Open Learning in Action - ICT CFT
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The use of OER have allowed many countries to adapt and enhance open resources to create context specific ICT integration professional development for teacher courses
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Open Learning in Action - ICT CFT
- 1. OL in Action UNESCO ICT-CFT Courses Leveraging advantage from existing OER in the creation of teacher professional development courses Prepared by Neil Butcher & Associates Technology Literacy Knowledge Deepening Knowledge Creation TL KCKD
- 2. UNESCO ICT CFT Competency Framework for Teachers The Framework identifies 18 ICT in Education competencies The competencies are subdivided into 64 specific objectives. The framework has three approaches of increasing sophistication: • Technology Literacy, • Knowledge Deepening and • Knowledge Creation. By selecting and adapting these competencies course development timeframes can be shortened.
- 3. OER . Open Educational Resources Since 2011, the pool of openly licensed resources linked to each of the ICT CFT competencies has grown as new countries either adapted existing OER and/or developed additional materials. The open licence permitted ‘re- purposing’ or adaptation and encouraged new developers to fashion courseware that responded to local needs. Customization of existing OER, rather than developing (and often duplicating), materials shortened the development phase. As OER are free, production costs slashed.
- 4. ICT CFT | OER OER Commons Repository In all instances, adaptation of OER meant materials were enhanced, extended, and enriched. In 2016 a repository of indexed resources, each linked to the ICT CFT competencies was developed on the OER Commons platform and is now a public database of OER, ready to use and adapt. O E R COMMONS https://www.oercommons.org/hubs/UNESCO
- 5. OER in Action │ UNESCO ICT CFT Courses Timeline Guyana (2010 –2012) Creative Commons Licence Ratio of ICT-CFT Approaches Guyana http://colccti.colfinder.org/sites/default/files/guyana/index.html English
- 6. ICT CFT | OER OER Commons Repositoryhttp://colccti.colfinder.org/sites/default/files/guyana/index.html
- 7. Kenya (2015 –2016) OER in Action │ UNESCO ICT CFT Courses Timeline Creative Commons Licence Ratio of ICT-CFT Approaches Kenya Guyana http://kictcft.or.ke/ English
- 8. ICT CFT | OER OER Commons Repository
- 9. Rwanda (2016 –2017) OER in Action │ UNESCO ICT CFT Courses Timeline Creative Commons licence Ratio of ICT-CFT Approaches Kenya Rwanda Guyana https://ict-essentials-for-teachers.moodlecloud.com/ English
- 10. ICT CFT | OER OER Commons Repository
- 11. Djibouti (2016 –2017) l'université de Djibouti Methodology & distribution mechanism OER in Action │ UNESCO ICT CFT Courses Timeline Creative Commons licence Ratio of ICT-CFT Approaches Kenya Rwanda Guyana Djibouti French
- 12. Togo (2016 –2017) Université de Lomé Methodology & distribution mechanism Blended – Learning Management System OER in Action │ UNESCO ICT CFT Courses Timeline Creative Commons licence Ratio of ICT-CFT Approaches Kenya Rwanda Guyana Djibouti Togo http://www.fad-enseignantstogo.org/login/index.php French
- 13. ICT CFT | OER OER Commons Repository
- 14. UNESCO ICT CFT Hub (2016) OER in Action │ UNESCO ICT CFT Courses Timeline Creative Commons licence Ratio of ICT-CFT Approaches Kenya Rwanda Guyana Djibouti Togo OER Commons UNESCO ICT CFT Hub https://www.oercommons.org/hubs/UNESCO French English
- 15. ICT CFT | OER OER Commons Repository
- 16. South Africa (2017) OER in Action │ UNESCO ICT CFT Courses Timeline Creative Commons licence Ratio of ICT-CFT Approaches Kenya Rwanda Guyana Djibouti Togo OER Commons UNESCO ICT CFT Hub South Africa http://mg.nbatesting.co.za/login/index.php English
- 17. ICT CFT | OER OER Commons Repository
- 18. Zimbabwe (2017 - 2018) OER in Action │ UNESCO ICT CFT Courses Timeline Creative Commons licence Ratio of ICT-CFT Approaches Kenya Rwanda Guyana Djibouti Togo OER Commons UNESCO ICT CFT Hub South Africa Zimbabwe English
- 19. ICT CFT | OER OER Commons Repository
