Canadareport 123.docx (1)

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This work is licensed under aCreative Commons Attribution 4.0 International License

Attachment On OPEN EDUCATIONAL RESOURCES (O.E.R.) at

COMMONWEALTH OF LEARNING (COL)

Metrotown 1 Building, Suite 2500

Barnaby Vancouver, Canada.

Funded by F.H.E.C and C.O.L.

Source – Dr. V Balaji, Commonwealth of Learning, July 24

th 2015

Report

By Matai Tagicaki

HOD PEMAC RatuSukuna Memorial School July 19th to July 25th, 2015

http://creativecommons.org/licenses/by/4.0/



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Attribution-NoDerivs CC BY-ND

This license allows for redistribution, commercial and non-commercial, as long as it is passed along unchanged and in

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TABLE OF CONTENT

1.0 Introduction – Page 4

2.0 Objectives – Page 6

3.0 Content – Page 7

4.0 Methodology – Page 12

5.0 Outcomes – Page 15

6.0 Recommendation – Page 18

7.0 Reference – Page 19

Appendix 1– Page 20

Appendix 2 – Page 22

Appendix 3 – Page 24




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1.0 Introduction This report will attempt to reflect experiences during my attachment and how the opportunity created during interaction and collaborations has influenced perception, created and expanded network, developed thought processes and decision making, also motivated the publishing of 2 articles under PACFOLD. The Evolution of global education is evident through the continuous influence of IT in education. OER is an outcome of the changes in educational approaches, and it is further proof that the Pacific has now taken ownership of these introduced changes. The search for and creation of, a knowledgeable society is an endless human endeavor. We develop our societies by creating new knowledge through sharing and collaboration, an ancient but traditional way of life in the Pacific. We tend not to realize the value of sharing until we appreciate the changes created through collaboration, and sharing ideas constructively. Knowledge management is a curious notion, if there is still new knowledge to be made, or if there are no more new knowledge but only new ideas to expand upon. I am inclined to agree with Alan frost1 in his argument on Knowledge Management, that there is still new knowledge to be created, and this by collaboration, open sharing and interactive activities. We live in a global community that demands interactivity of skills, knowledge and action, a community where „NO MAN IS AN ISLAND‟2, to ensure continuous human development. In Fiji‟s pursuit to achieve a knowledgeable society I find myself engaging with the Commonwealth of Learning, discussing how best to continue the momentum for Fiji into the eLearning future, a future where collaborative learning is encouraged, where classrooms are turned upside down as a pedagogical approach, where teachers are encouraged to design lessons rather than lesson planning, where teachers guide and not lead, where students are guided to have an intimate relationship with the curriculum content, and in doing so I find myself in an exclusive experience of sharing ideas, creating exponential knowledge, which now has provided a clearer perception to Fiji‟s direction with O.E.R. In the process of this collaboration, we created new knowledge. As we continue to embrace and discover the evolution of global education we must remain focused on the curriculum and not the technology. Technological development is only to better support the teaching of the curriculum. At the end of learning, we are measured on how well our students have performed, and technology cannot support the expected outcomes, than we are at a loss. With the opportunity made available, teachers must take the initiative to empower their teaching content with what technology has to offer.

1htr tp://www.knowledge-management-tools.net/knowledge-creation.html, 2015, Alan Frost MSc

2https://en.wikipedia.org/wiki/No_Man_Is_an_Island, 2015, John Donne




http://www.knowledge-management-tools.net/knowledge-creation.html

https://en.wikipedia.org/wiki/No_Man_Is_an_Island

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1.01 COMMONWEALTH OF LEARNING (COL)

“COL's mandate is to promote and develop the use of open learning and distance education knowledge, resources and technologies throughout the Commonwealth's 54 member states. COL has evolved into one of the world's leading distance education providers and leads the international development in distance education along with UNESCO. COL is the only intergovernmental organization solely concerned with the development of distance education.”3 In 1987, Commonwealth Heads of Government came together in Vancouver and decided to create an Education Community on the Open Distance Learning (ODL) Platform. The initiative was created on the idea that member‟s states can support and help each other using ICT. The evolution of technology directly influenced the evolving approach of COL towards meeting global goals in educational development. COL mainly, because of its global focus which had to be inclusive in achieving the Global Millennium Development Goals. From the initial approach of developing Higher Education through ICT, to an all-inclusive approach to include Higher Education, Secondary Education, Primary Education, TVET, embracing lifelong learning outcomes. The evolution of COL dictates a commitment to promoting increase equal access to quality education, health and lifestyle throughout member countries. This is reflected through a clear progression “from higher education, teacher training, and secondary education in the formal education sector to non-formal learning related to skills development, agriculture and health”4 The evolution of COL was due to the new expected outcomes directly influenced by global conceptual approaches of Education for All (EFA) and the Millennium Development Goals (MDG). COL further reflects its evolved state with the progression of its working statements, the previous theme stating „learning for Development‟, and the 2015 current Strategic plan theme „learning for Sustainable Development‟.

