Showing posts with label Colombo Plan. Show all posts

Sunday, February 18, 2024

Australia Can Offer Low Cost Online International Education and Premium On-campus at the Same Time

In a recent preprint, Heller and Leede (2024) find that the third of Australian university students who are on-campus international tend to come from high GDP countries. The researchers propose that instead Australia provide low cost online education for the benifit of developing nations of the region. While well meaning, I suggest Heller and Leede, need to consider how to make such a strategy palatable to the Australian Government, which would need to fund the strategy, and the Australian universities, which would need to implement it. The Australian Government has a brief to aid its own citizens, not those of other countries. Why would Australia voluntarily give up billions in export dollars from one of its major industries, and forego cherry picking the best and brightest minds of the region? Why would Australian universities give up a large part of their funding? Is there any reason why Australia should cut the price of this export commodity, and not others, such as wheat?

I suggest, as hard as it is, it is possible to make a case for low cost online courses. Part of that case is geopolitical. Australia is competing for influence in its region. Since the days of the cold war, one way to compete has been with education. Under the Colombo Plan, Australia offered education to make influential friends in the region. A second argument is economic. One way to maximize revenue for sale of a commodity is to sell the same thing at different prices to different customers. This has been achieved by Australian supermarkets selling goods at higher prices in metropolitan areas through small boutique stores. It is also achieved by online retailers, who can set a different price for each retailer. Those offering services al often offer discounts for pensioners, ostensibly as an act of charity, but also because it is better to sell the product at a lower price that not at all to someone who can't afford a higher price.

Australia could adopt a differential pricing strategy for students based on an ability to pay. This could be done first of all by offering low cost online courses. While online courses offer the same educational outcomes as face to face courses, they are perceived to be inferior. Also while the same course offered with the same staffing level costs about the same to deliver, they are perceived to be cheaper. As a result, Australia could offer low cost online courses, without significantly cannibalizing its on-campus enrollments.

Australia did run the "Virtual Colombo Plan" (VCP), a $230M Australian Government/World Bank initiative from 2001 to 2006, for on-line education in developing nations (Curtain, 2004 and McCawley, Henry and Zurstrassen, 2002). The VCP ended in 2006 with little ceremony, but it did help fund the African Virtual University.

Tom Worthington addressing the
Computer Society of Sri Lanka
National IT Conference 2018

In 2018, in a presentation in Colombo, I suggested countries of the Indo-Pacific could jointly educate professionals using mobile devices, in to counter the influence of China's Belt and Road Education Plan. I provided more details in a formal paper (Worthington, 2018). Rather than creating free courses, dependent on intermittent foreign aid programs. I suggested that allied educational institutions, and entrepreneurs, could be assisted to set up not-for-profit, and for-profit programs.

Reference

Heller, R. F., & Leeder, S. R. (2024, January 2). A population perspective on international students in Australian universities. https://doi.org/10.35542/osf.io/hsnke

Worthington, Tom. Blended Learning for the Indo-Pacific. In Teaching, Assessment, and Learning for Engineering (TALE), 2018 IEEE 7th International Conference on. IEEE. url https://doi.org/10.1109/TALE.2018.8615183

Wednesday, February 17, 2021

Adapting Geoeconomic Competition to Australian Advantage

Adapting Australia to an era of geoeconomic competition by Wilson, 2021

The report "Adapting Australia to an era of geoeconomic competition" (Wilson, 2021) was launched yesterday at the Australian National University in Canberra. I had a ticket to attend, but decided to stay home and participate online. This reflects one of the new realities of Geoeconomics, which threatens the viability of Australia's universities.

This report defines Geoeconomics as "the application of economic instruments for geopolitical ends" and points out its reemergence in the Indo-Pacific, between the USA and China. The report suggests that Australia needs to adapt its liberal approach in response.

Wilson points out that education makes up 9% of Australian exports (p. 8), which is much higher than tourism at 5%, with education exports dominated by China (p. 9).

