INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES KNOWLEDGE PACK Digital Teaching and Learning EXPLORE INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES KNOWLEDGE PACK DIGITAL TEACHING AND LEARNING © 2022 International Bank for Reconstruction and Development / The World Bank INDEX 1818 H Street NW, Washington, DC 20433 Telephone: 202-473-1000; Internet: www.worldbank.org INTRODUCTION Creators and users Benefits License: Creative Commons Attribution CC BY 3.0 IGO This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, Core team WHO WHY Digital VS printed books and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Other stakeholders Inclusion Executive Directors, or the governments they represent. This report was also supported with funding from the Global Partnership for Education. A six-step implementation Core concept process The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the Types of digital WHAT HOW #1 #4 part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such content #2 #5 boundaries. What has been done Some references may appear in this Knowledge Pack to Logos, Products, Brands or Trademarks belonging to in other countries #3 #6 others not affiliated with the World Bank. They belong to their respective owners/ holders and are used for CONCLUSION illustrative purposes only and do not imply any affiliation with or endorsement by them. The World Bank does not endorse, prefer or recommend any of these products. TO GO FURTHER Rights and Permissions ANNEXES The material in this work is subject to copyright. Because The World Bank encourages dissemination of its knowledge, this work may be reproduced, in whole or in part, for noncommercial purposes as long as full References attribution to this work is given. FAQ Please cite the work as follows: EdTech team. 2022. Knowledge Pack : Digital Teaching and Learning. Washington, D.C.: World Bank Group Acknowledgment: Much appreciation goes to Ariam Mogos took part in the development of this Any queries on rights and licenses, including subsidiary rights, should be addressed to World Bank resource under the guidance of Robert Hawkins, Maria Barron, and the EdTech Team, and to Omar Publications, The World Bank Group, 1818 H Street NW, Washington, DC 20433, USA; fax: 202-522-2625; Arias and Jaime Saavedra for their overall support. Also, we want to thank colleagues Ciro Avitabile, e-mail: pubrights@worldbank.org Fadi Daouk, and Shobhana Sosale who reviewed this resource and provided useful comments. Design : Alejandro Scaff, Sarah Kleinmann 2 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Introduction What is a KP? About this KP Knowledge Packages (KPs) are This knowledge pack is designed After reading the main content of this KP, short, pragmatic guides on to support the target audience individual topics within EdTech, with how to procure, adapt and a question might pop* : meant to provide sufficient implement interventions with digital knowledge and understanding so teaching and learning resources. that non-technical stakeholders The key objectives of this knowledge • What are some key considerations you need to can make key planning, design, pack are to: decide between buying or building content? and procurement decisions for education. • Understand the existing evidence around the efficacy of using digital They can be used as a starting point teaching and learning resources for the planning of technology • Gain some practical know-how deployment to improve education, around procuring digital teaching especially with education ministries. and learning resources, evaluating and adapting them, and training teachers to effectively use them to meet learning outcomes • Identify potential challenges and gaps in preparation for an intervention *To know more about these questions and their answers, go to the FAQ available in the annex. 3 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Creators and users | Core team | Other stakeholders WHO are the main stakeholders ? CREATORS AND USERS CREATORS USERS • Publishers- Traditional publishers of print books in many • Students- Students are usually the primary audience for cases also develop digital content in all format. digital content to support self-led, remedial, remote or facilitated/ guided learning. • New digital content startups- There are many startups focused on developing engaging and interactive digital • Teachers- Teachers are key consumers and users of digital content usually in both traditional media such as video as content. Teachers can integrate digital content in their well as newer formats such as simulations, games and VR/AR instruction, and they can also be consumers of digital content content. as part of professional development. • Ministries of Education- Some Ministries have also • Parents- Some digital content can be targeted at parents to developed their own digital content. This trend is getting rarer help them support their children especially at early grades or as publishers and startups now have large content catalogs. prekindergarten. • Teachers- Teachers frequently create digital content to use • Community- Some digital content can also be available to the in their own courses, to share with other teachers and for general community for lifelong learning. commercial purposes. • Students- Students can also create content usually to share with peers or wider audiences. As students spend more time on social media, they are increasingly creating and sharing content. 