Category Archives: Uncategorized

Harnessing ICTs for greater access to education for girls and women

Harnessing ICTs for greater access to education for girls and women is a presentation given at the GWI (Graduate Women International) Conference in Cape Town. It covers some of the educational opportunities provided by technology uptake, what Pearson is doing in this space through Project Literacy and Every Child Learning, and the key challenges that remain to realising this potential.

5 Take-aways from the UNESCO Mobile Learning Week Webinar

The 2016 UNESCO Mobile Learning Week kicked off on Monday with a webinar entitled Innovation and quality: Two sides of the same coin? The virtual event, held in partnership with Education Fast Forward, debated the extent to which mobile technology can strengthen the quality of education and facilitate learning.

I blogged about the five key take-aways on ICTWorks – you can read the post there.

(Image: @AndrewGraley)



Analysis piece: Mobile learning – Key principles for success

bertha_analysisMobile learning: key principles for success (pdf) is an analysis piece written for the Bertha Centre for Social Innovation & Entrepreneurship, Graduate School of Business, University of Cape Town.

The Center for Education Innovations seeks to provide systemic and easy-to-access information and evidence about innovative education programs around the world, both big and small. I was asked to analyse a number of their South African case studies and draw out key principles for success for mobile learning.

Ensuring the learner is at the centre

Ensuring the learner is at the centre is a presentation I gave at the Digital Education Show Africa 2015 in Johannesburg. It highlights the need to always design around users, and offers suggestions for how to do this using X-kit Achieve Mobile as an example.
Download presentation (PPT)


Mobile learning: How to choose the best apps

(This article appeared in Education Southern Africa, September 2015)

The use of mobile devices to support learning is finally coming of age. While the uptake of mobile phones has been staggering – a full third of South Africans now owns a smartphone – their application in education has, by and large, been limited at scale. Mobile devices, phones in particular, have often been viewed as the antithesis of education. Some educators see them as the centrepiece of the age of “3D”, standing fordigital distraction devices. But this is changing fast.

In 2014, Pearson researched the digital landscape1 and interviewed 510 respondents from the educational sphere. Results showed that 80% of learners have access to a smart phone and that 42% of learners plan to buy educational apps in the next two years. This is closely married to the 46% of teachers who also plan to own educational apps.

The potential that mobile devices offer for learning that happens throughout the day in formal and informal contexts, is available just-in-time, is personal, trackable and complementary of other learning formats, is increasingly evident. No wonder large-scale tablet implementations are on the rise across the country: from the Gauteng Department of Education’s Classroom of the future initiative that aims to replace printed textbooks with tablets and transform all its schools into digital learning institutions by 2018, to the ICT4RED tablet initiative at 26 high schools in Cofimvaba, a deep rural district in the Eastern Cape.

Nevertheless, simply replacing paper with pixels does not mean that the benefits of mobile learning will be realised. One only has to use a few of the tens of thousands of educational apps available to know that they are not all of the same quality. It is crucial, when embarking on the path of mobile learning, to select apps that are based on four key design factors.

Firstly, the design of mobile learning apps should be based on a solid theory of learning. It is not enough to just develop an app with educational content and hope people will find it useful. X-kit Achieve Mobile, an on-the-go revision and practice tool developed by Pearson, incorporates this theory into its design.

X-kit Achieve Mobile was informed by the theoretical framework of Stein and Smith2, which recognises increasing levels of cognitive demands. In practice this meant developing content and quizzes that are layered into difficulty levels, and that challenge the learner to develop the necessary skills to move up through the scaffolds and master each subject topic.

Secondly, it is crucial that when designing a mobile app, the context in which it will be used should be considered. Revision on-the-go is one example. Learners have busy schedules with both curricular and extracurricular activities and they need to be able to do short bursts of practice when they can. Only when mobile learning apps are designed around real users – through focus group, user tests, observations and iterative development – is it possible to optimally leverage the learning opportunity.

