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Designing Open Education: how is your organization tackling the scalability challenge?

, / by https://blog.itcilo.org/author/a-messutiitcilo-org/

Technological progress makes constant learning a must. In this respect, Massive Open Online Courses, or MOOCs, appear to be an ideal alternative to traditional formal education. MOOCs emerged from the open education resources movement and are since then considered helpful to improve access to quality education.

However, despite the advantages MOOCs have over a traditional education, there are several challenges remained to be solved:

1. The effectiveness of Open Online Education is frequently questioned because of the low completion rates. Hence, while an effective system to measure and validate learner progress is needed, we should find a better way to boost learner engagement.
2. MOOCs require instructional design that facilitates large-scale feedback and interaction. In fact, at the ITCILO, we have identified a quality mentorship as one of the main obstacles to the scalability of Open Online Education.
3. As the idea of Open Online Education builds upon information technologies, digital literacy could be a barrier to scalability. On the other side, educators also need skills to teach in an open and online environment, as well as the ability to develop and design online education [1]. Additionally, in terms of supporting mechanisms [2] within an institution, OOE demands organizational support on multiple levels to steer towards embedding of OOE [3].

Studies show that the institution’s level of scalability is determined in part by the relative presence of ten following factors [4] :
1. interaction,
2. learning levels,
3. student class standing,
4. faculty tenure or continuing status,
5. completion rates,
6. cohort versus non-cohort settings,
7. degree- versus non-degree-seeking programs,
8. market type,
9. tuition costs, and
10. Profitability.

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Besides, at the ITCILO, we agree that the attempt to improve online courses is often hindered by pedagogical effectiveness, interactivity, audience, faculty incentives, retention, program type, and profitability [5]. In order to fully leverage the potential of Open Online Education, we need to address this scalability challenge. Therefore, the course Open Online Education (05 November- 02 December) is developed to explore how the internet and networking technologies have enabled new learning models mediated by digital resources.

By the end of the course, participants will be able to:
• Define why Open Education is relevant;
• Identify the different options for development and implementation of Open Education;
• Understand evaluation approaches for Open Online Education;
• Identify challenges and define solutions for scalability.

More information about the course: https://www.itcilo.org/en/areas-of-expertise/learning-methodologies-and-technologies/open-online-education-new
Contacts:

Alessia Messuti (a.messuti@itcilo.org)

Mirella Scabini (m.scabini@itcilo.org) 

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[1] Challenges and opportunities of open online education: a group concept mapping study. Retrieved from http://www.sooner.nu/challenges-opportunities-open-online-education-group-concept-mapping-study/

[2] Schophuizen et al. 2018. Eliciting the challenges and opportunities organizations face when delivering open online education: A group-concept mapping study. The Internet and Higher Education. Retrieved from https://doi.org/10.1016/j.iheduc.2017.08.002

[3] Idem.

[4] Ten Scalability Factors in Distance Education. Retrieved from http://what-when-how.com/distance-learning/ten-scalability-factors-in-distance-education/

Mobile Seamless Learning for the 21st century

, / by https://blog.itcilo.org/author/a-messutiitcilo-org/

 

How can mobile technology benefit learning?

Using mobile devices for learning is a logical extension of our life in this tech-centric world. Undoubtedly, technologies affect learning in various ways. Information and Communication Technologies (ICTs) grant access to knowledge to all people regardless of where or who they are. We can now learn whenever the need arises. Learning is no longer limited to one location, nor does it follow a strict schedule.

However, despite the opportunities ICTs present, there are certain constraints mobile learning needs to deal with, such as digital literacy, data security, and infrastructure[i]. A customized mobile learning experience should be able to address these challenges.

How mobile learning can help achieve the Sustainable Development Goals (SDGs)?[ii]

The idea of learning in contexts builds upon the fact that learning does not happen in a vacuum, but is closely linked to objects and experiences in the real world so that knowledge becomes meaningful to learners.  Mobile learning provides “Just in time, Just enough, and Just for me” experiences. Therefore, learners have the mobility and are able to decide what and how to learn depending on the contexts which makes it different from being simply eLearning on a mobile device.[iii]

The ITCILO has developed a series of mobile learning projects since 2011.