- 20. Egypt | Sudan (2017 - 2018) American University of Cairo, the Ministry of Education, Sudan and Ministry of Education, Bahrain OER in Action │ UNESCO ICT CFT Courses Timeline Creative Commons licence Ratio of ICT-CFT Approaches Kenya Rwanda Guyana Djibouti Togo OER Commons UNESCO ICT CFT Hub South Africa Zimbabwe Egypt | Sudan TBD Arabic
- 21. Mozambique (2017 - 2018) Institute of Open and Distance Education (IEDA) OER in Action │ UNESCO ICT CFT Courses Timeline Creative Commons licence Ratio of ICT-CFT Approaches Kenya Rwanda Guyana Djibouti Togo OER Commons UNESCO ICT CFT Hub South Africa Zimbabwe Egypt | Sudan TBD TBD Mozambique Portuguese http://197.218.242.55/
- 22. ICT CFT | OER OER Commons Repository
- 23. Conclusion By adapting shared open resources that respond to a common framework nine countries have been able to build teacher professional development courses quickly and cost effectively. The UNESCO ICT CFT inspired courses are an example of open educational resources in action. Leveraging advantage from existing OER in the creation of teacher professional development courses Prepared by Neil Butcher & Associates
Editor's Notes
- Developing a course, and associated materials, to support professional development can often be a costly enterprise. Designers and developers need to consider curriculum design, materials development, quality assurance, platform customisation and evaluation. Following this process step by step is often protracted and costly. The ADDIE model of instructional design, a popular and often cited ideal approach to creating courseware, suggests that analysis of needs, courseware design and development, implementation and course evaluation is required by any entity bent on creating effective courses. In contrast to this mindset, however, there is evidence that a collaborative-shared approach to instructional design challenges the ADDIE model’s assumption that each step needs to be done in-house. Since 2011, several Teacher ICT Integration professional development initiatives around the globe have demonstrated that burdens in both design and development phases can be shared, shortening the time required to design courses and develop the accompanying resources. This approach also is more cost effective than typical ventures.
- The UNESCO ICT CFT framework identifies 18 ICT competencies to which teachers should aspire and subdivides these into 64 specific objectives. The competencies range from encouraging teachers to understanding national priorities as identified in national ICT in Education policies, how ICT can support the curriculum, assessment strategies, pedagogy, school and class organization, administration as well ongoing professional development. The framework also has three approaches of increasing sophistication: Technology Literacy, Knowledge Deepening and Knowledge Creation By selecting and adapting competencies as framed by an international framework, developed by educational experts, the design phase is shortened.
- Since 2011 the pool of openly licensed resources linked to each of the ICT CFT competencies has grown. These Open Educational Resources (OER) were developed as each new country either adapted existing OER or developed additional new materials. The open licence on these resources permitted ‘re-purposing’ or adaptation, and encouraged new developers to fashion courseware that responded to local needs. The customisation of existing OER, rather than developing (and in many instances duplicating) materials meant that the development phase was shortened. Also, as OER are free this meant that production costs too were slashed.
- In all instances the adaptation of the OER also meant that the materials have been enhanced and enriched. Consequently in 2016 a repository of indexed resources, each linked to the ICT CFT competencies, as well as the national group who developed them, was developed and is now a public database of ready to use and adapt open resources. The ICT CFT / OER repository is to be expanded in coming months to offer implementation models. A Network of Institutional Champions (NIC). It is, therefore, anticipated in coming months that a community of practice will support new developers plan implementation by adapting approaches used previously, tackling that ADDIE focus area too.
