Developing an Agile ICT Training Model for 21st Century Requirements in the ASEAN Region

MARIA VICTORIA PINEDASEAMEO RETRAC, Ho Chi Minh City, Viet NamEmail address: victoria.pineda@vnseameo.org

Ho Chi Minh City to Ankara City

SEAMEO RETRAC provides language training, teacher training, information communication and technology (ICT) and other training programs customized to the learners’ needs

SEAMEO RETRAC assists SEAMEO Member Countries, especially Cambodia,

Lao PDR, Myanmar and Vietnam, to identify and tackle problems of leadership

and management in education at all levels.

The ASEAN Community

International Labour Report 2016

Source: AseanBriefing, Dec 3, 2014, http://www.aseanbriefing.com/news/2014/12/03/key-industries-investment-asean.html

ASEAN is tech-savvy, an adopter of technology

rather than an innovator. – ILO

Report 2016

ASEAN Key Industries

Source: German-ASEAN Chamber Network

Many ICT training initiatives were undertaken in the early 2000

ICT4ALL IAI (Initiative for ASEAN

Integration Introduction of E-

commerce to SMEs ICT4D Support came from the

French Government, UNESCO, IDRC of Canada, Japan-ASEAN Solidarity FundSource: Asean Foundation, http://aseanfoundation.org/documents/brochure/Rev-

Promoting01092008_conv.pdfImage Source: Microsoft Vietnam promotes ICT training for rural students, http://english.vietnamnet.vn/fms/education/157642/microsoft-vietnam-promotes-ict-training-for-rural-students.html

This was how ICT training evolved in the ASEAN region..

Teaching Technology 1990s to the present

Teaching with Technology 2000 to the present

Teaching in the context of Technology 2000 to the present

Teaching Technology - 1990s to the present

Formal, linear, sequential“Function”-based

“Learning by trial”

If the participants are unable to follow, the rest of the functions were left out. It had limited consideration to instructional design.

Image source: http://www.unescobkk.org/news/article/unescos-basic-ict-training-benefitting-educators-in-myanmar/

Teaching with Technology – 2000-present

The birth of Youtube and many how-to short videos and DIY film clips.

The trend provided a large support to ICT trainers. Source of example: Wikis in Plain English by the Common

Craft Videos, https://www.youtube.com/watch?v=-dnL00TdmLY

Teaching in the context of technology – 2000 to the present

This is the “reformist phase”. Abstract nature of technology is explained with visual/multimedia or enhanced description.

So the emergence of the web and many new applications is evidently making a continuous impact on ICT training and learning..

But we haven’t changed the way we deliver ICT training..

#TIME4CHANGE#WeNeedAlternative

#21stCentury

Rhizome Learning

By: HikingArtist.com

“the free, self-directed movement taken by the learner in constructing her personal knowledge in different facets and situations together with the different tools and sources of information contributing to knowledge creation” whether formal or informal. (Pineda, 2013a)It is interest-driven, empowers autonomy, animates openness and harmonizes with collaborative networking.

The ORIGINAL

the rhizome has no hierarchy and no tree-like structures knowledge

representations

model of connectivism

locations for breeding knowledge because of emerging technologies the rhizome is alliance, uniquely alliance

"transformational multiplicities”

D & GGILLES DELEUZE & FELIX

GUATTARI

Rhizome Learning

By: HikingArtist.com

Applied in the creation of personal learning networks by the students/teachers themselves

Applied in the design of a self-directed courseware on Social Studies for grade 4 students

Applied it together with open teaching model to enhance student participation, online and offline by providing different channels of expression & communication

The INCEPTION Training Model (Pineda 2016)

for the ASEAN workforce• An agile, accelerated model of acquiring ICT

abilities and proficiencies. • Invests on rhizome learning design and

mindful planning of the training experiences• Focused on exposing the participants to context and

situational activities. • Encourage participants to develop, simulate or

create their own outcomes that may be used right after the training.

Example no. 1: Planning and design with consideration to context and challenge

Example no. 1: Planning and design with consideration to context and challenge

Example no. 1: Planning and design with consideration to context and challenge

Example no. 1: Planning and design with consideration to context and challenge

Example no. 2: Planning and organizing resources using shareable folder and resources

Trainees email addressesShared folder

* A silent trigger to support for collaboration

Example no. 2: Planning and organizing resources using shareable folder and resources

Use of shared plan document with hypertext to other resources*paves way for an agile, adaptive process

Example no. 2: Planning and organizing resources using shareable folder and resources

Examples and use of Handyman Tools*expands the landscape of the ICT skills to be acquired.

Call for Change: Inception Training Model

The learning landscape expands, so does ICT training and learning.

The present 21st-century situation demands development of capabilities, mindset, and aptitude towards new technologies, changing technologies and technology adaptation.

Trainers must advance their methods & techniques.

ITM is an agile training model and a mindset developed for acquiring ICT skills and competencies.

Maria Victoria PinedaEmail: victoria.pineda@vnseameo.orgPublications: https://vnseameo.academia.edu/VictoriaPinedaSample works: http://www.slideshare.net/mobilemartha Teaching blog: https://teachingictblog.wordpress.com/

Çok teşekkür ederimThank you very much

Cảm ơn nhiềuMaraming salamat po