Title: ICT for higher education: an overview of case studies from the Asia and Pacific region
Pages: 171 pp.
ISBN: 978-92-9223-384-6
e-ISBN: 978-92-9223-385-3
Publisher: UNESCO Bangkok, Asia and Pacific Regional Bureau for Education
Date (published): 30/11/2011
Date (accessed): 12/12/2011
Type of information: report
Language: English
On-line access: yes (pdf)
Abstract:
„UNESCO Bangkok coordinated a research study to document the use of ICT for higher education in the Asia and Pacific region in 2009 with the support of the Japanese Funds-in-Trust. Targeted at Ministry of Education officials and specialists responsible for higher education, administrators and faculty members of HEIs, and higher education and ICT providers, the objective of the study was to increase understanding of how ICT can be used to:
* design and develop curricular contents;
* deliver higher education programmes and courses;
* enhance the learning process; and
* increase the efficiency of the administration and management of educational systems.
Seven case studies from Australia, Hong Kong-Special Administrative Region of China, India, People’s Republic of China, Republic of Korea and Singapore were commissioned to focus on three main areas: open and distance learning; blended learning; and administration and management.
…
In all the cases discussed in this publication, ICT is used not only for the delivery of lectures and materials, but also for administration and management purposes. It is clear that administrative functions such as student registration, grades, course schedules and even staffing evaluation, have benefitted from the use of ICT. The chapters on the Hong Kong University and the Indian Institute of Management, Calcutta, focused specifically on administration and management issues, albeit under highly different conditions and perspectives. They provide an interesting contrast but also reveal several areas of similarity regardless of their starting points or resources available.

By all accounts, the outcomes of utilizing technology for higher education have been very encouraging. The collective wisdom of countless professors and experts collaborating online, not bound by time and space, has contributed to the production of high quality teaching and learning resources. Innovative tools and technology, coupled with animated, interactive contents and activities have increased students’ attention and interests.

Notwithstanding the positive feedback, some issues and challenges have emerged that should be considered by other institutions when designing and implementing their own ICT for higher education plans, such as:
* Lack of support from management;
* Unclear division of function and power;
* Uncoordinated planning and implementation;
* Question of ownership;
* Shortage of trained staff to cope with the diversity of responsibilities and tasks;
* Resistance from staff and reluctance to be re-trained; and
* Insufficient funds for developing, purchasing and implementing ICT.
...
Contents:
Use of ICT for higher education: An overview of case studies from the Asia and Pacific region ………..1
ICT for distance learning: Symbiosis Centre for Distance Learning, India………………………………… 7
Distance education in Shanghai Television University, People’s Republic of China………………………26
ICT for open and distance learning: Korea National Open University, Republic of Korea……………… 51
ICT for blended learning: Queensland University of Technology, Australia……………………………… 78
Highly Engaging Learning Pedagogy (HELP) blended learning model of
Nanyang Technological University, Singapore………………………………………………………………...103
The use of ICT for administration and management at the University of Hong Kong……………………122
The adoption and use of ICT in management and technical education in Indian
Institute of Management, Calcutta, India……………………………………………………………………… 142”

See also: ICT for higher education: an overview of case studies from the Asia and Pacific region

Title: The State of Research and Education Networking in Africa
Author: Boubakar Barry
Source: Educational Technology Debate
Date (published): 30/06/2011
Date (accessed): 10/12/2011
Type of information: blog post
Language: English
On-line access: yes (HTML)
Abstract:
"Research and education networks (RENs) are dedicated networks for the research and education community. Unlike the “general” Internet, often referred to as commodity Internet, they carry only data related to education and research.

RENs were first established more than 20 years ago in developed countries in Europe and the Americas to support bandwidth-intensive applications in research, when it became evident that using the commodity Internet on demand for these applications, and for moving large quantities of data between institutions within a country, between countries, and between continents was not feasible. An example is the transport of data from CERN’s Large Hadron Collider to various research centers worldwide.

RENs have also been places of innovation in networking technologies and have substantially fostered scientific collaboration at national, regional and international levels.

Why are research and education networks crucial for Africa?
RENs have a huge potential for improving the quality of education and research. The gain in productivity through access to high-speed networks for teaching, learning and research activities is obvious. For Africa, access to such networks through RENs is even more important for various reasons:

African researchers are isolated. There are very few institutions that have the critical mass of researchers in any particular field to allow them to collaborate and carry out research activities with world standard outputs. Having an adequate NREN infrastructure can enable remote collaboration and the building of the needed critical masses;
Resources are scarce in Africa, and some equipment and applications are too costly for single institutions: NREN infrastructure provides a means of sharing such resources. In fact, RENs can even provide a more efficient mean of sharing human resources by using video-conferencing tools for remote lecturing while at the same tile avoiding expensive and sometimes risky travel;
Cutting-edge research is increasingly carried out by multiple, inter-disciplinary research teams located in various countries of the world: coordination, data exchange and even experiments are mostly done using the global REN infrastructure. Not being part of this global community means that African researchers cannot participate in such global research projects;
In most African countries, higher education faces a big challenge called massification: due to lack of investment in infrastructure and equipment during the last two decades, universities and other higher education institutions cannot efficiently meet the high demand for access to higher education. Here again, REN infrastructure can support e-learning applications and blended learning models that can help reduce the pressure on the universities’ physical infrastructure and address the increasing legitimate demand for higher education..."

