Wk 2b A5 Nepal, Bhutan & Nigeria

Here are my notes on the article which outlined the technological and socio-cultural barriers to distributed learning and TEL in Nepal and Bhutan. The technology is the easy bit, it is changing the attitudes towards participative and self directed education that is the bigger challenge.

http://docs.google.com/Doc?id=dfjp86bs_96dw5336gj

I'm not sure I fully understood the activities instructions "Look on the Web for information about another country with low resource and infrastructure that has adopted a different pedagogy and consider an explanation of the differences.." Different pedagogy to what? To Bhutan and Nepal or different to the UK or what....

Anyway, I found an article about ODL in Nigeria ( Ojo and Olakulehin, 2006).
Their study was looking at perceptions of ODL by Nigerian students in both a traditional and DL setting. It appears Nigeria, being colonial, was lucky enough to benefit from distritbued learning a long time ago. They were recipients of many a correspondance course from the UK. The National Open University Of Nigeria (NOUN) is the first exclusively ODL mode of education. Blended learning is the more typical approach to distance education in other Nigerian Universities.
The authors state that the dynamics of globalisation and the introduction of ICTs resulted in radical changes in the educational needs of individuals and society. They go onto say that "because the world of work is more complex and fluid, newer appracohes to working and learning are in demand, more than ever, educational institutions are required to imbue their students with functional lifelong learning skills they need to surive...." Evidence showed that conventional educational is hard pressed to meet these demands especially in developing nations.
NOUN brought about a way of satifying a need for high quality education; and gave credence to ODL's acceptability in Nigeria.
The learning is through self directed learner centred instructional materials, with optional tutorial support at study centres around the country (A bit like the OU here).
The conclusions of the study into the perceptions of distance learners in Nigeria were that learners are favourably disposed to ODL - due to the features such as open access, flexible learning, provision of quality learning materials and the use of mulitmedia and ICTs. However, the use of ICT in education is still sparce which is a reflection of the whole education system in Nigeria. There still exists a digital divide - access to instructional technology and the capacity to use such technology is negligble.
To achieve the opportunties for ODL in Nigeria they need to "take measures to adopt instructional technology for DL and expand provision of quality assurance in design, ensure timely development and delivery of quality course materials, and continue to enhance student support services..."

Ojo, D.O., and Olakulehin, F.K. (2006) Attitudes and Perceptions of Students to Open and Distance Learning in Nigeria in the International Review of Research in Open and Distance Learning. Vol 7, No 1