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Part six






A

MULTINATIONAL BLENDED LEARNING PERSPECTIVES

s new learning technologies and online programs, courses, and resources emerge in education, there are concerns about the reach of these educational innovations to needy learners around the world. The chapters in Part Six discuss a few innovative programs and approaches developed by Cisco Systems and the World Bank. Among the many lessons learned from these programs as they are ex­tended around the planet are the lack of required technological infrastructure and teacher training. As innovative blended learning programs are delivered, they must address a plethora of implementation complexities, such as those relating to different cultures, languages, time zones, and educational systems. In addition to spe­cific program initiatives, there is a need for thoughtful governmental policies related to blended learning.

In Chapter Thirty, Jane Massy sets out an informed critique of current progress in the integration of information and communication technologies (ICT) into Europe's education and training systems. She provides a narrative of the development and progress of the European Union's policies related to e-learning. Many important issues are raised that challenge prevailing assumptions about adoption levels, the perceived value of self-managed learning, formal versus informal learning, and the impact of ICT use on the social divide.

In Chapter Thirty-One, Michelle Selinger provides a personal journey from her academic post in the United Kingdom to becoming a key education adviser at Cisco in Europe, Africa, and the Middle East. Selinger describes her


The Handbook of Blended Learning

involvement in three major blended learning initiatives: Rwanda teacher training, the Cisco Networking Academy (CNA), and the Jordanian e-maths curriculum. The Rwandan initiative involved the use of the Internet, satellite TV, and face-to-face training. The CNA incorporated e-learning materials and online testing mediated by teaching from local tutors and instructors. The Jordanian e-maths curriculum was built on the CNA model in developing a technology-rich math cur­riculum used by local teachers. From this experience, Selinger reflects on the im­portant role of the teacher in mediating learning experiences to make e-learning content culturally and pedagogically relevant to the learners. Based on her experience, the most successful e-learning was blended learning, since it usually-involved personal contact with a tutor or instructor.

In Chapter Thirty-Two, Sheila Jagannathan from the World Bank Institute provides a global perspective on the context of e-learning in developing countries. She addresses issues such as the digital divide and the ability to absorb and adapt locally relevant information from a global knowledge base made available through ICT. She then articulates various types of e-learning supported by the World Bank, ranging from formal learning to informal learning. The majority of courses intended for use by clients of the World Bank in developing countries use video­conferencing for face-to-face interactions blended with print, CD-ROM materials, and Web-based modules. A two-by-two matrix contrasting blended learning with largely Web-based learning on one axis and facilitated courses versus independent study on the other axis provides a useful framework for several sample cases that are presented in this chapter.


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CHAPTER THIRTY


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