Title: A new curriculum for information literacy: expert consultation report
Authors: Dr Jane Secker
Pages: 31 pp.
Source: Arcadia Project
Publisher: Cambridge University Library
Date (published): 22/07/2011
Date (accessed): 14/09/2011
Type of information: research paper
Language: English
On-line access: yes (pdf)
Abstract:
"Introduction
This short project, based at Cambridge University Library and funded by the Arcadia Programme, sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years.
The research is grounded in relevant theoretical models and reviews of recent professional literature and existing best practices. In addition, the authors consulted with experts in the information literacy field, and also those working in curriculum design and educational technologies.
Project aims and objectives
This project sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years.

Specifically the project aimed:
• To understand the information needs of future undergraduate students on entering higher education
• To develop a revolutionary curriculum for information literacy that can be used with undergraduate students entering UK higher education
• To provide practical guidance about how best to equip students with the knowledge, skills and behaviour around information use to support their learning in the digital age
• To develop a flexible curriculum that can be used and adapted in the higher education community and used in face to face, blended and online learning provision."

Title: A new curriculum for information literacy: 'Teaching learning: perceptions of information literacy' (theoretical background)
Authors: Dr Emma Coonan
Pages: 27 pp.
Source: Arcadia Project
Publisher: Cambridge University Library
Date (published): 01/08/2011
Date (accessed): 14/09/2011
Type of information: research paper
Language: English
On-line access: yes (pdf)
Abstract:
"Introduction
This short project, based at Cambridge University Library and funded by the Arcadia Programme, sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years.
The research is grounded in relevant theoretical models and reviews of recent professional literature and existing best practices. In addition, the authors consulted with experts in the information literacy field, and also those working in curriculum design and educational technologies.
Project aims and objectives
This project sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years.

Specifically the project aimed:
• To understand the information needs of future undergraduate students on entering higher education
• To develop a revolutionary curriculum for information literacy that can be used with undergraduate students entering UK higher education
• To provide practical guidance about how best to equip students with the knowledge, skills and behaviour around information use to support their learning in the digital age
• To develop a flexible curriculum that can be used and adapted in the higher education community and used in face to face, blended and online learning provision."

Title: A new curriculum for information literacy: curriculum and supporting documents
Authors: Dr Jane Secker & Dr Emma Coonan
Pages: 41 pp.
Source: Arcadia Project
Publisher: Cambridge University Library
Date (published): 25/07/2011
Date (accessed): 14/09/2011
Type of information: research paper
Language: English
On-line access: yes (pdf)
Abstract:
"Introduction
This short project, based at Cambridge University Library and funded by the Arcadia Programme, sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years.
The research is grounded in relevant theoretical models and reviews of recent professional literature and existing best practices. In addition, the authors consulted with experts in the information literacy field, and also those working in curriculum design and educational technologies.
Project aims and objectives
This project sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years.

Specifically the project aimed:
• To understand the information needs of future undergraduate students on entering higher education
• To develop a revolutionary curriculum for information literacy that can be used with undergraduate students entering UK higher education
• To provide practical guidance about how best to equip students with the knowledge, skills and behaviour around information use to support their learning in the digital age
• To develop a flexible curriculum that can be used and adapted in the higher education community and used in face to face, blended and online learning provision."

Title: A new curriculum for information literacy: executive summary
Authors: Dr Jane Secker & Dr Emma Coonan
Pages: 8 pp.
Source: Arcadia Project
Publisher: Cambridge University Library
Date (published): 08/07/2011
Date (accessed): 14/09/2011
Type of information: research paper
Language: English
On-line access: yes (pdf)
Abstract:
"Introduction
This short project, based at Cambridge University Library and funded by the Arcadia Programme, sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years.
The research is grounded in relevant theoretical models and reviews of recent professional literature and existing best practices. In addition, the authors consulted with experts in the information literacy field, and also those working in curriculum design and educational technologies.

Project aims and objectives
This project sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years.

