eLearning Development
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eLearning Development eLearning Development Document Transcript

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  • 3CONTENTInformation and Communication Technology is our Background...........................Our vision of End-To End eLearning ™...............................................................................Nordic European Education tradition and culture Finland and Sweden...............Education Finder Resource plan...........................................................................................Education Finder core competence....................................................................................Education Finder offers work-embedded e-Learning..................................................History of MKFC (founded 1991)..........................................................................................e-Learning our passion............................................................................................................Contribute with mobile devices...........................................................................................e-Learning with Edu satellite.................................................................................................Combine with Human Connections...................................................................................Package the process................................................................................................................Contents.......................................................................................................................................Virtual Net Communities – empowering civil societies..............................................Meeting the learning requirements with LMS-platform OPIT..................................Experience in organizations using the offered product.............................................Authentic learning....................................................................................................................Functions.....................................................................................................................................Material – learning path......................................................................................................... 1Pre-testing, follow ups............................................................................................................. 1Tutor Feedback.......................................................................................................................... 1OPIT– the learning platform - no prior experience needed...................................... 1Active learners........................................................................................................................... 1Description of the design and development process................................................. 1Design documents in the developed process of a course......................................... 1Quality control – Dynamic assurance................................................................................ 1International eLearning in Africa, Asia and Arabic Countries................................... 1 .................................................... 1 .............................................................................................................. 1 ..............................................................................................................Transnational EU – Pilot projects within e-Learning....................................................National EU projects ..............................................................................................................MKFC (created 1991) is the mother organization of EducationFinderOrganizations create platforms for adults and young people in a lifelong learning perspective.MKFC owns and runs MKFC Folk High-School with state fundsEducation Finder runs Helsinki College and Stockholm CollegeNGO Sharing Awareness founded by EF and MKFC teachers: http://sharingawareness.org/As partners to your organization Education Finder offers years of experience to workfor you. Therefore your success is our passion
  • 5 Learning DevelopmentThe economical growth and innovations of all nations are planted in early childhood.Today, children and young people as well as adults can have equal opportunitiesworldwide when govermental policy and strategy support Information andCommunication technology implementations and embed them in learning and workenvironmentsTeachers are cornerstones in all educational levels when it comes to picking up the latest innovations and to liftup the best national and international practices. In this day and age, access to the internet is an important andeven necessary tool for them to extend their work.Health workers working with citizens’ wellbeing are also extremely important for national growthfrom earlychildhood. They need Information and Technology tools, devices, access to resources on the Internet and thelearning opportunities to utilize them.Internet, social media and online based learning offers an inclusive participative approach that can be used to tobuild up a skilled workforce and offers equal opportunities for citizens. Information and communication techno-logy gives the base that can be used for learning, practice, research, and modern high quality processes based onthe needs and requirements of policymakers and leaders.Information and Communication Technology is our BackgroundEducationFinder ( EF ) has evidence of learning successes from 15 years of eLearning practice. eLearning hasmade it possible for everyone to take part in quality education wherever they live and whenever they want to.EF has been a pioneer in developing and practicing distance education and received the Boldic Award in 2008(www.boldic.net) for the implementation of eLearning methods.The basis of the success has been: governmental support, approval and appreciation from the management of theschools and committed teachers.In 2000, MKFC transferred all its courses to the Internet and since then we have had a strong commitment tofollow the development of eLearning in order to constantly meet the needs of students everywhere and to supportinclusive Education for All.We have found that the development of eLearning with social media and the use of mobile phones for learningworks best when using a Learning Management Platform. EF also has experienced that eLearning needs support,approval and appreciation from the management of the schools. When Government has already made strategicaldecisions supporting the implementation of ICT inside and outside schools the Change Making for the Know-ledge Society has begun and can be supported by eLearning tools and methods.Our vision of End-To End eLearning ™MKFC and Education Finder has the same kind of approach to learning as the Nobel Peace Prize winnersWangari Matthai, Muhammad Yunus and the Grameen Bank. We support grassroots movements for sustainablechange.EducationFinder, EF, is a part of the MKFC family, starting to offer eLearning in Europe and then extending theeducation outside of Europe. Today eLearning is ongoing in Africa, Asia and several Arabic countries.End-to- End eLearning™ is needed in a Knowledge Society to offer learning for all. The Internet has made itpossible to abandon an education structure that limits education possibilities for citizens. The Learning Ma-nagement System OPIT is just like the best of schools with both tutors, experts, and learning materials basedon different kind of digital media such as video, radio, pictures, mobiles and so on. OPIT extends the learningenvironment to a global scale, and offers tools for a better understanding. In short, OPIT school extends learning View slide
