opened 2010 presentation
TRANSCRIPT
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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
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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
Not the presence of technologybut the utilization of technology
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?
Not the presence of technologybut the utilization of technology
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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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ADBAMIFAMFAMVF
AMSNApreli@AUFAVUBRIDGETESSAOIFWorld BankGatesHPAVU
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