Transcript - ALT Open Access Repository

TEACHER EDUCATION via ODL
From Reflections to Action
Based on Experiences in Developing Nations
Clayton R. Wright, PhD
[email protected]
Is this possible?
Imagine a world without teachers.
Teacher Education via ODL: From Reflections to Action, Clayton R. Wright
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Educators provide the knowledge and skills
people can use to better their lives and
improve their communities.
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright
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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.
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright
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List four benefits for offering
teacher training via open
and distance learning (ODL).
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright
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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
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright
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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.
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright
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Benefits to the Individual
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.
continued
C. R. Wright
Teacher Training via ODL: From Reflections to Action, Clayton 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
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright
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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.
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright
C. R. Wright, Sri Lanka
10
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.
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 11
C. R. Wright, Sri Lanka
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
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 12
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.
C. R. Wright
Photo by Ruth Mogana-Monyepi, Botswana
Wright
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 13
Benefits to the Educational System continued


C. R. Wright
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.
Teacher Training via ODL: From Reflections to Action, Clayton 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
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 15
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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This presentation is based
on my experiences with
teacher training programs in:
 Bangladesh
 Nigeria
 Botswana
 Sierra
 India
 Malawi
 Malaysia
Leone
 Sri Lanka
 Tanzania
 The Gambia
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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
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 18
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.
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 19
A Fact:
Not everyone
appreciates the
merits and
effectiveness
of ODL.
Photo by AMREF, Kenya
What resistance have you encountered?
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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.
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 22
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).


Photo by Olabisi Kuboni, Trinidad and Tobago

Provide detail orientation to
learners.
Give learners continuous
positive support.
Respond to student concerns in
a timely and effective manner.
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 23
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.
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright
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Teacher training by ODL may fail if:

C. R. Wright, Nigeria


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.
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 25
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
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 26
Human Resources


K. A. L. Githani, Sri Lanka
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!
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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)



C. R. Wright
Transparent
Forward looking
Committed to ODL and ODL learners
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 28
Human Resources – A few suggestions



Isatou Newlands, Gambia
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.
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 29
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
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 30
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
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 32
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
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 33
Human Resources - Tutors
Photo by Bethel Masauli, Malawi
Tutors determine
learners’ needs and
guide learners thru
challenges such as
deciphering difficult
material and dealing
with stress, isolation,
and the fear of learning.
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 34
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, Malaysia
C. R. Wright, Sierra Leone
Ahmad Zaini bin Idris, , Nasfi bin Ismail
and Kusyaimir bin Abd. Moin, Malaysia
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 35
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
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 36
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
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright
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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.
How could you
improve your
human resources
– selection and
management?
Photo by Bethel Masauli, Malawi
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 38
Designing Effective Modules
continued
Learning via an information dump.
People do learn this way, but
is it effective?
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 39
Designing Effective Modules
Sunday Reju, Namibia
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.
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 40
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.
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 42
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.
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 43
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.
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 44
Designing Effective Modules
continued
What aspects of your modules
need to be improved?
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 45
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
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 46
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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47
Designing Effective Modules
continued
If you don’t get the modules out
to the learners, why make them?
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 48
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
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 49
Program Delivery




continued
Learning centres
Communities of practice
Handling assignments
Using mobile phones
C. R. Wright
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 50
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.
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright
51
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.
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 52
C. R. Wright, Botswana
Program Delivery – Learning centres continued

Learning centres could serve as the primary source
for ICT training for individuals and the community.
If students can
learn computers
without help, then
teachers can learn
with help!
Michael Trucano
Dr. Sugata Mitra’s Hole in the Wall Project
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 53
Program Delivery – Communities of practice
C. R. Wright, Botswana


Encourage learners to establish communities
of practice or study groups.
Provide them with guidelines they can use to
organize and run study groups.
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 54
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 study
group once per term.
C. R. Wright, Malaysia
Saiful Redzuan bin Abdul Shukor
and Sabri bin Karim , Malaysia
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 55
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.
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 56
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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57
Program Delivery – Handling assignments

Plagiarism must be addressed.



Steven Magesa,Tanzania

cont’d
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.
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 58
Program Delivery – Mobile phones
OLPC Mobile
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.
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 59
Program Delivery
continued

What other uses
could you make of
mobile phones?
C. R. Wright
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 60
Program Delivery

continued
What technologies could be used to reach
and interact with students?
Are these accessible and affordable?
C. R. Wright
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright
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Quality Assurance


C. R. Wright, Nigeria
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.
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 62
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
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 63
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
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 64
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.
Isatou Ndow, The Gambia
For the ODL professional, the status quo is not
an option! How will you improve the quality of
your program?
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 65
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
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 66
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
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 67
Successful Program
How do you know that your
program is a success?
The number of graduates does not tell
the whole story.
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 68
Successful Program
Remember Kirkpatrick’s
four levels of evaluation?
Reaction - individual satisfaction and engagement
Learning - new knowledge, skills, and attitudes
Behaviour - changing actions in the classroom,
increased confidence and commitment
Results - students and educational system
benefit, KPIs or standards attained
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 69
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.
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 70
Let’s focus on excellence
– making your teacher
training program the
best it can be.
C. R. Wright, Botswana
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright
71
During this presentation:


Yusupha Faye, The Gambia

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?
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 72



Reflect
Make a decision
Act and know the consequences of inaction
Erwan Djunaidy, GIATMARA, Malaysia
Teacher Training via ODL: From Reflections to Action, Clayton R. Wright 73
THANK YOU!
C. R. Wright
Clayton R. Wright, PhD
[email protected]