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https://en.unesco.org/themes/ict-education; https://aiedforum.org/#/home
Blended Learning and Digital Divide
Fengchun MiaoChief, 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
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
Co
nte
nt • Content
platforms or LMS
• Distance learning courses (all subjects, all grade levels)
• Data platforms
Tech
no
logy • Connectivity for
platforms
• Household connectivity
• School connectivity
• Individual tools for teachers, students, and parents
Hu
man • 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 connectivity1.2 Central online learning platform readiness 1.3 Household access to (digital) devices and connectivity1.4 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 learning2. 3 Digital skills of students2.4 Digital skills of parents/care-givers
3. Content readiness/gaps3.1 Content management platforms3.2 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
Commercialcourses
Government-ledcourses 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 alignedcredits or Degrees
X ? X
Job-related Micro-credentials
X ? ?
Aims and business models of diverseonline 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 assessmento 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 learningItem 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
