WGDEOL Coordinators

Nieshaakema James-Sarr

Kaviraj Sukon

WGDEOL CoordinatorICT and Distance Learning Specialist UNESCO BREDA

WGDEOL CoordinatorManager-ResearchHuman Resource Development Council

Dr Kaviraj Sharma SUKONWGDEOL CoordinatorManager-ResearchHuman Resource Development CouncilIVTB House, PhoenixRepublic of MauritiusTelephone: (230) 258 2472, (230) 435 7245 Fax: (230) 696 8851 E-mail: ks.sukon@gmail.com

Nieshaakema JAMES-SARRWGDEOL CoordinatorICT and Distance Learning Specialist UNESCO BREDA12, Avenue L. S. Senghor, BP 3311 Dakar, SenegalTelephone: (221) 33 849.23.23 ext. 2342Fax: (221) 33 823.86.23 Email: a.sarr@unesco.org

GlobalGlobalGlobalGlobal

Provide synthesis and coherence to ODL initiatives through 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

WGDEOL: Objectives

WGDEOL StrategyWGDEOL Strategy

Consolidate 4 Pillars 1. Research: Importance of T-S, S-S in DEOL process2. Capacity Building: Training of Teachers & documentalists.3. Advocacy: Sensitize key policy/decision makers 4. Coordination: Optimal & Efficient use of resources

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

Website to share information.

Develop ModelsDevelop Models

Massive Student Enrollment

Widespread Teacher Shortage

“The universities of the 20 sub-Saharan French-speaking countries of Africa enrolled 400,000 students in 2005 but will have to cater for two million in 2015” [Polygreen 2007]

More funding for basic and primary education …Setting up time bomb in universities. More children in schools = more children who want to go to college.

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

How do you reach these children?

Who is going to teach them?

Critical Questions

WGDEOL Steering Committee Meeting

More children receiving basic

education

Under-staffed & Over-crowded

Schools

ICTs to the Rescue???

Not exactly!

The strategy will determine whether these tech tools, these new species will thrive and

ultimately have a positive affect on all “biotic components”.

Yong Zhao’s argument: An Ecological Analysis of Technology Diffusion in Schools and Its Implications for Teacher Professional Development

Teachers and Students

It’s rich.. free…Updated

OpenSource

It’s not TechNo. of PCs in No. of PCs in

School School

or aor a

1- Day 1- Day

Teacher Teacher trainingtraining

does does notnot

guarantee guarantee LearningLearning

No. of PCs in No. of PCs in School School

or aor a

1- Day 1- Day

Teacher Teacher trainingtraining

does does notnot

guarantee guarantee LearningLearning

On-going On-going Professional Professional

DevelopmentDevelopment

On-On-going Supportgoing Support

Integration of Integration of New & Old New & Old

TechnologiesTechnologies

On-going On-going Professional Professional

DevelopmentDevelopment

On-On-going Supportgoing Support

Integration of Integration of New & Old New & Old

TechnologiesTechnologies

Integration Integration

of Technology of Technology in in

TeachingTeaching

Integration Integration

of Technology of Technology in in

TeachingTeaching

but the Teach!

ICTs are being used to leverage and sustain education reform in AfricaBut… Are these efforts well coordinated?

Countless anecdotal stories about how ICTs are present, often coming from educators in the field But…If the presence of technology is improving

teacher efficacy and increasing student competency is all subject areas…

Where are the comprehensive and consolidated baseline data reports so project planners and field experts don’t spend time and money recreating the wheel?

Donors Governments Private Sector Civil Society

Questions raised about sustainable development…

Past the pilot phase, continued funding is based on research-based results.

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

Who is going to fund these initiatives?

Individualize their learning experience and address issues that will personally affect their success

Improve their core skills: Writing Reading Comprehension Mathematical Reasoning Problem-solving skills

Not the presence of technology…but the utilization of technologyAre learners that have assess to these “tech

tools” being taught how these instruments can…

Individualize their learning experience and address issues that will personally affect their success

Link them to academic and human resources within their community and beyond their learning environment

Not the presence of technology…but the utilization of technologyAre educators that have assess to technological

tools effectively showing learners how these “tech tools” can..

Training educators how to best utilize the technology available within their environment to meet specific educational objectives and support their curricula/ training program

Demonstrating how technology can support inquiry-based learning, enhance communication, extend access to resources, guide learners to analyze and visualize data, enable product development and encourage 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 technology…but the utilization of technology

Engage experts to develop strategic technology plans that are aligned with the goals and objectives of the National Curriculum

Find ways to make appropriate structural changes

in the school day and class scheduling to support engaged learning with technology.

