elearning development

Learning Development

As partner to your organization Education Finder offers ffyears of experience to work for you.

Therefore your success is our passion.

SWEDEN: Education Finder • Mäster Samuelsgatan 42 • S-11157 Stockholm • phone +46 821 64 26FINLAND: Education Finder • Piritanaukio 3 B 19, 00150 Helsinki • phone +348 405 415 273

www.stockholmcollege.se • www.helsinkicollege.! • [email protected]

June 2011



CONTENT

Information and Communication Technology is our Background................................. 5Our vision of End-To End eLearning �™................................................................................... 5Nordic European Education tradition and culture Finland and Sweden .................... 5All Included Education ............................................................................................................n 6Education Finder offers work-embedded eLearning ..........................................................g 7History of MKFC (founded 1991) ............................................................................................... 7eLearning our passion....................................................................................................................n 8Contribute with mobile devices .................................................................................................. 9 eLearning with Edu satellite ......................................................................................................e 10Combine with Human Connections. .......................................................................................... 10Package the process........................................................................................................................s 10Contents...............................................................................................................................................s 10Virtual Net Communities - empowering civil societies ...................................................... 10Meeting the learning requirements with LMS-platform OPIT. ........................................ 11Experience in organizations using the offered product.....................................................t 12Authentic learning ..........................................................................................................................g 12Functions.............................................................................................................................................s 12Material - learning path..................................................................................................................h 13Pre-testing, follow ups....................................................................................................................s 13Tutor Feedback ...................................................................................................................................k 13OPIT- the learning platform - no prior experience needed...............................................d 13Active learners.................................................................................................................................... 13Description of the design and development process......................................................... 13Design documents in the developed process of a course................................................ 14Quality control - Dynamic assurance.........................................................................................e 14International eLearning in Europe, Africa, Asia and Arabic Countries ............................. 16eTeacher Training in Authentic Evironments. ................................................................................... 16Public Health ..........................................................................................................................................h 20Social Media...........................................................................................................................................a 21Transnational EU - Pilot projects within e-Learning. ............................................................ 22National EU projects ..................................................................................................................... 23MKFC local partners ..................................................................................................................... 24Contact info.....................................................................................................................................o 25

MKFC (created 1991) is the mother organization of EducationFinder Organizations create platforms for adults and young people in a lifelong learning perspective.MKFC owns and runs MKFC Folk High-School with state funds Education Finder runs Helsinki College and Stockholm College NGO Sharing Awareness founded by EF and MKFC teachers: http://sharingawareness.org/

As partners to your organization Education Finder offers years of experience to work for you. Therefore your success is our passion .



Learning Development

The economical growth and innovations of all nations are planted in early childhood. Today, children and young people as well as adults can have equal opportunities worldwide when governmental policy and strategy support Information and Communication technology implementations and embed them in learning and work environments

Teachers are cornerstones in all educational levels when it comes to picking up the latest innovations and to lift up the best national and international practices. Access to the internet is an important and even necessary tool to extend the community.

Health workers working with citizens�’ wellbeing are also extremely important for national growth from early childhood. They need Information and Technology tools, devices, access to resources on the Internet and the learning opportunities to utilizethem.

Internet, social media and online based learning offers an inclusive participative approach that can be used to build up a skilled workforce and offers equal opportunities for citizens. Information and communication technology gives the base that can be used for learning, practice, research, and modern high quality processes based on the needs and requirements of policymakersand leaders.



Information and Communication Technology is our BackgroundEducationFinder (EF) has evidence of learning successes from 15 years of eLearning practice. eLearning has made it possible for everyone to take part in quality education wherever they live and whenever they want to. EF has beena pioneer in developing and practicing distance education and received the Boldic Award in 2008 (www.boldic.net) for theimplementation of eLearning methods.

The basis of the success has been: governmental support, approval and appreciation from the management of the schools and committed teachers.

In 2000, MKFC transferred all its courses to the Internet and since then we have had a strong commitment to follow thedevelopment of eLearning in order to constantly meet the needs of students everywhere and to support inclusive Education for All.

We have found that the development of eLearning with social media and the use of mobile phones for learning works best when using a Learning Management Platform. EF also has experienced that eLearning needs support, approval and appreciation from the management of the schools. When Government has already made strategical decisions supporting the implementation of ICT inside and outside schools the Change Making for the Know- ledge Society has begun and can be supported by eLearning tools and methods.

Our vision of End-To End eLearning �™MKFC and Education Finder has the same kind of approach to learning as the Nobel Peace Prize winners Wangari Matthai, Muhammad Yunus and the Grameen Bank. We support grassroots movements for sustainable change.

EducationFinder, EF, is a part of the MKFC family, starting to offer eLearning in Europe and then extending the education outside of Europe. Today eLearning is ongoing in Africa, Asia and several Arabic countries.End-to- End eLearning�™ is needed in a Knowledge Society to offer learning for all. The Internet has made it possible to abandon an education structure that limits education possibilities for citizens. The Learning Ma- nagement System OPIT�™ is just like the best of schools with both tutors, experts, and learning materials based on different kind of digital media such as video, radio, pictures, mobiles and so on. OPIT extends the learning environment to a global scale, and offers tools for abetter understanding. In short, OPIT school extends learning possibilities in content, time and place. Even peers are available just like they would be in an ordinary school. OPIT can be used both as part of an ordinary school or on its own, purely as an online school.

Nordic European Education tradition and culture Finland and SwedenMKFC is one of the members of the Swedish Popular Adult Education family. This has given us the freedom to design and deliver education from primary to university level. The Nordic European education traditions from both Finland and Swedenshare the same roots and a long history of cooperation.

The main goal of our work is to offer methods that include Everyone, All the Time, Everywhere. We make it happen by using End-to- End eLearning�™ carried out by OPIT, the LMS plattform. End-to- End eLearning can be used as apart of traditional education or work independently online through the LMS platform and mobile devices. MKFC has worked 20 years with education for excluded people, immigrants and unemployed people. EducationFinder empowers social changes and uses ICT to offer an innovative learning environment and learning contents for citizens. We use problem-based methods connected to authentic environments. The learning subjects are integrated into working life in order to implement theory in practice. There is good evidence that learners become LifeLong learners when this method is used. End-to-End eLearning�™together with net communities brings Education for All, Everywhere, Anytime. It is the most powerful modern information and communication tool for offering skills for workers and academics and positive change for all kinds of communities.

