1 / 37

Sustainable community development: the impact of ICT and OER in educating comprehensive entrepreneurship

Sustainable community development: the impact of ICT and OER in educating comprehensive entrepreneurship. Jos H.A.N. Rikers Open Universiteit in the Netherlands Policy advisor / coordinator of the UNESCO Chair program. Started in 2010; Finish 2014. Promotor:

neci
Download Presentation

Sustainable community development: the impact of ICT and OER in educating comprehensive entrepreneurship

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Sustainable community development: the impact of ICT and OER in educating comprehensive entrepreneurship Jos H.A.N. Rikers Open Universiteit in the Netherlands Policy advisor / coordinator of the UNESCO Chair program GO-GN Seminar Cape Town, 7-12 Dec. 2013

  2. Started in 2010; Finish 2014 • Promotor: • Prof. Dr. M.C.E. van Dam-Mieras • Copromotor: • Prof. Dr. J.A. van Ginkel • Prof. Dr. F. Mulder GO-GN Seminar Cape Town, 7-12 Dec. 2013

  3. Research problem • How can the development and implementation of a diploma program in social entrepreneurship, that is based on a competence based learning model and uses ICT and OER to ensure efficiency and effectiveness, be positioned in and contribute to the Kenyan context of economic development and reduction of poverty? GO-GN Seminar Cape Town, 7-12 Dec. 2013

  4. The components in the research problem • Kenya as a developing country. • The role of education in development, with special focus on the use of ICT and OER. • The development and implementation of the diploma program in Social Entrepreneurship • The potential of such a program to contribute to the development of Kenya. GO-GN Seminar Cape Town, 7-12 Dec. 2013

  5. Research questions: Question 1 What evidence is available for describing the socio-economic development of Kenya, based on the commonly accepted descriptors and what are the specifically local elements that need to be considered when looking at development strategies? The use of performance indicators (GNP/HDI) needs to be analysed or are other indicators more useful? • In a desk research effort the commonly used descriptors will be discussed in relationship to the way they are instrumental in guiding development strategies on the national level. GO-GN Seminar Cape Town, 7-12 Dec. 2013

  6. Question 2 What evidence is available that the use of ICT in education can contribute to implementing the mission of an educational institute as specified by Tangaza University College? • A literature study will be used to build the argumentation for the use of ICT in the educational model of the university. The argumentation will be tested in interviews with relevant stakeholders connected to the university. GO-GN Seminar Cape Town, 7-12 Dec. 2013

  7. Question 3 What evidence is available that the Open Educational Resource concept and instrument can contribute to implementing the mission of an educational institute as specified by Tangaza University College? • A literature overview will be created to build the argumentation for the use of OER. The argumentation will be tested in interviews with relevant stakeholders connected to the university. GO-GN Seminar Cape Town, 7-12 Dec. 2013

  8. Question 4 What short-term evidence can be collected that the diploma program (once implemented) according to the approach developed in the project is addressing the requirements as far as the stakeholders are concerned. • To address this question the development process of the Diploma Program on Social Entrepreneurship (DSE) will be monitored and reported. • In the development project attention will be given to the introduction of Competence Based Education, the use of serious games and other ICT related options and the use of OER. The responses of the stakeholders involved in the development project will provide research data. • In the Plan – Do – Check cycle that is typical for educational design research, this project boosts the initial run as far as the part-time ODL mode of the program is concerned. As there will also be an on campus full-time delivery mode, the full quality assurance cycle is outside the control of this project. Instead the responsibility for the full quality cycle is with the institution. Summative evaluations of the effect of both modes will be part of the regular research program of ISMM. GO-GN Seminar Cape Town, 7-12 Dec. 2013

  9. Collaboration project Partners • Open Universiteit / UNESCO Chair in Knowledge Transfer for Sustainable Development Supported by ICTs. • Tangaza University College – Institute Social Ministry in Mission Central Theme: • Social transformation for human dignity and social justice GO-GN Seminar Cape Town, 7-12 Dec. 2013

  10. Focus on Diploma Program on Social Entrepreneurship • The DSE is designed to cater for initiating and upgrading of informal or/and stagnant income generating activities into effective small social enterprises and social businesses. The core of the programme is constituted by an ongoing course on Social Entrepreneurship and social and economic enterprise development to which all other courses contribute to develop various specific skills, competencies and capabilities for wealth creation in the society. • By the end of their studies, students will be able to: • Turn informal economic activities into a creative and vibrant small scale social enterprise • Identify and pursue innovative business ideas that respond to challenges in their local environment. • Uphold high ethical and socially responsible standards through their business ventures. • Access completion degree programmes, such as the BA in Sustainable Human Development at Tangaza University College. GO-GN Seminar Cape Town, 7-12 Dec. 2013

  11. Program outline Intro Boot Camp Learning Consolidation Examination Certification GO-GN Seminar Cape Town, 7-12 Dec. 2013

