneedtobe

'integrated' within the curriculum, the faculty preference for and the

contemporary developments in new media and technologies require

furtherattention.

ThecurrentresearchanddeliberationsaremovingawayfromOERtowhat

iscalled'openeducationpractices'(OEP)andopenpedagogy(Ehlers,2011;

Hegarty, 2015; DeRosa and Robinson, 2017). While critiquing open

educationalresources,Knox(2013)arguesthatlearni�icationasexplained

in the OERmovement is more of a provision, rather than a theoretical

construct.Learningeverythingtoautonomouslearningreducestheroleof

the teacherand the institution thatmightbe construedasdisregard for

them.Infact,OERsofarhasfocusedondisseminationstrategies,ratherthan

pedagogyoflearning;McLoughlinandLee(2007)arguethatbesidesthe

conventionalpracticeofgroupcollaborationforcommunication,dialogue

andshareactivities,socialsoftwareunderpinningPedagogy2.0'canalsobe

embedded in learner-centred pedagogical frameworks' (p. 671); can

provideforsupportinmultipleforms;andcanbringincongruencebetween

learner self-regulation, self-direction and self-construction on one hand

andgroupcriticalre�lectionontheother.

ThecurrentOERmovementinespeciallytheAsianCommonwealthregion

providesforscantyattentiontopedagogiesassociatedwithOER.Inarecent

work,Panda(2017a)pointsoutthatagoodOERmaynotresultbysimply

combiningtechnologytoolsandresources/content,ratherthereshouldbe

considerationforappropriateandtestedonlinelearningpedagogies,and

especiallyengagementinauthentictasksessentialforcriticalandre�lective

learning(thatthecurrentOERframeworksarelacking).Similaristhecase

withMOOCs.While the faculty use of OER does not necessarily lead to

creationofaMOOC,similarlyaMOOCcourseinthearchivedoesnotbecome

anOER.ThecurrentMOOCsframeworkishighlyinstructivist(i.e.,xMOOCs),

theconstructivist,situativeandconnectivistpedagogiescanbeverywell

associated with any MOOC, including eMOOC (Panda, 2017b). The

constructivistcourseonlearningdesignbyUKOU,thesituativecourseon

69

clinicalneurologybyCoursera,andtheeMOOConconnectiveknowledgeby

SiemensandDownesarepointerstothisdirection.

The faculty could consideranexcellent analysis anddiscussiononopen

pedagogies by Hegarty (2015) and the eight attributes – participatory

technologies, people and trust, innovation and creativity, sharing,

connected community, learner generated, re�lective practice, and peer

review.OERsarenotjustrepositoriesofcontent,butmoreimportantlytobe

designedassuchforcollaborationandengagement(DeRosaandRobinson,

2017).

Important research is comingup togobeyondOER toopeneducational

practices that are 'usage of resources in the frame of open learning

architectures' (Ehlers,2011,p. 3).Theauthor further suggests that it is

importanttoconsiderdegreesofopennessvis-a-visOERpedagogy–low

openness(reproductiveapproaches),mediumopenness(pre-determined

learning objectives, but teaching-learning following open educational

models, andhighopenness (bothobjectives/learninggoalsand learning

pathwaysdeterminedbythelearners).Thereisaneedtosynchroniseboth

opennessinresourcecreationandopennessinpedagogicalmodels.Inthis

context, a very useful comment has been made by Mishra (2017) who

arguesthatthereshouldnowbearethinkingontheideaof'open'bymaking

itmoreinclusive,andthatourunderstandingandexperiencessofarwhile

practicingface-to-face,distance,andonlineeducationshouldbefedintothe

creationanduseofOERs(thatisunfortunatelynotre�lectedinthecurrent

frameworksofOERsandMOOCs).

Itisexpectedthatthebriefliteraturereview,the�indingsofthisresearch

study, and the discussion on implications shall contribute to further

thinkingandaf�irmativeactionbythefacultyofdistanceteachingandopen

universities in the Asian Commonwealth and elsewhere to reconsider

pedagogies associated with various media and technologies in their

curriculumdesignanddistanceteaching-learning.

While underlining themassive and excellentwork on distance learning

technologiesundertakenbytheIDRCin11Asiancountries,Baggaleyand

Hoon (2005) remarked that “New learning technologies that currently

enjoynofootholdatallinNorthAmericaandEuropearedevelopingrapidly

inremoteand�inanciallydisadvantagedAsian institutions;andsoftware

70

techniques arebeingpioneered therewhichpromise cost saving forDE

institutionsinternationally”(p.12).UnderthisPANdora'sbox,tremendous

technologyandpedagogyinnovationsforDLThavetakenplaceintheAsian

countriesthatarebeingmainstreamedthroughbothgovernmentpolicies

andinstitutionalandfacultyadoptionofDLTs.Inthiscontext,Latchemand

Jung(2010),inarecentcomprehensiveworkonblendedlearninginAsian

countries,suggestedthatthefacultyneedtoproceedmoretoward'student-

centred,teacher-facilitatedandcollaborativeknowledgebuilding'(p.130)

and that instructional design needs to fully exploit the potential of all

possibilities of online communication and community networks. As

suggestedbythem,andthat isequallyapplicabletotheoutcomesofthe

present research study, two crucial factors hold the key to effective

pedagogy design for emerging technologies inDE – understanding how

learnerslearn,andcontinueextensiveprofessionaldevelopment.

Recommendations

Basedonthemain�indingsofthisstudy,thefollowingrecommendations

relating to media-enabled curriculum design and distance learning

pedagogiesforDEIsandtheirfacultyarebetoconsider:

n Before�inalisinginitiationofanyprogramme,aneedsurveyshouldbe

undertaken, followedby programme and course conceptmaps and

creditsforvariousmediacomponentsaswellasvariouscomponentsof

distanceteaching-learning.

n PrintedSLMstillremainsthemainstayoftheresourcebasketthougha

few institutions have been using audio-video, radio-television, and

occasionallyconferencingsystems. It is timenowfor institutions to

categorically specify institutional media and teaching-learning

policies, includingactual integrationof technologies andassociated

pedagogiesintotheirteaching-learning.(Asnotedearlier,thefaculty

have generally viewed blending of technologies with associated

pedagogiesfor'blendedlearning'asthemosteffectiveDEpracticein

theAsianCommonwealth).

n DEIsneedtoconsideranintegratedmedia-enabledcurriculumdesign

withdue consideration to speci�ic pedagogies associatedwith each

71

media/technology, rather than taking up a generic approach to

curriculumdesign.

n Creation of institutional resource repository, seamless linkage to

nationalMOOCsplatformSWAYAM,andadoptionpolicyandpracticeof

creatingandusingOERsremainimportantgoalsforDEIstoachieve.