3https://en.wikipedia.org/wiki/Commonwealth_of_Learning.

4“Evolution of COL”, Page 6, Commonwealth of Learning Strategic Plan 2015 – 2021. May 2015.




https://en.wikipedia.org/wiki/Commonwealth_of_Learning

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2.0 OBJECTIVES

The objective of the attachment were -

2.01 Define OER, its relevance to Fiji and its contribution to Global Educational

Development.

2.02 Understand the extension of development and sustainable pathway of OER for

Fiji Education.

2.03 Understand how to organize, plan, develop and apply an OER Fiji Unit, which will

network with Global Institutions to sustain and support the development of a

knowledgeable society.

2.04 Discover effective options through continuous Analysis and Evaluation of an

OER working unit to ensure quality outcomes.

2.05 Establish a Model Unit that is inclined to global change, flexible and adaptable.




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3.0 CONTENT

The following were discussed during the

work attachment tour –

3.01 What is OER, relevance to Fiji in relation to global development?

● OPEN EDUCATIONAL RESOURCES (OER)

Resources (OERs) are any type of educational

materials that are in the public domain or

introduced with an open license. The nature of

these open materials means that anyone can

legally and freely copy, use, adapt and re-share

them. OERs range from textbooks to curricula,

syllabi, lecture notes, assignments, tests, projects,

audio, video and animation”5.

The Paris declaration – “The Declaration marks a

historic moment in the growing movement for Open Educational Resources and calls on

governments worldwide to openly license publicly funded educational materials for public

use.”6

OER‟s are any written learning materials which are licensed

under Creative Commons, Copyright has expired or which the

author has relinquished its copyright and made available in the

Public Domain.

The word ‘OPEN’ strongly emphasizes the Concept behind

O.E.R., that there are little or no barriers. I interpret this as a passionate approach to share

5http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-

resources/what-are-open-educational-resources-oers/”

6http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-

resources/what-is-the-paris-oer-declaration/.




http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/what-are-open-educational-resources-oers/


http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/what-is-the-paris-oer-declaration/

http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/what-is-the-paris-oer-declaration/

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knowledge, where there is knowledge abundance in the world, with societies or communities

that live in educational information deficit. Fiji, a third world country, O.E.R. offers an

opportunity that empowers teachers, students, parents and other stakeholders in Education

with real time information and open access. In my opinion, this is a globally evolved

interactive approach in educational resources sharing, one can argue that it is not a new

approach, but I will say that it is global and impacting Countries new to the concept of Open

and Free Sharing of information, an opportunity to stay informed with global education

developments.

The opportunities that O.E.R.‟s has provided for educational resources deficient countries

are extensive, judging from what is available online and the technology that complements

the concept. An environment that encourages teachers to bring the curriculum to life with

video‟s and empowers lesson plans with resources provided by Khan's Academy. A mental

picture I normally use is teaching Volcanism, in Geography, on the Island schools, where

the teacher can motivate learning by using an actual video simulation downloaded from

YouTube. These are opportunities created by accessing O.E.R. As such, we need a

learning environment where teachers have access to extensive reach and real time

Educational Resources. Open Educational Resources creates this opportunity, and

encourages developmental thinking through the process of continued development.

3.02 What is O.E.R., from a Pacific Island teacher‟s perspective?

● I was requested to write an Article which was published on PACFOLD website

through James Cook University. Visit the site here - https://pacfold.cmg.io/public, or

CLICK HERE to view the article.

3.03 Why are O.E.R‟s important in the Pacific?

● I was requested to write a second article to be published on the PACFOLD website

through James Cook University. Visit the site here - https://pacfold.cmg.io/public, or

CLICK HERE to view the article.

