Browsing by Author "Allela, Melisa"

Now showing 1 - 11 of 11
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    Effectiveness of Multimodal Microlearning for In-service Teacher Training
    (2020-11-20) Ogange, Betty; Muhammad, Junaid; Allela, Melisa; Panda, Santosh
    To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project.
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    Evaluating the Effectiveness of a Multi-Modal Approach to the Design and Integration of Microlearning Resources in In-Service Teacher Training
    (2019-09) Allela, Melisa; Ogange, Betty; Junaid, Mohammed; Prince, Brainard
    To meet the growing demand for continuing professional development of practicing teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone.A multimodal approach was considered and implemented to mitigate internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practiced during a face-to-face roll-out seminar, and finally, Whatsapp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project. Participants will be encouraged to provide feedback on this approach as well as the findings resulting from the challenges and lessons learnt. //Paper ID 180
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    How to Create a Multiple Choice Assessment in PowerPoint
    (2021-03) Allela, Melisa
    A PowerPoint template on how to create a multiple choice quiz for an online course. Users can easily modify the template for their own use.
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    Introduction to Microlearning
    (2021) Allela, Melisa; Ogange, Betty; Mishra, Sanjaya
    This is a PDF of a short course on microlearning for anyone interested in integrating micro-courses in their education and training. The course is designed to assist content creators (teachers, teacher trainers and the support team) in developing microlearning content in a consistent time-saving manner. // By the end of this course, you will be able to: Describe benefits of microlearning as a methodology for teaching and learning; Identify and list various methods and technologies associated with microlearning; Adopt a systematic approach in the creation of microlearning Lessons; Appreciate best practices for microlearning to encourage knowledge retention in both online and face-to-face instruction, including licensing for open educational resources (OER).
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    Mobile Learning with Multimedia
    (2020-10) Allela, Melisa
    The Mobile Learning with Multimedia course introduces participants to the use of technology tools that are readily available to them to develop curriculum relevant and pedagogically sound educational podcasts that are broadcast ready and easily accessible in low connectivity settings. In many countries where schooling has been disrupted due to COVID-19, educators are seeking innovative ways to create quality learning opportunities for distance education and teacher professional development. This has been particularly challenging in contexts where teachers and learners may not have access to home computers or the internet. Educational podcasting provides a means to mobile learning through teacher-generated audio lessons, without the need for expensive equipment and institutional learning platforms. // Participants will learn how to use audio and multimedia tools to develop microlearning lessons as Open Educational Resources for delivery on radio, dial-in access, among other low bandwidth options for last mile mobile learning.
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    Pencasting: Creating Khan Academy Style Videos
    (2021-03) Allela, Melisa
    A video on how to create Khan Academy style videos using Pencasting.
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    Open Access
    PowerPoint Presentation Template
    (2021-03) Allela, Melisa
    A PowerPoint presentation template layout. Users can easily adapt it for their own use
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    Recording a PowerPoint Presentation with Narration
    (2021-03) Allela, Melisa
    A PowerPoint template on how to create a PowerPoint presentation with narration. Users can easily modify the template for their own use.
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    Recording a Voice-Over PowerPoint Presentation
    (2021-03) Allela, Melisa
    A video on how to create a voice over PowerPoint Presentation using Camtasia Studio and Microsoft PowerPoint
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    The Role of an Educator Mentor in a Technology-Enabled Community of Practice
    (2019-09) Brainard, Prince Charles; Ogange, Betty; Junaid, Muhammad; Allela, Melisa
    The focus of this paper is on the role of an educator mentor in the conduct of a technology-enabled Community of Practice (CoP) in Junior Secondary schools (JSS) in Sierra Leone. The project is supported by the Commonwealth of Learning (COL) and aims to improve the quality of teaching and learning outcomes in JSS. The educator mentors are lecturers drawn from Freetown Teachers College (FTC). They play an instructional role in guiding and supporting school-based teachers in groups in pilot schools to collaborate around tasks and share responses with colleagues. “Bite-size” tasks are sent by the mentor to the teachers through WhatsApp. The tasks or questions are discussed among members in groups of teachers in a cluster until they arrive at a consensus answer to the question. This is then summarized and posted back to the mentor by the school champion in the group. The study explores the nature of support provided by the educator mentors in the Teacher Professional Development process in the CoP, as well as its effectiveness as perceived by the teachers. The design of the study is a mixed method approach using both quantitative and qualitative techniques. The study sample comprised 149 JSS teachers from the 12 JSS pilot schools, 12 JSS school Champions, 12 JSS school principals and 12 FTC lecturers (Mentors). The findings of the study will contribute to a better understanding of educator mentor-teacher engagement, as well as an assessment of the level of support needed by teachers to construct knowledge collaboratively in a technology-enabled CoP for quality learning outcomes in their students at school. // Paper ID 257
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    Technology and Teacher Professional Development (TPD): the Process and Content of Microlearning in a School-Based Integrated In-Service Teacher Education (INSET) Project
    (2019-09) Junaid, Muhammad; Ogange, Betty; Allela, Melisa
    Continuing teacher professional development for all teachers across the entire school system poses a challenge in many contexts, especially in developing countries. Teachers from schools located in remote rural areas usually have fewer professional development opportunities due to the lack of accessibility either to their schools or to professional development resources. On-site school-based professional development is a viable option if innovative design is adapted to generate microlearning resources that teachers can easily access and share. This paper reports on a technology enabled school-based integrated INSET project coordinated by the Freetown Teachers College (FTC) in 12 junior secondary schools (JSS) in Sierra Leone under the COL’s Teacher Futures Programme. The project represents an innovation in TPD and is different from the general type of face-to-face and exclusively paper-based in-service teacher training programme common in Sierra Leone. Under the new project a multimodal approach is used where the FTC mentors and the communities of learners (JSS teachers) are presented with both print and microlearning resources and also provided access to an eLearning platform and the use of mobile phones as the main vehicles of delivery. Microlearning is an emergent learning strategy known for its quick response in bridging skills and knowledge gaps. In the context of the INSET Project, it involves a weekly dose of pedagogical content knowledge and skills, including modelling of classroom best practices which teachers can adapt and use. The project design and methods are briefly described, but the main focus of the paper is on the microlearning component of this project and discusses the use of mobile technology in the delivery and implementation of TPD in the 12 project schools. The emphasis is on the methodological and management challenges that arise in creating and nurturing communities of practice (CoPs) in a school-based setting and how these are addressed by the various schools involved. // Paper ID 287