CAS Digital Learning in Emergencies (2022-23)/module4-Ombinarichard

Learning Outcomes

1. Understand Open learning education; history, benefits and limitations
2. Explore the different types of OER in Kenyan Context
3. Creation of OER and software for OER creation

Time: 72 Hours Description:

Steps to be undertaken in this project

1. Introducing the project: defining objectives, outlining target and activities, explaining resources available for further reading
2. Review and reflect on the different types of OER
3. Create and share own OER

Introduction to OER

Open Educational Learning (OEL) is described as the whole set of practices around the creation, use, and management of OER, according to the OPAL (2010) report. This includes any supporting tools, as well as the resources themselves and any enabling frameworks. OEP includes practically all stakeholders involved in supporting and managing learning provision in educational systems, and it encompasses the complete spectrum of policy, research, and practice around OER. The OEP addresses the whole OER governance community, including policymakers, organizational managers/administrators, educational professionals, and learners.

Open Educational Practices (OEP) are practices that support the (re)use and production of OER through institutional policies, promote innovative pedagogical models, and respect and empower learners as co-producers of their lifelong learning paths, according to Camilleri, Ehlers, and Pawlowski (2014).

Characteristics of OER

They go beyond access into open learning architectures and seek ways to use OER for transforming learning They focus on learning as a construction of knowledge assets, which they share with others and receive feedback and reviews They follow the notion of improving quality through external validation because of the importance of sharing research findings.

Background

Kenya's dedication to ICT integration and application in education. Working with the Ministry of Education, Science and Technology as well as other educational organizations such as the Teacher Service Commission and the Kenya Institute of Curriculum Development on the design of Open Educational Resources and ICT integration in education, UNESCO and COL, in particular, have played and continue to play an important role. Kenya is a signatory to the OER Paris Declaration, which guides the work of both UNESCO and COL. The first Kenyan Government policy to address OEL in higher education was the Act of Parliament of 1966, which established the Board of Adult Education. OEL has been promoted as an alternate method of education by a number of commissions and investigations since independence. Session Paper No. 1 of 2005 (Republic of Kenya, 2005) advocates the formation of an open university and the use of OEL in human resource development at all levels, according to the most recent government effort. Kenya has seen a fast increase of higher education institutions in recent decades. This might be linked to ;

An increase in demand for higher education, which is partly due to improved knowledge of the educational benefits (Khan, 2001). As a result of the rising demand, OEL has quickly become an acknowledged and important part of mainstream educational platforms in both developed and developing countries, with a focus on the latter (UNESCO, 2002). The popularity of distant learning has grown as a result of several causes. One such aspect is family obligations, particularly among women. In terms of time and resources, women, particularly in Kenya, face a variety of challenges that males do not. However, the introduction of OEL has expanded women's options and made education and training more accessible to them because they may now study from the comfort of their own homes. It enables individuals to learn at their own pace and seek out and acquire skills for personal development while also taking care of their families (Brunner, 1991). Technological, cultural, and social revolutions have impacted us, profoundly altering how we live, work, and study (Wheeler, 2000; Edwards, 1997). Even the most solid of our social institutions, such as education, have been overwhelmed by accelerating change, and the rate of change will undoubtedly rise in the years ahead. African countries continue to face internal conflicts as well as regional interstate battles caused by religious, ethnic, economic, or political disagreements. The number of migrants and persons who are homeless or displaced has risen dramatically, demanding more flexible schooling options. The adaptability of open, distant, and e-learning approaches has aided their ascension as the major mode of lifelong learning.

Advantages

1. Convenience: E-learning materials are stored on the learner's computer and accessed at any time. They do not necessitate the presence of the learner in a classroom. The system also allows students to download and save learning materials for later use.
2. Cost Effectiveness: students can choose from a large range of courses and make the selection depending on their needs.
3. Up-to-date learning materials: study materials in OEL systems are updated more frequently than in the classroom-based education systems. Once the study materials are placed in the system, they can be updated without changing the whole materials and the materials can be available and reused for longer times.
5. Flexibility: OEL is a flexible way of learning for many students. Most of the study materials are stored for the students to access whenever they want. Students can also choose between an instructor-led and a self-learning system. It is also possible for students to skip over the study materials they already know and choose the ones they want to learn.
7. Global learning : E-learning technologies contribute to the creation of a global learning society by allowing anybody to access study resources regardless of their physical location. Learners may now contribute to study materials using the mechanisms that are now accessible, which helps to keep the contents up to date.
9. Scalability: The number of students in virtual classrooms or e-learning systems can be extremely small or very large without affecting the overall cost.
11. Better retention: E-video learning's and audio assets make the learning experience more enjoyable. They assist students in remembering information for a long time and can also be accessed at any time, allowing for greater retention through repetition.

