Options for using E-learning in Higher Education in Tajikistan

1. Options for using E-learning in
Higher Education in Tajikistan
Saori Imaizumi
ICT Sector Unit, TWICT, The World Bank
1

2. Contents
1. Challenges of Higher Education Sector in Tajikistan
2. How could E-learning solve each challenge?
3. Overview of E-learning
4. Global practices
5. Potential models to consider
1. Teacher Training and Teaching Resources
2. Life-long learning
3. Supplementary courses
4. Learning Management
6. Next steps
2

3. Contents
1. Challenges of Higher Education Sector in Tajikistan
2. How could E-learning solve each challenge?
3. Overview of E-learning
4. Global practices
5. Potential models to consider
1. Teacher Training and Teaching Resources
2. Life-long learning
3. Supplementary courses
4. Learning Management
6. Next steps
3

4. 1. Challenges of Higher Education Sector in
Tajikistan
1. Inadequate teaching materials, equipment and facilities and access
to information
2. Poor integration between research and higher education
3. Limited professional development opportunities for faculty
4. Weak linkage between higher education and the labor market
5. Poor management and planning capacities
6. Lack of effective quality assurance and performance evaluation
mechanisms
7. Lack of distance learning system
8. Lack of life-long learning opportunities
9. Less learning hours for Tajik students
10. Low capacity and aging faculty due to low wages compared to
other job opportunities
Source:
The National Education Development Strategy, Ministry of Education in Tajikistan, Open Society Institute Tajikistan, 2010
4

5. Contents
1. Challenges of Higher Education Sector in Tajikistan
2. How could E-learning solve each challenge?
3. Overview of E-learning
4. Global practices
5. Potential models to consider
1. Teacher Training and Teaching Resources
2. Life-long learning
3. Supplementary courses
4. Learning Management
6. Next steps
5

6. 2. How could E-learning solve each challenge?
Solution Models
Solutions
Challenges
Provide more access of
materials via online,
including virtual lab
experiments
• Use National Research and
2. Poor integration between
Education Network to
research and higher education
connect research and
education communities
3. Limited professional development • Provide teacher education
contents via online
opportunities for faculty
1. Inadequate teaching materials,
equipment and facilities and
access to information
•
Provide relevant
technical and business
training via online
1. Teacher
Training and
Teaching
Resources
2.Lifelong
Learning
3.
Suppleme
ntary
courses
4. Learning
managem
ent
X
X
X
4. Weak linkage between higher
education and the labor market
•
5. Poor management and
planning capacities
•
Provide online
management tools
X
6. Lack of effective quality
assurance and performance
evaluation mechanisms
•
Online performance
evaluation system can
be used
X
7. Lack of distance learning system
•
Provide various distance
learning options
8. Lack of life-long learning
opportunities
•
Provide access to skill
upgradation courses
•
Provide more learning
opportunities for Tajik
students
X
•
Provide more learning
opportunities for Tajik
students
X
9. Less learning hours for Tajik
students
10. Low capacity and aging faculty
due to low wages compared to
other job opportunities
X
X
X
6

7. Contents
1. Challenges of Higher Education Sector in Tajikistan
2. How could E-learning solve each challenge?
3. Overview of E-learning
4. Global practices
5. Potential models to consider
1. Teacher Training and Teaching Resources
2. Life-long learning
3. Supplementary courses
4. Learning Management
6. Next steps
7

8. 3. Overview of E-learning
 E-learning can be categorized in 3 areas
1. Content
• Content Development
(continuously evolve with
user inputs)
• Content Publishing via:
• Digital textbooks
• Videos
Main
Features
Type of business
• Publishers
• Content
• Open source
Industry players
• E-learning Standards
• Publishers
• Developers
• Authoring Tools
• Content Aggregator
• Libraries&Repositories
2. Management
Systems
3. Distribution
• A software platform to
• Address the link from content
manage the learning process
creation to end-user
and associated content
consumption
including:
• Admin/Procurement
Type of business
• Testing, certification, self• Immersive learning
assessment
(provides a simulated real
• Library of teaching sources
world environment )
• Content management
• MOOCs
• Learning Portal
Type of business
• Software platform
Industry players
• Tools
• Online University
• Smart technologies
• M-education (mobile
phone)
Industry players
• MOOC
• LMS
• Immersive Learning
• TMS
• Serious gaming/
• OCMS/OCW
Gamification (simulation
• SLMS
using a game format)
• Assessment&Analytics
• eBooks &Rentals
LMS: Learning Management System OCW: OpenCourseWare
TMS: Talent Management System
SLMS: Social Learning Management System
OCMS : Open Content Management System MOOCs :Massive Open Online Courses
Sources: IBIS Capital estimates; Ambient insight research;
GSV education report 8

