More Related Content
What's hot
What's hot (20)
Similar to eLearning Roadmap ICT4D Conference 2017
Similar to eLearning Roadmap ICT4D Conference 2017 (20)
Recently uploaded
Recently uploaded (20)
eLearning Roadmap ICT4D Conference 2017
- 1. eLearning Roadmap Steps, Concepts & Tools Jodi Lis 15 May 2017
- 3. Where we visit? Zambia In-service for health providers Ghana midwifery & community nursing schools
- 4. Zambia In-Service: Blended Learning eLearning Mentorship Practice/Simulation
- 5. Content Development National & Schools MOH eLearning Secretariat On/offline Solution National & Schools Schools Digital Learning Ghana Pre-Service Education
- 6. Who is coming with us? http://clipartix.com/stick-figure-clip-art/ http://www.flaticon.com/free-icon/teacher-pointing-a-board-with-a-stick_46139# Ministry of Health & National Associations
- 8. Assessment
- 9. Assessment Example: Principal What examples can the principal cite about how computers are used in her school, both for learning and for administrative purposes? Does the principal use email or app like WhatsApp to communicate with the tutors? What are the prevailing attitudes toward ICT use related to gender, ethnicity, socio-economic status and age?
- 10. Assessment Example: Using the internet _ Very competent (I frequently use the internet; I can easily find and identify the information that I look for and assess if it is a valid, good resource of information) _ Somewhat competent (I use the internet on occasion; I am comfortable searching for information but sometimes cannot find exactly what I’m looking for; I sometimes need assistance with internet searches) _ Not competent (I do not use the internet often; Need assistance when I do) How would you describe your competency level using the internet (i.e. navigation, searching, identifying & evaluating info)?
- 11. TECHNOLOGY
- 12. Tools We just left the clinic. At first Jane was scared, but the provider told us that family planning is totally safe and now she feels better.
- 13. Learning in a multi-device, connected world 13
- 14. On/offline Moodle Solution SCHOOL INSTALLATIONS
- 17. Social Learning & Collaboration It’s more about helping people learn from one another as they work together – enhanced by collaborative enterprise social tools. Jane Hart http://www.c4lpt.co.uk/blog/2014/07/29/guided-social-learning-experience-design/
- 18. eLearning Technology Computer & Technology Infrastructure eLearning System Process Technical Content Development Use of Tech in Learning Track Learning People Technical Content Development Implementation Users 18
- 19. COMPETENCIES
- 20. Literacy Skills Reading & Writing Ability to identify what info is needed & locate, evaluate and use info Ability to use digital technology, communication tools Ability to question, analyze, interpret, evaluate media messages Traditional Literacy Information Literacy Digital Literacy Media Literacy
- 24. Sean Junkins Sean Junkins
- 25. Converting to eLearning content
- 26. Considerations when taking a patient’s history Visual for eLearning Is the image suitable or not for the given context?
- 28. GBV
- 30. Your Mission
- 32. Choose how to fix the net
- 33. Tie the Net: Mission Failed
- 34. Tie the Net Failed: Play Again
- 35. Choose how to fix the net
- 36. Net Expert!
- 37. Assessment
- 40. Zambia Capacity Building Three day Mentor training * Blended learning * Use of tablet * eLearning course * Take course for one month. Communicate via WhatsApp. One day meeting * Reinforcement of blended learning * Feedback * Access results * Continued course One day meeting * Mentor train the health providers that they mentee Upcoming * Introduce Mentor Assessment App
- 41. Ghana Capacity Building IT Tutors • Install and maintain LMS • Support students and tutors Subject Tutors • Identify and develop materials • Integrate digital learning resources in teaching and learning Principals • Build capacity to support technology in schools MOH eLearning Secretariat Identify and build capacity for • Content development • IT support • Digital learning integration
- 44. Correlate and analysis of diverse data sources to provide a fuller picture of learning & performance Tracking Users: Making the Connection
- 46. Badges Badge Anatomy. Creative Commons Attribution-ShareAlike 3.0 Unported License. Created by Kyle Bowen
- 47. Interoperability
- 48. M & E
- 49. What are you measuring? Content Technology Pedagogy Integration Individual learner progress Aggregated learning “Impact”
- 50. Meeting the Challenges in Evaluating Mobile Learning International Journal of Mobile and Blended Learning, 1(2), pp. 54-75.
