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This seminar will showcase our tablet based blended training application for adult education in Ethiopia.
Through our presentation, we will:
• Introduce the benefits of using tablets for training.
• Show ways of mitigating challenges with the use of tablets for trainings in Africa.
• Provide insights on how to effectively deliver blended learning.
• Introduce trainees to time-honored and innovative adult education theories. Hi Tony,
Thanks for the question! Here are some success stories and some challenges we overcame:
During the testing, one of the trainees, a conflict professional at the woreda level was able to take the tablet with him during his field work. His work involved intervening a local conflict. Unfortunately, his tablet was broken but could easily be replaced. This goes to show the cost-effectiveness of the project: once an application is created, it can be installed in another tablet without producing something new.
Another success story was that some trainees (testing) used the training as a recreation. One used it as an entertaining tool with her family.
Some of the samplers were extremely busy with their work. However, they were able to complete the training.
Batseba, we used tablets that belong to the University, for a one day intervention on campus where students had to access an app from outside of the University. The challenges we were faced with, include:
A1- unstable internet/ poor connectivity (even in Cape Town!)
2- Institutional fire walls
3- issuing and returning of devices
The possible ways to overco these, are
Use bandwidth low devices Following on my previous post…(apologies for the typing glitch)
The possible ways to overcome these, are
– use tools and media that are not bandwidth intensive
– asynchronous timing so people can catch up if needed
– use own devices where possibleI look forward to learn from the experiences of other participants.
Interesting, Jolanda! I am a noticing in your reply one of your recommendations “-use own devices, where possible”, which makes me reflect on my own Master degree research in South African township, where a project for ICT use was based on a strong communal approach in form of a lab with computers accessible to the community. However, it was broken down and not in use use when I got there due to disputes, vandalism etc. suggesting a community not feeling ownership at all. I am just wondering if the communal approach (based on the assumption of ‘community’ in the African context) may in certain cases be prone to failure as much as the European/American assumption of the availability of internet connections? Asking Batseba how did you manage the distribution and use of tablets? I think it’s an interesting point suggested in the presentation, that meeting face to face helped the users to use the tablet for the intended purpose.
Hi Batseba, Tony, Jolanda and Jakob
Thanks for alerting us to the possibility of t-learning which may be well-suited to our adult learners. I’m now curious about the implications of designing for learning through a blending of various learning platforms (desktops/laptops-mobile/smart phones-tablets). Perhaps for learner-content interaction, a desktop/laptop or tablet would be better suited. Yet for learner-learner and learner-tutor interactions, the smart phone is better. What technical requirements and features do we need to consider in course design and development? Thanks for the question Jakob! A measure we are taking to prevent loss is signing an agreement with institutions who employ trainees. We distribute the tablets to those who are in charge of the institutions. This agreement requires the returning of tablets. This puts trainees accountable not only to us but also to those who employ them. Further, it reduces our cost for tablets.
Thanks for the question Thula!
Just some requirements you can consider in terms of production and delivery: folder and apk file or apk file alone; size of the device: tablet pcs are much better in terms of sending a lengthy SMS, especially when considering SMS are better in areas where there is no internet; brand and reliability of the device, etc… There are tons of production softwares out there that you should consider for animations, videos, games, etc… Our content includes animations, videos, illustrations, photo story, games, and comic books. We are conducting a pilot testing, with actual delivery with the availability of funds. I will share the results with you.
Recognition of connectivity as a major challenge in using tablets for effective adult education in Africa is noteworthy. However irregular and inadequate power supply to power (charging and recharging) the tablets, insufficient availability of tablets, as well as inadequate online contents supply, are equally challenging.For instance, ,in Nigeria with a population of about 170 million, only a company, Zinox , is producing tablets. I am not sure of any other country producing tablets, possibly Egypt. All the challenges listed earlier need solutions to make use of tablets for effective adult education feasible. For contents development, accelerated mass training of online teachers is essential, as recently embarked upon by the Australian’s International Teachers Development Institute (ITDI) .
Hi Adejare,
Important challenges you note there-
As far as the power supply, there are easy to use and maintain solar chargers out there, including those we will be using for our project.
I really don’t see the need to focus on online content when there are subject matter experts who have excellent subject area and contextual knowledge in Africa.
Batseba, I would agree with you about the power supply issues. Keeping tablets powered is much easier than keeping a laptop going. Many tablets are quite capable of getting you through 8 hours or more between charges. I wonder about your statement concerning online content since it does take time and resources to transform the excellent subject and contextual knowledge of African experts into really good digital resources and learning activities.
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