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The Open University: Promoting Quality Education International Meeting on the University Community and Education The Open University: Promoting Quality Education International Meeting on the University Community and Education for All “Creating and Sustaining Improvements” UNESCO Paris, November 4 th, 2004

Plan of the Talk 1 Overview of the UK Open University: 2004 2 The Plan of the Talk 1 Overview of the UK Open University: 2004 2 The Challenge of the Dakar Agreement for Africa 3 The DEEP project: combining - teacher training expertise - use of Information and Communications Technologies (ICT) in two African countries

Overview of the UK Open University The UKOU – a “mega-university” 250, 000 students Overview of the UK Open University The UKOU – a “mega-university” 250, 000 students and clients 160, 000 students working online in their studies Largest Business School in Europe Fifth in UK Teaching Quality ratings 28, 000 students outside UK Partnerships in 16 countries

Study with the UKOU Open entry – no entry qualifications are required for undergraduate Study with the UKOU Open entry – no entry qualifications are required for undergraduate study Study for BA, BSc, MA, MSc, Ph. D, or study individual courses of interest Course sizes: 100 hours to 600 hours of study All registered undergraduate students have access to a tutor Full range of media used in creation of course materials and services

Present e. Learning Capacity Email, computer-conferencing (student-tutor, student-student) Digital resources from OU Library online Present e. Learning Capacity Email, computer-conferencing (student-tutor, student-student) Digital resources from OU Library online Websites (personal, course-based) e. Books, simulations, A/V materials Specialist learning systems: computerenhanced audio conferencing (Lyceum) Computer-based assessment; online assignment handling

Academic Organisation 6 Faculties ( Arts, Social Sciences, Maths & Computing, science Technology, Education Academic Organisation 6 Faculties ( Arts, Social Sciences, Maths & Computing, science Technology, Education and Language Studies) 2 Schools (Health & Social Welfare, OU Business School) Institute of Educational Technology Knowledge Media Institute 1200 full-time academic staff Research and teaching across the OU

Quality Assurance at the UKOU Internal quality assurance: four dimensions - academic quality - Quality Assurance at the UKOU Internal quality assurance: four dimensions - academic quality - pedagogic quality - media product quality - quality of service External quality assurance - Institutional audit: QAA - Accreditation: Middlestates Accreditation - Professional Body accreditation (AACSB, EQUIS, nursing, social work)

UKOU Mission The Open University is open to people, places method and ideas It UKOU Mission The Open University is open to people, places method and ideas It promotes educational opportunity and social justice by providing high-quality university education to all who wish to realise their ambitions and fulfil their potential

Education for All A contribution from the UK Open University that draws upon: - Education for All A contribution from the UK Open University that draws upon: - the UKOU’s excellence in teachereducation - our experience in using ICT to enhance teaching and learning

“The challenge to educate our children is a challenge for us all” Dakar agreement: “The challenge to educate our children is a challenge for us all” Dakar agreement: universal primary education by 2015

Sub-Saharan Africa 42 million children without primary schooling Number of primary age children in Sub-Saharan Africa 42 million children without primary schooling Number of primary age children in the region: 1996: 82, 000 2015: 139, 000. Required growth in number of teachers: 5. 6% pa. Actual growth in number of teachers: 3. 4% pa.

“Educating all our children means educating their teachers too” Dakar agreement : Universal Primary “Educating all our children means educating their teachers too” Dakar agreement : Universal Primary Education by 2015

“What struck me so forcefully was how small the planet had become during my “What struck me so forcefully was how small the planet had become during my decades in prison. . [ICT] had shrunk the world and had in the process become great weapon for eradicating poverty and promoting democracy. ” Nelson Mandela: “Long Walk to Freedom”

DEEPThe Digital Education Enhancement Project Researching the potential of new technologies to enhance teaching DEEPThe Digital Education Enhancement Project Researching the potential of new technologies to enhance teaching and learning in literacy, numeracy and science in elementary schools in Egypt and South Africa.

Five interrelated arguments: 1 2 3 4 5 Teacher education essential to achieving meaningful Five interrelated arguments: 1 2 3 4 5 Teacher education essential to achieving meaningful primary education. School based programmes of teacher education the only feasible, logistical way of responding to enormous numbers involved. Potential of ICT needs vigorously exploiting. Established assumptions about teacher education need challenging. Balance of pre-service and in-service training needs radical reassessment.

