Teacher education via ODL

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TEACHER EDUCATION via ODL From Reflections to Action Clayton R. Wright, PhD [email protected] Based on Experiences in Developing Nations

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Based on Experiences in Developing Nations. From Reflections to Action. Teacher education via ODL. Clayton R. Wright , PhD [email protected]. Imagine a world without teachers. Is this possible?. - PowerPoint PPT Presentation

Transcript of Teacher education via ODL

Page 1: Teacher education  via  ODL

TEACHER EDUCATION via ODL From Reflections to Action

Clayton R. Wright, PhD

[email protected]

Based on Experiences in Developing Nations

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Imagine a world without teachers.

Is this possible?

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Educators provide the knowledge and skills people can use to better their lives and

improve their communities.

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Effective educators are committed to excellence. They continually improve their practice.

Some rely on face-to-face methods, others rely on distance learning, on technology, or a

combination of methods.

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List four benefits for offering teacher training via open

and distance learning (ODL).

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The benefits of using ODL for teacher education accrue to: the individual, the learners they teach, the community, and the educational system.

Sahr Sorrie, Sierra Leone

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Benefits to the Individual

Teachers: have greater access to educational opportunities. can remain at home; family stability is fostered. are able to earn a salary while studying. remain on the salary grid. can immediately apply what they have learned to

the classroom. gain confidence in their teaching abilities.

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Benefits to the Individual continued

Teachers: gain respect from their family

and colleagues. acquire research skills that

benefit themselves, their learners, and the community.

are frequently offered or take on new responsibilities.

can continue to contribute to their community. C. R. Wright

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Benefits to the Learners They Teach

Students benefit as they are exposed to: a teacher who is willing to learn. the concept of life-long learning. new instructional-learning practices. new resources included in the ODL

materials (which are often shared). ideas that lie beyond their communities. a more confident teacher.

C. R. Wright, Botswana

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Benefits to the Community

Communities benefit because: their teacher, who is often highly respected as a

leader, is still available to them. This contributes to stability within the community.

C. R. Wright, Sri Lanka

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Benefits to the Community continued

the community will not need to find a substitute teacher– a challenge in rural areas.

the teacher can expose them to new ideas. they gain pride and respect for one of their own

who is advancing his or her education.

C. R. Wright, Sri Lanka

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Benefits to the Educational System

Uncertified teachers can be upgraded easily. As conventional institutions are unable to

meet the demand for teacher training, ODL is a welcomed option.

As the population grows, fewer conventional institutions must be built to train teachers.

C. R. Wright, Botswana

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Benefits to the Educational System continued

Costs associated with the provision of residential-based programs are reduced; thus, ODL is cost-effective.

Teachers remain at their posts. Thus, fewer substitute teachers are required.

Photo by Ruth Mogana-Monyepi, Botswana

C. R. Wright

Wright

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Benefits to the Educational System continued

As teachers don’t leave their community to study, they are likely to remain in the community.

The quality of schooling improves gradually as teachers apply their new skills as they learn.

C. R. Wright

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Do you list these benefits when you market your program or need to convince others to

contribute resources?

Photo by Bethel Masauli, Malawi

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Today’s Topics

If teacher training via ODL is to accrue its many benefits, we must focus efforts on areas that consistently require our attention: Overcoming the resistance to ODL Providing supportive human resources Designing effective modules Providing an efficient program delivery system Implementing quality assurance

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Bangladesh Botswana India Malawi Malaysia

Nigeria Sierra Leone Sri Lanka Tanzania The Gambia

This presentation is based on my experiences with teacher training programs in:

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Together, we will focus on what works.

I will provide real stories that clarify points noted on each screen.

But, you have to do something too!

Gopa Biswas and Neelam Gupta, India

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You should: reflect upon your current operation, make a decision about what could be

improved and how it could be improved, and take action after this presentation.

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A Fact:Not everyone appreciates the merits and effectiveness of ODL.