  • 6 possibilities in content, time and place. Even peers are available just like they would be in an ordinary school. OPIT can be used both as part of an ordinary school or on its own, purely as an online school. Nordic European Education tradition and culture Finland and Sweden MKFC is one of the members of the Swedish Popular Adult Education family. This has given us the freedom to design and deliver education from primary to university level. The Nordic European education traditions from both Finland and Sweden share the same roots and a long history of cooperation. The main goal of our work is to offer methods that include Everyone, All the Time, Everywhere. We make it happen by using End-to- End eLearning™ carried out by OPIT, the LMS plattform. End-to- End eLearning can be used as a part of traditional education or work independently online through the LMS plattform and mobile devices. MKFC has worked 20 years with education for excluded people, immigrants and unemployed people. EducationFinder empowers social changes and uses ICT to offer an innovative learning environment and lear- ning contents for citizens. We use problem-based methods connected to authentic environments. The learning subjects are integrated into working life in order to implement theory in practice. There is good evidence that learners become LifeLong learners when this method is used. End-to-End eLearning™ together with net com- munities brings Education for All, Everywhere, Anytime. It is the most powerful modern information and com- munication tool for offering skills for workers and academics and positive change for all kinds of communities. The eLearning courses start with Global Vision and the process is integrated with local implementations. Even vulnerable people living in refugee camps can be included, as well as those living in threatening environ- ments, the handicapped,people working from home, workers with irregular working hours. The cost is signifi- cantly lower than for traditional education, and so is the dropout rate. In Finland universitiesoffer online educa- tions with zero dropouts. EducationFinder has partner universities that offer their educations, too. View slide
  • 7Education Finder Resource planInhouse experts, agents, partnershipsWeb-based learning has been developed since 1996. MKFC has since 2001 offered all our education in thee-Learning environment with full flexibility. The starting point has always been the education needs that exist,and support is offered by tutoring embedded in the e-Learning platform OPIT which is well suited for both oureducational organisation and work-embedded learning.Education Finder expertise within e-LearningMKFC EducationFinder has 30 full-time eLearning in-house experts, as well as a partnership with e-Learningexperts in several EU-countries. MKFC cooperates with eLearning experts in Finland and runs Helsinki Collegein the capital of Finland. No one in our eLearning team group has less than five years of full time training/tuto-ring experience within eLearning.Our inhouse experts represent 14 different languages and cultures, 55 % are men and 45 % are females. All ourinhouse experts have academic competence within digital pedagogy and learning psychology. These expertsbuild up new course processes and develop learning objects (LO´s) for tutoring environments. The focus fordevelopment now centres around the LO´s for digital devices such as MP3 players and mobile phones. Digitaldevices can carry both audio and video and is well-suited for working people.Our global agentsOur global agents have great importance as they are the ones who are working towards local implementations.We have partnerships with e-Learning experts in several EU-countries. Our strongest engagement is in Finlandwhere local universities have been running eLearning for a long time.Education Finder core competence“e-Learning is our passion – demand-driven education is needed”The core competence of EF is to provide and manage e-learning processes, where theindividual’s learning and competence development process, extended to the community, is guided and facili-tated by pedagogical methods. The process starts with an e-dialog of the ICT possibilities and mapping of the
  • 8 country and content needed. Marja-Riitta Ritanoro, CEO of Education Finder Stockholm College, co-founder of 5 MKFC and former director of Stockholms Folkhögskola, has 40 years of experience in education policymaking in Finland and Sweden. She has developed several Teacher Training courses for Universities and has worked as the scientific leader of an international ”Action Learning” project aimed to create a better education system for Finnish immigrants living in Sweden. MKFC, with Marja-Riitta’s leadership, has created the first Online Adult Education system and is engaged as an expert in Finland within eLearning. She was nominated in Finland as the eLearner of the Year 2005. In 2008, Stockholm College received the Boldic Award 2008 for its passion for eLearning. She is currently working within the field of eLearning in Developing Countries. Education Finder offers work-embedded e-Learning Modern training and learning approaches for work-embedded learning became a reality when LMS based e- Learning platforms appeared in the market by the end of the 90’s. In the beginning the education system did not fully utilize these possibilities because computer skills were not particularly advanced. Today, almost everyone has a mobile phone, an MP3 player or an Internet connection. Not only developed countries have eLearning pos- sibilities, but even developing countries, with satellite connections and downloads to different kinds of devices, have access to a reachable world of Education. Now the focus lies in the content and the methodology of lear- ning, innovation and lifelong development of skills. Education for all As a friend of “Education for All” MKFC has offered learning possibilities worldwide since 1996. MKFC is continually developing the best practice possible together with several partners within the field of education. Learning objects are easy and cheap to produce for different needs and for different learning styles. Gender is- sues and local cultures are issues which the learner-centered and learner-activating methodology manages well within e-Learning. MKFC is an expert in this area and is presented as a good example when it comes to practicing e-Learning in Scandinavia. MKFC has been offering the whole education process, from pre-assessment to certification, through our e-Learning platform since 2001. History of MKFC (founded 1991) MKFC created a platform, Learning Hub, for adults in a lifelong learning perspective – with awareness of modern societies’ multi-ethnical structures and needs. Educational activities have been formal as well as non-for- mal and have also included vocational adult education with a strong connection to the labor market, in order to help to achieve stronger employability. In addition, the emphasize has been on increasing the understanding and involvement in local, national and international matters. Inhouse experts and partnerships EducationFinder has since 2000 offered all its education in the e-Learning environment with full flexibility. The starting point has always been educational needs and the support of learning adding embedded tools on the e- Learning platform OPIT which is well suited for both our educational organisation and work-embedded learning. From Teaching to e-Learning The change from the Teaching Paradigm to the Learning Paradigm is a change of a mental paradigm, too. The Learning Paradigm lowered costs for the individual learner because travelling is not compulsory, and with flexibility possibilities of time and place to learn and work at the same time became possible. Now all education could be moved closer to learners - even to rural areas – and thus offer more equal opportunities. In Sweden MKFC’s facilities are in Stockholm. 60% of the students live outside the capital and are working or travelling while they are studying. In developing countries, teachers can work and engage in Teacher Training practices at the same time. This approach decreases the problem of brain drain. The productivity raised to 400 % for the MKFC organization and at the same time the quality raised as well. 96 % of the students attending our courses become certified. 52% are women and 48 are men. 51% are immigrants/refugees and 49% are natives. There were no changes in the learners’ academic background, gender, or origin when the education became solely based on e-Learning.
