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Working on e-learning materials in Central Asia

Working on e-learning materials in Central Asia. Peter Taylor and Sam Smidt, The Open University 1 st May 2014. CANDI: Teaching Competency and Infrastructure for e-Learning and Retraining. In 2010 we were awarded 900,000 euros under the TEMPUS scheme. 4 EU partner universities

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Working on e-learning materials in Central Asia

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  1. Working on e-learning materials in Central Asia Peter Taylor and Sam Smidt, The Open University 1st May 2014

  2. CANDI: Teaching Competency and Infrastructure for e-Learning and Retraining. • In 2010 we were awarded 900,000 euros under the TEMPUS scheme. • 4 EU partner universities • 2 Kazakh universities • 3 Uzbek universities

  3. Aims of the project • Develop e-learning capabilities in Central Asia • Establish a common e-learning platform • To enable Central Asian universities to increase their student populations • Develop pedagogic skills of staff, especially younger teachers in Computing and Chemistry • Develop English language skills

  4. Where are Uzbekistan and Kazakhstan?

  5. Challenges for us 1 • Language • Hierarchy • Classic views of learning and teaching • Centralised curricula in computing and chemistry (and not the same for both countries) • Marked differences in development of the two Central Asian countries

  6. Challenges for us 2 • Cultural differences and the need to expect the unexpected • Changing group of participants • The importance of the Rector! • The importance of e-learning in delivering the curriculum. • Running online interactive workshops in a part of the world where that is very new

  7. Challenges for them • Language • Skills development not a familiar concept • Skepticism about online practical work in Science and Computing • Moving away from books and lectures • Establishing a legal basis for delivery of teaching via e-learning

  8. Methodology • Twice yearly 2 day workshops, usually one in Europe and one in Central Asia • A mixture of presentations and hands-on activities • Discussion was difficult – they wanted to be told what to do. • Media training was very popularand well embraced. • In between times the Central Asian partners developed the online courses, about 20 in total, using a Moodle platform. • There were also summer schools and seminars focused on the computing and chemistry content rather than the pedagogic development.

  9. Successes • 20 online modules were developed • An online feedback tool was developed – particular challenges • In some Central Asian universities there was clear sustainability and newly established e-learning centres building on the foundations of this project • Video conferences across all Uzbek universities • Relationships

  10. Why do it? • Forces reflection on own learning and on our relative privilege. • Do we need a Rolls-Royce model? • Working in other cultures requires flexibility, especially around your own expectations and those of your partners • The hospitality!

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