Effective Hybrid Learning with EdTech1 August 2022 Key Messages ▪ Hybrid learning is a viable option for ▪ In Indonesian madrasahs, good practices Indonesian students: the apt use of EdTech include innovative approaches during applications can potentially improve both lesson preparation, teaching and learning, learning experiences and learning outcomes, student assessment and M&E stages; and and can mitigate learning loss as a result of the COVID-19 pandemic or other factors; ▪ EdTech serves learning best when it carefully planned and use of EdTech ▪ Madrasahs/schools need a simple design framework is proposed to scrutinize both that is user-friendly and carefully planned, immediate and long-term next steps at supervised and evaluated. A mix of hybrid national, sub-national and madrasah/school learning models can ensure active learning level, with inputs from EdTech providers to and promotes learning outcomes. ensure practicality. Objective of this Note This technical note outlines how effective hybrid learning can make best use of EdTech and builds on discussions in workshops held with Ministry of Religious Affairs (MoRA), Ministry of Education, Culture, Research and Technology (MoECRT) and other education stakeholders. The workshops on ‘ Education Technologies for Learning Recovery’ and ‘Hybrid Education Focusing on Student-Centered Learning’ were held on October 5 and 26, 2021 respectively, supported by the Australia World Bank Partnership, ABIP 2. This technical note aims to: • Suggest ways for educators to make the most of EdTech within the context of hybrid learning, so that students, teachers, and the education system as a whole, can benefit. 1 This technical note has been written by Petra Wiyakti Bodrogini. It summarizes the discussions from a series of technical workshops. Noviandri Nurlaili Khairina, Shinsaku Nomura, and Indah Shafira Zata Dini provided inputs to this technical note and Sheila Town provided editorial support. The note is designed by Nuriza Saputra. The authors appreciate funding for this study provided by the Australia World Bank Indonesia Partnership (ABIP) through the Government of Australia’s Department of Foreign Affairs and Trade. 2 During the period of October to December 2021, a series of workshops focused on several topics: i) Education Technologies for Learning Recovery; ii) Hybrid Education Focusing on Student-Centered Learning; iii) The Importance of Student Psychological Support during COVID Time; and iv) The Effective Continuous Professional Development During and Post-COVID Pandemic 1 • Provide policy and practical recommendations on the use of hybrid education approaches, in the context of the COVID-19 pandemic and in other situations where hybrid education may be required and beneficial. Introduction Following the onset of the COVID-19 pandemic in early 2020, school closures led to a sudden shift to distance education, posing challenges to teaching and learning. More than 1 billion students across the globe (UNICEF, 2020) and around 68.8 million students were impacted (MoECRT, 2020a). The World Bank estimated that Indonesian students experienced learning loss of around 0.9 LAYS3 during the period of school closures from January 2020 to June 2021 (Afkar and Yarrow, 2021). Learning loss is defined as forgone learning, i.e.: learning that does not take place, forgetting previously acquired learning, and lost future learning (The World Bank, UNESCO and UNICEF, 2021). A study by INOVASI and Ministry of Education, Culture, Research and Technology (MoECRT) also found that student learning loss (literacy and numeracy) is equivalent to 5-6 months after 12 months of learning from home (INOVASI Program, 2021). The Government of Indonesia (GoI) has put significant effort into ensuring that students can continue their learning and recover from learning losses. Relevant ministries issued Joint Regulations on Teaching and Learning Guideline During the COVID-19 Pandemic and continuously monitored this, making adjustments4. Schools (under MoECRT) and madrasahs (under the Ministry of Religious Affairs, MoRA) used three main modalities during the pandemic, in response to diverse circumstances: fully online, hybrid learning, and limited face-to-face learning (MoECRT, 2021). MoERCT also launched Merdeka Belajar (Freedom to Learn) program in March 2020 to explore teachers’ and students’ potentials and to deliver quality education for all Indonesians. The program which started with 4 episodes of Merdeka Belajar now has grown to 20 episodes, one of which is Kampus Merdeka for Higher Education. Due to continued uncertainty with the pandemic, there were needs to offer hybrid learning as a flexible solution for schools and madrasahs to conduct synchronous and asynchronous learning sessions, as well as self-paced and guided learning. It is within this context that Education Technology (EdTech) emerged as a potential way to support the education system and to improve learning outcomes. Hybrid learning combines online and in-person classroom instruction, requires the know-how on combining technology and human factors to make hybrid learning a tool to improve education quality (Saavedra, 2021). Human interaction is one of the most important building blocks in education, therefore the critical role of teachers is highlighted. Schools need a simple approach that is doable, and carefully planned, supervised and evaluated (Singh et. Al , 2021). Several hybrid learning models have been developed with the aim of ensuring that active learning happens in the classroom (Katz, 2021): • Flipped classroom – provides opportunities to offer synchronous (engagement, collaboration, assessment) and asynchronous (readings, videos, assignments) online learning. 