ICT- Intervention Program
Master Plan
Country Name: (Auto naming)
Programming note:
When there is no existing file to insert automatically, the corresponding field should read: No information is available
1ICT-Intervention Program
1.1Background and Present Situation
The system inserts Part 1 of the file: ICT-Intervention Program, generated in Tool 4.
1.2Proposed Projects
The system inserts Part 2 of the file: ICT-Intervention Program, generated in Tool 4.
2Integrated Implementation Plan
The following sections summarize the plans that have been generated by the Toolkit to implement the ICT-Intervention Program described above. For mare details about the plans, particularly as they relate to Program institutions, planners need to go back to the corresponding files in the Filing Cabinet of Toolbox 5 Tools and download them.
Programming Note: The system will insert from Toolbox 5, the corresponding files that have been completed .
2.1Geographic Areas and Institutions
From Toolbox 5 - List of Titles of Project geographic Areas and Institutions. It appears as follows:
List of Titles of Program Geographic Areas and Institutions
Geographic Area: ------
Institution ------
Institution ------
Institution------
Etc------
Geographic Area: ------
Institution ------
Institution ------
Institution------
Etc------
Geographic Area: ------
Institution ------
Institution ------
Institution------
Etc------
Geographic Area: ------
Institution ------
Institution ------
Institution------
Etc------
Geographic Area: ------
Institution ------
Institution ------
Institution------
Etc------
ETC…..
2.2Infrastructure Planning
2.2.1Plans for Electric Power Infrastructure
ICT instruments (radios, TVs, VCRs, computers, etc.) need an electric power source. In some areas of the ICT Program, electricity may be unavailable, unreliable or costly. The following sections describe that status of electricity service in each area of the proposed ICT-intervention Program and in the buildings that will be used by the program, and the proposed plans to ensure adequate electric power in them.
Geographic Area A(Automatic naming from Tool 5.1)
From Tool 5.1, the system brings forth from the File : Area Electric Power Status/Planonly Part 3 –the plan. It looks as follows:
3. In light of the above, what should the ICT project plan include in terms of additional measures and possible energy alternatives to ensure an adequate supply of electricity? Summarize Project plans in the space below.(This heading will not be included)Institution A 1 (Automatic Naming) (These are the institutions in Area A)
From Tool 5.1, the system brings forth from the File : Institution Electric Power Status/Planonly Part 3 –the plan. It looks as follows:
4. In light of the above, what should the ICT project plan include in terms of measures and possible energy alternatives to improve present conditions and ensure an adequate supply of electricity in the building compounds? Summarize plans in the space below. Be specific to allow for costing and implementation scheduling in Tools 5.5 and 5.6.(This heading will not be included)
Institution A 2(Automatic Naming) (There are the institutions in Area A)
Institution A 3 (Automatic Naming) (There are the institutions in Area A)
ETC…….
Geographic Area B(Automatic naming from Tool 5.1)
Institution B 1(Automatic Naming) (There are the institutions in Area A)
Institution B2 (Automatic Naming) (There are the institutions in Area A)
ETC…….
Geographic Area ETC…(Automatic naming from Tool 5.1)
2.2.2Plans for Audio/Radio Infrastructure
Audio/Radio Infrastructure Needs
From Tool 5.1, the system brings forth the following file
Audio/Radio Infrastructure Needs
Project (list from Tool 4)RadioAudio RecordingBoth
1.------
2.------
3.------
etc
Geographic Area (List from Toolbox 5)
A
B
C
Etc…..
Institutional Usage Setting (Within institutions such as schools, community centers, workplace, or outside of institutions)Audio/Radio Infrastructure Plan
From Tool 5.1, the system brings forth the following file
Audio/Radio Infrastructure Plan
Present Status
Specify the geographic areas of the ICT Program where radio transmission coverage is adequate, useable and affordable now or will be as a result of plans to improve the situation?
Specify the geographic areas of the ICT Program where radio transmission coverage does not exist and/or will not be adequate during the life of the Project:
Summarize the improvement plans for radio transmission with their timetable to ensure that they will be in place in time for the ICT Program to benefit from them:
Summarize present situation of availability of audio recordings and of existing facilities to produce audio recordings. (Places to explore include local community colleges, resource centers, commercial studios, etc..)