The report singles out China’s Belt and Road Initiative (BRI) as an "archetypal geoeconomic strategy" (p. 23), for economic development and international political influence. However, as well as targeting trade and heavy industry, the BRI also has an Education component which Wilson doesn't mention. This is similar to the Colombo Plan which Australia and western allies implemented during the cold war (Worthington, 2014). However, online learning considerably increases the scope for education as part of geoeconomic strategy. Guthrie et al. (2021) predicts onshore international students at Australian universities will drop 60% by 2030 due to competition from China.

Reference

James Guthrie, Martina K Linnenluecke, Ann Martin-Sardesai, Yun Shen, and Tom Smith (January 2021). On the resilience of Australian public universities: Why our institutions may fail unless Vice-Chancellors rethink broken business models, Macquarie University Business School working paper. URL https://www.dropbox.com/sh/f3idf8xogq5r8rj/AAA35NWKaxYTmR2DF3V0FcFIa?dl=0

Wilson, p. (January 2021), Adapting Australia to an era of geoeconomic competition, Perth USA Center. URL: https://perthusasia.edu.au/getattachment/Our-Work/Embracing-the-Indo-Pacific-South-Korea%E2%80%99s-progress/PU-184-Geoecon-201207-PRESS.pdf.aspx?lang=en-AU

Worthington, T. (2014, August 23). Chinese and Australian Students Learning to Work Together Online: Proposal to Expand the New Colombo Plan to the Online Environment. Paper to be presented at the 9th International Conference on Computer Science & Education (ICCSE). Vancouver, Canada.

Thursday, March 29, 2018

Education for Sustainable Development

The Senate Committee accepted my submission on the United Nations Sustainable Development Goals remarkably quickly:

Education for Sustainable Development

Tom Worthington, The Higher Education Whisperer

Submission to the Senate Foreign Affairs, Defence and Trade Committee on the United Nations Sustainable Development Goals (SDG).

This is a submission to the Inquiry into the United Nations Sustainable Development Goals¹, reference b. “the potential costs, benefits and opportunities for Australia in the domestic implementation of the SDG”.

These are some thoughts on how Australia's education system can assist implementation of the SDGs in the countries in the Indo-Pacific and how this will benefit Australia. In particular, Australia can use digital networks to engage, educate and influence sustainable development in the region. This can help "... end poverty ... protect the planet ... ensure prosperity for all ... foster peaceful, just and inclusive societies ... based on a spirit of strengthened global solidarity ..."². Australian education can assist implementing Goal 4 "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all" and Goal 17: "Enhance North-South, South-South and triangular regional and international cooperation on and access to science, technology and innovation and enhance knowledge sharing ..."³.

Apart from the original Colombo Plan, where Australia funded students from developing nations to study in Australia, there has been the Virtual Colombo Plan (2001) to provide $230M to support of distance education programs in developing countries. The most notable scheme funded under the virtual plan was the African Virtual University ⁴. More recently, in 2015, the Australian Academic Research Network (AARnet) proposed a fiber-optic link to the region's educational institutions to Australia in a Digital Colombo Plan ⁵. However such plans have been uncoordinated and lacking in a clear benefit to Australia.

Australian higher education is currently experiencing a boom in international enrolments. However, the fees changed do not allow more than a few students in the region to benefit from Australian education. Educational delivery at Australia's universities has flipped, from being predominately classroom-based delivery to a blended mode which relies on e-learning. A survey at the Australian National University ⁶ (ANU) found "... attendance declines over semester to around 30% of original signup ...". This allows for most university tuition to be undertaken remotely, by the student in their home country, reducing the cost and widening availability.
Areas in which Australia can specialise:

Teacher's computing skills: The National Australian Digital Technologies Curriculum for all Australian schools was endorsed 18 September 2015. The University of Adelaide pioneered a Free Digital Curriculum Course for Teachers. This could be packaged and offered at low cost to the region.

Address real-world issues: Australia can provide project-based work addressing issues such as climate change ⁷.
Innovation and hacking competitions⁸ can help make make STEM look exciting for students.

Soft skills can be addressed online. Soft skills figure prominently in the ANU's "TechLauncher ⁹ program of group project work for STEM students. Techlauncher students undertake team building exercises and have mentors, tutors and clients with industry experience. Some of this looks like fun, where students play with Lego ¹⁰, but there is also a lot of hard work on team and client relationship skills.