3.04 Reflective Article on the experiences undertaken during the attachment with COL.

● I was requested by the President to write a reflective Article concerning my opinions,

suggestions and experiences during my Attachment with COL. CLICK HERE to view

the article.




https://pacfold.cmg.io/public

https://drive.google.com/file/d/0B7aVZrMNzySmRnhGT0Z6WEhNOGs/view?usp=sharing




https://docs.google.com/document/d/1FfaU8P4hOw6-LK3RTp3ZlnVgHBoq7uus-NFDAvN56Zk/edit?usp=sharing

https://docs.google.com/document/d/1s5uBIWsOozGrGs5LjAdlwBXRYZCNBWLbmEwLudkAEMM/edit?usp=sharing

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3.05 Technology enabled Learning –

I. “ Students today need access to the digital tools and media rich resources that will

help them explore, understand, and express themselves in the world they will inherit”

– Partnership for 21st Century Skills (n.d.)7 : COL will work with governments,

industry and academic institutions to –

● Develop ICT in education and OER policies and strengthen policy

implementation.

● Strengthen research on technology enabled learning for evidence based

advocacy and decision making.

● Develop relevant and innovative courses for developing 21st century skills.

● Use technology – enabled learning for program delivery.

● Promote the use of open technologies and OER for skills development.

● Implement tested models at scale and develop new models.

3.06 Education

Accessibility to quality education is still a great challenge today, despite the

availability of modern technology. The Ministry of Education is continuously challenged on

methods and pathways to addressing these challenges. As Pacific Islands, this is one of our

greatest challenges, making quality resources accessible and affordable.

I. Open/Innovative Schooling - COL will work with governments and institutions to8:

● Develop quality curriculum content in TVET subjects (aligned to skills needed

for the world of work) using OER and various educational technologies.

● Enhance the quality of conventional schooling through the introduction of

viable and cost effective models, including virtual schooling.

● Improve learner retention and success rates through open schools.

● Develop policy briefs and evidence based research to enhance organizational

capacity.

II. Teacher Education – COL will support teacher education institutions to9:

● Develop relevant context-based and pedagogically sound programs for

teachers and teacher educators.

● Improve institutional capacity to use ODL and ICTs effectively so that more

teachers can be trained in academic and vocational streams.

7 “Technology enabled learning”, Page 19, Commonwealth of Learning Strategic Plan 2015 – 2021. May 2015.

8 “Open/Innovative Schooling”, Page 13, Commonwealth of Learning Strategic Plan 2015 – 2021. May 2015.

9 “Teacher Education”, Page 14, Commonwealth of Learning Strategic Plan 2015 – 2021. May 2015.




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● Improve the quality of teaching and learning to ensure positive learning

outcomes.

● Develop OER materials and scale up the adoption and adaptation of OER

III. Higher Education – COL will work with governments and higher education institutions

to10:

● Support the development and implementation of national and institutional

ODL policies and systems.

● Promote curriculum reform in support of labor market needs.

● Provide technical assistance to new open universities and support the

transition of conventional institutions to dual-mode provisions.

● Facilitate institutional networking and collaboration in the development,

adoption and use of ODL, MOOCS and OER.

● Support the professional development of policy makers and practitioners.

IV. Regional Support – Commonwealth Educational Media Center for Asia (CEMCA)

will work with partners to11:

● Promote the development, adoption and use of OER through policy support

and capacity building.

● Integrate ICT in teacher education programs.

● Support the development of OER based courses for skills development.

● Empower marginalized communities, including women, through the use of

community media.

● Undertake research in emerging technologies, including mobile devices.

● Collaborate to develop communities of practice for the sustainability and

scalability projects.

10

“Higher Education”, Page 15, Commonwealth of Learning Strategic Plan 2015 – 2021. May 2015. 11

“Regional Support”, Page 21, Commonwealth of Learning Strategic Plan 2015 – 2021. May 2015.




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3.07 Pacific Centre for Open and Flexible Learning for Development (PACFOLD) –

PENFOLDs priorities include: (COL will support PACFOLD to achieve these

objectives.)12

● Advocacy and capacity building for flexible and open learning for sustainable

development;

● Development of regional and national policies on open, distance and flexible

learning; and

● Research in flexible and open learning.

3.08 APTUS mobile learning device –

● Classroom without walls

● 100,000 video resources, 100,000

textbook resources

● Learning Management System

(LMS) MOODLE

● Affordable and accessible.

● 100,000 resources from Wikipedia

12

“PACFOLD”, Page 22, Commonwealth of Learning Strategic Plan 2015 – 2021. May 2015.





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4.0 Methodology

4.01 Personal Conversation – I was timetabled to have a one on one session with

Education specialists in the area that COL felt was relevant to the purpose and that which

would support the objectives and nature of the attachment.

