PROJECT MANAGEMENT

2018

Cameroon: Up-skill Project for Nursing and Paramedical Professionals in Cameroon (UP-NPPC)

Outcome statement – increase access to skills in nursing and paramedical practice with a special focus on sexual and reproductive health.
Outputs and outcomes achieved (Phase 1, 6 months):
- Needs analysis on skills shortage among medical healthcare professionals.
- Training of 50 faculty members on educational technology, instructional design and developing OER course material.

2017

Tonga: Strategic OER Implementation Project

Outcome statement – improve life skills which aid individuals to develop into active and productive members of their communities.
Partners – Ministry of Education and Training; Tonga Institute of Higher Education (TIHE); Tonga Institute of Education (TIOE).
Outputs and outcomes achieved (phase 1 & 2, 1 year):
- Needs analysis on skills shortage in online course design, development and delivery;
- 34 academic staff of TIHE and TIOE trained in implementing OER practices in teaching and learning including video production;
- National OER policy drafted and awaiting adoption at parliament level;
- 20 staff from TIHE and TIOE trained in online course design, development and delivery;
- Moodle LMS based course delivery platforms implemented for TIHE and TIOE;
- 4 pilot quality assured courses on life skills developed using OER and as OER to be delivered online to TIHE and TIOE learners.
Outputs and outcomes achieved (phase 3, 1 year):
- 20 staff from TIHE and TIOE trained in outcomes based assessment and continuous quality improvement (CQI).
- OER successfully mainstreamed at TIHE and TIOE.

India: Tamil Nadu Lifelong Learning for Farmers OER Federation Project (OERFED-TNL3F)

Outcome statement – improve skills in systemic sharing of knowledge, expertise and experiences within farming communities.
Partners – Arul Anandar College; Vidiyal – NGO on Framing; Reddiarchathram Seed Growers Association (RSGA).
Outputs and outcomes achieved (phase 1 & 2, 1 year):
- 18 master trainers trained in implementing OER practices in non-formal/informal teaching and learning within grass-root farming communities;
- 3 organizational/institutional OER policies developed and adopted for implementation;
- Needs analysis conducted with participation form 770 farmers on the important topics for sustainable farming targeting illiterate farmers;
- 150 topics prioritized to be developed as pilot audio/video based OER courses in the local Tamil language;
- OERFED-TNL3F OER federation created with three founding member organizations, constitution, policies, procedures and metadata sharing standards;
- OER federation web portal (http://www.l3fpedia.com) created as a portal repository providing a single point of access to all OER material developed by members of the federation. This portal operates in the local Tamil language with features such as smart search and voice search to maximize usability by illiterate farmers through mobile devices. The portal also integrates social learning and message based learning through Facebook and Whatsapp (in progress);
- 150 quality assured audio/video based OER courses developed in the local Tamil language and made available through the OER federation portal repository.

Sri Lanka: Advocacy, Sensitization and Development of Draft OER Policies for the Nine Provinces of Sri Lanka

Outcome statement – more governments implement OER policies and strategies.
Partners – Ministry of Education (MoE) and The Open University of Sri Lanka (OUSL).
Outputs and outcomes achieved (1 year):
- Policy framework for Provincial Ministries of Education developed taking into consideration their specific requirements – report;
- 9 Provincial OER Policies drafted – report;
- 60 regional policy makers were trained in the creation and reuse of OER and the systematic implementation of OER in schools – report;
- National Workshop on Provincial OER Policy Implementation for the nine provinces in Sri Lanka;
- 42 key policymakers of the general education system in all nine provinces trained on the specific provincial needs for OER in the general education system facilitated by the provincial OER policies and step-by-step procedure for policy implementation in each provincial council.

2016

Cameroon: Advocacy, Sensitization and Development of Draft OER Guidelines for the Ten Regions of Cameroon

Outcome statement – more governments implement OER policies and strategies.
Partners – Ministry of Basic Education (MINEDUBE); Ministry of Secondary Education (MINESEC).
Outputs and outcomes achieved (3 months):
- An OER implementation guideline was developed taking into consideration the specific needs of the two ministries and the ten regions of Cameroon – report;
- The guideline was translated into French to cater to the Francophone regions – report;
- 393 regional policy makers and teachers were trained in the creation and reuse of OER and the systematic implementation of OER in schools using the guidelines – report.

Botswana: Advocacy, Sensitization and Development of Draft OER Policies/Guidelines for the Ten Regions of Botswana

Outcome statement – more governments implement OER policies and strategies.
Partners – Ministry of Education and Skills Development (MoESD).
Outputs and outcomes achieved (4 months):
- 10 draft OER guidelines for the ten Regional Offices of the MoESD – report;
- 157 policymakers trained in the creation and reuse of OER and the systematic implementation of OER in schools using the guidelines – report.

Kenya/India: Institutional OER Policy Development

Outcome statement – more institutions implement OER policies and strategies.
Partners – Department of Technical Vocational Education and Training (DTVET) in Kenya; Commonwealth Educational Media Center for Asia (CEMCA) in India.
Outputs and outcomes achieved in Kenya:
- 39 TVET institutions trained in ODFL and OER;
- 40 institutional ODFL/OER policies developed;
- 40 new institutional champions enrolled into the INVEST-Kenya initiative.
Outputs and outcomes achieved in India:
- 10 institutional OER policies developed;
- Institutional OER Policy Template developed and translated into Spanish and Tamil.