Disadvantages

1. Regulations on Intellectual Property Rights and Copyright: Intellectual property rights (IPR) and copyright restrictions, which require the consent of IPR owners for their works to be publicly available, are one of the problems related with OER integration in Kenya.

1. Low motivation: Because there is no one to supervise them, students with low motivation are more likely to fail to meet their goals. Students are in charge of the course's routine and organization, which might lead to lethargy and low motivation at times and thus may drop out of the course early due to a lack of a set schedule and deadlines.

1. Level of Knowledge and Skills: According to studies by Ochukut (2013), Gakindi (2010), and Ngimwa & Wilson, the level of knowledge and skills in Kenya related OER is still poor (2012). Some people were also using OER resources without realizing it. Furthermore, people's readiness to participate in and consume OER content was shown to be hampered by a lack of computer literacy. Some senior academics, for example, who are computer illiterate, may be hesitant to participate in technology-related projects.

1. Existing OEP Policies and Strategies: OEP policies and strategies define the rules and regulations that govern OEP implementation across an organization. OEP strategies and policies are weak or not fully developed at both the national and institutional levels, according to certain studies on OER in Sub-Saharan Africa (Ochukut, 2013; Gakindi, 2010; Ngimwa and Wilson, 2012). For example, according to a case study of Africa Nazarene University, the university has a policy and procedure structure, but it is not yet fully matched to OER and ODeL. (Ooko & Mays, 2015).

1. Compatibility issues: Because there are so many different learning systems, study materials created with one system may not be compatible with another. Mobile devices, such as iPads, for example, prevent flash videos from being played in their browsers. There are some limits to the amount of websites that may be viewed, therefore access to websites may not be free everywhere.

1. Unreliable Content: The content available on the Internet is not necessarily dependable. There are publishers that intentionally mislead readers and provide incorrect information. As a result, readers must exercise caution while looking for information and ensure that the content is reliable before studying it.

1. Social Isolation: Lack of a genuine/real classroom or classmates may cause social isolation for certain students . The lack of real people surrounding them while learning, students may feel socially isolated at times.

1. OER Funding: While e-learning is typically a less expensive alternative in the long term, it may be prohibitively expensive for some institutions at initially. For new or small institutions, purchasing new equipment such as computers, projectors, or software all at once may be difficult. In addition, compared to traditional approaches, the expense of generating training materials is significant. Financial sustainability is necessary for successful OER implementation in Kenya because relying on money is a short-term solution and a weak motivation for participating in OER. According to Ochukut (2013), some colleges in Kenya, such as UON, may not have additional resources to allocate to OER, which may hinder OER implementation.

1. tudents with disabilities. Companies frequently target broad user groups when developing new learning products or study settings. They may not always consider disabled students, such as those who are Visually Impaired, because the development costs may be prohibitive.
2. Not all effective: Because e-learning does not allow for two-way communication, face-to-face study materials may be more successful in some circumstances.

Training requirements

1. Computers
2. Stable internet
3. Projector or big screen (optional)
4. Whiteboard and marker pens (optional)
5. Webcams (optional)
6. Headphones
7. Gmail email addresses (participants)

Course Goals

At the end of this course learners should be able to identify the importance of the digital marketing for marketing success, to manage customer relationships across all digital channels and build better customer relationships, to create a digital marketing plan, and defining a target group, then identifying digital channels, their advantages, and limitations, to perceiving ways of their integration taking into consideration the available budget.