Australian university academics are currently trained to produce bespoke courses for small groups of a few hundred students. Producing courses for thousands of students in the region will take new skills and more advanced formal teaching qualifications ¹¹. A by-product of this will be improved courses and teachers for Australian students. Provision of online courses to a wider market will also help insulate the Australian education industry against possible shocks should the supply of Indian and Chinese students decline suddenly, due to a domestic or international incident.

Biography: Tom Worthington is a computer professional, who advises on using technology for teaching and also does some part time teaching of computing at tertiary institutions. A Certified Professional¹² member of the Australian Computer Society, in 2015 Tom received a national gold Digital Disruptors Award for "ICT Education" and in 2010 was Canberra ICT Educator of the Year. He previously worked on IT policy for the Australian Government and in 1999 was elected a Fellow of the Australian Computer Society for his contribution to the development of public Internet policy. He is a Past President, Honorary Life Member, Certified Professional and a Certified Computer Professional of the society as well as a Fellow of the Higher Education Academy, a voting member of the Association for Computing Machinery and a member of the Institute of Electrical and Electronics Engineers.

Tom has a Masters of Education (specializing in Distance Education) from Athabasca University, a Graduate Certificate in Higher Education from the Australian National University and a Certificate IV in Training and Assessment from the Canberra Institute of Technology. He blogs as the Higher Education Whisperer and is the author of Digital Teaching In Higher Education. While an Honorary Senior Lecturer in Computer Science at the Australian National University and a member of the Professional Education Governance Committee of the Australian Computer Society, his views here do not necessarily reflect those of either organization.

1 Inquiry into the United Nations Sustainable Development Goals (SDG), Foreign Affairs, Defence and Trade Committee , Australian Senate https://www.aph.gov.au/Parliamentary_Business/Committees/Senate/Foreign_Affairs_Defence_and_Trade/SDGs/

2 UN General Assembly resolution 70/17, Transforming our world: the 2030 Agenda for Sustainable Development, A /RES/70/1 (21 October 2015).

3 UN General Assembly resolution 70/17, Transforming our world: the 2030 Agenda for Sustainable Development, A /RES/70/1 (21 October 2015).

4 Wolff, L. (2002). The African Virtual University: the challenge of higher education development in sub-Saharan Africa. TechKnowLogia, International Journal of Technologies for the Advancement of Knowledge and Learning, 4(2). Retrieved from http://www.techknowlogia.org/TKL_Articles/PDF/384.pdf

5 AARnet. (2015, May 29). Draft National Strategy for International Education : AARNet Submission. Retrieved from https://submissions.education.gov.au/Forms/Draft-National-Strategy-for-International-Education-public-consultation/_layouts/SP.Submissions/ViewDoc.ashx?id=%7B8983b29c-3de0-474c-9c5a-5e335c901721%7D

6 That Sinking Feeling: Counting the Cost of Live Lectures, Marnie Hughes-Warrington, Making Sense of University Business (Blog), Jul 6th, 2015 https://missunitwocents.tumblr.com/post/123364615920/that-sinking-feeling-counting-the-cost-of-live

7 ICT Sustainability: Assessment and Strategies for a Low Carbon Future, Tom Worthington, 2018 http://www.tomw.net.au/ict_sustainability/introduction.shtml

8 Canberra Start-up Business Boomerang, Tom Worthington, 2017 http://www.tomw.net.au/digital_teaching/instructional_design.shtml#cbb

9 TechLauncher, ANU College of Engineering & Computer Science https://cs.anu.edu.au/TechLauncher/

10 ANU Project Bootcamp with Lego and User Centered Process, Higher Education Whisperer, February 25, 2018 http://blog.highereducationwhisperer.com/2018/02/anu-project-bootcamp-with-lego-and-user.html

11 Introduce Teaching as a Specialization for Computer Professionals, Higher Education Whisperer, January 10, 2017 http://blog.highereducationwhisperer.com/2017/01/introduce-teaching-as-specialization.html

