Hello everyone, Thank you for expanding the focus to a broader range of professionals. I think most of the issues faced are quite similar whether the target audience consists of educators or other professionals...
A few thoughts in answer to the key questions below.... KEY QUESTIONS: > 1. What are the latest advances in using technology to provide effective > training at cost-efficient prices? There was a online discussion a couple of weeks ago on the latest advances in ODL, sponsored by the Commonwealth of learning. A key point that was made was that the latest advances in technology are not necessarily the most appropriate to use in developing country contexts. What is more important, and somewhat implied in the phrasing of the question above, are advances in our understanding of best practices in using all kinds of technologies, old and new, to address specific in-service training needs for professionals in various fields. > 2. What resources do we need to provide effective ICT-enhanced > professional training? What technologies? Tools? Human resources? > Infrastructure? Incentives, etc.? What level of financial investment > should we be making? What are the most effective pedagogical approaches? > 3. What role should ICT training programs play in developing countries? > Can ICT-based training take the place of teachers and the social > environment of classrooms? I think blended learning, where part of the training takes place in traditional classrooms and part is ICT-based is probably best. However, ICT-based training can mean a lot of different things. It's one thing to study on one's own with a CD-ROM and a computer and it's another to take part in a collaborative online project with fellow professionals who are scattered around the country or the world. To some extent the social environment of a classroom can be reproduced through online spaces and communication tools. It's not easy, though, and it certainly requires a skilled facilitator/instructor, especially if the learners are new to this type of computer-mediated learning and to online communities. I would also argue that even in traditional classroom training, there is a lot of learning that occurs outside of the social environment of the classroom. > 4. How can we ensure ICT-based training responds to the needs of the > society? Are there community-based approaches to using ICT for > professional training? Does the policy environment matter? If so, what > kinds of policies are needed? Because of the sometimes poor image of distance learning and the volume of ICT-based training now being offered worldwide, official recognition of courses and training program is important. Accreditation, certification... whatever is necessary to 1) make sure the training is of high quality and recognized; 2) provide added motivation for the learners. > 5. Are there gender consideration issues related to using ICTs for > professional development? 5a. Gender differences in access to ICTs obviously have an impact on who is able to participate in training that requires access. 5b. Gender differences in communication styles have an impact on the dynamics of online discussions (if online discussions are incorporated in the training). Some of this is positive (no one can interrupt you online, you can write your message and post it without interference) and some of it is not so positive (men may still tend to dominate discussions and some women may still feel uncomfortable posting messages). Again, skilled facilitation is necessary to address potential obstacle to participation by all. 5c. Time is a big problem. Women generally have much less free time, are more likely to be distracted by family emergencies (or regular family-related activities). This certainly puts women at a disadvantage. Much of this isn't unique to ICT-based training. However, if the training is asynchronous (often advertised as learning anywhere and anytime), there is a perception that because it is ICT-based and the students don't have to go to a classroom on a specific schedule, it is easier for busy professionals to handle. This often leads to underestimating the difficulty in finding the time to actually study and complete ICT-based courses. > 6. Do different ICTs have different "scalability requirements"? Yes... I think there's a big difference between scaling up a radio program, where the technology costs won't increase with scale and cost per learner decreases with increased numbers of learners, and a computer-based training program where initial technology costs and ongoing maintenance can be substantial and do not decrease much with scale. I don't have solid numbers to back this up. In any case, this should not be taken to imply that only radio programs can or should be scaled up. The nature of the technology in terms of its complexity (in use and maintenance) may also have an impact in terms of scalability. It may be possible to find the three or four technical specialists to support a pilot project that makes use of a sophisticated technology, but impossible to find the 1000 technical specialists that would be needed should the pilot be scaled up... In this hypothetical case, the scaling up would require training 1000 of these technical specialists or finding another approach than that used in the pilot project. Barbara Fillip Knowledge for Development, LLC http://www.knowledgefordevelopment.com ------------ This DOT-COM Discussion is funded by the dot-ORG USAID Cooperative Agreement, and hosted by GKD. http://www.dot-com-alliance.org provides more information. To post a message, send it to: <[EMAIL PROTECTED]> To subscribe or unsubscribe, send a message to: <[EMAIL PROTECTED]>. 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