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Asia e University (AeU) is a flexible-mode international university set in Asia, by Asians for Asia. Its establishment is an initiative of Malaysia, as the Asia Cooperation Dialogue Countries (ACD) prime mover for e-education, with the support of 31 ACD member countries as confirmed by the Islamabad 2005 and DOHA 2006 ACD Ministerial Meetings. AeU programmes and products focus on affordability, accessibility, and marketability, and will be characterised by flexibility, quality, and relevance. A major rationale of the establishment of AeU is the potential benefits accrued by participating ACD countries. Less endowed education/training institutions will especially benefit by being able to leverage on the expertise and resources of more developed members.
AeU consists of seven schools which are the School of Management (SOM), School of Information and Communications Technology (SICT), School of Education and Cognitive Sciences (SECS), School of Technical, Engineering Education and Reskilling (STEER), School of Professional and Executive Education (SPEED), School of Foundation Studies (SFS) and School of Graduate Studies (SGS). AeU offers locally and internationally recognized undergraduate and postgraduate programs.
The Institute of Teaching & Learning Advancement (ITLA) aims to provide support services in enhancing teaching & learning strategies related to the following areas: face-to-face pedagogical practices, online pedagogical practices and assessment services. The Institute was set up in 2010 and is a culmination of almost 10 years of efforts in open distance pedagogical practices at OUM. The Institute plays a crucial role in enhancing the teaching & learning practices of OUM’s academic staff on a continuous basis. New instructional methods are infused periodically into our blended learning environment to support the various demands of an evolving student populace. As open entry is becoming more popular among our students, the centre also takes responsibility for such efforts. In fact OUM is the first open learning institution to have started such efforts in Malaysia. Various technological tools are used to support our online pedagogical efforts and this includes the innovative i-radio, Mobile Learning, OERs, VLE and other social networking sites. We have designed and developed training programs that aim at enhancing our tutor and facilitators’ pedagogical skills in various learning environments. Apart from that, we are also actively researching into new ways to improve online instructional and assessment methods.
The Center for Interuniversity Research on Telelearning Applications (CIRTA) gathers eighty-four researchers and practitioners from ten universities in Quebec, Canada. CIRTA promotes e-learning research and development excellence and evidence-based practices in the use of technology for teaching and learning. Our members unite to share, in a multidisciplinary and multisectorial way their knowledge, experience, research results and ideas regarding design, development and use of methods, techniques and tools in the field of educational technology. A special focus is given to e-learning and new media. CIRTA organizes international and national conferences, online and face to face symposiums and workshops, bi-monthly bulletins, thematic communities of practice, collaborative research projects, excellence awards, graduate students activities and financial support. At the research level, CIRTA activities are structured around the following themes: instructional design and e-learning engineering, knowledge management, learning object repositories, collaborative work and learning (CSCW/CSCL), ergonomics and accessibility issues, virtual teaching and learning environments, organizational and management issues and implementation of e-learning in higher education.
USQ is an Australian regional university which has offered distance education for more than 35 years. It has approximately 25,000 enrolments, including over 7,000 international students. USQ offers under- and post-graduate programs on campus, and nationally and internationally using flexible delivery. USQ's 2020 vision "to be recognised as a world leader in open and flexible higher education" is reflected in the institutional mission. USQ offered its first online courses in 1997 and in 2011, all courses have an elearning presence. The Open Access College aims to reach a broader student base through technology-enhanced learning opportunities, thus contributing to a social justice/equity agenda. The Learning and Teaching Support Unit (LTSU) works with USQ academic staff to enhance their teaching performance and to help them provide high quality, flexible and inclusive learning experiences and supports USQ students in the development of their academic skills. USQ’s Australian Digital Futures Institute (ADFI) is a research and development unit with the strategic focus of identifying, testing, and promoting the application of new and emerging technologies to support learning and teaching practice
The core mission of the University is the creation and dissemination of knowledge and understanding for the citizens of Mauritius and the international community. The University of Mauritius aspires to be a leading international university, bridging knowledge across continents through excellence and intellectual creativity. It consists of five faculties and the Lifelong Learning Cluster. To be in line with international standards the University created the VCILT in 2001. VCILT currently develops academic modules for the university and pedagogical prototype projects in line with the national ongoing effort for the promotion of ICT, continuous education and lifelong flexible learning.VCILT supports academics and tutors with technology, pedagogical and management tools for the conception, multimedia presentation and networking of their contents and activities. The VCILT complete e-learning environment gives access to academic program for large group of students.
The University of Reunion Island is the unique European university in the Indian Ocean, 10,000 km away from mainland France. It plays a unique part in the territory in terms of socio-economic development through the close links it has established with both local authorities and the business world.