  • 9MKFC is one of the biggest community colleges/folk high-schools in Sweden. These kinds of amazing changes 6happen in every project and country where we run our courses.e-Learning our passionThe reason to move learning to the Internet was not financial but a question of adding benefit to learners. Theyare individualists in learning matters if they are being listened to. When MKFC made quality measurements thestudents’ answers indicated that they wanted more individual courses/learning objects than the traditional educa-tion could offer. Databases in the LSE platform gave us the possibility to offer courses with flexibility. Follow-ups and different kinds of feedback with learners show that both teachers and learners are satisfied –now “e-Learning is our passion“ and it gives students the possibility to realize their dreams through their stu-dies. Every year, one hundred MKFC students in Diaspora are working with action studies in their countries oforigin. They can use the their bilingual and cultural experiences and add the best global practices.Education Finder offers learning flexibility1. Related to timeTime for starting and finishing a course.Tempo/pace of studying.Time for assessment/feedback.Time for assignments.2. Related to contentTopics of the course.Learning objects of a course.Individual Level of the course package .3. Related to social organisation of learningStudents activated in the course process from their situation such as gender, religion,tradition and practice.Students activated to build up resources such as videoclips, audio files, reports and community blogs.Teacher for guiding the collaboration.Working life participation in constructing the courses for employability and validation.4. Related to placeTraditional face-to-face can be offered in summer schools. Summer schools should be voluntary to avoid theexclusion of particular learners. Summer schools offer an opportunity to come together and to meet experts.London School of Economics(LSE) is a good example.5. Related to meetingsForums with teachers replace face-to-face.Forums with other students.Tutor Feedback to the whole course (FAQ).Tutor Feedback to the individual learner.Tutor SMS as feedback to the individual and the course.Tutor Chat time.Tutor Skype time.Quality Manager on the Internet.Optional face-to-face.6. Related to channelsMobile phones as receiver/ sender.Mobile memory cardComputer as receiver / sender.USB memory stickSatellite downloads.CD-roms with access to online courses.
  • 10 CD-course, own pace. 7 Online course material Educasting/Podcasting to iPods and MP3 players, NetCommunities: Blogs, Wikis, etc to build up new knowledge on the Internet. 7. Related to learning styles OPIT supports different learning styles. SpeakIT is a program that reads texts out loud. Podcast assignments for digital devices optimize time use which is crucial for many learners. ReadRunner (karaoke) is a program for faster reading supporting learning efficiency. Contribute with mobile devices Five billion people, half of the world’s population, live and work in rural areas. Access to ICT is a critical enabler to educational and economic progress in these areas. MKFC, the supplier of e-Learning, uses different devices to make education happen. MKFC has learnt to use different kind of solutions to connect people to learning wherever and whenever they have the possibilities. Digital devices contribute significantly to Education for All. Almost three billion people have access to mobile phones. They can use mobiles to download, to print out to read and hear the content. The producer can send content in memory cards, in USB memory sticks and so on. The possibilities are endless. Mobile devices have a significient role in e-Learning society: - They give access to information and knowledge everywhere. - Learners become active contributers, not only passive recipients of learning objects. - They overcome the ”school-time and place” perspectives and support the learners’ perspectives. - Low social entry barriers. - They give Internet access. - They are reachable in the daily life. - Time effectiveness. - No travelling. - No need for a permanent power supply in rural areas. - Less impact of vandalism, theft, natural and political disasters. - Low installation costs and short repayment period. - Low learning costs. - Radio, TV, music players, cameras, calculators and messaging tools stimulate different learning styles. - ”Natives in the digital world” get stimulating learning objects. - Using e-Learning itself as local business in the local communities. e-Learning with Edu satellite Edu satellites are one important link for the educational sector. Several satellites are already working. They are configured to use audio-visual, multimedia, podcasts and educasts; contents that mobile phones already use. The space segment for interactive e-Learning exists and can be utilized. Combine with Human Connections Satellite infra structure can be reached within many communities: NGOs, libraries and different kinds of local communities. With satellite communications combined with CD-roms, USBs, printout materials and mobile phones almost everybody can belong to the e-Learning community. Tutors and peers are communicating inside the LMS platform just like in traditional schools. Package the process The content and methodology ultimately determines the success of using edusat as well as all education even in face-to-face situations. Within e-Learning the crucial add is how to ”package” the e-Learning process both for the individual learner, as well as for courses and the different needs of whole communities. Satellites meet the demand for an interactively delivered e-Learning system covering developing countries loaded with educational
  • 11interactive payloads. Satellites establish the connectivity between international high quality institutions meeting 8the UN needs and reaching places in lack of the necessary educational and ICT infrastructure.Contentse-Teacher Traininge-Learning Primary and Secondary Teacher Traininge-Learning Technical and Vocational Training ( TVET )e-Learning Collegee-Learning Higher Educatione-Learning Technology :- Mobile phone communication- Radio broadcast , Television broadcastVirtual Net Communities – empowering civil societiesVirtual communities and Open Educational Resources (OER) together build a strategy for human empowerment.ICT in education includes procedures that empower people to create and participate in collaborative knowledgeconstruction, knowledge publishing and virtual communities. The virtual communities appearing in blogs, wikisand podcasting build up collaborations with different kind of stakeholders and civil societies.Virtual Net-Communities are also learning as they:– Provide information and enable collaborative knowledge building.– Improve interaction between education, health care, business, government and other sectors of society.– Share news in the field of education, health care and other sectors of society.– Enhance the quality of education.– Show the best practices in education.- Offer the accessing system of the library and documentation systems.- Develop the civil society.Blogs, wikis and other environments of virtual communities are also in key positions to build up capabilities toaccess educational materials and videos: TV-broadcasts, radio-broadcasts, educasts (podcast) ,web-courses andother online services. The major factor is user participation and interaction.Meeting the learning requirements with LMS-platform OPITEducationFinder as well as the whole MKFC community and many cities in Finland are using OPIT - a good,well functioning e-Learning platform with several embedded adds. Our education institution is always seekingthe best possibilities for our teachers, administrators and students. We have not yet experienced a better peda-gogical tool than OPIT for eLearning. But the content can of course be transmitted to other platforms as well.MKFC has been and is currently cooperating with several different actors in the market to develop open sourceplatforms with possibilities to add even more tools facilitating learning. MKFC has had more than 10 000 lear-ners on the courses carried by LMS. The results have been good, over 9000 learners have been certified. At thesame time the costs for MKFC has decreased, and teachers’/trainers’ production of learning materials, assignme-nts and development of learning possibilities have increased by almost 300%.Experience in organizations using the offered product.OPIT™ is a web based learning environment developed in Finland. The learning processes of the courses andthe individual modules inside the courses are designed based on the goals of the learning. This goal-orienteddesign makes it possible to use different approaches and activities in the student’s learning. In addition, studentshave the possibility to set up own goals based on their own learning needs and their own work context.By completing a personal learning plan students map out their own learning needs, learning styles, goals andabilities, which enables an effective design of the individual learning processes with tutors when needed. Variouslearning styles and learning orientations are supported by a wide range on learning tasks, activities, learning ob-