Not the presence of technology…but the utilization of technology

Are governments being exposed to valid research that prove the immediate and long term benefits of these tools and then being

challenged to…

OpenED aims to use Open-source course management systems to train educators to design, maintain, and evaluate online content and learning to support and extend national curriculum and training programs, including the non-formal sector. More widely, OpenED aims to support teacher training institutes to undertake their ICT-based systemic renovation and also to meet the immense needs for training of other priority sectors for development, including literacy, health, and agriculture. Taking advantage of the Open Educational Resources movement and relying on digital solidarity, it also aims to launch a collaborative teachers’ international e-community.

Increasing quantity of well-trained and competent educators

Preparation and On-going Professional Development

Open access, multi-level, multi-disciplinary course bank

ACCESS QUALITY&

UNESCOBREDA

ADEA

Working Group Open

and Distance Learning

Working Group

on Teacher

Profession

The Open Source movement aims to design, disseminate, and promote hardware and software which enable users to freely benefit from the contributions of a global academic community.

Making Article 26

a reality

SADC: Mauritius, South Africa, Botswana, EAC: Rwanda, Burundi, Kenya Central Africa: Cameroon, Democratic Republic de Congo West Africa: Senegal, Mali, Gambia, Cape Verde, Benin,

Cote D’Ivoire, Ghana, Togo, Burkina Faso, Nigeria North Africa: Tunisia, Morocco

Need Assessment: Interviews and focus groups [20 teachers representative of

our teacher’s population]. Focus groups to assess information (i.e.- participants’ current level of technology use and comfort level with technology) and to gather their suggestions into how technology can be better integrated into their education programs.

Eleven Key informants, ODL Specialists, will be invited to a Preparatory Workshop during which they will create the modules, video tape portions of the course, write the conceptual framework for the OpenED Course Management Platform, and write the strategic plan and syllabus that will be used to train master teachers.

Final revisions will be made to the program taking into consideration input from the pilot phase prior to implementation.

PHASE 3

ADB AMIF AMF AMVF AMSN Apreli@ AUF AVU BRIDGE TESSA OIF World Bank Gates HP AVU

USAIDCiscoCRDIDDCConfemenRifeffErnwacaENERSAGoogleRocareSan MicrosystemsOIFOCDEPESIMicrosoftIntelAppleCOL

PRODERE-AO Reli@RIFEFFSolidarité Laïque L’Agence Mondial de solidarité NumeriqueWilliam and Flora Hewlett

ALL OTHERS WELCOME

Educators participate in the courses created and facilitated by OpenEd trained ODL specialists. Distance learning courses will include include readings, multimedia content, activities, and participation in an online discussion and most will culminate in a 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 the OpenEd Network.

Trained facilitators and designers from each country will share ideas and tips and collaborate on local and national projects.

OpenED Network: Forum

Train educators how to connect with other educators within their districts and outside the region to compare successful strategies for teaching with technology.

Show learners how to collaborate on real-world projects so they learn how to work with their peers to solve real-world problems

Project: African

Society for Educational Technology

(ASET)

Train stakeholders at all levels how to capture, synthesize, and report their data so that their “lessons learned” can be incorporated into policy briefs

Organize regional and global workshops on ICTs in Education for policy makers

Organize professional development activities to gain experience with various types of educational technology and learn how to integrate this technology into the curriculum.

Create opportunities for learners to share their ICT- supported activities publicly--through demonstrations, public service, etc. Use these occasions to inform policy makers and community members of the kinds of learning outcomes the school/learning environment is providing for learners through the collaborative use of ICTs.

Organize on-going PD activities

Provide forum to display/share work

Organize on-going PD activities

Provide forum to display/share work

African Society of Education Technology(ASET)

Train: capture, synthesize,

report qualitative & quantitative

dataLessons Learned

into Guides.

Train: capture, synthesize,

report qualitative & quantitative

dataLessons Learned

into Guides.

Operational Framework

Operational Framework

Train educators to

connect locally and regionally and create a

forum for this exchange

Train educators to

connect locally and regionally and create a

forum for this exchange

Train learners to connect locally and regionally

Train learners to connect locally and regionally

Organize Regional Workshop to develop framework

Organize Regional Workshop to develop framework