Concerted institutional and faculty efforts are needed to ensure an

integrated platform of teaching-learning and learner support for

distancelearners.

n Itmay not sound to be anything new, but of crucial importance is

continuing faculty development and updating as well as faculty

pursuance of action research on integrated media pedagogies

(includingOERsandMOOCs),blendedlearning,andemergingsocial

technologiesandnetworks.

72

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Peters, O. (2003). Models of open and �lexible learning in distance

education. In S. Panda (ed.), Planning and Management in Distance

Education.London:Routledge.

Qvortrup,L.(2008).E-learning-Aknowledgetheoreticalapproach.InP.

Ludes(ed.),ConvergenceandFragmentation:MediaTechnologyand the

InformationSociety.Bristol:IntellectBooks.

Santosh,S.&Panda,S.(2016).Sharingofknowledgeamongfacultyina

megaopenuniversity.OpenPraxis,8(3),247-264.

WFHF (2015). Open Educational Resources: Advancing widespread

adoption to improve instruction and learning. The William and Flora

HewlettFoundation.(www.hewlett.org)(AccessedDecember,2017).

Wiley,D.(2013).Whatisopenpedagogy?http://opencontent.org/blog/

archieves/2975(AccessedDecember,2017).

Yeonjeon (2011). A pedagogical framework for mobile learning:

categorising educational applications of mobile technologies into four

types. InternationalReviewofResearch inOpen andDistanceLearning,

12(2).

76

List of Universities / institutions

APPENDIX1

INDIA

Sl.No.