12 Liability limited by a scheme approved under Prof. Standards Legislation

Reference as

Worthington, Tom. (2018, March). Education for Sustainable Development, Submission 23, Inquiry into the United Nations Sustainable Development Goals (SDG), Senate Standing Committee on Foreign Affairs Defence and Trade, Australian Parliament. URL https://www.aph.gov.au/DocumentStore.ashx?id=448afd87-2e79-4db2-a4e8-1bd59e9550c7&subId=564500

Sunday, March 25, 2018

Senate Inquiry into UN Sustainable Development Goals

The Senate Foreign Affairs, Defence and Trade Committee has invited submissions to an Inquiry into the United Nations Sustainable Development Goals (closing 29 March 2018). Here are some thoughts on how the Australian education system can help our region.

Australia can use digital networks to engage, educate and influence sustainable development in the region. This can help with SDG Goal 17: "Enhance North-South, South-South and triangular regional and international cooperation on and access to science, technology and innovation and enhance knowledge sharing ...".

Apart from the original Colombo Plan, where Australia funded students from developing nations to study in Australia, there has been the Virtual Colombo Plan (2001) to provide $230M to support of distance education programs in developing countries. The most notable scheme funded under the virtual plan was the African Virtual University . More recently, in 2015, the Australian Academic Research Network (AARnet) proposed a fibre-optic link to the region's educational institutions to Australia in a Digital Colombo Plan. However such plans have been ah-hoc and lacking in a clear benefit to Australia.

Some areas for Australia:

Teaching Computing: The National Australian Digital Technologies Curriculum for all Australian schools was endorsed 18 September 2015. The University of Adelaide pioneered a Free Digital Curriculum Course for Teachers. This could be packaged and offered at low cost to the region.
Address real world issues: Australia can provide project based work addressing issues such as climate change.
Innovation and hacking competitions can help make make STEM look exciting for students.
Soft skills can be addressed on-line. Soft skills figure prominently in the ANU's "TechLauncher

Australian university academics currently lack the skills needed to produce quality on-line courses. This will require academics to obtain formal teaching qualifications .

Monday, September 25, 2017

International Students Not a Problem for Australian Universities But Numbers Will Drop

Bates Gill and Linda Jakobson from the China Matters think tank ask "Is there a problem with Chinese International Students?". They apparently think there is a problem, but I am not so sure. Australian universities are overly dependent on fees from international students, but that market will shrink to about one-tenth the current size over the next five to ten years, with competition from domestic Chinese universities and e-learning. The problem of other nations seeking to monitor and control the actions of their students in Australia is something our universities and government learned to deal with decades ago, as part of the Colombo Plan.

Gill and Jakobson point out that students from the People's Republic of China (PRC) make up about 27.5% of international enrollments in Australian higher education and more than 60% in Canberra's institutions. There are concerns that these students do not have adequate English, resulting in poorer educational outcomes and they may have less contact with Australians. Also, there is the concern the PRC government seeks to "influence academic discourse" and discourage its students from "speaking critically about the PRC".

The large numbers of international students, I suggest, is a temporary phenomenon, which will correct itself over the next five to ten years. China and India will continue to build up their own higher education institutions, so they can supply domestic demand and offer low-cost education to developing nations. Australian institutions will still have a demand for high-quality specialist programs, but the bulk demand for business and computing courses will cease. A reasonable expectation would be for international student numbers in Australia to be one-tenth the current level within ten years. That will present a problem for those undertaking the bulk of the teaching on short term and casual contracts, but not for the universities themselves. Some universities will have a problem having over-invested in accommodation for international students, but this can be re-purposed as affordable housing.

Australian campus based courses will also face competition from their own and others e-learning programs. Australian Universities are in the last phase of moving from lecture-based to blended education. Students no longer sit and listen to a professor speaking in a lecture hall, but instead watch a video and then attend a face-to-face interactive class, working with other students. As the demand for vocationally relevant education continues, there will be less need for the face-to-face part of the blended course to be on campus, or in Australia. This will present a problem for educators used to delivering face-to-face education. However, there is time to train the next generation of academics in e-learning techniques.