3 LAYS: Learning Adjusted Years of Schooling 4 Revised Joint Stipulation of Four Ministers on Teaching and Learning Guidelines during the COVID-19 Pandemic: MoECRT Stipulation No. 03/KB/2021; MoRA Stipulation No. 384 Year 2021; MoH No. HK.01.08/Menkes/4242/2021. A Circular No. 2/2022 on Discretion of Teaching and Learning during COVID-19 Pandemic was further issued for adjustments. 2 • Station rotations – students rotate a series of stations (group work) within the classroom, including small group instructions and computer-based applications. These stations can be spread out over several days so that as many students as possible have access to the stations. Individual rotations can be tailored according to students' learning needs. • Enriched virtual learning – daily attendance is not required; so for example, students may show up only twice a week. After scheduled face-to-face learning with their teachers, students are free to complete their remaining coursework remotely. The World Bank reports (Rodriguez et. Al., 2021; Najar-Munoz et. Al, 2021), highlight three critical recommendations for remote learning to work: i) prioritizing effective teachers with sound content knowledge, technology and pedagogical skills; ii) adopting suitable technology; and iii) supporting student engagement. Aligned with these recommendations, the most recent report by Global Education Evidence Advisory Panel (GEEAP, 2022) also advises of the need to leverage existing technology and to support teachers so that they can prioritize learning. Technology must be well integrated into the education system to reach the education objectives and to offer flexible options for learning recovery in case of future disruptions and emergencies such as natural disasters or political turmoil. The Indonesian Government quickly saw hybrid learning as a viable option and a range of EdTech applications have been implemented by schools and madrasahs. To ensure that students can learn more effectively from home, GoI has: i) provided internet quotas for students and teachers; ii) increased the amount of per capita school grants (Biaya Operasional Sekolah, BOS) assistance to use for Information and Communications Technology (ICT) to support remote learning; and iii) specifically in the case of MoRA, carried out an ICT need assessment in 2020 to initiate its digital transformation program. Effective EdTech has the potential to overcome the challenges of inequality of access to digital learning due to geographical conditions and different household income. It can also improve learning outcomes (Bhardawaj et. Al, 2021). Indonesian EdTech companies are currently emerging and most are driven by private sector. The sector offers a range of products using various modes of delivery: web-based and mobile-based applications, offline, and hybrid. Diverse products are available to meet needs of students, teachers, and administrators (i.e. self- directed e-learning content, interactive learning platforms), teacher productivity (i.e. gamebased and blended learning experiences), and school management. MoECRT and MoRA have been leading on the use of EdTech to help guide schools and madrasahs, using e-learning platforms for schools: Rumah Belajar, and madrasahs: E- learning Madrasah. Leveraging the Role of EdTech During the pandemic, MoECRT partnered with a number of EdTech providers enlisted in the Kuota Belajar program (MoECRT, 2021). MoRA commenced collaboration with EdTech companies such as DragonLearn, KIPIN School, Alef, Sekolah Abad 21, and Google (for Google Classroom). These apps have introduced features that allow synchronous and asynchronous interactions and incorporate the whole learning cycle such as: preparation of a K-13 online content repository, active and collaborative learning (videos, games, formative and summative assessments. The four EdTech companies provide virtual classroom features and teacher training and mentorship for users. The different companies also provide specific support, for example KIPIN is offering hardware to be used by remote schools as a connectivity hub and digital library. Further, Alef measures learning outcomes to assess effectiveness of the App use which show that learning gap can be narrowed with the effective use of technology. Having established its business internationally, DragonLearn holds a global annual Math 3 competition event, in which madrasahs can participate. Google offers workspace and online meeting app along with online classroom features. Moreover, EdTech solutions can be used to promote inclusiveness – that is to offer a wider range of education services for students with special needs and those who