The eLearning courses start with Global Vision and the process is integrated with local implementations.Even vulnerable people living in refugee camps can be included, as well as those living in threatening environments, the handicapped, people working from home, workers with irregular working hours. The cost is signi cantly lower than for traditional education, and so is the dropout rate. In Finland universities offer online educations with zero dropouts.EducationFinder has partner universities that offer their educations, too.



�”All included Education�” carried byEnd-to-End eLearning �™Inhouse experts, agents, partnerships Web-based learning has been developed since 1996. MKFC has since 2001 offered all our education in the eLearning environment with full exibility. The starting point has always been the education needs that exist, and support is offered by tutoring embedded in the eLearning platform OPIT which is well suited for both our educational organisation and work-embedded learning.

Education Finder core competence

MKFC EducationFinder has 30 full-time eLearning in-house experts, as well as a partnership with eLearning experts in several EU-countries. MKFC cooperates with eLearning experts in Finland and runs Helsinki College in the capitalof Finland. No one in our eLearning team group has less than ve years of full time training/tutoring experience within eLearning.

Our inhouse experts represent 14 different languages and cultures, 55 % are men and 45 % are females. All our inhouse experts have academic competence within digital pedagogy and learning psychology. These experts build up new course processes and develop learning objects (LO�’s) for tutoring environments. The focus for development now centres around the LO�’s for digital devices such as MP3 players and mobile phones. Digital devices can carry both audio and video and is well-suited for working people.

Our global agents Our global agents have great importance as they are the ones who are working towards local implementations.We have partnerships with eLearning experts in several EU-countries. Our strongest engagement is in Finland where local universities have been running eLearning for a long time.



�“eLearning is our passion - demand-driven education is needed�” The core competence of EF is to provide and manage eLearning processes, where the individual�’s learning and competencedevelopment process, extended to the community, is guided and facilitated by pedagogical methods. The process starts with an e-dialog of the ICT possibilities and mapping of the country and content needed. Marja-Riitta Ritanoro, CEO of EducationFinder Stockholm College, co-founder of MKFC and former director of Stockholms Folkhögskola, has 40 years of experience in education policymaking in Finland and Sweden. She has developed several Teacher Training courses for Universities and has worked as the scienti c leader of an international �“Action Learning�” project aimed to create a better education system for Finnish immigrants living in Sweden.

MKFC, with Marja-Riitta�’s leadership, has created the rst Online Adult Education system and is engaged as an expert in Finland within eLearning. She was nominated in Finland as the eLearner of the Year 2005. In 2008 Stockholm College received the Boldic Award 2008 for its passion for eLearning. She is currently working within the eld of eLearning in Developing Countries.

Education Finder offers work-embedded eLearning Modern training and learning approaches for work-embedded learning became a reality when LMS based e- Learningplatforms appeared in the market by the end of the 90�’s. In the beginning the education system did not fully utilize thesepossibilities because computer skills were not particularly advanced. Today, almost everyone has a mobile phone, an MP3player or an Internet connection. Not only developed countries have eLearning possibilities, but even developing countries,with satellite connections and downloads to different kinds of devices, have access to a reachable world of Education. Now thefocus lies in the content and the methodology of learning, innovation and lifelong development of skills.

Education for all As a friend of �“Education for All�” MKFC has offered learning possibilities worldwide since 1996. MKFC iscontinually developing the best practice possible together with several partners within the eld of education.Learning objects are easy and cheap to produce for different needs and for different learning styles. Gender issues and local cultures are issues, which the learner-centered and learner-activating methodology manages well within eLearning.

MKFC is an expert in this area and is presented as a good example when it comes to practicing eLearning inScandinavia. MKFC has been offering the whole education process, from pre-assessment to certi cation, through our eLearning platform since 2001.

History of MKFC (founded 1991)MKFC created a platform, Learning Hub, for adults in a lifelong learning perspective - with awareness of modern societies�’ multi-ethnical structures and needs. Educational activities have been formal as well as non-formal and havealso included vocational adult education with a strong connection to the labour market, in order to help to achievestronger employability. In addition, the emphasize has been on increasing the understanding and involvement in local, national and international matters.

Inhouse experts and partnershipsEducationFinder has since 2000 offered all its education in the eLearning environment with full exibility. Thestarting point has always been educational needs and the support of learning adding embedded tools on the eLearning platform OPIT which is well suited for both our educational organisation and work-embedded learning.

From Teaching to eLearning The change from the Teaching Paradigm to the Learning Paradigm is a change of a mental paradigm, too. TheLearning Paradigm lowered costs for the individual learner because travelling is not compulsory, and withexibility possibilities of time and place to learn and work at the same time became possible. Now all education could bemoved closer to learners - even to rural areas - and thus offer more equal opportunities.



In Sweden MKFC�’s facilities are in Stockholm. 60% of the students live outside the capital and are working or travelling whilethey are studying. In developing countries, teachers can work and engage in Teacher Training practices at the same time. This approach decreases the problem of brain drain. The productivity raised to 400 % for the MKFC organization and at the sametime the quality raised as well. 96 % of the students attending our courses become certi ed. 52% are women and 48 are men. 51% are immigrants/refugees and 49% are natives.There were no changes in the learners�’ academic background, gender, or origin when the education became solely based oneLearning.

MKFC is one of the biggest community colleges/folk high-schools in Sweden. These kinds of amazing changes happen inevery project and country where we run our courses.

eLearning our passionThe reason to move learning to the Internet was not nancial but a question of adding bene t to learners. They are individualists in learning matters if they are being listened to. When MKFC made quality measurements the students�’ answersindicated that they wanted more individual courses/learning objects than the traditional education could offer. Databases in the LSE platform gave us the possibility to offer courses with exibility. Followups and different kinds of feedback with learnersshow that both teachers and learners are satis ed �– now �“eLearning is our passion�” and it gives students the possibility to realize their dreams through their studies. Every year, one hundred MKFC students in Diaspora are working with action studies in their countries of origin. They can use the their bilingual and cultural experiences and add the best global practices.