9. 3. Overview of E-learning
 Samples of industry players
1. Content
2.
Manageme
nt Systems
3.
Distribution
Source: IBIS Capital Estimates
9

10. 3. Overview of E-learning
 Samples of industry players
1. Content
2.
Manageme
nt Systems
3.
Distribution
Source: IBIS Capital Estimates
10

11. 3. Overview of E-learning
 Mapping of LMS companies
Learning Management Systems for Education and Corporates
2.
3.
1. Content
Manageme
nt Systems
Distribution
LMS Competitive Landscape
Key Points
LMS is a software application that is
typically used to:
Users
‒ centralise and automate
administration
‒ assemble and deliver learning
content rapidly
‒ consolidate training initiatives on a
scalable web-based platform
‒ support portability and standards
‒ personalise content and reusable
learning objects (RLO)
‒ deliver online training and webinars
‒ automate assessment, analytics and
reporting
Education
Users
Corporate
Users
Estimated that $1.9bn will be spent
globally on LMS in 2013
Over 500 providers in the market, of
which only 5 have more than a 4%
market share: CornerstoneOnDemand, Oracle, SAP, Saba and
SumTotal
Customers
Source: IBIS Capital Estimates
11

12. 3. Overview of E-learning
 Research and Education Network for higher education
1. Content
2.
Manageme
nt Systems
3.
Distribution
National research and education network (NREN)
A specialized internet service provider for supporting the needs of research and
education communities. Thousands of R&E organizations are connected each other
and share their information on the network. The Network provides access to electronic
information resources maintained by libraries, research facilities, publishers, and
affiliated organizations
National research and education network (NREN) in the countries and regions close
to Tajikistan
RUNNet RIPN RBnet- Russian University Network, Russian NREN
ASNET-AM - Armenian
TERENA - Trans-European Research and
AzRENA – Azerbaijan
Education Networking Association
AzScienceNet Azerbaijan Science Network
CEENet - Central and Eastern European
GRENA - Georgian NREN
Research Networking Association
KazRENA - Kazakhstan NREN
KRENA - Kyrgyzian NRENTo make high speed network connection with Global
TuRENA - Turkmenistan NREN
CAREN - Central Asian Research and
UzSciNet - Uzbekistan NREN
Education Network portal
KazRENA - Kazakhstan NREN
12

13. 3. Overview of E-learning
 Samples of industry players
1. Content
2.
Manageme
nt Systems
3.
Distribution
Source: IBIS Capital Estimates
13

14. 3. Overview of E-learning
 New E-learning model for higher education emerged.
1. Content
2.
Manageme
nt Systems
3.
Distribution
Source: IBIS Capital Estimates
14

15. Contents
1. Challenges of Higher Education Sector in Tajikistan
2. How could E-learning solve each challenge?
3. Overview of E-learning
4. Global practices
5. Potential models to consider
1. Teacher Training and Teaching Resources
2. Life-long learning
3. Supplementary courses
4. Learning Management
6. Next steps
15

16. 4. Global Practices – Government encourages
mass adoption of e-learning in Korea
16

17. 4. Global Practices – Use of E-learning in the
United States
• Set the standards for e-learning – Tin Can Project:
• The US is seeking to develop a new generation of software
specifications to manage an individual’s learning experience across
multiple formats and environments. The initiative has been called Tin
Can and is an API that records and tracks all type of learning
experiences. Publishers will need to adapt to these new standards
and applications.
• The US university examples:
• SUNY (State University of New York)
•
•
•
Offer credit for MOOCs (to reduce students’ enrolled time on
campus and reduce the cost of degrees)
Offer incentives to campuses to develop and consume online
courses that meet general education requirements
Some courses could be “guided MOOCs” where a SUNY instructor
helps SUNY student work their way through a course that was
created by another institution
• Colorado University
•
Intends to use the MOOC platform as a channel for buying and
selling content to extend its course offerings
• Massachusetts bay Community College
•
Deploys a “flipped classroom” model where a MOOC from MIT
provides content, but the college provide discussion and supervision.
The Community Colleges award credit and take fees.
Source: “The Maturing of the MOOC” Department for Business, Innovation and Skills
17

