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Options for using E-learning in Higher Education in Tajikistan
 

Options for using E-learning in Higher Education in Tajikistan

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Options for using E-learning in Higher Education in Tajikistan

Options for using E-learning in Higher Education in Tajikistan

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    Options for using E-learning in Higher Education in Tajikistan Options for using E-learning in Higher Education in Tajikistan Presentation Transcript

    • Options for using E-learning in Higher Education in Tajikistan Saori Imaizumi ICT Sector Unit, TWICT, The World Bank 1
    • Contents 1. Challenges of Higher Education Sector in Tajikistan 2. How could E-learning solve each challenge? 3. Overview of E-learning 4. Global practices 5. Potential models to consider 1. Teacher Training and Teaching Resources 2. Life-long learning 3. Supplementary courses 4. Learning Management 6. Next steps 2
    • Contents 1. Challenges of Higher Education Sector in Tajikistan 2. How could E-learning solve each challenge? 3. Overview of E-learning 4. Global practices 5. Potential models to consider 1. Teacher Training and Teaching Resources 2. Life-long learning 3. Supplementary courses 4. Learning Management 6. Next steps 3
    • 1. Challenges of Higher Education Sector in Tajikistan 1. Inadequate teaching materials, equipment and facilities and access to information 2. Poor integration between research and higher education 3. Limited professional development opportunities for faculty 4. Weak linkage between higher education and the labor market 5. Poor management and planning capacities 6. Lack of effective quality assurance and performance evaluation mechanisms 7. Lack of distance learning system 8. Lack of life-long learning opportunities 9. Less learning hours for Tajik students 10. Low capacity and aging faculty due to low wages compared to other job opportunities Source: The National Education Development Strategy, Ministry of Education in Tajikistan, Open Society Institute Tajikistan, 2010 4
    • Contents 1. Challenges of Higher Education Sector in Tajikistan 2. How could E-learning solve each challenge? 3. Overview of E-learning 4. Global practices 5. Potential models to consider 1. Teacher Training and Teaching Resources 2. Life-long learning 3. Supplementary courses 4. Learning Management 6. Next steps 5
    • 2. How could E-learning solve each challenge? Solution Models Solutions Challenges Provide more access of materials via online, including virtual lab experiments • Use National Research and 2. Poor integration between Education Network to research and higher education connect research and education communities 3. Limited professional development • Provide teacher education contents via online opportunities for faculty 1. Inadequate teaching materials, equipment and facilities and access to information • Provide relevant technical and business training via online 1. Teacher Training and Teaching Resources 2.Lifelong Learning 3. Suppleme ntary courses 4. Learning managem ent X X X 4. Weak linkage between higher education and the labor market • 5. Poor management and planning capacities • Provide online management tools X 6. Lack of effective quality assurance and performance evaluation mechanisms • Online performance evaluation system can be used X 7. Lack of distance learning system • Provide various distance learning options 8. Lack of life-long learning opportunities • Provide access to skill upgradation courses • Provide more learning opportunities for Tajik students X • Provide more learning opportunities for Tajik students X 9. Less learning hours for Tajik students 10. Low capacity and aging faculty due to low wages compared to other job opportunities X X X 6
    • Contents 1. Challenges of Higher Education Sector in Tajikistan 2. How could E-learning solve each challenge? 3. Overview of E-learning 4. Global practices 5. Potential models to consider 1. Teacher Training and Teaching Resources 2. Life-long learning 3. Supplementary courses 4. Learning Management 6. Next steps 7
    • 3. Overview of E-learning  E-learning can be categorized in 3 areas 1. Content • Content Development (continuously evolve with user inputs) • Content Publishing via: • Digital textbooks • Videos Main Features Type of business • Publishers • Content • Open source Industry players • E-learning Standards • Publishers • Developers • Authoring Tools • Content Aggregator • Libraries&Repositories 2. Management Systems 3. Distribution • A software platform to • Address the link from content manage the learning process creation to end-user and associated content consumption including: • Admin/Procurement Type of business • Testing, certification, self• Immersive learning assessment (provides a simulated real • Library of teaching sources world environment ) • Content management • MOOCs • Learning Portal Type of business • Software platform Industry players • Tools • Online University • Smart technologies • M-education (mobile phone) Industry players • MOOC • LMS • Immersive Learning • TMS • Serious gaming/ • OCMS/OCW Gamification (simulation • SLMS using a game format) • Assessment&Analytics • eBooks &Rentals LMS: Learning Management System OCW: OpenCourseWare TMS: Talent Management System SLMS: Social Learning Management System OCMS : Open Content Management System MOOCs :Massive Open Online Courses Sources: IBIS Capital estimates; Ambient insight research; GSV education report 8
