eLearning Development

Learning Development
As partner to your organization Education Finder offers
f
years of experience to work for you.
Therefore your success is our passion.

June 2011

SWEDEN: Education Finder • Mäster Samuelsgatan 42 • S-11157 Stockholm • phone +46 821 64 26
FINLAND: Education Finder • Piritanaukio 3 B 19, 00150 Helsinki • phone +348 405 415 273
www.stockholmcollege.se • www.helsinkicollege. • helsinki@mkfc.se

CONTENT

Information and Communication Technology is our Background................................. 5
Our vision of End-To End eLearning ™™................................................................................... 5
Nordic European Education tradition and culture Finland and Sweden .................... 5
All Included Education ............................................................................................................
n 6
Education Finder offers work-embedded eLearning ..........................................................
g 7
History of MKFC (founded 1991) ............................................................................................... 7
eLearning our passion....................................................................................................................
n 8
Contribute with mobile devices.................................................................................................. 9
eLearning with Edu satellite ......................................................................................................
e 10
Combine with Human Connections........................................................................................... 10
Package the process........................................................................................................................
s 10
Contents...............................................................................................................................................
s 10
Virtual Net Communities - empowering civil societies ...................................................... 10
Meeting the learning requirements with LMS-platform OPIT......................................... 11
Experience in organizations using the offered product.....................................................
t 12
Authentic learning ..........................................................................................................................
g 12
Functions.............................................................................................................................................
s 12
Material - learning path..................................................................................................................
h 13
Pre-testing, follow ups....................................................................................................................
s 13
Tutor Feedback ...................................................................................................................................
k 13
OPIT- the learning platform - no prior experience needed...............................................
d 13
Active learners.................................................................................................................................... 13
Description of the design and development process......................................................... 13
Design documents in the developed process of a course................................................ 14
Quality control - Dynamic assurance.........................................................................................
e 14
International eLearning in Europe, Africa, Asia and Arabic Countries ............................. 16
eTeacher Training in Authentic Evironments.................................................................................... 16
Public Health ..........................................................................................................................................
h 20
Social Media...........................................................................................................................................
a 21
Transnational EU - Pilot projects within e-Learning............................................................. 22
National EU projects ..................................................................................................................... 23
MKFC local partners ..................................................................................................................... 24
Contact info.....................................................................................................................................
o 25

MKFC (created 1991) is the mother organization of EducationFinder
Organizations create platforms for adults and young people in a lifelong learning perspective.
MKFC owns and runs MKFC Folk High-School with state funds Education Finder runs
Helsinki College and Stockholm College
NGO Sharing Awareness founded by EF and MKFC teachers: http://sharingawareness.org/

As partners to your organization Education Finder offers years of experience to work
for you. Therefore your success is our passion .


Learning Development

The economical growth and innovations of all nations are planted in early childhood.
Today, children and young people as well as adults can have equal opportunities worldwide when
governmental policy and strategy support Information and Communication technology implementations
and embed them in learning and work environments
Teachers are cornerstones in all educational levels when it comes to picking up the latest innovations and to lift
up the best national and international practices. Access to the internet is an important and even necessary tool to extend the
community.

Health workers working with citizens’’ wellbeing are also extremely important for national growth from early childhood. They
need Information and Technology tools, devices, access to resources on the Internet and the learning opportunities to utilize
them.

Internet, social media and online based learning offers an inclusive participative approach that can be used to build up a skilled
workforce and offers equal opportunities for citizens. Information and communication technology gives the base that can be
used for learning, practice, research, and modern high quality processes based on the needs and requirements of policymakers
and leaders.


Information and Communication Technology is our Background
EducationFinder (EF) has evidence of learning successes from 15 years of eLearning practice. eLearning has
made it possible for everyone to take part in quality education wherever they live and whenever they want to. EF has been
a pioneer in developing and practicing distance education and received the Boldic Award in 2008 (www.boldic.net) for the
implementation of eLearning methods.

The basis of the success has been: governmental support, approval and appreciation from the management of the schools and
committed teachers.

In 2000, MKFC transferred all its courses to the Internet and since then we have had a strong commitment to follow the
development of eLearning in order to constantly meet the needs of students everywhere and to support inclusive Education
for All.

We have found that the development of eLearning with social media and the use of mobile phones for learning works
best when using a Learning Management Platform. EF also has experienced that eLearning needs support, approval and
appreciation from the management of the schools. When Government has already made strategical decisions supporting the
implementation of ICT inside and outside schools the Change Making for the Know- ledge Society has begun and can be
supported by eLearning tools and methods.

Our vision of End-To End eLearning ™™
MKFC and Education Finder has the same kind of approach to learning as the Nobel Peace Prize winners Wangari Matthai,
Muhammad Yunus and the Grameen Bank. We support grassroots movements for sustainable change.

EducationFinder, EF, is a part of the MKFC family, starting to offer eLearning in Europe and then extending the education
outside of Europe. Today eLearning is ongoing in Africa, Asia and several Arabic countries.
End-to- End eLearning™™ is needed in a Knowledge Society to offer learning for all. The Internet has made it possible to
abandon an education structure that limits education possibilities for citizens. The Learning Ma- nagement System OPIT™™
is just like the best of schools with both tutors, experts, and learning materials based on different kind of digital media such
as video, radio, pictures, mobiles and so on. OPIT extends the learning environment to a global scale, and offers tools for a
better understanding. In short, OPIT school extends learning possibilities in content, time and place. Even peers are available
just like they would be in an ordinary school. OPIT can be used both as part of an ordinary school or on its own, purely as an
online school.

Nordic European Education tradition and culture Finland and Sweden
MKFC is one of the members of the Swedish Popular Adult Education family. This has given us the freedom to design and
deliver education from primary to university level. The Nordic European education traditions from both Finland and Sweden
share the same roots and a long history of cooperation.