Pan-Commonwealth: Baseline Survey Study on Current Status of OER in the Commonwealth

Outcome statement – institutions integrate OER in teaching and learning activities.
Partners – 214 institutions in 28 Commonwealth countries.
Outputs and outcomes achieved (8 months):
- Open Educational Resources in the Commonwealth 2016 report.

Pan-Commonwealth: Capacity Building in OER Course Development

Outcome statement – institutions integrate OER in teaching and learning activities.
Outputs and outcomes achieved:
- Latin America and Caribbean OER Regional Consultation
  - Partners – University of Campinas (UNICAMP), Brazil; UNESCO; Government of Slovenia.
  - 31 government officials, policymakers, advocates and researcher from 21 countries participated to identify the current state of play with respect to OER in the region and concrete actions to further the OER movement – report.
- Pacific Regional TVET OER Course Design Workshop
  - Partner – Pacific TAFE, University of the South Pacific, Fiji.
  - 20 participants representing nine countries and 12 TVET institutions in the Pacific trained on integrating OER through video and FOSS into TVET course development.
- Instructional Design and OER Use/Reuse in Non-formal Skills Course Development
  - Partner – Yaba College of Technology (YCT), Nigeria.
  - 45 teaching staff trained;
  - 20 course blueprints developed.
- Designing and Delivering Online Courses and MOOCs
  - Partner – Wawasan Open University (WOU), Malaysia.
  - 30 academics from 5 countries trained.
- Capacity Building on OER Use/Reuse in ODL Course Development
  - Partner – The Open University of Sri Lanka (OUSL).
  - 24 academic staff trained.
- Do-It-Yourself (DIY) Android App Development
  - Partner – The Open University of Malaysia (OUM).
  - 17 participants from 4 countries trained in developing mLearning apps;
  - Educational App Development Toolkit for Teachers and Learners.
- OERfaq.info community of practice (CoP)
  - CoP with 100+ expert written, peer-reviewed FAQs on multiple aspects of OER.

Pan-Commonwealth: OER Course Development

Outcome statement – institutions integrate OER in teaching and learning activities.
Outputs and outcomes achieved:
- Solar PV Technology – Ramogi Institute of Advanced Technology (RIAT), Kenya.
- Interactive Learning Objects Toolkit for Teachers & Learners – Nigeria.
- Creating and Repurposing OER Using FOSS: A How-To Guide for Teachers and Learners – IT for Change (ITfC), India.
- Android Programming – Graphic Era Hill University, India.
- Biodiversity Conservation – Graphic Era Hill University, India.
- Critical Thinking & Social Media Technology – Graphic Era Hill University, India.
- Quantitative Skills for Competitive Exams – Graphic Era Hill University, India.
- Certificate in Fishing Technology (14 modules) – CINEC Institute of Higher Education, Sri Lanka.
- Instructional Video Production for Teaching and Learning (video course) – The Open University of Sri Lanka (OUSL).
- Commercial Food Preparation: Local Cuisine – Ministry of Education, Innovation, Gender Relations and Sustainable Development, Saint Lucia.
- Garment Production – Ministry of Education, Innovation, Gender Relations and Sustainable Development, Saint Lucia.
- Visual Arts: An Introductory Course – Ministry of Education, Innovation, Gender Relations and Sustainable Development, Saint Lucia.
- External Review Toolkit for ODL and eLearning Courses – Canada.

Prior to 2016

‘Fashion Academy Paris’ (2014) – online fashion academy delivering pay-per-view streaming fashion courses as full HD video tutorials globally in six different languages. Consultant Developer at Ishan Talks Apps, Sri Lanka.
‘OERScout’ (2011 – 2014) – educational resource search engine using text mining and faceted search. Inventor / Lead Developer at University Malaya, Malaysia.
‘faboodle’ (2011) – interface to interact on moodle through facebook. Inventor / Lead Developer at Wawasan Open University, Malaysia.
‘CDTS’ (2009-2010) – ODL Course Development Tracking System. Inventor / Lead Developer at Wawasan Open University, Malaysia.
HP e-learning content delivery module (2008) – Project Manager / Business Analyst at V-Designers Ltd., UK.
Online Sales Training e-commerce system (2008) – Project Manager / Business Analyst at V-Designers Ltd., UK.
Website design projects (2008) – Project Manager / Business Analyst at V-Designers Ltd., UK.
Search Engine Optimisation (2008) – Project Manager / Business Analyst at V-Designers Ltd., UK.
Veenus Business Process Management Software Application (2006-2008) – Lead Developer at Veenus Group, UK.
Virtual Collaborative Model (2008) – Project Manager / Business Analyst at Brunel University, UK.
CMS for custom designed websites (2008) – Project Manager / Business Analyst at V-Designers Ltd., UK.
Veenus.com online marketing application (2007) – Project Manager / Business Analyst at Veenus Group, UK.
Custom CMS for Veenus.com online marketing application (2007) – Project Manager / Business Analyst at Veenus Group, UK.
X-Nav indoor navigation system (2007) – Inventor / Developer at Brunel University, UK.
Voice Talk call center training application (2007) – R&D engineer / Lead Developer at Brunel University, UK.
Distributed database synchronization for retail applications (2006) – R&D Engineer / Lead Developer at Heyleys Infocarft Ltd, Sri Lanka
Custom Reporting for ERP applications (2005) – Developer at Heyleys Infocarft Ltd, Sri Lanka.