  • 12 jects and by individual tutoring. The use of multiple learning styles simultaneously in all learning events ensures 9 successful learning for all students. Authentic learning Learning is considered to be most efficient in an authentic context and situation. e-Learning processes and courses are planned so that students can learn and study in their own preferred way without leaving their own de- sktop. Authentic learning as a pedagogical approach with pedagogically designed learning assignments makes it possible to combine working and studying smoothly, and the skills acquired are applicable in the work. Teachers have the option of studying while working. They can apply the learning theories and subjects at once in students’ work. Functions Progressive inquiry / problem-based learning is used with mental simulations, learning objects and learning projects when it is needed to support the development of expertise, like problem solving, inferring, evaluation and for other expert-like cognitive processes and meta-cognitions. Each element of the learning process (learning tasks, learning objects, simulations, demonstrations, scenarios, tutoring i.e.) has a defined pedagogical function, such as creating cognitive activating, context creation, problem setting, hypothesis testing, conclusion drawing, information resource, collaboration dialogue, reflection or evaluation. Material – learning path Learning materials like textbooks are structured and organized by the learning objects that follow the learning process or the learning path of the course. Learning objects are atomic and unitary units of the learning material with a pedagogical aspect. Learning objects are re-usable, both in the sense of the context and in the sense of the pedagogical process. Media elements used in the learning objects are pictures, diagrams, photos, video clips and audios. Learners can also use learning materials on their mobile devices, like PDAs, mobile phones, iPods and other MP3 or media players. Educast and podcast learning materials are provided to support more flexible learning and mobility. Students can for example listen to audio clips, when driving. Pre-testing, follow ups Assessment in the courses is based on the goals of learning and on evaluation criteria. Assessment is focused on the process of the development of students’ expertise and on the knowledge and skills that students have after the course. There are different tools and methods that can be used for assessment in the course. Multiple choices and similar automatic tests provided by OPIT learning platform can be use for pre-testing, self-evaluation, middle check-ups, and for post-testing and follow ups. The results of the test are saved on the learning platform so that the tutor as well as the learner can observe the development process and, for example, print out the results. In addition, the automatic test, assessment based on the students’ answers on learning tasks of portfolio assessment may be used. Degrees and courses passed are saved on the database by the learning environment and a digital certificate can be posted to students. Tutor Feedback Tutors and sometimes courseware can provide immediate feedback for students when it is needed. This im- mediate feedback is not just a simple ”right or wrong” answer, but a more sophisticated kind of feedback that facilitates students’ processes of reflection, understanding and own inferences. The feedback always gives students a deeper insight. The use of immediate feedback provides, for example, short cuts to students and makes the learning process and its content more adaptable for students with different backgrounds and varying prior knowledge about the subject. OPIT– the learning platform - no prior experience needed The interface of the OPIT eLearning platform is especially customized to be easy-to-use for students who have no prior experience with e-Learning. This enables all students with different kind of digital literacy, computer
  • 13skills or cultural background to participate in courses. Courses are designed to be goal oriented and explicitly 10describe the learning processes for the students. The learning process contains a series of learning situations– small modules that are linked together. Learning situations are unitary pieces, study sessions for students withdurations varying from one to three hours. Some learning situations may contain learning tasks, with learningobjects and other reference materials; other learning situations may be designed for collaboration on the discus-sion forums. Students can proceed from one learning situation to the other based on her/his own learning needs,speed and pace.Active learnersEducationFinder develops courses by using the best global practice and students’ own knowledge and skillsto show their previous knowledge. Course structures shall in common activate and stimulate learners to sharetheir way of thinking, acting and learning. By including the learners in the knowledge building everyone willbe winners. All the learners can read and listen to others’ points of view in the discussion forums, moderated bystudents or/and by teachers. But the responsibility to include the discussions in the learning process cannot beleft out. In this case also the tutor, expert and teacher are learners. This collaborative process always develops thecourse.Description of the design and development processThe courses are developed according to the following process based on the objectives of learning that derivefrom the student’s learning process guided by pedagogical methods. The most typical design team of a courseconsists of a pedagogical e-Learning expert, an instructional designer, a web designer, a tutor/teacher and anexpert in the particular subject.The representatives of the target group evaluate the course before piloting andlaunching.Design documents in the developed process of a course1. Course specification, containing objectives, list of content, assessment criteria and framework forpedagogical methods.2. Learning process documentation and flow-chart, containing the structure of the course with detailed designof various learning sessions (small modules), description of pedagogical methods and practices, themes of lear-ning assignments, plan for learning materials, assessment tools and methods, as well as definitions of the tools oflearning environment will be used.3. Course implementation plan, containing information on how the course will be carried out, what kind oftutoring is available and when, timetable and other practical issues.4. Quality assurance plan, containing detailed specification on how the course and e-training / e-learning isevaluated.5. Course documentation, containing all the documentation needed for various stakeholders.6. Course report with quality documentation and evaluations, is done after implementing a course, containsstudents’ and teacher’s feedback, evaluates quality and needs for further development.Presentation of the content and testing strategiesThe content is presented in the courses in the commonly used media formats that can be used by the target groupwith their computer (with defined requirements). Learning materials in the courses can include text, pictures,diagrams, animations, videos, audios and interactive exercises. Learning materials are organized as learning ob-jects that are highly reusable in various settings. Learning materials are stored in the database that allows versioncontrol when learning objects are easy to link to other courses too. In addition, the learning platform enables thestudent to produce and publish own content in various media formats (e.g. own pictures, video clips and audios).