4 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Creators and users | Core team | Other stakeholders WHO are the main stakeholders ? CORE TEAM Digital Content creation usually requires collaboration between a diverse set of experts working closely together. This multi- disciplinary team often includes: Curriculum experts- work with Subject Matter Expert/ SMEs to ensure alignment of Teachers- the person with Learning/ Instructional content to the curriculum and the knowledge on the topic or designers- these are like the learning objectives. subject. “architects” of digital content. They often analyze the needs of learners, design learning paths, consider interactivity and other learning elements to ensure content is engaging and Programmers- some content address learning objectives. will require coding and programmers work with instructional designers to create content containers or stitch elements of the content Multi-media designers- often Assessment experts- are together, create interactive work on multimedia elements responsible for creating and elements, etc. such as video, audio and integrating assessments into animations. the content. The requirement for such a diverse team usually means good, engaging digital content can be expensive to create! 5 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Creators and users | Core team | Other stakeholders WHO are the main stakeholders ? OTHER STAKEHOLDERS Legal experts Procurement experts Finance experts Digital content can come Given the multitude of licensing It is a good idea to involve finance with a multitude of licensing, and delivery options and growing experts early in the buying Intellectual property and legal range of providers, it is prudent process as it can be complex use requirements. It is a good to involve procurement experts to compare financial offerings idea to have legal experts review early in the buying or acquisition of different providers and new the license and the terms of use process to ensure compliance content licensing models may of the content, what you can and or alignment with procurement require a change in financial rules can’t do with the content. rules. (e.g. away from onetime licenses to recurring licenses). 6 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES HOW Benefits | Digital VS printed books | Inclusion WHY is this KP designed ? BENEFITS The primary content used in education is • Reduce costs of learning materials- text and images in a printed book. While the cost of reproducing and books are a critical element of education, distributing digital content can be digital content can replace, complement marginal. and extend the capabilities of a book. They can also replace or enhance other • To support remote and hybrid learning resources such as labs. learning- digital content is critical for learning in a remote and hybrid Digital Content is useful in education for situation. several reasons: • Substitute for expensive physical • Engage students- Digital content with resources- digital content such as interactions can increase engagement simulations and virtual reality can for students. substitute for expensive laboratories or field trips. • Improve conceptual understanding- digital content is useful in explaining • Support real-time assessment – abstract concepts by rendering them in data linked to digital content use can a visual form or through simulations. provide clear learning metrics in real time. Picture credit: Ekitabu 7 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES HOW Benefits | Digital VS printed books | Inclusion WHY is this KP designed ? DIGITAL VS PRINTED BOOKS Textbook Procuring, transporting and tracking textbooks and other learning Evidence has shown for cost and materials has been a huge cost and challenge. decades that the availability of procurement textbooks is one of the most important predictors of academic Content Textbooks, workbooks and other traditional materials are costly and achievement and educational flexibility and difficult to update. They can contain outdated content, and do not opportunities for children in low accessibility meet the needs of learners with disabilities. and middle-income countries, yet many countries struggle with the costs and other associated A central task of teachers’ work is to design, research, select, challenged (Heyneman, 1990). modify, and recompose the learning resources they have available Digital learning and teaching to design their lessons and engage with students. Digital content resources are not an all- Support for and resources offer the possibility of teachers, either individually or encompassing solution, but there teachers collectively, to curate, adapt and design their content drawing from are a number of challenges they more options than only paper-based materials. Digital resources can help address: can also facilitate problem-based and project-based approaches and foster collaborative learning (UNESCO, 2019). 