Rrc Training Component

PAN LOCALIZATION Phase II Training Component

Emmanuel C. Lallana, PhD

8 Stages: ICTs for Human Devt Phase 1: focus on Access (Stage 1)! Phase 2: focus on Use & Technological Appropriation (Stages 2 & 3)!

8 Stages: ICTs for Human Devt Access: networks, HW, centers/kiosks, localized interface (input devices & software)! Use: effective & time-efficient use of ICTs (requires digital literacy)! Technological Appropriation: technology becomes invisible in one’s personal use (requires practice and expertise)!

Phase I Training one-week to twenty-week national & regional implementations 75 trainees: local staff of seven (7) partner countries on project orientation, linguistics, standards devt, basic localization, software devt, technical training, and cross-disciplinary training on liguistics, computer science, and project mgt.

Phase I Training conduct of comprehensive survey & analysis comparative expertise levels vis-à-vis strategies and over time (i.e. start of project & at present) on linguistics and levels of technical localization competencies results to be published late 2007

Phase II – Training Objectives Research into the development and conduct of training to promote USE among various end-users develop, test, and re-use localized training materials for different end-user groups conduct end-user trainings to determine effective strategies to retrieve content conduct end-user trainings to determine effective strategies to generate culturally relevant content in local languages

Phase II – Training Objectives on ACCESS: continue to develop & increase pool of human resources to conduct R&D in local language on M&E: develop capacity in regional and country components to use OM & GEM II methodologies in planning, M&E use and adapt OM framework for localization related projects apply GEM II to explore gender issues related to training

Scope of Work investigate varied training needs & capacity of different end-user groups explore and develop “open” training resources (tools, materials, and strategies) that can be used by all partner countries look at challenges in the actual conduct of training using localized technology 1st level: to retrieve information 2nd level: to create content and information

End-User Training Outcome Challenge To develop digital literacy* in end-user communities to enable them to use ICTs by imparting training on local language applications

Digital Literacy the awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyze and synthesize digital resources, construct new knowledge, create media expressions, and communicate with others, in the context of specific life situations, in order to enable constructive social action; and to reflect upon this process DigEuLit Project, 2006

funded by the European Commission’s eLearning Programme

End-User Training Research Areas 1. issues related to dev’t of localized

training material

look into translation from English materials; copyright implications

2. effectiveness of localized training

materials over foreign ones

effect of language used in using and learning to use technology

End-User Training Research Areas 3. comparative assessment of training

methods & tools across user groups generalize or specialize across groups?

4. differences in training users to retrieve

content vs. to generate content barriers to learning (contributing variables)!

5. localized ICT training & diffusion

policies

End-User Training Progress Markers Expect To See: Availability of local language applications for training Availability of training materials in the local language of the users

End-User Training Progress Markers Like To See: Target groups… agree to deploy physical means of access (infra + localized apps)! agree to undergo training to learn to use ICTs acquire a general understanding of computer components & peripherals acquire basic computer literacy (need to define “basic”) are able to do basic word processing and email are able to follow guidelines for intermediate complexity formatting and other tasks

End-User Training Progress Markers Like To See: Target groups… can access information through the Internet can intelligently search information and navigate the Internet can make basic web pages using localized website development tools can publish their web pages on the Internet can develop complex websites

End-User Training Progress Markers Love To See: Target groups are able to troubleshoot problems in using ICTs themselves with minimal support by others Monks across different Monasteries are communicating through local language emails Rural school teachers and students are using ICTs as a teaching and learning tool Resources trained regularly echo the training Online content is being actively created and accessed by gov’ts, citizens, and other user groups

Phase II Training Plans Af

Development of Training Courseware Training for Access to Content Training for Generation of Content

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End-User Target Groups Info-mediaries Federal Ministers Local Gov’t Officials Computer Science Students Linguistics/Language Students Personnel for Private ISPs and Internet Cafes

School Teachers Rural College Faculty General Students Rural College Students Visually Impaired Monks Rural Communities End-user groups in cities & provinces

RRC - Training design, development, and dissemination of general training methodologies and tools assessment of commonalities and differences between work being conducted in different country components design of generic guidelines and background information

development of appropriate social tools to monitor and evaluate the training programs in conjunction with partners synthesis and comparative analysis of country results knowledge and materials exchange among partner countries

RRC – Training Deliverables Phase 1.1

May – Sept 07

Review of Literature: intervention with end-user groups on need assessment, information domains, content availability and accessibility Initial Draft: Regional Research Design

Phase 1.2

Oct 07 Mar 08

Initial Draft: Pts of Discussion with Policy Makers and List of Relevant Organizations Regional Research Design & Coordination Report for Training Devt & Conduct Report on Gender Issues Related to Training Needs and Conduct Report: Collated Results of Country Mtgs with Policy Makers

NOTE: Need to re-align country components’ training plans with deliverables of the RRC-Training