  • 14 List of media that can be used 11 Media formats that can be used in the learning platform: Text html, doc, pdf, rtf, txt Pictures, photos jpg, gif Videos rm, avi, mov, mpeg, flash Audios wav, rm Animations gif, rm, avi, mov, mpeg flash Other Any other working locally on the workstation Testing strategies Testing of the courseware and learning materials can be divided into three categories: a) Technical testing done by the technical provider of the learning platform. Ensuring all the technical features working properly and follow the specifications. (Includes testing with various works stations with defined requi- rements). b) Usability testing done in collaboration with the technical provider of the platform. Ensuring the usability (user-friendliness) and pedagogical usability of the courses, learning objects and the content. c) User tests and piloting done with real users in order to test new developed courses and materials as a whole. Pedagogical testing and testing of the quality of the content is described in the quality control section. Quality control – Dynamic assurance The MKFC Quality policy with e-learning includes core values of the MKFC Education policy and Enhancing the quality of e-learning value. The core values need a dynamic assurance approach. e-Learning needs to provide evidence that change has occurred and that the future has been influenced besides that the students obtained the skills they were promised. MKFC uses the ISIT-quality system for services of Education (built on the ISO ). e-Learning quality process for e-Learning performances - Knowledge about quality development for general orientation and selection - Experience with instruments for quality development and clear strategies with goals - The courage of modification and innovation to evaluate existing tools after quality measures and to adapt new concepts and create new approaches - Transparency in order to get more feedback from stakeholders, and being public Pragmatic approach The e-Platform based e-Learning has succeeded in raising the students’ examinations to 96 %. The nature of quality development is a constant dynamic, modifying process of the offered educational services to the target groups. This is necessary for the dynamic nature of quality in education in general, and e-learning in particular. EducationFinder and MKFC have included a training in quality development for employees and students to make the learning action competent. Through several quality validations regularly achieved, we get constant information on how the students expe- rience the courses, the pedagogical approach, the workflow, the workload, the tutoring feedback and so on. We also get feedback on the user’s experiences when it comes the technical dimension. With this information we know at an early stage in what direction we shall develop the courses and on which technical platform we should focus. We are dynamic and the steps from decision to implementation must be short and efficient. The quality assurance shows: What was the nature of the changes; the relationship between technology and change What stimulated the changes Which were the change agents How the process was planned Which model of the changes was adopted Which were the outcomes of the changes
  • 15Quality Development Cycle in the e-Learning process 12- Decision Phase, strategy with measurable goals, once a year- Realization Phase, measurement twice every course- Analyzing Phase, twice a yearThe Concept and Practice of End-to-End eLearning™- Incorporation Phase, continually MKFC is a member of The European Foundation for Quality in eLearning(EFQUEL) which is a European membership organization. EFQUEL’s mission is to enhance the quality ofe-Learning in Europe by providing services and support for all stakeholders. EFQUEL is built on principles ofdialogue and inclusiveness to promote excellence and innovation to achieve Learning Europe. It is an initiativeof the Triangle project funded by the European Commission. The portal provides a unique forum for information,research, networking and debate on innovation and on the best practice in e-Learning quality.EFQUEL Quality of e-LearningEuropean membership organization. EFQUEL’s mission is to enhance the quality of e-Learning in Europe byproviding services and support for all stakeholders. EFQUEL is built on principles of dialogue and inclusivenessto promote excellence and innovation in order to achieve Learning Europe.International eLearning in Africa, Asia and Arabic CountriesMKFC Education Finder has carried out Teacher Training in several level of educations in Somalia, Eritrea,Pakistan, Ghana, Kenya, Palestine, Burkina Faso and Rwanda.The Teacher Training is embedded in teacher’s school work. eLearning are combined with local workshopstogether with the surrounding society and local representatives.Other eLearning initiatives are Public Health, Social Media and Community Actions Plans. Community ActionsPlans are embedded in different kind of communities and supports changes with practical actions. Social Mediauses as a tool in Teacher Training, Community Actions, Journalism and in Elections.eTeacher Training in Authentic Environmentshttp://www.stockholmcollege.se/category/education/teacher-training/Somalia 2008- 2011http://albaraka.wordpress.com/Primary and Secondary Teacher TrainingAl-Baraka Elementary Intermediate and Secondary Schools.Results Al-Baraka schools are working practical with new media forms as multimedia, digital pictures fordocumentation and web tools.ICT Tools used in SomaliaUSB with learning materialComputers without InternetInternet connected computersMobile phones for receiving updates about the courseMobile phone cameras and digital cameras for documenting learning processesSkypeLearning Management SystemSocial Media ForumsReference: Director of Al-Baraka Schools Nuur Maxamed Yoonis albaraka2000@hotmail.com. 00252-2-4137390Ghana and Kenya Primary Teacher Training 2010 - 2011http://www.ecapghana.org/ and http://kenya.mkfc.se/Teacher Training with St. Annes and Thorn Tree Primary Schools, Ongata Rongai in KenyaResults : The possibility of learning ICT with their normal teaching, the changes they have seen in their studentse.g renewed interest in Learning.Teacher Training Ghana was started in October together with the Kenya Teacher Training in 3 schools.Results: Action for Tra c Safety and Clean Water.