18. 4. Global Practices – Use of E-learning in the
United States
Source: IBIS Capital Estimates
18

19. 4. Global Practices – Distance learning in India
Indira Gandhi National Open University (IGNOU)
Founded: 1985
Type of University:
National distance learning university run by
the central government. Was established
with $327 million budget when the
Parliament of India passed the Indira Gandhi
National Open University Act, 1985.
Objective: Provide higher education
opportunities to minorities and
disadvantaged students and set standards
for distance and open education in India.
# of students: 4 million (the largest in the
world, around 20% of all students enrolled in
higher education in India are with IGNOU)
# of programs: 175 academic programs
with 1100 courses at certificate, diploma and
degree levels. Also offer non-accredited
extension and skill-oriented programs.
Operating countries: Besides India,
IGNOU serves students in 40 other countries
abroad, including UAE, UK, Qatar, Kuwait,
Oman, Bahrain, Saudi Arabia, Kyrgyzstan,
Afghanistan, and other Asian and African
countries.
Other: IGNOU also operates as an
accreditor for open university and distance
education systems in India through the
Distance Education Council (DEC).
19

20. 4. Global Practices – Distance learning in Malaysia
Wawasan Open University (WOU)
Founded: 2006
Type of University:
Private university , offering open distance learning (ODL)
and on-campus full-time program. All WOU programs are
approved and accredited by the Ministry of Higher
Education (MOHE) and the Malaysian Qualifications
Agency (MQA). There are 4 schools and 2 centers:
• School of Science and Technology
• School of Education, Languages and Communications
• School of Business and Administration
• School of Foundation and Liberal Studies
• Centre for Graduate Studies
• Centre for Professional Development and Continuing
Education (PACE)
Objective:
Dedicated to adult learners who seek to pursue tertiary
qualifications for professional development and selfenrichment.
# of students:
More than 12,000 working professionals in Malaysia have
experienced the learning opportunities at WOU while
they continue in their jobs to date.
# of programs:
Over 40 ODL programs ranging from the sub-degree to
postgraduate levels in the fields of business, technology,
education and liberal studies, including three MBA
programs. WOU is now spreading its wings to offer
affordable full-time degree programs at its main campus
in Penang.
20

21. 4. Global Practices – Potential Government’s Role
Policy related Debate
 “Wait and see” is not a viable
policy for universities or education
ministries related to MOOCs
 Policy around MOOCs has the
potential to be an influential
instrument
 Globalization of higher learning
content and accreditation systems
will be accelerated by the
borderless format of MOOCs
 The MOOC format makes new
demands on students’ learning
skills, especially around information
literacy.
 The universities’ list of MOOC policy
issues, according to Universities UK
report, covers sustainability,
pedagogy, credit and capacity
Coursera’s example on how
government can collaborate
1. Awareness building through highlighting
domestic impact within the country
1. Russia -> Did a PR about gamification
2. Brazil - > Did a PR about their most
popular courses
2. Creation of a national learning initiatives
Ex. Market mathematics courses to
secondary school students and adult
learners
3. Support the creation of learning hubs with
Coursera
4. Support global translation activity
5. Course accreditation – enable Coursera
courses to be counted for college credit or
part of teacher professional development
material
6. Encourage employers to recognize Coursera
credentials
Source: Coursera, “The Maturing of the MOOC” Department for Business, Innovation and Skills
21

22. Contents
1. Challenges of Higher Education Sector in Tajikistan
2. How could E-learning solve each challenge?
3. Overview of E-learning
4. Global practices
5. Potential models to consider
1. Teacher Training and Teaching Resources
2. Life-long learning
3. Supplementary courses
4. Learning Management
6. Next steps
22

