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Curricular Reform and ICT Integration. Richard R. Rowe, Ph.D., Open Learning Exchange International The Role of ICT4E Policy in Education Transformation. Montevideo, Uruguay 28 April 2011. Framing. Evidence: Seeing is believing But Believing is seeing

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Curricular Reform and ICT Integration

Richard R. Rowe, Ph.D.,

Open Learning Exchange International

The Role of ICT4E Policy in

Education Transformation

Montevideo, Uruguay

28 April 2011



Evidence: Seeing is believing


Believing is seeing

We can only see what we believe.

So, What do we believe about

Who we are and how we learn?


One to One

Man and Machine

But this is Not the essential nature of

Human Beings

Connections Communication Cooperation

Much more aligned with our core nature

Many to Many


The Learning Matrix – Simplified Version

Pre-K K 3 6 9 12 Higher Ed PG

Financial Human Physical Social Cultural



Key 21st Century Developments

Open Educational Resources (OER)

Flexible Creative Commons Licenses

Open Courseware Consortium – 300+ members

K-12 growing rapidly- will become the standard

Free and Open Source Software (FOSS)

Collaborative development

Open Office

Growing movement- will experience resistance

Web 2.0

Early stages of collaborative development

Cloud-based rapidly growing

Builds on inherent desire to connect and share

Will become more and more friendly


OER/Web2.0 Features and Benefits

Quality Control

Expert Panels

User Comments & Ratings

Red Flags

Continuous updates

Learners’ experience

Dynamic, interactive

Multi-media possibilities

Collaboration possibilities

Feedback to sources

Translations & Customization

Need formatting standards

Borrowers’ responsibility

Rough drafts automated

Results available to others


Threatens current publishers

Substantial cost reduction

Reduces duplications of effort

Cost shifting (print or devices)


2. Is there room for a new set of skills

such as 21st Century skills in developing



Multiple definitions of “21st Century Skills”

  • What people need to know and be able to do during the 21st Century.
  • What ICT skills people need to have during the 21st Century.

A problem with the latter definition is that it falls into the “Basic/Fortran Trap.”

Who knows ICT skills will be widely needed five and ten years from now? Learning how to learn seems more important.

The former definition (a) seems more in line with the phrase.


21st Century Skills involves meaningfully and continuously:

  • Learning how to learn and how to help others learn how to learn;
  • Reading newspapers, magazines and books and inquiring about them;
  • Creating and communicating spoken and written ideas;
  • Writing letters to friends, employers, media and public agencies;
  • Manipulating and analyzing numbers and keeping basic financial records;
  • Presenting a proposal for a job, a loan or a good idea;
  • Demonstrating practical entrepreneurship and innovation;
  • Applying helpful knowledge of food, nutrition, health and environment to themselves, their families and their communities.
  • Appreciating and engaging in art, music, dance and culture
  • Cooperating with others and managing conflicts effectively
  • Participating in the governance and life of their community and nation,
  • Understanding and practicing the rights and responsibilities of being human.

3. How can new teaching and learning

methodologies be supported?


An example of the use of ICT to improve teaching and learning

Learning Innovation Teams – in-service training

OLE Ghana

Develop model activity-based learning materials for basic literacy and numeracy

Video highly a highly effective teacher demonstrating this approach with students

Train coaches to use the materials and video with teachers and their students

Bring School BeLL (Basic e-Learning Library) to schools w videos and complete library

Show teachers and students video of model teaching and learning.

Encourage teachers and their students to discuss and practice the model.

Video teacher and their students practicing the model.

Show teachers and their students their video; have them compare it with the model.

Discuss what they have done well and how they can improve their performance.

Collaboratively set goals and expectations for the next coaching visit.

Leave the School BeLL at school with videos and flip video camera.

Repeat process two or three times during the first year.

Create internal school-based capacity to continually use LIT system to improve learning.

the school bell b asic e l earning l ibrary
The School BeLLBasic e-Learning Library
  • Collaboratively developed with both paid coders and volunteers.
  • Drupal-based modular open source code.
  • Capacity for thousands of books, courses, video and interactive media that can be customized and supplemented to meet the unique needs of a community – basic education, health, nutrition, agriculture, business.
  • Smart search for complete courses (lesson plan, textbook, workbook, test)
  • Enables local content to be developed and printed (newspapers, announcements, worksheets)
  • With projector and speakers can show movies, videos and other presentations to school and community groups
  • Available in different configurations (printers, projectors, remote devices.).
  • Teachers and students encouraged to rate and comment on content.
  • Periodic downloads new content and uploads user feedback.
  • Costs less than $1,000 per village for the basic configuration.
  • Powered by a 12-volt source of power such as a car battery or solar cells

OER+Web2.0= C3D2

Unlimited many to many