The main goal of our work is to offer methods that include Everyone, All the Time, Everywhere. We make it
happen by using End-to- End eLearning™™ carried out by OPIT, the LMS plattform. End-to- End eLearning can be used as a
part of traditional education or work independently online through the LMS platform and mobile devices. MKFC has worked
20 years with education for excluded people, immigrants and unemployed people. EducationFinder empowers social changes
and uses ICT to offer an innovative learning environment and learning contents for citizens. We use problem-based methods
connected to authentic environments. The learning subjects are integrated into working life in order to implement theory in
practice. There is good evidence that learners become LifeLong learners when this method is used. End-to-End eLearning™™
together with net communities brings Education for All, Everywhere, Anytime. It is the most powerful modern information
and communication tool for offering skills for workers and academics and positive change for all kinds of communities.

The eLearning courses start with Global Vision and the process is integrated with local implementations.
Even vulnerable people living in refugee camps can be included, as well as those living in threatening environments,
the handicapped, people working from home, workers with irregular working hours. The cost is signicantly lower than
for traditional education, and so is the dropout rate. In Finland universities offer online educations with zero dropouts.
EducationFinder has partner universities that offer their educations, too.


””All included Education”” carried by
End-to-End eLearning ™™
Inhouse experts, agents, partnerships
Web-based learning has been developed since 1996. MKFC has since 2001 offered all our education in the eLearning
environment with full exibility. The starting point has always been the education needs that exist, and support is offered
by tutoring embedded in the eLearning platform OPIT which is well suited for both our educational organisation and work-
embedded learning.

Education Finder core competence
MKFC EducationFinder has 30 full-time eLearning in-house experts, as well as a partnership with eLearning experts
in several EU-countries. MKFC cooperates with eLearning experts in Finland and runs Helsinki College in the capital
of Finland. No one in our eLearning team group has less than ve years of full time training/tutoring experience within
eLearning.

Our inhouse experts represent 14 different languages and cultures, 55 % are men and 45 % are females. All our inhouse
experts have academic competence within digital pedagogy and learning psychology. These experts build up new course
processes and develop learning objects (LO’’s) for tutoring environments. The focus for development now centres around the
LO’’s for digital devices such as MP3 players and mobile phones. Digital devices can carry both audio and video and is well-
suited for working people.

Our global agents
Our global agents have great importance as they are the ones who are working towards local implementations.
We have partnerships with eLearning experts in several EU-countries. Our strongest engagement is in Finland where local
universities have been running eLearning for a long time.


““eLearning is our passion - demand-driven education is needed””
The core competence of EF is to provide and manage eLearning processes, where the individual’’s learning and competence
development process, extended to the community, is guided and facilitated by pedagogical methods. The process starts with
an e-dialog of the ICT possibilities and mapping of the country and content needed. Marja-Riitta Ritanoro, CEO of Education
Finder Stockholm College, co-founder of MKFC and former director of Stockholms Folkhögskola, has 40 years of experience
in education policymaking in Finland and Sweden. She has developed several Teacher Training courses for Universities and
has worked as the scientic leader of an international ““Action Learning”” project aimed to create a better education system for
Finnish immigrants living in Sweden.

MKFC, with Marja-Riitta’’s leadership, has created the rst Online Adult Education system and is engaged as an expert in
Finland within eLearning. She was nominated in Finland as the eLearner of the Year 2005. In 2008 Stockholm College
received the Boldic Award 2008 for its passion for eLearning. She is currently working within the eld of eLearning in
Developing Countries.

Education Finder offers work-embedded eLearning
Modern training and learning approaches for work-embedded learning became a reality when LMS based e- Learning
platforms appeared in the market by the end of the 90’’s. In the beginning the education system did not fully utilize these
possibilities because computer skills were not particularly advanced. Today, almost everyone has a mobile phone, an MP3
player or an Internet connection. Not only developed countries have eLearning possibilities, but even developing countries,
with satellite connections and downloads to different kinds of devices, have access to a reachable world of Education. Now the
focus lies in the content and the methodology of learning, innovation and lifelong development of skills.

Education for all
As a friend of ““Education for All”” MKFC has offered learning possibilities worldwide since 1996. MKFC is
continually developing the best practice possible together with several partners within the eld of education.
Learning objects are easy and cheap to produce for different needs and for different learning styles. Gender issues and
local cultures are issues, which the learner-centered and learner-activating methodology manages well within eLearning.

MKFC is an expert in this area and is presented as a good example when it comes to practicing eLearning in
Scandinavia. MKFC has been offering the whole education process, from pre-assessment to certication, through our
eLearning platform since 2001.

History of MKFC (founded 1991)
MKFC created a platform, Learning Hub, for adults in a lifelong learning perspective - with awareness of modern
societies’’ multi-ethnical structures and needs. Educational activities have been formal as well as non-formal and have
also included vocational adult education with a strong connection to the labour market, in order to help to achieve
stronger employability. In addition, the emphasize has been on increasing the understanding and involvement in
local, national and international matters.

Inhouse experts and partnerships
EducationFinder has since 2000 offered all its education in the eLearning environment with full exibility. The
starting point has always been educational needs and the support of learning adding embedded tools on the eLearning
platform OPIT which is well suited for both our educational organisation and work-embedded learning.

From Teaching to eLearning
The change from the Teaching Paradigm to the Learning Paradigm is a change of a mental paradigm, too. The
Learning Paradigm lowered costs for the individual learner because travelling is not compulsory, and with
exibility possibilities of time and place to learn and work at the same time became possible. Now all education could be
moved closer to learners - even to rural areas - and thus offer more equal opportunities.


In Sweden MKFC’’s facilities are in Stockholm. 60% of the students live outside the capital and are working or travelling while
they are studying. In developing countries, teachers can work and engage in Teacher Training practices at the same time. This
approach decreases the problem of brain drain. The productivity raised to 400 % for the MKFC organization and at the same
time the quality raised as well. 96 % of the students attending our courses become certied. 52% are women and 48 are men.
51% are immigrants/refugees and 49% are natives.
There were no changes in the learners’’ academic background, gender, or origin when the education became solely based on
eLearning.

MKFC is one of the biggest community colleges/folk high-schools in Sweden. These kinds of amazing changes happen in
every project and country where we run our courses.

eLearning our passion
The reason to move learning to the Internet was not nancial but a question of adding benet to learners. They are
individualists in learning matters if they are being listened to. When MKFC made quality measurements the students’’ answers
indicated that they wanted more individual courses/learning objects than the traditional education could offer. Databases in the
LSE platform gave us the possibility to offer courses with exibility. Followups and different kinds of feedback with learners
show that both teachers and learners are satised –– now ““eLearning is our passion”” and it gives students the possibility to
realize their dreams through their studies. Every year, one hundred MKFC students in Diaspora are working with action
studies in their countries of origin. They can use the their bilingual and cultural experiences and add the best global practices.