While the number of international students on Australian campuses will drop by 90%, the number of International students enrolled and the revenue from then will not necessarily diminish. Provided they can maintain high standards, Australian institutions will be able to continue to charge a premium for on-campus and on-line international programs.

International students previously saw study in Australia as a way into a western workplace. However, with the rise in the Chinese and Indian economies, it will be more attractive to serve an apprenticeship in those environments. Even if formally enrolled in an Australian university it will not be so desirable, nor necessary, for the student to visit Australia. As an example of this, I spent three years as a student at Athabasca University in Canada, without ever visiting the campus in Canada. Studies were on-line with practical assignments based on my local workplace.

The issue of international students relating to the Australian community and of monitoring by their governments is one which was faced by universities with the Colombo Plan from the 1950s. Daniel Oakman discusses these issues in his book "Facing Asia:A History of the Colombo Plan", particularly Chapter 6 "Face to Face with Asia". The Australian Government and the universities managed to deal with these issues decades ago, using approaches similar to those now suggested by Gill and Jakobson. These issues were normally dealt with quietly, without publicity, but are documented in the academic literature and it is surprising this was not referenced by Gill and Jakobson.

Gill and Jakobson recommend specifying a "minimum scope of engagement between Australian and international students in after-class activities and the local community". However, my experience of being an International student suggests that something more focused will be needed. As a student, I tended to only engage with other students when I was required to do so as a part of the course assessment and then only with students who were most like me. The ability to engage with other cultures, I suggest, should be made an explicit part of the student's training, with specified skills and assessment.

As well as for international students, skills in working with those from other cultures could be useful for domestic Australian students, who increasingly will be working internationally. This could be useful in changing the domestic student's (and some staff) perception of international students from an encumbrance to a valuable source of learning.

Sunday, September 17, 2017

MOOCs the New Millennium Propaganda Tool?

Cinema Van of the Gold Coast Mass Educiton Team

Tom Rice describes the use of 1950s mobile cinema as the "British Empire’s forgotten propaganda tool for ‘primitive peoples’" (Rice, 2016). However, at the time film was a way to provide distance education in remote areas, with advice being provided by bodies UNESCO on its use (1949). The film van of the 1950s could be thought of in much the same way as digital multimedia via the Internet is used for education now (Worthington, 2014). Today's MOOCs could be seen as a continuation of a form of soft-power projection, with governments using on-line education to shape views in developing nations and to ope up trade.

In the 1940s equipment for Australian militarily mobile cinemas was manufactured by Raycophone in Sydney. This equipment was used in PNG for training (da Cruz, 2015). In the 1950s Australia decided to fund six cinema vans and educational films for Indonesian vocational training, as part of the Colombo Plan (Oakman, p. 85, 2010). Vans were also requested for India (Crocker, 1953).

As a digital update to the Colombo Plan, in 2001 the Australian Government announced a five year $230M "Virtual Colombo Plan", to support of Distance Education programs based in developing countries. However, Rooksby (2004) asked if this was, at least in part, intended to open developing countries’ markets to international competition.

The "free" massive open on-line courses (MOOCs) could be seen as a continuation of this use of education by some countries to promote their values and open up trade in developing nations.

Reference

Letter from Crocker to Casey, Notes on Colombo Plan Aid in India,Efficacy of Colombo Plan aid

New Delhi, 25 April 1953
[NAA: A10299, C15] Australian Department of Foreign Affairs and Trade. URL http://dfat.gov.au/about-us/publications/historical-documents/Pages/volume-24/251-Letter-from-Crocker-to-Casey.aspx

da Cruz, Marghanita (2015). 1930s Annandale : a short walk. Ramin Communications. [Annandale, New South Wales] URL http://www.ramin.com.au/annandale/story5.shtml#raycophone

Film Centre, London. & Unesco. (1949). The use of mobile cinema and radio vans in fundamental education. Paris : UNESCO

Oakman, D. (2010). Facing Asia: a history of the Colombo Plan. ANU E Press. URL http://press.anu.edu.au/publications/facing-asia