By offering a learning solution flexible to learners, mobile learning can boost engagement and knowledge retention. “Mobile technology offers unprecedented power for users to access information and services that can create life-changing opportunities in education and employment,” said Brahima Sanou, Director of the Telecommunication Development Bureau of the International Telecommunication Union (ITU), at the Policy Forum on Mobile Learning held in Paris last year.

Moreover, UNESCO’s “Mobile Learning Project in Education for Sustainable Development and Micro-Gardening” [iv]has shown that ICTs can contribute positively to Education for Sustainable Development (ESD), literacy and skills development.

Register for the upcoming course on Mobile and Seamless Learning

Building upon internal expertise and partnership with internationally recognized institutions such as the Open University of the Netherlands, an upcoming course Mobile and Seamless Learning will be available in September 2018:

By the end of the Mobile and Seamless Learning course, participants will be able to:

  • Have a global overview about the history of mobile learning research and development;
  • Have a basic understanding of related theories (e.g. situated cognition, experiential learning, anchored instruction, cognitive apprenticeship);
  • Explain how various learning contexts can be connected and integrated enabling a continuous learning experience (seamless learning);
  • Explain what are the existing gaps between different learning settings;
  • understand the challenge of learning transfer between different contexts, and
  • Be aware of the essential technologies, tools and principles that enables seamless learning (e.g. storytelling, collaborative and networked, project-based and competence-based learning).

More information about the course: https://www.itcilo.org/en/areas-of-expertise/learning-methodologies-and-technologies/seamless-learning-design-new

Contact person: Alessia Messuti a.messuti@itcilo.org

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Photo Credit: Alessia Messuti (Nairobi, Kenya)

References:

[i] (2017, June 28). Chinese spend 3 hours a day on their smartphones, ranking second in the world: survey. ChinaDaily. Retrieved from http://europe.chinadaily.com.cn/china/2017-06/28/content_29916917.htm

[ii] (2018, June 19). Social media use continues to rise in developing countries but plateau across developed ones. Pew Research Center. Retrieved from http://www.pewglobal.org/2018/06/19/social-media-use-continues-to-rise-in-developing-countries-but-plateaus-across-developed-ones/#table

[iii] Alhajri, R. (2016, October 10). Prospects and challenges of mobile learning implementation: a case study. Retrieved from https://www.omicsonline.org/open-access/prospects-and-challenges-of-mobile-learning-implementation-a-case-study-2165-7866-1000189.php?aid=84267

[iv] (2017, March 24). Harnessing digital skills and mobile learning for inclusive sustainable development. International Telecommunication Union.  Retrieved from https://www.itu.int/en/mediacentre/Pages/2017-PR12.aspx

Why learning analytics for capacity development?

, , / by https://blog.itcilo.org/author/a-messutiitcilo-org/

Capacity development is a founding principle of the ILO’s Development Cooperation Strategy to secure better decent work outcomes through improved services to constituents. However, how can we increase the effectiveness of capacity building programmes for costituents and players in the world of work?

Learning Analytics is the measurement, collection and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs.

There are several reasons why training organizations would wish to invest in learning analytics:

  1. Predict learners’ performance
  2. Provide learners with a personalized eLearning experience
  3. Increase learners’ retention rates
  4. Measure engagement and teaching success
  5. Improve instructional and delivery strategies of eLearning courses and programmes

With these factors in mind, the ITCILO developed a dedicated Online Programme in Innovative Learning Interventions where professionals with a capacity-building function explore the use of latest technology and innovation for translating the sustainable development goals into achievable actions, including the potential of Trusted Learning Analytics.

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The main objective for Learning Analytics is to unveil so far hidden information in educational data to gain new insights and prepare them for different educational stakeholders (learners, trainers and managers). This new kind of information can support individual learning, enhance facilitation and teaching quality, as well as improve organizational knowledge management processes and system administration.

This course aims to contextualize Learning Analytics and its most important dimensions. It will demonstrate why Learning Analytics have the power to be a real game changer for educational research by enhancing e-learning experiences and creating more effective e-learning environments by helping to predict learners’ performance, providing learners with a personalized learning experience. Increased retention rates and boosting cost efficiency. It also will touch on the ethical and privacy side of Learning Analytics that needs to be discussed within potential target organizations to guarantee adoption and uptake of Learning Analytics from stakeholders.

If you are a trainer, information technology (IT) specialist, decision maker in education and training institutions or instructional designer and you are already experimenting with Learning Analytics within your organization, feel free to get in touch and share with us your experience (delta@itcilo.org)