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Accelerating development of teaching and learning on WSPs

Accelerating development of teaching and learning on WSPs. Jamie Bartram IWA Water Safety Conference Kuching, Malaysia November 2010. Diagnosis. Increasing demand for training for WSPs WSPs relatively ‘new concept’, not widely implemented.

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Accelerating development of teaching and learning on WSPs

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  1. Accelerating development of teaching and learning on WSPs Jamie Bartram IWA Water Safety Conference Kuching, Malaysia November 2010

  2. Diagnosis • Increasing demand for training for WSPs • WSPs relatively ‘new concept’, not widely implemented. • Application accelerating because of early successes • Increasing demand for training lagging training opportunity • Backlog training/educational deficit • WSP training appropriate for diverse audience • Relatively high level of international consistency • Some diversity in application creates opportunities for lesson-learning

  3. Concept Radically accelerate capacity to deliver high quality training and to make it widely accessible (diverse settings) both where there is training capacity and where there is not

  4. Accelerating training/education with DL • Broadly Accessible • Platform accessible in low bandwidth settings • Self-access learning materials allow pacing friendly to non-native English speakers • Asynchronous interactive discussions encourage interaction across time-zones • Provided by an international network for greater outreach and resource sharing • Comprehensive material and learning environment • Target around 4 hours study per week (self-study + interactive) • Optimum course group size for teamwork • Timetable-based delivery • Focus on professionals – non-credit-bearing certificate

  5. Multiple Platforms Self-access materials Uses CD-ROM or similar for access in low bandwidth setting • Case studies • Worked examples • Interviews • Short video • Image/photo collections • Some didactic (V-o ppt) • Manual content • ‘Dictionary’

  6. Multiple Platforms Interactive component Accessed asynchronously (enabling team work across time zones) and on-line (target readily accessible from internet café in low bandwidth setting) • Team assignments • On-line tests • Seminar Discussion • Interaction with course instructors

  7. Phase 1 One course, IWA-sponsored: • Organized piped system WSPs • WSP team member focus • Based on WHO WSP Manual • 12 modules over nine weeks • Start-up: Universities of North Carolina, Surrey and Malaya

  8. Phase 1 timeline ~July 2010 • Storyboard • Platform design ~Dec 2010 • Platforms tested • Materials developed • Course assembled • Recruit first pilot cohort ~Jan 2011 • Phase 1 pilot testing • Run pilot cohort, retrieve feedback • Initiate discussions with additional network institutions ~May2011 • Revision based on pilot • Phase 2 Pilot testing (Uni Malaya) • Agreements with additional network members ~ September 2011 • Launch at IWA Malaysia development conference (and elsewhere) • Launch wider promotion of course and recruitment of additional institutions

  9. Enhancements WSP DL community Introductory and finishing workshops • Discussion space, notice board etc - permanent membership for those who successfully complete the course • Periodic opportunities to refresh/augment learning • Optional extra face-to-face component organised by network members at events (eg Malaysia Conference)

  10. Phase 2 Course development Additional courses • Annual review among participating institutions (course includes feedback built in at multiple stages) • Regular course schedule (min 4 x annually) • Additional network members (expanded delivery) WSP-related • WSP 101 (single module) • Auditors version • Small community WSPs Non-WSP-related • GL and standards theory and practice of development and application (in development) • Several courses under discussion with NGOs

  11. Qs Course based on small community water supply manual? Interest in design and material development? Network participation for delivery?

  12. Needs • Policy makers (national, utility CEO etc) • Team leaders and members in utilities • Small system managers • Auditors

  13. Accelerating development of teaching and learning on WSPs Jamie Bartram IWA Water Safety Conference Kuching, Malaysia November 2010

  14. Multiple Platforms Self-access materials Interactive component Uses CD-ROM or similar for access in low bandwidth setting • Case studies • Worked examples • Interviews • Short video • Image/photo collections • Some didactic (V-o ppt) • Manual content • ‘Dictionary’ Accessed asynchronously (enabling team work across time zones) and on-line (target readily accessible from internet café in low bandwidth setting) • Team assignments • On-line tests • Seminar Discussion • Interaction with course instructors

  15. Phase 1 timeline ~July 2010 • Storyboard ~Dec 2010 • Platforms tested • Materials developed • Course assembled • Phase 1 pilot testing ~May2011 • Revision based on pilot • Phase 2 Pilot testing (Uni Malaya • Initiate discussions with additional network institutions

  16. Phase 2 Course development Additional courses • Annual review among participating institutions (course includes feedback built in at multiple stages) • Regular course schedule (min 4 x annually) • Additional network members (expanded delivery)

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