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e-Learning Africa 2014, Kampala

e-Learning Africa 2014 presentation May 29
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Sara Hennessy

on 29 November 2016

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Transcript of e-Learning Africa 2014, Kampala

OER4Schools resource
(except images, video, logos)
www.oer4schools.org
ICT
OER
PD
Internet-based
resources
open questioning and whole class dialogue
promoting
pair / group work
ICT-rich lessons
Open (digital)
Educational
Resources
MOBILE technologies, such as netbooks, wikireaders, tablets, calculators, ...
motivating students and teachers
Games
mobile apps
(low power, robust)
(low bandwidth, download)
Pedagogy
use of available resources,
integrating ICT with other resources

The issues:

Not all children are in school
Children often have a poor experience in school
Teacher professional development and achieving UPE (the 2nd MDG)
primary teacher
Grade 7 pupils
group work
college lecturer
college students
group work
"modelling"
Teacher Education Resources!
OER Freedom 1:
Legal freedom
OER Freedom 2:
Technical freedom
OER Freedom 3:
Educational freedom
Participation:
Ownership
Participation:
Dialogue
Participation:
Choice

Information
Consultation
Deciding together
Acting together
Supporting independent community interests
Five stances of participation
(David Wilcox, based on Sherry Arnstein)
(UNESCO Community discussion, "Access to OER" , 2009)
Lack of skills
Lack of confidence
Lack of training
legal freedom
technical freedom
educational freedom
OER freedoms
questioning
and dialogue
OER4Schools.org
group work
Assessment
for Learning
Eness, with Grade 3
Chimwemwe community school
focussed
activities
other OERs
and digital resources
background
reading
pedagogical ideas
and lesson plans
audio
resources
lesson video clips
texts
lesson pacing
enquiry-based
learning
educator
notes

University of Cambridge, UK
Lack of skills
Lack of confidence
Lack of training
A year-long trial of a multimedia professional development programme for interactive teaching with technology in Zambia
e-Learning Africa 2014, Kampala, Uganda
Sara Hennessy and Björn Haßler
Interactive pedagogy for ICT use in a developing context: Zambia...

A model of professional development

Professional learning resource

Research trial & findings

Outline
What was the teacher able to achieve in this small group work that would be difficult in the whole class?

How did the use of ICT help the learners’ inquiry?

Video of Grade 3: children devising own classifications of animals using pictures on Android tablets
classroom trialling
(+ peer observation)
post-lesson reflection:
audio diary /
colleagues in workshop
new approach / technique
reflection on
current practice /
drawing on prior
knowledge
trialling ideas and using ICT with peers in workshop
video as stimulus for reflection & discussion
Trial at Chalimbana Basic School

12 teachers and classes
Grades 4 - 6
peer facilitator with remote support
one school year
participatory approach
lesson
planning
modify practice

What supporting
and constraining factors influence the introduction of interactive teaching and the integration of ICT in low-resourced basic schools in Zambia?

What impact does participation in the programme have on teachers' thinking and classroom practices, with and without ICT?
Research questions

lesson observation; video recording
workshop video/audio recording
teacher & SLT interviews, focus group
audio diaries: research & T reflection
workshop facilitator reflections
portfolios
'most significant change' technique
Data collection
This programme has really changed even the way I teach children.
Children now know ... what is to be done, even when it comes to cleaning. ... They will rush and fetch water, and
if there is no soap, they always demand it.
So they know the importance of it, and it has really helped the children at lunch. It's a very very good programme. (Judith)
"In groups, they were able to share their ideas. Not ... just to listen to the teacher, the teacher talks, talks, talks and gives the work: "you do this", and they write and we mark, you know, but
[now] there’s a change whereby [the students] change their ideas
, see?"  (Mirriam)
FINDINGS (1)
Teachers recognised some elements of the approach from college education, but had not been practising it