- OER were collected and compiled to create the Guyana ICT in Education Teachers Course, by National Centre for Education Resource Development (NCERD) to support the implementation of a new national professional development for teacher’s framework in 2010. The course, was initially paper-based but converted to a digital format and distributed using CD-ROMs. It was designed to be facilitated by academics at the teacher training college (Cyril Potter College of Education) and the faculty of Education, University of Guyana. Both in-service and pre-service versions were developed. See http://colccti.colfinder.org/sites/default/files/guyana/index.html
- http://colccti.colfinder.org/sites/default/files/guyana/index.html
- 2015-2016 Contextualisation and expansion of the Guyana materials to create an intermediate level course (Knowledge Deepening), the Kenyan ICT CFT Course aimed at in-service teachers by a consortium of the Kenyan Ministry of Science and Technology, Teacher Service Commission and the Kenyan Institute for Curriculum Development. The course used a blended learning methodology and is distributed using a learning management system. Access at http://kictcft.or.ke/
- http://kictcft.or.ke/
- Contextualisation and expansion of the Kenyan ICT CFT materials to create an introductory level course (Technology Literacy), entitled the Rwanda ICT Essentials for Teachers Course. This version, developed by the Rwanda Education Board, uses a blended learning approach and is distributed predominately using a Learning Management System. https://ict-essentials-for-teachers.moodlecloud.com/
- http://ict-essentials-for-teachers.moodlecloud.com/
- Translation into French and contextualisation of the Kenyan materials by the University of Djibouti to create TIC pour l'université de Djibouti. This course is aimed specifically at empowering university lecturers to integrate ICT into their courses. It is hosted on the institutional Learning Management System.
- Contextualisation of the Djibouti materials by the University of Lomé to create the Formation à Distance des Enseignants du Togo aimed at pre-service teachers. Distributed using the institutional Learning Management System. http://www.fad-enseignantstogo.org/login/index.php
- http://www.fad-enseignantstogo.org/login/index.php
- 2017 – Creation of the UNESCO ICT CFT Hub on OER Commons by ISKME. This repository indexes existing openly licensed units of study linked to specific UNESCO ICT CFT competencies and objectives. Designed to collect known OER linked to the Framework in one place. https://www.oercommons.org/hubs/UNESCO
- https://www.oercommons.org/hubs/UNESCO
- Initiative to contextualise resources from both Kenyan and Rwanda, as well as develop new materials to support advanced skills (Knowledge Creation) by Matthew Goniwe School of Leadership and Governance and the Gauteng Department of Education, South Africa. This course, MG Online, is a blended course and uses both a team of facilitators to support both face-to-face engagements as well as support online learning via a Learning Management System. http://mg.nbatesting.co.za/login/index.php
- http://mg.nbatesting.co.za/login/index.php
- 2017-2018 - Adaptation of the Rwanda materials by the Ministry of Primary and Secondary Education, to create the Zimbabwe ICT Essentials Course. The materials were contextualised and made available as an off-line course accessed from a USB stick. The course is a facilitated course where ICT literate teachers are trained to cascade the course content and skills to their peers.
- Flash Drive
- 2017-2018 – An ongoing project to translate into Arabic, and contextualise, the Kenyan ICT CFT materials for use in Arabic speaking countries by a collaborative partnership including the American University of Cairo, the Ministry of Education, Sudan and Ministry of Education in Bahrain.
- A project about to launch by Institute of Open and Distance Education (IEDA) to first identify ICT CFT competencies and related OER using the UNESCO ICT CFT Hub and then developing course materials by first translating existing OER into Portuguese and contextualisation content and activities to suit local conditions.
- http://197.218.242.55/
- By adapting shared open resources that respond to a common framework nine countries have been able to build teacher professional development courses quickly and cost effectively. UNESCO ICT CFT Courses are an example of open educational resources in action.