There are many positives happening in EdTech in India. A government led mission called the National Mission on Education using ICT (NMEICT) has created massive amounts of content for engineering, arts and humanities, social sciences and natural science. It has also delivered the under 50 USD tablet, Aakash and a slew of innovations including Virtual LABs and the A-View web conferencing tool (that seems to work better than Skype). The school sector is running alongside nicely with initiatives to build content (NROER, K-OER) and delivery systems (Virtual Open School, NIOS). Teacher Ed is also getting the necessary focus from a content perspective (though the technology pieces are still being conceptualized). The Vocational Ed sector is running behind yet (although I have word of some level of content development), but one hopes it will catch up sooner than later.
The writing on the wall is pretty clear – India seems to be moving quickly towards a blended learning strategy that relies on platforms such as edX, existing physical infrastructure & “facilitator” faculty, and video lectures. Learning Analytics and Badging seem to be getting a mention (only just).
It seems an obvious response to scarcity of quality teachers, also exacerbated by the remoteness of interior locations. But interestingly these seem to ignore some of the learnings of the past 20-30 years and even some current work such as Sugata Mitra’s SoLE research and pilots in government schools.
Carefully crafted models of blended teaching and learning can definitely impact the system. However, systems designed to “spray and pray” will cause more harm than good. The current approach to virtual schooling seems to be to provide technology to broadcast lectures by the expert teacher and leave the local facilitator to do the support job. Blends are far more involved than that simplistic view.
Blends place a larger demand on students capability to learn with the help of technology. Learners need to build the capability for self-discipline, self-motivation, self-organization, peer learning, higher levels of exploration & discovery and even how to overcome technical constraints of under-reliable hardware, software and connectivity.
Blends also place a heavy demand on the local facilitators of such instruction. The “distance” between the teacher and student needs to be filled by the facilitator. This distance is on the emotional plane as well as on the planes of knowledge, coaching, mentoring. contextualization and organizing the process of learning. In that sense, the facilitator needs to work very closely with the remote teacher and needs to understand the very intent and idiosyncrasies of the remote expert.
On the other hand, the remote expert needs to understand the limitations imposed by “distance”, and work to the capabilities of the facilitator. The expert also needs to cope with diversity, since it is obviously a much larger class than before and very diverse. The expert needs to be able to design learning paths that the facilitator can effectively implement. Especially in cases where the facilitator is also a competent and experienced teacher, the expert must allow for some level of creativity & local insight to be exhibited by the facilitator. Additionally, the remote expert must learn how to leverage data – about classrooms, facilitators and learning patterns – to make the blends iteratively more effective.