    • 3. Overview of E-learning  Samples of industry players 1. Content 2. Manageme nt Systems 3. Distribution Source: IBIS Capital Estimates 9
    • 3. Overview of E-learning  Samples of industry players 1. Content 2. Manageme nt Systems 3. Distribution Source: IBIS Capital Estimates 10
    • 3. Overview of E-learning  Mapping of LMS companies Learning Management Systems for Education and Corporates 2. 3. 1. Content Manageme nt Systems Distribution LMS Competitive Landscape Key Points LMS is a software application that is typically used to: Users ‒ centralise and automate administration ‒ assemble and deliver learning content rapidly ‒ consolidate training initiatives on a scalable web-based platform ‒ support portability and standards ‒ personalise content and reusable learning objects (RLO) ‒ deliver online training and webinars ‒ automate assessment, analytics and reporting Education Users Corporate Users Estimated that $1.9bn will be spent globally on LMS in 2013 Over 500 providers in the market, of which only 5 have more than a 4% market share: CornerstoneOnDemand, Oracle, SAP, Saba and SumTotal Customers Source: IBIS Capital Estimates 11
    • 3. Overview of E-learning  Research and Education Network for higher education 1. Content 2. Manageme nt Systems 3. Distribution National research and education network (NREN) A specialized internet service provider for supporting the needs of research and education communities. Thousands of R&E organizations are connected each other and share their information on the network. The Network provides access to electronic information resources maintained by libraries, research facilities, publishers, and affiliated organizations National research and education network (NREN) in the countries and regions close to Tajikistan RUNNet RIPN RBnet- Russian University Network, Russian NREN ASNET-AM - Armenian TERENA - Trans-European Research and AzRENA – Azerbaijan Education Networking Association AzScienceNet Azerbaijan Science Network CEENet - Central and Eastern European GRENA - Georgian NREN Research Networking Association KazRENA - Kazakhstan NREN KRENA - Kyrgyzian NRENTo make high speed network connection with Global TuRENA - Turkmenistan NREN CAREN - Central Asian Research and UzSciNet - Uzbekistan NREN Education Network portal KazRENA - Kazakhstan NREN 12
    • 3. Overview of E-learning  Samples of industry players 1. Content 2. Manageme nt Systems 3. Distribution Source: IBIS Capital Estimates 13
    • 3. Overview of E-learning  New E-learning model for higher education emerged. 1. Content 2. Manageme nt Systems 3. Distribution Source: IBIS Capital Estimates 14
    • Contents 1. Challenges of Higher Education Sector in Tajikistan 2. How could E-learning solve each challenge? 3. Overview of E-learning 4. Global practices 5. Potential models to consider 1. Teacher Training and Teaching Resources 2. Life-long learning 3. Supplementary courses 4. Learning Management 6. Next steps 15
    • 4. Global Practices – Government encourages mass adoption of e-learning in Korea 16
    • 4. Global Practices – Use of E-learning in the United States • Set the standards for e-learning – Tin Can Project: • The US is seeking to develop a new generation of software specifications to manage an individual’s learning experience across multiple formats and environments. The initiative has been called Tin Can and is an API that records and tracks all type of learning experiences. Publishers will need to adapt to these new standards and applications. • The US university examples: • SUNY (State University of New York) • • • Offer credit for MOOCs (to reduce students’ enrolled time on campus and reduce the cost of degrees) Offer incentives to campuses to develop and consume online courses that meet general education requirements Some courses could be “guided MOOCs” where a SUNY instructor helps SUNY student work their way through a course that was created by another institution • Colorado University • Intends to use the MOOC platform as a channel for buying and selling content to extend its course offerings • Massachusetts bay Community College • Deploys a “flipped classroom” model where a MOOC from MIT provides content, but the college provide discussion and supervision. The Community Colleges award credit and take fees. Source: “The Maturing of the MOOC” Department for Business, Innovation and Skills 17
    • 4. Global Practices – Use of E-learning in the United States Source: IBIS Capital Estimates 18