1. Professor Asha Kanwar – President and CEO COL

2. Mr. Vis Naidoo – Vice President COL

3. Dr. Venkataraman Balaji, Education Specialist

Technology and Knowledge Management, COL.

4. Dr. Sanjaya Mishra, Education Specialist eLearning,

COL.




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5. Dr. Godson Gatsha, Education

Specialist Higher Education, COL.

6. Dr. Jessica Aguti, Education Specialist Teacher

Education.

7. Dr. Alison Mead Richardson, education

Specialist Technical and Vocational Skills

Development.




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4.02 Forum – I was invited to be at the PACFOLD website presentation. The website was

presented to the President and the senior staff of COL by Dr. Alison Richardson, Education

Specialist Skills development.

4.03 Reflective and Constructive Article -

1. What are OER‟s?

2. Why are OER‟s important in the Pacific?

3. Value of Collaboration




https://drive.google.com/file/d/0B7aVZrMNzySmRnhGT0Z6WEhNOGs/view?usp=sharing

https://docs.google.com/document/d/1FfaU8P4hOw6-LK3RTp3ZlnVgHBoq7uus-NFDAvN56Zk/edit?usp=sharing

https://docs.google.com/document/d/1s5uBIWsOozGrGs5LjAdlwBXRYZCNBWLbmEwLudkAEMM/edit?usp=sharing

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5.0 Outcomes

5.01 Collaboration is also a tool which should never to be left idle but

efficiently utilized to ensure that our direction is clear and concise. Dr Sanjay

reiterated the following on establishing an OER Unit - “To ensure continuity at the

end of the final stage, the expected outcome must link into the next stage of

development”13.

● Identify expected Outcomes

● Plan towards achieving the outcome

● No more than 2 full time staff - a manager ICT and a manager OER

● Prepare a Unit Constitution/Policy/S.O.P.

● Roles and Responsibilities of the Staff that may be attached to the Unit

for special assignments.

● Work Plan - identify activities for the next 5 years, than plan for each year

● Identify budget allocation targets - What kind of budget? What are you

budgeting for?

● Activities - Establishing of Repository, Training of Trainers, Conversion

plan and timeline, etc..

5.02 Dr Godson Gatsha, PHD, is the Education Specialist for the Higher Education

Division - “Because of the level Lecturers teach, they are encouraged to research and update

their content using the Large Universities like M.I.T., Stanford University, Harvard University,

Open University U.K open repository”. In doing so they draw from not only a single source but

multiple, which should point towards an effective and powerful content. We now have direction

to initiate an awareness and advocacy program14.

● Formulation of a National and Institutional ODL Policy that includes OER

● Awareness and Advocacy

● Capacity building

● COL support

5.03 After continuous discussions I realize that the greatest measure of OER

success will be effectively determined by the success of rural and remote rural

schools that will use OER. If O.E.R.‟s can be accessed by students on remote

Islands with very minimal or no disruption, than we can say that the program is

indeed successful, realizing that classroom learning evaluation will also be a

determination of how effective the resources in its contextualized format. Fiji rural

remote schools are challenged by the non-availability of electricity and live around

13Dr Sanjaya Mishra, personal communication, July, 2015. 14Dr Godson Gatsha, personal communication, July, 2015.




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rugged geographical environment. Some of the other Island Nations are facing land

mass extinction because of rising sea levels together with Fiji15. IF it can be out on

data that OER has effectively affected the lives of these children through educating

them to understand the world better and contribute effectively to the global

community, that will be one of the great measures for success. Commonwealth of

Learning has created a wonderful mobile machine that is built to address these

challenges. Aptus is a portable wireless device, size no bigger than a pocket book. It

is powered by battery also a size of a pocket book and can host up to 30 wireless

devices in a single session. It has a range of 30 meters and can be increased to a

thousand meters. The device has 100,000 OER texts, a complete repository of

textbooks and other resources, and also hosts a Moodle platform program. The

Aptus has the capability to provide access and support for our rural and remote

schools. Aptus has the capacity to provide affordable real time information for

teachers16.

● Fiji to adopt the Aptus device because of its affordability and

student centered approach

● Aptus is flexible, manageable, user friendly, specifically for

teacher student interactivity, mobile and Wi-Fi friendly.

● COL is prepared to support Fiji in manufacturing more devices

and provide consultation.

● COL provided 2 devices free. 1 unit is for the Minister for

Education and 1 to the attaché for further research and familiarity.

● Identify a project location

● Identify age target group ( preferable middle school)

● Designing Training - basically for teachers on how to facilitate

learning through online platform.

● Training approach to focus on mLearning.

