opened 2010 presentation

8/14/2019 OpenED 2010 Presentation

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Dr Kaviraj Sharma SUKON WGDEOL Coordinator

Manager-ResearchHuman ResourceDevelopment CouncilIVTB House, PhoenixRepublic of MauritiusTelephone: (230) 258 2472,

(230) 435 7245Fax: (230) 696 8851E-mail: [email protected]

Nieshaakema JAMES-SARR WGDEOL Coordinator

ICT and Distance Learning SpecialistUNESCO BREDA12, Avenue L. S. Senghor, BP 3311Dakar, SenegalTelephone: (221) 33 849.23.23 ext. 2342Fax: (221) 33 823.86.23

Email: [email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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Global

Provide synthesis and coherence to ODL initiativesthrough partnership: ADEA WGs, IICBA, IITE, AVU,

TESSA, ACDE, ICDE,..

Help African Govt., Educational Org., NGOs enhance Access,Equity and Quality of Teacher Training and Education thru DEOL

GDEOL: Objectives

WGDEOL Strategy

Consolidate 4 Pillars1. Research: Importance of T-S, S-S in DEOL process2. Capacity Building: Training of Teachers & documentalists.3. Advocacy: Sensitize key policy/decision makers4. Coordination: Optimal & Efficient use of resources

Architecture for DEOL systems, instructional design,teaching, evaluation and assessment.

Website to share information.

Develop Models


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Massive Student Enrollment

Widespread Teacher Shortage

The universities of the 20sub-Saharan French-speaking countries of Africa

enrolled 400,000 studentsin 2005 but will have tocater for two million in2015 [Polygreen 2007]

More funding for basic and primaryeducation Setting up time bomb in universities.

More children in schools = morechildren who want to go to college.

Side Note: In 1984, just half of Senegalese children went to primaryschool, but now more than 90percent do.

How do you reach these children?

Who is going to teach them?

Critical Questions


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WGDEOL Steering Committee Meeting

Economic Success and Social Fairness/Justice

World Class Skills:

More Educated/skilled pairs of hands

More seats inhigher

training/educationinstitutions

Small Budget /Number of trained

teachers

More childrenreceiving basic

education

Under-staffed &Over-crowded

Schools


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ICTs to the Rescue???

Not exactly!

The strategy will determine whether these tech tools, these newspecies will thrive and ultimately have a positive affect on all

biotic components.

Yong Zhaos argument: An Ecological Analysis of Technology Diffusion inSchools and Its Implications for Teacher Professional Development

TeachersandStudents


7/31Its rich .. free Updated

Open

Source


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Its not Tech No. of PCs in

School

or a

1- Day Teachertraining

does not

guaranteeLearning

On-goingProfessional

Development

On-goingSupport

Integration of New & Old

Technologies

Integration

of Technologyin Teaching

but the Teach!


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ICTs are being used to leverage and sustain education reformin Africa

But Are these efforts well coordinated?

Countless anecdotal stories about how ICTs are present, oftencoming from educators in the field

ButIf the presence of technology is improving teacher

efficacy and increasing student competency is all subjectareas

Where are the comprehensive and consolidated baseline data

reports so project planners and field experts dont spend time andmoney recreating the wheel?


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DonorsGovernmentsPrivate SectorCivil Society

Questions raised about sustainable development

Past the pilot phase,continued funding isbased on research-basedresults.

Success stories alone may pull heart strings,but not purse strings.

Who is going to fundthese initiatives?


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Individualize their learningexperience and address issuesthat will personally affecttheir success

Improve their core skills:WritingReading ComprehensionMathematical ReasoningProblem-solving skills

Not the presence of technologybut the utilization of technology

Are learners that have assess to these tech tools beingtaught how these instruments can


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Individualize their learningexperience and address issuesthat will personally affecttheir success

Link them to academic andhuman resources within theircommunity and beyond theirlearning environment


Are educators that have assess to technological toolseffectively showing learners how these tech tools can..


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Training educators how to best utilize the technology available withintheir environment to meet specific educational objectives and supporttheir curricula/ training program

Demonstrating how technology can support inquiry-based learning,

enhance communication, extend access to resources, guide learners toanalyze and visualize data, enable product development andencourage expression of ideas

Training educators how to evaluate learners' work and assess the

impact of the technology.

Are Teacher Training Institutes?



