1. Using Soft Systems Methodology to Understand how to Exploit Learning Technologies in Developing Countries C. Sanga, & I.M. Venter, Computer Science Department 6 th ANNUAL EDUCATION STUDENTS’ REGIONAL RESEARCH CONFERENCE, UWC 2006

2. Introduction ICT has changed the face of teaching and learning A literature survey was done to determine the extent to which technology can meet the requirements of learning communities in developing countries Open University of Tanzania (OUT) is used as a case study and Soft Systems Methodology (SSM) will be used as a research approach.

3. Sketching the Background Shortage of schools and higher learning institutions after independence(1961). The role of programmes like Universal Primary Education (1974) Cost sharing introduced in 80’s (SAP)

4. Background (cont) Construction of schools, colleges and universities in the 90’s with introduction of Primary and Secondary Education Development Plan Changes to Education system meant large number of students will wish to enter higher learning institutions Can ICT based Open and Distance Learning solve the problem?

5. Research Methodology SSM will be implemented as research methodology SSM is suited to solve unstructured, poorly defined and complex problems.

6. Research Methodology “SSM is a methodology that aims to bring about improvement in areas of social concern by activating in the people involved in the situation a learning cycle which is ideally never- ending” (Checkland & Scholes., 1990, p.30)

7. BASIC SHAPE OF SSM

8. The problem situation or “Real world situation of concern” lack of enough instructors, inadequate teaching and learning materials and lack of infrastructure

9. The problem situation (cont) These problems have led to: (i) delay of delivery of learning materials (ii) difficult communication between instructors and students (iii) as well as between students and central administration

10. OUT ICT Team Governmen t Staff & administrator s Student Employers’ Local community Donor agency Rich Picture of Problem Situation

11. Choice of “ Relevant systems” ICT in stead of traditional distance learning methods

12. Why ICT? It can solve the problem of the shortage of skilled lecturers and alleviate the problem of inadequate learning and teaching materials, however it does not address the problem of infrastructure

13. BUT There is wide coverage and usage of mobile phones (compared to technologies such as the Internet) in Tanzania

14. Computers in Tanzania

15. Mobile phones in Tanzania

16. Thus Mobile technology is thus an obvious choice It seems as if this growth in mobile usage might bridge Africa’s digital divide

17. Choice of “Relevant systems” (cont) Would it be practical to implement m-learning? Or should e-learning be included? Or a combination of m- and e-learning?

18. Purposeful action of a relevant system an integration of e-learning and m- learning will be implemented in the first cycle of the study

19. SSM (revisited) Sortage of lecturers & learning material

20. Implementation In the first case study one module at OUT will be identified to test the effect of the “relevant systems of purposeful activity “ namely an integrated e-and m-learning model.

21. Implementation (cont) The technical needs - to execute the first case study - need to be determined. That is: –The selection of technology –The selection of mobile devices Initially PDAs will be used for testing and implementation of the first prototype.

22. Comparisons Data will be collected using questionnaires and interviews Qualitative and quantitative analysis will be done to “compare model with perceived real situation”

23. Discussion and Conclusion It seems as if SSM is suitable as a methodology to tackle the problem situation from WHAT to HOW The next step will be the creation of a suitable m-learning module to integrate with the e-learning system (KEWL) More work will need to be done on the technical environment that will need to be established before testing can be done.