The true value of mobile is its ability to track usage and performance, as the apps are used throughout the day. This third consideration ensures that engagement and progress are monitored and can result in reporting on learner strengths and weaknesses. With X-kit Achieve Mobile teachers can set class assignments and draw rich reports on learner performance. Such analysis informs lesson planning and interventions where needed. The self-marked quizzes also save teachers time and can be used as evidence of the informal assessments that are required of all learners.

Lastly, there must be a ‘design for delight’ aspect to learning. Features such as the ability to earn achievement badges, join a leader board and compete against friends, select avatars for your profile, and post scores on Facebook or Twitter, will improve learner engagement. It goes without saying that the content must be fully CAPS-aligned and of the highest quality!

By following these four design principles when choosing an educational app, the full benefits of mobile learning can be realised in your classroom as well as beyond.

To learn more about X-kit Achieve Mobile, visit

1. Source: Digital Learning Landscape, Schools, 2014.
2. Levels of Cognitive Demands Framework, Stein and Smith, 1998.

It’s not (only) about the ebook

footnote-summit-30-l-280x280On 30 July I presented at the Footnote Summit 2015 — “the largest digital publishing event in Africa and is dedicated to tackling the real issues facing publishing today.”

My presentation is titled It’s not (only) about the ebook and describes how delivering ebooks is only one part of a digital learning ecosystem that must be implemented holistically.

Download the presentation here.

ICT lessons learned from Rwanda

At the recent Africa – Continent of Opportunities: Bridging the Digital Divide event in Berlin (see my notes here), Mr Jean Philbert Nsengimana, Minister of Youth and ICT, Rwanda, shared some lessons from 15 year of ICT adoption in his country:

  • Vision 2020 is a Government development program in Rwanda, launched in 2000 by Rwandan president Paul Kagame. Its main objective is transforming the country into a knowledge-based middle-income country, thereby reducing poverty, health problems and making the nation united and democratic. Having this and courageous leadership have been critical in getting Rwanda to where it is today. A strong Government vision and commitment to implementation is essential, with a view to strategic partnership.
  • Keeping focus and momentum. Laying 7,500 km of fibre, putting laptops in the hands of 200,000 learners in 400 schools around the country. They want 4G/LTE last mile access to 95% of population by 2017 and have been working with the private sector to achieve this. Interestingly the partners will jointly develop this infrastructure and share it, as opposed to each mobile network operator building its own network (that would be too expensive).
  • Their strategy: as much as possible, let the private sector drive the ICT sector growth.
  • Focus on the demand side – ensure that technology that needs to be in the hands of people is affordable. They are using the Universal Access Fund to achieve this and are manufacturing devices in-country to lower costs.
  • Keeping a focus on girls and women’s empowerment. They work to mainstream ICT into girls development programs.

Of course the Rwanda experience is not without its faults and challenges, but it is a country that has genuinely committed to reaping the benefits promised from ICT and the lessons learned along the way are valuable to all countries.


Rwandan Minister of Youth and ICT, Mr Jean Philbert Nsengimana


Images: Thomas Ecke, Copyright

One textbook policy = bad idea. Here’s why, from Jansen, Attwell and Spaull

logo01Recently the Franschhoek Literary Festival hosted a session titled “We Won’t Get No Education”. Description from the programme:

Government’s controversial proposal to limit textbooks to one per subject has raised alarms across disciplines. Francis Wilson asks Arthur Attwell (Book Dash), Jonathan Jansen (How to Fix South African Schools) and Nic Spaull (post-doc Education fellow at the University of Stellenbosch), what the implications are.

It was a stimulating discussion, and all agreed that one textbook is a BAD idea. But what is for sure is that it will happen. Apparently, even though the government has asked for public input on the policy-in-making, it is a fait accompli and the decision was taken some time back at an ANC conference in Bloemfontein.

In the discussion, technology did not come across too well, since is it was seen as adding complexity to a broken education system that is already struggling with an analogue print-book system. However, tech was described as something that could be used to network people, bring together communities of teachers and facilitate virtual peer-to-peer learning amongst students. Also, to improve the efficiency of education institution administration.