8 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES HOW Benefits | Digital VS printed books | Inclusion WHY is this KP designed ? INCLUSION The flexibility of digital content allows for low cost adaptation to support inclusive education. This flexibility supports the concept of personalized learning and teaching at the right level. Three target groups – women, rural students and students with disabilities are key audiences for personalized digital content. Women and girls Rural communities Disabilities Evidence has shown that the In least developed countries (LDCs), For learners with disabilities, access implementation of mobile literacy 17 percent of the rural population to assistive technologies, accessible interventions at the beginning of live in areas with no mobile coverage content and pedagogical approaches primary education can prevent at all, and 19 per cent of the rural which follow universal designing gender disparities driven by population is covered by only a 2G for learning standards are critical to pedagogical practice (Pitchford, network, whereas almost all urban ensure quality education. Accessible 2019). Digital content developed areas of the world are covered by content is a particular roadblock for women and girls can help to a mobile-broadband network (ITU, for learners with disabilities, as ameliorate gender divides and 2020). Digital content that can be most materials are in print and not content with gender bias. produced as text, audio or video and designed for screen readers, do not distributed across multiple platforms have sign language videos, limited or – radio, TV, mobile and Internet culturally inappropriate symbol sets, as well as off line Internat content etc. provide cost-effective means to reuse and repurpose content for rural Assistive Tech KP students. 9 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Core concept | Types of digital content | What has been done in other countries HOW WHAT are the potential solutions? CORE CONCEPT Digital Content refers to teaching and learning resources that are published and distributed in a digital and/or electronic format. Digital content includes text, e-books, that data is used for assessment and audio video, games, e-workbooks and adaptive learning (see more in these worksheets, photographs, simulations two knowledge packs) and animations. These resources can be used across various media such as Digital Content comes in two primary radio, television, mobile phones and the forms: web. • Commercial Content: paid content, Digital content can cover a curriculum usually aligned to standards and can or be standalone covering a fact, theory, be highly customized. concept, activity, lesson plan, unit, a subject in a grade or an entire course • OER (Open Educational Resources): free content or content with relatively Digital content is also closely associated low-license fees, can be modular and with the data that it produces and how edited, adapted and customized. Picture credit: World Bank While a lot of focus is usually on the electronic devices, it should be noted that devices are just “containers” and that the real value is in the Digital Content. 10 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Core concept | Types of digital content | What has been done in other countries HOW WHAT are the potential solutions? TYPES OF DIGITAL CONTENT MOST COMMON AND GROWING TRENDS IN DIGITAL CONTENT Some of the most common digital content And growing trends includes: in digital content format in education includes: • E-Books- electronic version of print • Presentation Slides based content- books or a digital only book that Presentation Slides are frequently • Simulations- usually simulates real- contains text and images and is read used to rapidly develop digital world situations and can be a great on a computer or other electronic content. They are very popular in learning tool. Some good examples device like a tablet screen. training and higher education. of simulations are Virtual Labs. • Video- Video is a powerful teaching • Multi-media interactive content- • Games- Gamification is a hot topic and learning resource that can This content combines text, images, in education as games can engage engage learners more than text audio, animations and video. It is also learners and make learning fun. alone. Video can also be recorded usually interactive prompting and • Adaptive Learning- combines data from live face-to-face classes or engaging users. and analytics to provide appropriate videoconferences/ webinars. • Quizzes- digital quizzes can be used content to support teaching at the • Audio- Audio files (e.g. MP3, MP4, to determine prior knowledge, assess right level and personalized learning. WAV), Podcasts and Audiobooks are understanding, identify gaps in • Virtual Reality/ Augumented versatile digital formats that can be learning and many other situations. Reality- is growing in education and used on their own or to complement • Animations- can engage learners training. other teaching and learning and can be used to easily convey resources. complete abstract concepts. 11 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Core concept | Types of digital content | What has been done in other countries HOW WHAT are the potential solutions? TYPES OF DIGITAL CONTENT CORE DIFFERENCES BETWEEN COMMERCIAL AND OPEN Commercial content and open educational resources differ in a few key ways. COMMERCIAL CONTENT OPEN EDUCATION RESOURCES (OER) They are accessible only through special permissions or Most are open or abide by a creative commons license. Users they are completely proprietary. They are not open to adjust, often have the ability to Retain, Reuse, Revise, Remix, and adapt or reuse without the express permission of the content Redistribute (the 5R's) the content for educational purposes. publishers. Licensing is important to reivew and can limit use. Materials are distributed at low or no cost with legal The cost is set as pay-as-you-go or by subscription. permission for the public to use, share, and build upon the content. Rarely ever aligned to curriculum standards. Mapping them to Sometimes customized and designed to align to curriculum the curriculum, localizing them, and ensuring that they work standards. together are the responsibility of the user (in this case, an MOE). 