The university fully performs its public service duty by offering a whole range of full-time and vocational multi-disciplinary, diversified excellence curricula :
- European standard-compliant LMD (Bachelor, Master, PhD) degrees in three fields « Arts & Social Sciences »; « Law, Economy & Management »; « Science, Technology & Health »;
- job-oriented courses (vocational Bachelor’s degree, undergraduate technology degrees, etc.) in widely different fields such as Civil Engineering, Air Conditioning, Banking & Insurance or Networks & Telecommunications;
- engineering degrees in three domains « Innovation & Integrated Agri-Food Development »; « Telecommunication, Computer and Multimedia Services »; « Sustainable Construction & Environment ».
Besides participating in exchange programmes, the University of Reunion Island runs partnerships with universities in foreign countries in the Indian Ocean (South Africa, Australia, India, the Comoros, Madagascar, Mauritius, Seychelles, Mozambique, Sri Lanka, China).
It includes :
5 training and research units (Faculties),
- Faculty of Law & Economics
- Faculty of Science & Technology,
- Faculty of Arts & Social Sciences,
- Faculty of Human & Environmental Sciences,
- Faculty of Health
- Institute of Business Administration,
- Institute of Technology,
- Teachers’ Training College,
- Confucius Institute
- A multi-disciplinary Engineering School
- An Observatory of Sciences of the Universe of Reunion Island (linked with CNRS, the National Center for Scientific Research)
The University of Reunion Island receives about 12,000 students. It employs 1,300 teaching and research staff and 630 non-teaching staff.
The American University in Cairo (AUC) is a premier English-language institution of higher learning. The university is committed to teaching and research of the highest caliber, and offers exceptional liberal arts and professional education in a cross-cultural environment. AUC builds a culture of leadership, lifelong learning, continuing education and service among its graduates, and is dedicated to making significant contributions to Egypt and the international community in diverse fields.
It upholds the principles of academic freedom and is dedicated to excellence. AUC provides its students with high quality liberal arts education that encourages critical thinking, interdisciplinary study, and engagement with the world’s religious, political and cultural traditions and collaborative solutions to resolve local, regional and global issues.
AUC's computer studies and engineering programs are the only programs outside the United States that are accredited by the Computer Science Accreditation Board and the Accreditation Board for Engineering and Technology. AUC's School of Business is one of only 540 business schools outside the United States to be awarded accreditation from the Association to Advance Collegiate Schools of Business (AACSB International). The AACSB accreditation is the highest standard of achievement for business schools.
AUC is an independent, nonprofit, apolitical, non-sectarian and equal-opportunity institution, fully accredited in Egypt and the United States.
is an academic unit supporting teaching and learning at the University through a wide variety of professional development activities and projects in the University’s eight faculties. CLEAR also supports the University’s quality-assurance process for teaching and learning. CLEAR is an established research centre in higher education.
The Open University is Europe’s largest provider of distance education. Founded in 1969 it now teaches around 260,000 students.
The OU has developed its own style of distance learning called 'supported open learning'. Our students work wherever they choose with
- support from a tutor or online forum to help with module material, activities and assignments
- student advisers and study facilities in their own region, and
- contact with other students at tutorials, day schools or through online conferencing, online social networks, informal study groups, and events.
The National Teachers’ Institute, Kaduna is a single mode distance education Institute dedicated to teacher training. It was established in 1976 primarily because of the pressing needs in the country for trained and qualified teaching staff at all levels of the educational system. Act No. 7 of 10th April 1978 establishing the Institute charged it among others with the responsibility of: providing courses of instruction leading to the development, upgrading and certification of teachers as specified in the relevant syllabus using distance education techniques.
The vision of the Institute is to enhance the professional skills of serving teachers for high quality education delivery at primary and secondary education levels with a view to uplifting the standard of the education system of the country. Its mission is to upgrade and update teachers knowledge and skills in curriculum implementation while instilling in them the virtues of dedication, loyalty, commitment, discipline and resourcefulness.
To realize the vision and mission, the Institute vision shall work conscientiously towards producing teachers trained and oriented to meet the challenges of twenty first century in the Nigerian society and nurture a commitment to lifelong learning that is creative, innovative, and responsive to changes in the world of knowledge and changing needs.
To date, the Institute has run the following programmes:
- Teachers Certificate Grade II (TC II) conducted from 1984 to2006.
- Nigeria Certificate in Education (NCE) commenced in 1990 to date
- Pivotal Teachers Training Programme (PTTP) mounted from 2000 to 2003.
- Postgraduate Diploma in Education (PGDE) commenced in 2005 to date
- Advance Diploma in Guidance & Counseling – commenced in 2005 to date
- Advance Diploma in School Supervision and Inspection – commenced in 2005 to date
- Advance Diploma in Early Childhood Education – commenced in 2005 to date
- Special Teacher Upgrading Programme (STUP)-commenced in 2007 to date Continuing Professional Development (CPDs) courses for Teachers run annually on demand by states and other agencies.
The Institute, with its Headquarters in Kaduna, operates through a network of 6 Zonal and 37 State Offices and hundreds of Study Centres.