Education Finder offers learning exibility 1. Related to timeTime for starting and nishing a course.Tempo/pace of studying.Time for assessment/feedback. Time for assignments.

2. Related to content Topics of the course.Learning objects of a course.Individual Level of the course package .

3. Related to social organisation of learning Students activated in the course process from their situation such as gender, religion,tradition and practice.Students activated to build up resources such as videoclips, audio les, reports and community blogs. Teacher for guiding thecollaboration. Working life participation in constructing the courses for employability and validation.

4. Related to placeTraditional face-to-face can be offered in summer schools. Summer schools should be voluntary to avoid the exclusion of particular learners. Summer schools offer an opportunity to come together and to meet experts.London School of Economics (LSE) is a good example.

5. Related to meetingsForums with teachers replace face-to-face.Forums with other students.Tutor Feedback to the whole course (FAQ).Tutor Feedback to the individual learner.Tutor SMS as feedback to the individual and the course.Tutor Chat time. Tutor Skype time. Quality Manager on the Internet.Optional face-to-face.



6. Related to channelsMobile phones as receiver/ sender.Mobile memory card.Computer as receiver / sender.USB memory stick.Satellite downloads. CD-roms with access to online courses.CD-course, own pace. Online course materialEducasting/Podcasting to iPods and MP3 players, NetCommunities: Blogs, Wikis, etc to build up new knowledge on the Internet.

7. Related to learning stylesOPIT supports different learning styles. SpeakIT is a program that reads texts out loud. Podcast assignments for digital devicesoptimize time use which is crucial for many learners. ReadRunner (karaoke) is a program for faster reading supporting learningef ciency.

Contribute with mobile devicesFive billion people, half of the world�’s population, live and work in rural areas. Access to ICT is a critical enabler to educationaland economic progress in these areas. MKFC, the supplier of eLearning, uses different devices to make education happen. MKFC has learnt to use different kind of solutions to connect people to learning wherever and whenever they have thepossibilities. Digital devices contribute signi cantly to Education for All. Almost three billion people have access to mobilephones. They can use mobiles to download, to print out to read and hear the content. The producer can send content in memorycards, in USB memory sticks and so on. The possibilities are endless.



Mobile devices have a signi cant role in eLearning society:- They give access to information and knowledge everywhere.- Learners become active contributors, not only passive recipients of learning objects.- They overcome the �“school-time and place�” perspectives and support the learners�’ perspectives. - Low social entry barriers.- They give Internet access.- They are reachable in the daily life.- Time effectiveness.- No travelling.- No need for a permanent power supply in rural areas.- Less impact of vandalism, theft, natural and political disasters.- Low installation costs and short repayment period.- Low learning costs. - Radio, TV, music players, cameras, calculators and messaging tools stimulate different learning styles.- �“Natives in the digital world�” get stimulating learning objects.- Using eLearning itself as local business in the local communities.

eLearning with Edu satelliteEdu satellites are one important link for the educational sector. Several satellites are already working. They are con gured to use audio-visual, multimedia, podcasts and educasts; contents that mobile phones already use. The space segment for interactive eLearning exists and can be utilized.

Combine with Human ConnectionsSatellite infra structure can be reached within many communities: NGOs, libraries and different kinds of local communities.With satellite communications combined with CD-roms, USBs, printout materials and mobile phones almost everybody canbelong to the eLearning community. Tutors and peers are communicating inside the LMS platform just like in traditional schools.

Package the processThe content and methodology ultimately determines the success of using edusat as well as all education even inface-to-face situations. Within eLearning the crucial add is how to �“package�” the eLearning process both for the individuallearner, as well as for courses and the different needs of whole communities. Satellites meet the demand for an interactively delivered eLearning system covering developing countries loaded with educational interactive payloads. Satellites establish the connectivity between international high quality institutions meeting the UN needs and reaching places in lack of the necessary educational and ICT infrastructure.

Contents e-Teacher Training e-Learning Primary and Secondary Teacher Traininge-Learning Technical and Vocational Training ( TVET ) e-Learning Collegee-Learning Higher Educatione-Learning Technology :- Mobile phone communication- Radio broadcast , Television broadcast

Virtual Net Communities - empowering civil societies Virtual communities and Open Educational Resources (OER) together build a strategy for human empowerment. ICT in education includes procedures that empower people to create and participate in collaborative knowledge construction,knowledge publishing and virtual communities. The virtual communities appearing in blogs, wikis and podcasting build upg p g pp g g p g pcollaborations with different kind of stakeholders and civil societies.



Virtual Net-Communities are also learning as they: - Provide information and enable collaborative knowledge building.- Improve interaction between education, health care, business, government and other sectors of society.- Share news in the eld of education, health care and other sectors of society.- Enhance the quality of education.- Show the best practices in education.- Offer the accessing system of the library and documentation systems.- Develop the civil society.

Blogs, wikis and other environments of virtual communities are also in key positions to build up capabilities to access educational materials and videos: TV-broadcasts, radio-broadcasts, educasts (podcast) ,web-courses and other online services,Facebook, Youtube, MyMobileMyLife. The major factor is user participation and interaction.

Meeting the learning requirements with LMS-platform OPIT �™EducationFinder as well as the whole MKFC community and many cities in Finland are using OPIT - a good, well functioning eLearning platform with several embedded adds. Our education institution is always seeking the best possibilities for our teachers, administrators and students. We have not yet experienced a better pedagogical tool thanOPIT for eLearning. But the content can of course be transmitted to other platforms as well.MKFC has been and is currently cooperating with several different actors in the market to develop open source platforms with possibilities to add even more tools facilitating learning. MKFC has had more than 10 000 learners on the courses carried byLMS. The results have been good, over 9000 learners have been certi ed. At the same time the costs for MKFC has decreased, and teachers�’/trainers�’ production of learning materials, assignments and development of learning possibilities have increased by almost 300%.



