This week, we have a double presentation, two short talks that explore Open University International Development Office work supporting community and schools based education in Zimbabwe and Zambia.

Clare Woodward (OU IDO): A positive outcome in the time of COVID-19 through the use of WhatsApp in Zimbabwe

Abstract This presentation explores how text-based synchronous WhatsApp workshops can counter the issues of COVID-19 restrictions on supporting vulnerable girls in Zimbabwe. It looks at mechanisms needed by educators (both technical and pedagogical) for working in non or adapted face to face environments. The workshops, set up as a ‘just in time’ initiative, offer opportunity for both the development of similar approaches in other currently restricted environments and for research into the power of text-based synchronous workshops as a reflective tool.

Mark Gaved (OU IET): Mobile offline networked learning for teacher continuing professional development in Zambia

Abstract Networked learning enables learners to access and create digital resources and learn with peers, supporting the co-construction of knowledge. However, for many in developing countries, internet access is too expensive or unreliable. We have explored an alternative, using low-cost, battery-powered small computers as networked hubs enabling learners to work together and share resources in proximity using their own WiFi-enabled mobile devices (e.g. smartphones).   We call this approach ‘offline networked learning’.  We report on work-in-progress and the initial experiences of an ongoing pilot within the ZEST (Zambian Education School-based Training) project, where university educators have worked with local educators in CPD workshops and introduced network hubs with open educational resources for onward use by school-based teachers. Work so far suggests an offline networked learning system offers a potentially sustainable element of a practice-based approach to teacher development which supports shared knowledge co-construction in schools with limited network access, enhancing current provision; and already shows hints of appropriation to support locally owned educational purposes.