I engaged Prof Jansen on the merits of technology and how, when people propose introducing tablets or ebooks it is the wrong starting point. Rather, we should ask: do you want interactive simulations to communicate complex ideas, especially when many teachers are under-qualified to teach those ideas? Do you want automatic assessment of learning that produces immediate analysis of learner understanding and alleviates the marking burden of teachers so that they can spend more time on task actually teaching? Do you want to enable teachers to connect virtually, to share teaching and learning resources, or simply provide moral support to each other? Do you want efficient, immediate and cost-effective communication between schools, teachers and parents? If you answer yes to any of these questions, then technology has an enabling role to play. He agreed wholeheartedly with that approach.

Below are some rough notes from the discussion. Much of it we already know, but some of the points are useful.

Nic Spaull

  • The big issue in education:Low AND unequal achievement across schools.
  • Every year 1.1m learners start their school education, only 500,000 finish.
  • Of those who matriculate, only 14% go to university. Fewer actually graduate.
  • Half of SA households have only 10 books in the house.
  • 60% of primary schools have no library.
  • In the North-West province: only 30% of learners have access to government bought textbooks. In the WC, that figure is 95%.

The Government needs to:

  • Focus on accountability AND capacity.
  • Focus on early grades.
  • Set early goals and measure, e.g. learners being able to read in their home language by the end of grade 3.
  • Get teachers to take a course on how to teach reading.
  • Follow a programme of identifying Master Teachers who can train other teachers.

He listed three categories of tech rollouts:

  • Hardware focused (1:1 / tablets).
  • Software focused (“the software will make the difference”).
  • “Warmware” focused (it’s about the people, they need to drive it, tech roll outs work when people adopt them).

He also proposed that since Government is going to impose a one-textbook policy, that they should insist the one chosen book is openly licensed so that others can create “paid for” add ons around it.

Arthur Attwell

  • The tablet project in Gauteng will cost 3x the NATIONAL textbook budget. He believes this is too much.
  • He proposes that publishers give permission to local printers closer to schools to print there.
  • One textbook policy = massive damage and loss to small publishers in SA. Will reduce publishing industry to 3-4 players in a few years.

Jonathan Jansen

  • Many schools cannot absorb the level of innovation that is tried to be introduced to them.
  • Following his book “How to Fix SA’s Schools”, he believes that we need to do the simple things well.
  • Good leadership, principals at school early and engaged.
  • A timetable that is stuck to.
  • Teachers trained and teaching on time.
  • Parents involved.
  • Etc.

He believes that the one textbook policy is utter nonsense, a harmful form of reductionism that offers short terms financial gains to the Government. Where it claims to level the playing field across the school sector it will in fact entrench existing divides as middle-class schools can afford to buy books NOT on the catalogue that are more appropriate for their teachers and learners.

He also believes that Government needs to exercise its power over unions when their behaviour is anti-education. And the one thing he admires about President Zuma is his ability to dismantle organisations (e.g. the ANC Youth League). With luck, he hopes that Zuma can dismantle harmful teacher unions.

e-Learning: “e” is for exchange, not electronic

Africa – Continent of Opportunities: Bridging the Digital Divide was an event in Berlin hosted by the German Federal Ministry for Economic Cooperation and Development (BMZ) to engage with a range of development policy actors from different sectors dealing with digital technology in Africa.


The goal of the event was, through dialogue, to inform the direction of BMZ’s Africa policy regarding bridging the digital divide. It hoped to explore new and innovative ideas for fields of action to implement effective cooperation in the area of ICT in Africa. A new strategic partnership for digital Africa was launched, with a focus on the application of ICT in key areas, including education. BMZ appealed for partners to explore how they could get involved.

The event covered ICT lessons from Rwanda, ICT infrastructure, inclusive digital education, building e-literacy and tools for knowledge transfer.