12 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Core concept | Types of digital content | What has been done in other countries HOW WHAT are the potential solutions? TYPES OF DIGITAL CONTENT DIGITAL CONTENT FOR MOBILE PHONES Given that Mobile phones are the most are thousands of educational apps that memory cards which can be inserted prevalent technology tool available to contain all formats of digital content into the phone to provide offline teachers, students and parents, they that can be downloaded from Google access. could be better suited to access and use Play Store (Android) or Apple Store digital content. (iOS). • QR codes– Smartphones are used to scan QR codes in physical books to link There are four ways Mobile Phones can • Via SMS or USSD- given that most to additional digital content. be used to access digital content: phones in Low Income Countries are ”feature phones” without data • Through a Smart Phone browser- capabilities, there are well established Smartphones can access online digital SMS text or USSD (text messaging content through a browser just like a system that establishes a real-time Desktop or Laptop. Online repositories communication session between the of digital content or Learning phone and a server that can host management systems are increasingly content) content providers. designed as “mobile friendly” and in some cases even as “mobile first”. • Offline access with memory cards- for both smartphones and feature • Through a Smartphone App- there phones, content can be pre-loaded on 13 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Core concept | Types of digital content | What has been done in other countries HOW WHAT are the potential solutions? TYPES OF DIGITAL CONTENT DIGITAL LIBRARIES AND CONTENT REPOSITORIES Digital Content can be available offline publishing content. CMS are a popular and/or online. way of creating and maintaining content repositories and websites. When online, digital content can be available through: • Learning Management Systems- can be thought of as content management • Content repository- a collection of systems with many additional digital content usually arranged by capabilities such as tracking and subject and grade and free for access managing students and managing to students and teachers content including sequencing and reporting. • Digital Library- while similar to a content repository, digital libraries also offer gateways to paid and free digital resources including journal databases, research papers and research tools Teacher traning • Content Management System (CMS)- is a system for creating, editing and 14 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Core concept | Types of digital content | What has been done in other countries HOW WHAT are the potential solutions? TYPES OF DIGITAL CONTENT DIGITAL LIBRARIES AND CONTENT REPOSITORIES Teachers and students can and do create digital content. However, this digital Who owns this content? Who has rights to use this content raises several questions which Who owns the Intellectual content (in various ways)? Is it Ministries of Education and Educational Property (IP) of the content? for any student or teacher? Who Institutions should think about in can assign or transfer these advance. These questions and additional ownership and usage rights information can be found in this World to others, and under what Bank EdTech Blog Post. conditions? This is related to who Who is liable if this content owns the IP. is misused, or where the existence of such data or content  potentially violates an existing law or regulation? Some countries require all content How easy is it for you to be “vetted” by a competent Who has rights to access this to export your content and authority that ensures Teacher traning content? data to some other platform or adherence to standards before system? being used by students. 15 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Core concept | Types of digital content | What has been done in other countries HOW WHAT are the potential solutions? WHAT HAS BEEN DONE IN OTHER COUNTRIES MALAYSIA, AFGHANISTAN, UAE, MIDDLE EAST PERU, LATIN KENYA, AFRICA SOUTHEAST ASIA SOUTH ASIA AMERICA Wawasan Open For the Darakht- Madrasa is an e-learning The government curated As part of the Digital University in Malaysia Danesh Library (DDL) platform with more already existing content Literacy Program, created a team to find in Afghanistan, a full- than 5,000 freely to fit the curriculum Kenya has developed OER linked to specific time multilingual editor available educational during the Covid 19 standards and a units of study. Educators organized the work videos in Arabic for k-12 pandemic. They also framework for will only use OER if of global teams of learners. Videos are created some content evaluating Digital they are aware of them volunteer translators available across subjects in the areas that had Content. Content is (and if they can find to adapt OERs into Dari including science and no content to ensure