12 Experience in organizations using the offered product.OPIT�™ is a web based learning environment developed in Finland. The learning processes of the courses and the individualmodules inside the courses are designed based on the goals of the learning. This goal-oriented design makes it possible to usedifferent approaches and activities in the student�’s learning. In addition, students have the possibility to set up own goals based on their own learning needs and their own work context.

By completing a personal learning plan students map out their own learning needs, learning styles, goals and abilities, which enables an effective design of the individual learning processes with tutors when needed. Various learning styles and learning orientations are supported by a wide range on learning tasks, activities, learning objects and by individual tutoring. The use of bmultiple learning styles simultaneously in all learning events ensures successful learning for all students.

Authentic learningLearning is considered to be most ef cient in an authentic context and situation. eLearning processes and courses are planned so that students can learn and study in their own preferred way without leaving their own desktop. Authentic learning as a pedagogical approach with pedagogically designed learning assignments makes it possible to combine working and studying smoothly, and the skills acquired are applicable in the work. Teachers have the option of studying while working. They canapply the learning theories and subjects at once in students�’ work.

FunctionsProgressive inquiry / problem-based learning is used with mental simulations, learning objects and learning projects whenit is needed to support the development of expertise, like problem solving, inferring, evaluation and for other expert-likecognitive processes and meta-cognitions. Each element of the learning process (learning tasks, learning objects, simulations,demonstrations, scenarios, tutoring i.e.) has a de ned pedagogical function, such as creating cognitive activating, context creation, problem setting, hypothesis testing, conclusion drawing, information resource, collaboration dialogue, reection or evaluation.



13Material - learning path Learning materials like textbooks are structured and organized by the learning objects that follow the learning process or the learning path of the course. Learning objects are atomic and unitary units of the learning material with a pedagogical aspect. Learning objects are re-usable, both in the sense of the context and in the sense of the pedagogicalprocess. Media elements used in the learning objects are pictures, diagrams, photos, video clips and audios. Learners can also use learning materials on their mobile devices, like PDAs, mobile phones, iPods and other MP3 or mediaplayers. Educast and podcast learning materials are provided to support more exible learning and mobility. Students can for example listen to audio clips, when driving.

Pre-testing, follow upsAssessment in the courses is based on the goals of learning and on evaluation criteria. Assessment is focused on the process of the development of students�’ expertise and on the knowledge and skills that students have after the course. There are different tools and methods that can be used for assessment in the course. Multiple choices and similar automatic tests provided by OPIT learning platform can be use for pre-testing, self-evaluation, middle check-ups, and for post-testing and follow ups.

The results of the test are saved on the learning platform so that the tutor as well as the learner can observe the development process and, for example, print out the results. In addition, the automatic test, assessment based on the students�’ answers on learning tasks of portfolio assessment may be used. Degrees and courses passed are saved on thedatabase by the learning environment and a digital certi cate can be posted to students.

Tutor Feedback Tutors and sometimes courseware can provide immediate feedback for students when it is needed. This immediate feedback is not just a simple �“right or wrong�” answer, but a more sophisticated kind of feedback that facilitates students�’ processes of reection, understanding and own inferences. The feedback always gives students a deeper insight. Theuse of immediate feedback provides, for example, short cuts to students and makes the learning process and its content more adaptable for students with different backgrounds and varying prior knowledge about the subject.

OPIT- the learning platform - no prior experience needed The interface of the OPIT eLearning platform is especially customized to be easy-to-use for students who have no prior experience with eLearning. This enables all students with different kind of digital literacy, computer skills or cultural background to participate in courses. Courses are designed to be goal oriented and explicitly describe the learningprocesses for the students. The learning process contains a series of learning situations - small modules that are linked together. Learning situations are unitary pieces, study sessions for students with durations varying from one to three hours. Some learning situations may contain learning tasks, with learning objects and other reference materials; other learning situations may be designed for collaboration on the discussion forums. Students can proceed from onelearning situation to the other based on her/his own learning needs, speed and pace.

Active learnersEducationFinder develops courses by using the best global practice and students�’ own knowledge and skills to show their previous knowledge. Course structures shall in common activate and stimulate learners to share their way of thinking, acting and learning. By including the learners in the knowledge building everyone will be winners. All the learners can read and listen to others�’ points of view in the discussion forums, moderated by students or/and by teachers. But the responsibility to include the discussions in the learning process cannot be left out. In this case also the tutor, expert and teacher are learners. This collaborative process always develops the course.

Description of the design and development processThe courses are developed according to the following process based on the objectives of learning that derive fromthe student�’s learning process guided by pedagogical methods. The most typical design team of a course consists of apedagogical eLearning expert, an instructional designer, a web designer, a tutor/teacher and an expert in the particular subject The representatives of the target group evaluate the course before piloting and launchingsubject. The representatives of the target group evaluate the course before piloting and launching.



Design documents in the developed process of a course 1. Course speci cation, containing objectives, list of content, assessment criteria and framework for pedagogical methods.

2. Learning process documentation and ow-chart, containing the structure of the course with detailed design of variouslearning sessions (small modules), description of pedagogical methods and practices, themes of learning assignments, plan for learning materials, assessment tools and methods, as well as de nitions of the tools of learning environment will be used.

3. Course implementation plan, containing information on how the course will be carried out, what kind of tutoring is available and when, timetable and other practical issues.

4. Quality assurance plan, containing detailed speci cation on how the course and e-training/e-learning is evaluated.

5. Course documentation, containing all the documentation needed for various stakeholders.

6. Course report with quality documentation and evaluations, is done after implementing a course, contains students�’ and teacher�’s feedback, evaluates quality and needs for further development.

Presentation of the content and testing strategiesThe content is presented in the courses in the commonly used media formats that can be used by the target group with their computer (with de ned requirements). Learning materials in the courses can include text, pictures, diagrams, animations, videos, audios and interactive exercises. Learning materials are organized as learning objects that are highly reusable in various settings. Learning materials are stored in the database that allows version control when learning objects are easy to link to other courses too. In addition, the learning platform enables the student to produce and publish own content in various media formats (e.g. own pictures, video clips and audios).