live in remote areas. As mentioned above, KIPIN School hardware has pre-loaded free, offline content that updates whenever an internet connection is available. MoECRT’s Rumah Belajar platform also makes audio content available for the blind, broadcast on Radio Edukasi. The recently released Gembira app developed by MoECRT provides modules for deaf and hard of hearing students to increase their perception of various voices and sounds. However, despite the push to use technology, challenges persist. Firstly, availability of technology does not translate to its optimal use. The transition to a new way of learning requires new skills which leaves many teachers still struggling (World Bank, 2021; UNICEF, 2021; MoECRT, 2021). Furthermore, many schools and madrasahs in underdeveloped regions are still without electricity and/or internet connectivity 5 (MoECRT, 2021; UNICEF, 2021). Secondly, digitalization needs to address inclusiveness, ensuring quality education content for students with special needs. Lessons learned from school closure prove that remote learning has limited success which also owes to the ineffective use of technology and lack of parental engagement (GEEAP, 2022). Hence, the use of EdTech needs to: • Avoid providing devices without support; • Make use of technology that is already available; • Focus on good pedagogy – make use of adaptive software to fulfil instructional needs and create supporting contents; and • Support parental engagement through effective communication. Hybrid Learning as a Mitigating Action Through the workshops, school principals shared their experiences of hybrid learning implementation in madrasahs, highlighting a number of good practices and challenges. Teachers use various apps and technology, ranging from chat apps, video conferencing to android-based apps to facilitate learning. They noted unstable connectivity and availability of devices as challenges and suggested some preparatory steps that need to be taken to help increase student engagement. These include mapping the availability of students’ devices, modifying lesson plans to accommodate technology use, and collaborating with parents, particularly in the case of younger students. In an online community of practice, MoECRT hosted the AyoGuruBerbagi platform for teachers to share their various approaches, lesson plans and good practices in hybrid learning. The workshops helped to identify a number of good practices in madrasahs in Java including Madrasah Ibtidiyah (MI) Darul Ulum Kudus, Madrasah Tsanawiyah (MTs)1 Malang City, MA Nadhlutul Ulama (NU) Ma’arif Lasepang. These are synthesized in Figure 2 (Kusmiyarsih, 2021; MTS 1 Kota Malang, 2021; Zuhraeni, 2021). Hybrid learning in these madrasahs is implemented through four stages including preparation, teaching and learning implementation, student assessment, and evaluation. For lower grade students, parents play a greater role to guide their children’s learning, be able to use technology, and communicate with teachers about their 5 There are 11,998 madrasahs are without electricity and 13,793 are without internet connection (UNICEF, 2021), while 8,522 schools are without electricity, and 42,159 are without internet connection (MoECRT in Ombudsman, 2021). 4 children’s progress. However, there is evidence of a number of challenges: i) Student disengagement in online learning (identified by the DFAT funded education project, INOVASI and MoECRT, 2021); ii) ii) teachers need support to develop e-learning content suitable for remote and active learning (World Bank, 2021; Kusmiyarsih, 2021); and iii) When parents become co-teachers at home, those from lower income households tend to provide less support to their children’s learning (MoECRT, 2021). Figure 1. Madrasah Process of Hybrid Learning (Source: ABIP Workshop 1 presentation materials, by authors) Addressing Challenges: Prioritizing Effective Teachers During remote learning, challenges are encountered by both teachers and students in Indonesia as well as other countries. Forty percent of teachers in Peru reported that they were having to work harder and 83% of teachers in Brazil considered themselves not ready for remote teaching in May 2020 (Barron Rodriguez, et. Al, 2021). In Indonesia, a survey involving high school teachers and students addressed that 78% of teachers face technology challenges despite most owning ICT devices and 14 per cent of students said they had lost their interest in learning since the start of the pandemic (MoECRT, 2020b). Through the Sekolah Penggerak Program of MoECRT and the launch of Teacher Continuous Professional Development grants, teachers are now receiving support – however these efforts need to be aligned and designed at scale. This means, teacher professional development (TPD) needs to focus on sustained pre-service and in-service training, and include remote coaching programs that would enable support for teachers related to remote and remedial teaching and learning. 