ListofUniversity/InstitutionNumberoffaculty

1. AligarhMuslimUniversity,Aligarh202001

2. AndhraUniversity,Waltair,Vishakhapatnam530003

3. B.R.A.BiharUniversity,Muzaffarpur,Bihar842001

4. BanarasHinduUniversity,Varanasi221005

5. BangaloreUniversity,JnanaBharathi,Bangalore560056

6. BharathiarUniversity,Coimbatore641045

7. BharathidasanUniversity,Tiruchirapalli620023

8. BPSMahilaVishwavidyalaya,KhanpurKalan,Sonipat

9. D.D.U.GorakhpurUniversity,Gorakhpur273009

10. DeviAhilyaVishwavidyalaya,TakshilaParisar,

KhandwaRoad,Indore452001

11. Dr.B.A.MarathwadaUniversity,Aurangabad431004(M.S.)

12. Dr.H.S.GourVishwavidyalaya,Sagar470003

13. GauhatiUniversity,GopinathBardoloiNagar,

Guwahati781014

14. GoaUniversity,TeleigaoPlateau,P.O.Bambolim,

Goa403202

15. GujaratUniversity,Nairangpura,Ahmedabad300009

16. GuruGhasidasUniversityGGUCampus,Bilaspur495009

77

17. GuruJambheswarUniversityofScience&Technology,

Hisar125001

18. GuruNanakDevUniversity,Amritsar143005

19. HimachalPradeshUniversity,Shimla171005(H.P.)

20. JadavpurUniversity,Calcutta700032

21. JaiNarayanVyasUniversity,Jodhpur342001

22. JamiaMilliaIslamia,NewDelhi110025

23. JawaharlalNehruTechnologicalUniversity, Hyderabad500072

24. JawaharlalNehruUniversity,NewDelhi110067

25. KannurUniversity,Mangattuparamba,Kannur670567

26. KarnatakUniversity,PavatiNagar,Dharwad580003

27. KumaunUniversity,Nainital263001

28. KurukshetraUniversity,Kurukshetra132119

29. MaduraiKamarajUniversity,PalkalaiNagar, Madurai625021

30. MaharshiDayanandSaraswatiUniversity,Ajmer305001

31. ManipurUniversity,Canchipur,Imphal795003

32. MaulanaAzadNationalUrduUniversity, Hyderabad500032

33. MizomUniversity,PostBoxNo.190,Aizawl

34. NagpurUniversity,AmbaVihar,SouthAmbazariRoad, Nagpur400022.

35. NorthBengalUniversity,Siliguri,Darjeeling734013

36. North-EasternHillUniversity,P.O.NEHUCampus, MawkynrohUmshing,Shillong793022

37. OsmaniaUniversity,Hyderabad500007

38. PanjabUniversity,Chandigarh160014

39. PatnaUniversity,BariPath,Dariyapur, Patna800004(Bihar)

78

40. PondicherryUniversity,Lawspet,Puducherry605008.

41. Pt.RavishankarShuklaUniversity,Raipur492010

42. PunjabiUniversity,Patiala147002

43. RanchiUniversity,MorabadiCampus,Ranchi834008

44. RaniDurgawatiVishwavidyalaya,Jabalpur482001

45. SambalpurUniversity,JyotiVihar,Sambalpur768019

46. SantGadgeBabaAmravatiUniversity,Amravati444602

47. SardalPatelUniversityVallabhVidyanagar388120

48. SaurashtraUniversity,UniversityRoad,Rajkot360005

49. SriVenkateshwaraUniversity,Tirupati517502

50. UniversityofAllahabad,Allahabad211002

51. UniversityofBurdwan,Burdwan713104

52. UniversityofCalcutta,92,A.P.ChandraRoad, Calcutta700009.

53. UniversityofCalicut,Calicut673535

54. UniversityofDelhi,Delhi110007

55. UniversityofHyderabad,Hyderabad500046

56. UniversityofJammu,Jammu180006

57. UniversityofKashmir,HazaratBal,Srinagar190006

58. UniversityofKerala,GuestHouseBuilding, Kariavattom695581

59. UniversityofLucknow,Lucknow226007

60. UniversityofMadras,CentenaryBuilding,Chepauk, Chennai500005

61. UniversityofMumbai,VidyaNagari,Mumbai400098

62. UniversityofMysore,Mysore670005

63. UniversityofPune,GaneshKhind,Pune411007

64. UniversityofRajasthan,Jaipur302004(Rajasthan)

79

65. UtkalUniversity,VaniVihar,Bhubaneshwar751004

66. UttarakhandOpenUniversity,Uttarakhand 51

67. YashwantraoChavanMaharashtraOpenUniversity 41 (YCMOU),Nashik

68. VardhmanMahaveerOpenUniversity,Kota 25

69. U.P.RajarshiTandonOpenUniversity,Allahabad 32

70. TheKrishnaKantaHandiquiStateOpenUniversity, 48 Guwahati

71. KarnatakaStateOpenUniversity,Mysore 68

72. NetajiSubhasOpenUniversity,Kolkata 15

73. OdishaStateOpenUniversity(OSOU),G.M.University, 25 Sambalpur

74. Dr.BabasahebAmbedkarOpenUniversity,Ahmedabad 36

75. Dr.B.R.AmbedkarOpenUniversity,Hyderabad 43

76. TamilNaduOpenUniversity,Chennai 6

77. IndiraGandhiNationalOpenUniversity(IGNOU), 427 NewDelhi

PAKISTAN

1. InternationalIslamicUniversity,Islamabad 2

2. VirtualUniversityofPakistan,Raiwind,Lahore 45

3. FoundationUniversity,Islamabad 2

4. UniversityofFaisalabad,Faisalabad 3

5. RiphahInternationalUniversity,Islamabad 1

6. ModernInstituteofInformationandManagement 3 (MIIM)DistanceEducation

7. DirectorateofDistanceEducationCityCampus, 3 GomalUniversity

8. IIM 371

9. AllamaIqbalOpenUniversity,Pakistan

80

SRILANKA

1. UniversityofColombo,SriLanka 71

2. OpenUniversityofSriLanka 9

3. RajarataUniversity,SriLanka 3

4. UniversityofMoratuwa,SriLanka 11

5. UniversityofJaffana,SriLanka 85

6. UniversityofSiriJayawardenepura,SriLanka 353

7. UniversityofPeradeniya,SriLanka 5

BANGLADESH

1. BangladeshOpenUniversity,Bangladesh 128

Total 7849

81

82

APPENDIX2

Questionnaire formedia enablingpedagogy& curriculum inopen&

distanceeducationinstitutions(ODE)reg:

DearColleague:

We at theCentre for Culture,Media&Governance (CCMG), JamiaMillia

Islamiaareconductingasurveyon“MediaEnablingPedagogy&Curriculum

in Open & Distance Education Institutions”, sponsored by the

“CommonwealthEducationalMediaCentreforAsia”,NewDelhi.

Theobjectiveistotapthestatusofeducationalmediaandtechnologies,and

morespeci�ically the(innovative)pedagogies,usedbyOpenUniversities

andDual-ModeUniversitydistanceteachinginstitutionsinSouthAsia.

Weshallbegratefultoyouto�illupthisonlinesurvey,whichwilltakeabout

15-20minutestocomplete.Weassureyouthatyourresponsesshallbekept

con�identialandbeusedforresearchpurposes.

Thankyouinadvanceonceagain.

Prof.BiswajitDasDirectorCentreforCulture,Media&Governance(CCMG)

JamiaMilliaIslamia,NewDelhi,India.

*Required

1. Name

2. Gender*

Markonlyoneoval.

Female

Male

Other

3. Age*

Markonlyoneoval.

25-35

36-45

ForGraduateCourse

ForDiploma/Professional

ForPostGraduate

ForM.Phil/Ph.D.

83

46-55

56andabove

4. Country*

Markonlyoneoval.

IndiaPakistanBangladeshSriLanka

5. TypeofUniversity*

Markonlyoneoval.

GovernmentPrivateOther:

6. TypeofUniversityMode*

Markonlyoneoval.

SingleModeOpenUniversityDualModeUniversityOther:

I) NameofyourInstitution*

ii) Discipline/Department

iii) WhatisthemediumofInstructionforyourcourses:*

Checkallthatapply.

EnglishHindiUrduTamilBanglaSinhaleseOther

84

SectionsI:ConceptualizingandConceptMappingofMediaEnabledCurriculum.

(Thissectionrequiresyoutoindicatetheconsiderations,especiallymedia

andpedagogy considerations, that youmakewhile conceptualizingnew

programmes/coursesinyouruniversity.)

10. Doesyouruniversityconductaneedsurveybeforedevelopinga

programme?*

Markonlyoneoval.

Yes

No

Don'tknow

11. Whattypeofneeddoesyourprogrammecaterto?*

Markonlyoneoval.

AcademicNeed

MarketNeed

Both

12. Whoallaregenerallyconsultedduringprogrammeplanningand

conceptualizingprocess?*

Checkallthatapply.

Govt.Authorities

Employers

IndustryExperts

AcademicExperts

Trainers

13. Doyoudevelop'conceptmaps'forholisticallyrepresentingeach

programme and course curriculum, including 'modular' and

'credit-based'courses?*

Markonlyoneoval.

Yes

85

No

Maybe

14. Doyouthinkpedagogies(teaching-learningstrategies)arealso

consideredwhileundertakingcurriculumdesign?*

Markonlyoneoval.

Tolagerextent

Tosomeextent

Notatall

SectionsII:CurriculumDesignandDevelopment

(This section requires you to indicate the blending of media and

technologies, including their pedagogic representations, that you

undertakewhiledesigninganddetailingoutyourcurriculumandvarious

courses)

15. Do you think that incorporating new media technologies like

videoconferencinggaming,app-basedlearning,interactiveweb,

mobile learning, social network-based learning, MOOCs,

etc.)bene�itstudentlearningprocess?*

Markonlyoneoval.

Yes

No

Don'tKnow

16. Howmuchblendingoftext,image,audio,andvideoisusedwhile

designingthecurriculum?*

Checkallthatapply.

Print

TV

Video

Audio

Radio

86

Online

YouTube

VideoConference

Skype

17. How do you rate the effectiveness of 'blending of media

technologieswithconventionalteaching?*

Markonlyoneoval.

Veryeffective

Effective

Neutral

Leasteffective

Notatalleffective.

18. Whatkindofmediatools,andpedagogiesassociatedwiththose

media tools, are being used in your course transaction and

teaching-learning?*

MediaTools

Markonlyoneovalperrow.

UsedNotUsed

Print

TV

Radio

Video

VideoConferencing

MobileandtabApp-BasedLearningInteractiveEducationalNetworks

eg. Piazza (INTRANET) Social Media Handles (Twitter, Facebook)

Gaming

MOOC's/OER

Onlinestorytelling

Onlinelearningplatforme.g.Blackboard,MOODLE,WebCTetc.