23. 5. Potential models
Model 1: Teacher Training and Teaching Resources
E-learning provides more teaching materials and professional development
opportunities for faculty
Challenges No. 1 and 3
1. Inadequate teaching materials, equipment and facilities and access to information
3. Limited professional development opportunities for faculty
Option 1: Use existing online courses for teaching materials and teacher training
Curate an online teaching materials/teacher professional development courses and
translate into Tajik if needed and make them available for teachers.
Option 2: Create Tajik original courses
Identify good teacher educator and materials and create and upload online courses in
Tajik.
1. Identify potential universities, teachers, or teacher training institutions interested in
piloting this model and also having access to computer and internet.
2. Option 1: 3 months pilot for teachers and get feedback and conduct an evaluation: (i)
taking teacher professional development course from Coursera or other platforms, (ii)
use teaching materials in Russian from Coursera at school
3. Option 2: Identify good teacher educator and materials, create a few courses, upload
and share them with teachers and get feedback
23

24. 5. Potential models
Model 1: Teacher Training and Teaching Resources
Option 1: Use existing courses for teaching materials and teacher training
How? – Teaching Resources 13 courses in Russian (1 signature track course with University
of Pennsylvania) are available in Coursera which could be used as teaching materials.
Ex. Gamification course starts on January 27, 2014 for 10 weeks.
24

25. 5. Potential models
Model 1: Teacher Training and Teaching Resources
Option 1: Use existing courses for teaching materials and teacher training
How? – Teacher Training Use teacher professional development courses offered in
Coursera for teachers’ professional development.
25

26. 5. Potential models
Model 1: Teacher Training and Teaching Resources
Option 1: Use existing courses for teaching materials and teacher training
How? – Teacher Training Teachers could take a signature track course and get the
certification. Government or teacher education institutions could help acknowledge this
certificate as a way to verify teachers’ teaching qualification.
Requirements for joining a signature
track course

Webcam

Physical keyboard

One of the following forms of
picture ID: driver's license,
passport, national ID card, state or
province ID card. We also accept
international ID documents.

For payments, they accept most
major credit cards and PayPal.

Sample certification
Coursera collaborates with U.S. Rating System
(American Council of Education-ACE-College
credit recommendation service
Signature track course is around
$49
26

27. 5. Potential models
Model 1: Teacher Training and Teaching Resources
Option 2: Create Tajik original courses
How? – Teacher Training course development
Identify good teacher educator and materials and create and upload online courses in Tajik. Use
Udemy, YouTube, Vimeo and etc. for uploading videos and creating courses. Alternatively, partner
with Coursera and provide teacher training courses in Tajik if any local university meets a qualification
for partnering.
27

28. 5. Potential models
Model 1: Teacher Training and Teaching Resources
Option 2: Create Tajik original courses
How? – Teacher Training course upload and usage
After creating contents, courses can be priced as well. Curate courses depending on
teachers’ professional development needs.
28

29. Contents
1. Challenges of Higher Education Sector in Tajikistan
2. How could E-learning solve each challenge?
3. Overview of E-learning
4. Global practices
5. Potential models to consider
1. Teacher Training and Teaching Resources
2. Life-long learning
3. Supplementary courses
4. Learning Management
6. Next steps
29

30. 5. Potential models
Model 2: Life-long Learning
E-learning can provide more market relevant courses and some courses
provide certificates to verify newly acquired skillsets.
Challenges No. 4 and 8
4. Weak linkage between higher education and the labor market
8. Lack of life-long learning opportunities
Option 1: Use existing online courses for life-long learning
 Government could conduct an awareness building activity with universities to
encourage anyone interested in life-long learning opportunities to take online courses.
 Universities providing life-long learning courses could pilot adopting online life-long
learning courses into their course offerings.
Option 2: Create Tajik original courses in collaboration with private sector
 Collaborate with companies and industry associations and identify skill needs and
create relevant skills development content or identify existing courses which could be
available online.
1.
2.
3.
4.
Identify champions from the government, universities, companies, and industry
associations who can collaborate.
Option 1: Start a pilot with finance and IT industry and identify required skills and
relevant online courses with HR personnel from various companies and industry
associations and create a list of recommended courses using online platforms.
Option 2: Identify companies in finance and IT industry which could offer their
corporate training courses as a pilot online course.
Advertise these 2 types of courses through awareness building activity with universities,
recruit students to take courses, and get feedback and conduct an evaluation.
30

31. 5. Potential models
Model 2: Life-long Learning
Sample courses of life-long learning - Udemy
31

32. 5. Potential models
Model 2: Life-long Learning
Sample courses recommended by Coursera platform
32