    • 4. Global Practices – Distance learning in India Indira Gandhi National Open University (IGNOU) Founded: 1985 Type of University: National distance learning university run by the central government. Was established with $327 million budget when the Parliament of India passed the Indira Gandhi National Open University Act, 1985. Objective: Provide higher education opportunities to minorities and disadvantaged students and set standards for distance and open education in India. # of students: 4 million (the largest in the world, around 20% of all students enrolled in higher education in India are with IGNOU) # of programs: 175 academic programs with 1100 courses at certificate, diploma and degree levels. Also offer non-accredited extension and skill-oriented programs. Operating countries: Besides India, IGNOU serves students in 40 other countries abroad, including UAE, UK, Qatar, Kuwait, Oman, Bahrain, Saudi Arabia, Kyrgyzstan, Afghanistan, and other Asian and African countries. Other: IGNOU also operates as an accreditor for open university and distance education systems in India through the Distance Education Council (DEC). 19
    • 4. Global Practices – Distance learning in Malaysia Wawasan Open University (WOU) Founded: 2006 Type of University: Private university , offering open distance learning (ODL) and on-campus full-time program. All WOU programs are approved and accredited by the Ministry of Higher Education (MOHE) and the Malaysian Qualifications Agency (MQA). There are 4 schools and 2 centers: • School of Science and Technology • School of Education, Languages and Communications • School of Business and Administration • School of Foundation and Liberal Studies • Centre for Graduate Studies • Centre for Professional Development and Continuing Education (PACE) Objective: Dedicated to adult learners who seek to pursue tertiary qualifications for professional development and selfenrichment. # of students: More than 12,000 working professionals in Malaysia have experienced the learning opportunities at WOU while they continue in their jobs to date. # of programs: Over 40 ODL programs ranging from the sub-degree to postgraduate levels in the fields of business, technology, education and liberal studies, including three MBA programs. WOU is now spreading its wings to offer affordable full-time degree programs at its main campus in Penang. 20
    • 4. Global Practices – Potential Government’s Role Policy related Debate  “Wait and see” is not a viable policy for universities or education ministries related to MOOCs  Policy around MOOCs has the potential to be an influential instrument  Globalization of higher learning content and accreditation systems will be accelerated by the borderless format of MOOCs  The MOOC format makes new demands on students’ learning skills, especially around information literacy.  The universities’ list of MOOC policy issues, according to Universities UK report, covers sustainability, pedagogy, credit and capacity Coursera’s example on how government can collaborate 1. Awareness building through highlighting domestic impact within the country 1. Russia -> Did a PR about gamification 2. Brazil - > Did a PR about their most popular courses 2. Creation of a national learning initiatives Ex. Market mathematics courses to secondary school students and adult learners 3. Support the creation of learning hubs with Coursera 4. Support global translation activity 5. Course accreditation – enable Coursera courses to be counted for college credit or part of teacher professional development material 6. Encourage employers to recognize Coursera credentials Source: Coursera, “The Maturing of the MOOC” Department for Business, Innovation and Skills 21
    • Contents 1. Challenges of Higher Education Sector in Tajikistan 2. How could E-learning solve each challenge? 3. Overview of E-learning 4. Global practices 5. Potential models to consider 1. Teacher Training and Teaching Resources 2. Life-long learning 3. Supplementary courses 4. Learning Management 6. Next steps 22
    • 5. Potential models Model 1: Teacher Training and Teaching Resources E-learning provides more teaching materials and professional development opportunities for faculty Challenges No. 1 and 3 1. Inadequate teaching materials, equipment and facilities and access to information 3. Limited professional development opportunities for faculty Option 1: Use existing online courses for teaching materials and teacher training Curate an online teaching materials/teacher professional development courses and translate into Tajik if needed and make them available for teachers. Option 2: Create Tajik original courses Identify good teacher educator and materials and create and upload online courses in Tajik. 1. Identify potential universities, teachers, or teacher training institutions interested in piloting this model and also having access to computer and internet. 2. Option 1: 3 months pilot for teachers and get feedback and conduct an evaluation: (i) taking teacher professional development course from Coursera or other platforms, (ii) use teaching materials in Russian from Coursera at school 3. Option 2: Identify good teacher educator and materials, create a few courses, upload and share them with teachers and get feedback 23
