Options for using E-learning in Higher Education in Tajikistan

Options for using E-learning in

Higher Education in Tajikistan

Saori Imaizumi ICT Sector Unit, TWICT, The World Bank

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Contents

1. Challenges of Higher Education Sector in Tajikistan

2. How could E-learning solve each challenge?

3. Overview of E-learning

4. Global practices

5. Potential models to consider

1. Teacher Training and Teaching Resources

2. Life-long learning

3. Supplementary courses

4. Learning Management

6. Next steps

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Contents




4. Global practices






6. Next steps

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1. Challenges of Higher Education Sector in

Tajikistan

1. Inadequate teaching materials, equipment and facilities and access

to information

2. Poor integration between research and higher education

3. Limited professional development opportunities for faculty

4. Weak linkage between higher education and the labor market

5. Poor management and planning capacities

6. Lack of effective quality assurance and performance evaluation

mechanisms

7. Lack of distance learning system

8. Lack of life-long learning opportunities

9. Less learning hours for Tajik students

10.Low capacity and aging faculty due to low wages compared to

other job opportunities

Source:

The National Education Development Strategy, Ministry of Education in Tajikistan, Open Society Institute Tajikistan, 2010

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4. Global practices






6. Next steps

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1. Teacher Training and

Teaching Resources

2.Life-long

Learning

3. Suppleme

ntary courses

4. Learning managem

ent

• Provide more access of

materials via online,

including virtual lab

experiments

• Use National Research and

Education Network to

connect research and

education communities

• Provide teacher education

contents via online

• Provide relevant

technical and business

training via online

• Provide online

management tools

• Online performance

evaluation system can

be used

• Provide various distance

learning options

• Provide access to skill

upgradation courses

• Provide more learning

opportunities for Tajik

students

• Provide more learning

opportunities for Tajik

students

X

X

X

X

X

X

1. Inadequate teaching materials, equipment and facilities and access to information





6. Lack of effective quality assurance and performance evaluation mechanisms




10. Low capacity and aging faculty due to low wages compared to other job opportunities

Challenges Solutions

Solution Models

X

6

X

X

X

Contents




4. Global practices






6. Next steps

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E-learning can be categorized in 3 areas

1. Content 2. Management

Systems 3. Distribution

• Content Development

(continuously evolve with

user inputs)

• Content Publishing via:

• Digital textbooks

• Videos

Type of business

• Publishers

• Content

• Open source

Industry players

• E-learning Standards

• Publishers

• Developers

• Authoring Tools

• Content Aggregator

• Libraries&Repositories

Main

Features

• A software platform to

manage the learning process

and associated content

including:

• Admin/Procurement

• Testing, certification, self-

assessment

• Library of teaching sources

• Content management

Type of business

• Software platform

• Tools

• Smart technologies

Industry players

• LMS

• TMS

• OCMS/OCW

• SLMS

• Assessment&Analytics

• Address the link from content

creation to end-user

consumption

Type of business

• Immersive learning

(provides a simulated real

world environment )

• MOOCs

• Learning Portal

Industry players

• Online University

• M-education (mobile

phone)

• MOOC

• Immersive Learning

• Serious gaming/

Gamification (simulation

using a game format)

• eBooks &Rentals

Sources: IBIS Capital estimates; Ambient insight research;

GSV education report

LMS: Learning Management System

TMS: Talent Management System

OCMS : Open Content Management System

OCW: OpenCourseWare

SLMS: Social Learning Management System MOOCs :Massive Open Online Courses 8


Samples of industry players

1. Content 2.

Management Systems

3. Distribution

9 Source: IBIS Capital Estimates


1. Content 2.

Management Systems

3. Distribution

10


Source: IBIS Capital Estimates


1. Content 2.

Management Systems

3. Distribution

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Mapping of LMS companies

Source: IBIS Capital Estimates IBIS Capital | Global e-Learning Investment Review

Learning Management Systems for Education and Corporates

Key Points

LMS is a software application that is

typically used to:

‒ centralise and automate

administration

‒ assemble and deliver learning

content rapidly

‒ consolidate training initiatives on a

scalable web-based platform

‒ support portability and standards

‒ personalise content and reusable

learning objects (RLO)

‒ deliver online training and webinars

‒ automate assessment, analytics and

reporting

Estimated that $1.9bn will be spent

globally on LMS in 2013

Over 500 providers in the market, of

which only 5 have more than a 4%

market share: Cornerstone-

OnDemand, Oracle, SAP, Saba and

SumTotal

LMS Competitive Landscape

77

Users

Customers

Corporate Users

Education Users

Source: IBIS Capital Analysis, Learning Light, Bersin & Associates


1. Content 2.

Management Systems

3. Distribution

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Research and Education Network for higher education

