Effectiveness of Multimodal Microlearning for In-service Teacher Training

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 thi...

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Autores principales:	Melisa Achoko Allela, Betty Obura Ogange, Muhammad Ibn Junaid, Prince Brainard Charles
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2020
Materias:	teacher training multi-modal micro-learning Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/37704aa2863d4da2b6573e509e19b4e3
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spelling	oai:doaj.org-article:37704aa2863d4da2b6573e509e19b4e32021-12-02T21:55:37ZEffectiveness of Multimodal Microlearning for In-service Teacher Training2311-1550https://doaj.org/article/37704aa2863d4da2b6573e509e19b4e32020-11-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/387https://doaj.org/toc/2311-1550To 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.Melisa Achoko AllelaBetty Obura OgangeMuhammad Ibn JunaidPrince Brainard CharlesCommonwealth of Learningarticleteacher trainingmulti-modalmicro-learningTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 7, Iss 3, Pp 384-398 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	teacher training multi-modal micro-learning Theory and practice of education LB5-3640
spellingShingle	teacher training multi-modal micro-learning Theory and practice of education LB5-3640 Melisa Achoko Allela Betty Obura Ogange Muhammad Ibn Junaid Prince Brainard Charles Effectiveness of Multimodal Microlearning for In-service Teacher Training
description	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.
format	article
author	Melisa Achoko Allela Betty Obura Ogange Muhammad Ibn Junaid Prince Brainard Charles
author_facet	Melisa Achoko Allela Betty Obura Ogange Muhammad Ibn Junaid Prince Brainard Charles
author_sort	Melisa Achoko Allela
title	Effectiveness of Multimodal Microlearning for In-service Teacher Training
title_short	Effectiveness of Multimodal Microlearning for In-service Teacher Training
title_full	Effectiveness of Multimodal Microlearning for In-service Teacher Training
title_fullStr	Effectiveness of Multimodal Microlearning for In-service Teacher Training
title_full_unstemmed	Effectiveness of Multimodal Microlearning for In-service Teacher Training
title_sort	effectiveness of multimodal microlearning for in-service teacher training
publisher	Commonwealth of Learning
publishDate	2020
url	https://doaj.org/article/37704aa2863d4da2b6573e509e19b4e3
work_keys_str_mv	AT melisaachokoallela effectivenessofmultimodalmicrolearningforinserviceteachertraining AT bettyoburaogange effectivenessofmultimodalmicrolearningforinserviceteachertraining AT muhammadibnjunaid effectivenessofmultimodalmicrolearningforinserviceteachertraining AT princebrainardcharles effectivenessofmultimodalmicrolearningforinserviceteachertraining
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Effectiveness of Multimodal Microlearning for In-service Teacher Training

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