5 Lim (2021) addresses the importance of TPD at scale which is embedded in the system. Not just for teachers, but also for the whole education workforce: teachers, school leaders, and educational staff. It is also argued that EdTech will achieve its purpose of use when it is inclusive, through the following principles: • Equity - accessible and inclusive for all members of the education workforce; • Quality – aligns with to the principles of effective TPD (Incorporates active learning, learning by doing, supports collaboration, provides coaching and expert support, and offers opportunities for feedback and reflection); • Efficiency - optimization of inputs to achieve desired outputs, lifelong learning and cost-effectiveness. In application of the above principles, international good practices demonstrate Key Insights and Models which work in the given contexts. • Key Insight 1: Design for scale, localize for inclusion. The Teacher Education through School-based Support (TESS) India Model address issues of inclusion, to be understood and responded to at local levels. • Key Insight 2: Match technology choice with professional learning needs. Digital technologies enable efficiencies of scale and personalization but need to be selected carefully, paying attention to members of the education workforce’s access, skills and habits. • Key insight 3: Act, Evaluate, Improve. ELLN (Early Language, Literacy and Numeracy) Digital Philippines Model demonstrate sustainability of the PD@Scale structure within the system is through continuous adaptation and improvement to move towards equity while maintaining the proper balance between quality and efficiency. Further strategies to use EdTech for TPD enhancement are highlighted in the Technology for Teaching (T4T) initiative by capturing: • Assessment and comparison of contextual and technical factors for EdTech-based TPD program implementation; • Identification of scalable and replicable TPD utilizing low and high-tech solutions. Some examples from other country projects can make a good reference, such as: LeadNow! from Kenya, PerformEd from Egypt, Teach2030 from UK, and OneSky for all Children from Vietnam; and • Good practices and lessons learned to design, implement, and evaluate TPD approaches using tech- based solutions. Hybrid Education and Use of EdTech: Beyond the Pandemic With COVID-19 cases fluctuating despite the vaccination rate, the education system must be agile in planning for school reopening, with hybrid education systems already in place and with the potential to be refined. Highlighted during the ABIP workshops, designs and hybrid learning models will need to address the need of the teaching learning process and ensure that lesson goals or competency indicators are achieved. The various models and EdTech applications available bring the possibility for schools/madrasahs to be flexible and make prompt adjustments during school reopening or when another school closure happens. 6 Barron Rodriguez et. Al (2021) observed a number of ways of how hybrid learning that combines diverse technology is being implemented around the world. The pros and cons of the mix need to be weighed in and technology needs to be use purposefully. Table 1. Hybrid Learning Strategy for Today and Tomorrow (Source: Rodriguez et. Al, 2021) Model/strategy Advantages Limitations In person • Low barrier of adoption as students • Both teacher-student and peer learning + paper, are already familiar with paper, radio, interaction are limited to in-person radio and TV and/or TV learning. lessons • Low media literacy or digital skills • Requires ministries of education to required have partners with adequate • High accessibility through paper- infrastructure and expertise to based material or partnerships with deliver remote learning national and local community TV and • Remote learning is limited to an radios asynchronous modality In person • Low barrier of adoption • Peer interaction is only limited to learning + paper, • Low media literacy required. in-class sessions. radio and TV • Basic digital skills required for • Requires ministries of education to lessons with interaction with teachers through have partners with adequate mobile follow- mobiles. infrastructure and expertise to ups • High accessibility though partnerships deliver remote learning, especially with national and local broadcasters in use of radio and/or TV media • Meaningful two-way teacher-student • Remote learning is limited to an interactions. asynchronous modality when students use radio and/or TV • Limited channels and options for remote teacher-student interaction In person • Basic digital skills required to use • Peer interaction is only limited to learning + pre- online platforms to watch pre-recorded in-class sessions. recorded lessons lessons and interact with teachers. • In low-income settings, families with mobile • Online asynchronous approach allows might not have access to devices follow-ups students to access learning sessions at required for digital learning. any moment (flexible use of time) • Remote learning is limited mostly • Meaningful two-way teacher-student to asynchronous modality when interactions students use radio and/or TV • Teachers need a set of digital and pedagogical skills to teach effectively in remote learning settings 7 Model/strategy Advantages Limitations In person • Meaningful two-way interactions are • Available only for contexts