  • 16 ICT Tools used in Ghana and Kenya 13 USB with learning material Computers without Internet Internet connected computers Mobile phone cameras and digital cameras for documenting learning processes Learning Management System Social Media Forums Skype Reference Ghana: Director of eCap Ghana Kay Obiri-Mainoo don2wise@yahoo.com +233 249694020 Kenya: Director of eCap Kenya Eva Kagiri eva@mkfc.se Pakistan Primary and Secondary Teacher Training 2009- 2011 http://tt.pakistan.mkfc.se/ Teachers from different schools, colleges and universities have been enrolled. Results: Teachers from the school and organization Fasial Public Schools who participated in MKFCs teacher education will continue to mentor and disseminate teacher training in Pakistan. And FPS teachers won MyMobileMyLife Competition with Mobile apps for Hygien for Rural Areas. Local workshops are arranged by the FPS to spread and consolidate the method of school change, together with government and civil society. ICT Tools used in Pakistan USB with learning material Computers without Internet Internet connected computers Mobile phones for receiving updates about the course Mobile phone cameras and digital cameras for documenting learning processes Mobile SMS system in Pakistan to update pupils when school in closed about health and subject issues in Urdu. Learning Management System Social Media Forums Skype Reference: Director of Faisal Public School Babar Maqbool Khan bmk0333@yahoo.com. 092-300-9635956 Burkina Faso 2010- http://burkina.mkfc.se/ 21 uneducated Pre School Teachers participate in the course from six villages in Burkina Faso. The online teacher training is a continuation and development of a face-to-face pre school teacher training that has been ongoing since 2000. The three-year online teacher training train uneducated Pre School Teachers with modern pedagogic and methods embedded in working. ICT Tools used in Burkina Faso USB with learning material Computers without Internet Internet connected computers Mobile phones for receiving updates about the course Reference: Local Partner AAEPC (Association des Amis des Elus du Plateau Central) Project Manager Charlemagne Kaboré ckabore90@hotmail.com Palestine eTeacher Training 2010 http://kpitie.najah.edu/English/ http://www.stockholmcollege.se/tag/an-najah-university/ e-Teacher Training programme together with An-Najah University, Korean-Palestinian IT Institute of Excellence in Nablus Palestine. Results: The teachers developed several different projects : Digital registration system for students, Wiki for documenting, swimming styles and methods in Physical Education, Wiki for General Biology Electronic self assessment for pharmacology students to transform theory into practice, Learning material for blended learning biochemistry. Creating a structure of working with social media and extending the classroom combined with produced learning objects together with students. Learning material for Aesthetics course integrated with Wiki and Youtube, ICT Learning object for immigrants, Movie about standards for e-learning on OCC and SCORM, ICT community and web pages for Java programming.
  • 17ICT Tools used in Palestine 14Internet connected computersSkypeLearning Management SystemSocial Media ForumsReference:Eng. Khalid Barham Director, Korean-Palestinian IT Institute of Excellence An-Najah National University.Of ce: +970-9-234-5113-5, x2423 kbarham@najah.eduRwanda eTeacher Training for Primary Teacher Training Colleges 2011-http://www.kie.ac.rw/Kigali Institute of EducationLearning results / indicators: Teachers at Teacher Training Colleges have access to online collaborationTeachers have built and continue to develop online social relationships in their teacherprofession, Teachers are connecting, interacting and sharing experiences, eLearning has developed and startedaction and problem based learning, have created memberships in global communities, Utilization of learningservices are provided .Research fromICT Tools to be used in RwandaUSB with learning materialComputers without InternetInternet connected computersMobile phones for receiving updates about the courseMobile phone cameras and digital cameras for documenting learning processesSkypeLearning Management System, OPIT, Social Media ForumsAssociated partnershttp://www.uef. /uef/englishSchool of Applied Educational Science and Teacher Education, University of EasternFinland Professor Tuula Keinonen will be the responsible researcher andwill follow the learning processes as well as continually report about the results.Conduct research and secure a sustainable development. Professor Tuula Keinonen will be the responsible researcher andwill follow the learning processes as well as continually report about the results.The aim of the co-operation is to develop and conceptualize the full eLearning Teacher Training forinternational quali cations. In the rst phase joining the teacher training in Rwanda for better understanding the eLearningand teacher training idea in its full context.Research and development areas:Research based development of learning environments focusing on learning processes, environments,authentic learning in society and eLearning.Mixem SolutionsMixem Solutions allows using mobiles for communication between students and tutors. It helps to engagestudents and teachers in creating their own community sites.With mobile phones connected to the program, students and teachers can use social networking andcommunity services together with an access gateway to content http://www.mixem.com/Reference:Dr Celestin NTIVUGURUZWADirector of Centre for academic Practice and DevelopmentKigali institute of educationntivuguruzwac@yahoo.fyTel: (+250) 788413463, (+250) 750419976Pakistan Teacher Training in Service 2011-PartnerGovernment College for Elementary Teachers MultanCentre for Faculty Training, Skills and Resource DevelopmentKarakoram International University
