Educational Collaborative Networks 2 - presentacion en INTED 2011

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INTED 2011 - Valencia

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EDUCATIONAL COLLABORATIVE NETWORKSIN LATIN AMERICA: A MECHANISM FOR

EDUCATIONAL EQUALITYManuel Acevedo Ruiz,

International Consultant on ICT for Development, Ph.D. Candidate at Universidad Politcnicade Madrid (Spain, Argentina)

Ana Moreno RomeroProfessor, Dept. of Organizational Engineering, School of Mechanical Engineering of the

Universidad Politcnica de Madrid (Spain)


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Motivation

Education can and must be a central component in thesearch for more equitable societies.

Development and educational policies must explicitlyinclude equity-related targets.

ICTs can play an important role to improve equality ofeducational opportunities, from wider access to bettereducational materials to improved teacher support.

They also allow for the introduction of connected ornetwork learning.

Latin America remains the region with the highestinequity indexes in the world.


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Research proposition

Collaborative networks in the educational sectorcan be particularly effective mechanisms torealize the potential of ICT for higher quality

and more equality in education.

They will help build (applied) ICT capacity amongthe people and organizations involved. Evenmore importantly, they help collaborative

projects and actions to flourish and achieveimpact


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Metodology

Case - studies

RELPE or Red Latinoamericana de Portales Educativos - aninstitutional network.

TELAR in Argentina, a school network

Educared (from Telefnica), a multistakeholder networkstemming from a public-private partnership for development

These networks form part of Open Development trends whereindividual and collective talent has growing access to qualityinformation and knowledge resources and producing network socialcapital in the process

The paper describes how they were established and how they havealready planted the seeds for innovation in education in the region


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Objective of the paper xxx

The paper describes how these networks wereestablished and how they have already planted the

seeds for innovation in education in the Latin Americaregion.


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ICT for equality and quality in education

Is it possible to aspire to a quality education in the

Network Society without the widespread use of ICT?

It is proposed that part of the answer to meeting theeducational challenges lies in the rational use of digitaltechnologies:

to optimize the distribution of educational resources - the bestand most adequate resources can be served in digital formatthroughout the school system;

to stimulate and facilitate learning - inducing the curiosity andcreative of children and youth, and allowing for some degree of

personalization; to support and train teachers - specially those in rural areas;

and

to strengthen informal education programs - so they can alsomake use of good materials and pedagogic support.


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Education policies

Institucions

Teaching

innovation

Teachers

Learninginnovation

Students

Education strategies

School managers

Schools

University

Vocationaltraining

D

own

uppr oj

ects

Up-down

pr

ojects

Tipo proyecto


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Latin America

Latin American started its own regional process, called 'eLAC', after the

World Summit on the Information Society (2003-2005), in order to moveforward together in pursuit of more just and equitable informationsocieties.

The latest of its three action plans, eLAC 2015, formulated in the Lima

conference of November 2010, includes education as one of its 8 actionlines, with the stated purpose of extending universal access to ICT foreducation and expanding their use [2, p. 13].

Some countries have started to

implement '1:1 models, where everystudent gets a laptop or netbookcomputer, based or inspired in the OneLaptop per Child Initiative led by MIT'sNicholas Negroponte

Uruguay, Argentina, Peru, Colombia


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RELPE


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RELPE

RELPE is the Latin American Education Portals Network (

www.relpe.org). It is one of the most significant institutional development

networks in the region, in any thematic area (even beyondeducation).

Established in 2004, it is comprised of most of the education

portals in the region (20 countries), as designated by thecorresponding ministries of education.

RELPE promotes the exchange and collaboration in theproduction and management of highly valuable educationalresources, thus helping to meet the demands of the educationalsystems of the countries involved.

It supports activities to strengthen the individual portals toproduce quality educational resources, taking advantage of avaluable common asset for all the member countries: theSpanish language
http://www.relpe.org/http://www.relpe.org/


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Red Telar


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Red TELAR

TELAR (Spanish acronym for Everyone In The Network, which

means to weave) is one of the most veteran school networks in the

region.

The guiding principal of TELAR is methodological innovation through

collaborative learning.

It was founded in 1989, based on the model of the International

Education and Resource Network (iEARN).

It is open to open to all schools in Argentina and promotes the

educational use of ICTs through collaborative project work, nationally

and internationally. Red TELAR is the Argentinian chapter and founding member of

iEARN,


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Red TELAR

The project objectives are similar to those than can be found in most modern schoolnets:

To provide a virtual workspace where teachers and students contact topropose, design and develop projects in a collaborative classroom.

To facilitate access to collaborative projects in order to guide participants on

how to develop new ones them.

To contribute to the development of a virtual community of educators and

students, expanding the learning community beyond geographic, economic

and cultural barriers (thus directly aimed at improving equity in education). To encourage innovation in teaching practices that stimulates values among

students such as creativity, collaboration, social responsibility and respect for

diversity.

There are challenges and difficulties which are also probably common to many other

schoolnets, such as: lack of finance,

poor infrastructure and connectivity for the schools, and

resistance to methodological changes required to make these networked

projects successful


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Educared


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Educared

EducaRed (http://www.educared.org ) is a program thataims to generalize the Internet as a tool for pedagogicalinnovation among teachers, parents and students.

What sets it apart is that it was initiated by the privatesector (Telefnica, through its foundation), and that ithas spawned a number of specific initiatives throughpartnering with various organizations, mostlygovernments and from civil society, in at least 8countries

It is thus considered an example of a networked public-private partnership for development.


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Educared

Its main product is a portal that offers a significant number of content,

tools and activities oriented separately to the three pillars of the program:students, teachers and parents. That portal was the programs firstinception when it started in 1998.

Over time it has added other initiatives, including the incorporation of off-line, presential activities to directly support some schools from 2006.

It thus combines the scale of its virtual offerings, eg. about 600,000 webpages in the portal and some 40 million visits reported in 2008 with thepromotion of interventions in schools for managing change, always a toughobstacle to overcome when talking about ICT and education.

Educared correctly prioritizes training and support to the teachers so theycan gain the necessary capacity to successfully integrate ICT in theclassroom. For that reason, it launched a portal specifically geared to theteachers, www.profesoresinnovadores.net, which includes classroomactivities to complement the contents of its larger Educared web site.


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Conclusions

Three educational networks were presented and briefly

characterized in order to identify some of their mainattributes:

a technology (ICT) base that allows for fast/inexpensivecommunications and access to information and knowledgeon a 24/7/365 basis.

the exchange of knowledge and experiences,

the ease of participation that network structures offer toactors of the educational community or external to it

the inclusion of connected or networked learning as amodality at the disposal of teachers and learners whendeemed appropriate;

access to a wider set of educational resources


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Conclusions

the promotion of collaboration intra/inter schools as a

practical mode of work both among students and amongteachers,

an emphasis on capacity, particularly for teachers (in theircurriculum-oriented use of ICTs)

in the particular case of Latin American countries, takinggood advantage of a common language such as Spanish,(for contents, collaborative participation, etc.) ;

Support to and spawning of other initiatives,

the possibility of supporting presential as well as virtual

activities. the power of friendships for weaving communities.


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Conclusions

In summary:

Networked approaches are needed in order to

tackle the education challenges of the InformationAge, with the capillarity and flexibility required to

reach all levels of society.

Documents

Educational Collaborative Networks 2 - presentacion en INTED 2011