Blogging

Wiki

87

19. Pedagogiesassociatedwiththetools*

Markonlyoneovalperrow.

Tolargeextent,Tosomeextent,Notatall

PrintforSelf-learning

TVforSelf-learning

RadioforSelf-learning

VideoforSelf-learning;GroupdiscussionVideo-ConferencingforFace-

to-faceinteractionforgrouplearningMobile&AppBasedLearningfor

Collaborative learning , discussions and review through text based

applications Interactive Educational Networks e.g. PIAZZA

(INTRANET)forCooperativelearningthroughINTRANET.

SocialMediaHandles forPublic informationsharinganddiscussion

platformGamingforreasoningandthinkingabilityMOOC's/OERfor

self-learning

OnlinestorytellingforreasoningandthinkingabilityOnlinelearning

platforme.g.MOODLEforOnlinecollaborativelearning;groupcritical

re�lection;selflearning.Bloggingforselfcriticalre�lection

WIKIforgroupcriticalre�lection

i) Listthespeci�icpedagogictoolsandtechniquesyouadoptfor

taking care of your speci�ic discipline requirements (in

humanities, social sciences, management, IT, engineering,

sciences,medicine,etc.)*

ii) RatethelevelofyourcountryintermsofInternetaccessibility

andaffordability*

Markonlyoneoval.

22. DoesyourInstitutioncreatearepositoryofstudymaterial?*

Markonlyoneoval.YesSkiptoquestion23.

NoSkiptoquestion24.

Don'tknowSkiptoquestion24.

88

23. If,yes,howoftenyouupdateyourstudymaterial?*

Markonlyoneoval.

Onceinyear

Twoyear

FiveYear

Morethan�iveyears

Don'tknow

24. Doyouallowthisrepositoryforpublicaccessoraccessbyfee?*

Markonlyoneoval.

Publicaccess

Accessbyfee

Don'tknow

SectionsIII:Curriculum(Pedagogy)Implementation

25. Ratethequalityofthemediatechnologyinfrastructurepresentin

yourinstitution*

Markonlyoneoval.

Excellent

Good

Neutral

Bad

Worse

26. Pleaseselectbelowstatedpossiblemeasuresbeingtakenbyyour

institutionforprocurementofthedesiredinfrastructure.*

Checkallthatapply.Seekinginternalinstitutionfunding

SeekingGovernmentfunding

Seekingfundsfromprivatenon-pro�itfunders

Seekingfundsfromprivatefor-pro�itfunders.

89

27. Does faculty in your institution possess skills for operating

variousmediatools?*

Markonlyoneoval.

YesSkiptoquestion28.

NoSkiptoquestion29.

Don'tknowSkiptoquestion30.

28. Ifyes,ratetheleveloftheskillfamiliarity*

Markonlyoneoval.

Excellent

Good

Bad

Worse

Skiptoquestion30.

29. Ifno,pleaseselectbelowstatedpossiblemeasuresbeingtakenby

your institutionforskillenhancementandcapacitybuildingof

yourfaculty.*

Markonlyoneoval.

Short-term/Refresher/Skill-basedprogrammes

Employingmoreofwellskilledstaff.

Byoutsourcingactivities/tasks

BypreparingSelflearningmanuals

30. Howisthenewmediainfrastructure/resourcetrainingisbeing

funded.*

Markonlyoneoval.

Self-sustainable

Govt.funding

Non-pro�itfunding

Forpro�itfunding

90

31. Do the students have personal technology tools/ devices

compatiblewiththetechnologyavailableattheinstitution?*

Markonlyoneoval.

Yes

No

Don'tknow

32. Are students provided free of cost digital learning resources

relatingtotheircurriculum/courses?*

Markonlyoneoval.

Yes

No

Don'tknow

i) Ifyeswhatkindofdigitalresourcesareprovidedtothedistance

learners?

ii) IfYesagain,statehowaretheseresourcesprovidedtothem?

iii)Ratethelevelofacademicnetworking(MOU/MOA/others)ofyour

institutionwithother-

A memorandum of understanding (MoU), Memorandum of

Agreement(MoA),Otheragreementetc.

36. Rate your govt. administrative ecosystem with regard to

cooperativeness and supportiveness towards education and

innovativelearning

Markonlyoneoval.

37. Ratethewillingnessandsupportivenessofyourcolleaguesatthe

institution to take initiative to employ blended learning

technologiesandpedagogies*

Markonlyoneoval.

91

SectionsIV:Evaluation

38. Howoftendoyoufeelthattheconventionalteachingpedagogies

arenotcateringtheinterestofthestudents?*

Markonlyoneoval.

VeryOften

Often

Never

39. Rate the participation level of the students in Interactive

EducationalNetworking.*

Markonlyoneoval.

Lessthan25%

25%to50%

50%to75%

Morethan75%

40. Towhat extentdo youmake signi�icant changes inpedagogies

whilerevisingthecoursecurriculum?*

Markonlyoneoval.

Tolargeextent

Tosomeextent

Notatall

i) Pleasespecifythetypeofchangesyoumake.

ii) Howdoyoumakesuchchanges?*

Checkallthatapply.

Basedondevelopmentsinpedagogicresearch.

Basedonfeedbackreceivedfromstudentsonlearningeffectiveness.

Based on critical comments received from pedagogy/ instructional

designexperts.

Basedonexigenciesandfundsavailablewiththeinstitution.

92

SectionsV:Learning

43. DoesyourInstitutioncreatearepositoryofstudymaterial?*

Markonlyoneoval.

Yes

No

Maybe

44. Doesyour Institutionhaveprovisions forenablingeventbased

learningexperiences(e.g.do-it-yourselfscience,engineeringand

craftsprojects,andOnlineSharinggroup)?*

Markonlyoneoval.

YesSkiptoquestion45.

NoSkiptoquestion46.

MaybeSkiptoquestion46.

45. Ifyes,thenselectthefollowingeventbasedlearning.*

Markonlyoneoval.

Do-it-yourselfscience

Doityourselfengineering

Craftsprojects

Onlinesharinggroup

46. Does your Institution have provisions that allow for computer

gamebasedteaching(incidentallearning)?*

Markonlyoneoval.

