Sustainable community development: the impact of ICT and OER in educating comprehensive...

GO-GN Seminar Cape Town, 7-12 Dec. 2013

Sustainable community development: the impact of ICT

and OER in educating comprehensive entrepreneurship

Jos H.A.N. RikersOpen Universiteit in the Netherlands

Policy advisor / coordinator of the UNESCO Chair program

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GO-GN Seminar Cape Town, 7-12 Dec. 2013 2

Started in 2010; Finish 2014

• Promotor:• Prof. Dr. M.C.E. van Dam-Mieras• Copromotor:• Prof. Dr. J.A. van Ginkel • Prof. Dr. F. Mulder


Research problem

• How can the development and implementation of a diploma program in social entrepreneurship, that is based on a competence based learning model and uses ICT and OER to ensure efficiency and effectiveness, be positioned in and contribute to the Kenyan context of economic development and reduction of poverty?


The components in the research problem• Kenya as a developing country.• The role of education in development, with special focus on the

use of ICT and OER.• The development and implementation of the diploma program in

Social Entrepreneurship• The potential of such a program to contribute to the

development of Kenya.


Research questions: Question 1

What evidence is available for describing the socio-economic development of Kenya, based on the commonly accepted descriptors and what are the specifically local elements that need to be considered when looking at development strategies? The use of performance indicators (GNP/HDI) needs to be analysed or are other indicators more useful?• In a desk research effort the commonly used descriptors will be

discussed in relationship to the way they are instrumental in guiding development strategies on the national level.


Question 2

What evidence is available that the use of ICT in education can contribute to implementing the mission of an educational institute as specified by Tangaza University College?• A literature study will be used to build the argumentation for the

use of ICT in the educational model of the university. The argumentation will be tested in interviews with relevant stakeholders connected to the university.


Question 3

What evidence is available that the Open Educational Resource concept and instrument can contribute to implementing the mission of an educational institute as specified by Tangaza University College?• A literature overview will be created to build the argumentation

for the use of OER. The argumentation will be tested in interviews with relevant stakeholders connected to the university.


Question 4What short-term evidence can be collected that the diploma program (once implemented) according to the approach developed in the project is addressing the requirements as far as the stakeholders are concerned. • To address this question the development process of the Diploma Program on

Social Entrepreneurship (DSE) will be monitored and reported. • In the development project attention will be given to the introduction of

Competence Based Education, the use of serious games and other ICT related options and the use of OER. The responses of the stakeholders involved in the development project will provide research data.

• In the Plan – Do – Check cycle that is typical for educational design research, this project boosts the initial run as far as the part-time ODL mode of the program is concerned. As there will also be an on campus full-time delivery mode, the full quality assurance cycle is outside the control of this project. Instead the responsibility for the full quality cycle is with the institution. Summative evaluations of the effect of both modes will be part of the regular research program of ISMM.


Collaboration project

Partners• Open Universiteit / UNESCO Chair in Knowledge Transfer for

Sustainable Development Supported by ICTs.• Tangaza University College – Institute Social Ministry in Mission

Central Theme:• Social transformation for human dignity and social justice

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Focus on Diploma Program on Social Entrepreneurship• The DSE is designed to cater for initiating and upgrading of informal or/and stagnant

income generating activities into effective small social enterprises and social businesses. The core of the programme is constituted by an ongoing course on Social Entrepreneurship and social and economic enterprise development to which all other courses contribute to develop various specific skills, competencies and capabilities for wealth creation in the society.

• By the end of their studies, students will be able to:• Turn informal economic activities into a creative and vibrant small scale social

enterprise• Identify and pursue innovative business ideas that respond to challenges in their local

environment.• Uphold high ethical and socially responsible standards through their business ventures.• Access completion degree programmes, such as the BA in Sustainable Human

Development at Tangaza University College.

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Program outline

DSE

Distance Learning Session 1courses

Business strategyIntr. to business planning2

………

Distance Learning Session 5Assessment

File RougeCompetences

Task 1Task 2

……..

