"The Policy Brief reviews the functionalities of learning platforms and analyzes reasons to cause and accelerate diversification of learning platforms in terms of changes in learning content, variety of learning software, and transformation of ICT environment. Whereas in the past learning platforms
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used to be focused on simple delivery of content, current learning platforms utilize distributed learning resources and tools as competitive advantages in which teachers and learners can compose and control their learning activities on diverse learning devices in an unrestricted physical environment. The Policy Brief describes key challenges and limitations for adopting learning platforms, and recommends to consider changes in learning platforms and technologies as a continuous phenomenon." (Back cover)
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"This report gives an overview of the current state of mobile phone use and services in East Africa. It outlines major trends and main obstacles for increased use as well as key opportunities and potential for upscaling mobile applications. The report draws on secondary data and statistics, as well
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as field work carried out in Kenya, Rwanda, Tanzania and Uganda during 2008 and 2009. The publication identifies a broad range of mobile applications relevant for reaching the poor and contributing to social and economic development – from simple agricultural, market or health information services to advanced financial transaction services or mobile use for election monitoring and governance issues. A commented linklist of existing initiatives in the four countries adds to the usefulness of this well documented study." (CAMECO Update 1-2011)
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"The biennial Digital Review of Asia Pacific is a comprehensive guide to the state-of-practice and trends in information and communication technologies for development (ICTD) in Asia Pacific. This fourth edition (2009-2010) features 30 economies and four subregional groupings. The chapters provide u
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pdated information on ICT infrastructure, industries, content and services, key initiatives, enabling policies, regulation, education and capacity building, open source and R&D initiatives, as well as key ICTD challenges in each of the economies covered." (Publisher description)
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"Community workers in developing countries can provide on-the-ground support to encourage the general public to adopt and maintain behaviour change. This book is designed specifically as a guide for the creation of distance education programmes for these community workers. Covering the whole process
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of project development, it provides detailed guidance on project start-up and management, curriculum preparation, media selection - especially radio and television -, programme format choice, scriptwriting and review, programme production, preparation of support books and participant guides and methods of audience feedback. An extended section covers Internet-based distance education. The guiding principle for the preparation of distance education materials applied in this guide is the "6T" pattern, i.e.: "Telling, Teaching, Transforming, Testing, Tasking and Telling"." (CAMECO Update 1-2009)
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"The book opens with a review of the key issues in using media for education. It then proceeds through five country studies, written by highly qualified and experienced policy-makers and practitioners of educational media. The country studies are followed by research reviews that synthesise the majo
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r findings of evaluations. A final section presents several case studies on harnessing technologies for distance-learning initiatives. The book is designed to serve as both a resource and a guide. It provides valuable background and the insights of leading academics, practitioners, researchers and students of educational media - while also offering a unique platform from which, it is hoped, new ideas and further developments will be stimulated." (Publisher description)
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"The contributions in this book are the result of four years of experience in online teaching at the Konrad Adenauer Center for Journalism (CFJ) at the prestigious Ateneo de Manila University, Philippines. First presented at a workshop at the Ateneo de Manila in December 2004, the individual chapter
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s draw on the wealth of faculty experience to identify best teaching practices. The book is divided into five parts devoted to different aspects of online journalism education and training. After the prefaces, the second part explains the fundamental differences between traditional teaching and online courses. Online teaching differs from traditional teaching in that it does not allow direct eye contact. Therefore, Part II addresses how to effectively design virtual learning situations. Part III designs strategies for engaging online students in active and fruitful class participation using synchronous and asynchronous teaching methods. Part IV addresses how to assess students and ensure high academic standards in the context of a multicultural virtual classroom. Part V complements this handout on online pedagogy by discussing upcoming changes in the rapidly evolving field of online journalism instruction. This publication is aimed primarily at journalists in online pedagogy, but is also recommended for others working in the field of online instruction." (KAS Regional Programs website 9/21/2007)
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