Yes

No

Maybe

47. What measures does your Institution provide for allowing

computergamebasedteaching?PleaseSpecify.*

Markonlyoneoval.

MultiplayerGames

93

SimulationGames

StrategyGames

Notapplicable

Other:

48. DoesyourInstitutionhavemeasurestoallowstudentstoexplore

theirlocalenvironment(incidentallearning)?*

Markonlyoneoval.

Yes

No

Maybe

49. What measures does your Institution provide for allowing

studentsexploretheirlocalenvironment?PleaseSpecify.*

Markonlyoneoval.

VideoBlogs

AugmentedRealitybasedmaps

OutdoorMMS

Notapplicable

50. Does your Institution provide opportunities to transfer

informationandexperienceacrosssettings?*

Markonlyoneoval.

Yes

No

Maybe

51. DoesyourInstitutionallowstudentstopursueindividualthemes

basedoninterest(personalinquirybasedteachingmethods)?*

Markonlyoneoval.

Yes

No

Maybe

94

52. What measures does your Institution provide for allowing

studentstopursueindividualthemesbasedoninterest?Please

Specify.

Markonlyoneoval.

SelfselectionofInterestareas

Adaptivemethodsofteaching

FeedbackonLearner'sInterestareas

Notapplicable

53. Does your Institution allow space for connecting formal and

informallearningexperiences?*

Markonlyoneoval.

Yes

No

Maybe

54. What measures does your Institution provide for connecting

formalandinformallearningexperiences?PleaseSpecify.

Markonlyoneoval.

PartnershipswithOnlineYouthClubs

VirtualTourstoInstitutions

OnlineVocationalActivities

OnlineInternships

OnlineHobbyClubs

Notapplicable

55. Does your Institution allow provision for goal and 'skill

acquirement'basedlearning?*

Markonlyoneoval.

Yes

No

Maybe

56. WhatmeasuresdoesyourInstitutionprovideforgoaland'skill

acquirement'basedLearning?PleaseSpecify.

Markonlyoneoval.

Individualonlineskillbasedprojects

Participatoryonlineskillbasedprojects

Notapplicable

Other:

57. DoesyourInstitutionprovidelearningthroughargumentation?

Markonlyoneoval.

Yes

No

Maybe

58. What measures does your Institution provide for learning

throughargumentation?PleaseSpecify.

Markonlyoneoval.

OnlineClickersorbuzzers

ArgumentVisualizationtools

VirtualClassroomnorms

UseofModels

Notapplicable

59. Does your Institution create provision to develop transferable

skills such as curation, evidence building and re�lective

commenting?*

Markonlyoneoval.

Yes

No

Maybe

95

APPENDIX3

DetailResponsesofEach

Rep

onden

t[R=Responden

t]

Nam

eR1

R2

R3

R4

R5

R6

R7

R8

R9

R10

R11

R12

R13

R14

R15

Gen

der

2

2

1

2

1

2

2

1

1

1

1

2

1

1

2

Age

46-55

46-55

56and

above

56and

above

56and

above

46-55

25-35

25-35

36-45

25-35

25-35

56and

above

36-45

46-55

46-55

Country

India

Pak

istan

SriL

anka

India

India

India

India

India

India

India

India

India

India

India

India

TypeofUniversity

Govt.

Govt.

Govt.

Govt.

Govt.

Govt.

Govt.

Govt.

Govt.

Govt.

Govt.

Govt.

Govt.

Govt.

Govt.

TypeofUniversity

Mode

Distance

Mode

Single

Mode

Open

University

Single

Mode

Open

University

Single

Mode

Open

University

Single

Mode

Open

University

Single

Mode

Open

University

Single

Mode

Open

University

Single

Mode

Open

University

Single

Mode

Open

University

Single

Mode

Open

University

Single

Mode

Open

University

Single

Mode

Open

University

Single

Mode

Open

University

Dual

Mode

University

Open

and

Distance

Learning

Discipline/

Dep

artm

ent

Education

Che

mistry

Phy

sics

Journalism

&New

Med

ia

Electronic

Med

ia

Geo

grap

hyCom

puter

Science

Sanskrit

Pub

lic

Administ-

ration

Geriatric

Care,

Man

agem

-

ent

Translation

Stud

ies

Facultyof

English,

Scho

olof

Hum

anit-

ies

Pub

lic

Administ-

ration

IT

Whatisthemed

ium

ofInstructionfor

yourcourses:

[ForGraduate

Course]

English,

Hindi

English,

Hindi

English,

Hindi

English,

Hindi

English,

Hindi

English

English,

Hindi,

Other

English,

Hindi

English

English

Urdu

English,

Tam

il,

Sinhalese

Other

Other

Other

Other

Other

Other

English,

Urdu,

Other

English,

Other

Whatisthemed

ium

ofInstructionfor

yourcourses:

[ForDiploma/

Professional]

English,

Hindi

English,

Hindi

English,

Hindi

English,

Hindi

English,

Hindi,

Other

English,

Hindi,

Other

English,

Hindi

English,

Hindi

English,

Hindi

English,

Hindi

English

English

English

English

English

English

English

English

English

English

English

English

English

English

English

Whatisthemed

ium

ofInstructionfor

yourcourses:

[ForPostGraduate]

96

English

English

English

English

English

English

English

English

English

English

Whatisthemed

ium

ofInstructionfor

yourcourses:

[ForM.Phil/P

h.D.]

English,

Hindi

English,

Hindi

English,

Hindi

English,

Hindi,

Other

Other

Doesyour

universityconduct

aneedsurvey

beforedeveloping

aprogram

me?

Yes

Yes

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Yes

Yes

Yes

Yes

Yes

Yes

Maybe

Maybe

Maybe

Maybe

Maybe

Maybe

Maybe

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Don't

know

No

No

No

No

Whattypeofneed

doesyour

program

me

caterto?

Both

Both

Both

Both

Both

Both

Both

Both

Both

Both

Both

Both

Academ

ic

Need

Academ

ic

Need

Academ

ic

Need

Whoallare

generallyconsulted

duringprogram

me

planningan

d

conceptualizing

process?

Academ

ic

Exp

erts

Govt.

Authorities,

Employers,

Academ

ic

Exp

erts,

Trainers

Govt.

Authorities,

Employers,

Industry

Exp

erts,

Academ

ic

Exp

erts

Industry

Exp

erts,

Academ

ic

Exp

erts

Academ

ic

Exp

erts

Academ

ic

Exp

erts

Academ

ic

Exp

erts

Govt.

