ACTIVE LEARNING HANDBOOK

LESSONS LEARNED FROM A FINNISH - NAMIBIAN COLLABORATION ON EDUCATION FOREWORD

INTRO AN OPPORTUNITY FOR PARTNERSHIP We are excited to present this pilot project publication The long-standing history between Finland and Namibia which shares some of the work and insights of two and of over 150 years set the stage for this collaboration and a half years of Finnish-Namibian collaboration toward allowed us to explore ways of improving our education improving the Namibian education system. which has always been an integral part of our country’s connection. BACKGROUND The world is changing at an unpre­ce­dented rate driven by Globally, Finland is seen as a pioneer and world leader in urbanization, global and cultural integration, digitali­zation education. The interest in this pilot project was to see how and other mega-trends. This is happening in ever more success factors of the Finnish education system could be unpredictable ways. adopted to a Southern African context to support similar positive improvements and learning outcomes, but in a The question is how do we prepare our children and future very different cultural context and with only a fraction of generations for this evolving world? And is our current the available resources to do so. education system suitable to do so? A CULTURE OF COLLABORATION We want a future generation to be prepared personally Throughout the pilot project the biggest steps and and professionally, to have the necessary skills and progress have been achieved through a culture of close prepare them for business, technology, to be responsible collaboration, a keen interest to challenge ourselves, to and empowered. Within all these requirements, education share openly and freely and to show support in times remains a cornerstone upon which this future is built. of change or uncertainty. This foundation of trust has also extended to all partners and collaborators that Namibia currently spends close to a quarter of government have contributed to the project and we are grateful to expenditure on education. Despite this, statistics show an any and all supporters that have made these activities increasing number of unemployment and a widening skills possible including the Southern African Innovation Support gap between the 21st century skills required by industry programme (SAIS), Business with Impact (BEAM) funding and the outcomes of our current education system. by Business Finland, support by the Ministry of Education, Arts and Culture of Namibia, all of our project partners and THE VISION many more organizations and amazing individuals. These questions were what brought us as a project team together. We share a vision of a generation that is well LESSONS LEARNED educated, has the freedom of choice and the skills and Looking back and at the results presented in this confidence to act thereon to sustain and improve their own publication, it is encouraging to see the meaningful livelihoods. changes that can be achieved by working together. However small these might seem on the surface, a handful TABLE 1 Co-creation process 6 of tables or classrooms transformed can indicate a huge 2 Active learning 10 and inspiring change in our culture of teaching and OF 3. Changing the role of the learners 14 learning. 4. Changing the role of the teacher 18 A SHARED FUTURE OF CREATING IMPACT CONTENTS 5. Mentoring 22 We want to thank all organizations and all individuals who 6. Introducing e-learning 26 have contributed to this work. We look forward to your response, comments and future activities of making this 7. Designing the active learning environments 30 available to even more learners. 8. Social impact assessments 38 Conclusions 43 In one way or another - whether in the northern Finnish winter or the warmth of the Namib desert – education touches us all. Please feel free to share this widely!

In Windhoek and Tampere ACTIVE LEARNING HANDBOOK | Dololearn-project 2020 | Finland Namibia 1.4.2020 Editors: Chantal Claassen, Maria Haapaniemi, Suvi Nenonen and Tim Wucher Tim Wucher, Elizabeth John, Chantal Claassen, Graphic Design: Johanna Häkkilä, Johannan graafinen suunnittelutoimisto Roel Rutgers, Maria Haapaniemi and Suvi Nenonen Credit of Photographs for Dololear pilot -project participants.

ACTIVE LEARNING HANDBOOK 2020 3 DOLOLEARN Jan 2018 Vision Workshops in Namibia PILOTING FUTURE EDUCATION April 2018 Co-creation Workshops at the pilot schools IN NAMIBIA May 2018 E-learning pilot 1 - Online course with change agent teachers

Aug 2018 Study visit to Finland from Namibia Active Learning Environment workshop 1. ABOUT THE PROJECT and thereby lay a foundation for early The Dololearn project pilots Future stage entrepreneurial development in 8 weeks - Active learning experiments Education in Namibia. The pilot Southern Africa. The key beneficiaries On-line mentoring focuses on three main aspects of are school learners as early stage Future Education namely i) new types future entrepreneurs who can make Oct 2018 Active Learning Environment workshop 2. of learning environments ii) progres­ use of the new learning environments. Face-to-face Mentoring in Namibia sive pedagogical methods and iii) These develop a culture of active and e-learning. The project objective is independent learning which lays the to pilot and validate the Future foundation for future entrepreneurial Jan 2019 Active Learning methods workshop 1. School concept and develop development. Interviews of the teachers a model that can be scaled nationally and Dololearn further links Mar 2019 Active Learning methods workshop 2. regionally. organisations from different cultural During May-November Furnishing and renovating the pilot classrooms Progressive peda­ and social back­ go­gical methods grounds, from for 21st century public and pri­ June 2019 E-learning pilots learning are vate sector and intro­duced from different 5 weeks through teacher countries to On-line mentoring training and collaboratively e-learning which work toward Oct 2019 Certification meetings at the pilot schools are supported achieving SDGs through creative lear­ number 4 and 9. Creating house rules in pilot classrooms ning environments at the pilot schools. Face-to-face e-learning mentoring Finalizing the pilot classrooms The general objective is to establish progressive teaching and learning Feb 2020 Final interviews of the teachers methods in creative environments Feedback discussions