Specifically the project aimed:
• To understand the information needs of future undergraduate students on entering higher education
• To develop a revolutionary curriculum for information literacy that can be used with undergraduate students entering UK higher education
• To provide practical guidance about how best to equip students with the knowledge, skills and behaviour around information use to support their learning in the digital age
• To develop a flexible curriculum that can be used and adapted in the higher education community and used in face to face, blended and online learning provision."

Title: Information Literacy: A Neglected Core Competency
Author: Sharon A. Weiner
Source: EDUCAUSE Quarterly, EQ Volume 33 (2010) » Volume 33, Number 1, 2010
Publisher: EDUCAUSE
Date (published): 2010
Date (accessed): 08/03/2010
Type of information: article
Language: English
On-line access: yes (HTML)
Abstract:
Researchers at the Information School at the University of Washington released an important and thought-provoking report in late 2009: "Lessons Learned: How College Students Seek Information in the Digital Age."1 The study confirms and expands on the results of other reports. Its particular value is the size of the population studied, the diversity of institutions represented, and the use of both a survey and follow-up interviews for data collection.

The findings are troubling.

Title: Bridging the digital divide through open access
Author: Joseph Juma Musakali
Source: SciDev.Net
Date (published): 06/01/2010
Date (accessed): 27/01/2010
Type of information: blog post
Language: English
On-line access: yes (HTML)
Abstract:
Kenyan researcher Joseph Juma Musakali asks what African research institutes can do to exploit the open access movement...The open access movement removes barriers to academic literature and offers opportunities to participate in the wider research and teaching community, ensuring that Africa does not end up on the wrong side of the 'digital divide'.
African higher education institutions can make use of open access in several ways — but they must also address the vital, underpinning role of information and communications technology (ICT).

Title: e-Education Systems Implementation Success Model
Authors: Saadiah Yahya and Noor Habibah Arshad
ISSN: 1814-0556
Source: International Journal of Education and Development using Information and Communication Technology, Vol. 5, No. 2 (2009)
Publisher: Open Campus, The University of the West Indies
Date (published): 31/03/2009
Date (accessed): 24/08/2009
Type of information:
Language: English
On-line access: yes (HTML)
Abstract:
Originally developed for delivering distance learning programs, e-education systems in their current forms are powerful, web-based information systems with capabilities that match Enterprise Resource Planning (ERP) systems. By carrying out their deployments on an enterprise-level basis, many Higher Education Institutions (HEI) are able to leverage on their powerful functionalities and ERP-like integrative capabilities to put together academic and administrative systems (Twigg 2002).

This study is proposing that it may no longer relevant to still evaluate e-education systems as only educational technologies in view of the current implementation environment where new forms of e-education systems are now information systems of strategic relevance in many HEI (Moul 2002). E-education systems should therefore be studied as: mainstream information systems, i.e. within the paradigms of information systems evaluation research and no longer as educational technology or innovation. This study looks into information systems success model that can be developed to explain and predict the success of e-education systems implementation. It identifies constructs to measure e-education systems implementation success; investigates the appropriate dependent variable as a proxy for e-education systems implementation success and finally develops and validates the model. The findings from this research, showed that the ‘organizational IS continuance’ construct is a viable proxy for information systems implementation success and the model developed can be equally applied and generalizable across different stakeholder groups.

Title: Research and Information Technology Connectivity - Opportunities for Innovation and Issues for Africa
Author: Olusola Oyewole
Pages: 8 pp.
Source: UNESCO Forum on Higher Education, Research and Knowledge. Workshop on Research in Diverse Social Contexts:Tensions, Dynamics and Challenges, (UNESCO, Paris, 19-21 March 2009)
Publisher: UNESCO
Date published: 2009
Date accessed: 26/07/2009
Type of information: workshop paper
Language: English
On-line access: yes (pdf)
Abstract:
"The importance of knowledge as a critical element of sustainable development in today’s competitive global economy is well known. People and nations therefore need to be challenged to create, access and employ knowledge to be able to meet the challenges of life and survive in our ever-changing world. This challenge cannot be met if the quest for knowledge through research is not attended to. Higher Education Institutions especially Universities have for all time been identified as the space for generating knowledge through research. Unfortunately, for many African countries, higher education had witnessed a long period of relative neglect and stagnation...In order to improve the effectiveness of African research and educational systems, the Information Communicational Technology (ICT) of these institutions need to be improved."

Contents:
1. Introduction
2. State of Information Communicational Technology (ICT) Infrastructures in Africa
3. Challenges of Information Technology in Africa
(a) The Bandwidth Limitations
(b) Bandwidth Management
(c) Human resources
(d) Policy and regulatory Challenge
(e) Poor Networking and Lack of Regional Collaborations and Cooperation:
4. Opportunities for Innovation and Issues
(a) Promote Global, Regional Links and Collaborations:
(b) Address problems of energy generation in many countries of Africa
(c) Leadership education
(d) Improved funding for research