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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.

open-online-education_BANNER_2

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

Graphic Design in Development

, / by https://blog.itcilo.org/author/wambeke/

A case for sustainability, universality and true human needs.

Design for world peace

Back in 1945, a Yale architecture graduate called Donald McLaughin designed one of the world’s most recognizable symbols: the United Nations emblem. But at that time he wasn’t fully aware of the impact his design would have. When the delegates from 50 Allied nations gathered that spring in San Francisco, the conference required brochures, placards and, of course, badges. Mr. Mc Laughlin, then chief of the graphics presentation branch of the Office of Strategic Services, forerunner of the C.I.A., originally designed a 2.7 cm round lapel pin. The emblem of the continents and olive branches was also stamped in gold on the United Nations Charter, and a year and half later it was adopted, with modifications, as the official seal and emblem of the United Nations.

To this day, few symbols are so widely recognised and universally understood as the UN emblem. It’s a demonstration of the power of graphic design in its ability to unite people through graphic images and rendering complex ideas into one visual symbol. Over the last several years we’ve seen the most influential development agencies fully embracing the role of graphic design including The World Bank, Unicef and many others.

Design must be meaningful

There is a strong cultural dimension to graphic design that is affected by traditions, language, diversity, gender, beliefs and value systems. Graphic designers within UN agencies carry the responsibility to embody these dimensions in their designs. Experience turned them into experts designing in all six official 400+ national languages, but also in integrating complex ideas such as impartiality, dignity and tolerance. They have the duty and power to represent the underrepresented and to promote inclusiveness through their ideas.

Making it look pretty is not enough. Design must be meaningful where ‘meaningful’ replaces rather void concepts such as ‘beautiful, ‘ugly’, ‘cool’, ‘cute’, or ‘nice’. Designers need to put end-users’ needs ahead of their own taste and love of aesthetics. Or as Victor Papanek put it back in 1971’: “design must become an innovative, highly creative, cross- disciplinary tool responsive to the true needs of men.”

Design is inherent to all cultures and the next generation of graphic designers needs to be aware of their ability to emphasise on deeper cultural meanings. Design can impact the world and therefore designers should cultivate their capacity in strengthening mutual understanding amongst people and nations.

From ITCILO's Future of Learning Magazine

From ITCILO’s Future of Learning Magazine

In-house capacity and training

The ILO Turin Centre has its own inhouse graphic design unit. Multimedia Design and Production (MDP) provides
graphic design solutions for courses, training materials, conferences and publications. For many years MDP has also designed the publications of other UN agencies including UNHCR, OHCHR and the World Bank.

This year for the first time, the Center will organize a course on how to design communication solutions for development purposes. As a discipline, Communication for Development embraces a broad range of functions and practices which centre around dialogue, participation and the sharing of knowledge and information, all with a view to creating empowerment and sustainable social change. From a human centred approach, this on-site training course will explore the possibilities of contemporary and traditional communication tools in addressing development
challenges and maximizing the impact of initiatives.

The Communication for Development (C4D) Course will be organised in Turin, from 5 to 8 June 2018. All information and applications on the course’s web page.