Curricular Reform and ICT Integration

1. Curricular Reform and ICT Integration Richard R. Rowe, Ph.D., Open Learning Exchange International www.ole.org The Role of ICT4E Policy in Education Transformation Montevideo, Uruguay 28 April 2011

2. Framing Evidence: Seeing is believing But Believing is seeing We can only see what we believe. So, What do we believe about Who we are and how we learn?

4. 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

5. Q1. How can curriculum design & development take advantage of ICT integration?

6. The Learning Matrix – Simplified Version Pre-K K 3 6 9 12 Higher Ed PG Financial Human Physical Social Cultural Subject

7. OER+Web2.0= C3D2

8. 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

9. 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 Economics Threatens current publishers Substantial cost reduction Reduces duplications of effort Cost shifting (print or devices)

10. 2. Is there room for a new set of skills such as 21st Century skills in developing countries?

11. 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.

12. 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.

13. 3. How can new teaching and learning methodologies be supported?

14. 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.

15. 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

16. School Bell

17. OER+Web2.0= C3D2 Unlimited many to many possibilities