Authorities,

Employers,

Industry

Exp

erts,

Academ

ic

Exp

erts

Academ

ic

Exp

erts,

Trainers

Govt.

Authorities,

Employers,

Industry

Exp

erts,

Academ

ic

Exp

erts

Govt.

Authorities,

Employers,

Industry

Exp

erts,

Academ

ic

Exp

erts

Industry

Exp

erts,

Academ

ic

Exp

erts,

Trainers

Govt.

Authorities,

Employers,

Academ

ic

Exp

erts

Govt.

Authorities,

Employers,

Exp

erts

Govt.

Authorities,

Employers,

Exp

erts,

Trainers

Doyoudevelop

'conceptmap

s'for

holistically

representingeach

program

mean

d

coursecurriculum,

including'm

odular'

and'credit-based

'

courses?

Doyouthink

ped

agogies

(teaching-learning

strategies)arealso

considered

while

undertaking

curriculumdesign?

Tolager

extent

Tolager

extent

Tolager

extent

Tolager

extent

Tolager

extent

Tolager

extent

Tolager

extent

Tolager

extent

Tolager

extent

Tolager

extent

Tolager

extent

97

Don't

Know

Don't

Know

Don't

Know

Doyouthinkthat

incorporatingnew

med

iatechnologies

likevideo

conferen-

cinggaming,

app-based

learning,

interactiveweb

,

mobilelearning,

socialnetwork-

based

learning,

MOOCs,etc.)

ben

e�itstuden

t

learningprocess?

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Print,

Online

Print,

Online,

Video

Confere-

nce

Howm

uch

blendingoftext,

image,audio,and

video

isusedwhile

designingthe

curriculum?

Print,TV,

Video

,

Rad

io,

Online,

Video

Confere-

nce,

Skype

Print,TV,

Video

,

Audio,

Rad

io,

Online,

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nce,

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io

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,

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,

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io,

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nce

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io

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ioPrint,TV,

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io,

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nce

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io,

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io,

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io,

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nce

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io,

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nce

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tral

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tral

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ectiveness

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iatechnologies

withconventional

teaching?

Effective

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Effective

Effective

Effective

Effective

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Effective

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Whatkindofmed

ia

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ediatools,

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tionandteaching-

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98

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giesassociated

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sactionand

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[TV]

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ia

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giesassociated

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ediatools,

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sactionand

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[Rad

io]

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ia

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giesassociated

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sactionand

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[Video

]

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tionandteaching-

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99

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Whatkindofmed

ia

tools,andped

ago-

giesassociated

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ediatools,

arebeingusedin

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ctionandteaching-

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obile

andtab

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ia

tools,andped

ago-

giesassociated

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ediatools,

arebeingusedin

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sactionand

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[Interactive

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Networkseg.Piazza

(INTRANET)]

Not

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Whatkindofmed

ia

tools,andped

ago-

giesassociated

with

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ediatools,

arebeingusedin

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tran

sactionand

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[SocialM

edia

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dles(Twitter,

Faceb

ook)]

100

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Not

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Whatkindofmed

ia

tools,andped

ago-

giesassociated

with

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ediatools,

arebeingusedin

yo

urcourse

tran

sactionand

teaching-learning?

[Gam

ing]

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ia

tools,andped

ago-

giesassociated

with

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ediatools,

arebeingusedin

yo

urcourse

tran

sactionand

teaching-learning?

[MOOC's/O

ER]

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ia

tools,andped

ago-

giesassociated

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ediatools,

arebeingusedin

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urcourse

tran

sactionand

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[Onlinestorytelling]

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Used

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Whatkindofmed

ia

tools,andped

ago-

giesassociated

with

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ediatools,

arebeingusedin

yo

urcoursetran

sac-

tionandteaching-

learning?[O

nline

learningplatforme.g.

Blackboard,M

OODLE

,Web

CTetc.]

101

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Whatkindofmed

ia

tools,andped

ago-

giesassociated

with

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ediatools,

arebeingusedin

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tran

sactionand

teaching-learning?

[Blogging]

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Used

Whatkindofmed

ia

tools,andped

ago-

giesassociated

with

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ediatools,

arebeingusedin

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tran

sactionand

teaching-learning?

[Wiki]

Tolarge

extent

Tolarge

extent

Tolarge

extent

Tolarge

extent

Tolarge

extent

Tolarge

extent

Tolarge

extent

Tolarge

extent

Tolarge

extent

Tolarge

extent

Tolarge

extent

Notat

all

Tolarge

extent

Tolarge

extent

Tolarge

extent

Ped

agogies

associated

withthe

tools[Printfor

Self-learning]

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Ped

agogies

associated

withthe

tools[TVfor

Self-learning]

Tolarge

extent

Tolarge

extent

Tolarge

extent

Tolarge

extent

Tolarge

extent

Tolarge

extent

Tolarge

extent

Tolarge

extent

Tolarge

extent

Tolarge

extent

Tolarge

extent

Tolarge

extent

Tolarge

extent

Notat

all

Ped

agogies

associated

withthe

tools[Rad

iofor

Self-learning]

Notat

all

Ped

agogies

associated

withthe

tools[Video

for

Self-learning;Group

discussion]

102

Notat

all

Ped

agogies

associated

withthe

tools[Video

-

Conferencingfor

Face-to-face

interactionfor

grouplearning]

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Notat

all

Notat

all

Notat

all

Notat

all

Tolarge

extent

Tolarge

extent

Tolarge

extent

Tolarge

extent

Tolarge

extent

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Ped

agogies

associated

withthe

tools[Mobile&App

Based

Learningfor

Collab

orative

learning,

discussionsan

d

reviewthrough

text

based

applications]

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Notat

all

Ped

agogies

associated

withthe

tools[Interactive

Educational

Networkseg.

PIAZZA

(INTRANET)for

Cooperative

learningthrough

INTRANET]

Notat

all

Tosome

extent

Ped

agogies

associated

withthe

tools[So

cialM

edia

Han

dlesforPublic

inform

ationsharing

anddiscussion

platform

]

Tolarge

extent

103

Notat

all

Ped

agogies

associated

withthe

tools[Gam

ingfor

reasoningan

d

thinkingab

ility]

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tolarge

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tolarge

extent

Tolarge

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tolarge

extent

Notat

all

Notat

all

Notat

all

Ped

agogies

associated

withthe

tools[MOOC's/OER

forself-learning]

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Ped

agogies

associated

withthe

tools[Onlinestory

tellingforreasoning

andthinkingab

ility]

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Ped

agogies

associated

withthe

tools[Online

learningplatform

e.g..M

OODLEfor

Onlinecollab

orative

learning;group

criticalre�lection;

selflearning.]