Education Finder offers learning exibility
1. Related to time
Time for starting and nishing a course.
Tempo/pace of studying.
Time for assessment/feedback. Time for assignments.

2. Related to content
Topics of the course.
Learning objects of a course.
Individual Level of the course package .

3. Related to social organisation of learning
Students activated in the course process from their situation such as gender, religion,
tradition and practice.
Students activated to build up resources such as videoclips, audio les, reports and community blogs. Teacher for guiding the
collaboration.
Working life participation in constructing the courses for employability and validation.

4. Related to place
Traditional face-to-face can be offered in summer schools. Summer schools should be voluntary to avoid the
exclusion of particular learners. Summer schools offer an opportunity to come together and to meet experts.
London School of Economics (LSE) is a good example.

5. Related to meetings
Forums with teachers replace face-to-face.
Forums with other students.
Tutor Feedback to the whole course (FAQ).
Tutor Feedback to the individual learner.
Tutor SMS as feedback to the individual and the course.
Tutor Chat time.
Tutor Skype time.
Quality Manager on the Internet.
Optional face-to-face.


6. Related to channels
Mobile phones as receiver/ sender.
Mobile memory card.
Computer as receiver / sender.
USB memory stick.
Satellite downloads.
CD-roms with access to online courses.
CD-course, own pace.
Online course material
Educasting/Podcasting to iPods and MP3 players,
NetCommunities: Blogs, Wikis, etc to build up new knowledge on the Internet.

7. Related to learning styles
OPIT supports different learning styles. SpeakIT is a program that reads texts out loud. Podcast assignments for digital devices
optimize time use which is crucial for many learners. ReadRunner (karaoke) is a program for faster reading supporting learning
efciency.

Contribute with mobile devices
Five billion people, half of the world’’s population, live and work in rural areas. Access to ICT is a critical enabler to educational
and economic progress in these areas. MKFC, the supplier of eLearning, uses different devices to make education happen.
MKFC has learnt to use different kind of solutions to connect people to learning wherever and whenever they have the
possibilities. Digital devices contribute signicantly to Education for All. Almost three billion people have access to mobile
phones. They can use mobiles to download, to print out to read and hear the content. The producer can send content in memory
cards, in USB memory sticks and so on. The possibilities are endless.


Mobile devices have a signicant role in eLearning society:
- They give access to information and knowledge everywhere.
- Learners become active contributors, not only passive recipients of learning objects.
- They overcome the ““school-time and place”” perspectives and support the learners’’ perspectives.
- Low social entry barriers.
- They give Internet access.
- They are reachable in the daily life.
- Time effectiveness.
- No travelling.
- No need for a permanent power supply in rural areas.
- Less impact of vandalism, theft, natural and political disasters.
- Low installation costs and short repayment period.
- Low learning costs.
- Radio, TV, music players, cameras, calculators and messaging tools stimulate different learning styles.
- ““Natives in the digital world”” get stimulating learning objects.
- Using eLearning itself as local business in the local communities.

eLearning with Edu satellite
Edu satellites are one important link for the educational sector. Several satellites are already working. They are congured
to use audio-visual, multimedia, podcasts and educasts; contents that mobile phones already use. The space segment for
interactive eLearning exists and can be utilized.

Combine with Human Connections
Satellite infra structure can be reached within many communities: NGOs, libraries and different kinds of local communities.
With satellite communications combined with CD-roms, USBs, printout materials and mobile phones almost everybody can
belong to the eLearning community. Tutors and peers are communicating inside the LMS platform just like in traditional
schools.

Package the process
The content and methodology ultimately determines the success of using edusat as well as all education even in
face-to-face situations. Within eLearning the crucial add is how to ““package”” the eLearning process both for the individual
learner, as well as for courses and the different needs of whole communities. Satellites meet the demand for an interactively
delivered eLearning system covering developing countries loaded with educational interactive payloads. Satellites establish
the connectivity between international high quality institutions meeting the UN needs and reaching places in lack of the
necessary educational and ICT infrastructure.

Contents
e-Teacher Training
e-Learning Primary and Secondary Teacher Training
e-Learning Technical and Vocational Training ( TVET )
e-Learning College
e-Learning Higher Education
e-Learning Technology :
- Mobile phone communication
- Radio broadcast , Television broadcast

Virtual Net Communities - empowering civil societies
Virtual communities and Open Educational Resources (OER) together build a strategy for human empowerment.
ICT in education includes procedures that empower people to create and participate in collaborative knowledge construction,
knowledge p
g publishing and virtual communities. The virtual communities appearing in blogs, wikis and podcasting build up
g pp g g p g p
collaborations with different kind of stakeholders and civil societies.


Virtual Net-Communities are also learning as they:
- Provide information and enable collaborative knowledge building.
- Improve interaction between education, health care, business, government and other sectors of society.
- Share news in the eld of education, health care and other sectors of society.
- Enhance the quality of education.
- Show the best practices in education.
- Offer the accessing system of the library and documentation systems.
- Develop the civil society.

Blogs, wikis and other environments of virtual communities are also in key positions to build up capabilities to access
educational materials and videos: TV-broadcasts, radio-broadcasts, educasts (podcast) ,web-courses and other online services,
Facebook, Youtube, MyMobileMyLife. The major factor is user participation and interaction.

Meeting the learning requirements with LMS-platform OPIT ™™
EducationFinder as well as the whole MKFC community and many cities in Finland are using OPIT - a good,
well functioning eLearning platform with several embedded adds. Our education institution is always seeking
the best possibilities for our teachers, administrators and students. We have not yet experienced a better pedagogical tool than
OPIT for eLearning. But the content can of course be transmitted to other platforms as well.
MKFC has been and is currently cooperating with several different actors in the market to develop open source platforms with
possibilities to add even more tools facilitating learning. MKFC has had more than 10 000 learners on the courses carried by
LMS. The results have been good, over 9000 learners have been certied. At the same time the costs for MKFC has decreased,
and teachers’’/trainers’’ production of learning materials, assignments and development of learning possibilities have increased
by almost 300%.