15

http://www.bom.gov.au/pacific/projects/pslm/.

16Dr Venkataraman Balaji, personal communication, July, 2015.




http://www.bom.gov.au/pacific/projects/pslm/

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5.04 Teachers are critical partners of OER. The importance of Teacher

involvement in using, research and creating OER‟s cannot be emphasized enough.

The depth of knowledge that can be discovered through global collaboration is

unfathomable. Collaboration motivates creation of new knowledge, influencing global

perception on how children may be guided with powerful information to view the

world and encouraged to form opinion and make decisions as citizens of this planet.

DR Jessica Aguti, Education Specialist - Teacher Education, has worked with

Teacher Training Institution in the South African region. Her role is to provide support

and Consultation on behalf of COL. She shares her experiences and names three

steps as critical stages when consulting with Teacher Education Institutions, and

they are –

Sensitize - To create awareness within Institutions of how important OER is to Teachers. This

word is used to emphasize that acceptance of the concept should be based on the perception of

necessity.

● Examine - and choose the right learning materials. Ensure that the OER

materials used are contextualized to meet the geographical, social, economic

and political environment of that country.

● Design - training, integrate OER into the Teacher Training course

content.

This is one of Fiji‟s critical areas of need when it comes to OER. There has never

been an approach made to the Fiji Teacher Education Institutions, generally because

there was no direction. Discussions with Dr Aguti have certainly brought light on a

National Direction17.

5.05 I would like to think that the fate of mankind is in the hands of Educators.

As Educators, we have an obligation to humanity to include value and ethics in our

content. The Vice President of COL, Mr. Vis Naidoo, echoed my sentiments by

stating, an Educator's greatest challenge is figuring out “how do we use Education

as a platform for Economic and Social Development. The people will take the

world forward”, the path taken depends on how education has guided their

perception and decision. I reflected on this statement to discover how it holds

personal values for me, for it was the passion to contribute positively to Humanity

that I chose to pursue teaching. A powerful and motivating statement18.

17Dr Jessica Aguti, personal communication, July, 2015. 18

Mr Vis Naidoo, personal conversation, July 2015.




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6.0 Recommendation

6.01 Encourage continued consultation

with Commonwealth of Learning.

6.02 Establishment of an OER Unit under

FHEC.

6.03 Develop an OER work plan as part of the MOE 5 years Minister's strategic

plan achievable overseen by Director FHEC and Director CDU/TVET.

6.04 Consolidate all eLearning MOE programs under O.D.L; formulate a

National and Institutional Policy to formalize the alignment because of

future evolution and development in ICT learning.

6.05 Prepare a budget proposal for OER unit

administration, management, process,

National advocacy and awareness,

continuous training/professional

development for all Education

Stakeholders, research and development,

purchase of computer hardware and software including APTUS units,

ensure successive plan for the next 5 years beginning 4th quarter 2015.




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Reference:

1. Dr Jessica Aguti, personal communication, July, 2015.

2. Dr Venkataraman Balaji, personal communication, July, 2015.

3. Dr Godson Gatsha, personal communication, July, 2015.

4. Dr Sanjaya Mishra, personal communication, July, 2015.

5. Australian Government Bureau of Meteorology, „Pacific Sea Level Monirong Project‟, 2015, [http://www.bom.gov.au/pacific/projects/pslm/].

6. Commonwealth of Learning Strategic Plan 2015 – 2021, pages 13, 14, 15, 19, 21, 22 . May 2015.

7. KMT an Educational KM Site, „Knowledge Creation- Alan Frost m Sc‟, 2015,

[http://www.knowledge-management-tools.net/knowledge-creation.html].

8. Wikipedia, „No man is an Island‟, 2015,

[https://en.wikipedia.org/wiki/No_Man_Is_an_Island].







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APPENDIX 1

WHAT ARE O.E.R.’s? By Matai Tagicaki, 2015

UNESCO defines O.E.R. as “Open Educational Resources (OERs) are any type of

educational materials that are in the public domain or introduced with an open license.

The nature of these open materials means that anyone can legally and freely copy, use,

adapt and re-share them. OERs range from textbooks to curricula, syllabi, lecture notes,

assignments, tests, projects, audio, video and animation.” (“What are Open Educational

Resources (OER)?”, 2015)

The word ‘OPEN’ strongly emphasizes the Concept behind O.E.R., that there are little or no

barriers. I interpret this as a passionate approach to share knowledge, where there is

knowledge abundance in the world, with societies or communities that live in educational

information deficit. Fiji, a third world country, O.E.R. offers an opportunity that empowers

teachers, students, parents and other stakeholders in Education with real time information and

open access. In my opinion, this is a globally evolved interactive approach in educational

resources sharing, one can argue that it is not a new approach, but I will say that it is global and

impacting Countries new to the concept of Open and Free Sharing of information, an

opportunity to stay informed with global education developments.

