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eLearning Tools

Definition

eLearning tools are primarily web-based software for the PEA, implementation-consultant, or eLearning providers to deliver training and content across a variety of electronic devices, including desktop and laptop computers, tablets, and smart- phones. eLearning can be conducted either in individual training sessions or in refresher courses as an instrument of continuous learning. It is especially advantageous in scenarios where beneficiaries or partners:

  • are in different locations
  • face mobility challenges
  • request short training sessions
  • have reliable connectivity
  • want to learn at their own pace

Types of eLearning Approaches

Usually, remote eLearning interventions incorporate both of the following types of eLearning (blended learning):

Face-to-face workshops: eLearning tools are used to facilitate in-person and live capacity building sessions.

Virtual learning: eLearning tools enable users to study individually and/or participate in communities of practice.

Setting up an eLearning tool

Step 1: Integrate eLearning into Remote Monitoring and Evaluation (M&E) Systems

A clear definition of the learning objective needs to be elabo- rated to integrate eLearning into M&E systems, including relevant indicators on every impact level. This will allow for evaluation of the eLearning intervention in surveys with learners.

Step 2: Assess Needs and Feasibility

Before eLearning tools are applied, the need for training and suitable content must be determined in dialogue with the learners and the PEA. Further, the feasibility of eLearning interventions based on the targeted learners' ecosystem must be assessed, including:

Availability of IT devices

Access to and costs for sufficient internet connection Reliable electricity provision

Digital divide in access to IT resources based on local inequalities

Familiarity of learners with eLearning and digital literacy Experience with learning in groups and social dynamics Language requirements, literacy

Availability of learners during specific times of the day

Step 3: What Kind of eLearning Tool Should I Choose?

The choice of an adequate tool is based on both the char- acteristics of the learners identified and the preferred eLearning approach.

Potential tools used in eLearning are:

Collaboration tools for conferencing can be used to organize live and in-person online trainings. Commercial providers of such tools often also offer a related webinar product to handle large numbers of learners. The most commonly used communications tools, like Signal or WhatsApp for instant messaging, can be used to establish links between learners and create communities of practice. File-sharing tools may also contribute to sharing content with and between learners.

Learning Management Systems (LMS)

LMS are online software that can be customized to create courses for learners to study at their own pace and attend live courses. Among the most common functionalities are the creation of digital courses, file sharing for course content, discussion forums for communities of practice and learner teacher communication, test automation, and assignment grading. Most solutions include a mobile application. Several open-source options exist (e.g., Moodle, Opigno).

Massive Open Online Courses (MOOCs)

MOOCs are courses that are made available online to a large audience. Course material and lectures are usually provided at no additional costs and cover a range of topics. Costs may be incurred however for course certification. Popular MOOCs with a large course catalogue include EdX, Coursera, Futurelearn, and so on. The German Ministry for Economic Cooperation and Develop- ment also offers the free eLearning platform Atingi for all kinds of trainings for end users in the Global South, including certified vocational trainings. Atingi can be used to create courses from scratch as well, and offers methodological support and evalua- tions for remote M&E purposes. MOOCs with a specific focus on RMMV-related content include NASA ARSET (Satellites, Sensors), Copernicus MOOC (Satellites), and SERVIR Global (Satellite, GIS). Further RMMV learning content is available for free from reputable research institutions on Edx, Coursera, MIT Open- CourseWare (GIS), and OPEN.ED@PSU (GIS).

Mixed eLearning approaches

To create the necessary preconditions for successful learning in ecosystems with low availability of IT infrastructure, internet access, and insufficient learning environments, using a physical teaching facility as a learning hub for learners can be beneficial. Learners can then access the web-based eLearning tools described above in such facilities. Sustainable strategies for this type of mixed eLearning would be to connect local institutions and internationally operating schools to avoid additional local competition and ensure continued funding in sustainable busi- ness models to cover recurring costs as well as personnel costs.

The chosen license model of the eLearning tool must ensure sufficient access to the eLearning tool (ideally open-source). The license must also ensure that students may reasonably use the learning materials for private study. The PEA has to warrant that constraints of the respective license agreement are com- plied with---for example, that inadmissable copying of material is prevented ( RMMV Guidebook Section 2.2.2.)

Data protection: the personal data of the students must only be collected and processed to the extent necessary for the training purpose.

The eLearning tool must have adequate security to protect the collected personal data of the students, such as their names and addresses. Flawed or inadequate data security puts the rights of participants at risk, who should enjoy robust data pro- tection allowing them to freelyl use the eLearning tool without fear of negative personal consequences RMMV Guidebook Section 2.3.1.

Project Examples/Use Cases

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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0).

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