National research and education network (NREN) A specialized internet service provider for supporting the needs of research and

education communities. Thousands of R&E organizations are connected each other

and share their information on the network. The Network provides access to electronic

information resources maintained by libraries, research facilities, publishers, and

affiliated organizations National research and education network (NREN) in the countries and regions close

to Tajikistan RUNNet RIPN RBnet- Russian University Network, Russian NREN

ASNET-AM - Armenian

AzRENA – Azerbaijan

AzScienceNet Azerbaijan Science Network

GRENA - Georgian NREN

KazRENA - Kazakhstan NREN

KRENA - Kyrgyzian NRENTo make high speed network connection with Global

TuRENA - Turkmenistan NREN

UzSciNet - Uzbekistan NREN

KazRENA - Kazakhstan NREN

TERENA - Trans-European Research and

Education Networking Association

CEENet - Central and Eastern European

Research Networking Association

CAREN - Central Asian Research and

Education Network portal

http://en.wikipedia.org/w/index.php?title=RUNNet&action=edit&redlink=1

http://en.wikipedia.org/w/index.php?title=RUNNet&action=edit&redlink=1

http://en.wikipedia.org/w/index.php?title=RIPN&action=edit&redlink=1

http://en.wikipedia.org/wiki/ASNET-AM



http://en.wikipedia.org/w/index.php?title=AzRENA&action=edit&redlink=1

http://cert.az/elmnet.html

http://en.wikipedia.org/w/index.php?title=GRENA&action=edit&redlink=1

http://en.wikipedia.org/wiki/KazRENA

http://en.wikipedia.org/w/index.php?title=KRENA&action=edit&redlink=1

http://en.wikipedia.org/w/index.php?title=TuRENA&action=edit&redlink=1

http://en.wikipedia.org/w/index.php?title=UzSciNet&action=edit&redlink=1

http://en.wikipedia.org/wiki/KazRENA

http://en.wikipedia.org/wiki/TERENA

http://en.wikipedia.org/w/index.php?title=CEENet&action=edit&redlink=1


1. Content 2.

Management Systems

3. Distribution

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New E-learning model for higher education emerged.

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1. Content 2.

Management Systems

3. Distribution


Contents




4. Global practices






6. Next steps

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4. Global Practices – Government encourages

mass adoption of e-learning in Korea

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4. Global Practices – Use of E-learning in the

United States

• Set the standards for e-learning – Tin Can Project: • The US is seeking to develop a new generation of software

specifications to manage an individual’s learning experience across multiple formats and environments. The initiative has been called Tin Can and is an API that records and tracks all type of learning experiences. Publishers will need to adapt to these new standards and applications.

• The US university examples:

• SUNY (State University of New York) • Offer credit for MOOCs (to reduce students’ enrolled time on

campus and reduce the cost of degrees) • Offer incentives to campuses to develop and consume online

courses that meet general education requirements • Some courses could be “guided MOOCs” where a SUNY instructor

helps SUNY student work their way through a course that was created by another institution

• Colorado University • Intends to use the MOOC platform as a channel for buying and

selling content to extend its course offerings

• Massachusetts bay Community College • Deploys a “flipped classroom” model where a MOOC from MIT

provides content, but the college provide discussion and supervision. The Community Colleges award credit and take fees.

Source: “The Maturing of the MOOC” Department for Business, Innovation and Skills 17

4. Global Practices – Use of E-learning in the

United States

18 Source: IBIS Capital Estimates

4. Global Practices – Distance learning in India

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Indira Gandhi National Open University (IGNOU) Founded: 1985

Type of University: National distance learning university run by

the central government. Was established

with $327 million budget when the

Parliament of India passed the Indira Gandhi

National Open University Act, 1985.

Objective: Provide higher education

opportunities to minorities and

disadvantaged students and set standards

for distance and open education in India.

# of students: 4 million (the largest in the

world, around 20% of all students enrolled in

higher education in India are with IGNOU)

# of programs: 175 academic programs

with 1100 courses at certificate, diploma and

degree levels. Also offer non-accredited

extension and skill-oriented programs.

Operating countries: Besides India,

IGNOU serves students in 40 other countries

abroad, including UAE, UK, Qatar, Kuwait,

Oman, Bahrain, Saudi Arabia, Kyrgyzstan,

Afghanistan, and other Asian and African

countries.