Plans
- Radio Broadcast (existing and/or improved) No Yes – Complete below
Specify arrangements with radio service, needed airtime, scheduling, and elements that require capital or recurrent expenditure (to cost in Tool 5.5). Also specify implementation timetable to be incorporated into Tool 5.6
- Setting up dedicated radio stations No Yes – Complete below
Outline plan to set up dedicated radio station. Include official arrangements, legal measures and elements that require capital and recurrent expenditures (to cost in Tool 5.5). Also specify implementation timetable to be incorporated in Tool 5.6.
- Use of audio recording No Yes – Complete below
Outline plan to use existing or created radio recording facilities. Include arrangements with existing providers and elements that require capital and recurrent expenditures (to cost in Tool 5.5). Also specify implementation timetable to be incorporated in Tool 5.6. (This decision will be reflected in the choice of hardware in Tool 5.2)
2.2.3Plans for Video/Television Infrastructure
Video/Television Infrastructure Needs
From Tool 5.1, the system brings forth the following file
Video/Television Infrastructure Needs
Project (list from Tool 4)TVVideo RecordingBoth
1.------
2.------
3.------
etc
Geographic Area (List from Toolbox 5)
A
B
C
Etc…..
Institutional Usage Setting (Within institutions such as schools, community centers, workplace, or outside of institutions)Video/Television Infrastructure Plan
From Tool 5.1, the system brings forth the following file
Video/TV Infrastructure Plan
Present Status
Specify the geographic areas of the ICT Program where TV broadcast coverage is adequate, useable and affordable now or will be as a result of plans to improve the situation?
Specify the geographic areas of the ICT Program where TV broadcast coverage does not exist and/or will not be adequate during the life of the Project:
Summarize the improvement plans for TV broadcast coverage with their timetable to ensure that they will be in place in time for the ICT Program to benefit from them:
Summarize present situation of availability of video recordings and of existing facilities to produce videorecordings. (Places to explore include local community colleges, resource centers, commercial studios, etc..)
Plans
- TV Broadcast (existing and/or improved) No Yes – Complete below
Specify arrangements with TV service, needed airtime, scheduling, and elements that require capital or recurrent expenditure (to cost in Tool 5.5). Also specify implementation timetable to be incorporated into Tool 5.6
- Use of video recording No Yes – Complete below
Outline plan to use existing or created video recording facilities. Include arrangements with existing providers and elements that require capital and recurrent expenditures (to cost in Tool 5.5). Also specify implementation timetable to be incorporated in Tool 5.6. (This decision will be reflected in the choice of hardware in Tool 5.2)
2.2.4Plans for Connectivity Infrastructure
Connectivity Needs
From Tool 5.1 the system brings forth the following file:
Connectivity NeedsSurfing the web for general information
Surfing the web for specific resources which do not change very often
Downloading pictures, animations, video clips and audio files
Accessing online asynchronous courses
Accessing instructional multimedia modules
Management information system
Learning information system
To meet the above purposes, there is no need for continuous connectivity. These purposes may be served by the following options:
- Intermittent connectivity whereby the above resources are downloaded into a CD or the hard disc of a computer or proxy server:
- Simulated Internet whereby web resources are copied into a CD-ROMs from a central location that is connected to the Internet. The CD-ROMs are then distributed to the Project centers and updated periodically
- An internal network for entering data and sharing of information
Connectivity is needed for:
Sending and receiving email
Accessing synchronous online courses
Collaborative activities
Interactive simulations
Independent research and exploration
Creating own web site
To meet any of the above purposes, connectivity is necessary. Depending on the frequency and amount of use, a choice can be made regarding intermittent connectivity or dedicated connection
On the basis of the educational objectives above, how much connectivity does the Project need?
Connectivity
NO / Occasionally / Frequently / Continuously / Connectivity Option*
/ / / / 1 / 2 / 3
/ /
* / 1= no connectivity, simulated Internet
2= Intermittent connectivity
3= Dedicated connection
Connectivity Infrastructure Plan
Geographic Area A…(Automatic naming from Tool 5.1)
From Tool 5.1 the system brings forth from the following fileConnectivity Infrastructure Plan, only Part 3 –the plan. It looks as follows:
3. In light of the above, what should the ICT Program plan include in terms of additional measures and possible alternatives to ensure an adequate level and scope of connectivity to cover the Project geographic area and connect to the institutions?
Be specific to allow for costing and implementation scheduling in Tools 5.5 and 5.6.