The opportunities that O.E.R.‟s has provided for educational resources deficient countries are

extensive, judging from what is available online and the technology that compliments the

concept. An environment that encourages teachers to bring the curriculum to life with video‟s

and empowers lesson plans with resources provided by Khans Academy. A mental picture I

normally use is teaching Volcanism, in Geography, on the Island schools, where the teacher

can motivate learning by using an actual video simulation downloaded from YouTube. These

are opportunities created by accessing O.E.R...

In my opinion, interpreting the curriculum is task students are challenged with in any learning

environment where the teacher must be an active guide, this is what teaching ultimately hopes

to achieve, a student centered or student oriented learning environment. Learning

environments, where teachers have the ability to get students generate intimate relationship

with the curriculum, where students are motivated with a passion to learn. As such, we need a

learning environment where teachers have access to extensive reach and real time Educational

Resources. Open Educational Resources creates this opportunity, and encourages

developmental thinking through the process of continued development.




21 | Page


Well, this is my opinion, as a practicing teacher from a third world Pacific Island Country, about

What OER‟s can mean to us and for our students.

Ref: “What are Open Educational Resources.2015.UNESCO, Open Educational Resources,

2015.http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-

educational-resources/what-are-open-educational-resources-oers/”






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APPENDIX 2

WHY O.E.R.’s ARE IMPORTANT IN THE PACIFIC By Matai Tagicaki, 2015

My writing will reflect personal experiences and opinion as a Pacific Islander and Educator in

the Secondary Education Level.

As Pacific Islanders, we belong to three groups of people, the Polynesian, Melanesian and

Micronesian groups, but we proudly refer to ourselves as „A People of the Pacific‟. Oral history

is a culture that continues to be practised across the Pacific, and this is just one of the many

tradition and culture that we share. The culture of Open sharing is an old concept for the Pacific,

in Fiji the term “ Solsolevaki” is used to describe a practice of collaboration. Today the practice

continues in a modernised setting where the village or clan communities work together to

support education, social, economical and other developments. The intricacy of the concept

interwoven into the Pacific islanders lives can not be more emphasised, as it is a way of life.

In the pursuit for a „Knowledgeable Society‟, in its initial state, the Pacific was challenged with

the availability of real time and updated educational resources. Libraries with books that were

published in the last couple of decades, textbooks were available in the 1980‟s, continued to be

used into the 1990‟s. A system that continues to conform to an archaic learning structure while

the paradigms of global development shifts, teachers continue to apply pedagogy that has

already evolved in a time of computer and internet. The availability of technology increases the

tempo of the pursuit for knowledge. The ripples in the Northern hemisphere are now felt in the

Pacific. Observations I have made lead me to a conclusion that in the Pacific success in an

elearning project cannot be measured in the urban centers where there is electricity, running

water and 24 hours internet connectivity, but rather how well it has positively impacted children's

lives who attend school in the rural and remote rural areas. These challenges hinder the tempo

of pursuit can only be attributed to affordability. The new resources and implementation tools

are just too expensive for small Island Economies.

Open Educational Resources offer an affordable opportunity for students in the Pacific Island

countries to access a wider range of information in real time, beyond the four walls of their

classrooms and libraries to better understand content. The free, open, affordable and available

resources provided by partners in OER, like Khan Academy, Commonwealth of Learning,

UNESCO, Edx with others, offer a wealth of educational information that continues to update

resource content which in turn empower learner content. Commonwealth of Learning uniquely

has aligned its resources to a curriculum, which I may state, that holds similar to all and almost

former Commonwealth member countries, which is a brilliant approach. The Aptus tool is

another revolutionary equipment by COL‟s, which provides students and teachers the

opportunity to reach beyond the boundaries of their geographical location and into a wealth of




23 | Page


updated information provided under O.E.R. Teachers are no longer confined to lesson plan

preparation but become lesson and course designers.

To emphasise how important OER is to the Pacific, I shall say that it is NOT a Band Aid solution

but A CURE to an information impoverished community. OER introduces a concept that

naturally blends with the Pacific cultural ideology, Indigenous Fijians refer to as „SOSOLEVAKI‟,

which means collaboration, in creating a Knowledgeable society.