Notat

all

Ped

agogies

associated

withthe

tools[Bloggingfor

selfcritical

re�lection]

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Notat

all

Ped

agogies

associated

withthe

tools[WIKIfor

groupcritical

re�lection]

104

History

Listthespeci�ic

ped

agogictoolsand

techniquesyou

adoptfortaking

careofyo

ur

speci�icdiscipline

requirem

ents

(inhuman

ities,

socialscien

ces,

man

agem

ent,IT,

engineering,

sciences,m

edicine,

etc.)

Print,

video

and

blog

Print

Med

ia

andface

toface

sessions

(som

etime

onvideo

-

conferen-

cingor

Skype),

TVand

Rad

io

Ourown

develop

ed

online

platform

called

OLIVE

Print,

OER,

Online,

video

con-

ferencing

Print

MOOCS/

OER

Multiple

med

ium

and

med

ia

IT

Computer

science

Human

i-

ties

Print

and

Audio-

Video

Self

Learning

Materials

(Printed),

e-resour-

ces(Self

Learning

Materials),

e-Gyanag-

ar

(OER

Rep

osito-

ry),e-Lib-

rary(Pro-

quest),

Audioand

Video

lessons

Printan

d

AV

Print

Material,

Educatio-

nalReal-

timeTV

Lectures,

VDOs,

Interactive

Rad

io

Counsell-

ingfor

English

Courses

Mobile,

telephone,

IGNOU

web

site,

video

and

radio/C

D

1

3

4

2

2

4

4

3

3

3

3

3

3

3

4Ratethelevelo

f

yourcountryin

term

sofInternet

accessibilityand

affordab

ility

No

No

Doesyour

Institutioncreatea

repositoryofstudy

material?

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Don't

konw

Five

Year

Five

Year

Five

Year

If,yes,howoften

youupdateyo

ur

studym

aterial?

More

than

�ive

years

Don't

know

Two

Year

Two

Year

Oncein

year

More

than

�ive

years

More

than

�ive

years

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than

�ive

years

More

than

�ive

years

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know

Don't

know

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know

Don't

know

Don't

know

Don't

know

Doyouallowthis

repositoryfor

publicaccessor

accessbyfee?

Public

access

Public

access

Public

access

Public

access

Public

access

Access

byfee

Access

byfee

Access

byfee

Access

byfee

105

Neu

tral

Neu

tral

Neu

tral

Neu

tral

Ratethequalityof

themed

ia

technology

infrastructure

presentinyour

institution

Good

Good

Good

Good

Good

Good

Good

Good

Bad

Excellent

Excellent

Seek

ing

funds

from

private

non-pro�it

funders

Pleaseselectbelow

stated

possible

measuresbeing

taken

byyour

institutionfor

procuremen

tofthe

desired

infrastructure.

Seek

ing

internal

institution

funding,

Seek

ing

Govt.

funding

Seek

ing

Govt.

funding,

Seek

ing

funds

from

private

non-pro�it

funders

Seek

ing

Govt.

funding

Seek

ing

Govt.

funding

Seek

ing

Govt.

funding

Seek

ing

Govt.

funding

Seek

ing

Govt.

funding

Seek

ing

Govt.

funding

Seek

ing

internal

institution

funding,

Seek

ing

Govt.

funding

Seek

ing

internal

institution

funding,

Seek

ing

Govt.

funding

Seek

ing

internal

institution

funding,

Seek

ing

Govt.

funding

Seek

ing

internal

institution

funding,

Seek

ing

Govt.

funding

Seek

ing

internal

institution

funding,

Seek

ing

Govt.

funding

Seek

ing

internal

institution

funding,

Seek

ing

Govt.

funding,

Seek

ing

funds

from

private

non-pro�it

funders

No

Doesfacultyin

your

institutionpossess

skillsforoperating

variousmed

iatools?

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Don't

know

Don't

know

Don't

know

Good

Ifyes,ratethe

levelo

ftheskill

familiarity

Good

Good

Good

Good

Good

Good

Good

Good

Excellent

Excellent

By

preparing

Self

learning

man

uals

Ifno,pleaseselect

belowstated

possiblem

easures

beingtaken

byyour

institutionforskill

enhan

cemen

tan

d

capacitybuilding

ofyo

urfaculty.

106

Forpro�it

funding

Howisthenew

med

ia

infrastructure/

resourcetrainingis

beingfunded

.

Self-

sustainable

Self-

sustainable

Self-

sustainable

Self-

sustainable

Govt.

funding

Govt.

funding

Govt.

funding

Govt.

funding

Govt.

funding

Govt.

funding

Govt.

funding

Govt.

funding

Govt.

funding

Govt.

funding

No

Dothestuden

ts

havepersonal

technologytools/

devicescompatible

withthetechnology

availableatthe

institution?

Don't

know

Don't

know

Don't

know

Don't

know

Don't

know

Don't

know

Yes

Yes

Yes

Yes

No

No

No

No

No

No

No

Don't

know

Don't

know

Don't

know

Arestuden

ts

provided

freeof

costdigitallearning

resourcesrelating

totheircurriculum/

courses?

No

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Digital

Library

connect

with

Higher

Education

Commiss-

ionand

ourown

eLibrary

with

more

than

40000

ebooks

andother

resources

Ifyeswhatkindof

digitalresources

areprovided

to

thedistance

learners?

Web

site

like

NPTEL

Video

,

Rad

io,

TV,

E-m

ail

based

services

Web

Mobile

service

and

OER

Not

Availab

le

Sms

e-Resour-

ces

(SLM),

e-Gyana-

gar

(OER

Rep

osito-

ry),

e-Library

(Proque-

st),

Mobile

App

(OSO

U),

Audio

Video

Lessons

Accessto

Library

Resources,

Internet

and

Digital

Subscrib-

ed

Journals,

Books,

Online

Platform

107

IfYesagain,state

howarethese

resourcesprovided

tothem

?