sourced from publishers and modify relevant and Pashto. mathematics. Madrasa continuity in learning, and OER providers, OER). Regular outreach, works directly with and made content evaluated and made advocacy and training school districts and has available and free. available to students on in ways of finding, reached over 10 million the DLP Tablets as well modifying and using users throughout the as online at the Kenya OER are essential to any COVID-19 pandemic. It is Education Cloud. effective OER program. part of the Mohammed Bin Rashid Al Maktoum Global Initiatives (MBRGI). Traps to avoid along the way 16 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES A six-step implementation process | #1 | #2 | #3 | #4 | #5 | #6 HOW to implement next steps ? A SIX-STEP IMPLEMENTATION PROCESS ASK WHY- Establish goals and objectives to be • Goals can include remote learning, remedial learning, use #1 by teachers to improve learning, to support students etc. achieved by using digital content Establish minimum STANDARDS and quality • Standards can include formats, technical specs, offline #2 vs online capability, user interface design, accessibility, assurance processes curriculum alignment/ coverage, license types. EVALUATE, adapting digital and aligning (mapping • Especially for OERs, content will still need to be mapped #3 and sequenced to the curriculum and evaluated. and sequencing) the content to the curriculum AQUIRE/ Procure/ develop digital teaching and • Digital content could be free (OER), commercial or #4 produced in-house. Free and in-house content may not learning materials need a formal procurement process. #5 TRAIN teachers to use and adapt digital teaching • Without training teachers, the content may go unused! and learning materials Teachers can also be a source to curate or create content. #6 DEPLOY content for use • Deploy content to a Learning Management System, other content repository or container. Ministries should not under-estimate the effort required PRE and POST acquiring/ procuring the content. Time spent at these two stages is critical for successful usage of the content. 17 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES A six-step implementation process | #1 | #2 | #3 | #4 | #5 | #6 HOW to implement next steps ? #1 ASK WHY ESTABLISHING GOALS AND OBJECTIVES Before jumping to procurement or for self-led learning and may usually • To enrich practical courses e.g. in creating a repository of free and open- require an accompanying learning vocational education- this may require source content, it is critical to ask what management system (offline or online) more use of simulations, AR//VR and the end goals and objectives are for use that sequencies the content and tracks gamification type content. of the content. The objectives you set and supports student learning. could have major impact on the type of content and content acquisition strategy • For use in the classroom to improve you follow. student engagement, explain concepts- this may require that content be Some examples of common goals are: designed for use by teachers, is easy to find, is accompanied by teacher guides, • Replace print books with digital books- can be modified by teachers and that this may mean working more with teachers are well trained to find and commercial publishers, dealing with effectively use the content. licensing and IP protection issues and ensuring every child has a device to • For remedial learning- this may require access the e-books. that the content is delivered through an adaptive learning system or use of • For remote or hybrid learning- this gamification apps. may require content that is developed 18 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES A six-step implementation process | #1 | #2 | #3 | #4 | #5 | #6 HOW to implement next steps ? #1 ASK WHY UNDERSTANDING CONSTRAINTS TO YOUR DIGITAL CONTENT STRATEGY After determining your goals and objectives, it is important to understand the constraints in the learning environment that may hinder the use of some formats or influence your acquisition strategy. Internet access Content Standards and Interoperability Where internet access is limited or Type of access devices Digital content should be able to be expensive, consider content that can integrated across multiple learning be downloaded and consumed offline. The access devices available to schools management systems and use of This has implications for licensing and students in and outside school will standards such as SCORM should be (especially commercial content). dictate the formats of content likely to reviewed to ensure interoperability. be acquired. Screen size, amount of processing power, amount of storage and availability of the devices are all Digital skills Budget factors to consider. If Radio is the Video and audio-based content mostly widely used/ available device, Limited budget can require a careful doesn’t require much digital skills but then your content be primarily audio. consideration of the types of content when using highly interactive content If feature phones are the target device, e.g. commercial vs OER that will be or game-based or simulation type then consider text and image-based acquired. Please note that OER require content, then you will need to ensure content over SMS, on a memory card significant time (and money) to align that your teachers and students have or audio content. to the curriculum so consider the basic and even intermediate digital Total Cost of Ownership (TCO) when skills. evaluating costs against budget. 