Ref:

1. “Fijian Tradition and Ceremonies”, 2015,

https://en.wikipedia.org/wiki/Fijian_traditions_and_ceremonies.

2. “ The Pacific Way? Connecting Stories and Science”, 2015,

http://www.globaleducation.edu.au/verve/_resources/pacificneighbours_chapter3.pdf.

3. “Melanesia”, 2015, https://en.wikipedia.org/wiki/Melanesia

4. “Micronesia”, 2015, https://en.wikipedia.org/wiki/Micronesia

5. “ What are Open Educational

Resources”.2015.UNESCO.2015,http://www.unesco.org/new/en/communication-and-

information/access-to-knowledge/open-educational-resources/what-are-open-

educational-resources-oers/.




https://en.wikipedia.org/wiki/Fijian_traditions_and_ceremonies

http://www.globaleducation.edu.au/verve/_resources/pacificneighbours_chapter3.pdf

https://en.wikipedia.org/wiki/Melanesia

https://en.wikipedia.org/wiki/Micronesia

24 | Page


APPENDIX 3

Value of Collaboration

“A PERSONAL EXPERIENCE WHILE ON ATTACHMENT AT

COMMONWEALTH OF LEARNING”

By Matai Tagicaki, July 20 - 24, 2015




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Introduction

This is a collection of my experiences at COL Head Office, Barnaby Vancouver, Canada. These records are

my personal reflections, opinions and accounts.

We tend not to realize the value of sharing until we appreciate the changes created through

collaboration, sharing ideas constructively. I have always questioned the idea of, if there is still new

knowledge to be made , or if there are no more new knowledge but only new ideas to be expanded

upon. I raise the question as a Pacific Islander, as a witness to the evolution of GLOBAL Education which

begin to shape the way Pacific children think, as it picks up momentum living behind a generation gap of

thinkers, a traditional society struggling to hold together the remaining fabric of a traditional based

community. Submitting to changes, we join the global village where collaboration is a way of life. “No

man is an Island”19. This saying is true today in the context we can now state to be true of any society or

community. We collaborate so that no one is left behind, we build and grow together as global

community, we conform.

Collaboration as Knowledge Construction.

I am inclined to agree with Alan Frost20 suggesting that new knowledge can only be created when we

engage collaboratively, contribute the known to construct the unknown to become new concept, a

process that can only be created by human and not machines. Reminding us that technology must not

overshadow our pursuit for knowledge but act only to support the pursuit.

Fiji’s Pursuit for Knowledge

In Fiji’s pursuit to achieve a knowledgeable society I find myself engaging with the Commonwealth of

Learning, discussing how best to continue the momentum for Fiji into the eLearning future, a future

where collaborative learning is encouraged, where classrooms are turned upside down as a pedagogical

approach, where teachers are encouraged to design lessons rather than lesson planning, where teachers

guide and not lead, where students are guided to have an intimate relationship with the curriculum

content, and in doing so I find myself in an exclusive experience of sharing ideas, creating exponential

knowledge, which now has provided a clearer perception to Fiji’s direction with O.E.R. In the process of

this collaboration, we created new knowledge.

Collaboration Adds Value

1. In my opinion, collaboration can also be a tool which should never to be left idle but efficiently

utilized to ensure that our direction is clear and concise. Combining our thoughts about a plan for an

OER Unit in Fiji, I contributed by stating that I have already prepared a plan of action divided into phases

19

https://en.wikipedia.org/wiki/No_Man_Is_an_Island, 2015, John Donne 20

http://www.knowledge-management-tools.net/knowledge-creation.html, 2015, Aln Frost M Sc






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and timeline. I had been certain that the work we had done was impressive, taking to account that this

was our first time. Traditionally drawn to habit, we initially focused on organizational structural content

rather than trying to identify direction by first acknowledging our true and achievable outcome. Dr

Sanjay who had read the work plan suggested a more effective and efficient approach. Workout the

expected outcomes first, they will provide guidance to the initial planning stages. To ensure continuity at

the end of the final stage, the expected outcome must link into the next stage of development.

Dr S.Mishra,

Education Specialist eLearning,

Commonwealth of Learning.

2. As a Secondary school teacher I have hardly found time to research how O.E.R.’s are used by

Lecturers in the tertiary level. Dr Godson Gatsha, PHD, is the Education Specialist for the Higher

Education Division. Because of the level they teach, Lecturers are encouraged to research and update

their content using the Large Universities like M.I.T., Stanford University, Harvard University, Open

University U.K open repository. In doing so, they draw from not only a single source but multiple

sources, which should point towards an effective and powerful content. We now have direction to

initiate an awareness and advocacy program.