RRC – Training Deliverables Phase 2.1

Apr – Sept 08

Research Report on User Groups, their training requirements and methods to prioritize training conduction Report: Collated Results of Country Mtgs with Policy Makers

Phase 2.2

Oct 08 – Mar 09

Research Report on the Dev’t of a Local Language Trng Material and its Re-use across User Groups and Languages Report: Collated Results of Country Mtgs with Policy Makers

RRC – Training Deliverables Phase 3.1

Apr – Sept 09

Research and Evaluation Report on Challenges, Strategies, and Effectiveness of Trainings to Develop and Deploy Online Content Across End-User Groups including Gender Report: Collated Results of Country Mtgs with Policy Makers

Phase 3.2

Oct 09 – Feb 10

Research and Evaluation Report on Challenges, Strategies, and Effectiveness of Trainings to Develop and Deploy Online Content Across End-User Groups including Gender Report: Effective Policy Considerations for Local Language Training

RESEARCH Competency Standards & Performance Indicators Per User Group Determined Training Needs

“Open” Training Materials

Best Practices

Customized Training Design & Materials per User Group (Country Components to localize further) enhancement Competency Assessment

Training Design M&E

RRC – Training –

Competency Standards

adopt/establish Regional ICT Competency Standards to guide training programs based on international standards (vis-à-vis needs & tasks) establish relevant performance indicators UNESCO-Bangkok’s Stages of ICT Competency Development CICT’s Natl ICT Competency Standards

RRC – Training –

Competency Standards

Transforming Infusing Applying

Work/Life

Emerging

Technology

Stages of ICT development

RRC – Training –

Competency Standards

Specializing in the use of ICT

Transforming

Creating innovative work environments (Tech Approprtn)

Understanding how and when to use ICT

Infusing

Facilitating effectiveness & efficiency (Tech Appropriation)

Applying

Enhancing traditional tasks

Emerging

Supporting work performance (Use)

Learning how to use ICT

Becoming aware of ICT

(a) Stages of ICT usage

(Use)

(b) Applications / Usages of ICT

RRC – Training – Competency Standards

NICS Teachers

NICS CESO

NICS GCIO

NICS – Advanced

Advanced WP and Spreadsheets, Database

NICS – Basic

Ethics and Security, Managing Files, Word Processing, Spreadsheets, Presentation, Information and Communications

RRC – Training – Performance Indicators Matrix Infomediaries

Transforming

Like To See Infusing

Applying

Love To See Emerging

Gov’t Officials

Teachers

Monks

Etc.

RRC – Training – Sample PI Matrix Monks

Transforming

Like To See Infusing

Applying

Love To See Emerging

• sets up a monastery blog to publish monastery recipes • trained monks volunteer to train farmers on basic Internet skills • searches the Internet for recipes or other monasteries • monks across monasteries communicate through local language emails • able to use basic word processing to type and print out prayers • monks troubleshoot printing problems on their own • agree to undergo training to learn to use ICTs • acquire a general understanding of computer components & peripherals • acquire basic computer literacy (need to define “basic”) • monks take the initiative to learn more applications

RRC – Training

– Training Design

research on existing similar training initiatives worldwide: To determine assumed ICT training needs of various end-user groups for pilot training design customization (i.e. priority applications, exercises, etc.) To review, collate, enhance, and recommend useful training materials To establish and disseminate inventory of best practices

RRC – Training

– Training Design

set minimums or standards: definition of terms desired competency levels for various user groups, training content, sample strategies, duration competency assessment methodologies trainer selection (Certification?), trainee selection, participant:computer ratio, participant:training staff ratio materials preparation (templates?)! and other processes

RRC – Training

– Training Design

recommend a pilot training design for various end-user groups learning objectives target end-user groups needs vis-à-vis tasks topics strategies desired outputs duration materials / logistics / costs etc.

RRC – Training

– M&E

Competency Assessment: pre-training competency self-survey regular post-training monitoring (selfsurvey, diagnostics, reports, observations, etc.) based on performance indicators on actual utilization of gained skills and observed outcomes to serve as inputs for further enhancement of pilot training design and materials or even for follow-through workshops

RRC – Training

– M&E

design and development of training and M&E tools for training design and management evaluation – facilitators, materials, facilities, pacing, etc. pre- and post-training competency assessment (immediate and after set periods)

RRC – Training

– Knowledge Exchange

Wiki for Training Component Partners posting of standards and requirements venue for online exchange of ideas and collaboration posting of materials for peer review

RRC – Training

(Possibilities)

tie up with external parties for the development & use of localized ICDL or IC3 for competency validation & certification development of localized Computer-Based Training modules on digital literacy localized versions of existing resources (e.g. BBC’s Webwise materials, OpenOffice.org manuals, etc.) and training materials developed

RRC – Training (Possibilities)! regional training on the OM & GEM II research methodologies conference on community- “developed” content

end of presentation

May 2007