    • 5. Potential models Model 1: Teacher Training and Teaching Resources Option 1: Use existing courses for teaching materials and teacher training How? – Teaching Resources 13 courses in Russian (1 signature track course with University of Pennsylvania) are available in Coursera which could be used as teaching materials. Ex. Gamification course starts on January 27, 2014 for 10 weeks. 24
    • 5. Potential models Model 1: Teacher Training and Teaching Resources Option 1: Use existing courses for teaching materials and teacher training How? – Teacher Training Use teacher professional development courses offered in Coursera for teachers’ professional development. 25
    • 5. Potential models Model 1: Teacher Training and Teaching Resources Option 1: Use existing courses for teaching materials and teacher training How? – Teacher Training Teachers could take a signature track course and get the certification. Government or teacher education institutions could help acknowledge this certificate as a way to verify teachers’ teaching qualification. Requirements for joining a signature track course  Webcam  Physical keyboard  One of the following forms of picture ID: driver's license, passport, national ID card, state or province ID card. We also accept international ID documents.  For payments, they accept most major credit cards and PayPal.  Sample certification Coursera collaborates with U.S. Rating System (American Council of Education-ACE-College credit recommendation service Signature track course is around $49 26
    • 5. Potential models Model 1: Teacher Training and Teaching Resources Option 2: Create Tajik original courses How? – Teacher Training course development Identify good teacher educator and materials and create and upload online courses in Tajik. Use Udemy, YouTube, Vimeo and etc. for uploading videos and creating courses. Alternatively, partner with Coursera and provide teacher training courses in Tajik if any local university meets a qualification for partnering. 27
    • 5. Potential models Model 1: Teacher Training and Teaching Resources Option 2: Create Tajik original courses How? – Teacher Training course upload and usage After creating contents, courses can be priced as well. Curate courses depending on teachers’ professional development needs. 28
    • Contents 1. Challenges of Higher Education Sector in Tajikistan 2. How could E-learning solve each challenge? 3. Overview of E-learning 4. Global practices 5. Potential models to consider 1. Teacher Training and Teaching Resources 2. Life-long learning 3. Supplementary courses 4. Learning Management 6. Next steps 29
    • 5. Potential models Model 2: Life-long Learning E-learning can provide more market relevant courses and some courses provide certificates to verify newly acquired skillsets. Challenges No. 4 and 8 4. Weak linkage between higher education and the labor market 8. Lack of life-long learning opportunities Option 1: Use existing online courses for life-long learning  Government could conduct an awareness building activity with universities to encourage anyone interested in life-long learning opportunities to take online courses.  Universities providing life-long learning courses could pilot adopting online life-long learning courses into their course offerings. Option 2: Create Tajik original courses in collaboration with private sector  Collaborate with companies and industry associations and identify skill needs and create relevant skills development content or identify existing courses which could be available online. 1. 2. 3. 4. Identify champions from the government, universities, companies, and industry associations who can collaborate. Option 1: Start a pilot with finance and IT industry and identify required skills and relevant online courses with HR personnel from various companies and industry associations and create a list of recommended courses using online platforms. Option 2: Identify companies in finance and IT industry which could offer their corporate training courses as a pilot online course. Advertise these 2 types of courses through awareness building activity with universities, recruit students to take courses, and get feedback and conduct an evaluation. 30
    • 5. Potential models Model 2: Life-long Learning Sample courses of life-long learning - Udemy 31
    • 5. Potential models Model 2: Life-long Learning Sample courses recommended by Coursera platform 32
    • Contents 1. Challenges of Higher Education Sector in Tajikistan 2. How could E-learning solve each challenge? 3. Overview of E-learning 4. Global practices 5. Potential models to consider 1. Teacher Training and Teaching Resources 2. Life-long learning 3. Supplementary courses 4. Learning Management 6. Next steps 33