Rice, T. (2016). ‘Are you proud to be British?’: Mobile film shows, local voices and the demise of the British Empire in Africa. Historical Journal of Film, Radio and Television, 36(3), 331-351. URL http://dx.doi.org/10.1080/01439685.2015.1049863

Rice, T. (2017, 24 August). British Empire’s forgotten propaganda tool for ‘primitive peoples’: mobile cinema. The Conversation. URL https://theconversation.com/british-empires-forgotten-propaganda-tool-for-primitive-peoples-mobile-cinema-64275

Rooksby, E. (2004). The virtual colombo plan: Implications for developing countries. Journal of Information, Communication and Ethics in Society, 2(3), 169-178. URL http://www.emeraldinsight.com/doi/abs/10.1108/14779960480000251

Worthington, T. (2014, August). Chinese and Australian students learning to work together online proposal to expand the New Colombo Plan to the online environment. In Computer Science & Education (ICCSE), 2014 9th International Conference on (pp. 164-168). IEEE. URL https://doi.org/10.1109/ICCSE.2014.6926448

Monday, August 21, 2017

Peace Through Superior Education: Notes

Notes for the seminar "Peace Through Superior Education", 2pm, 22 August, ANU. All welcome, free but please book.

About the Peace Through Superior Education proposal:

'Many of the world’s most intractable problems occur on Australia's doorstep: where the trade-routes of the world's emerging economies meet. The Australian National University (ANU) was created by the Australian Parliament to meet these challenges in this region. The ANU does this by bringing together the best and brightest young people of the region to learn and to cooperate. Can this can be extended through the use of digital networks, particularly mobile devices, with an order of magnitude increase in the number of students? Can we use digital networks to engage, educate and influence the behaviors of the indo- pacific publics? How can we best do that? To answer these questions a longitudinal exploration into the transformative learning will be conducted. In this way can we can address the United Nations Sustainable Development Goals (SDGs): "... end poverty ... protect the planet ... ensure prosperity for all ... foster peaceful, just and inclusive societies ... based on a spirit of strengthened global solidarity ...".'

Peace Through Superior Education

M-learning for the indo-pacific to address radicalization, climate change, food and energy security.

Chris Barrie
Adam Broinowski
Catherine Settle
Tom Worthington

A Grand Challenges Proposal

ANU Grand Challenges Scheme

"... identify a problem or challenge that research can address. What's unique about the program is the way it seeks to bring people together from all across the University to bring new perspectives to a major challenge confronting society."

From VC's Update - ANU Grand Challenges Scheme, ANU, 7 July 2017

Scheme Stages

Call for Ideas: 3 minute videos (ended 24 July)
Assembly of Teams: two-page proposal by 28 August
Selection of Finalists: by 8 September
Selection of the 2018 ANU Grand Challenge: TBA
Full Business Case: TBA

Process is similar to the Innovation ACT completion.

First stage: three minute videos

Some of the entries:

More detailed proposal due 28 August.

Others entries and details at the ANU Grand Challenges Portal (ANU access only).

Top 20 Words in the Entries

health, science, change, social, policy, law, sustainability, knowledge, climate, energy, food, environmental, education, economics, politics, sciences, computer, Futures, complex, public

The Indo-Pacific

Many of the world’s most intractable problems occur on Australia's doorstep: where the trade-routes of the world's emerging economies meet.

Map by Eric Gaba (Sting) CC BY-SA 4.0, via Wikimedia Commons

South China Sea

USS John S. McCain

By Todd Frantom [Public domain],
via Wikimedia Commons

"A U.S. guided-missile destroyer came within 12 nautical miles of the contested Chinese installation built on an artificial island off the coast of the Philippines on Thursday ..." Sam LaGrone, August 10, 2017, US Naval Institute

"... U.S. guided-missile destroyer collided with a chemical tanker in the South China Sea ..." Sam LaGrone, August 20, 2017, US Naval Institute

The Australian National University (ANU) was created by the Australian Parliament to meet the challenges in this region.