- 51. Social Impact Lab Evaluation Criteria Relevance Suited to the priorities, capacities and context Effectiveness Extent attains its objectives Efficiency Measures the outputs -- relation to inputs. Least costly technology possible Impact Positive and negative changes Sustainability Continue after donor funding has been withdrawn. Coherence Related to the broader policy context (development, market, communication networks, data standards and interoperability mandates, national and international law) https://docs.google.com/document/d/18O6DiOix24JBWZSOEgn9o64exW8DcGeWtHj2ZDhB7TI/e dit?pref=2&pli=1#heading=h.stec5qz06pe8
Editor's Notes
- Places to stop along the journey
- Places to visit. Zambia and Ghana are countries I currently am providing technical assistance.
- Zambia is working with health providers. It has a blended learning approach with eLearning modules with onsite clinical mentorship and practice.
- Ghana is pre-service working with midwifery and community nursing schools.
- Lots of people who are part of the journey: Learner Tech team Tutor/Trainer/Teacher/Faculty ICT Trainer/Coach/Mentor Instructional Designer Multimedia eLearning Developer Subject Matter Experts National Gov’t & Organizations Data Analyst/M&E Project Manager
- We are all familiar with doing assessment. These are examples of the areas that may want to get information about: People and Places such as: School/Facility Trainers/Teachers IT Team Students/Providers Government Officials Communities Technology: Hardware Technical Support Mobile phones Connectivity, Electricity, security Budget: Budget, funding vendors, procurement Other such as: Gender, Ethnicity, Socioeconomic status and age
- An example on the assessment are questions for the principal for pre-service or in a school. Several years ago you would ask if the principal had digital literacy skills, now you ask if they use apps.
- More and more people have access to a smartphone but are they using it besides using WhatsApp? What is their digital literacy? Do they understand how to search and evaluate information on the internet? It is good to know to determine much training is needed to implement eLearning.
- These are some examples of technology that we have used or are exploring for learning. Learning Management System such as Moodle or Canvas to track users and disseminate eLearning. SMS, IVR or voice to reinforce information, provide knowledge, send questions, mentoring calls Internet access is either not available or expensive in many places. eGranary provides an offline solution. “internet in a box” 6 TB of open educational resources, websites, videos, software are on a device that can deployed via a wireless local network. Other learning tools include polling applications and interactive videos.
- Learning is taking place using multiple devices in areas that a range of access. How do we manage eLearning with multiple devices for on/offline settings?
- In Ghana we are working on a solution that includes a national installation of an open source learning management system, Moodle, and local installations of Moodle at the midwifery and community nursing schools across the country. A plug-in will be developed to connect the local school installations with national installation.
- The environment for digital learning is shifting. Learning management systems is the application that all sectors have been using to disseminate eLearning courses and track learners. Now people are learning via apps, simulations, games, videos, websites, social media. Different platforms are being developed to accommodate these different forms of learning. This diagram is to show some of these applications. As you can see, LMS platforms is only one of the seven platforms noted here.
- Another chart that I would like to share in terms of the shift of how learning is taking place. We all know Stage 1, classroom learning. We are shifting to Stage 2, eLearning, and Stage 3, blended learning. Stage 4 and 5 are growing exponentially. Please note that social and collaborative learning did not happen because of social media. How many times have you consulted a colleague about how to do something or worked in a team to solve a problem or brainstorm? That’s social and collaborative learning. Social media has provided a new tool to broader the community to join these conversations and add to our learning.
- As noted on the previous slide, we are becoming more connected and using social tools to learn from each other as they work together.
- A quick stop to check were we are. eLearning – as all technology – involves technology, process and people. We need a village to implement eLearning intervention successfully. Technology includes the infrastructure and devices for people to access the learning and systems from which they access the learning. Now we are going to talk about other processes.
- What do we what people to learn? We have two sets of competencies: one is about learning and literacy and the other is about the knowledge and skills in subject areas.
- What do you think about when we say literacy skills? The first thing that comes to mind is probably reading and writing – our traditional form of literacy Today other forms of literacy have been identified to succeed. What is the literacy called for “Ability to use digital technology, communication tools”? Digital literacy is basic computer literacy skills. Remember learning how to access Windows, type, send an email? What is the literacy called for “Ability to identify what info is needed & locate, evaluate and use info?” When you Google something, you can tell within a few seconds if the search found what you were looking for. You adjust your search terms. It is a skill. If you don’t have the skill, someone will open every site that came up and read it to determine if it is relevant. What is the literacy called for “Ability to question, analyze, interpret, evaluate media messages?” You generally know when it is “fake news” or at least do research to see if it is true.