Giving up control is a ‘leap of faith’, but having the concrete programme enables testing new ideas
STUDENTS
were

building deeper understanding of subject matter
given new opportunities
more actively engaged in classroom teaching and learning
remembering better what they had been taught
enjoying their classroom learning more
helping each other
using digital technologies for problem solving

FINDINGS
Challenges
High absenteeism & poverty levels
Language barriers
Large classes, low staffing
Limited resources in challenging environment
ICT: resilience, maintenance and connectivity
School inspections, shifting government policies
Teacher perceptions of pupils' capabilities
Giving up control is a ‘leap of faith’

Use of tablets (animal classification)
GeoGebra (area, perimeter of rectangles)
Etherpad / collaborative writing
(provinces of Zambia; stories)
Spreadsheets (fitness, heart, BMI)
Digital technologies
OER4Schools Resource
group work
whole class dialogue and questioning
assessment and lesson pacing
enquiry-based learning
sharing the vision with parents, other teachers, and schools
reflective practice
Supporting interactive teaching in science & maths with & without ICT
secure
case for
server
UPS
Internet from VSAT
Internet to school
© Google Maps
ICT as discrete subject vs. integrated
ICT lab vs. classroom / mobile use
http://commons.wikimedia.org/wiki/File:Zambia_(orthographic_projection).svg
http://en.wikipedia.org/wiki/File:Za-map.png
Zambia
low HDI (163/187)

passive, rote learning,
copying from board;

misalignment between theory & practice
"training"

one-size-fits-all

one-day course

technical focus / technical experts

models of “best practice”

Image CC-By:
http://betchablog.wikispaces.com/
Conclusions
http://tinyurl.com/eLA14OER4S
sch30@cam.ac.uk, bjohas@gmail.com
More info:
offline demo
OER4Schools.org
images, movies, ...
This prezi:
interactive pedagogy
technology
Open
Educational
Resources

Learning for
teachers and
children
digital
Aggie: lung capacity – analysing how it varies with height/sex / pulse rate / chest circumference
A
multimedia
resource and programme of sustained
school-based professional learning
(not training!)
for teachers
focus on
learning
in the classroom &
participation
for all students
OER4Schools
Enquiry-based learning
[IN EACH EXAMPLE AND YOUR OWN ENQUIRIES]

What level of enquiry does this promote?

How can the enquiry be extended / differentiated?

How engaging will it be for students?

How is it relevant to your curriculum?

Ask students
:
How / Why / What questions?
freely available on internet: MediaWiki
easy to download
multiple formats
share on flash sticks
How to use the resource:
working with colleagues
initial teacher education
distance learning
adapt or use parts
make your own course
self study
oer4schools.org
FINDINGS
TEACHERS
were

Exploring children’s current knowledge levels

adapting to children’s levels of understanding

shifting from "telling" to "listening": children shared ideas & led activities....
This enquiry-based learning, it helped me and my pupils when we want to discover something, for instance when we went out for the field trip. Us we didn't tell them what we are going to find in the bush, it's them who went there and found out what was there for themselves. . . They were able to see the snakes, they were able to see the insects, they were able to see different types of fruits in the field which was very helpful, because
it's not like whatever we teach is supposed to come from the teacher. .. Sometimes they can find out things on their own.
FINDINGS
TEACHERS
were
creating a more inclusive and collaborative classroom environment

involving more students within the class

cooperating more with colleagues

shifting their perceptions of pupils' capabilities

using digital technologies for teaching...
Interactive pedagogy, OER, and digital technologies can reinforce each other and promote:
professional learning for teachers
student learning & engagement

OER4Schools programme supports
in-service
teacher professional development – video stimulates debate and trialling of new ideas;
pre-service education
too...
Conclusions
affiliated colleges
In-service
programme continues: self-sustaining whole school trial

OLPC Rwanda

HE/Colleges (
pre-service:
TP;
in-service:
ADEs)

Open to others to participate! Usable in other African countries
What now?
Full transcript