Dr G.Gatsha,

Education Specialist Higher Education,

Commonwealth of Education.

3. I see the greatest measure of OER success is determined by the success of rural and remote

rural schools. We can only say that the OER program is indeed successful,when O.E.R.’s are made

accessibleto students on remote Islands with minimal or no disruption. Fiji rural remote schools are

challenged by the non-availability of electricity and live around rugged geographical environment. Some

of the other Island Nations are facing land mass extinction because of rising sea levels together with

Fiji21. IF it can be recorded on data that OER has effectively affected the lives of these children through

educating them to understand the world better and contribute effectively to the global community,

which will be one of the great measures for success. Commonwealth of Learning has created a

wonderful mobile machine that is built to address these challenges. Aptus is a portable wireless device,

size no bigger than a pocket book. It is powered by battery also a size of a pocket book and can host up

to 30 wireless devices in a single session. It has a range of 30 meters and can be increased to a thousand

21

http://www.bom.gov.au/pacific/projects/pslm/.





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meters. The device has 1000 OER texts, a complete repository of textbooks and other resources, and

also hosts a Moodle platform program. The Aptus has the capability to provide access and support for

our rural and remote schools. Aptus has the capacity to provide affordable real time information for

teachers.

Dr V.Balaji,

Education Specialist Technology and Knowledge Management,


4. Teachers are critical partners of OER. The importance of Teacher involvement in using, research

and creating OER’s cannot be emphasized enough. The depth of knowledge that can be discovered

through global collaboration is unfathomable. The creation of new knowledge and global perception,

how children may be guided with powerful information to view the world and encouraged to form

opinion, make decisions as citizens of this planet. DR Jessica Aguti, Education Specialist - Teacher

Education, has worked with Teacher Training Institution in the South African region. Her role is to

provide support and Consultation on behalf of COL. She shares her experiences and names three steps

as critical stages when consulting with Teacher Education Institutions, and they are -

1. Sensitize - To create awareness within Institutions of how important OER is to Teachers. This

word is used to emphasize that acceptance of the concept should be based on the perception of

necessity.

2. Examine and choose the right learning materials. Ensure that the OER materials used are

contextualized to meet the geographical, social, economic and political environment of that

country.

3. Design training; integrate OER into the Teacher Training course content.

This is one of Fiji’s critical areas of need when it comes to OER. There has never been an approach made

to the Fiji Teacher Education Institutions, generally because there was no direction. Discussions with Dr

Aguti have certainly brought light on a National Direction.

Dr J. Aguti,

Education Specialist Teacher Education,


5. I would like to think that the fate of mankind is in the hands of Educators. As Educators, we have

an obligation to humanity to include value and ethics in our content. The Vice President of COL, Mr. Vis

Naidoo, echoed my sentiments by stating, an Educator's greatest challenge is figuring out “how do we




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use Education as a platform for Economic and Social Development. The people will take the world

forward”, the path taken depends on how education has guided their perception and decision. I

reflected on this statement to discover how it holds personal values for me, for it was the passion to

contribute positively to Humanity that I chose to leave the Military Force and join the Teaching

fraternity, a personally decision I made after a dark chapter in Fiji’s History in 2000.. A powerful and

motivating statement.

Mr. Vis Naidoo,

Vice President,

Commonwealth of Education.

Conclusion

I would like to conclude and state that collaboration is very enriching in thought, perception and

practice. Returning to my Island home in Fiji, I will reflect and appreciate the value of experience at

Commonwealth of Learning . Through collaboration, OER has so much to offer in building a

Knowledgeable Society for Fiji, certainly a ‘valuable asset’.

Ref:

1. Dr Jessica Aguti, personal communication, July, 2015.

2. Dr Venkataraman Balaji, personal communication, July, 2015.

3. Dr Godson Gatsha, personal communication, July, 2015.

4. Dr Sanjaya Mishra, personal communication, July, 2015.

5. Wikipedia, ‘No man is an Island’, 2015, [https://en.wikipedia.org/wiki/No_Man_Is_an_Island].

6. KMT an Educational KM Site, ‘Knowkledge Creation- Alan Frost m Sc’, 2015, [http://www.knowledge-

management-tools.net/knowledge-creation.html]. 7. Australian Government Bureau of Meteorology, ‘Pacific Sea Level Monirong Project’, 2015,

[http://www.bom.gov.au/pacific/projects/pslm/].






