User:Sarah: Difference between revisions
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|Practice creation of OER using different modalities || 12hours || 11-15 May 2022 || Publish own OER | |Practice creation of OER using different modalities || 12hours || 11-15 May 2022 || Publish own OER | ||
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===Open learning education; history, benefits and limitations=== | |||
====History==== | |||
The first Kenyan Government policy to address ODeL (Open Distance education Learning )in higher education was the Act of Parliament of 1966, which established the Board of Adult Education. ODeL has been promoted as an alternate method of education by a number of commissions and investigations since independence. Session Paper No. 1 of 2005 (Republic of Kenya, 2005) advocates the formation of an open university and the use of ODeL in human resource development at all levels, according to the most recent government effort. | |||
Kenya has seen a fast increase of higher education institutions in recent decades. This might be linked to an increase in demand for higher education, which is partly due to improved knowledge of the educational benefits (Khan, 2001). As a result of the rising demand, ODeL has quickly become an acknowledged and important part of mainstream educational platforms in both developed and developing countries, with a focus on the latter (UNESCO, 2002). | |||
The popularity of distant learning has grown as a result of several causes. One such aspect is family obligations, particularly among women. In terms of time and resources, women, particularly in Kenya, face a variety of challenges that males do not. However, the introduction of ODeL has expanded women's options and made education and training more accessible to them because they may now study from the comfort of their own homes. It enables individuals to learn at their own pace and seek out and acquire skills for personal development while also taking care of their families (Brunner, 1991). | |||
Tethnological, cultural, and social revolutions have impacted us, profoundly altering how we live, work, and study (Wheeler, 2000; Edwards, 1997). Even the most solid of our social institutions, such as education, have been overwhelmed by accelerating change, and the rate of change will undoubtedly rise in the years ahead. | |||
African countries continue to face internal conflicts as well as regional interstate battles caused by religious, ethnic, economic, or political disagreements. The number of migrants and persons who are homeless or displaced has risen dramatically, demanding more flexible schooling options. The adaptability of open, distant, and e-learning approaches has aided their ascension as the major mode of lifelong learning. | |||
Revision as of 13:34, 5 June 2022
Biography
Sarah Museng'ya is an assiduous educationist and humanitarian with a strong passion for leading interventions that improve both access, inclusive quality education and holistic lifelong education for marginalized children especially in fragile contexts. She has over 9 years of experience in the nonprofit sector managing arrange of education projects: both in development and emergencies.
Cognizant that expanding digital solutions in refugee settings has a transformative impact on individuals and communities, and the COVID-19 pandemic introduces an opportunity to leverage this moment towards improving equitable access. I have a firm belief that the future of Africa and the world in general is in digital literacy.
I am passionate about education, girl child empowerment and have a knack for monitoring and Evaluation. I am very enthusiastic about sharing knowledge and skills.
Module 4: Open Education
Learning outcomes
- Understand Open learning education; history, benefits and limitations
- Explore the different types of OER, creation and software for OER creation
- OER creation
Time: 24 Hours Description:
Three steps will be undertaken in this project
- Introducing the project: defining objectives, outlining target and activities, explaining resources available for further reading
- Review and reflect on the different types of OER, creation and software’s
- Create and share own OER
Open learning education; history, benefits and limitations
History
The first Kenyan Government policy to address ODeL (Open Distance education Learning )in higher education was the Act of Parliament of 1966, which established the Board of Adult Education. ODeL has been promoted as an alternate method of education by a number of commissions and investigations since independence. Session Paper No. 1 of 2005 (Republic of Kenya, 2005) advocates the formation of an open university and the use of ODeL in human resource development at all levels, according to the most recent government effort. Kenya has seen a fast increase of higher education institutions in recent decades. This might be linked to an increase in demand for higher education, which is partly due to improved knowledge of the educational benefits (Khan, 2001). As a result of the rising demand, ODeL has quickly become an acknowledged and important part of mainstream educational platforms in both developed and developing countries, with a focus on the latter (UNESCO, 2002). The popularity of distant learning has grown as a result of several causes. One such aspect is family obligations, particularly among women. In terms of time and resources, women, particularly in Kenya, face a variety of challenges that males do not. However, the introduction of ODeL has expanded women's options and made education and training more accessible to them because they may now study from the comfort of their own homes. It enables individuals to learn at their own pace and seek out and acquire skills for personal development while also taking care of their families (Brunner, 1991). Tethnological, cultural, and social revolutions have impacted us, profoundly altering how we live, work, and study (Wheeler, 2000; Edwards, 1997). Even the most solid of our social institutions, such as education, have been overwhelmed by accelerating change, and the rate of change will undoubtedly rise in the years ahead. African countries continue to face internal conflicts as well as regional interstate battles caused by religious, ethnic, economic, or political disagreements. The number of migrants and persons who are homeless or displaced has risen dramatically, demanding more flexible schooling options. The adaptability of open, distant, and e-learning approaches has aided their ascension as the major mode of lifelong learning.
| Activity | Duration | Date | Product/Output |
|---|---|---|---|
| Introducing the project: defining objectives, outlining target audience and activities, explaining resources available for further reading | 3hours | 5-8 of May 2022 | Project Defined |
| interact with education practitioners and understand the different types of OER, how to create and different software available for OER creation in Kenyan context | 9hours | 8-11 May 2022 | Project chosen |
| Practice creation of OER using different modalities | 12hours | 11-15 May 2022 | Publish own OER |