Apr 2020 Final seminar & Handbook publication KEY OBJECTIVES To pilot progressive pedagogical To introduce the Future School methods and new types of concept in Southern Africa learning environments by and to establish progressive We would like to express our gratitude for the following parties training seven teachers and education models in creative for their contribution during the Dololearn -pilot project. redesigning and equipping the environments as a foundation physical learning environments for early stage entrepreneurial Berg-Op Academy: Andre Berge, Mari Coetzee, Mareli Delport, Christel du Plessis, Naville Gariseb, Piet Greef, Romanus Kanyanga, at two pilot schools. development. Bared Koch, Annemarie Louw, Jana Nean, Yolandi Neethling, Beatrice Oelofsen, Itha Pienaar, Loami Pronsloo, Ludewikus Schotz, Tianra Smith, Morne van Dyk | Faith Primary School: Frans Alma, Simson Fuma, Frieda Garoes, Gerad Gawaseb, Brave Mushoko, Theresia Petrus, Petrus Sakeus, Hilda Shilongo | Ministry of Education, Arts and Culture: Mr Lewin Paulus, Mr Mr Gerard Vries, Milton Yaotto | Joe Vision: Joel Haikali, Sophie Mukenge, Vernna Muronga | TABLED Namibia: Travis Matthews, Roel Rutgers, PROJECT PARTNERS PROJECT COORDINATOR Adriaan Van Wyk | Dololo: Disney Andreas, Chantal Claassen, Elizabeth John, Tim Wucher, Don-zack, Iris | Polar Partners: Dololo Operations (Pty) Ltd (Namibia) Dololo Operations (Pty) Ltd Maria Haapaniemi | Turku International School: Ulla-Riikka Ylitalo | University of Properties of Finland: Suvi Nenonen Tabled Namibia Aihio architects: Piia Viitanen | Ajna Education: Ramkrishna Agrawal | SAIS: Sharon Emvula, Illari Lindy, Teodensia Thomas, Polar Partners Ltd (Finland) IMPLEMENTING COUNTRIES Flora Ismail Tibazarwa, Roosa Tuomaala NCRST: Lovisa Kambonde - Immanuel, Oswald Mughongora University Properties of Finland Ltd Namibia Business Finland: Ilmari Absetz, Christopher Palmgren | Embassy of Finland in Windhoek Namibia

4 ACTIVE LEARNING HANDBOOK 2020 ACTIVE LEARNING HANDBOOK 2020 5 CO-CREATION PROCESS CO-CREATION PROCESS

CO-CREATION is a process of collaborative development The facilitator of a co-creation process often integrates The first step: Co-creating together with school environments varied from of new concepts together with the users. It is also called various user-oriented, team-based methods to pick up a shared vision of the future learners, teachers and parents small kindergarteners to adults, it is 1collaborative innovation, meaning ideas are shared and valuable ideas and insights of different user groups. Active learning was chosen as the Suvi Nenonen from University still important to listen to everyone.“ guiding pedagogical approach in the Properties of Finland facilitates co- The pop-up workshops were held at improved together. The co-creation process is a human- For example, in a school context the input from teachers, Dololearn pilot project. Our team of creation of new learning and working both pilot schools and the facilitators centred and holistic way to develop something new, for learners and parents plays a central role from the facilitators from Finland and from environments. “The process of co- collected inputs from teachers, example learning environments. Co-creation is also a beginning to the end of the process. Co-creation empha­ Dololo Namibia, started the journey creation and use of diverse methods learners and parents by using various change process: one can see new ways of doing things and sizes the user’s involvement by asking how the user towards active learning practices is a way to capture tacit knowledge service design methods. The purpose give up some old ways of working. It is learning together. experiences are triggered and what exactly triggers them. in February 2018 by doing several from users: their dreams and wishes. of the workshops was to find out By engaging users, the facilitator is able to create trust, presentations and workshops in Part of the process is also to recognise how the participants see and feel Namibia for interested teachers and the fears: new things are sometimes about their school today and what and in the end, provide ownership for everyone who has parents. The teachers from the pilot scary and overwhelming. This is why it could be in the future. We aimed been involved in the process. schools and school board members working together is so important to find out whatactive learning as a that took part in the workshops when something is changing.” concept means to them. What kind discussed different future scenarios of actions are included during the and listed what the skills are that In learning environment changes, she school day? How the classrooms are learners of today will need in their has noticed that in order to get the currently set up and what they could future working life. The workshops users of the space to feel ownership look like in the future if we think of provided a common understanding over the change process you need active learning? What works well in and laid the foundation for a future to involve them from day one. “We the school and what does not? Can vision for transformation. decided to use a pop-up workshop learning take place both inside and concept for the Dololearn pilot outside of the classroom? What could schools, because while users of the make learning more fun?

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The Dololearn pilot project focused on three specific areas:

Active learning pedagogy parents were able to write down their activities for the next years during and teacher training wishes and worries considering the 2018 and 2019 and many culturally pilot project. One station for example relevant perspectives could be with the aim of capacity building was dedicated for pictures of different identified. Based on the collected 1. in active learning methods kinds of classroom set-ups and material, we were able to understand and a learner centred approach. participants were able to vote for similarities and differences between their preferences. To also get the a Namibian and a Finnish school day, youngest learners involved, learners learning environment and school could draw their dream school or culture. The concept of learning inside Active learning environment concepts classroom. To our surprise this station and outside for example differs a with the aim to support new ways even inspired the teenagers to draw lot due to the climate and weather of teaching and learning. and create ideas. conditions. In Namibia the days are 2. hot and sunny, while in Finland the The pop-up workshop consisted of Setting the foundation climate is much colder. Additionally, several stations, each with different based on the findings we learned about the differences kinds of activities. The participants The rich data that we gathered from in the symbolic value of the school Active e-learning to introduce were able to move around freely to the workshops was analysed and building. These kinds of findings and test new tools and technology­ share their ideas by writing, drawing investigated in order to set the helped us to define the localized to support learning out­comes and voting. Learners, teachers and foundation for our pilot project active learning principles.  3. and modern pedagogy.