Business planPresentation business plan

Certification

Intro Boot Camp

Learning Consolidation

Examination

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WORKSHOP DSE CURRICULUM

DEVELOPMENTIn collaboration with

Open Universiteit


Purpose of the workshop

• Provide a framework for curriculum development• Explain the new elements introduced• Build consensus on the approach

• Work with staff (course developers)• Work with alumni and students (potential clients)

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Content of the workshop• Theory and background• Academic discussion• From theory to praxis

• The program and course structure• DSE• EMERGO

• Research activities• Curriculum and course development• Data collection

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Theory and background:The academic discussion

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The 4 Component Instructional Design model

Task class 1Most simple form of the complete task

Task class 2Middle form of complexity

Task class nMost complex form of the complete task

Without support (full problem)

Partial support (fill in exercise; reversed problem; imitation problem)

Full support (example completely spelled out)

= Learning task

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Authentic environment

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http://emergo-test.ou.nl/emergo/skins/ounl/run.zul?unique_par=36BF948516E1A76B1D1CD8CC167006C21386578201999&cacId=1035&tagId=25&runstatus=previewreadonly&rgaId=288&rutId=&lang_lang=en&lang_count=UK&lang_var=


Task group

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Activity sequence

• Introduction to the topic of the task group• Explanation of the topic at hand and collection of

first student ideas• Study activities by students• Update of student notes• Mentor feedback• Update of student notes• Peer review of notes• Final report as basis for the business plan

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Research activities• Data collection from stakeholders:• Management• Staff• Students• Alumni

• Three moments for data collection• At the start (after the workshop)• During the course development• On completion of the program

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For management and staff

• Last part of the workshop: discussion• Individual interviews

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For alumni and students

• During the workshop:• Filling in a questionnaire

•Incentive: The World Café

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Questionnaire

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Results - Interviews

• Main concerns:• 50% youth unemployment (< 25 = 50% of the population)• 50% of the economy is in the informal sector

• Social entrepreneurship:• Growth and professionalizing the informal sector• Create jobs

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Mission: social transformationRequires:• Presence in civil society• Relationship with private and public sector• Credibility (as a young institution we rely on overseas

connections)• Use technology to reach out to students

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• Change towards an adult learning model• Competence based• Use of technology – attention for skills development through training• Use of authentic cases in collaboration with students and private sector• Use of experts for guest lectures (alumni; video lectures)

• OER policy• Bottom up approach – start with this project• Teacher training• Good financial model / IP and licensing

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• Further collaboration with OUNL• On E-learning and the use of technology• On the adult learning model• On research – transformation competence

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Results - QuestionnairesIs ODL an alternative for the classroom?

Yes No

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Part-time or Full-time

Part-time Full-time

ODL diploma value

Valued less No difference

ICT improves learning

Yes No

MM improves learning

Yes No

ICT can replace internship

Yes No


Results - Questionnaires

• Support for the shift to Competence Based Learning? 100%• Can students be active learners? 100%

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Use Authentic cases in CBL

Yes No

What cases to use

Individual own case One case for all



• Support for the curriculum model presented. 100%• Support for the translation to task-based EMERGO Design. 100%• Support for the use of a fixed sequence of activities. 100%

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Difference in quality with OER

Yes No

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Still register

No Yes

Less value of diploma with OER

Yes No



Degree

Student Bachelor Master

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Gender

Female Male

Working

No EmployedSelf employed


Conclusions

• Strong support for the curriculum development ambition.• Strong support for the use of ICT and Multi-Media based

learning.• Strong support for the design based on EMERGO.• Support for the use of OER, although not fully understood.• Shift to e-learning requires organisational changes.• Special attention needed for student support.• Special attention needed for staff training.

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Conclusions – Next steps

• Development of the thematic modules.• Development of the EMERGO based Business Plan module.• Training of the staff involved ‘on the fly’.• Collaboration with IT-staff.

In this stage the staff involved in the development of materials will be asked to fill in a short questionnaire.

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Final step

• On completion of the program the stakeholders will be asked to fill in a questionnaire:• To compare original requirements and end result• To measure acceptance of the approach• To collect comments on the actual implementation


Thank you for your attention

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Contact: [email protected]

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