(The above text will not be included)
Geographic Area A…(Automatic naming from Tool 5.1)
Geographic Area ETC…(Automatic naming from Tool 5.1)
2.3Hardware
2.3.1Plan for Audio/Radio Hardware
From Tool 5.2, the system brings forth the following file:
Requirements for Radio/Audio Equipmentfor Whole ProjectList of Institution / Radio Type / Audio Recording / Radio/Audio
Combination
Electric / Battery / Crank / Crank/
Solar / Cassette
Player / CD
Player / Radio/
Cassette / Radio/
CD
1
2
3
4
Etc…….
TOTAL
2.3.2Plan for Video/TV Hardware
From Tool 5.2, the system brings forth the following file:
Requirements for TV/VideoEquipmentfor Whole ProjectList of Institutions / Type of Device
TV Set / VCR / DVD player / TV/VCR / TV/DVD / TV/VCR/DVD
1
2
4
5
etc
Net Devices Required
2.3.3Plan for Computer Hardware
Computer Usage and Configuration in Program Institutions
Institution 1(Automatic naming)
From Tool 5.2, the system compiles the following datathe file “Requirements for Computer Hardware Equipment per Institution”
List of Institutions / Number of OptionsComputers in Classrooms / Computer Rooms or Labs / Computers on Wheels / Computers in Special rooms
1
2
3
4
5
ETC
TOTAL
Institution 1(Automatic naming)
Institution ETC….(Automatic naming)
Computer Needs
From Tool 5.2, the system brings forth the following file:
Requirements for Computer Hardware for Whole ProjectList of Institutions / Computer / Server / Printer / Computer connectors
Regular PC / Advanced PC / Thin-client / Laptop / Cable / Wire-less / Power line
1
2
3
4
5
ETC
Net Devices Required
2.3.4Plan for Operating and Basic Application Software
This section covers plans for two categories of software that are essential elements of the computer hardware:
- Operating system (OS) software for client and server computers;
- Basic computer application software, including software for word processing, spreadsheets, presentations, and graphics.
Educational software for computer systems is discussed in Section 2.4
From Tool 5.2, the system brings forth the following file:
Requirements for Basic Softwarefor the Whole ProgramSoftware List / Number of Users
Stand-alone / Networked
Operating System Software
-
-
-
-
-
-
Basic Application Software
-
-
-
-
-
-
-
-
2.4Plan for Contentware
2.4.1Required Contentware for This Program
This section summarizes the type of contentware required by the ICT Program for enhancing the teaching/learning of the different curricular units for learners at different levels. The summary also includes for each contentware item the modality of usage as well as the learning and instructional objectives behind the use of such item. The contentware items also exist in a database that may be accessed through the Filing Cabinet – Tool 5.3
From Tool 5.3 the system extracts “List of required Contentware. It looks as follows:
Level x
Subject y
Curricular Unit z
Contentware Topic 1 (Description includes: Contentware type, modality, learning objectives, instructional objectives – as stored in the database)
Contentware Topic 2 etc….
Curricular Unit z +1 etc…
Contentware Topics…
Subject y+1etc…
Curricular Units …..
Level x+1 etc…
Subjects……
2.4.2Providing for the Required Contentware
Should we acquire existing educational radio and TV programs and educational software, or should we develop new ones in accordance with its curricular and instructional framework? Acquisition saves time but not necessarily money. In most cases, a country has to buy the material or pay a licensing fee. There are also important suitability issues both from the point of view of learning objectives and acceptability of the means of communication. On the other hand, creating new materials requires sophisticated expertise, substantive time, and significant up-front financing. Depending on the number of schools using the materials, the unit utilization cost may be very high.
The deliberate of this issue has been guided by the decision flowchart (Figure 2.4.2.)
The Sections 2.4.3 – 2.4.6 summarize the Team’s search for existing contentware and autorware to allow for the acwuisistion and adaptation of existing materials. Section 2.4.6 summarized guidelines for contentware and web-based instructional resources
Figure 2.4.2. Decision Flow Chart for Provision of Contentware
(Insert from Tool 5.3)
2.4.3Generated Database of Suitable Existing Contentware
A search of existing guides and portals has led to the identification of existing contentware that satisfy the characteristics of the required ones listed in Section 2.4.1. Some of these items have already been evaluated externally and deemed of good quality. Also some of these items were evaluated by a local expert team.
The results of this process are in a database searchable by a set of criteria. To search this database, go the Filing Cabinet –Tool 5.3.1. You can also download a full or partial list by specifying learners’ level, curriculum subject, and curricular unit.