Modules

Digital marketing strategy

Digital marketing strategy

Day	Lesson	At the end of this lesson learners should be able to	Duration (hours)
1	What is digital marketing and it’s benefits	Describe what is digital marketing Outline the benefits of digital marketing	2
2	How is digital marketing done	Describe a step by step process how digital marketing is done	4
3	Types of digital marketing channels	Outline types of digital marketing models	4
4	Digital marketing best practices	Explain digital marketing best practices	2
5	What is traditional marketing Advantages and disadvantage of traditional marketing Advantages and disadvantage of digital marketing Types of channels/strategies for digital and traditional marketing	Describe what is traditional marketing Outline the benefits of traditional marketing Describe the difference between traditional marketing and digital marketing Outline the advantages and disadvantage of digital marketing Outline types of channels/strategies for digital and traditional marketing	4

Creating an Online presence

Creating online presence

Day	Lesson	At the end of this lesson learners should be able to	Duration (hours)
6	What is an online presence Benefits of online presence Types of digital platforms to establish an online presence How to create your online presence	Describe what is an online presence Explain the benefits of online presence Outline various types of digital platforms to establish an online presence Describe a step by step process on how to create your online presence Outline types of digital marketing analytics metrics Outline how to improve online presence Describe online presence ethics	4
7	How to improve online presence and online presence ethics	Create a website from Wix Create social media accounts and profiles	4
8	What is the meaning of outbound and inbound marketing Benefits of both outbound and inbound marketing	Describe what is outbound marketing and is it distict from inbound marketing Outline the benefits of outbound and inbound marketing	4

Learning Resources and Tests

Caption text

Learning Resource	Resource Link	Test Link
Digital Marketing	https://docs.google.com/document/d/1EvmDNSAporoVRk-DFBHERQTALhyyzJiF/edit?usp=share_link&ouid=116129924220251300570&rtpof=true&sd=true	https://docs.google.com/forms/d/e/1FAIpQLScxyj3J2JFYPmOZWwpZG0o72DtlZ1jqOS7SvbXnHALcq8nF2A/viewform

Evaluation Rubric

Caption text

Criteria	Excellent = 25%	Very Good = 20%	Satisfactory = 15%	Not Met = 5%
Objectives, goals & situational analysis- scene setting(25 points)	Clear and relevant objectives and goals using SMART goal setting or other business oriented method. Scene setting clearly establishes the business need for the product, service, or communications campaign.	Most objectives and goals are outlined and scene setting establishesthe business need for the product, service, or communications campaign. Some gaps or lack of clarity in scene setting.	Lack of clarity in outlining objectives andgoals and the business case for the product, service, or communications campaign not well developed, although some justification provided in scene setting	Little attempt to develop objectives and goals; poor or noattempt to develop the business case for the product, service, or communications campaign.
Target audience development (25 points)	Sophisticated audience development using personas or other digital marketing tool; clear identification of audience clusters and convincing argument establishing the audience need for the product, service, or campaign	Very good audience development and good use of relevant digital marketing tools. Personas used to identify audience members with some accompanying justification as to why the audience has a need for the product, service, or campaign	Satisfactory audience development with someuse of relevant digital marketing tools. Limited justification forthe audience need for the product, service, or campaign.	Little attempt at audience identification or development. Limited or no use of relevant digital marketing tools e.g. persona developers. Justification and the business case for the product, service, or campaign missing or poorly identified.
Digital marketing strategy (25 points)	Digital marketing strategy reflects deep analysis and critical thinking. All suggested strategies are developedand aligned with best practices. All suggestions are clearly articulated and justified. Brief conclusion summarises key highlight	Digital marketing strategy reflects high analysis and critical thinking. Most suggested strategies are developed and aligned with best practices. Most suggestions are clearly articulated and managed. Brief conclusion to the point with some key highlights summarised.	Digital marketing strategy reflects some analysis and critical thinking. Some suggested strategies are developed and aligned with best practices, but these are limited. Some strategies are clearly articulated however others could be difficultto implement. Conclusion provides a couple of key highlights	Digital marketing strategy does not reflect any analysis or critical thinking. Strategies are either missing or poorly defined and misaligned with best practices. What strategies there are could be difficult to manage or support. Limited or missing conclusion
Document quality and sources used(25 points)	The document is well presented, grammatically correct with a wide range of sources used and correctly acknowledged. Appropriate graphics and tables used to support the analysis	The document is generally well-presented, grammatically correct and uses a good range of sources correctly acknowledged. Some appropriate graphics and tables used to support the analysis.	The document is presented to a satisfactory standard. Some grammatical errors. Limited range ofsources used and correctly acknowledged. Limited use of graphics or tablesto support analysis.	Poorly presented with little attention tocorrect grammar. Limited sources used. Some acknowledged correctly. Limited or no use of graphics or tables to support the plan.