  12. Workshop DSE curriculum development In collaboration with Open Universiteit GO-GN Seminar Cape Town, 7-12 Dec. 2013

  13. Purpose of the workshop • Provide a framework for curriculum development • Explain the new elements introduced • Build consensus on the approach • Work with staff (course developers) • Work with alumni and students (potential clients) GO-GN Seminar Cape Town, 7-12 Dec. 2013

  14. Content of the workshop • Theory and background • Academic discussion • From theory to praxis • The program and course structure • DSE • EMERGO • Research activities • Curriculum and course development • Data collection GO-GN Seminar Cape Town, 7-12 Dec. 2013

  15. Theory and background:The academic discussion GO-GN Seminar Cape Town, 7-12 Dec. 2013

  16. The 4 Component Instructional Design model Task class 1 Most simple form of the complete task Task class 2 Middle form of complexity Task class n Most complex form of the complete task Without support (full problem) Partial support (fill in exercise; reversed problem; imitation problem) Full support (example completely spelled out) = Learning task GO-GN Seminar Cape Town, 7-12 Dec. 2013

  17. GO-GN Seminar Cape Town, 7-12 Dec. 2013

  18. Authentic environment GO-GN Seminar Cape Town, 7-12 Dec. 2013

  19. Task group GO-GN Seminar Cape Town, 7-12 Dec. 2013

  20. Activity sequence • Introduction to the topic of the task group • Explanation of the topic at hand and collection of first student ideas • Study activities by students • Update of student notes • Mentor feedback • Update of student notes • Peer review of notes • Final report as basis for the business plan GO-GN Seminar Cape Town, 7-12 Dec. 2013

  21. Research activities • Data collection from stakeholders: • Management • Staff • Students • Alumni • Three moments for data collection • At the start (after the workshop) • During the course development • On completion of the program GO-GN Seminar Cape Town, 7-12 Dec. 2013

  22. For management and staff • Last part of the workshop: discussion • Individual interviews GO-GN Seminar Cape Town, 7-12 Dec. 2013

  23. For alumni and students • During the workshop: • Filling in a questionnaire • Incentive: The World Café GO-GN Seminar Cape Town, 7-12 Dec. 2013

  24. Questionnaire GO-GN Seminar Cape Town, 7-12 Dec. 2013

  25. Results - Interviews • Main concerns: • 50% youth unemployment (< 25 = 50% of the population) • 50% of the economy is in the informal sector • Social entrepreneurship: • Growth and professionalizing the informal sector • Create jobs GO-GN Seminar Cape Town, 7-12 Dec. 2013

  26. Results - Interviews Mission: social transformation Requires: • Presence in civil society • Relationship with private and public sector • Credibility (as a young institution we rely on overseas connections) • Use technology to reach out to students GO-GN Seminar Cape Town, 7-12 Dec. 2013

  27. Results - Interviews • Change towards an adult learning model • Competence based • Use of technology – attention for skills development through training • Use of authentic cases in collaboration with students and private sector • Use of experts for guest lectures (alumni; video lectures) • OER policy • Bottom up approach – start with this project • Teacher training • Good financial model / IP and licensing GO-GN Seminar Cape Town, 7-12 Dec. 2013

  28. Results - Interviews • Further collaboration with OUNL • On E-learning and the use of technology • On the adult learning model • On research – transformation competence GO-GN Seminar Cape Town, 7-12 Dec. 2013

  29. Results - Questionnaires GO-GN Seminar Cape Town, 7-12 Dec. 2013

  30. Results - Questionnaires • Support for the shift to Competence Based Learning? 100% • Can students be active learners? 100% GO-GN Seminar Cape Town, 7-12 Dec. 2013

  31. Results - Questionnaires • Support for the curriculum model presented. 100% • Support for the translation to task-based EMERGO Design. 100% • Support for the use of a fixed sequence of activities. 100% GO-GN Seminar Cape Town, 7-12 Dec. 2013

  32. Results - Questionnaires GO-GN Seminar Cape Town, 7-12 Dec. 2013

  33. Results - Questionnaires GO-GN Seminar Cape Town, 7-12 Dec. 2013

  34. Conclusions • Strong support for the curriculum development ambition. • Strong support for the use of ICT and Multi-Media based learning. • Strong support for the design based on EMERGO. • Support for the use of OER, although not fully understood. • Shift to e-learning requires organisational changes. • Special attention needed for student support. • Special attention needed for staff training. GO-GN Seminar Cape Town, 7-12 Dec. 2013

  35. Conclusions – Next steps • Development of the thematic modules. • Development of the EMERGO based Business Plan module. • Training of the staff involved ‘on the fly’. • Collaboration with IT-staff. In this stage the staff involved in the development of materials will be asked to fill in a short questionnaire. GO-GN Seminar Cape Town, 7-12 Dec. 2013

  36. Final step • On completion of the program the stakeholders will be asked to fill in a questionnaire: • To compare original requirements and end result • To measure acceptance of the approach • To collect comments on the actual implementation GO-GN Seminar Cape Town, 7-12 Dec. 2013

  37. Thank you for your attention Contact: jos.rikers@ou.nl GO-GN Seminar Cape Town, 7-12 Dec. 2013

More Related