Co-Creation workshop in Faith Primary School

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Are we training for the problems of today or for the needs of the future? Active learning was chosen to be the guiding pedagogical approach in Dololearn pilot project and we, ACTIVE a team from Finland and Dololo from Namibia, started the journey towards active learning practices in February 2018. This included several LEARNING presentation and workshops held in Namibia for interested teachers and parents. The pilot school teachers and school board members taking part in the workshops discussed what the needed skills are in future change agents. A change agent is Finnish education as well as visits working life. The work­­­shops provided a person from inside or outside to various schools and kindergartens­ a common under­standing and future the organization who helps the to explore the Finnish learning vision for transformation. organization transform itself environments and get hands on by focusing on matters such as experience of the variety of peda­ Change agents in action! organizational effectiveness, gogical methods in use. ACTIVE LEARNING is a pedagogical approach where Active learning can take many forms. Teachers and Traditionally the education sector is improvements and development. 2students are engaged in classroom activities, as opposed to students play an equally active role in the learning considered to be rather slow moving Each teacher created their own passively listening to lectures. In a more traditional style of process and active learning strategies refer to a variety and making fundamental changes in These teachers participated in an teaching experiment from the ideas teaching, the instructor does most of the talking, restricting of collaborative classroom activities ranging from long- the system takes time. Finland on the online training course about they gained from the excur­ opportunities for dialogue between the instructor and term simulations to five-minute cooperative problem- other hand has been rewarded for Finnish education and sion to Finland. The students. In an active learning setting, the students are at solving exercises. The learners will engage in small or its dynamic approach to educational pedagogy. The change agent teachers reforms and piloting actions. We wan­ training included conducted six the centre of the activity and learning focuses more on large activities centred around writing, talking, problem ted to use this agile Finnish mindset a 2-week Study teaching experi­ how students learn, not just on what they learn. In active solving, information gathering, project work or reflecting. and combine it with strong local visit and teacher ments that were learning the learners are asked to co-plan the learning They build knowledge and understanding in response to Namibian know-how to co-create a training program imple­mented activities with the guidance of an instructor and therefore opportunities provided and supported by their teacher. piloting process that would work in in Finland.­ The by them in the the approach stands in contrast to traditional modes of the Namibian school context. program included pilot schools. instruction in which students are passive recipients of meetings and They chose topics As a result, a few teachers from discussions with suitable for the knowledge and tasks from an expert. both pilot schools were chosen as diverse experts of age group and

Change Agent teachers in Study Trip in Finland

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curriculum, including perspectives of made them much more engaged to such as sharing of watering cans, or asked questions that they might sustainability. Both digital and face-to- ensure that the garden would be a the older children helping younger not have thought about to guide them face mentoring were used to support success. It has now been 1,5 years children, table manners when we are along the way, but the rest was all the the teachers during the experiments. since we started the garden at our eating the carrots to name just a few.” hard work of the learners.” school yard, and we are still working Vegetable Garden in it daily. We just planted carrots and “Active learning is visibly taking place The result was our Health Oh! for learning and play the children are still as engaged in this when children are engaged in the magazine, inspired by the biology One of the teaching experiments project as they were on day one.” learning process and practically busy background, but incorporating was conducted by Kindergarten with an activity. During this time, writing skills as well as planning and teacher Mari Coetzee from Berg-Op “This teaching experiment gave me their conversations and discussions communication skills. As a service to Academy. “The idea of a “learning various active teaching, active centre around this project, without our community, we also decided to let yard” came to my mind when I had to learning and social interaction oppor­ the teacher having to divert and keep companies in and around Okahandja think of ways to make kindergarten tunities with the learners! I was their attention on the task at hand. It advertise their products or services more enjoyable and attractive for my able to integrate all learning areas comes naturally and then I know we free of charge in our 1st publication. learners. Having a garden at the school while working on this project. We are actively learning!! seemed like the perfect solution for integrated numeracy by using various Online Magazine -project The learners found out that there are The feedback from learners was that children who are mostly come from shapes of bedding in our garden Another example of a teaching experi­ a lot of things that needs to take place the project was very interesting, families with farming back­grounds. (circles and rectangles). We started a ment was an Online Magazine created behind the scenes: proper planning of stressful at times, but that they really I’ve dreamt of starting a vege­table daily graph to show how many days it by Berg-Op Secondary school learners content for the magazine, advertising, enjoyed it and were happy to be part garden and petting zoo for children to took from planting the seeds until we from grade 11 together with their getting everybody on board, creating of the very 1st health magazine of gain skills and experiences in addition are ready to harvest (which acts as a teacher Mareli Delport. fun sections for kids, counting the our school. They saw all the effort to the theoretical information being daily counting activity). We integrated printing costs etc. The learners were that goes into making and publishing taught. When we had to choose a language development by our daily “The Online Magazine seemed like a able to broaden their perspectives a magazine. This teaching experiment teaching experiment, this seemed like discussion of what differences/ good teaching experiment because we and get outside their comfort zones gave us a wider perspective on how the ideal time to start.” similarities we see in our garden daily. wanted to integrate various subjects, when talking and interviewing various to prepare students for the world We use the names of the veggies we skills and promote writing skills by companies and individuals for the outside the school environment.  “We built the vegetable garden grow to do various phonics activities exposing learners to something more magazine. They learned how to make together because initially I was unsure (carrots start with the c-sound and interesting that just another mundane eye contact, how to be polite and of how the children would react to ends with the s-sound etc.) We use the essay. set people at ease. One part of the the gardening. Having them as active vegetable garden as part of our theme interviews was included advertising participants in putting it all together, work and to teach various social skills We started the project by electing our our school and the new teaching editorial team – after taking a short methods. quiz about all the learners likes and dislikes – as well as what they think Learners were very proactive their strengths were. We divided all throughout the whole process, took the different tasks of an editorial team charge and made all the decisions and allocated each student with that themselves. They were comparing they could be most creative in. This prices for printing, deciding to rather ensured that everyone felt comfortable send out a digital magazine, they Mari Coetzee in Vegetarian Garden and motivated to start with the task chose the colour schemes and the at hand.” name of the magazines as well as the layout. I made just few suggestions