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OpenED aims to use Open-source course managementsystems to train educators to design, maintain, and evaluateonline content and learning to support and extend national

curriculum and training programs, including the non-formalsector. More widely, OpenED aims to support teacher training institutes to undertake their ICT-based systemicrenovation and also to meet the immense needs for trainingof other priority sectors for development, including literacy,health, and agriculture. Taking advantage of the OpenEducational Resources movement and relying on digitalsolidarity, it also aims to launch a collaborative teachersinternational e-community.


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UNESCO

BREDA

ADEA

WorkingGroup Open

andDistance

Learning

WorkingGroup

onTeacher

Profession


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The Open Source movement aimsto design, disseminate, and promotehardware and software whichenable users to freely benefit fromthe contributions of a globalacademic community.

Making Article 26

areality


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SADC: Mauritius, South Africa, Botswana,EAC:Rwanda, Burundi, KenyaCentral Africa: Cameroon, Democratic Republic de CongoWest Africa: Senegal, Mali, Gambia, Cape Verde, Benin, CoteDIvoire, Ghana, Togo, Burkina Faso, Nigeria North Africa: Tunisia, Morocco


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Build capacity to offer quality training to anincreased number of educators across the

region

Provide the region with a core group of educators trained in the creation, maintenance,

and evaluation of ODL

Offer time flexibility that makes it possible for

more educators to participate in on-goingprofessional development opportunities

Build a community that can work togethertoward a common goal of using technology to

help meet educational goals

Effective integration of technology acrossdisciplines and grade levels throughout the

region

Help educators gain access to the highest qualitypedagogical training available

Provide on-going hands-on experience that

makes it realistic for educators to translateworkshop experiences into classroom practice

Develop leadership capacity and expertise of aselect group of educators and administrators

across the region


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Need Assessment: Interviews and focus groups [20 teachers representative of ourteachers population].Focus groups to assess information (i.e.- participants current level of technology use and comfort level with technology) and to gather theirsuggestions into how technology can be better integrated into theireducation programs.Eleven Key informants, ODL Specialists, will be invited to aPreparatory Workshop during which they will create the modules,video tape portions of the course, write the conceptual framework forthe OpenED Course Management Platform, and write the strategicplan and syllabus that will be used to train master teachers.Final revisions will be made to the program taking into considerationinput from the pilot phase prior to implementation.


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440 Teacher Trainersto Receive the

ODL SpecialistsTraining

440 In-ServiceTeacherCourses

Moderated

4400Teachers to

Receive In-Service

Training viathe OpenED

4400 Courses

Designed byOpenEDtrained

Teachers

PHASE 3


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USAIDCiscoCRDIDDCConfemenRifeff ErnwacaENERSAGoogleRocareSan MicrosystemsOIFOCDEPESIMicrosoftIntelAppleCOL

PRODERE-AOReli@RIFEFFSolidarit

LaqueLAgence

Mondial desolidaritNumerique

William andFlora Hewlett

ALL OTHERSWELCOME


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Educators participate in the courses created and facilitated by OpenEd trained ODLspecialists. Distance learning courses will include include readings, multimediacontent, activities, and participation in an online discussion and most will culminate ina final curricular project for classroom use.

Upon completion of the training course, the core team of ODL Teacher Specialists will join colleagues from across the country in an ongoing forum developed by theOpenEd Network.

Trained facilitators and designers fromeach country will share ideas and tips andcollaborate on local and national projects.

OpenED Network: Forum


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Train stakeholders at all levelshow to capture, synthesize,and report their data so thattheir lessons learned can beincorporated into policy briefs

Organize regional and global

workshops on ICTs inEducation for policy makers


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Organize professional development activities to gainexperience with various types of educational technology andlearn how to integrate this technology into the curriculum.

Create opportunities for learners to share their ICT- supportedactivities publicly--through demonstrations, public service, etc.Use these occasions to inform policy makers and communitymembers of the kinds of learning outcomes the school/learningenvironment is providing for learners through the collaborativeuse of ICTs.

African Society of Education Technology


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Organize on-going PD activities

Provide forum to display/share work

African Society of Education Technology(ASET)

Train: capture,synthesize, reportqualitative &

quantitative dataLessons Learned

into Guides.

OperationalFramework

Train educatorsto connectlocally and

regionally andcreate a forum

for thisexchange

Train learners toconnect locally

and regionally

Organize Regional Workshopto develop framework

opened 2010 presentation

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