Other: IGNOU also operates as an

accreditor for open university and distance

education systems in India through the

Distance Education Council (DEC).

4. Global Practices – Distance learning in Malaysia

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Wawasan Open University (WOU) Founded: 2006

Type of University: Private university , offering open distance learning (ODL)

and on-campus full-time program. All WOU programs are

approved and accredited by the Ministry of Higher

Education (MOHE) and the Malaysian Qualifications

Agency (MQA). There are 4 schools and 2 centers:

• School of Science and Technology

• School of Education, Languages and Communications

• School of Business and Administration

• School of Foundation and Liberal Studies

• Centre for Graduate Studies

• Centre for Professional Development and Continuing

Education (PACE)

Objective: Dedicated to adult learners who seek to pursue tertiary

qualifications for professional development and self-

enrichment.

# of students: More than 12,000 working professionals in Malaysia have

experienced the learning opportunities at WOU while

they continue in their jobs to date.

# of programs: Over 40 ODL programs ranging from the sub-degree to

postgraduate levels in the fields of business, technology,

education and liberal studies, including three MBA

programs. WOU is now spreading its wings to offer

affordable full-time degree programs at its main campus

in Penang.

4. Global Practices – Potential Government’s Role

1. Awareness building through highlighting domestic impact within the country

1. Russia -> Did a PR about gamification

2. Brazil - > Did a PR about their most popular courses

2. Creation of a national learning initiatives

Ex. Market mathematics courses to secondary school students and adult

learners

3. Support the creation of learning hubs with Coursera

4. Support global translation activity

5. Course accreditation – enable Coursera courses to be counted for college credit or

part of teacher professional development material

6. Encourage employers to recognize Coursera credentials

Source: Coursera, “The Maturing of the MOOC” Department for Business, Innovation and Skills

“Wait and see” is not a viable policy for universities or education ministries related to MOOCs

Policy around MOOCs has the potential to be an influential instrument

Globalization of higher learning content and accreditation systems will be accelerated by the borderless format of MOOCs

The MOOC format makes new demands on students’ learning skills, especially around information literacy.

The universities’ list of MOOC policy issues, according to Universities UK report, covers sustainability, pedagogy, credit and capacity

Policy related Debate Coursera’s example on how

government can collaborate

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Contents




4. Global practices






6. Next steps

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5. Potential models

Model 1: Teacher Training and Teaching Resources

Challenges No. 1 and 3

1. Inadequate teaching materials, equipment and facilities and access to information


E-learning provides more teaching materials and professional development

opportunities for faculty

Option 1: Use existing online courses for teaching materials and teacher training

Curate an online teaching materials/teacher professional development courses and

translate into Tajik if needed and make them available for teachers.

Option 2: Create Tajik original courses

Identify good teacher educator and materials and create and upload online courses in

Tajik.

1. Identify potential universities, teachers, or teacher training institutions interested in

piloting this model and also having access to computer and internet.

2. Option 1: 3 months pilot for teachers and get feedback and conduct an evaluation: (i)

taking teacher professional development course from Coursera or other platforms, (ii)

use teaching materials in Russian from Coursera at school

3. Option 2: Identify good teacher educator and materials, create a few courses, upload

and share them with teachers and get feedback

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5. Potential models


Option 1: Use existing courses for teaching materials and teacher training

How? – Teaching Resources 13 courses in Russian (1 signature track course with University of Pennsylvania) are available in Coursera which could be used as teaching materials.

Ex. Gamification course starts on January 27, 2014 for 10 weeks.

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5. Potential models



How? – Teacher Training Use teacher professional development courses offered in Coursera for teachers’ professional development.

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5. Potential models


Requirements for joining a signature track course

Webcam

Physical keyboard

One of the following forms of picture ID: driver's license, passport, national ID card, state or province ID card. We also accept international ID documents.

For payments, they accept most major credit cards and PayPal.

Signature track course is around $49

Sample certification Coursera collaborates with U.S. Rating System (American Council of Education-ACE-College

credit recommendation service


How? – Teacher Training Teachers could take a signature track course and get the certification. Government or teacher education institutions could help acknowledge this

certificate as a way to verify teachers’ teaching qualification.

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5. Potential models



How? – Teacher Training course development Identify good teacher educator and materials and create and upload online courses in Tajik. Use Udemy, YouTube, Vimeo and etc. for uploading videos and creating courses. Alternatively, partner with Coursera and provide teacher training courses in Tajik if any local university meets a qualification

for partnering.

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5. Potential models



How? – Teacher Training course upload and usage After creating contents, courses can be priced as well. Curate courses depending on

teachers’ professional development needs.

