Grassroots duplicibality e la 2010 final

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elearning africa 2010 presentation on grassroots projects

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  • Group work: one question per group depending on interest?
  • , to be spent in the College according to own wish – though the person who earned it to have a big say in the spending!
  • Grassroots duplicibality e la 2010 final

    1. 1. Duplicability of Grassroots concept to inspire educators to use ICT in education<br />May 26th 2010, eLearning Africa Conference, Mulungushi Conference Centre, Lusaka, Zambia<br />By Leonie Meijerink, VVOB Zambia<br />Sofia Dopper, Delft University of Technology, the Netherlands<br />Bart Cornille, VVOB Zamibia<br />
    2. 2. y<br />
    3. 3. Programme<br />
    4. 4. Our Slogans<br />“Learn to use & Use to learn“<br />From “learn to use” to “use to learn”<br />
    5. 5. Outcomes<br />By the end of the session participants will: <br />Have been exposed to a large number of practical experiences of how an individual teacher or lecturer can use ICT in education in an innovative way at grassroot level <br />Have explored how you could use some of these practical experiences in your own context, whether it being a western university or a community school teacher from a rural area.<br />
    6. 6. Outcomes cnt.<br />Have explored which aspects of the grassroots concept have helped to motivate and inspire lecturers and teachers.<br />Have discussed ideas on how to organise a similar project in your own context, whilst maintaining the values of grassroots: appreciate, support, guide and reward.<br />
    7. 7. Target Group<br />‘Grassroot level' <br />‘Educators’ who would like to learn how to inspire others or be inspired themselves to start using ICT in education in an innovative way. <br />organisations or policy makers supporting (educational) institutions. <br />comparing an advanced level, of Delft University of Technology to a similar project at beginners level of Colleges of education and community schools in Zambia<br />Conclusion: all levels are welcome. <br />
    8. 8. Levels in the group<br />What is your level of experience and expertise in the use of ICT in education? <br />
    9. 9. ‘Our’ Grassroots projects (1)<br />The Netherlands <br />Zambia<br />
    10. 10. Grassroots in the world<br />Delft University of Technology,<br />The Netherlands<br />Zambia, Colleges of Education & community schools Kabwe<br />
    11. 11. Delft University of technology<br />Context of Case study:<br />
    12. 12. Grassroots<br />Canada: from “learn to use” to “use to learn” <br />Grassroots are:<br />Small ICT projects initiated by individual lecturers <br />Ministry of Education in the Netherlands introduced Grassroots programme in basic education and vocational education<br />Grassroots programme for university level (Surf foundation) <br />
    13. 13. Grassroots at Delft University of Technology <br />Round 1 05/06: TPM department: 13 lecturers<br />Round 2: 07/08: TU-wide: 60 lecturers spread over all 8 departments – 6 themes: Social software, Laptops, Recorded lectures, Gaming and simulation, E-assessment, Digital whiteboards<br />Round 3: 09/10: TU-wide: 40 lecturers – 3 themes: Activate with ICT in classroom, E-assessment, Blended learning<br />Round 4: start september 2010<br />
    14. 14. What is grassroots?<br />Staff support and development related to ICT in Higher Education<br />Small scale ICT-projects initiated by lecturers<br />Bottom up approach ICT-projects<br />
    15. 15. Why grassroots?<br />Stimulate lecturers, with little or no experience with ICT, to get a feeling for using ICT<br />Increase the use of ICT in education in your institute<br />
    16. 16. What are the strengths of grassroots?<br />T Technical support<br />E Educational support<br />A Appreciate and reward the investment of lecturers<br />
    17. 17. Why is grassroots succesful?<br />Lecturer is the owner of the idea<br />Stimulating creativity of lecturers<br />Great dissemination value by using<br />Grassroots website<br />
    18. 18. Workflow grassroots<br />1. Tender: call for grassrootprojects<br />2. Jury selects grassrootprojects - groups<br />3. Teachers carry out their grassrootproject – educational and technical support<br />4. Dissemination of results and rewarding teachers<br />