List of media that can be used Media formats that can be used in the learning platform: Text html, doc, pdf, rtf, txt tPictures, photos jpg, gif Videos rm, avi, mov, mpeg, ashAudios wav, rmsAnimations gif, rm, avi, mov, mpeg ashOther Any other working locally on the workstationr

Testing strategiesTesting of the courseware and learning materials can be divided into three categories:

a) Technical testing done by the technical provider of the learning platform. Ensuring all the technical features gworking properly and follow the speci cations. (Includes testing with various works stations with de ned requirements).

b) Usability testing done in collaboration with the technical provider of the platform. Ensuring the usability (user-friendliness) gand pedagogical usability of the courses, learning objects and the content.

c) User tests and piloting done with real users in order to test new developed courses and materials as a whole. Pedagogical gtesting and testing of the quality of the content is described in the quality control section.

Quality control - Dynamic assuranceThe MKFC Quality policy with eLearning includes core values of the MKFC Education policy and Enhancing the quality of eLearning value. The core values need a dynamic assurance approach. eLearning needs to provide evidence that change hasoccurred and that the future has been inuenced besides that the students obtained the skills they were promised. MKFC uses the ISIT-quality system for services of Education (built on the ISO ).



Boldic AwardThe BOLDIC AWARD aims to honour people or organisations excelling in the ODL eld (Open Distance Learning).Any ODL-activity connected to adult learningTeaching/learning arrangementsSupport systems (for delivery of learning content or/and learning support)Development of activities, content or understanding within the ODL area.The activities shouldBe transferable to the whole BOLDIC regionBe learner focused Facilitate blended or exible learning Be innovativeBe scalable Have a sustainable strategyHave a sensible and appropriate approach to technology Involve continuing evaluationBoth persons and organisations can be nominated The nominees have to base their work in one of the BOLDIC partnership countries or the Nordic/Baltic area, but are free regarding partners based in other countries.http://www.boldic.net/Default.aspx?Page=BOLDIC-Award

SIDA (Swedish International Development Cooperation Agency) Sida works according to directives of the Swedish Parliament and Government to reduce poverty in the world. The overall goal of Swedish development cooperation is to contribute to making it possible for poor people toi mprove their livingconditions.

As part of Sida�’s work with capacity and institutional development Sida offers international training programmes (ITP) for participants from low-and middle-income countries in priority areas. EducationFinder has written the outcomes for ITP ICT and Pedagogical Development and will evaluate the tenders for this program later this year.

Outcomes in this programme are covering ICT in all pedagogical development made by education organisations and including communication with social media and ICT based administration.Education online gives opportunity to offer Education for all, and social media is vital to create transparency for citizens.ICT based administration is vital to enlarge democracy and legacy.

eLearning quality process for eLearning performances- Knowledge about quality development for general orientation and selection - Experience with instruments for quality development and clear strategies with goals- The courage of modi cation and innovation to evaluate existing tools after quality measures and to adapt new concepts and create new approaches- Transparency in order to get more feedback from stakeholders, and being public

Pragmatic approachThe ePlatform based eLearning has succeeded in raising the students�’ examinations to 96 %. The nature of quality development is a constant dynamic, modifying process of the offered educational services to the target groups. This is necessary for the dynamic nature of quality in education in general, and eLearning in particular. EducationFinder and MKFC have included training in quality development for employees and students to make the learning action competent.

Through several quality validations regularly achieved, we get constant information on how the students experience thecourses, the pedagogical approach, the workow, the workload, the tutoring feedback and so on. We also get feedback on the user�’s experiences when it comes the technical dimension. With this information we know at an early stage in what directionwe shall develop the courses and on which technical platform we should focus. We are dynamic and the steps from decision to implementation must be short and ef cient.

The quality assurance shows:What was the nature of the changes; the relationship between technology and changeWhat stimulated the changes Which were the change agentsg gHow the process was planned Which model of the changes was adopted Which were the outcomes of the changes



Quality Development Cycle in the e-Learning process- Decision Phase, strategy with measurable goals, once a year - Realization Phase, measurement twice every course - Analyzing Phase, twice a year

The Concept and Practice of End-to-End eLearning�™ - Incorporation Phase, continually MKFC is a member of The European Foundation for Quality in eLearning(EFQUEL) which is a European membership organization. EFQUEL�’s mission is to enhance the quality of e-Learning in Europe by providing services and support for all stakeholders. EFQUEL is built on principles of dialogue and inclusiveness to promote excellence and innovation to achieve Learning Europe. It is an initiative of the Triangle project funded by the European Commission. The portal provides a unique forum for information, research,networking and debate on innovation and on the best practice in eLearning quality.

EFQUEL Quality of eLearning European membership organization. EFQUEL�’s mission is to enhance the quality of eLearning in Europe by providing services and support for all stakeholders. EFQUEL is built on principles of dialogue and inclusiveness to promoteexcellence and innovation in order to achieve Learning Europe.

International eLearning Europe, Africa, Asia and Arabic Countries MKFC Education Finder has carried out Teacher Training in several levels of educations in Somalia, Eritrea,Pakistan, Ghana, Kenya, Palestine, Burkina Faso and Rwanda. The Teacher Training is embedded in teacher�’s school work. eLearning are combined with local workshops together withthe surrounding society and local representatives. Other eLearning initiatives are Public Health, Social Media and Community Actions Plans. Community Actions Plans are embedded in different kind of communities and supports changes with practical actions. Social Media uses as a tool inTeacher Training, Community Actions, Journalism and in Elections.

eTeacher Training in Authentic Environments http://www.stockholmcollege.se/category/education/teacher-training/

Somalia 2008- 2011http://albaraka.wordpress.com/ Primary and Secondary Teacher TrainingAl-Baraka Elementary Intermediate and Secondary Schools.Results Al-Baraka schools are working practical with new media forms as multimedia, digital pictures for documentation and web tools. ICT Tools used in Somalia USB with learning material Computers without Internet Internet connected computersMobile phones for receiving updates about the courseMobile phone cameras and digital cameras for documenting learning processesSkypeLearning Management SystemSocial Media ForumsReference: Director of Al-Baraka Schools Nuur Maxamed Yoonis [email protected]. 00252-2-4137390

Finland 2010-Haaga Helia, University of Applied Sciences, School of Vocotional EducationVocational Teacher Training in Service Reference: Director Jari Laukia, headteacher Irmeli Pietilä, irmeli.pietila@haaga-helia.