12 ACTIVE LEARNING HANDBOOK 2020 ACTIVE LEARNING HANDBOOK 2020 13 CHANGING THE ROLE OF THE LEARNERS CHANGING THE ROLE OF

THE LEARNERS Teachers experimenting Active Learning Methods

ACTIVE LEARNERS are not simply Why do we do this? I have used at Bloom´s taxonomy a lot learning objectives such as applying sitting and listening. They are Teacher trainer from Polar Partners as part of my teacher training sessions and analysing the knowledge or to Ltd Maria Haapaniemi, CEO and because in my opinion it answers to be creative and innovative around 3Combining parts developing knowledge and skills Founder, planned the pedagogical the ever so topical question of “Why the topic at hand, we have to use a to make a new whole by partici­pating in the class and CREATE teacher training topics and elements do we do this?” so well. variety of other teaching methods as collaborating with each other. They during the pilot project. A series of well to achieve the outcomes.” demonstrate a process, analyse an workshops were held during 2019 and “It all comes down to getting the argument, or apply a concept to a early 2020 for all the staff members methods we use as a teacher, in “During the active learning workshops, Judging the value real-world situation. Learners are from both pilot schools. Workshops line with the learning objectives we covered the basic structure of information or ideas EVALUATE engaged in activities that guide them were dedicated for introducing we have for the learners. If rote of an active learning lesson plan: and trying out the active learning memorization and remembering facts Warming up phase, Activity phase to reflect upon ideas and think how methods. by heart without really understanding and Reflection phase. We also went they could use them in practice. the phenomena’s behind them is through a bunch of different active “We chose the revised Bloom’s considered a successful outcome of learning methods suitable for each Breaking down information Practical tools for teachers for active taxonomy to be one of the theoretical a learning process, then lecturing as of these three phases and practiced into component parts learning design can be for example the frameworks for our active learning a primary teaching method is fine. them hands on. The teachers were ANALYZE revised Bloom’s taxonomy framework methods training in the pilot schools. If, however we have other kind of also introduced to a variety of ways with learning objectives and the key states of thinking required at Applying the facts, each level. There is a relationship rules, concepts and ideas between Bloom’s taxonomy and APPLY the methods of teaching: the lowest levels of Bloom’s taxonomy (rote memorization) are connected with Understanding what the facts mean the most passive forms of teaching and learning (lecturing). Likewise, the highest level of Bloom’s revised UNDERSTAND taxonomy (creation) also correlates with the most engaging active Recognizing and recalling facts learning methods (project work and teaching others). Thinking about the relationship between chosen methods REMEMBER of teaching, and the level of learning outcomes might be a good way of developing teaching to incorporate more active learning activities in Groupworking in the workshop schools.

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Learners as the planners we will propose to them that we do other equations to do. We have played imagination. They feel a sense of is going to happen. They love the Mari Coetzee has come a long way our physical activities earlier in the card games to improve their mental control and achievement when they competitiveness of our card games from a detailed lesson planner to morning. They still have the final say, computation and had active running are given a chance to teach as well. and the fun factor to our active math an engaging instructor. “Before this however we guide them into taking all games to say time and order and I have also given the role of teacher games. pilot project I used to spend a lot of the various aspects into account.” compare.” to the learners where they have to my time in planning the days ahead prepare a lesson and teach the class.” I believe that by using active methods down to a T! Every minute of every “Today we have accomplished the goal “I find that it is refreshing for the learners are more at ease and day was me directing the day and that our learners of various ages and learners to do something different “The learners thoroughly enjoy the interested. Maths can be very boring, it felt rushed, as every activity was cultural backgrounds can create their than pushing papers and only filling active approach to learning math or Maths can be extremely fun and slotted into a time slot. This caused a own learning opportunities on a daily in and writing from a board. With and look forward to going outside, exciting.”  lot of stress, something that I believed basis. I am happy to see children who active learning methods they get to when I take out the chalk their faces carried over to the children. It felt want to come to kindergarten. It is build construct and live out their light up, because they know what like I had to redo the planning daily, amazing to observe how the children because the day did not go” exactly as have developed is such a short time!” planned”. With active learning “After the training and the Study maths comes alive visit to Finland, I started to realise Christel du Plessis is a math teacher that the children, no matter their at Berg-Op Academy Primary School, age, are so much more capable than teaching Maths for ages 10 to 13 what we give them credit for! They years (grade 4 – 7). Maths is a crucial are able and want to be independent, and passionate subject for her, and however we usually do not give them she feels the importance to develop a these opportunities as we (adults) love for maths at an early age. are constantly trying to do things for them because it will be done “I became interested in active “faster’’ and “safer”, but all that we are learning in maths, because math can actually doing is taking away valuable become very boring and difficult if experiences from them.” learners have a negative attitude towards it. Thus, the more fun, active “I decided to change the way our daily and interesting it can be made the activities are structured. I wanted the better learners will understand and day to be more child centred and at remember what has been taught.” to re-structure the seating order in a later stage in the year, the children the class to fit the activity at hand. are able to be the directors of the “I had the idea of going outside for After the workshop the teachers were daily programme. They still need math lessons, because the change given an active lesson planning task to do all the various tasks (morning of scenery also brings a sense of for trying out the methods, they felt ring/activities/crafts etc.) during each excitement to a lesson. We have for would be the most suitable for their day, however they can structure the instance been using white board own learners.” flow of the day. We also assist them markers on school windows and Geometry Exercises in making these decisions, so for chalk on the outside floors where example, if it is a hot day outside, the students do sums and give each

16 ACTIVE LEARNING HANDBOOK 2020 ACTIVE LEARNING HANDBOOK 2020 17 CHANGING THE ROLE OF THE TEACHER CHANGING After each trial it is important to reflect: THE ROLE OF 1. What went well? 2. What should be improved? 3. What did I learn? THE TEACHER 4. What could I change next time?

ACTIVE LEARNING does not mean You get what you measure “Usually, the learning methods and “Structuring the desired learning reducing the role of the teacher. Teacher trainer Maria Haapaniemi assessment system walk hand in objectives according to S-K-A- hand. The more there is traditional principle opens the teacher’s eyes to 4The teacher is still in charge of their has been training active learning LEARNING OBJECTIVES methods to teachers around the globe. lecturing and rote memorization, the the benefits of active learning. S-K-A learners’ learning process and lesson She has noticed that active learning more there is standardized testing stands for Skills, Knowledge and planning is very important. In fact, the methods might cause prejudices and in place. The more there is active Attitudes. Each of them are equally more active the lesson, the more adult S-K-A PRINCIPLE scepticism about the effectiveness learning methods such as project important for the learners to grow presence is needed to support the of them compared to the more work, dialogue, case studies and as active citizens of the future. When process and make sure everybody is traditional teacher centred methods. peer teaching in use, the less there the teacher starts to plan the lessons Not all the teachers are familiar with is standardized testing. You get what by thinking what skills, attitudes on board with the assignments. Active active learning and most of them have you measure. Although teachers and knowledge I would like my learning does not have to mean a not experienced it when they were often say that attitudes, and various learners to learn on my next lesson, y t complete change to classroom practice. o do b he end learners themselves at school. skills are very important things to it automatically brings the active le t of It is more about making the brain ab th e e learn at school, usually the only learning methods on the table. You b le rs ss learning objectives they measure are just cannot practice social skills or active and allowing room for dialogue. e o n n r / knowledge based.” critical thinking by sitting quietly!” Active learning might challenge a w le e e d teachers out from their comfort zone l k u / m and lead to a role shift from being the o h o s n