DEEP Research Questions 1 2 3 What is the impact of ICT-enhanced teaching on DEEP Research Questions 1 2 3 What is the impact of ICT-enhanced teaching on student achievement and motivation? What is the impact of ICT use on the pedagogic knowledge and practice of teachers and the communities in which they live and work? How can teacher education and training be developed to ensure teacher capacity to exploit the potential for ICT?

DEEPThe Digital Education Enhancement Project Department For International Development, UK Fort Hare Institute of DEEPThe Digital Education Enhancement Project Department For International Development, UK Fort Hare Institute of Government, SA Programme Planning & Monitoring Unit, Egypt Open University, UK

DEEP participants Egypt: 12 project schools 25 teachers Eastern Cape: 12 project schools 25 DEEP participants Egypt: 12 project schools 25 teachers Eastern Cape: 12 project schools 25 teachers Total number of students involved: 2000

DEEP: ICT Toolkit Shared laptop with CD-ROM, internet access microphone and speakers Combined printer/scanner/photocopier DEEP: ICT Toolkit Shared laptop with CD-ROM, internet access microphone and speakers Combined printer/scanner/photocopier Individual hand-held computer with digital camera and docking station Email account Project-based digital video camera Personal mobile phone

Educator Activities & Classroom Tasks. Teachers take ‘ 10 steps’ through the DEEP project. Educator Activities & Classroom Tasks. Teachers take ‘ 10 steps’ through the DEEP project. The steps have ‘Educator Activities’ that teachers work through in pairs. The steps have ‘Classroom tasks’ for educators to adapt and try out with learners. The focus is always upon the ‘subject’ - ICT is integrated as ‘one of a range of strategies’.

DEEP: the 10 steps 1 Understanding the purposes of DEEP 2 Explaining the research DEEP: the 10 steps 1 Understanding the purposes of DEEP 2 Explaining the research instruments 3 Introduction to the professional activities 4 Introducing ICT 5 Planning to teach with ICT

DEEP: the 10 steps 6 Teaching and Learning with ICT 7 Learning review and DEEP: the 10 steps 6 Teaching and Learning with ICT 7 Learning review and presentation 8 Teacher evaluation 9 Learner evaluation 10 Affirmation

DEEP Research Questions 1 2 3 What is the impact of ICT-enhanced teaching on DEEP Research Questions 1 2 3 What is the impact of ICT-enhanced teaching on student achievement and motivation? What is the impact of ICT use on the pedagogic knowledge and practice of teachers and the communities in which they live and work? How can teacher education and training be developed to ensure teacher capacity to exploit the potential for ICT?

DEEP: the Key Findings (1) 1 Teachers gained confidence in using ICT 2 ICT DEEP: the Key Findings (1) 1 Teachers gained confidence in using ICT 2 ICT use enhanced teachers’ professional knowledge and capability by extending subject knowledge 3 ICT enabled efficient planning and preparation 4 ICT use extended the range of teachers’ pedagogic practices

DEEP: the Key Findings (2) 5 ICT permitted new forms of teacher-toteacher co-operation 6 DEEP: the Key Findings (2) 5 ICT permitted new forms of teacher-toteacher co-operation 6 No correlation with prior experience of ICT 7 Successful outcomes were achieved by both men and women 8 ICT use extended from school to community 9 Students developed confidence in ICT use

DEEP: the key findings (3) 10 Teachers reported enhanced learning , literacy and scientific DEEP: the key findings (3) 10 Teachers reported enhanced learning , literacy and scientific literacy 11 Teachers reported frequent use of hand-held, in class and out of school 12 Need for mother-tongue interfaces and software 13 Teachers highly motivated to succeed in use of ICT for their learning and for students’ learning 14 Cost analyses for ICT use need reappraisal

Building teacher identity, dignity and self esteem Building teacher identity, dignity and self esteem

“No-one can ever believe that rural school educators and learners can use computer technology “No-one can ever believe that rural school educators and learners can use computer technology the way that we do. We are so confident - and we are proud of ourselves. ” Mandla Mngqibisa, DEEP Participant

THE DEEP PROJECT For further information on DEEP: fels-deep@open. ac. uk For the full THE DEEP PROJECT For further information on DEEP: [email protected] ac. uk For the full report on DEEP: http: //www. open. ac. uk/deep/Fin al. Report-screen. pdf © images: Digital Education Enhancement Project