What resistance have you encountered?

Photo by AMREF, Kenya

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Overcoming the Resistance to ODL

Define clearly what ODL means. Some institutions are not entirely open as they restrict entry requirements, entry points, and student progress.

Convince key members of the community about the benefits of ODL.

Photo by Fred Msiska, Malawi

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Overcoming the Resistance to ODL continued

Offer the same accreditation designation as conventional programs. Focus on the outcomes not the method of instruction.

Design your ODL program in a ladder format – certificate, diploma, and degree with minimum content overlap.

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Overcoming the Resistance to ODL continued

Treat students well as successful students will be the primary promoters of the program (bad news always travels faster than good news). Provide detail orientation to

learners. Give learners continuous

positive support. Respond to student concerns in

a timely and effective manner.Photo by Olabisi Kuboni, Trinidad and Tobago

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Overcoming the Resistance to ODL continued

Ensure that the ODL program has adequate resources so that it is not considered to be “second rate”.

Involve community members in the ODL program, e.g., mentors for special projects.

Follow the progress of graduates and use graduates to market the program.

Inform students about graduates who have attained public recognition for their work.

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Teacher training by ODL may fail if:

Ministries of Education don’t recognize ODL certification at the same level as similar face-to-face programs.

ODL graduates are unable to move up the salary grid.

ODL graduates are denied higher positions within the educational system.

C. R. Wright, Nigeria

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Human Resources

Caring, knowledgeable, and committed professionals form the foundation of successful ODL programs…but, many decision-makers focus on technology and material resources.

What do you focus on?

On a school wall in northern Botswana

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Human Resources continued

Greater emphasis should be placed on hiring the right people for the ODL program – people who genuinely care about students.

It is paramount that ODL personnel deal with students in a professional, timely, and caring manner. Without students, no one in an ODL program would have a job!

K. A. L. Githani, Sri Lanka

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Human Resources - Management

Management should be: Accountable Action-oriented Aware of the consequences

of inaction (distrust and low morale can be a high cost to pay)

Transparent Forward looking Committed to ODL and ODL learners

C. R. Wright

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Human Resources – A few suggestions

Provide detailed job descriptions for every position. Include duties, standards, and reporting relationships.

Conduct annual reviews – 360° reviews.

Ensure all staff sign a code of conduct that addresses ethical issues such as whether tutors can charge their own students for tutoring.

Isatou Newlands, Gambia

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Human Resources – A few suggestions continued

Develop an intellectual property document that clearly specifies who owns what. For example, do tutors own the learning materials they create?

Ensure employees are paid in a timely manner.

Photo by Bethel Masauli, Malawi

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Human Resources – A few suggestions continued

Provide training, especially for tutors.

Offer mentorship programs.

Photo by Bethel Masauli, Malawi

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Human Resources – Two observations

Management often believes strongly in the benefits of professional development. But when budgets are tight, it is eliminated. Yet, we continually stress the importance of an education and keeping up-to-date.

C. R. Wright, Sierra Leone

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Human Resources – Two observations

A decentralized model can work effectively, but one person at the local level must make a decision and act!

Dr. S. Kolimba, Tanzania

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Human Resources - Tutors

Tutors determine learners’ needs and guide learners thru challenges such as deciphering difficult material and dealing with stress, isolation, and the fear of learning. Photo by Bethel Masauli, Malawi

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Human Resources - Tutors

Tutors should focus on facilitation rather than lecturing.

They should focus not only on knowledge acquisition, but also on emotional well-being.

C. R. Wright, Sierra Leone

C. R. Wright, Malaysia

Ahmad Zaini bin Idris, , Nasfi bin Ismail and Kusyaimir bin Abd. Moin, Malaysia

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Human Resources - Tutors

Tutors should be committed to helping students! They should be selected for their knowledge, people skills, and reliability.

What selection criteria do you use for tutors?