12 Experience in organizations using the offered product.
OPIT™™ is a web based learning environment developed in Finland. The learning processes of the courses and the individual
modules inside the courses are designed based on the goals of the learning. This goal-oriented design makes it possible to use
different approaches and activities in the student’’s learning. In addition, students have the possibility to set up own goals based
on their own learning needs and their own work context.

By completing a personal learning plan students map out their own learning needs, learning styles, goals and abilities, which
enables an effective design of the individual learning processes with tutors when needed. Various learning styles and learning
orientations are supported by a wide range on learning tasks, activities, learning objects and by individual tutoring. The use of
b
multiple learning styles simultaneously in all learning events ensures successful learning for all students.

Authentic learning
Learning is considered to be most efcient in an authentic context and situation. eLearning processes and courses are planned
so that students can learn and study in their own preferred way without leaving their own desktop. Authentic learning as a
pedagogical approach with pedagogically designed learning assignments makes it possible to combine working and studying
smoothly, and the skills acquired are applicable in the work. Teachers have the option of studying while working. They can
apply the learning theories and subjects at once in students’’ work.

Functions
Progressive inquiry / problem-based learning is used with mental simulations, learning objects and learning projects when
it is needed to support the development of expertise, like problem solving, inferring, evaluation and for other expert-like
cognitive processes and meta-cognitions. Each element of the learning process (learning tasks, learning objects, simulations,
demonstrations, scenarios, tutoring i.e.) has a dened pedagogical function, such as creating cognitive activating, context
creation, problem setting, hypothesis testing, conclusion drawing, information resource, collaboration dialogue, reection or
evaluation.


Material - learning path 13
Learning materials like textbooks are structured and organized by the learning objects that follow the learning process
or the learning path of the course. Learning objects are atomic and unitary units of the learning material with a
pedagogical aspect. Learning objects are re-usable, both in the sense of the context and in the sense of the pedagogical
process. Media elements used in the learning objects are pictures, diagrams, photos, video clips and audios. Learners
can also use learning materials on their mobile devices, like PDAs, mobile phones, iPods and other MP3 or media
players. Educast and podcast learning materials are provided to support more exible learning and mobility. Students
can for example listen to audio clips, when driving.

Pre-testing, follow ups
Assessment in the courses is based on the goals of learning and on evaluation criteria. Assessment is focused on the
process of the development of students’’ expertise and on the knowledge and skills that students have after the course.
There are different tools and methods that can be used for assessment in the course. Multiple choices and similar
automatic tests provided by OPIT learning platform can be use for pre-testing, self-evaluation, middle check-ups, and
for post-testing and follow ups.

The results of the test are saved on the learning platform so that the tutor as well as the learner can observe the
development process and, for example, print out the results. In addition, the automatic test, assessment based on the
students’’ answers on learning tasks of portfolio assessment may be used. Degrees and courses passed are saved on the
database by the learning environment and a digital certicate can be posted to students.

Tutor Feedback
Tutors and sometimes courseware can provide immediate feedback for students when it is needed. This immediate
feedback is not just a simple ““right or wrong”” answer, but a more sophisticated kind of feedback that facilitates students’’
processes of reection, understanding and own inferences. The feedback always gives students a deeper insight. The
use of immediate feedback provides, for example, short cuts to students and makes the learning process and its content
more adaptable for students with different backgrounds and varying prior knowledge about the subject.

OPIT- the learning platform - no prior experience needed
The interface of the OPIT eLearning platform is especially customized to be easy-to-use for students who have no prior
experience with eLearning. This enables all students with different kind of digital literacy, computer skills or cultural
background to participate in courses. Courses are designed to be goal oriented and explicitly describe the learning
processes for the students. The learning process contains a series of learning situations - small modules that are linked
together. Learning situations are unitary pieces, study sessions for students with durations varying from one to three
hours. Some learning situations may contain learning tasks, with learning objects and other reference materials; other
learning situations may be designed for collaboration on the discussion forums. Students can proceed from one
learning situation to the other based on her/his own learning needs, speed and pace.

Active learners
EducationFinder develops courses by using the best global practice and students’’ own knowledge and skills to show their
previous knowledge. Course structures shall in common activate and stimulate learners to share their way of thinking,
acting and learning. By including the learners in the knowledge building everyone will be winners. All the learners
can read and listen to others’’ points of view in the discussion forums, moderated by students or/and by teachers. But the
responsibility to include the discussions in the learning process cannot be left out. In this case also the tutor, expert and
teacher are learners. This collaborative process always develops the course.

Description of the design and development process
The courses are developed according to the following process based on the objectives of learning that derive from
the student’’s learning process guided by pedagogical methods. The most typical design team of a course consists of a
pedagogical eLearning expert, an instructional designer, a web designer, a tutor/teacher and an expert in the particular
subject.
subject The representatives of the target group evaluate the course before piloting and launching.
launching


Design documents in the developed process of a course
1. Course specication, containing objectives, list of content, assessment criteria and framework for pedagogical methods.

2. Learning process documentation and ow-chart, containing the structure of the course with detailed design of various
learning sessions (small modules), description of pedagogical methods and practices, themes of learning assignments, plan for
learning materials, assessment tools and methods, as well as denitions of the tools of learning environment will be used.

3. Course implementation plan, containing information on how the course will be carried out, what kind of tutoring is
available and when, timetable and other practical issues.

4. Quality assurance plan, containing detailed specication on how the course and e-training/e-learning is evaluated.

5. Course documentation, containing all the documentation needed for various stakeholders.

6. Course report with quality documentation and evaluations, is done after implementing a course, contains students’’ and
teacher’’s feedback, evaluates quality and needs for further development.

Presentation of the content and testing strategies
The content is presented in the courses in the commonly used media formats that can be used by the target group
with their computer (with dened requirements). Learning materials in the courses can include text, pictures,
diagrams, animations, videos, audios and interactive exercises. Learning materials are organized as learning objects that are
highly reusable in various settings. Learning materials are stored in the database that allows version control when learning
objects are easy to link to other courses too. In addition, the learning platform enables the student to produce and publish own
content in various media formats (e.g. own pictures, video clips and audios).

