A Project Prospectus:

MuStLearnIT: Using ICT for Special Subject Distance Learning in Multigrade Schools

By KRSS Edu_Innovators
Kristle Gangadeen - 806008334
Rhonda Grant - 05015017
Sariah Robin - 308004214
Shanica Robin - 308206773

A Paper Presented in Partial Fulfillment

Of the Requirements of
EDID 6506 Issues, Trends, Innovations and Research in Instructional Design,
Information Technology & Design
Semester I: 2015/2016

University: University of the West Indies Open Campus

Course Coordinator: Dr. Camille Dickson-Deane

Phase 1 A Project Prospectus

A brief outline of the project selected
The MuStLearnIT: Using ICT for Special Subject Distance Learning in Multigrade
Schools project was selected for funding by the European Commission under the
Minerva Action in the framework of the 2005 selection of the Socrates Programme. This
project targets multi-grade and remote primary schools in Greece, Finland, Poland, the
United Kingdom and Cyprus, where only one or a few teachers are responsible for
teaching a small number of pupils of different ages and competencies a variety of
subject-specific lessons. The project was identified as a best practice for creativity
and dissemination within the Education, Audiovisual and Culture Executive Agency
(EACEA) and the Directorate General for Education and Culture. The project was also
recognized as a best practice for social inclusion. "Best Practice"

The main objective of the project is the design, development and application of
an integrated distance learning model for learning, in the aid of isolated multigrade
primary school by sharing of resources and by taking the utmost advantage of the
existing technical infrastructure. In these schools the teachers are generalists, rather
than subject specific experts.

The MuStLearnIT team envisaged a comprehensive scheme (see Figure 1),

supported by ICT in the classroom, involving in the process local schoolteachers and
remote specialized teachers teaching their regular classes, as well as specially
developed educational material (using educational software, Internet facilities, etc.), in
synchronous and asynchronous modes.

Problem
The MustLearnIT project idea was initiated a few years before the
implementation of the project by the Research Academic Computer Technology Institute
(raCTI) within the context of its role as a consultant for the Greek Ministry of Education.
It approaches a real issue and need of the Greek educational system in relation to
Foreign Language Learning (FLL) in remote multigrade schools. In these schools,

English FLL is not taking place although compulsory according to the curriculum, due to
the absence of an English teacher. In the framework of the project, which added a
European dimension to the idea by adapting it to approach similar needs in other
European countries, the model has been implemented in a number of schools in
Greece, Finland, Poland, United Kingdom and Cyprus.
Similarly, within the Caribbean region, there are pockets of students in multigrade
schools in rural areas who face the same disadvantages that the remote, multi-grade
students face in Europe.
Description of the audience the problem affects
The MustLearnIT project targeted pupils and teachers of remote multigrade schools and
central schools with the European Countries participating in the project implementation.
The implementation of the project focused heavily on the introduction of foreign
language development into the school's curriculum.
Just as the MustLearnIT programme targeted remote, multigrade schools within the
European countries, similarly the adaptation of this project for the Caribbean will focus
on students in rural multigrade schools in the region.
A list of ideas for possible solutions
The projects solution to the problem of lack of qualified or appointed teachers for
specialist subject areas is a feasible one. By employing the use of ICTs, the schools
save money on having to employ additional staff, while also maintaining infrastructure
that can be used over time. This solution will also help students and teachers at the
remote schools to feel less isolated and gives the opportunity to explore innovations in
ICT for learning environments. The solution, has the potential to be expanded to other
territories globally where schools face similar problems.

Since project initial implementation in 2005 there has been many new trends and
innovations in education technology, instructional design and distance education that
can further support this initiative. Similar project and programs have been introduced
across Europe to address the implementation of ICT in schools curriculum or learning
delivery systems. Examples of Projects include but are not limited to the follow:

iTEC - Designing the Classroom of the future (2010-2014) Involves education

ministries, technology providers and research organizations to bring about
transformation in learning and teaching through the strategic application of
learning technology

CPDLab project (2011-2013) Delivers three training courses for teachers in

the areas of: Interactive Whiteboards, E-Safety and Future Classroom
Scenarios

Living Schools Lab(2012-2014)Develops a pan-European network of

schools for scaling up best practice and supporting action-based research in
education

Creative Classrooms Lab (2013-2015) Provides coherent strategies in how

implementing tablets can support innovative 1:1 pedagogies and teaching
approaches and be integrated in national ICT programmes.

Potential challenges to the project and realistic solutions

Challenges
Potential challenges to the project included:
1. finding suitable schools and committed teachers
1. buy in from teachers at the regular schools who may not want the extra
work,
2. teacher ICT skills,
3. distance/ teacher mobility,

4. school time schedule

2. developing a suitable distance learning model where technology and pedagogy
unite seamlessly,
3. overcoming technical difficulties (computer labs, internet connection),
4. working effectively within the constraints of the project schedule and managing
cooperation with only a few face to face meetings
5. dealing with cultural differences of participant institutions in five different
countries
6. finding appropriate evaluation tools for five different scales of implementation and
for five different approaches to distance learning models.
Solutions
These potential challenges can be mitigated through a programme of routine technology
maintenance, recording of the programmes success and results over time to provide
evidence of its benefits to potential government and private financiers, as well as a
change management programme to encourage buy-in, support and continuity from the
teachers in the standard schools, who would have to do extra work.

References

European Schoolnet (EUN). (2010-2014). Home - iTEC. Itec.eun.org. Retrieved from

http://itec.eun.org/

European Schoolnet (EUN). (2011-2013). CPDLab Home - CPDLab. Cpdlab.eun.org.

Retrieved 30 November 2015, from http://cpdlab.eun.org/
European Schoolnet (2012-2014). Home - Creative Classrooms Lab - FCL.
Creative.eun.org. Retrieved from http://creative.eun.org/

European Schoolnet (2013-2015). Home. Lsl.eun.org. Retrieved from http://lsl.eun.org/

Egarchou, D., Fountana, M., Roniotes, C., Hadzilacos, T., Pritchard, A., & Paasimki, J.
et al. (2005). Using ICT for special subject distance learning in multigrade
schools.

Mustlearnit.cti.gr. Retrieved from http://mustlearnit.cti.gr/

Egarchou, D., Fountana, M., Roniotes, C., Hadzilacos, T., & Sifakis, N. (2007). What we
have learned from the implementation of the MustLearnIT project: The Greek
point of view and experience. InMustLearnIT Project (pp. 6-7). Syros Island, Greece:
MustLearnIT Project.

Luoto, I. (2007). Evaluation of the MustLearnIT project. Using ICT for Special Subject
Distance Learning in Multigrade Schools. University of Jyvskyl. Kokkola
University Consortium Chydenius.