19 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES A six-step implementation process | #1 | #2 | #3 | #4 | #5 | #6 HOW to implement next steps ? #2 ESTABLISHING STANDARDS EXAMPLES OF STANDARDS Standards are critical to selecting appropriate content, procuring content • Visual and Layout- includes user Kenya Institute of Curriculum Development (as part of requirements) and evaluating interface, navigation, text sizes Standards for Digital Content content. Examples of Standards include: • Assessment – does the content • Relevance to the curriculum designs • Accuracy and currency of the content in • Alignment to the curriculum- the measure student learning and progress the material extent to which the content is already as per national assessment standards • Language use “mapped” to the curriculum . • Promotion of positive values and • Data and Privacy- does the content attitudes • Technical Standards can cover a range collect student and teacher data, how is • Responsiveness to pertinent and contemporary issues of specifications including: data handled, who owns the data, what • Multimedia elements are the privacy safeguards • Technical design • Whether the content meets common • User guide standards such as SCORM, xAPI, IMS • IP and Licensing- license type is clear • Content optimized for online use with ease of download and smooth streaming Cartridge to ensure that the content about access, use, adaption and license • Compliance with the Kenyan education can work across multiple platforms. or IP owner is clear policies • Provision of assessment activities to • Size of files (large video and audio deepen the understanding of concepts and develop required skills files can require more powerful device, increase internet access British Columbia Standards for Digital costs and require large storage. Learning • Meets W3C accessibility standards. ISTE- Qualities of Good Digital Content 20 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES A six-step implementation process | #1 | #2 | #3 | #4 | #5 | #6 HOW to implement next steps ? #3 EVALUATING DIGITAL CONTENT Here are some key considerations in evaluating content: Test the content on the devices and platforms it will be used on- Have pre-established standards this is obvious but not always (covered earlier) against which followed! content will be evaluated. Level of digital skills of the Have the right team and mix of users is a key aspect to inform skills to evaluate the content. decisions on content selection. Key team members include: Including end user testing is • Subject matter experts required to “pilot” the content • Curriculum experts with students and teachers and • Learning/ Instructional receive their feedback. designers 21 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES A six-step implementation process | #1 | #2 | #3 | #4 | #5 | #6 HOW to implement next steps ? #4 ACQUIRE THREE MAIN OPTIONS FOR ACQUISITION OF DIGITAL CONTENT Buy (commercial content) Commercial content or digital content for pay is digital education content BUY developed by private-sector companies. Commercial content could also be content developed by teachers on various topics and available at a cost. Adopt/Adapt (OER) ACQUISITION OERs are low-cost or free content. OER are often leveraged as supplemental ADOPT/ADAPT STRATEGY materials that can complement existing commercial content to address content gaps. Build own content There is also the option for an MOE to develop original digital teaching and BUILD learning content in-house. It’s important to consider if it’s more advantageous to buy or build content. 22 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES A six-step implementation process | #1 | #2 | #3 | #4 | #5 | #6 HOW to implement next steps ? #4 ACQUIRE COMPARING ACQUISITION APPROACHES PROS CONS • Can be expensive • Can be high quality • Procurement process can take long Buy • Mostly likely to be aligned to the curriculum reducing • Licensing costs can be confusing Commercial time to use • Get regular updates to the content • Sustainability is an issue Content • Flexible access options • not open to adjust, adapt or reuse without permission of owner • Quality can be an issue Adopt/ Adapt • Often Free! • Rarely ever aligned to curriculum standards. Often low-cost or • Quick to acquire (best option to start in an emergency) requires extensive effort to map and align to free content • Can modify (depending on license) to customize to user environment curriculum (like OER) • Maintaining OERs can be a challenge • Requires significant expertise that Ministries don’t • Full control over content have Build content • Can fill niches with low economies of scale e.g. local languages • Content takes a long time to develop • Sustainability (regular updates) 23 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES A six-step implementation process | #1 | #2 | #3 | #4 | #5 | #6 HOW to implement next steps ? #4 ACQUIRE PROCUREMENT OF DIGITAL TEACHING AND LEARNING RESOURCES - IMPLEMENTATION STEPS It can be challenging to find high-quality resources if you don’t know where to look. Use a multi-pronged approach which #1: Source includes local repositories, global repositories and reaching Check out the following global resources from out to local content producers. You can also run a brainstorm repositories to start: Kolibri, Ustad multiple