List of media that can be used
Media formats that can be used in the learning platform:
Text html, doc, pdf, rtf, txt
t
Pictures, photos jpg, gif
Videos rm, avi, mov, mpeg, ash
Audios wav, rm
s
Animations gif, rm, avi, mov, mpeg ash
Other Any other working locally on the workstation
r

Testing strategies
Testing of the courseware and learning materials can be divided into three categories:

a) Technical testing done by the technical provider of the learning platform. Ensuring all the technical features
g
working properly and follow the specications. (Includes testing with various works stations with dened requirements).

b) Usability testing done in collaboration with the technical provider of the platform. Ensuring the usability (user-friendliness)
g
and pedagogical usability of the courses, learning objects and the content.

c) User tests and piloting done with real users in order to test new developed courses and materials as a whole. Pedagogical
g
testing and testing of the quality of the content is described in the quality control section.

Quality control - Dynamic assurance
The MKFC Quality policy with eLearning includes core values of the MKFC Education policy and Enhancing the quality of
eLearning value. The core values need a dynamic assurance approach. eLearning needs to provide evidence that change has
occurred and that the future has been inuenced besides that the students obtained the skills they were promised. MKFC uses
the ISIT-quality system for services of Education (built on the ISO ).


Boldic Award
The BOLDIC AWARD aims to honour people or organisations excelling in the ODL eld (Open Distance Learning).
Any ODL-activity connected to adult learning
Teaching/learning arrangements
Support systems (for delivery of learning content or/and learning support)
Development of activities, content or understanding within the ODL area.
The activities should
Be transferable to the whole BOLDIC region
Be learner focused
Facilitate blended or exible learning
Be innovative
Be scalable
Have a sustainable strategy
Have a sensible and appropriate approach to technology
Involve continuing evaluation
Both persons and organisations can be nominated The nominees have to base their work in one of the BOLDIC partnership
countries or the Nordic/Baltic area, but are free regarding partners based in other countries.
http://www.boldic.net/Default.aspx?Page=BOLDIC-Award

SIDA (Swedish International Development Cooperation Agency)
Sida works according to directives of the Swedish Parliament and Government to reduce poverty in the world. The overall
goal of Swedish development cooperation is to contribute to making it possible for poor people toi mprove their living
conditions.

As part of Sida’’s work with capacity and institutional development Sida offers international training programmes (ITP) for
participants from low-and middle-income countries in priority areas. EducationFinder has written the outcomes for ITP ICT
and Pedagogical Development and will evaluate the tenders for this program later this year.

Outcomes in this programme are covering ICT in all pedagogical development made by education organisations and
including communication with social media and ICT based administration.
Education online gives opportunity to offer Education for all, and social media is vital to create transparency for citizens.
ICT based administration is vital to enlarge democracy and legacy.

eLearning quality process for eLearning performances
- Knowledge about quality development for general orientation and selection
- Experience with instruments for quality development and clear strategies with goals
- The courage of modication and innovation to evaluate existing tools after quality measures and to adapt
new concepts and create new approaches
- Transparency in order to get more feedback from stakeholders, and being public

Pragmatic approach
The ePlatform based eLearning has succeeded in raising the students’’ examinations to 96 %. The nature of
quality development is a constant dynamic, modifying process of the offered educational services to the target groups. This is
necessary for the dynamic nature of quality in education in general, and eLearning in particular.
EducationFinder and MKFC have included training in quality development for employees and students to make the learning
action competent.

Through several quality validations regularly achieved, we get constant information on how the students experience the
courses, the pedagogical approach, the workow, the workload, the tutoring feedback and so on. We also get feedback on the
user’’s experiences when it comes the technical dimension. With this information we know at an early stage in what direction
we shall develop the courses and on which technical platform we should focus. We are dynamic and the steps from decision to
implementation must be short and efcient.

The quality assurance shows:
What was the nature of the changes; the relationship between technology and change
What stimulated the changes
Which were the change agents
g g
How the process was planned
Which model of the changes was adopted
Which were the outcomes of the changes


Quality Development Cycle in the e-Learning process
- Decision Phase, strategy with measurable goals, once a year
- Realization Phase, measurement twice every course
- Analyzing Phase, twice a year

The Concept and Practice of End-to-End eLearning™™
- Incorporation Phase, continually MKFC is a member of The European Foundation for Quality in eLearning
(EFQUEL) which is a European membership organization. EFQUEL’’s mission is to enhance the quality of
e-Learning in Europe by providing services and support for all stakeholders. EFQUEL is built on principles of dialogue
and inclusiveness to promote excellence and innovation to achieve Learning Europe. It is an initiative
of the Triangle project funded by the European Commission. The portal provides a unique forum for information, research,
networking and debate on innovation and on the best practice in eLearning quality.

EFQUEL Quality of eLearning
European membership organization. EFQUEL’’s mission is to enhance the quality of eLearning in Europe by
providing services and support for all stakeholders. EFQUEL is built on principles of dialogue and inclusiveness to promote
excellence and innovation in order to achieve Learning Europe.

International eLearning Europe, Africa, Asia and Arabic Countries
MKFC Education Finder has carried out Teacher Training in several levels of educations in Somalia, Eritrea,
Pakistan, Ghana, Kenya, Palestine, Burkina Faso and Rwanda.
The Teacher Training is embedded in teacher’’s school work. eLearning are combined with local workshops together with
the surrounding society and local representatives.
Other eLearning initiatives are Public Health, Social Media and Community Actions Plans. Community Actions Plans are
embedded in different kind of communities and supports changes with practical actions. Social Media uses as a tool in
Teacher Training, Community Actions, Journalism and in Elections.

eTeacher Training in Authentic Environments
http://www.stockholmcollege.se/category/education/teacher-training/

Somalia 2008- 2011
http://albaraka.wordpress.com/
Primary and Secondary Teacher Training
Al-Baraka Elementary Intermediate and Secondary Schools.
Results Al-Baraka schools are working practical with new media forms as multimedia, digital pictures for documentation and
web tools.
ICT Tools used in Somalia USB with learning material Computers without Internet
Internet connected computers
Mobile phones for receiving updates about the course
Mobile phone cameras and digital cameras for documenting learning processes
Skype
Learning Management System
Social Media Forums
Reference: Director of Al-Baraka Schools Nuur Maxamed Yoonis albaraka2000@hotmail.com. 00252-2-4137390

Finland 2010-
Haaga Helia, University of Applied Sciences, School of Vocotional Education
Vocational Teacher Training in Service
Reference: Director Jari Laukia, headteacher Irmeli Pietilä, irmeli.pietila@haaga-helia.