2.4.4Generated Database of Web-Based Educational Content
A search of designated web sites has led to the identification of suitable educational content that satisfy some aspects of the required contentware listed in Section 2.4.1.
The results of this process are in a database searchable by a set of criteria. To access this database, go the Filing Cabinet –Tool 5.3.1. The database is searchable by curriculum subject, curricular unit, type of content (lesson plan, simulation, animation, exploration, museums and exhibitions, games and activities, and reference materials), and learners’ level.
2.4.5Identified Suitable authoring and Learning Management Systems
A search and evaluation of designatedauthoring and Learning Management Systemshas led to the identification of suitable types of systems defined below:
- An authoring system is not an automated instrument that authors contentware. It is a software package that assists developers in the “process” of producing contentware and gives them the means to create e-learning materials more efficiently and in a standardized manner. The authoring system is particularly helpful in creating multimedia modules that bring together different components: text presentations, graphics, interactive questions, simulation, video and audio clips, and animation.
- A Learning Management System (LMS) is a software program that streamlines the management of course offerings and learners. Typical features include:
- Student register
- Course register
- Facility for tracking learners' progress
- Systematic reporting
- Scheduling
Most LMSs also include additional features such as
- Communication features such as email, chat rooms and bulletin boards
- Bookmarking, so that users can restart a module at the point where they left it last time they used it.
- Combined authorship and LMS. Many instruments on the market combine features of authorship and learning management. They are sometimes referred to as LCMSs (Learning Content management Systems). They normally contain the following components: authoring application, data repository, delivery interface, and administration tools. In addition, some LCMSs offer collaboration tools including chat rooms, integrated email, and discussion groups.
Below is a list of systems judged to be suitable for this ICT-Program.
From Tool 5.3.3 – The list looks as follows:
List of Potentially Suitable authoring and Learning Management SystemsProduct name / Type* / Where to Find / Short description / Overall Rating**
1
2
3
4
5
6
2.4.6Development of Curricular Contentware
Detailed guidelines for the design, development of ICT-enhanced curricular materials may be downloaded from Tool 5.3.4
This Section contains only the parts that constitute elements of a master implementation plan.
Composition of Development Teams
Depending on the scope of contentware development, there could be one core team that provides overall instructional and technical leadership supported by “satellite teams” focusing on different curricular subjects. Due to the multifaceted nature of the learning modules discussed above, the composition and expertise of both the core and satellite teams should reflect this diversity. The teams will draw upon other specialists and institutions in the implementation of their work.
Below is a summary of the composition of a typical development team specifying roles, specializations, qualifications, and experience. The scope of work determines the numbers of each specialty.
Composition of the Development TeamsTeam Member / Role / Specialization / Qualifications
Content Specialist / Writes content text and scripts; injects into team discussion nature of “discipline” and of learning / In a subject-matter area. All specializations should be represented / Solid background in subject area; training in instructional methodology desirable (e.g. science education, TEFL); experience in development of multimedia materials highly desirable
Master Teacher / Provides the classroom perspective for the development of modules, e.g., how to select effective teaching/learning activities, how students react to specific approaches, what difficulties teachers and students may face in presenting specific topics, etc. / In a subject-matter area. All specializations should be represented / Solid background in subject area; distinguished teaching career; experience in development or use of multimedia materials highly desirable; open to innovations
Instructional Design Specialist / The “architect” of the team; helps translate the curricular content into specific teaching-learning activities and then into instructional options; provides crucial input into the design of the learning module. / Does not need to be an expert in a curriculum subject; specialization in Instructional Design; in case no such a specialization exists, the alternative would be a candidate with either background training in curriculum development or solid experience in instructional materials development. / Experience in instructional design, curriculum development and design of multimedia materials; creativity and innovation
ICT Specialist/
Programmer / Brings to the discussion the potential of different technology options and translate the instructional design of a module into a multimedia product electronically and artistically. / In one or more media applications depending on contentware needs; knowledge of authoring tools / Experience in developing multimedia materials
Graphic designer/
Media Producer / Responsible - with the ICT specialist - for creating module ICT assets (audio, video, graphics, simulations, etc) / Competency in relevant skills such as graphics and animation design such as Photoshop, Illustrator, Flash and Fireworks and other common graphic packages / Experience in developing educational software is highly desirable
Training Program of Development Teams