Ghana and Kenya Primary Teacher Training 2010 - 2011http://www.ecapghana.org/ and http://kenya.mkfc.se/ Teacher Training with St. Annes and Thorn Tree Primary Schools, Ongata Rongai in KenyaResults : The possibility of learning ICT with their normal teaching, the changes they have seen in their students e.g renewed interest in Learning.Teacher Training Ghana was started in October together with the Kenya Teacher Training in 3 schools. Results: Action for Trac Safety and Clean Water.

ICT Tools used in Ghana and Kenya USB with learning material Computers without Internet Internet connected computersMobile phone cameras and digital cameras for documenting learning processesLearning Management SystemSocial Media ForumsSkypeReference Ghana: Director of eCap Ghana Kay Obiri-Mainoo [email protected] +233 249694020 Kenya: Director of eCap Kenya Eva Kagiri [email protected]

Pakistan Primary and Secondary Teacher Training 2009- 2011http://tt.pakistan.mkfc.se/ Teachers from different schools, colleges and universities have been enrolled.Results: Teachers from the school and organization Fasial Public Schools who participated in MKFCs teacher education will continue to mentor and disseminate teacher training in Pakistan. And FPS teachers won MyMobileMyLifeCompetition with Mobile apps for Hygien for Rural Areas.Local workshops are arranged by the FPS to spread and consolidate the method of school change, together with government and civil society.

ICT Tools used in Pakistan USB with learning material Computers without Internet Internet connected computersMobile phones for receiving updates about the courseMobile phone cameras and digital cameras for documenting learning processesMobile SMS system in Pakistan to update pupils when school in closed about health and subject issues in Urdu. Learning Management SystemSocial Media ForumsSkypeReference:Director of Faisal Public School Babar Maqbool Khan [email protected]. 092-300-9635956

Burkina Faso 2010-http://burkina.mkfc.se/ 21 uneducated Pre School Teachers participate in the course from six villages in Burkina Faso. The online teacher training is a continuation and development of a face-to-face pre school teacher training that has beenongoing since 2000. The three-year online teacher training train uneducated Pre School Teachers with modern pedagogic and methods embedded in working.

ICT Tools used in Burkina Faso USB with learning material Computers without Internet Internet connected computersMobile phones for receiving updates about the courseReference:Local Partner AAEPC (Association des Amis des Elus du Plateau Central) Project Manager Charlemagne Kaboré [email protected]



Palestine eTeacher Training 2010http://kpitie.najah.edu/English/ http://www.stockholmcollege.se/tag/an-najah-university/ e-Teacher Training programme together with An-Najah University, Korean-Palestinian IT Institute of Excellence in Nablus Palestine. Results: The teachers developed several different projects : Digital registration system for students, Wiki for documenting,swimming styles and methods in Physical Education, Wiki for General Biology Electronic self assessment for pharmacology students to transform theory into practice, Learning material for blended learning biochemistry. Creating a structure of working with social media and extending the classroom combined with produced learning objects together with students.Learning material for Aesthetics course integrated with Wiki and Youtube, ICT Learning object for immigrants, Movie about standards for e-learning on OCC and SCORM, ICT community and web pages for Java programming.

ICT Tools used in Palestine Internet connected computers SkypeLearning Management SystemSocial Media ForumsReference:Eng. Khalid Barham Director, Korean-Palestinian IT Institute of Excellence An-Najah National University.Of ce: +970-9-234-5113-5, x2423 [email protected]



Pakistan Teacher Training in Service 2011-Partner Government College for Elementary Teachers MultanCentre for Faculty Training, Skills and Resource Development Karakoram International UniversityContent Two-year diploma and four year under graduate teacher education based on Pakistan curriculum.In-service teachers training, Pre-service teachers trainingICT ToolsUSB with learning material Computers without Internet Internet connected computersMobile phones for receiving updates about the courseMobile phone cameras and digital cameras for documenting learning processesLearning Management SystemSocial Media forumsReferences:Mr. Muhammad Kamran Vice Principal GCETM [email protected]://gcetm.org/ Prof Dr Jill Taylor Dean of HumanitiesDirector; Centre for Faculty Training, Skills and Resource Development Karakoram International [email protected] http://www.kiu.edu.pk/



Public Health Rural area Community health in GhanaNiliyungdo Ghana 2009 - 2011 Results:-Health Awareness: The Village Niliyungdo. Health Awareness project in the village, community members took part transforming their village : reduce malaria, reducing the transmission of air bone diseases, and providing clean drinking water for the community to use instead of drinking directly from the river. The community built up a new school for 400 children. -Environmental Awareness: Through the Environmental Awareness program, community members arranged to have a set period for the whole village to be swept. From cleaning contaminated places where mosquitoes breed, lling still ponds, clearing the compound of bushes. -Educational Awareness Before the start of the CAP project, about 115 children were attending school. Parents were sending their children to work on the farm instead of going to school. It was therefore necessary for eCAPGFto educate the community on the importance of a proper education for the children. By the end of the educational campaign, the number of children attending school had risen to over 400. A new school was constructed by the communitymembers as well. Through the educational campaign, we were able to send 2 additional teachers to Senior Secondary School to come and help educate the rest of the community members. -Sharing Awareness Kumasi - Feb. 2010 MKFC/eCAPGF held a 4 day workshop on Health Awareness for 30 schools in Kumasi, the workshop served asa starting guideline for the schools to implement and follow in reducing the health risks in schools and in the homes. It was through such workshops that the traf c safety project was started.-Traf c Safety in Kumasi - Sept. 2010eCAP Ghana along with Ghana Education Service (GES) and Transport Safety (TS) started a traf c SafetyProject in Kumasi to correct the dangers facing children in traf c. The Project started with staff support from GES/ TS and iscurrently ongoing. We have targeted over 50 schools in the slums to participate in the Traf c Safety Project.- Health Awareness Workshop in the Brong Ahafo Region - Dec. 2010 Indication from the Ministry of Health states STI is very prevalent among the youth and middle age women inGhana, STI infected individuals are at a much higher risk of acquiring HIV. Most STI are A Symptomatic among females, the complications of STI are very grave. eCAP Ghana Foundation took up STI information to the youth, in-school and out-of-school. This project targets at-risk communities, with over 20 schools altogether.ICT Tools used in Ghana USB with learning materialPortable laptops used in the village (no Internet or electricity)Mobile phones for project manager to ask questions and receive information while in the villages.Internet connected computers SMS for awareness campaignsSkypeLearning Management SystemSocial Media ForumsReference : Director of eCap Ghana Kay Obiri-Mainoo [email protected] +233 249694020