  • 18 Content 15 Two-year diploma and four year under graduate teacher education based on Pakistan curriculum. In-service teachers training, Pre-service teachers training ICT Tools USB with learning material Computers without Internet Internet connected computers Mobile phones for receiving updates about the course Mobile phone cameras and digital cameras for documenting learning processes Learning Management System Social Media forums References: Mr. Muhammad Kamran Vice Principal GCETM ksuccesss@gmail.com http://gcetm.org/ Prof Dr Jill Taylor Dean of Humanities Director; Centre for Faculty Training, Skills and Resource Development Karakoram International University jillian.taylor@kiu.edu.pk http://www.kiu.edu.pk/ Public Health Rural area Community health in Ghana Niliyungdo Ghana 2009 - 2011 Results: -Health Awareness: The Village Niliyungdo. Health Awareness project in the village, community members took part transforming their village : reduce malaria, reducing the transmission of air bone diseases, and providing clean drinking water for the community to use instead of drinking directly from the river. The community built up a new school for 400 children. -Environmental Awareness: Through the Environmental Awareness program, community members arranged to have a set period for the whole village to be swept. From cleaning contaminated places where mosquitoes breed, lling still ponds, clearing the compound of bushes. -Educational Awareness Before the start of the CAP project, about 115 children were attending school. Parents were sending their children to work on the farm instead of going to school. It was therefore necessary for eCAPGF to educate the community on the importance of a proper education for the children. By the end of the educational campaign, the number of children attending school had risen to over 400. A new school was constructed by the community members as well. Through the educational campaign, we were able to send 2 additional teachers to Senior Secondary School to come and help educate the rest of the community members. -Sharing Awareness Kumasi - Feb. 2010 MKFC/eCAPGF held a 4 day workshop on Health Awareness for 30 schools in Kumasi, the workshop served as a starting guideline for the schools to implement and follow in reducing the health risks in schools and in the homes. It was through such workshops that the traf c safety project was started. -Traf c Safety in Kumasi - Sept. 2010 eCAP Ghana along with Ghana Education Service (GES) and Transport Safety (TS) started a traf c Safety Project in Kumasi to correct the dangers facing children in traf c. The Project started with staff support from GES/ TS and is currently ongoing. We have targeted over 50 schools in the slums to participate in the Traf c Safety Project. - Health Awareness Workshop in the Brong Ahafo Region - Dec. 2010 Indication from the Ministry of Health states STI is very prevalent among the youth and middle age women in Ghana, STI infected individuals are at a much higher risk of acquiring HIV. Most STI are A Symptomatic among females, the complications of STI are very grave. eCAP Ghana Foundation took up STI information to the youth, in-school and out-of-school. This project targets at-risk communities, with over 20 schools altogether.
  • 19ICT Tools used in Ghana 16USB with learning materialPortable laptops used in the village (no Internet or electricity)Mobile phones for project manager to ask questions and receive information while in the villages.Internet connected computersSMS for awareness campaignsSkypeLearning Management SystemSocial Media ForumsReference : Director of eCap Ghana Kay Obiri-Mainoo don2wise@yahoo.com +233 249694020Treating traumatised women and their families in DR Congo 2010 -Project initiated by Dr Mukwege, through the international network Yennenga Progress together with the StockholmUniversity, to train trauma treatment to a large number of local health care workers all over DR Congo withCognitive Behaviour Therapy as the method carried out with ICT.ICT tools to be used in the projectUSB with learning materialInternet connected computersLearning management system for Internet Based PTST educationMobile phones to train bare foot psychologists in 300 places in DR CongoReference. Stina Berge, Director of Yennenga Progress stina@yennenga.se +46 (0)735176200Pakistan 2011 Preventative health programme to mothers and school childrenPartners: Karakoram International University (KIU), Stockholm University, Department of computer and systemsciences (DSV) and local NGOs in Gilgit.Learning results / indicatorsReduce the rate of preventable illnesses in the most vulnerable people of Gilgit/Baltistan, Pakistan (women andchildren).1. Develop and deliver an accessible and contextually relevant preventative health programme for each of thetarget groups (women and children) in Northern Pakistan.2. Identify the appropriate combination of technologies to deliver the developed preventative health programmes.3. Develop and deliver training in the use of the technologies required to access the preventative health programmes.4. Spread the preventative health programmes using a “viral” train-the-trainer model & monitor.ICT tools to be used in PakistanUSB with learning materialComputers without InternetInternet connected computersMobile phones1:1 computingvideos with voice overReferenceProf Dr Jill Taylor, Dean of HumanitiesDirector; Centre for Faculty Training, Skills and Resource DevelopmentKarakoram International Universityjillian.taylor@kiu.edu.pkhttp://www.kiu.edu.pk/
  • 20 Social Media 17 Nigeria 2010 - 2011 TV program production Traf c Safety and Radio Program production in the areas of Clean Water, Clean Hands, Hygiene, Sanitation and Nutrition. Reference: Raymond “Ehi” Enakimio / One House www.onehouse. info@onehouse. , tel. +358 (0)41 530 4136 Youth for Youth 2011 Support of peaceful elections 2011 ICT tools to be used in the project USB with learning material Internet connected computers Online video Radio program, podcasts Mobile phones for awareness programs Social Media forum Skype Learning Management System Social Media Forums Facebook, Twitter, Blogs Social Media for leadership and democratic development 2011 Social media course is introduced among the youths to sensitize them how important media is and empower them with a better understanding of the use of ICT to foster democracy, free and fair election. April National-Elections. ICT Tools used in Nigeria Mobile phones Computers without Internet Internet connected computers using twitter, Face Book and other online communities for improving participation. Digital cameras Learning Management System Partners Net Educational Advancement Initiative Coalition for Youth Policy Implementation in Africa, CYPIA. Reference Abiola Hamid (Nigeria) Adviser, Youth and Chapter Development Centre for African Affairs and Global Peace (CAAGLOP,UK) +234 80 2991 4991 & +234 81 8601 0906 abiola.hamid@caaglop.com Social Media / Journalism Ghana 2009-2010 Ghana Institute of Journalism (GIJ) participated in Social media / Journalism Results: Better understanding about gender equality, proper journalistic ethics, and the meaning of freedom of speech, all within social media. More practical topics were lessons about the actual devices and applications of social media, such as wikis, blogs, twitter, mobile reporting, and Facebook. Reference; Lecture and Project Manager: Kodwo Jonas Anson Boateng kodwo.boateng@gmail.com ICT tools to be used in the project Internet connected computers. Mobile phones for reporting and documentation of news Social Media forums, Skype, Learning Management System OPIT