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Individual learners from a different perspective (usually because the children are actively form a community a perspective that they understand busy with a project, it is amazing Mari Coetzee from Berg-Op Academy better is from someone their own to see how long they can actually has a kindergarten group of 3 to 7 age.) Challenges that we sometimes be engaged in an activity. I also year old kids. She finds using active face, is that the children can become started to see and be more attentive learning methods with a multi- irritated with each other. However, to the various individual learners age group very beneficial for the we quickly turn events like that into a in my class. We constantly observe, development of children’s social learning opportunity of how we would take notes and evaluate the levels skills as well as for doing pedagogical handle such a situation and we discuss of learning taking place of each documenting. what emotions children experience individual child. The observations and how we work through those and pedagogical documentation is “Having children of various ages in emotions.” extremely beneficial to us teachers to Group and drawing the same learning environment is see learning and development taking valuable, as peer-teaching constantly “I used to think that the various place in each child.” takes place. The child hears, sees and attention spans of different age experiences the learning opportunity groups will play a big role, however

Every child children go to their tables and start to of classroom settings, it is easier is a teacher in my class draw or write parts of the story they to explain to her colleagues what it Frieda Garoes is a grade one teacher just heard. means to make learners active during from Faith Primary school. She was their learning process.  one of the change agent teachers of “As you can see, every child is a Faith Primary School in 2018 and has teacher in my class. Every child is been actively trying out new methods with their own desk and the chalk as part of her teaching ever since. which I’m giving them, and they Frieda’s classroom was one of the have to write as a teacher on their pilot classes that were transformed chalkboards. They do all the same into an active learning space. The things I am doing on my blackboard, physical changes in the classroom on their desks. I sit with them on have enabled her to change the their seats and I sit with them on the structure of the lessons even more. mat in front and we are doing the job together.” Instead of sitting passively in rows at tables, learners are now actively using Frieda has noticed that the new the classroom space. There is a carpet active classroom approach helps her in the front of the classroom where to structure the school day to allow Frieda gathers her class to sit with different learning experiences in Pre-school children preparing her for story time. She engages the different settings in the classroom. for drama session learners with questions or drawing She is also happy to share her tasks. After the story time, the knowledge and findings with colleagues. By using different kinds

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Support from North to South their group only one who Finnish teacher Ulla-Riikka Ylitalo, of learners at had carefully from Turku International School was school. Assign­ completed their one of the mentors during Dololearn ments were part homework. I had pilot project. She visited Namibia of the teachers’ study the privilege to witness twice during the project. visit to Finland in August the impressive­ changes MEN­TO­RING 2018, when they also visited our that the change agent teachers had My five-day mentoring program in school. made in their everyday teaching. the pilot schools included mentoring The teachers’ openness to embrace sessions with each of the project To gain insight I learned about the new techniques and their willingness history and politics of Namibia, to change routines was inspiring. I IT IS NOT EASY to keep on using active learning teachers, who are more experienced at implementing teachers and two workshops about Student-Centered Teaching and memo­rized the school system and was pleased for every little bit I was pedagogies. Without persistence or guidance, teachers active learning pedagogies successfully, work closely with Encouraging Ways to Assess looked into the teacher able to contribute to boost the flow 5can get discouraged and return to the more familiar and other teachers to support them as they practice active Learners. Prior to my visit training programs in of the new methods. Using the new traditional style of teaching. It is important to engage learning pedagogies in the classroom. It is important to all the change agent the country. Soon ways of teaching also brought a lot schools to active learning pedagogies through co- share the positive experiences as well as the lessons teachers had gotten after my arrival of questions, many of them about designing activities and mentoring. Activity co-design learned from situations where the active learning practices a teaching experi­ to Namibia I the assessment that was the most realised that discussed topic with the teachers. refers to teachers at school collaborating on the design of did not function in order to ensure the continuation of ment task to complete with I wasn’t the new active learning pedagogies. Mentoring occurs when using these pedagogies in the future.

Maria Haapaniemi mentoring Ulla-Riikka Ylitalo and Faith change agents Primary school learners

22 ACTIVE LEARNING HANDBOOK 2020 ACTIVE LEARNING HANDBOOK 2020 23 MENTORING MENTORING

Elizabeth John mentoring learners

On my second visit to Namibia we platform with the devices. We learned continued the project with putting that teachers were not used to using the earlier introduced methods into tablets, instead they were more practise with Maria Haapaniemi. Our familiar with using mobile phones. workshop was about Developmental Due to the lack of access to devices Psychology. The workshop feedback there is naturally the lack of computer opened my eyes once again to literacy. We noticed that it is important the difference between knowing to organise additional computer and understanding. Most of the training sessions to ensure quality teachers knew the methods but only e-learning lessons from teachers to understood the benefits after working learners. It is good to keep in mind through the process themselves in our that learning new things always workshop. requires time. Additionally, new tools Introducing e-learning are not easy to use – you cannot learn The Dololearn pilot project gave me Dololo Operations team member everything overnight. The mentoring a sense of fulfilment and space for Elizabeth John coordinated communi­ sessions provided much needed personal growth as a teacher and a cation with the pilot schools. She was time for the teachers to learn and mentor. I am very grateful for the also mentoring teachers in the use understand basic computer literacy opportunity to take part in this project of informa­tion and communication and to be able to teach other teachers and happy to collaborate in the future. techno­logy (ICT). As part of the and learners. Dololearn pilot project the pilot schools were provided with a portable I learned that digital literacy is lacking internet connection and tablets for in Namibian schools despite the fact e-learning activities. that the Namibian government had implemented an Information and “We saw the need for more intense Communication syllabus in schools, handholding and mentoring of without training the teachers. the teachers after piloting the Moreover, all Faith Primary School first educational software and teachers that participated in our computer sessions can now use Teachers and facilitators: computers and had acquired the Active learning workshop know-how and skills of ICT and digital literacy. “ 