33. Contents
1. Challenges of Higher Education Sector in Tajikistan
2. How could E-learning solve each challenge?
3. Overview of E-learning
4. Global practices
5. Potential models to consider
1. Teacher Training and Teaching Resources
2. Life-long learning
3. Supplementary courses
4. Learning Management
6. Next steps
33

34. 5. Potential options
Model 3: Supplementary courses
Students can spend more hours on learning through E-learning system and
students will have access to high quality courses taught by capable faculty.
Challenges No. 7, 9, 10
7.
Lack of distance learning system
9.
Less learning hours for Tajik students
10.
Low capacity and aging faculty due to low wages compared to other job
opportunities
Option 1: Government could conduct an awareness building activity with universities to
provide available courses that students can take as extra course materials from top-notch
universities around the world.
Option 2: Allow universities to make some online courses as part of the credits towards
graduation.
Option 3: Open a learning hub as a part of Coursera’s initiative and encourage students to
participate in informal learning sessions.
1.
2.
3.
4.
Identify champions from the government and universities
Option 1: Government and universities conduct awareness building activity to inform
students with opportunities for learning available online.
Option 2: Conduct a quick assessment through interviewing universities in terms of
making online courses as part of the credits and identify challenges and necessary
changes at the policy level needed to be changed.
Option 3: Identify local partner, which could be a champion for initiating and operating
a learning hub in collaboration with Coursera. Potential facility providers could be
libraries in the university, public library, internet café, and other space with internet and
computer access. Once the partner is identified, pilot a learning hub operation.
34

35. 5. Potential options
Model 3: Supplementary courses
Sample courses offered by
Coursera (as of Dec 5, 2013)
Option 1 & 2
Leverage existing courses
Sample courses offered by
edX (as of Dec 5, 2013)
35

36. 5. Potential options
Model 3: Supplementary courses
Sample courses offered by
Udacity (as of Dec 5, 2013)
Option 1 & 2
Leverage existing courses
Sample courses offered by
Udemy (as of Dec 5, 2013)
36

37. 5. Potential options
Model 3: Supplementary courses
Option 3: Learning Hub Model
Learning Space + Facilitator + Learning Model + Course(s) are needed to
set up a Coursera Learning Hub.
Learning Space Layout
Requirements: Internet connection
Option: projector or TV with sound
facility (good for model 1 and 3)
Number of students in the study group:
From 5 to 50 or more
Source: Coursera
37

38. Contents
1. Challenges of Higher Education Sector in Tajikistan
2. How could E-learning solve each challenge?
3. Overview of E-learning
4. Global practices
5. Potential models to consider
1. Teacher Training and Teaching Resources
2. Life-long learning
3. Supplementary courses
4. Learning Management
6. Next steps
38

39. 5. Potential options
Model 4: Learning Management
Students and teachers can develop their skills using e-learning systems.
Challenges No. 2, 5, 6
2. Poor integration between research and higher education
5. Poor management and planning capacities
6. Lack of effective quality assurance and performance evaluation mechanisms
Option 1 : Explore the potential for introducing National Research and Education Network
(NREN) in the universities to connect research and higher education sector. Conduct
knowledge exchange activities with countries close to Tajikistan using NREN to learn from
their experience.
Option 2: Explore the potential for using learning management tools in the universities to
improve administration capacity of the universities and teachers. If any universities and
teachers are interested, they could use the tools as pilot by having an agreement with
learning management tools companies.
1. Option 1: Conduct video conferences or audio conferences with universities using NREN
near Tajikistan to learn about their experience, impact of NREN, and implementation
logistics, duration, and cost. Use this information to assess the feasibility in Tajikistan by
interviewing universities.
2. Option 2: Identify administration problems that universities have and identify learning
management tools which can solve the problems. Contact with these companies to
find out the option for using the tool as a pilot and implement pilot activities in the
universities and get feedback and conduct an evaluation.
39

40. Contents
1. Challenges of Higher Education Sector in Tajikistan
2. How could E-learning solve each challenge?
3. Overview of E-learning
4. Global practices
5. Potential models to consider
1. Teacher Training and Teaching Resources
2. Life-long learning
3. Supplementary courses
4. Learning Management
6. Next steps
40

41. 6. Next Steps
 Identify champions from the government, universities, companies,
and industry associations to implement 4 pilot models
 Develop a detailed implementation plan and timeline with
identified champions and get agreement from stakeholders
 Roll-out pilot models
 Assess the results of pilot models
41