OER-related policy interventions that exist now –take “OER-related” in a broad sense to include policies on ICT in education, copyright, open access etc.
Pakistan Journal of Life and Social Sciences
The study is based on a Implementation and Evaluation of a ComputerBased Nutrition Education Intervention
in the Primary Schools of Lahore, Pakistan
The purpose of this study to highlight the OER related interventions in ICT and this study was to implement and evaluate a computer-based nutrition education intervention in the primary schools of Pakistan. It explore and enhance the acceptability of such a program in the Pakistani context.
The study design was acknowleded of nutrition knowledge, taken at three points in time from intervention and comparison groups. Qualitative methods (focus group and observations of lessons) were also employed.
According to reserach report, Three hundred and forty four children (8-10 years old) of eleven primary schools of Lahore participated in the study. In a two week school-based nutrition education intervention conducted im a comparison group that managed the nutrition education through worksheets, card and board games.
Intervention group used computer-based tool along with work-sheets card and board games. Control group was not provided nutrition education. Nutrition knowledge was measured in each child at baseline, at the end of two-week intervention, and at three - months’ follow-up with a validated nutrition knowledge questionnaire. The nutrition knowledge increased significantly in both intervention and comparison groups.
The everlasting results found through conduct such study it helpful to gain knowledge and retention of knowledge is more prominent among girls as compared to boys. Younger children (8-9 years) significantly (p=0.037) retained more nutrition knowledge at three months follow-up.
Computer-based tools were found helpful in disseminating nutrition education. An amalgam of computer-based tools and other creative methods brings more fruitful results that the children could learn nutrition concepts and healthy eating habits in a lively and interesting environment.
This study shown that the rate of nutrition knowledge in Pakistani children is low. Moreover, it eloborates the teachers skills in nutrition information and computer skills.
Pakistan - World Health Organization
This foundation build an enabling environment for the use of ICT for health including supportive eHealth policy, legal and ethical frameworks; adequate funding from various sources; infrastructure development; and developing the capacity of the health work force through training.
The eHealth applications surveyed include telemedicine (the delivery of health care services using ICT where distance is a barrier to care); mHealth (the use of mobile devices in delivering health care services); and eLearning (use of ICT for learning).
VIRTUAL UNIVERSITY OF PAKISTANOne of the leading university that is working on OER related polices. It gives the best distance based learning by making a efficient use of existing resources, the use of Information and Communications Technologies (ICTs). It considering as force multipliers that hold important lessons for the OIC countries and the Virtual University of Pakistan model could easily be replicated in countries facing similar challenges.
Distance Learning (DL) started in late 1800s when the delivery of educational materials by ordinary mail made it possible for learners at a distance to benefit from university education. For example, Penn State in the U.S.A. produced four graduates in 1894 through its “home reading” program.
If I'm talking about the well developed countries there are thousands of motivational institutes for the use of distance education in the developed countries. These students like to study at distance based learning so they love to acquire further education in the privacy and convenience of their own homes, to balance a job and family with school, and the freedom to schedule classes around their lives.
According to Taylor: “Distance education operations have evolved through the following four generations: first, the Correspondence Model based on print technology; second, the Multi-media Model based on print, audio and video technologies; third, the Telelearning Model, based on applications of telecommunications technologies to provide opportunities for synchronous communication; and fourth, the Flexible Learning Model based on online delivery via the internet. Although the latter approach is still gaining momentum, there is already emerging the fifth generation of distance education based on the further exploitation of new technologies."