16:00 - 16:20
2.D.1. Initiatives in Higher Education Institutions: Strategic Development of Teacher Training Curriculum using ICT
Fumihiko Shinohara
Tokyo Gakugei University, Japan

Education has been a driving force for socio-economic development in the Asian region. Likewise, changes in societies, new information and communication technologies (ICT), and emerging concepts such as Education for Sustainable Development (ESD) have affected education systems. In order to keep up with changes in society and in technologies, teacher education institutions have developed and implemented various courses on ICT. In this paper, the author will discuss and present a solution for curriculum development for teacher training institutions for their further and co-operative development of educational use of ICT. The paper will also discuss how integration of ESD relates to the process of curriculum development.

 

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16:20 - 16:40
2.D.2. Using E-learning to Build Governance Capacity in the Yekooche First Nation: A Participatory Research Model
Doug Hamilton and Wendy Drummond
Royal Roads University, Canada

This paper provides an overview of a participatory research project funded by the Canadian Council on Learning documenting and facilitating the use of e-learning technology to help prepare a remote aboriginal community, the Yekooche First Nation in North-western British Columbia for self-governance in a post-treaty environment. he Yekooche Band and Royal Roads University have partnered to establish a Community Access Lab that provides e-learning-based training. Using a four-stage Appreciative Inquiry methodology, this participatory action research is contributing to the development of a learning model that the Yekooche First Nation can use to ensure that e-learning and affiliated technologies play a viable, culturally-relevant, and sustainable role in skill development, project-based learning, and self-governance. The project provides a systematic means of developing community capacity over time, moving from a mentor-supported to a community-run learning model. Results of this partnership and the associated research are expected to have potential relevance to the adoption of e-learning technologies in other aboriginal communities in Canada and in isolated communities in other parts of the world. We will describe the learning and research models, explore some of the key implementation issues, and share some of the lessons learned so far in the introduction of this project.

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16:40 - 17:00
2.D.3. HYLITE programme: ICT-based Open Distance Learning for Indonesian Teacher Education
Paulina Pannen, Rahayu Dwi Riyanti and B. Esti Pramuki
SEAMOLEC and Universitas Terbuka, Indonesia

Teacher quality and having a sufficient number of teachers are two longstanding issues in Indonesian education. Improving teacher quality is a Government priority. Of the estimated 2.7 million teachers in Indonesia, the Government has set itself the considerable challenge of upgrading the skills of about 1.1 million of them. Existing teacher education programmes, including Universitas Terbuka's distance education programme, require support in order to meet the challenge. Witt this in mind, the Indonesian Government launched the Hybrid Learning for Indonesian Teachers (HYLITE) programme in 2007. Facilitated by SEAMOLEC, the programme is designed to be a hybrid open and distance learning programme employing a strong ICT component, and implemented by a consortium of 23 teacher colleges in Indonesia. This paper will discuss the aspects of the HYLITE programme, including its design foundation; the collaborative process of its development; initial experiences on the collaborative implementation by the consortium; and some notes for further improvement of the programme.

Download the paper (pdf, 160kb) and presentation (pdf, 400kb)