24 ACTIVE LEARNING HANDBOOK 2020 ACTIVE LEARNING HANDBOOK 2020 25 INTRODUCING E-LEARNING

INTRODUCING E-LEARNING

E-LEARNING can be understood as the use of network By contrast, in traditional classroom settings, it can Supporting the Infrastructure One of the first most importantly and connectivity steps toward to find existing technologies which foster an anytime-anywhere transfer be challenging for teachers to activate the potential When starting the pilot project, one of e-learning was solutions to some 6of information. The E-Learning approach is learner- of all their students, particularly if the classroom is the very first activities was toconfirm to provide the of the challenges centred, and its design entails a system that is interactive, overpopulated and has children of varying skill levels. In what existing tools, resources and basic devices to that might be self-paced, repetitious and customizable. The educational these situations, the teacher tends to teach to the middle, infra­structure was already present at establish a reliable faced at our schools advantages of this approach are manifold. For instance, and the slower children can’t keep up while the faster ones the pilot schools that would support internet connection. locally. Tools such as children might become more engaged in their learning aren’t sufficiently challenged. Self-paced materials give all online communication and e-learning. To make the solution as Zoom video calls or similar, The inter­net connectivity was mapped flexible as possible, a portable allowed our Dololearn pilot project as they make active choices and navigate through the children the opportunity to advance at their own speed, in each of the classrooms at the two Wi-Fi router was provided that allows team to connect with the teachers material, moving at their own speed as they work with and the teacher can be more aware of each student’s schools by Dololo team member Tim 64 devices to connect at the same without always having to drive to the personalized content. mastery of the classroom material. These materials can Wucher. time and since the router uses a SIM- schools”. also be accessed outside of the classroom as homework. card and a 4G LTE internet connection, “We noticed, that while both schools it can simply be plugged into any Devices and access to technology had existing internet connections and power outlet. This allows the internet In order to effectively pilot some of basic internet infrastructure, these to be portable and to be used as and the e-learning solutions during the were primarily set up to support when needed by teachers. Dololearn pilot project, learners had administrative work and not focused to have access to devices that were on supporting e-learning or online “One of the empowering tools is for previously not available. Several activities in the classrooms. The Wi-Fi someone to be able to connect to devices were provided to each of the coverage only catered for a small anyone in the world at any time with pilot schools, which could be used number of classrooms and the comfort and confidence. This opens a both as tables as well as PC computers connection speeds where any­where world of new opportunities to connect providing a Windows operating between 5Mbps and non-existent, with peers elsewhere in the world, system and interface. making the use of e-learning inside to attend online training sessions, to the classrooms difficult.” access new tools and information and

Berg-Op Academy teachers learning how to use video conferencing.

26 ACTIVE LEARNING HANDBOOK 2020 ACTIVE LEARNING HANDBOOK 2020 27 INTRODUCING E-LEARNING INTRODUCING E-LEARNING

Because of the high cost of the Piloting Maths and Coding MeHackit offers several different devices not all learners of a class Programs artistic approaches to coding but at could be provided with devices and Amongst other solutions, the pilot our pilot project, the students were teachers had to be creative to split project aimed at specifically testing introduced to a music programme. It learners into groups so that each two e-learning solutions – EduTen – mixes coding with music composing learner was able to make use of the a platform for teaching maths using which makes it fun and understandable devices. gamification and a fun interface for learners. At Berg-Op Academy and MeHackit – an introduction to some of the learners already had The introduction of e-learning and the software and code development by some experience with coding before devices at each of the pilot schools, programming music. being introduced to MeHackit. showed a very large differences in According to their teacher, Romanus terms of familiarity with computers, For each of the solutions, a group of Kanyanga, the new platform was quite the internet and the use of e-learning. teachers could volunteer to participate easy to use as it was similar to the A small number of teachers were in the testing period. Basic training one used before. Besides few students familiar and confident with the online was done by the Dololo team in who weren’t as interested in music, tools and could play an active role person as well as by Finnish experts the students were enjoying the new Faith Primary School teachers in teaching and providing support to from EduTen and MeHackit via approach to coding. learning to use e-learning tools their peers. Most teachers however, video calls and online videos. As an where not familiar with or comfortable additional support, the teachers were In math classes EduTen Playground using any form of computer or online able to communicate with the trainers was used once a week as an additional tool to support their lessons and via WhatsApp groups. teaching method. The message from learning. The support for teachers is both schools was similar: the students important part of the process. got excited about math. Some of the children from Faith Primary even a keen interest to learn. The Dololo- have to go to make e-learning a went to school on Saturday for extra team did some basic training sessions reality and readily accessible to not class, just to use the platform. The with the teachers at each of the pilot only a small group of learners but teachers were happy to see that schools to learn how to set up online ideally to every learner. students became more confident and voice and video calls. helped each other with the calcu­ Many of the challenges are lations. It was clear that children were Opportunities and challenges easily spotted such as access to excited to do maths using the EduTen This pilot programme showed that infrastructure, reliable internet and Playground. e-learning could present significant the capital required to purchase the steps forward and provide new ways technology and devices required But the students weren’t the only of learning to many Namibian schools for e-learning. What our project be well structured and focused learners during the e-learning and learners. Accessing and realising showed however, was that even if programmes to upskill and support pilot. For many of the teachers, the these opportunities is however not these are readily available, the level teachers in learning how to use and activities, working online and with the without challenges. of experience, skill and confidence apply technology in their classrooms. new tools, required a steep learning when it comes to using and applying This would be considered the very curve. Many of the teachers were Some of the key take-aways from technology is not yet sufficient to be basics of being able to make use of not yet familiar with some of the piloting the e-learning solutions as able to readily introduce e-learning at the huge opportunities that e-learning technology and additional time was part of the Dololearn pilot project most schools in Namibia. could present for the Namibian spent to support those that showed included learning just how far we What would be required would education system. 