publishers session to map all the content producers in your local Mobile, Rumie, PBS Learning Media. and repositories. ecosystem, and draft a strategy of how you can collaborate with them to acquire open resources or content for pay. Once you’ve identified repositories and content publishers that meet your criteria list, set-up content demos to see Sites like OER Commons are designed #2: Schedule the resources in action. Ask for analytics, assessment data, to provide reviews of OER after content demos. implementation models and any information that can help you classroom use. narrow down the list and make an informed decisioN. Digital teaching and learning resources will have various cost #3: Weigh the models, from annual subscriptions and licenses, to pay-as you pros and cons of go, to freemium access and free OER. Consider how you might different types of acquire different types of models according to your budget, in resources. order to meet your resource needs. Also consider the viability of resources that will require a budget for subsequent years. 24 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES A six-step implementation process | #1 | #2 | #3 | #4 | #5 | #6 HOW to implement next steps ? #4 ACQUIRE DEVELOPING CONTENT IN-HOUSE EXAMPLES OF CONTENT AUTHORING TOOLS Where a careful cost-benefit analysis publishing software will be required. favors in-house development or where there isn’t enough content in the open • Selecting an instructional design Presentation software such as market, then Ministries of Education and model: there are many models in use Microsoft PowerPoint or GoogleSlides education institutions looking at in-house but one of the more common ones is can create and integrate text, photos, development need to consider: ADDIE. video, animations and audio. • Creating a dedicated team of experts • Developing in-house content should HP5- Open-source tools to create, with various skills including having also follow the key steps outlined share and reuse HTML5 content and strong project managers on the team earlier including asking why, setting applications standards, evaluating content, training • Creating a unit, department or teachers and deploying content. Adobe Captivate- a popular content even an agency dedicated to content development tool development. These units are often called Instructional Design Units. Ispring- main feature is ability to convert powerpoint slides into • Procuring equipment and software: elearning content special (high-powered) computers, cameras, studio equipment, editing Articulate Storyline 360- great for equipment, animation equipment sequenced content with learning paths and content authoring, editing and for LMS 25 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES A six-step implementation process | #1 | #2 | #3 | #4 | #5 | #6 HOW to implement next steps ? #5 TRAIN TEACHERS ON HOW TO USE THE CONTENT Whether the content is teacher-led or interactive whiteboard or a radio or TV. student self-paced, it is critical that Teacher need to know how to operate teachers are exposed to and trained the devices, load the content and on how to use and integrate the undertake basic troubleshooting so as content in their lessons. not to waste time. Remember a typical lesson is 40 mins and teachers don’t • For student-self paced learning- the want to waste half the time setting up! teachers need to know the sequence, how to support students, when to • Have clear linkage of the content in the recommend the content, how to lesson guides monitor and track students and how to use any data that the content generates • In addition to the pedagogical skills, to improve student learning include digital skills training for teachers • For teacher led content- the teachers need to know when, where and how to use the content. Most teacher led content used in the classroom could involve the use of computers, a projecting device and monitor, an 26 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES A six-step implementation process | #1 | #2 | #3 | #4 | #5 | #6 HOW to implement next steps ? #6 DEPLOY DIGITAL CONTENT Deployment means making the to consider access and cost of time spent on a piece of content, content available to users connectivity for schools, teachers and learning path taken students • Assessment and quizzes built into • Consider the device that users will use the content to access the content and ensure that • For offline content, you will need to devices are available to students think about logistics of getting the • Determine who is collecting the data content into the hands of students and who owns the data – commercial • Interactive Digital content will need to and teachers. This could involve: and third party OERs may collect be “packaged” and delivered through: this data and make it available to • Local servers shipped to schools the content owners. The Ministry or • An online or offline content • Flash disks and other portal digital Education institution should specify repository media shipped to schools upfront (in the contract or license • An online or offline Learning • Pre-installed on computing devices agreement) who owns this data, who Management System (LMS) before they are shipped to schools can use this data, how the data can be • A mobile app used etc. Realize that today, most digital • Video and audio content can be content is likely to generate data • Gather and analyze this data to track delivered through TV and radio user engagement, to improve the broadcasts or streamed through the • Data can be generated from: content, to identify content gaps etc. internet: YouTube Channel for video- • User interaction with the content based content and Podcast channel (frequency, duration, which content • Be careful with privacy issues- ensure for audio content or through the is used most by who, when etc.) that data doesn’t include personal, content repository or LMS • Progress data- how students and identify data or that if it does, the teachers are progressing through right security, privacy and safeguard • For online content, you will need the content, time spent on tasks, controls are in place. 