I sat in on the discussions and summarised the findings from three tables on the particular topic Digital Methods to Transfer Knowledge. In the group was the Rwandan Minister of Youth and ICT, Mr Jean Philbert Nsengimana, and also Mr Günter Nooke, the German Chancellor’s Personal Representative for Africa in the BMZ, amongst others from around the African continent and Europe.

Rwandan Minister of Youth and ICT, Mr Jean Philbert Nsengimana

Rwandan Minister of Youth and ICT, Mr Jean Philbert Nsengimana

Below are the guiding questions from our session, as well as key points raised. Guiding question 1: What are the most important tools to efficiently transfer knowledge?

  • All participants agreed the tools should not just transfer knowledge, but allow users to create it. Tools should be used to create, transfer, share and engage.
  • We did not focus on particular tools, but rather attributes of tools. These included: being mobile; flexible and adaptable to local context; low-cost (where possible); modular and extensible; and lastly “integratable” with existing platforms.

Guiding question 2: How can we optimise and develop those tools and make them available to anyone?

  • Reduce the cost of usage.
  • Raise awareness that the tools exist and what their benefits are.
  • Ensure a holistic view – not just to consider a tool but the ecosystem in which it is used. This includes training, support, pedagogy, connectivity and cost, amongst other things.

Guiding question 3: Is e-learning the formula for success making face-to-face interactions and education dispensable?

  • No! While everyone recognised the benefits of e-learning – such as enabling distance education, asynchronous and synchronous communication in peer learning networks, and the ability to scale learning beyond fixed time and space constraints – they equally valued face-to-face-based education. Overall, the concept of complementarity, where both approaches are used in the most appropriate way, was seen as the ideal education model.
  • Open and distance learning represent opportunities, but are not silver bullets.
  • Mentors, either face-to-face or virtual, were noted as being able to play a valuable supportive role for teachers/lecturers and students.

Guiding question 4: How can development cooperation contribute to building inclusive digital education?

  • Concerning inclusive education, it was noted that the focus should be on learning and not teaching. The “e” in e-learning should not stand for electronic but rather exchange. We should be exploring digital methods to enable learning,  to teach students to “learn how to learn”.
  • A concern was raised around too much “screen time” for younger learners especially. Finding a balance between digital and offline activities is key here.

Recommendations for development cooperation (and any organisation involved in e-learning really):

  • Take an ecosystem view and include partners (from government, private, civil society and academic sectors), as needed.
  • E-Learning today is not just about ebooks and tablets; those are only small parts in the “digital learning experience” that ultimately includes adaptive assessment and personalised learning, digital learning portfolios and digital administration systems. The whole is made up of many interrelated factors, such as capacity, connectivity, content, political and policy support, and sustainable funding models, all of which need to work together in concert.
  • Do not follow the hype about e-learning and mobile learning. Be informed, be realistic, set a long-term vision (such as Rwanda’s Vision 2020 set in 2000), be prepared for uneven progress across different groups and stakeholders, and most importantly, learn and adapt as you go along.
  • A model should be developed incorporating many of the above issues, including technology, implementation methodology and a business model.  Funding should be provided to pilot the model in a few countries so that it can be refined. Other countries can then adapt it as needed for their own contexts.

A “mini expo” was held where I exhibited Pearson’s X-kit Achieve Mobile and Project Literacy, as well as Yoza Cellphone Stories. Overall it was a fascinating event and a valuable opportunity for Pearson to provide input into the future strategy for a digital Africa. We look forward to continue being a part of the discussions. 027_Afrikatag2015_9205 185_Afrikatag2015_9434062_Afrikatag2015_6771

I would like to personally thank BMZ and the Goethe Institute Johannesburg for their generous support in ensuring my participation in Berlin. The Institute’s support is an expression of their continued interest in the potential of mobiles for literacy in Africa.

Images: Thomas Ecke, Copyright

Skills training and the digital transition in the publishing sector

I presented Skills Training and the Digital Transition at the Digital Technologies Summit, Pretoria, on 18 March 2015. It considers the new skills and new ways of working needed in the publishing sector in the digital era.