Temitayo Olowola, Nigeria

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Human Resources - Tutors

Tutors should be: knowledgeable, reliable, superb listeners, supportive and encouraging, patient, good time managers, and excellent record keepers. Edith Kpendema

Sierra Leone

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Human Resources continued

For struggling students, the educators’ human warmth and professional courtesy can make the difference between succeeding and dropping out.

Photo by Bethel Masauli, Malawi

How could you improve your human resources – selection and management?

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Designing Effective Modules continued

Learning via an information dump.People do learn this way, butis it effective?

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Designing Effective Modules continued

Effective modules: Are attractive and legible with

good contrast between text and background.

Present language that is clear, direct, and congruent with the abilities of the audience.

Are written in a conversational tone that is supportive and encouraging.

Sunday Reju, Namibia

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Designing Effective Modules continued

Outline clear learning outcomes that do not include the phrases “to understand”, “to be familiar with”, or “to realize”.

Are relevant and up-to-date. Are interactive and demand learners do

something with the content they are learning. Contain illustrations and step-by-step

instructions. Do not contain any biases, unless bias is the

subject of the discussion.

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Designing Effective Modules continued

Contain numerous examples and case studies that are familiar and unfamiliar.

Contain a mixture of realistic activities – individual, group, and community involvement.

Contain activities that encourage critical thinking, problem-solving, and creativity.

Enable learners to select activities that match their interests, abilities, and the environment in which they live.

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Designing Effective Modules continued

Include all the basic knowledge resources required to complete the program.

Refer the learners to other resources that may extend their knowledge.

Have a glossary of terms. Provide frequent opportunities for practice

and knowledge transfer. Provide a detail description of the evaluation

criteria that will be used.

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Designing Effective Modules continued

Online modules should make optimum use of: links to resources, feedback capabilities, online discussions, simulations, games, virtual field trips, and social networking tools.

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Designing Effective Modules continued

What aspects of your modules need to be improved?

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Designing Effective Modules continued

A good module is one you can be proud of.

An effective module enables learners to develop confidence in their abilities and apply what they have learned.

C. R. Wright, Tanzania

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Designing Effective Modules continued

Don’t forget to consider the use of OERs.

• African Virtual University

• MERLOT

• OER Africa

• Teacher Education in Sub-Saharan Africa

• Virtual University for Small States of the Commonwealth

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Designing Effective Modules continued

If you don’t get the modules out to the learners, why make them?

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Program Delivery

Executing the effective and efficient delivery of an ODL program, especially in rural areas, is a significant challenge, but not an insurmountable one.

C. R. Wright, Northern Botswana

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Program Delivery continued

Learning centres Communities of practice Handling assignments Using mobile phones

C. R. Wright

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Program Delivery – Learning centres

At learning centres, learners should be able to receive assistance, obtain resources, submit or send assignments, and meet with other students.

Learning or study centres should be established near students and major transportation routes. If possible, use existing schools.

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Program Delivery – Learning centres continued

Modules should be available at the centres and/or delivered to students on time.

Learning resources should be current. Centre staff and tutors must be trained in ODL and

in accommodating the needs of ODL students.

C. R. Wright, Botswana

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Program Delivery – Learning centres continued

Learning centres could serve as the primary source for ICT training for individuals and the community.

Michael Trucano

Dr. Sugata Mitra’s Hole in the Wall Project

If students can learn computers without help, then teachers can learn with help!

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Program Delivery – Communities of practice

Encourage learners to establish communities of practice or study groups.

Provide them with guidelines they can use to organize and run study groups.

C. R. Wright, Botswana

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Program Delivery – Communities of practice

Include in the modules activities that can be used by study groups.

In rural areas, learners might best meet on the way to/from the market.

If possible, tutors should visit a studygroup once per term.