Treating traumatised women and their families in DR Congo 2010 - Project initiated by Dr Mukwege, through the international network Yennenga Progress together with the StockholmUniversity, to train trauma treatment to a large number of local health care workers all over DR Congo with Cognitive Behaviour Therapy as the method carried out with ICT.ICT tools to be used in the project USB with learning materialInternet connected computersLearning management system for Internet Based PTST education Mobile phones to train bare foot psychologists in 300 places in DR CongoReference. Stina Berge, Director of Yennenga Progress [email protected] +46 (0)735176200

Pakistan 2011 Preventative health programme to mothers and school childrenPartners: Karakoram International University (KIU), Stockholm University, Department of computer and systemsciences (DSV) and local NGOs in Gilgit.



Learning results / indicatorsReduce the rate of preventable illnesses in the most vulnerable people of Gilgit/Baltistan, Pakistan (women and children).1. Develop and deliver an accessible and contextually relevant preventative health programme for each of the target groups(women and children) in Northern Pakistan.2. Identify the appropriate combination of technologies to deliver the developed preventative health programmes.3. Develop and deliver training in the use of the technologies required to access the preventative health programmes. 4. Spread the preventative health programmes using a �“viral�” train-the-trainer model & monitor.

ICT tools to be used in PakistanUSB with learning material Computers without Internet Internet connected computersMobile phones 1:1 computing videos with voice over

Reference Prof Dr Jill Taylor, Dean of HumanitiesDirector; Centre for Faculty Training, Skills and Resource Development Karakoram International [email protected] http://www.kiu.edu.pk/

Social Media Nigeria 2010 - 2011TV program production Traf c Safety and Radio Program production in the areas of Clean Water, Clean Hands, Hygiene,Sanitation and Nutrition.Reference: Raymond �“Ehi�” Enakimio / One House www.onehouse. info@onehouse. , tel. +358 (0)41 530 4136

Youth for Youth 2011 Support of peaceful elections 2011 ICT tools to beused in the project USB with learning materialInternet connected computers Online videoRadio program, podcastsMobile phones for awareness programsSocial Media forumSkype Learning Management SystemSocial Media Forums Facebook, Twitter, Blogs

Social Media for leadership and democratic development 2011Social media course is introduced among the youths to sensitize them how important media is and empower them with a better understanding of the use of ICT to foster democracy, free and fair election. April National-Elections.ICT Tools used in NigeriaMobile phones Computers without Internet Internet connected computers using twitter, Face Book and other online communities for improving participation.Digital camerasLearning Management SystemPartnersNet Educational Advancement InitiativeCoalition for Youth Policy Implementation in Africa, CYPIA.ReferenceAbiola Hamid (Nigeria)Adviser, Youth and Chapter Development Centre for African Affairs and Global Peace (CAAGLOP,UK)

234 80 2991 4991 & 234 81 8601 0906+234 80 2991 4991 & +234 81 8601 [email protected]



Social Media / JournalismGhana 2009-2010 Ghana Institute of Journalism (GIJ) participated in Social media / JournalismResults: Better understanding about gender equality, proper journalistic ethics, and the meaning of freedom of speech, allwithin social media. More practical topics were lessons about the actual devices and applications of social media, such as wikis, blogs, twitter, mobile reporting, and Facebook.Reference;Lecture and Project Manager: Kodwo Jonas Anson Boateng [email protected] ICT tools to be used in the project Internet connected computers.Mobile phones for reporting and documentation of newsSocial Media forums, Skype, Learning Management System OPIT

Transnational EU - Pilot projects within e-Learning:PROCADRINLeonardo da Vinci Project www.ProCadrin.eu ( 2008-2009 )MKFC acts in the EU Leonardo da Vinci Transnational Pilot Programme as co-developer in Driving License Teacher Training. Project Manager from MKFC is Marja-Riitta Ritanoro. Lessons from this project tooks toAfrica. It called Traf c Safety. Both TV and Radio Programs have been created as part of the contents.

www.reBlending.se MKFC acts (2005- 2007) in the EU Leonardo da Vinci Transnational Programme as co-developer of the concept and technical architecture in �“Just in Time reBlending - Blended Learning Methods and Mobile Tools in Vocational Education�” project. Project manager from MKFC is Marja-Riitta Ritanoro.

Just in Time reBlending is made to manage real life situations when a person has to communicate in a foreignglanguage. Just in Time reBlending will be used in the vocational education at universities, colleges and in companies.

Partnership: In the transnational pilot project Just in Time reBlending (pilot, rst time practised innovativeproject) there are nine partners from ve EU countries. The countries are Germany, France, Baltic, Sweden and Finland. The education partners are two universities from Finland, one university from Germany and MKFC, Sweden. The working life Chamber of Commerces in Germany is represented as the user of the method.

The products are An open source e-Learning communicative LMS platform with embedded podcasting. Function to mobiledevices as phones and MP3/iPod players. Language courses using interactive multimedia, video, audio and text,available for people who at the same time have their jobs.

Content and ICT method: Foreign Language Learning in the authentic work life situation. Just in Time reBlen- ding is used in vocational education at universities and in companies. Embedded education is about how to meet learners needs whenthey are not attending the classroom but are using digital devices.

