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The Open Educational Resources (OER) movement has gained significant momentum recently as a global effort culminating in the 2012 Paris OER declaration. However, the purist definition of OER has blurred since then morphing into Massive Open Online Courses (MOOC). Even though OER are a significant part of the MOOC movement, it might not be a defining one. However, this has not yet been fully verified with respect to the opinion of the general public who are the main stakeholders of both the movements. To answer this question, this paper attempts to explore the public opinion and perceptions regarding OER, MOOC and their complementary roles. A text mining approach is used to analyse raw Twitter data in the domains of OER and MOOC within a timespan of 12 months. Sentiment analysis is applied to the data to understand how public perceptions have changed during this time period. The major contribution of my paper is a chronological view of public opinion on OER and MOOC post Paris OER declaration.

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This technical workshop focuses on the current issues faced by the academic community, especially in Open and Distance Learning (ODL), with respect to searching for credible, relevant and academically useful open educational resources (OER). The workshop will cover four key aspects: (1) the current OER search dilemma; (2) the concept of metadata; (3) existing search methods; and (4) useful OER search tools. Among the topics covered will be the current problem within the context of OER search, the limitations of Google and native search mechanisms, federated search, semantic search, metadata standards and some large-scale solutions to the OER search dilemma. The last part of the workshop will introduce the OERScout search framework which uses text mining techniques and faceted search to recommend Desirable OER for teaching and learning.

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This technical seminar explains how OERScout uses text mining techniques to autonomously mine domain specific metadata for search purposes, how it utilises a faceted search approach to zero-in on resources and how it incorporates the desirability framework to recommend useful resources for academic purposes. The seminar also gives a technical overview of OER and explores the current OER search dilemma.

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In recent years, the Open Educational Resources (OER) movement has achieved considerable success within the academic community with respect to advocacy of the concept. As a result, many organisations such as the Commonwealth of Learning (COL), UNESCO and the International Development Research Centre (IDRC), in partnership with academic institutions, have produced large volumes of OER. However, due to the disconnected nature and the constant expansion of volume, many repositories hosting these resources are less frequented or completely ignored by OER users. i.e. only the more popular OER repositories such as Connexions and WikiEducator are frequent stops in the search for academically useful resources. This limitation, in turn, reduces the access to high quality resources hidden away in isolated repositories hosted by lesser known sources. Furthermore, the time and labour required to trawl these repositories with a view of identifying the most suitable OER is tantamount to creating ones’ own material from scratch. As a solution to these issues, this paper discusses how the OERScout technology framework uses a “faceted search” approach to locate the most desirable OER from sources spread throughout the globe. It also highlights how focused searching can greatly improve access to OER readily useable in teaching and learning.

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Information Technology is driving transformative pedagogy in both lower and higher education institutions. This paper discusses internet usage patterns among university academics before advancing to explore how to improve these aspects in the context of education. This descriptive survey collected data from a random sample of 440 university academics in Zimbabwe. Academics use the internet for research more than they did for teaching purposes. Statistical analysis of data revealed gender differences in internet access. Age and experience were found to explain differences in usage among university academics. Educational implications of these findings in relation to advancing development of 21st century skills through Information Technology in tomorrow’s leadership and drivers of country’s economic growth were highlighted. The study recommends a transformation of university teaching practice through technology based holistic models that encompass creative and innovative Webogogy and facilitative content delivery for better performance in higher educational institutions. The paper advocates for university management to promote Technology based teaching practice in universities, fund and develop formal training programmes to upgrade internet search and webagogy skills of academics.

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E-learning enables the learner to gain diverse knowledge anytime, anywhere and on any device. Learning resources (objects) and resource providers play a very important role in e-learning applications/systems. The increasing demand for interoperability in existing heterogeneous e-learning systems to support accessibility and reusability is the most challenging research issue. Web services and SOA enables interoperability between heterogeneous applications over the Web. To adopt Web services technology towards the reusability and aggregation of e-learning services, the conceptual Web services architecture and its building blocks need to be augmented. In this paper, a well formed functional semantics approach is proposed to describe e-learning Web services providing variety of learning objects/resources. The paper presents an extendible functional knowledge to map the learner’s or provider’s versions of service descriptions into a standard form called Abstract Description. The authors propose a broker based elearning Web service architecture which facilitates effective e-learning service publishing and discovery mechanisms. The paper explores a scheme to extend the WSDL 2.0 document in order to incorporate functional semantics of e-learning Web services and their operations. The paper presents an e-learning service knowledge called Learning Operation Tree (LOT) for the quick e-learning service discovery. The experimentation shows that, the proposed broker based architecture for e-learning Web services facilitates effective discovery with moderate performance in terms of recall and response.

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The world is rapidly moving towards a digital culture where teaching and learning is migrated to cyberspace from a conventional brick and mortar classroom. Given that eLearning and mobile learning are attractive propositions for countries with robust technological infrastructure, the global south is still struggling to mainstream digital methods of delivering education due to various technological and financial inhibitors. This has spelled a potential slow death for printed material in developing countries where the medium is predominantly used for delivering education in schools, conventional universities, vocational training institutions and open universities. However, with the rise of OER and multimedia such as YouTube videos, many of these academic institutions are becoming mindful of the richness they bring into the teaching and learning process. Given that multimedia resources cannot be directly integrated into printed material, the only available alternative is to print hyperlinks which teachers and learners can manually type into a web browser. This method becomes ridiculously ineffective as the length of the URL increases. To address this limitation with a special focus on print based ODL course materials, the Commonwealth Educational Media Centre for Asia (CEMCA), which is a regional center of the Commonwealth of Learning (COL), developed an innovative solution to seamlessly integrate multimedia into printed material using Quick Response Codes (QR codes) or 2D barcodes and an Android mobile application named “Print2Screen”. This paper highlights the rationale behind Print2Screen, the development process, how the solution is implemented in a real world scenario and the benefits it will bring to the ODL community especially in rural and developing parts of the world where stable access to technology is still a costly commodity.

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This is a keynote address delivered at the Committee for Vice Chancellors and Directors (CVCD) conference 2015 in Colombo, Sri Lanka. The presentation covers the evolution of Distance Education (DE) from correspondence to modern day online; redefining the “D” in DE to “Digital”; flipping the classroom to teach digital natives in a connected world; using MOOC to increase flexibility and access to Higher Education in Sri Lanka; how to use OER with MOOC; and the OERu model to maximize equity in a country desperate to create a knowledge society.

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This is a Guest Lecture delivered to PhD Scholars at the Allama Iqbal Open University (AIOU), Pakistan on 7th October 2015. The presentation explores the current global trends in Open Educational Resources (OER). The specific topics covered include a brief introduction to OER; defining the “O” in OER; how licensing works with the new Creative Commons 4.0 International licensing scheme; defining the usefulness of an OER for a particular teaching and learning purpose through the “Desirability” framework; and identifying the objectives of large scale OER projects through the “Focus Triangle”.

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The International Academic Relations Division at The Open University of Sri Lanka was established in October of 2013. At that point, the University had recognized the importance of establishing collaborative relationships to increase its international standing, build its global profile, increase the recognition of its academic offerings and conduct high impact research. This vision also aligns with the Government of Sri Lanka’s position for strengthening the education sector of the country through international collaboration. One of the latest initiatives by the IRD is the “Distinguished Lecture Series” which is designed to foster rich academic discourse among Sri Lankan academics. The lecture series further intends to build capacities among Sri Lankan academics in good academic practices; technology-assisted teaching; sound research methodologies; and high impact publications.

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

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