C. R. Wright, MalaysiaSaiful Redzuan bin Abdul

Shukor and Sabri bin Karim , Malaysia

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Program Delivery – Handling assignments

What value (time, effort, or money) do you place on misplaced assignments?If it takes two weeks to complete, how much is two weeks of your salary?

Reliable recordkeeping is needed to track submitted assignments, student marks, queries made by students, and responses to queries.

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Program Delivery – Handling assignments cont’d

Evaluation must be conducted in a fair, timely, and encouraging manner.

Student tracking is required to ascertain students who are falling behind and note assistance provided to them.

Turn around time for assignments should be short so that students can benefit from their previous experience.

Juliet Inegbedion, Nigeria

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Program Delivery – Handling assignments cont’d

Plagiarism must be addressed. Clearly define it. Note the difference

between individual and group work. Delineate consequences and make

them public. Establish a code of conduct for

learners, tutors, and other program personnel.

Explanations should be given when a student request is denied.

Steven Magesa,Tanzania

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Program Delivery – Mobile phones

Mobile phones/devices could be used to: Connect learners with their tutors. Inform students of upcoming events. Remind them of due dates. Provide counsel to students. Provide feedback about assignments. Provide audio clips about challenging

areas within a course. Check on students’ progress.

OLPC Mobile

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Program Delivery continued

What other uses could you make of mobile phones?

C. R. Wright

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Program Delivery continued

What technologies could be used to reach and interact with students?

Are these accessible and affordable?C. R. Wright

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Quality Assurance

In order to improve your program, all facets of development , delivery, and administration should be continually measured, monitored and analyzed.

You need information so that you can predict student progress and performance, and assign resources appropriately.

C. R. Wright, Nigeria

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Quality Assurance continued

Collect and analyze information, including: the congruency of institutional goals with

program achievement, course development criteria, tutor or mentor training, interactions between

learners, tutors, and support staff, and

learner assessment and KPIs. Photo by AMREF, Kenya

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Quality Assurance continued

Use the information to improve your program and allocate resources. Do:• conduct an institutional self-evaluation, • arrange for a periodic external audit, and

whenever possible, benchmark your data.Photo by Diana Mukami, AMREF, Kenya

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Quality Assurance continued

To achieve excellence, you need: data that indicate where you are, objectives that identify what you

want to improve, and the commitment that enables

you to reach your goals.

For the ODL professional, the status quo is not an option! How will you improve the quality of

your program?

Isatou Ndow, The Gambia

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Despite all your efforts, students may fail to complete the program or pass the final examinations.

Some would consider this a loss, a waste of resources. But is it?

Lansana Fofanah, Sierra Leone

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Successful ODL Learners

Genuinely want to improve themselves; they are motivated and seek courses relevant to their lives

Are willing to make sacrifices to succeed Have support from family, colleagues, and friends as

well as their immediate supervisors Believe in themselves, but are willing to seek help

when they need clarification Are good time managers Are willing to spend their own funds on resources Form study groups

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Successful Program

How do you know that your program is a success?

The number of graduates does not tell the whole story.

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Successful Program

Remember Kirkpatrick’s four levels of evaluation?

Reaction - individual satisfaction and engagementLearning - new knowledge, skills, and attitudesBehaviour - changing actions in the classroom,

increased confidence and commitmentResults - students and educational system

benefit, KPIs or standards attained

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Successful Program

What does success look like?

Your program is successful when it enables individuals and communities to accomplish

tasks they never thought possible.

Learning makes a difference to people’s lives.

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Let’s focus on excellence – making your teacher training program the best it can be.

C. R. Wright, Botswana

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During this presentation:

Did you reflect on your current operation and decide what needs to be improved?

Are you willing to make changes that will help your learners?

What actions are you going to take and when will you complete them?

Yusupha Faye, The Gambia

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Reflect Make a decision Act and know the consequences of inaction

Erwan Djunaidy, GIATMARA, Malaysia

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THANK YOU!

Clayton R. Wright, PhD

[email protected]

C. R. Wright