  • 21Transnational EU – Pilot projects within e-Learning: 18PROCADRINLeonardo da Vinci Projectwww.ProCadrin.eu ( 2008-2009 )MKFC acts in the EU Leonardo da Vinci Transnational Pilot Programme as co-developer in Driving LicenseTeacher Training. Project Manager from MKFC is Marja-Riitta Ritanoro. Lessons from this project tooks toAfrica. It called Traffic Safety. Both TV and Radio Programs have been created as part of thecontents.www.reBlending.seMKFC acts (2005- 2007) in the EU Leonardo da Vinci Transnational Programme as co-developerof the concept and technical architecture in “Just in Time reBlending – Blended Learning Methods and MobileTools in Vocational Education” project. Project manager from MKFC is Marja-Riitta Ritanoro.Just in Time reBlending is made to manage real life situations when a person has to communicate in a foreignlanguage. Just in Time reBlending will be used in the vocational education at universities, colleges and in com-panies.Partnership: In the transnational pilot project Just in Time reBlending (pilot, first time practised innovativeproject) there are nine partners from five EU countries. The countries are Germany, France, Baltic, Sweden andFinland. The education partners are two universities from Finland, one university from Germany and MKFC,Sweden. The working life Chamber of Commerces in Germany is represented as the user of the method.The products are An open source e-Learning communicative LMS platform with embedded podcasting. Functionto mobiledevices as phones and MP3/iPod players. Language courses using interactive multimedia, video, audioand text, available for people who at the same time have their jobs.Content and ICT method: Foreign Language Learning in the authentic work life situation. Just in Time reBlen-ding is used in vocational education at universities and in companies. Embedded education is about how to meetlearners needs when they are not attending the classroom but are using digital devices.Free to use: Just in Time reBlending e-Learning platform and education is free to use and can bedownloaded from the website.Lessons learnt: Use mobile for learning. EF started MyMobileMyLife workshops to create new contents tomobiles 2010. The Pakistan application won the prize. The content was hygiene for rural areas.www.webfair.seIn the EU Leonardo da Vinci Programme transnational the project Web Fair Tool, MKFC acted (2002- 2006 ) asa co-developer of the concept and the technical architecture of the open source software with the content of FairManagement. Project manager from MKFC was Marja-Riitta Ritanoro.Partnership: In the www.webfair.se transnational pilot project (the pilot is first time practiced innovative project)partners came from three countries and five partners the German and Finnish Chambers of Commerce, two Uni-versities from Finland, Estonia consulting, and MKFC Sweden.The products are an open source e-Learning platform, an embedded Web Fair Tool and an embedded vocationalin the work course.Content and ICT method The Web Fair Tool was made to manage the International Fairs. The Fair Tool is usedfor vocational education at universities and in companies. The education is about how small companies manageto take part in big international fairs. Companies can print out the whole fair process as a fair book for reuse.Free to use: This program is free to use and can be downloaded from the website.
  • 22 National EU projects 19 eLearning project in rural area www.Venjanglob.se In the national EU Sokrates Program/pilot project VenjanGlob (2001–2003) in a rural area in Sweden, MKFC was the project leader. Project manager from MKFC was Marja-Riitta Ritanoro. Goal: To turn the rural village of Venjan with 442 inhabitants into the world’s first e-Knowledge Village. The local knowledge, such as building sustainable timber houses, values as darkness, cold climate, clean water, silence and a green Eco village, were in focus. The hindering factors were high unemployment, a low education level and an aging population. The international knowledge was available on the net. The e-learning could be connected to the face-to-face summer courses in the beautiful and clean “Venjan Knowledge Village“ with good managing of e-Learning and focusing on disabled persons’ e-Learning and e-Working. Results: The eLearning Center was constructed. It organized Teacher Training for primary school teachers and pupils. The pupils and teachers were connected internationally by ENO. A vocational adult education within tourism started in order to stimulate tourism and is still running. The summer meeting was vitalized with new vi- sitors. Several unemployed people found new jobs or created jobs by their own. Three International Universities gave accreditations to run their courses on the net. Lessons learnt : The problems in rural areas are quite the same in developed countries as in the developing: The teaching paradigm is difficult to change into a learning paradigm if the top of the community is not supporting the idea. All the possibilities are available. Education should use an increasing amount of ICT tools to provide continued education in the interests of individuals and their communities. The education costs will be lower with higher quality, and the quality of life for rural areas will be better. eLearning project CFL, Flexible Health Education (2006-2007) (CFL, Swedish Agency for Flexible Learning ) Telephone: +46 70 6034253 MKFC acted as the project leader of two e-Learning health care courses: 1 year preparation course for immi- grants and refugees, and 1 year vocational college course. Workplace training practice was included, but many students were on their working place all the time. A total of 57 full time students were engaged. The project leaders from MKFC were Newal Chahrstan and Tarja Hannila. Full flexibility–no face-to-face obligation Vocational HealthCare Courses were on the e-Learning platform. Podcasting/Educasting were added onto the platform. Podcasting included all course material and assignments (audio, video, TV, radio and multimedia) to digital devices. Digital devices: Mobile phones, iPods, MP3-players. Embedded apps on the e-Learningplattform Digital Coursebooks on the digital library Ellibs. SpeakIT (Voice reading text robot). ReadRunner (program easing reading on the screen). Skype (Internet telephone with possibility to invite outside experts). PLP, the Personal Loggbook for the learner. Digital portfolio (Learners’ own knowledge bank: learning process, examinations, CV). E-mail connection with tutor and other learners. Chat connection with tutor and other learners. Calendar, personal and for groups. Embedded Web template for quality measurement. Visibility is part of quality. Lessons learnt: You can make it happen, too!
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