    19. 19. Methodology teachers <br />
    20. 20. What kind of grassroot project would you come up with?<br />
    21. 21. Example Social software group<br />Problem:<br />100 students had to do a design assignment within the same theme, but students never saw eachothers work and teacher needed a lot of time to monitor the process<br />Solution:<br />wiki: each student has a page to present their own design. Students visit eachothers sitesand give feedback. So students learn from each other and see diversity to approach a theme: inspiration!<br />
    22. 22. Example wiki<br />
    23. 23. Example wiki<br />
    24. 24. Example Laptops group<br />Problem:<br />System dynamics: ca 100 students.<br />Students were not able to apply theory from lectures into the computer practicals which were scheduled some days later. <br />Solution:<br />Laptops to integrate the teaching methods lectures and computer practicals. Knowledge is applied immediately. More students passed the exam.<br />
    25. 25. Example Activate with ICT in class group<br />http://collegerama.tudelft.nl/mediasite/Viewer/?peid=1173b2488246460a96046ddec01ae77e<br />Problem:<br />470 students, how to activate and interact with <br />such a large amount of students? They even <br />didn’t fit in one lecture room (max 300 students).<br />Solution:<br />Turningpoint Responseware software which allow students to respond to MC questions by using their mobile phone or laptop, combined with clickers and recorded lectures. Students are more involved and activated. More discussions in class. Offers teachers immediate feedback.<br />
    26. 26. Lectures in 2 lecture rooms(foto’s from TUDelta. 36)<br />
    27. 27. Example Gaming & simulations group<br />Problem:<br />Students didn’t understand the basic concept behind the enery market. Game (pen and paper) proved to be helpful. But very time consuming for teacher. <br />Solution:<br />Game transformed into a game played via the Internet. Groups of students run an enery company. More realistic, less time consuming for teacher although great insight in learning process.<br />
    28. 28. Different contexts<br />World average: 25.6% (September 2009)<br />Netherlands<br />14,304,600 Internet users in Sept/09<br />85.6% p.r., per ITU. (Average of Europe is 52% Sept 2009)<br />5,807,000 broadband subscribers as of Dec/09, per ITU.<br />Zambia<br />700,000 Internet users as of June/09, <br />5.9% of the population, per ITU. (Average of Africa is 6.7% June 2009)<br />5,700 broadband internet subscribers as of Dec/09, per ITU.<br />Taken from http://www.internetworldstats.com/ (May 20th, 2010)<br />
    29. 29.
    30. 30.
    31. 31.
    32. 32.
    33. 33. ICT/ Internet at Colleges of Education in Zambia<br />
    34. 34. ICT Challenges at Colleges of Education in Zambia<br />
    35. 35. ICT in Community Schools in Zambia<br />
    36. 36. DISTRIBUTION OF ICT MATERIALS AND TRAINING <br />Slides by Andre Irabishohoje, VVOB Zambia<br />
    37. 37. ICT USE IN COMMUNITY SCHOOLS<br />At a very beginning stage<br />School administration and records keeping<br />Pupils entry for national exams<br />Planning lessons<br />Basic use of educational software e.g. Wikipedia, geogebra, encarta...<br />
    38. 38. CHALLENGES OF ICT IN COMMUNITY SCHOOLS<br />Under funded schools, which might compromise sustainability of ICT use<br />Poor physical infrastructuture and no power supply in most of the community schools<br />Too expensive access to internet <br />Lack of experience in ICT integration in education<br />Lack of ICT technicians in rural areas<br />
    39. 39. Zambia Grassroots Projects<br />
    40. 40. Zambia Round 1: Jury Meeting & Criteria<br />40 proposals - 25 passed<br />Jury Meeting: <br />MoE, Grassroots consultant, <br />VVOB Zambia<br />Criteria:<br />introduction of something new at your college, institution<br />will benefit education<br />should be potentially interesting for others to copy <br />should be a challenge for you, compared to your skills now.<br />should be clearly explained and have a rough planning.<br />should follow, be in line with action plans at your College of Education, institution .<br />
    41. 41. Planning<br />Mentoring, E-coaching<br />
    42. 42. Expert Group: Find, Search, Collaborate<br />