Ghana and Kenya Primary Teacher Training 2010 - 2011
http://www.ecapghana.org/ and http://kenya.mkfc.se/
Teacher Training with St. Annes and Thorn Tree Primary Schools, Ongata Rongai in Kenya
Results : The possibility of learning ICT with their normal teaching, the changes they have seen in their students e.g renewed
interest in Learning.
Teacher Training Ghana was started in October together with the Kenya Teacher Training in 3 schools. Results: Action for Tra
c Safety and Clean Water.

ICT Tools used in Ghana and Kenya
USB with learning material Computers without Internet
Social Media Forums
Skype
Reference
Ghana: Director of eCap Ghana Kay Obiri-Mainoo don2wise@yahoo.com +233 249694020
Kenya: Director of eCap Kenya Eva Kagiri eva@mkfc.se

Pakistan Primary and Secondary Teacher Training 2009- 2011
http://tt.pakistan.mkfc.se/
Teachers from different schools, colleges and universities have been enrolled.
Results: Teachers from the school and organization Fasial Public Schools who participated in MKFCs teacher
education will continue to mentor and disseminate teacher training in Pakistan. And FPS teachers won MyMobileMyLife
Competition with Mobile apps for Hygien for Rural Areas.
Local workshops are arranged by the FPS to spread and consolidate the method of school change, together with government
and civil society.

ICT Tools used in Pakistan USB with learning material Computers without Internet
Mobile SMS system in Pakistan to update pupils when school in closed about health and subject issues in Urdu.
Social Media Forums
Skype
Reference:
Director of Faisal Public School Babar Maqbool Khan bmk0333@yahoo.com. 092-300-9635956

Burkina Faso 2010-
http://burkina.mkfc.se/
21 uneducated Pre School Teachers participate in the course from six villages in Burkina Faso. The online
teacher training is a continuation and development of a face-to-face pre school teacher training that has been
ongoing since 2000. The three-year online teacher training train uneducated Pre School Teachers with modern pedagogic and
methods embedded in working.

ICT Tools used in Burkina Faso
Reference:
Local Partner AAEPC (Association des Amis des Elus du Plateau Central) Project Manager Charlemagne Kaboré
ckabore90@hotmail.com


Palestine eTeacher Training 2010
http://kpitie.najah.edu/English/
http://www.stockholmcollege.se/tag/an-najah-university/
e-Teacher Training programme together with An-Najah University, Korean-Palestinian IT Institute of Excellence in Nablus
Palestine.
Results: The teachers developed several different projects : Digital registration system for students, Wiki for documenting,
swimming styles and methods in Physical Education, Wiki for General Biology Electronic self assessment for pharmacology
students to transform theory into practice, Learning material for blended learning biochemistry. Creating a structure of
working with social media and extending the classroom combined with produced learning objects together with students.
Learning material for Aesthetics course integrated with Wiki and Youtube, ICT Learning object for immigrants, Movie about
standards for e-learning on OCC and SCORM, ICT community and web pages for Java programming.

ICT Tools used in Palestine Internet connected
computers
Skype
Social Media Forums
Reference:
Eng. Khalid Barham Director, Korean-Palestinian IT Institute of Excellence An-Najah National University.
Of ce: +970-9-234-5113-5, x2423 kbarham@najah.edu


Pakistan Teacher Training in Service 2011-
Partner
Government College for Elementary Teachers Multan
Centre for Faculty Training, Skills and Resource Development
Karakoram International University
Content
Two-year diploma and four year under graduate teacher education based on Pakistan curriculum.
In-service teachers training, Pre-service teachers training
ICT Tools
Social Media forums
References:
Mr. Muhammad Kamran
Vice Principal GCETM ksuccesss@gmail.com
http://gcetm.org/
Prof Dr Jill Taylor
Dean of Humanities
Director; Centre for Faculty Training, Skills and Resource Development
jillian.taylor@kiu.edu.pk
http://www.kiu.edu.pk/


Public Health
Rural area Community health in Ghana
Niliyungdo Ghana 2009 - 2011
Results:
-Health Awareness: The Village Niliyungdo. Health Awareness project in the village, community members took part
transforming their village : reduce malaria, reducing the transmission of air bone diseases, and providing clean drinking water
for the community to use instead of drinking directly from the river. The community built up a new school for 400 children.
-Environmental Awareness: Through the Environmental Awareness program, community members arranged to have a set
period for the whole village to be swept. From cleaning contaminated places where mosquitoes breed, lling still ponds,
clearing the compound of bushes.
-Educational Awareness Before the start of the CAP project, about 115 children were attending school. Parents
were sending their children to work on the farm instead of going to school. It was therefore necessary for eCAPGF
to educate the community on the importance of a proper education for the children. By the end of the educational
campaign, the number of children attending school had risen to over 400. A new school was constructed by the community
members as well. Through the educational campaign, we were able to send 2 additional teachers to Senior Secondary School
to come and help educate the rest of the community members.
-Sharing Awareness Kumasi - Feb. 2010
MKFC/eCAPGF held a 4 day workshop on Health Awareness for 30 schools in Kumasi, the workshop served as
a starting guideline for the schools to implement and follow in reducing the health risks in schools and in the homes. It was
through such workshops that the trafc safety project was started.
-Trafc Safety in Kumasi - Sept. 2010
eCAP Ghana along with Ghana Education Service (GES) and Transport Safety (TS) started a trafc Safety
Project in Kumasi to correct the dangers facing children in trafc. The Project started with staff support from GES/ TS and is
currently ongoing. We have targeted over 50 schools in the slums to participate in the Trafc Safety Project.
- Health Awareness Workshop in the Brong Ahafo Region - Dec. 2010
Indication from the Ministry of Health states STI is very prevalent among the youth and middle age women in
Ghana, STI infected individuals are at a much higher risk of acquiring HIV. Most STI are A Symptomatic among females, the
complications of STI are very grave. eCAP Ghana Foundation took up STI information to the youth, in-school and out-of-
school. This project targets at-risk communities, with over 20 schools altogether.
ICT Tools used in Ghana
USB with learning material
Portable laptops used in the village (no Internet or electricity)
Mobile phones for project manager to ask questions and receive information while in the villages.
Internet connected computers SMS for awareness campaigns
Skype
Social Media Forums
Reference : Director of eCap Ghana Kay Obiri-Mainoo don2wise@yahoo.com +233 249694020