28 ACTIVE LEARNING HANDBOOK 2020 ACTIVE LEARNING HANDBOOK 2020 29 DESIGNING THE ACTIVE LEARNING ENVIRONMENTS DESIGNING THE ACTIVE LEARNING ENVIRONMENTS

physical learning space that allows movement and learners’ participation during different session/lesson THE TERM “LEARNING ENVIRONMENT” can refer to fits-all thinking. Instead, the goal of active learning an educational approach, cultural context, or physical environments is to create a space that can become a 7setting in which teaching, and learning occur. Learning catalyst for change and a tool for teachers. Active learning environments affect how individuals interact inside the spaces give permission to do things differently. Designing space. An “active” learning environment is a physical space and outfitting a classroom for active learning doesn’t have Small pilots and Faith Primary School the concept of Ramkrishna Argawal, an architect that supports co-learning, co-creation and open discussion. to be particularly complicated or excessively expensive. space experiments active learning was the main focus working for University Properties Active learning classrooms are not based on one-size- Suvi Nenonen from University during the learning environment of Finland Ltd had just finished Properties of Finland Ltd has design. The schools themselves chose his Master’s Thesis about this been involved in many learning which premises would be turned into school concept. He pointed out that environment changes. “Instead active learning pilot classrooms. The alternative options can often include of building a totally new school information about the classrooms was informal seating where learners sit building, a school can be renewed by gathered from users by taking photos, in groups, so they can communicate, conducting small scale experiments videos and measuring structures in collaborate and interact better. by retrofitting existing facilities. By the space. “Active Learning environment for such an experimental culture, the me means a space where people idea is to put changes into practice Piia Viitanen, an architect from can share knowledge and learn from quickly. In pilot experiments users Finland developed the first concepts each other. It is more about how the and experts create, build and test new for the active learning environments. surrounding environment motivates concepts of using spaces. One can “The design of an active learning us to collaborate with different people retrofit spaces withminimal costs and environment means that the space and mutually learn from each other. test new solutions in a short space of is adaptable to the task at hand. An environment which promotes the time. User involvement ensures new Instead of having a single seating student’s participation and engages thinking and learning by doing.” option for learners for example, which them in a more free way to think is conventionally rows of tables, openly and which is flexible enough Designing the active the teacher is able to rearrange to suit the needs of different people. classroom concept furniture to support the activity and Further the combination of digital and The data that we gathered during the function that he or she is doing physical learning environment can the Dololearn co-creation workshops with the class. Additionally, I want to play a bigger role in active learning.” and especially the user journey design learning environment which Collaboration with schools and the information, provided good encourages people to achieve their Namibian team was fruitful: “To foundation to experiment in both dreams and support them to be have a sustainable solution we used inside and outside areas of the pilot motivated for life long learning.” the local material and expertise to schools. At Berg-Op Academy and develop the furniture.”

30 ACTIVE LEARNING HANDBOOK 2020 ACTIVE LEARNING HANDBOOK 2020 31 DESIGNING THE ACTIVE LEARNING ENVIRONMENTS DESIGNING THE ACTIVE LEARNING ENVIRONMENTS

The features that were introduced The first pilot classroom concept challenge with these solutions is that space” which can be as much as 20% Active learning to the pilot classrooms included: was discussed with the teachers they are often not feasible of the total room size. While environment solutions of both schools and changes were or viable and cannot this area is mostly empty, Together, we were able to develop 1. flexible tables made according to the needs of the be achieved with the it is not generally alternative ways to make the best use 2. flexible chairs teachers. These discussions enabled resources and finan­ accessible to learners. of the learning spaces. During this 3. shelves for additional off-floor storage and extra seating the Finnish designers to bring in cial budgets avai­ A second example process we focused on developing 4. carpets to the front of the classroom more local elements. One important lable to most public was the realization simple but effective solutions that for comfortable interactions in a group issue was the size of the learner schools. Through that as much as could be sourced with limited resour­ 5. multifunctional furniture boxes used both for seating and for storage groups in the classroom. This was the co-creation 10% of classroom ces and in a Southern African context. already a challenge during the co- process, we could space is sometimes 6. storing the bags of learners on bag-racks at the front of the classroom creation workshops. While the determine some used simply for The design of the above environments instead of at their tables, where they take up a lot of space. classrooms at Faith Primary School of the under­lying storage of books, was a joint effort and final drawing for example were originally designed use cases that lead to old papers, projects or and furniture was produced by Tabled Features that were provided to accommodate approximately 30 inefficient space usage other materials that are Namibia. As co-founder Roel Rutgers in the outside learning environments included: learners, most class sizes are in the with the aim of identi­fying used infrequently. A third describes “We tried to create new range of 40 to 50 learners per class. alternatives.­­ example was the observation that types of furniture that allow for more 1. informal seating options learners kept their school bags with activities to take place. If you create 2. group settings for discussion circles Conventional solutions or requests One such example was learning them at their desk or hung them on flexibility into a classroom to have 3. presentation facilities for teachers and students often include “bigger classrooms”, that a large part of the classroom their chairs. This meant that around multiple activities, you can improve 4. options for shade and fresh air during hot summer days and “more or new classrooms to be is oftentimes considered the “front 45 school bags were distributed and the way a child is processing the sunlight during cold winter days built” or “reducing group sizes”. The of the classroom” or the “teachers’ taking up additional space in the information he or she is being taught class­rooms. at school. “

BEFORE

32 ACTIVE LEARNING HANDBOOK 2020 ACTIVE LEARNING HANDBOOK 2020 33 DESIGNING THE ACTIVE LEARNING ENVIRONMENTS DESIGNING THE ACTIVE LEARNING ENVIRONMENTS

Outdoor Learning Environment trial

Physical environment much more freely. By using easily new tables were and create board at what time. Through the sparked a power shift movable tables it was possible to being tested. The different introduction of tables with writable The teachers were guided during create a setting where learners tables were painted setups surfaces, the option of writing the teacher training sessions on are seated in smaller discussion with chalkboard and shapes something and presenting it to others how to rearrange the classroom circles to exchange knowledge or whiteboard paint, depending becomes shared and the writable for the purpose of using different and experiences. which allowed on the activity surfaces suddenly shared property kinds of student-centered learners to write or that the learners in the classroom. This can make a big activities during the lessons. During the Dololearn pilot project draw on the tables. are busy with. difference for the learning culture. Changes that occurred in the pilot a new concept of pedagogy, Blackboard and / The tables with writing surfaces allow classrooms and could be observed which we called Writing Surface Additionally, the tables had whiteboards have traditionally a much more active way of learning was, that learners were able to Pedagogy (WSP) was invented shapes, which allowed multiple ways been used on walls only and the which is less teacher-centered. The work together in groups while the as a result of the active learning of arranging them in groups and rows. teacher normally regulates the use power shift from teacher to learners teacher moves around the classroom environment classrooms, where the They made it easier to move around or decides who can write on the is very tangible. As an example, one of