    43. 43. Expert Groups<br />Group 2: Audio, Visual and Video Learning<br />“Those who make a <br />distinction between <br />education and <br />entertainment <br />don't know the <br />first thing <br />about either.“ <br /> -- Marshall McLuhan<br />CLCE Video enhanced Physical education <br />Sacred Heart<br />Visual Learning<br />Kasama Podcast<br />
    44. 44. Expert Groups<br />Group 3: Gadgets and Tools<br />Mentor: Pier Goudappel<br />
    45. 45. Expert Groups<br />Group 4: Language and Maths<br />Mentors: Lieve Leroy and Hans Casier<br />
    46. 46. Expert Groups<br />Group 5: Hands-on ICT <br />Mentors: Andre Irabishohoje and Lukonga Lindunda <br />
    47. 47. Agreement Working Together<br />The role of the mentor in grassroots is:<br />Give feedback<br />Give advice on how to balance responsibilities, set professional priorities and action plans. <br />Help to find technical/subject matter inputs and resources. <br />
    48. 48. Agreement Working Together<br />The role of the mentor continued:<br />Empower participants to take responsibility for their own project, experience and learning. <br />Organise meetings with the ‘peer group’. <br />Create linkages with colleagues from other institutions.<br />
    49. 49. The website<br />On the website www.grassrootszambia.webs.com<br />All detailed information can be found.<br />Formats and documents can be downloaded<br />Criteria and conditions can be found!<br />Regulations can be found<br />Participants can chat on the forum<br />Participants can be updated about news<br />
    50. 50. The website<br />
    51. 51. Questions for discussion in groups<br />Choose I. Or II.:<br />Make a flipchart in which you write or visualize:<br /> How would the concept of grassroots project be transferable to your situation? <br /> Use the examples for inspiration<br />II. Discuss your own challenges in the use of ICT in your organisation/class. <br /> Come up with a grassroot proposal to solve this situation. Use the examples for inspiration. <br />
    52. 52. Follow up questions I: How would the grasroots concept be transferable to you?<br /><ul><li>How would you organise recruitment?
    53. 53. Which criteria are important for a jury?
    54. 54. How would you coach/mentor/professionally guide participants?
    55. 55. Would you choose a reward and if so, which reward would you choose?
    56. 56. How will reporting take place for each of the projects?
    57. 57. How would you disseminate the projects?</li></li></ul><li>Follow up Questions II. <br />Does your proposal follow the criteria:<br /><ul><li>Is it a challenge for you?
    58. 58. Is it potentially interesting for others to copy?
    59. 59. Is it sustainable?
    60. 60. Is it affordable?
    61. 61. ....</li></li></ul><li>Plenary Jury<br />Act as a critical jury to each others’ proposals<br />I. Will this grassroots project be a success?<br />II. Would you select the proposal?<br />
    62. 62. Summary of similarities between Delft and Zambia<br />In both case studies:<br />successful grassroots project took place.<br />Grassroots projects are based upon individually motivated teachers, or lecturers who choose to explore a specific tool for the use of ICT in the classroom. <br />They received expert guidance .<br />They received a motivational reward. <br />
    63. 63. Shared Successes<br />Empowered ‘proud’ lecturers<br />A lot of enthusiasm and commitment<br />Others want to have a project too!<br />Proof of practices changed in the classroom<br />Students are positive<br />Marketing, it’s an appealing concept<br />
    64. 64. Some differences DUT/Zambia<br />Low cost – High impact (DUT)<br />High turn over Lecturers (Zambia)<br />Outsourcing of work (Zambia)<br />Internet/ email access (Zambia)<br />Role of the mentor (Zambia)<br />
    65. 65. Way Forward?<br />Grassroots Delft<br /> Grassroots Zambia<br /> Grassroots Africa<br /> Grassroots: <br />Battle of the Continents?<br />
    66. 66. http://www.icto.tudelft.nl/fileadmin/sites/icto/ICTO_inhoudelijke_content/Grassrootspagina/web_TUDelft_Grassroots_boekje_EN.pdf<br />http://www.icto.tudelft.nl/en/ongoing-projects/grassroots/tu-delft-grassroots/<br />http://grassrootszambia.webs.com/<br />http://www.vvobzambia.blogspot.com/<br />

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