Free to use: Just in Time reBlending e-Learning platform and education is free to use and can be downloaded from the website.

Lessons learnt: Use mobile for learning. EF started MyMobileMyLife workshops to create new contents to mobiles

2010. The Pakistan application won the prize. The content was hygiene for rural areas.

www.webfair.seIn the EU Leonardo da Vinci Programme transnational the project Web Fair Tool, MKFC acted (2002- 2006 ) as a co-developer of the concept and the technical architecture of the open source software with the content of Fair Management. Project manager from MKFC was Marja-Riitta Ritanoro.

Partnership: In the www.webfair.se transnational pilot project (the pilot is rst time practiced innovative project) partners came from three countries and ve partners the German and Finnish Chambers of Commerce, two Uni- versities fromFinland, Estonia consulting, and MKFC Sweden.

The products are an open source e-Learning platform, an embedded Web Fair Tool and an embedded vocational in the work course.



Content and ICT method The Web Fair Tool was made to manage the International Fairs. The Fair Tool is used for dvocational education at universities and in companies. The education is about how small companies manageto take part in big international fairs. Companies can print out the whole fair process as a fair book for reuse.

Free to use: This program is free to use and can be downloaded from the website.

National EU projects eLearning project in rural area www.Venjanglob.seIn the national EU Sokrates Program/pilot project VenjanGlob (2001-2003) in a rural area inSweden, MKFC was the project leader. Project manager from MKFC was Marja-Riitta Ritanoro.

Goal: To turn the rural village of Venjan with 442 inhabitants into the world�’s rst e-Knowledge Village. Thelocal knowledge, such as building sustainable timber houses, values as darkness, cold climate, clean water, silence and a green Eco village, were in focus. The hindering factors were high unemployment, a low education level and an aging population. The international knowledge was available on the net. The e-learning could beconnected to the face-to-face summer courses in the beautiful and clean �“Venjan Knowledge Village�” with good managing of e-Learning and focusing on disabled persons�’ e-Learning and e-Working.

Results: The eLearning Center was constructed. It organized Teacher Training for primary school teachers and pupils. The pupils and teachers were connected internationally by ENO. A vocational adult education withintourism started in order to stimulate tourism and is still running. The summer meeting was vitalized with new vi- sitors.Several unemployed people found new jobs or created jobs by their own. Three International Universities gave accreditations to run their courses on the net.

Lessons learnt : The problems in rural areas are quite the same in developed countries as in the developing: The teaching paradigm is dif cult to change into a learning paradigm if the top of the community is not supporting the idea. All the possibilities are available. Education should use an increasing amount of ICT tools to providecontinued education in the interests of individuals and their communities. The education costs will be lower with higher quality, and the quality of life for rural areas will be better.

eLearning project CFL, Flexible Health Education (2006-2007)(CFL, Swedish Agency for Flexible Learning )Telephone: +46 70 6034253MKFC acted as the project leader of two e-Learning health care courses: 1 year preparation course for immi-grants and refugees, and 1 year vocational college course. Workplace training practice was included, but manystudents were on their working place all the time. A total of 57 full time students were engaged. The project leaders fromMKFC were Newal Chahrstan and Tarja Hannila.

Full exibility-no face-to-face obligation Vocational HealthCare Courses were on the e-Learning platform. Podcasting/Educasting were added onto theplatform. Podcasting included all course material and assignments (audio, video, TV, radio and multimedia) to digital devices.

Digital devices: Mobile phones, iPods, MP3-players.Embedded apps on the e-Learningplattform Digital Coursebooks on the digital library Ellibs. SpeakIT (Voice reading text robot). ReadRunner (program easing reading on the screen).Skype (Internet telephone with possibility to invite outside experts). PLP, the Personal Loggbook for the learner.

Digital portfolio (Learners�’ own knowledge bank: learning process, examinations, CV). E-mail connection with tutor and other learners. Chat connection with tutor and other learners. Calendar, personal and for groups.Embedded Web template for quality measurement. Visibility is part of quality.

Lessons learnt: You can make it happen, too!



MKFC local Partners

GhanaeCap Ghana Foundationhttp://www.ecapghana.org/Director of eCap GhanaKay [email protected]+233 249694020Kumasi

KenyaeCap East Africahttp://www.ecapeastafrica.com/Eva Kagiri, DirectorMKFC, Education Finder & eCAP East AfricaPiritanaukio 3B 19, 00150Helsinki, [email protected]+358-456560344

SomalilandAl-Baraka Schoolshttp://albaraka.wordpress.com/Director of Al-Baraka SchoolsNuur Maxamed [email protected]

Pakistanhttp://tt.pakistan.mkfc.se/Faisal Public SchoolDirector Babar Maqbool [email protected]

UgandaeSeeker Ugandahttp://eseeker.mkfc.seDirector: Peter kalanziemail: [email protected]:+358 45 235 1455

NigeriaNET EDUCATIONAL ADVANCEMENT INITIATIVENo 1 Osita Chuks Estate, Okigwe Imo [email protected]+2348189669144+2348181728572Fax +46-8-22 14 17 | Skype ekene74http://nigeria.mkfc.se

RwandaContact PersonTarja NdahiroE-mail: [email protected]: +250788537872



Contact info

www.mkfc.sewww.stockholmcollege.se

Mail [email protected]@mkfc.se

FacebookOur Facebook cause - Educate Teachers for Every Child!http://www.causes.com/causes/559240

http://www.facebook.com/sharingawareness

Twitterhttp://twitter.com/mkfc

Youtubehttp://www.youtube.com/stockholmcollege

Linkedinhttp://www.linkedin.com/company/mkfc-stockholm-college

Mobile DevelopmentMyMobileMyLife.org

Membership partnersNGO Sharing Awarenesswww.sharingawareness.org

WSOY PRO/Opithttp://ratkaisut.wsoypro. /web/guest/opit(English) www.wsoy. /img/fr_businessbooks1.pdf

Finpro/Future Learning Finlandhttp://194.100.159.181/en-US/Finpro/default.htm

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