John Dedman

"... the Government had decided to proceed with the establishment of an Australian National University ... Both in Australia and in the world at large, innumerable problems await solution if the future is to be made safe and the people placed in a position to enjoy the fruits of the developments in science and in human relationships which have taken place ... We have also greatly increased responsibility to shoulder in relation to other people, particularly to those with whom we are associated as a' Pacific power. ..."

From ANU Bill Second Reading Speech, Mr. John Dedman, Minister for Post-war Reconstruction, Australian Parliament, 19 June 1946

The Colombo Plan

Cooperative Economic and Social Development in Asia and the Pacific
Educational and scientific aid from Western countries
Multilateral 1950s cold war soft diplomacy
Included Australian government scholarships to study in Australia
Mostly on-campus face-to-face classes and research, at existing universities
Six “cinema vans” for Indonesian vocational training (early mobile educational multimedia).

See: D. Oakman, "Facing Asia: a history of the Colombo Plan", ANU E Press, 2010.

ANU Education

The ANU brings together the best and brightest young people of the region to learn and to cooperate.

ANU Education in the Region

Apia Harbor Sunset,
Worthington, 2005

Imran, A., Turner, T., & Gregor, S. (2008). Educate to Innovate-Fast Tracking ICT Management Capabilities Amongst the Key Government Officials for eGovernment Implementation in Bangladesh. GlobDev 2008, 9.
Worthington, T. (2006, 30 January). Report on a Workshop on the Use of Technology for Museums of the Pacific Islands Region, Pacific Museums Capacity Building Workshop, ANU, 30th January 2006

Pictograph of an e-book by Carlos Sarmento from the Noun Project (CC BY 3.0 US)

Can this can be extended through the use of digital networks, particularly mobile devices, with an order of magnitude increase in the number of students?

Pictographs by Carlos Sarmento from the Noun Project (CC BY 3.0 US).

Responsive Web Design

Green course home page in landscape mode on a mobile device

Desktop Computer

Smart Phone

No attendance is required. All materials and assessment are on-line.

Same e-learning content for desktops and low bandwidth smart phones.

Example from "ICT Sustainability" COMP7310, ANU.

Pictograph of issues by Carlos Sarmento from the Noun Project (CC BY 3.0 US)

To answer these questions a longitudinal exploration into the transformative learning will be conducted.

Pictographs by Carlos Sarmento from the Noun Project (CC BY 3.0 US).

"... end poverty ... protect the planet ... ensure prosperity for all ... foster peaceful, just and inclusive societies ... based on a spirit of strengthened global solidarity ..."

UN General Assembly resolution 70/17, Transforming our world: the 2030 Agenda for Sustainable Development, A /RES/70/1 (21 October 2015).

Field/s of research

Pedagogy, digital networking, climate change adaption, ethnopolitics, energy efficiency

Interested parties

Chris Barrie (CAP), Adam Broinowski (CAP),

Catherine Settle (Medical School), Tom Worthington (RSCS)

References

UN General Assembly resolution 70/17, Transforming our world: the 2030 Agenda for Sustainable Development, A /RES/70/1 (21 October 2015).
Worthington, T. (2014, August 23). Chinese and Australian Students Learning to Work Together Online: Proposal to Expand the New Colombo Plan to the Online Environment. Paper to be presented at the 9th International Conference on Computer Science & Education (ICCSE). Vancouver, Canada. http://dx.doi.org/10.1109/ICCSE.2014.6926448
Worthington, T. (2017). Digital teaching in higher education : designing e-learning for international students of technology, innovation and the environment. Belconnen, A.C.T. TomW Communications Pty Ltd. http://www.tomw.net.au/digital_teaching/

Wednesday, August 2, 2017

Peace Through Superior Education

Peace Through Superior Education is an entry in the Australian National University's ANU Grand Challenges Scheme. This entry proposes to test the use of mobile learning to connect people across our region to address radicalization, climate change, food and energy security.

Other ANU Grand Challenge entries include: Zero-Carbon Energy for the Asia-Pacific and the Grand Challenge of Negative Emissions. ANU researchers and students interested in working on these can access the ANU Grand Challenges Portal. Non-ANU researchers can contact the project personnel to express interest in participating.