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首页> 外文会议>2014 International Conference on Web and Open Access to Learning >Open education and digital scholarly communication in covenant university
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Open education and digital scholarly communication in covenant university

机译：盟约大学的开放教育与数字学术交流

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African educational systems in general and Nigerian in particular rely extensively on the traditional face-to-face pedagogical approach to information dissemination with its attendant drawbacks. These include (but are not limited to) limited reach; need for physical contact; and a high cost of acquisition of materials. The advent of the internet and telecommunication has offered a better and faster means of reaching target audience. Open Access and Open Education Resources (OER) platforms offer an even greater amount of access, devoid of the restrictions of the traditional pedagogical approach and the high cost of acquisition of knowledge available through the internet. However, the engagement and sustenance of OA systems require heavy initial nonrecurring engineering (NRE) and capital expenditure (CAPEX) in the related ICTs and network systems. In the past three years, since adopting an Open Access system, Covenant University (CU) has made several changes to its policies on research results dissemination and pedagogy, as well as the acquisition of relevant ICT facilities and procurement of requisite bandwidth to support these changes. Covenant University has invested massively in the upgrade of its OA development infrastructure amongst several other such as; network systems and upgrade of the University network backbone to sustain a high-grade 24/7, ubiquitous internet access. In addition, it has, adopted web-based information dissemination systems and E-learning platforms such as Moodle™ establish several teleconferencing/video conferencing centres and smart classrooms as well as deploy anti-plagiarism tools like Turnitin™. OA platforms and OERs offer avenues for improved teaching, learning and research at minimal cost to faculty and students. However, the cost of setting up of such system is enormous, particularly for institutions in developing countries. Nevertheless, in her bid to attain global status in open education and scholarly communicati- n, CU has invested in ICTs, develop and operates OAP as well as deploy relevant OERs.
机译：总体而言，非洲的教育系统，尤其是尼日利亚的教育系统，在很大程度上依靠传统的面对面教学方法来传播信息，但同时也存在弊端。这些包括（但不限于）有限的覆盖范围；需要身体接触；而且材料采购成本很高。互联网和电信的出现提供了一种更好和更快的方法来吸引目标受众。开放访问和开放教育资源（OER）平台提供了更大的访问量，而不受传统教学方法的限制以及通过互联网获取知识的高昂成本。但是，OA系统的参与和维持需要相关的ICT和网络系统中的大量初期非经常性工程（NRE）和资本支出（CAPEX）。在过去三年中，自采用开放访问系统以来，圣约大学（CU）对其研究成果的传播和教学法以及相关的ICT设施的购置和支持这些变革的必要带宽的购置政策进行了几处更改。盟约大学已在OA开发基础设施升级方面进行了大量投资，其中包括：网络系统和大学网络主干网的升级，以维持高级别的24/7全天候Internet访问。此外，它还采用了基于Web的信息传播系统，并且诸如Moodle™之类的电子学习平台建立了多个电话会议/视频会议中心和智能教室，并部署了Turnitin™等反pla窃工具。 OA平台和OER为教师和学生提供了最小的成本来改善教学，学习和研究的途径。但是，建立这种系统的成本是巨大的，特别是对于发展中国家的机构而言。但是，为了获得在开放式教育和学术交流中的全球地位，CU致力于信息通信技术的投资，开发和运营OAP以及部署相关的OER。

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