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Contents




4. Global practices






6. Next steps

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5. Potential models

Model 2: Life-long Learning

Option 1: Use existing online courses for life-long learning

Government could conduct an awareness building activity with universities to

encourage anyone interested in life-long learning opportunities to take online courses.

Universities providing life-long learning courses could pilot adopting online life-long

learning courses into their course offerings.

Option 2: Create Tajik original courses in collaboration with private sector

Collaborate with companies and industry associations and identify skill needs and

create relevant skills development content or identify existing courses which could be

available online.

E-learning can provide more market relevant courses and some courses

provide certificates to verify newly acquired skillsets.

Challenges No. 4 and 8



1. Identify champions from the government, universities, companies, and industry

associations who can collaborate.

2. Option 1: Start a pilot with finance and IT industry and identify required skills and

relevant online courses with HR personnel from various companies and industry

associations and create a list of recommended courses using online platforms.

3. Option 2: Identify companies in finance and IT industry which could offer their

corporate training courses as a pilot online course.

4. Advertise these 2 types of courses through awareness building activity with universities,

recruit students to take courses, and get feedback and conduct an evaluation.

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5. Potential models


Sample courses of life-long learning - Udemy

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5. Potential models


Sample courses recommended by Coursera platform

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4. Global practices






6. Next steps

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5. Potential options

Model 3: Supplementary courses

Challenges No. 7, 9, 10



10. Low capacity and aging faculty due to low wages compared to other job

opportunities

Students can spend more hours on learning through E-learning system and

students will have access to high quality courses taught by capable faculty.

1. Identify champions from the government and universities

2. Option 1: Government and universities conduct awareness building activity to inform

students with opportunities for learning available online.

3. Option 2: Conduct a quick assessment through interviewing universities in terms of

making online courses as part of the credits and identify challenges and necessary

changes at the policy level needed to be changed.

4. Option 3: Identify local partner, which could be a champion for initiating and operating

a learning hub in collaboration with Coursera. Potential facility providers could be

libraries in the university, public library, internet café, and other space with internet and

computer access. Once the partner is identified, pilot a learning hub operation.

Option 1: Government could conduct an awareness building activity with universities to

provide available courses that students can take as extra course materials from top-notch

universities around the world.

Option 2: Allow universities to make some online courses as part of the credits towards

graduation.

Option 3: Open a learning hub as a part of Coursera’s initiative and encourage students to

participate in informal learning sessions.

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Option 1 & 2

Leverage existing courses

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Sample courses offered by

edX (as of Dec 5, 2013) Sample courses offered by

Coursera (as of Dec 5, 2013)




Udacity (as of Dec 5, 2013)

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Udemy (as of Dec 5, 2013) Option 1 & 2

Leverage existing courses



Learning Space + Facilitator + Learning Model + Course(s) are needed to

set up a Coursera Learning Hub.

Source: Coursera 37

Option 3: Learning Hub Model

Learning Space Layout

Requirements: Internet connection Option: projector or TV with sound facility (good for model 1 and 3)

Number of students in the study group: From 5 to 50 or more

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4. Global practices






6. Next steps

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Model 4: Learning Management

Option 1 : Explore the potential for introducing National Research and Education Network

(NREN) in the universities to connect research and higher education sector. Conduct

knowledge exchange activities with countries close to Tajikistan using NREN to learn from

their experience.

Option 2: Explore the potential for using learning management tools in the universities to

improve administration capacity of the universities and teachers. If any universities and

teachers are interested, they could use the tools as pilot by having an agreement with

learning management tools companies.

Students and teachers can develop their skills using e-learning systems.

Challenges No. 2, 5, 6



6. Lack of effective quality assurance and performance evaluation mechanisms

1. Option 1: Conduct video conferences or audio conferences with universities using NREN

near Tajikistan to learn about their experience, impact of NREN, and implementation

logistics, duration, and cost. Use this information to assess the feasibility in Tajikistan by interviewing universities.

2. Option 2: Identify administration problems that universities have and identify learning

management tools which can solve the problems. Contact with these companies to

find out the option for using the tool as a pilot and implement pilot activities in the

universities and get feedback and conduct an evaluation.

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4. Global practices






6. Next steps

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6. Next Steps

Identify champions from the government, universities, companies,

and industry associations to implement 4 pilot models

Develop a detailed implementation plan and timeline with

identified champions and get agreement from stakeholders

Roll-out pilot models

Assess the results of pilot models

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Options for using E-learning in Higher Education in Tajikistan

Education

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