Treating traumatised women and their families in DR Congo 2010 -
Project initiated by Dr Mukwege, through the international network Yennenga Progress together with the Stockholm
University, to train trauma treatment to a large number of local health care workers all over DR Congo with
Cognitive Behaviour Therapy as the method carried out with ICT.
ICT tools to be used in the project
Learning management system for Internet Based PTST education
Mobile phones to train bare foot psychologists in 300 places in DR Congo
Reference. Stina Berge, Director of Yennenga Progress stina@yennenga.se +46 (0)735176200

Pakistan 2011 Preventative health programme to mothers and school children
Partners: Karakoram International University (KIU), Stockholm University, Department of computer and system
sciences (DSV) and local NGOs in Gilgit.


Learning results / indicators
Reduce the rate of preventable illnesses in the most vulnerable people of Gilgit/Baltistan, Pakistan (women and children).
1. Develop and deliver an accessible and contextually relevant preventative health programme for each of the target groups
(women and children) in Northern Pakistan.
2. Identify the appropriate combination of technologies to deliver the developed preventative health programmes.
3. Develop and deliver training in the use of the technologies required to access the preventative health programmes. 4. Spread
the preventative health programmes using a ““viral”” train-the-trainer model & monitor.

ICT tools to be used in Pakistan
Mobile phones 1:1 computing
videos with voice over

Reference
Prof Dr Jill Taylor, Dean of Humanities
Director; Centre for Faculty Training, Skills and Resource Development
jillian.taylor@kiu.edu.pk
http://www.kiu.edu.pk/

Social Media
Nigeria 2010 - 2011
TV program production Traf c Safety and Radio Program production in the areas of Clean Water, Clean Hands, Hygiene,
Sanitation and Nutrition.
Reference:
Raymond ““Ehi”” Enakimio / One House www.onehouse. info@onehouse. , tel. +358 (0)41 530 4136

Youth for Youth 2011
Support of peaceful elections 2011 ICT tools to be
used in the project
Online video
Radio program, podcasts
Mobile phones for awareness programs
Social Media forum
Skype
Social Media Forums Facebook, Twitter, Blogs

Social Media for leadership and democratic development 2011
Social media course is introduced among the youths to sensitize them how important media is and empower them with a
better understanding of the use of ICT to foster democracy, free and fair election. April National-Elections.
ICT Tools used in Nigeria
Mobile phones
Computers without Internet
Internet connected computers using twitter, Face Book and other online communities for improving participation.
Digital cameras
Partners
Net Educational Advancement Initiative
Coalition for Youth Policy Implementation in Africa, CYPIA.
Reference
Abiola Hamid (Nigeria)
Adviser, Youth and Chapter Development
Centre for African Affairs and Global Peace (CAAGLOP,UK)
+234 80 2991 4991 & +234 81 8601 0906
234 234
abiola.hamid@caaglop.com


Social Media / Journalism
Ghana 2009-2010
Ghana Institute of Journalism (GIJ) participated in Social media / Journalism
Results: Better understanding about gender equality, proper journalistic ethics, and the meaning of freedom of speech, all
within social media. More practical topics were lessons about the actual devices and applications of social media, such as
wikis, blogs, twitter, mobile reporting, and Facebook.
Reference;
Lecture and Project Manager: Kodwo Jonas Anson Boateng kodwo.boateng@gmail.com
ICT tools to be used in the project
Internet connected computers.
Mobile phones for reporting and documentation of news
Social Media forums, Skype, Learning Management System OPIT

Transnational EU - Pilot projects within e-Learning:
PROCADRIN
Leonardo da Vinci Project
www.ProCadrin.eu ( 2008-2009 )
MKFC acts in the EU Leonardo da Vinci Transnational Pilot Programme as co-developer in Driving License Teacher
Training. Project Manager from MKFC is Marja-Riitta Ritanoro. Lessons from this project tooks to
Africa. It called Trafc Safety. Both TV and Radio Programs have been created as part of the contents.

www.reBlending.se
MKFC acts (2005- 2007) in the EU Leonardo da Vinci Transnational Programme as co-developer
of the concept and technical architecture in ““Just in Time reBlending - Blended Learning Methods and Mobile Tools in
Vocational Education”” project. Project manager from MKFC is Marja-Riitta Ritanoro.

Just in Time reBlending is made to manage real life situations when a person has to communicate in a foreign
g
language. Just in Time reBlending will be used in the vocational education at universities, colleges and in companies.

Partnership: In the transnational pilot project Just in Time reBlending (pilot, rst time practised innovative
project) there are nine partners from ve EU countries. The countries are Germany, France, Baltic, Sweden and
Finland. The education partners are two universities from Finland, one university from Germany and MKFC, Sweden. The
working life Chamber of Commerces in Germany is represented as the user of the method.

The products are An open source e-Learning communicative LMS platform with embedded podcasting. Function to
mobiledevices as phones and MP3/iPod players. Language courses using interactive multimedia, video, audio and text,
available for people who at the same time have their jobs.

Content and ICT method: Foreign Language Learning in the authentic work life situation. Just in Time reBlen- ding is used
in vocational education at universities and in companies. Embedded education is about how to meet learners needs when
they are not attending the classroom but are using digital devices.

Free to use: Just in Time reBlending e-Learning platform and education is free to use and can be downloaded
from the website.