with high learning + ensured both in-class and remotely access to digital devices and Internet adaptive software with teachers and peers. connectivity. and live online • Learning is mostly synchronous and • Costly to set-up and incorporate support allows for immediate feedback. adaptive software for student • Adaptive software ensures learning. personalized learning for a • Relatively advanced digital skills heterogeneous group of students and required from both students and supports them to focus on areas of teachers. weakness with efficient remediation. • Teachers need a set of digital and pedagogical skills to teach effectively in remote learning settings. Systemically, EdTech works best when taking into account the policy environment and when carefully planned. Therefore, the use of EdTech framework is proposed. One example from Omidyar (2019) suggests four main areas that make EdTech work for teaching and learning: Education Policy and Strategy; Human Capacity; Enabling Infrastructure; and EdTech Supply and Business Models. 8 Scaling access and impact (Omidyar, 2019) 9 Recommendations for Next Steps Hybrid education will outlive the COVID-19 pandemic (Saveedra et. Al, 2020). Beyond the COVID-19 pandemic, natural disasters and other disruptions are inevitable occasional disruptions, in response to which the education system will need to alternate between in-person and remote learning. Furthermore, with the use of various forms of instruction (e.g.: project-based learning, flipped classrooms, etc.), EdTech-supported hybrid learning has the potential to promote 21 st century skills and enrich student learning experiences - hence will also be able to support student learning recovery (see Technical Note#3 of this series). Based on existing initiatives and policy directions, potential actions can be considered as the next steps to improve hybrid learning experience using EdTech – during and post-pandemic. See table below: Immediate Long term (post pandemic) National 1. Beyond individual support through 1. Identify policy levers to address Government internet quotas, support governance streamlining, the need of school/madrasah connectivity by: strong investment climate, financing • Mapping the on-grid but mechanism, and monitoring systems disconnected schools/madrasahs and ongoing evaluation process, and and off-grid schools facilitate of partnerships 2. Carefully plan use of EdTech across • Enhanced collaboration among the education system by means of ministries (MoECRT, MoRA, EdTech framework Ministry of Communication and adaptation/development Informatics or MoCI) and internet 3. Strengthen the blend between service providers cascaded training and coaching • Supporting off-grid schools with program for TPD pre-loaded content into suitable 4. Based on the existing TPD programs technology – such as that in Guru Belajar 2. Provide simple guideline for education platform, consider a model of TPD units to use most suitable technology for digitalization or in hybrid learning learning recovery modality, which will incorporate 3. Establish or strengthen the existing teacher credits into an information teacher coaching programs for more system. effective hybrid learning and use of technology 4. Consider good practices from other countries particularly for scalable EdTech-based TPD Sub-national 1. Create aligned policy environment for Align initiatives with national Government hybrid learning and use of EdTech government programs and: 2. Allocate resources for schools and 1. Carefully plan use of EdTech madrasahs to revamp teacher across the sub-education systems pedagogical and digital skills 10 Immediate Long term (post pandemic) 3. Conduct monitoring and evaluation on by means of contextualized EdTech the use of EdTech to improve student framework learning outcomes 2. Continuously monitor and evaluate the use of EdTech to improve student learning outcomes Schools and 1. Adapt good practices in hybrid learning Be part of community of practice: Madrasah and use of EdTech from adapt and share good practices in schools/madrasahs hybrid learning and use of EdTech from and for other fellow teachers (in 2. Carefully plan and allocate resources KKGs and MGMPs, or in Guru Berbagi hybrid learning through adaptation of platform) and learn from international lesson plans and EdTech use references/practices 3. Ensure the right use of EdTech for their contexts 4. Ensure TPD is available for teachers and educational staff EdTech 1. Consider expand services to support 1. Continue and further explore Provider parental engagement partnerships with national and local governments and tailor the needs 2. Create integrated solutions to ensure based on local contexts active learning is taking place through use of EdTech (provisions of software 2. Support education stakeholders on and hardware) learning outcomes report through the use of offered solutions. This 3. Provide support to users: teachers, can also: support informed students, parents – through simple decisions and can be used as guides, training and coaching marketing tool for the EdTech providers. 11 References Afkar, R and Yarrow, N. (2021). 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