Through

respective

delivery

modes

Free

accessin

university

library

andwith

their

e-portal

passw

ord.

Sms

Web

mobile

OER

We

provide

inform

a-

tion

about

them

Through

Access

Devices

PWetc.

Allthe

digital

resources

are

available

orlinked

viaour

of�icial

web

site

and

Mobile

Appcan

bedown-

load

ed

from

Google

Play

Store

Not

available

Ratethelevelo

f

acad

emic

networking(M

OU/

MOA/o

thers)of

yourinstitution

withother-

100

83

54

16

523

Rateyo

urgo

vt.

administrative

ecosystem

with

regardto

cooperativen

ess

andsupportiven

ess

towardsed

ucation

andin

novative

learning

1

5

3

3

1

4

5

3

3

3

5

3

3

5

4

108

Ratethewillingn

ess

andsupportiven

ess

ofyo

urcolleagu

es

attheinstitutionto

takeinitiativeto

employblended

learning

technologiesand

ped

agogies

1

4

3

4

1

4

5

3

4

3

5

3

3

3

3

Howoften

doyou

feelthatthe

conventional

teachingped

agogies

arenotcateringthe

interestofthe

studen

ts?

Never

Never

Never

Never

Often

Often

Often

Often

Often

Often

Often

Very

Often

Very

Often

Very

Often

Very

Often

Ratethe

participationlevel

ofthestuden

tsin

Interactive

Educational

Networking.

Lessthan

25%

Lessthan

25%

Lessthan

25%

Lessthan

25%

Lessthan

25%

Lessthan

25%

Lessthan

25%

50%to

75%

50%to

75%

50%to

75%

50%to

75%

25%to

50%

25%to

50%

25%to

50%

25%to

50%

Towhatexten

tdo

youm

ake

sign

i�ican

tchan

ges

inped

agogieswhile

revisingthecourse

curriculum?

Notat

all

Notat

all

Tolarge

extent

Tolarge

extent

Tolarge

extent

Tolarge

extent

Tolarge

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

Tosome

extent

109

Pleasespecifythe

typeofchan

ges

youm

ake.

Shifting

from

trad

itional

ODLto

ODeL

Make

them

more

user

friendly

tosuit

thenew

genera-

tion

Content

updation,

Presenta-

tionof

content

Update

content

Introdu-

cingnew

med

ia

tools

Providing

learners

online

study

material,

audio

and

video

lectures

online

New

chan

ges

incorpo-

rated

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Introdu-

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110

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111

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Doesyour

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No

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No

No

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easures

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Not

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112

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No

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No

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Not

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Not

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Not

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113

Adap

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appli-

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back

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areas

No

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al

andin

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Yes

Yes

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Yes

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Yes

Yes

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ships

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114

Not

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Yes

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Doesyour

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learningthrough

argu

men

t-tation?

Partici-

patory

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skill

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projects

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patory

online

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based

projects

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patory

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skill

based

projects

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patory

online

skill

based

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online

skill

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projects

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online

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No

idea

No

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No

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Whatm

easures

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Institutionprovide

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men

t-tation?

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ecify.

Virtual

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norm

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norm

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norm

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Useof

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Yes

Yes

Yes

Maybe

Maybe

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Maybe

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Doesyour

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tran

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commen

ting?

No

No

No

No

No

No

115

Brief Profile of the Author

Dr.BiswajitDasisProfessorandfoundingDirectorofCentrefor

Culture, Media & Governance. He has over three decades of

teachingandresearchexperiencesinthe�ieldoftheory,method

andhistoryofCommunicationinIndia.Priorjoiningthecentre,

heworkedwithnationalandinternationalagenciesinconductingcommunication

researchandtraining.Prof.DastaughtSociologyofCommunicationinDepartment

ofSociology, JamiaMilliaIslamiaofferingcoursesonMediaandSociety,Culture

MediaandSocietyandMediaEducation.Prof.DastaughtCommunicationTheory

and Development Communication in AJK-MCRC, Jamia Millia Islamia, Mudra

InstituteofCommunication,Ahmedabadandothercentraluniversities.Prof.Das

has been in the advisory board of several universities and colleges in devising

coursecurriculum.

ProfDashasbeenavisitingProfessoratYorkUniversity,andfellowattheUniversity

ofWindsor,Canada,FellowatMSH,Paris, INALCO,Paris,CharlesWallaceTrust,

LondonandtheIndianInstituteofAdvancedStudies,Shimla,India.

Prof.DashasbeenamemberofInnovationCouncilofI&BMinistry,Govt.ofIndia

and member of joint committee constituted by University Grants Commission

(UGC),MHRDandInformationandBroadcastingMinistrytomonitormediarelated

coursesinthecountry.Besides,hehasbeenintheadvisoryboardofConsortiumof

EducationCommunication(CEC),NewDelhiandNationalCouncilRuralInstitute

(NCRI)andseveralotherdistinguishedbodiessuchasUGC,ICSSRandcouncilsof

Govt.ofIndia.

HisresearchhasbeensupportedbytheIndo-FrenchScholarship(MSH),Shastri

Indo-CanadianInstitute,CharlesWallaceIndiaTrust,FordFoundation,SSRC(New

York),UNESCO,UNDP,IDRC,UGCandICSSRandHIVOS,Netherland.Heistheco-

editoroftheSageserieson'CommunicationProcesses',ofwhichthe�irstvolumeon

MediaandMediation(2005),thesecondoneonTheSocialandTheSymbolic(2007)

andthethirdoneonCommunication,CultureandConfrontation(2010).Prof.Das

haspublishedinvariousnationalandinternationaljournals.

Currently,Prof.DasisthememberofOpenEducationResource,MHRD,Coordinator,

CentreforPotentialwithExcellenceinMediaandCommunicationStudies(2016-

21), Coordinator, Special Assistance Programme, UGC, MHRD and heading as

PrincipalInvestigatorofe-PGPathshalaprogrammeinMediaandCommunication

Studies,UGC,MHRD.

Currently,Prof.DasisthefoundingPresidentofAllIndiaCommunicationandMedia

AssociationinIndia.Hecanbereachedatbiswas[dot]das[at]gmail[dot]com

116

CommonwealthEducationalMediaCentreforAsia(CEMCA)7/8SarvapriyaVihar,NewDelhi-110016,IndiaTel:+91-9650154010,+91-11-26537146/48Fax:+91-11-26537147www.cemca.org.in