    • 5. Potential options Model 3: Supplementary courses Students can spend more hours on learning through E-learning system and students will have access to high quality courses taught by capable faculty. Challenges No. 7, 9, 10 7. Lack of distance learning system 9. Less learning hours for Tajik students 10. Low capacity and aging faculty due to low wages compared to other job opportunities Option 1: Government could conduct an awareness building activity with universities to provide available courses that students can take as extra course materials from top-notch universities around the world. Option 2: Allow universities to make some online courses as part of the credits towards graduation. Option 3: Open a learning hub as a part of Coursera’s initiative and encourage students to participate in informal learning sessions. 1. 2. 3. 4. Identify champions from the government and universities Option 1: Government and universities conduct awareness building activity to inform students with opportunities for learning available online. Option 2: Conduct a quick assessment through interviewing universities in terms of making online courses as part of the credits and identify challenges and necessary changes at the policy level needed to be changed. Option 3: Identify local partner, which could be a champion for initiating and operating a learning hub in collaboration with Coursera. Potential facility providers could be libraries in the university, public library, internet café, and other space with internet and computer access. Once the partner is identified, pilot a learning hub operation. 34
    • 5. Potential options Model 3: Supplementary courses Sample courses offered by Coursera (as of Dec 5, 2013) Option 1 & 2 Leverage existing courses Sample courses offered by edX (as of Dec 5, 2013) 35
    • 5. Potential options Model 3: Supplementary courses Sample courses offered by Udacity (as of Dec 5, 2013) Option 1 & 2 Leverage existing courses Sample courses offered by Udemy (as of Dec 5, 2013) 36
    • 5. Potential options Model 3: Supplementary courses Option 3: Learning Hub Model Learning Space + Facilitator + Learning Model + Course(s) are needed to set up a Coursera Learning Hub. Learning Space Layout Requirements: Internet connection Option: projector or TV with sound facility (good for model 1 and 3) Number of students in the study group: From 5 to 50 or more Source: Coursera 37
    • Contents 1. Challenges of Higher Education Sector in Tajikistan 2. How could E-learning solve each challenge? 3. Overview of E-learning 4. Global practices 5. Potential models to consider 1. Teacher Training and Teaching Resources 2. Life-long learning 3. Supplementary courses 4. Learning Management 6. Next steps 38
    • 5. Potential options Model 4: Learning Management Students and teachers can develop their skills using e-learning systems. Challenges No. 2, 5, 6 2. Poor integration between research and higher education 5. Poor management and planning capacities 6. Lack of effective quality assurance and performance evaluation mechanisms Option 1 : Explore the potential for introducing National Research and Education Network (NREN) in the universities to connect research and higher education sector. Conduct knowledge exchange activities with countries close to Tajikistan using NREN to learn from their experience. Option 2: Explore the potential for using learning management tools in the universities to improve administration capacity of the universities and teachers. If any universities and teachers are interested, they could use the tools as pilot by having an agreement with learning management tools companies. 1. Option 1: Conduct video conferences or audio conferences with universities using NREN near Tajikistan to learn about their experience, impact of NREN, and implementation logistics, duration, and cost. Use this information to assess the feasibility in Tajikistan by interviewing universities. 2. Option 2: Identify administration problems that universities have and identify learning management tools which can solve the problems. Contact with these companies to find out the option for using the tool as a pilot and implement pilot activities in the universities and get feedback and conduct an evaluation. 39
    • Contents 1. Challenges of Higher Education Sector in Tajikistan 2. How could E-learning solve each challenge? 3. Overview of E-learning 4. Global practices 5. Potential models to consider 1. Teacher Training and Teaching Resources 2. Life-long learning 3. Supplementary courses 4. Learning Management 6. Next steps 40
    • 6. Next Steps  Identify champions from the government, universities, companies, and industry associations to implement 4 pilot models  Develop a detailed implementation plan and timeline with identified champions and get agreement from stakeholders  Roll-out pilot models  Assess the results of pilot models 41