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Maria A. Beebe, Ph.D. Washington State University and Global Networks
Elearning in Afghanistan
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E-learning in Afghanistan Afghan socio-cultural context
Geography Ethnicity and language Power struggles Islam Human development indicators Higher education Higher education policy ICT policy Afghan eQuality Alliances
Technology, content, pedagogy: building early wins Conclusion and way forward
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Afghanistan
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Geography
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Ethnicity
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Power struggles: alternating fusion and fission (Dupree, 1973)
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Islam and women’s education Education is to be based on Islam Islamic laws and values support women’s education
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Higher education 100,000 to a million in 10 years 30% are women Constraints:
Outdated syllabus, course content, textbooks Infrastructure, electricity and telecommunications
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Policy: higher education Strengthen regional/provincial universities MOHE: “explore and develop possibilities of distance
education” Kabul University (2005): “The rapid development of online
courses suggests that Kabul University can address the national need for a better-educated workforce by building the capacity to offer academic and training programs—whether belonging to Kabul University or any other university—throughout Afghanistan. The university will, therefore, work with national and international partners to create a network that can be used to offer a wide variety of online courses throughout the nation.”
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Ministry of Communication and IT ICT policy that emphasized the use of ICTs in educational
efforts so that Afghanistan can “leapfrog” some stages of development, and be better prepared to enter the global economy of the 21st century. “Create opportunities whereby students, in particular those in
remote locations, can be exposed to technology. These would include Mobile Internet Units, i.e. buses equipped with computers and Internet access that visit schools; Networking Academies that give students and teachers the skills to design, build, and maintain computer networks; and tele-centres that would be operational in schools during and after class hours.”
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this …
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And this
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this . . .
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And this
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Afghan socio-cultural context Geography Ethnicity and language Power struggles Islam Human development indicators Higher education Higher education policy ICT policy Afghan eQuality Alliances
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Equal access to quality education and e-educational resources
• Kabul University • Kabul
Polytechnic • Kabul Medical • Nangarhar • Balkh • Herat • 14 provincial (?)
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Technology, content, pedagogy: early wins Defining e-learning Technology Content Pedagogy Putting it all together Feedback
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E-learning defined: E-learning builds on the notion of Gilbert's connected education
(2000) and will contribute to the goal of Afghan e-Quality Alliances: equal access to quality education and e-education resources.
1. a mix of lecturers, tutors, facilitators, course coordinators or other students;
2. a teaching and learning pedagogy that involves presentation, practice, assessment, and review; along with a mix of learning tasks and interactive activities;
3. a mix of content; and 4. a mix of technologies CDs, cell phones, the computer, and the
Internet.
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Technological Pedagogical Content Knowledge Framework (Mishra and Koehler, 2006)
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Technology: Afghanistan and optical fiber cable network
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http://angel.elearn.org.af FOSS: Chisimba Course management software
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Functionalities
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FOSS: Chisimba discussion forum
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Open educational resources (OER)
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Websites http://afghanequalityalliances.net http://angel.elearn.org.af http://www.chisimba.com/ (out of Africa – University of
Western Cape) http://www.afghandigitallibraries.org/ http://paiwastoon.af/ http://www.globalnetworksllc.org
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Pedagogy
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Staff multitasking
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Involvement of higher ups
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Fathers and sons
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Helping hand . . .