27 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES HOW Conclusion WHAT WHO WHY Key stakeholders include multi-disciplinary Digital learning and teaching resources are development teams, developers of digital not an all-encompassing solution, but they content such as publishers and commercial can address challenges such as textbook cost startups and users such as teachers, students and procurement, accessible content, and and parents. pedagogical training for teachers. Digital teaching and learning resources are The key ingredients for a successful intervention WHAT content that is published and distributed in with digital teaching and learning resources HOW a digital and/or electronic form and used for include procurement, evaluation and adaptation, teaching and learning purposes. This includes and training teachers to use and adapt these commercial content, open educational resources resources. (OER), and in-house content. 28 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES To go further CLOUD OF KPs R E L AT E D S O U R C E S AI/ML Devices Cloud Adaptive Learning Connectivity Go to the next page for linked Digital Infrastructure Digital identity BE DATA blogs and podcasts. Data visualization DRIVEN ENGAGE the NRENs ECOSYSTEM Procurement Ecosystem Startups Data collection EMIS AssistiveTechnologies LMS LEARNER DESIGN and Mobile based S T AY C O N N E C T E D Computer based ACT AT SCALE, Digital ASK WHY? FOR ALL Assessment Literacies Follow us on Twitter Digital Content EMPOWERED TEACHERS Subscribe to our podcast channel Teachers Competencies Spotify & Anchor More updates on Medium Subscribe to our EduTech Newsletter EdTech website OTHER EXISTING RELATED KPs Cloud Adaptive Learning Devices 29 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES References | FAQ HOW Annexes WHAT REFERENCES • Crowdsourcing and Curating Education Content: Lessons from Educlan in Spain (episode in Spanish) PODCASTS Listen on Apple Podcasts • Creating Edutainment TV for Kids in Africa: A Conversation with Ubongo Listen on Apple Podcasts Listen on Anchor • Investing in digital teaching and learning resources: Ten recommendations for policymakers • Complexities in utilizing free digital learning resources BLOGS • OER may be free, but you still need to invest to use them: Part I • How ministries of education work with mobile operators, telecom providers, ISPs and others to increase access to digital resources during COVID19-driven school closures • Textbooks of the future: Will you be buying a product ... or a service? 30 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES References | FAQ HOW Annexes WHAT FAQ • What are some key considerations you need to decide between buying or building content? In some cases there may be a dearth of quality materials, and you may want to build your own content rather than purchase it or source OER with in-house capacity. These are some factors to consider in either scenario. If you want to build content: If you want to buy or source content • Do you have a vision for creating digital • Is the local market mature and in the new CMS or LMS? teaching and learning resources? competitive? Have you done a market analysis of the costs to purchase • Do MOE personnel have the knowledge • Does the MOE have technical capacity? commercial content? Do these costs fall and capacity to work with content This might include: within your budget? publishers and ensure that content ◊ Digital skills is relevant, integrated to all toolsets, ◊ Instructional-design • Are you prepared to cover multi-year effective, appropriately catalogued, etc.? ◊ Content publishing subscription licenses? Is the cost the ◊ Learning management systems content embedded within a larger digital • What mechanisms are in place to work content or learning management system with content publishers to guide content • Have you considered where this content (CMS or LMS). Embedding in a CMS or development and ensure that it is aligned will be hosted and how it will be shared? LMS presents added value, but could with government standards? Will you host it on an in-house or also drive costs higher. Visit the LMS proprietary learning management system? knowledge pack to learn more. • How will you design training for teachers to identify, curate and use commercial • How will you continue to maintain and • If the cost is in perpetuity, what is the content against the standards and update these resources responsively? process when an upgrade is required for curriculum and in the teaching and What is the technical inhouse capacity of the content to run in the CMS or LMS? learning process? the MOE? Who will adjust the content so that it runs 31 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Supported with funding from