https://en.unesco.org/themes/ict-education; https://aiedforum.org/#/home
Blended Learning and Digital Divide
Fengchun Miao
Chief, Unit for Technology and AI in Education (ED/FLI/ICT), UNESCO
UNESCO/Open Society Foundation Webinar
Outline
1. How do EDtech and human interface fit in together?
2. How do we define the digital divide in distance learning?
3. What are the best practices on minimizing the digital divide and increasing access to education via EDtech?
4. How has the cost of EdTech been calculated for governments?
https://en.unesco.org/themes/ict-education; https://aiedforum.org/#/home
Ensuring Effective Distance Learning during COVID-19 Disruption: Guidance for Teachers
https://unesdoc.unesco.org/ark:/48223/pf0000375116
1. How do EDtech and human interface fit in together?
Main categories of blended learning: Analyzing pedagogical methodologies and learning processes
Online distance learning (new MOOCS)
TV
programme based
Radio programme
based
Print material
based
Teachers’
pedagogical facilitation
Platform based online learning
Teacher- directed live
streaming
Student- centered Video lessons based flipped learning
Digital TV
Analogue TV
Interactive Radio
One- way Radio
Textbooks &
print learning material
packages
Individual tools and applications
Live broadcasts
Pre-recorded broadcasts
Edutainment programs
Radio broadcasts
Interactive radio instruction
Learning podcasts
Distance learning during COVID-19 school closures
Digital divide: Delivery side + school-based & household access
Physical schools
Classes at Home
X
Content readiness
Pedagogical facilitation
readiness Content
platforms or LMS Curricular
courses and resources
Live streaming lessons or
TV/radio broadcasting
Learning Management
Systems
Collaborative tools
Virtual classes, labs
or Makers spaces Assessment
tools and credentialing
Data
management tools
Open sources and content curation tools
Content platforms
or LMS Curricular
courses and resources
Live streaming lessons or
TV/radio broadcasting
Learning Management
Systems
Collaborative tools
Virtual classes, labs
or Makers spaces Assessment
tools and credentialing
Data
management tools
Open sources and content curation tools
Classes at Home
Pedagogical facilitation
readiness
Tech-enabled resilient school systems
Content readiness
Tech-enabled open schools
Digital divide: Delivery side + school-based & household access
A Guiding Framework for Technology-enabled Open Schools
School based blended learning
Home based distance learning
Curricular courses &
supporting resources Teacher and human
facilitators Delivery
technology Access to distance learning
content & coach anytime anywhere
Technology based human
interaction Mobile learning
connection
Design, production, and management
of content Platforms,
delivery media, and individual
tools
Human directed use of technology
Human designed and facilitated pedagogical
activities
Assessment of digital divide in distance/digital learning
Open and crisis-
resilient schooling
Classes at Home Content
platforms or LMS Curricular
courses and resources
Live streaming lessons or
TV/radio broadcasting
Learning Management
Systems
Collaborative tools Virtual
classes, labs or Makers
spaces Assessment
tools and credentialing
Data managemen
t tools
Open sources and content curation tools
Content • Content platforms or LMS
• Distance
learning courses (all subjects, all grade levels)
• Data platforms
Technology • Connectivity for
platforms
• Household connectivity
• School connectivity
• Individual tools for teachers, students, and parents
Human
• Teachers ICT competency
• Pedagogical skills
• Awareness &
skills of other stakeholders
Measuring digital divide in distance/digital learning
1. Technology readiness/gaps
1.1 School-based access to (digital) devices and connectivity 1.2 Central online learning platform readiness
1.3 Household access to (digital) devices and connectivity 1.4 Teachers’ access to connectivity and digital devices 2. Human readiness/gaps
2.1 Teachers’ digital skills
2.2 Teachers’ competencies to design and facilitate distance/digital learning 2. 3 Digital skills of students
2.4 Digital skills of parents/care-givers 3. Content readiness/gaps
3.1 Content management platforms
3.2 Content coverage (subject areas, grade levels, media (online, TV, radio)) 3.3 Curriculum alignment and quality assurance
3.4 OER and user-generated content
Equitable & inclusive Tech delivery: Good practices
o Upgrading bandwidth of online platform (China)
o Solutions for students with special needs (Italy: 89% schools) o Supporting household devices (Lithuania)
o Zero-rate educational traffic (Indonesia, South Africa, Sri Lanka) or Free mobile data (Maldives )
Access Usage Effects
Universal accessibility to curricular courses : Good practices
o Government-led self development
o Government-validated private courses o Open Educational Resources
o Language consideration (New Zealand TV channels in English & Māori)
o Home based reading materials: Global Digital Library;
Translate a story
Access Usage Effects
Education purposes and expected learning outcomes of different courses
Commercial courses
Government-led courses during COVID-19
Government-led MOOCS during normal situations Teacher-student
social caring and fostering of values
X X
Expanded access to
education X X
Continuity of learning and reduced drop-out
X
Extended and enriched learning opportunities
X
Curriculum aligned
credits or Degrees X ? X
Job-related Micro-
credentials X ? ?
Aims and business models of diverse online or distance learning courses
Fee-charging service for degrees/certificates
Free introductory lessons Fee-charging advanced
lessons
Inclusive accessibility Free courses for all students
Quality blended learning
Commercial providers:
Commercial goods
Government providers:
A public/common good Government-
certified commercial
courses
Monitoring and mitigating ‘digital dropout’ and digital disengagement:
o Centralized monitoring and mitigation (Italy: monitoring survey ; Saudi Arabia)
o Post-pandemic remedial courses (Summer camps: France)
Home support to reduce disengagement:
o More frequent formative assessment
o Guidance for teachers (Finland …) & parents (Armenia); Free-toll hotline (UAE)
o Supporting teachers’ peer learning (Estonia) o Teacher-parent communities (Peru)
o Safe caring spaces or funds to hire private caregivers
Digital skills and competencies to ensure effective distance/online learning
Access Usage Effects
Costing model of digital learning
Item Existing digital learning capitals Incremental cost to achieve
expected result (per student) Share per capita per year of general internet
infrastructure e.g., USD40/capita
Current bandwidth Expected broadband
(USD 40) Share per capita of annual cost of internet data,
USD200/capita/year
Current cost of internet data Zero/lower cost for education data (USD 200)
Share per student of school computer + school internet connectivity + peripheral devices (estimate total X ratio of computer/student)
Current computer/student ratio
Current school bandwidth
Expected computer/student ratio (e.g., 1/5)
Expected school bandwidth (USD 800)
Share per student of national platforms
(capital costs + annual cost or technology repairs and maintenance + human costs)
Current technology capabilities (accommodate synchronous visits of % teachers and students)
Expected technology capabilities (accommodate synchronous visits of all teachers)
(USD 4)
Share per student of inclusive tools (USD 1)
Share per student of digital/distance learning courses (capital costs + annual cost or technology repairs and maintenance + human costs)
Current management and coverage of courses (% grade levels, % subject area)
Expected management and coverage of courses (all grade levels, all subject area)
(USD 50)
Teacher training and support costs
(annual teacher training costs per teachers X teacher/student ratio)
Capital costs of existing teacher training (% teachers trained)
All teachers trained, and updating training every 3-4 years (USD 5)
Total USD 1100/student X number of
students – existing capital
https://mlw2020.org/#/home
Thank you
https://en.unesco.org/themes/ict-education https://mlw2020.org
https://aiedforum.org/#/home