Lessons learnt: Use mobile for learning. EF started MyMobileMyLife workshops to create new contents to mobiles
2010. The Pakistan application won the prize. The content was hygiene for rural areas.

www.webfair.se
In the EU Leonardo da Vinci Programme transnational the project Web Fair Tool, MKFC acted (2002- 2006 ) as
a co-developer of the concept and the technical architecture of the open source software with the content of Fair
Management. Project manager from MKFC was Marja-Riitta Ritanoro.

Partnership: In the www.webfair.se transnational pilot project (the pilot is rst time practiced innovative project) partners
came from three countries and ve partners the German and Finnish Chambers of Commerce, two Uni- versities from
Finland, Estonia consulting, and MKFC Sweden.

The products are an open source e-Learning platform, an embedded Web Fair Tool and an embedded vocational in the work
course.


Content and ICT method The Web Fair Tool was made to manage the International Fairs. The Fair Tool is used for
d
vocational education at universities and in companies. The education is about how small companies manage
to take part in big international fairs. Companies can print out the whole fair process as a fair book for reuse.

Free to use: This program is free to use and can be downloaded from the website.

National EU projects
eLearning project in rural area
www.Venjanglob.se
In the national EU Sokrates Program/pilot project VenjanGlob (2001-2003) in a rural area in
Sweden, MKFC was the project leader. Project manager from MKFC was Marja-Riitta Ritanoro.

Goal: To turn the rural village of Venjan with 442 inhabitants into the world’’s rst e-Knowledge Village. The
local knowledge, such as building sustainable timber houses, values as darkness, cold climate, clean water,
silence and a green Eco village, were in focus. The hindering factors were high unemployment, a low education
level and an aging population. The international knowledge was available on the net. The e-learning could be
connected to the face-to-face summer courses in the beautiful and clean ““Venjan Knowledge Village”” with good managing of
e-Learning and focusing on disabled persons’’ e-Learning and e-Working.

Results: The eLearning Center was constructed. It organized Teacher Training for primary school teachers and
pupils. The pupils and teachers were connected internationally by ENO. A vocational adult education within
tourism started in order to stimulate tourism and is still running. The summer meeting was vitalized with new vi- sitors.
Several unemployed people found new jobs or created jobs by their own. Three International Universities gave accreditations
to run their courses on the net.

Lessons learnt : The problems in rural areas are quite the same in developed countries as in the developing: The
teaching paradigm is difcult to change into a learning paradigm if the top of the community is not supporting the idea. All the
possibilities are available. Education should use an increasing amount of ICT tools to provide
continued education in the interests of individuals and their communities. The education costs will be lower with higher
quality, and the quality of life for rural areas will be better.

eLearning project CFL, Flexible Health Education (2006-2007)
(CFL, Swedish Agency for Flexible Learning )
Telephone: +46 70 6034253
MKFC acted as the project leader of two e-Learning health care courses: 1 year preparation course for immi-
grants and refugees, and 1 year vocational college course. Workplace training practice was included, but many
students were on their working place all the time. A total of 57 full time students were engaged. The project leaders from
MKFC were Newal Chahrstan and Tarja Hannila.

Full exibility-no face-to-face obligation
Vocational HealthCare Courses were on the e-Learning platform. Podcasting/Educasting were added onto the
platform. Podcasting included all course material and assignments (audio, video, TV, radio and multimedia) to digital devices.

Digital devices: Mobile phones, iPods, MP3-players.
Embedded apps on the e-Learningplattform
Digital Coursebooks on the digital library Ellibs. SpeakIT (Voice reading text robot).
ReadRunner (program easing reading on the screen).
Skype (Internet telephone with possibility to invite outside experts). PLP, the Personal Loggbook for the learner.
Digital portfolio (Learners’’ own knowledge bank: learning process, examinations, CV).
E-mail connection with tutor and other learners. Chat connection with tutor and other learners. Calendar, personal and for
groups.
Embedded Web template for quality measurement. Visibility is part of quality.

Lessons learnt: You can make it happen, too!


MKFC local Partners
Ghana
eCap Ghana Foundation
http://www.ecapghana.org/
Director of eCap Ghana
Kay Obiri-Mainoo
don2wise@yahoo.com
+233 249694020
Kumasi

Kenya
eCap East Africa
http://www.ecapeastafrica.com/
Eva Kagiri, Director
MKFC, Education Finder & eCAP East Africa
Piritanaukio 3B 19, 00150
Helsinki, Fin.
eva@mkfc.se
+358-456560344

Somaliland
Al-Baraka Schools
http://albaraka.wordpress.com/
Director of Al-Baraka Schools
Nuur Maxamed Yoonis
albaraka2000@hotmail.com.
00252-2-4137390
Hargeisa

Pakistan
http://tt.pakistan.mkfc.se/
Faisal Public School
Director Babar Maqbool Khan
bmk0333@yahoo.com.
092-300-9635956
Multan

Uganda
eSeeker Uganda
http://eseeker.mkfc.se
Director: Peter kalanzi
email: kalanzi.peter@gmail.com
Tel:+358 45 235 1455

Nigeria
NET EDUCATIONAL ADVANCEMENT INITIATIVE
No 1 Osita Chuks Estate, Okigwe Imo state
infonet@mkfc.se
+2348189669144
+2348181728572
Fax +46-8-22 14 17 | Skype ekene74
http://nigeria.mkfc.se

Rwanda
Contact Person
Tarja Ndahiro
E-mail: tarja.ndahiro@mkfc.se
Phone: +250788537872


Contact info

www.mkfc.se
www.stockholmcollege.se

Mail to
Helsinki@mkfc.se
Stockholm@mkfc.se

Facebook
Our Facebook cause - Educate Teachers for Every Child!
http://www.causes.com/causes/559240

http://www.facebook.com/sharingawareness

Twitter
http://twitter.com/mkfc

Youtube
http://www.youtube.com/stockholmcollege

Linkedin
http://www.linkedin.com/company/mkfc-stockholm-college

Mobile Development
MyMobileMyLife.org

Membership partners
NGO Sharing Awareness
www.sharingawareness.org

WSOY PRO/Opit
http://ratkaisut.wsoypro./web/guest/opit
(English) www.wsoy./img/fr_businessbooks1.pdf

Finpro/Future Learning Finland
http://194.100.159.181/en-US/Finpro/default.htm


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