- In the education sector, there’s lots of discussion about the literacies, the competencies students should be learning. Here’s one summary. In addition to the digital, information and media literacy, there is also critical and visual.
- In addition to those competencies, there is, of course, the competencies of the sector or area that you are work in. In health, for example, there are standard competencies for anyone providing HIV services.
- Content is what most people focus on but what makes good content?
- eLearning is not taking print material and putting into a .pdf and making it available on a tablet. That is not eLearning Trees were not made to be a worksheet to fill out and technology is not made to read a .pdf. Content development takes time, a lot of money, lots of resources and more people than you would imagine to translate printed materials and face-to-face trainings into a digital form. For good content, think about what people see – the visual, what people hear – the audio and what people read – text on the screen, how people engage with the content. How do you take those print materials and adapt it into engaging digital format?
- Let’s start with the visual. What do you see? Look at the title, text and picture. Does the title relate to the text and to the picture? What is being said here? Does a funeral have to something to with sexual cleansing? What you do you think? It’s clearly not a good visual.
- Now look at this visual. Does the title relate to the text and the picture? Can you understand what the topic is about by looking at the picture? The man is coughing. He doesn’t look so good. The title is about taking a patient’s history so you know that questions will be asked in relation to something about coughing. Good visual. Content development takes into consideration – what people sees, what a person hears – the audio, what a person reads – title and text and how a person engages.
- Any idea how many people it takes to develop content? It’s a lot. At a workshop in Ghana, participants chose who does what at different parts in the content development process. It’s a long and complex process.
- An example of an eLearning module that we produced in Ghana. What do you see on the page? Does the text relate to the visual? Another country is adapting the module to their context and translating it Into French.
- Another example. This a module on exclusive breastfeeding. It was a dialogue between the health provider and the mothers. The screens and pop-ups changed according to who was speaking.
- In Ghana we also created an interactive story app, aka a game-based learning. Here’s your mission: A Community visit focused on malaria education and prevention.
- One of the people that nurse Adwoa visits is Ama. Part of the discussion was about using the mosquito net. Ama has torn it. Can Adwoa help her?
- She can choose from 3 decisions of what to do to fix the net
- If you picked tie or hang the next, your mission failed. Try again.
- Play again.
- She then chose sew the net
- Good job! That is correct. Now you are a net expert. The app has several scenarios in the community and at the hospital. For each the learner makes a series of decisions regarding prevention, testing and diagnosing malaria.
- All the modules have knowledge checks and pre/post quizzes. There are different formats such as multiple choice and matching.
- Another format for assessment.
- We know the technology that we will deploy, we have content to put on the technology. How will people know how to use it and be integrated into capacity building?
- The learners have taken the eLearning. How did they do?
- Learning happens in many places today: eLearning, apps, videos, digital resources, games. We don’t learn from one place.
- In Zambia, the objective of the project is to improve the quality of HIV services. The project is looking at knowledge, skills and confidence of providers; health service availability and quality; and health outcomes in the facilities. Data is from several sources: Pre and Post tests Observation Objective Structured Clinical Exam (OSCE) to assess their practical skills We are working towards making the connection with the learning and gather the data in one place to correlate and analysis how and where the learning is taking place.
- The learning is completed. The competency achieved. The vision is to connect that with the national systems.
- Everyone likes certificates. How can these paper certificates be transformed digitally? Through a open badge. An open badge is the equivalent of a certificate and contains information such as criteria of what learner did to receive the badge and who issued it.
- Today we want systems to talk to each other. OpenHIE supports health information interoperability in countries. There is a global community to build architecture to connect the many systems used in health care and delivery. After a learner achieves a competency, the vision would be able to connect the learning system to the health worker registry or national associations that provide accreditation or certification.
- What monitoring and evaluation is done in eLearning?
- There are many aspects to measure.
- Here’s one example about evaluating mobile learning: assess the learning, the usability of the technology, issues in adoption, etc.
- Another example is more broadly. Social Impact Lab has drafted criteria for evaluating technology interventions.
- That brings us to the beginning. Our journey has many stops and starts along the way.
- I wish I could say that everything was perfect along the journey and everything fell is place exactly as we planned.
- I gave you the corners and a structure.
- Our journey actually looks like this. Even with all the plans in place, there will be things that didn’t quite work at, with some places skipped or detoured.
- I leave you with this as we end our journey together.