BEFORE

34 ACTIVE LEARNING HANDBOOK 2020 ACTIVE LEARNING HANDBOOK 2020 35 DESIGNING THE ACTIVE LEARNING ENVIRONMENTS DESIGNING THE ACTIVE LEARNING ENVIRONMENTS

fish based as was As the learners moved along the circuit, on the story shown by from one station to the next, they she had told. the concept marked the previous learners’ work She then asked used at Berg- and added their own calculations. them to write the Op Academy by This is a great example of how a word “FISH” next to Mareli Delport. monotonous maths problem can be their drawing. Learners As part of the syllabus made fun and interactive through could easily practise both the students had to learn how gamification. The students get to drawing their favourite version of a to solve mathematical equations for be both teachers by being responsible fish as well as writing the word. They electro­nic circuits. The tables were for checking the correctness of work could easily clean the table or parts placed in eight groups, each with a of other students, as well as learners thereof and try again until they were different electronic circuit drawn on where they have to solve the problem happy with the result. They could the writable surface. Once the circuit themselves. By encouraging continuous look and move around the class to see had been drawn, learners rotated movement and activity during the what other learners had done and be to the next group where they first lesson, learners get to enjoy the inspired by the many different ways checked that the circuit drawn by challenge of completing the ‘circuit’. of drawing a fish - after all there is no others had been drawn correctly and Since there is a queue behind them, “right way”. This allowed the learners then had to write down the first step they are also more likely to stay the option to review each other’s of solving the equation. They then focused and engaged and have to work, give feedback and learn from moved to the next group where they actively think and inter­act with other the Grade 1 teachers This concept of Another great example was witnessed one another. first checked the work done by the students to win at the common used the following writing surface when Faith Primary School teacher previous students and then added the challenge through peer-to-peer techni­­que to explain pedagogy also Frieda Garoes used writing surface Writing surface pedagogy does not next step to the calculation. learning.  a maths sum to allows learning pedagogy to tell a story in class and only work for primary school learners, learners. by doing - it is asked her Grade 1 learners to draw a easy for learners First, the teacher to wipe out any wrote a maths sum mistakes and try on the table of each again. This encourages learner. The learners could a culture of practicing then draw the number of lines for rather than fear of embarrass­ each of the numbers on the sum and ment when making a mistake. Writing count out loud, using the lines they with a pen and paper in contrast is had drawn for visual support during a lot more permanent and making a their calculations. By drawing the mistake can leave the learner feeling number of lines for their solution and discouraged or bad without the option then counting the number of all lines of easily correcting it. Ending with they could easily check their solution a positive learning experience and or make changes and corrections allowing a learner to find the right if needed. In addition, the group answer by correcting a mistake is key setting and each one having their to keeping learners encouraged and own “blackboard” allowed learners­ to motivated to take on more challenges. help each other to solve the maths equation.

36 ACTIVE LEARNING HANDBOOK 2020 ACTIVE LEARNING HANDBOOK 2020 37 SOCIAL IMPACT ASSESSMENT

Assessment in Dololearn pedagogy of active learning, with the Interestingly, the only indicator which pilot project goals showed a decreasing score from 4.19 During the Dololearn pilot project to 4.12 showed teachers feeling less 1. To improve teacher capacity we assessed the social change clear about the goals of their school. SOCIAL processes invoked by active learning 2. To improve student participation While there are many possible factors interventions. The pilot project was and academic performance that could contribute to this, one of started with an ambitious goal in mind the most likely is the challenges that – to identify solutions based on the Some of the key indicators that we come with making changes, doing Finnish education system that can be looked at included overall teacher many new things and exploring the IMPACT implemented in the Namibian context satisfaction, teachers feeling inspired unknown. This especially requires with limited resources, to be able to by their work and their working continuous communication and improve the education system and environments, working efficiency, effective change management. provide an insight of what Future teacher’s personal and professional ASSESSMENT Education in Namibia might look like. goals and their development. In addition to the above results, Interview respondents were asked when asked whether their capacity For us to be able to analyze and questions or were given a statement as a teacher had increased due to the identify the effects and social and responded by giving a score participation in the Dololearn project consequences of the pilot project on between 1 and 5, where 1 means 58% of teachers gave a score of 4 or the culture and community of the pilot Totally Disagree and a score of 5 more out of 5. schools, we conducted structured and means Totally Agree. The overall changes in the scores anonymous interviews to all the pilot MEASURING SOCIAL IMPACT is a way for organizations, cultural encounters that are enabled through project- school teaching staff members. The businesses or individuals to see how their actions based development efforts. It can be used to develop initial interviews were conducted in The outcomes regarding teacher sentiment 8positively affect a specific community. It may be the potential and identify solutions to reach a wider target February 2019 and were completed showed the following results: result of an activity, a project, a program or policy audience. Ideally these solutions can address imbalances in by a total of 53 teachers, 31 of which and the impact can be intentional or unintentional, relationships between different stakeholders that are part were from Faith Primary School and • Teachers feel more inspired by their work as well as both positive or negative. Social impact of a target audience of a specific project or beyond. 22 from Berg-Op Academy. The final The average score increased from 3.91 to 4.05 out of 5 interviews following the project were assessment (SIA) can be used as a tool to learn from cross- • Teachers feel that their daily working hours are more reasonable completed one year later in February The average score increased from 4.17 to 4.21 2020 by 58 teachers, 37 from Faith • Teachers felt they could work more efficiently Primary School and 21 from Berg-Op The average score increased from 3.91 to 4.18 Academy. • Teachers felt that their personal goals were clearer Results of Pedagogical The average score increased from 4.19 to 4.41 Capacity Building • Teachers felt that they can collaborate better At the core of our education system The average score increased from 3.62 to 3.79 lies the pedagogical understanding of • Teachers felt that they get treated more equally at their school what learning is, how we learn and The average score increased from 3.66 to 3.90 out of 5 what roles we as teachers or learners • Teachers felt that they get more chances for professional development play in this process. That is why The average score increased from 3.47 to 3.79 the Dololearn pilot project focused strongly on teacher training and the

I got treated equally in the school work community

20

RESULTS 2019 n = 53 RESULTS 2019 n = 53 RESULTS 2020 15 n = 58 RESULTS 2020 n = 58

10

5

Conducting interview 4 2 3 4 14 12 18 20 14 20 7,5% 3,4% 5,7% 6,9% 26,4% 20,7% 34% 34,5% 26,4% 34,5% 0 1 2 3 4 5 TOTALLY DISAGREE TOTALLY AGREE

38 ACTIVE LEARNING HANDBOOK 2020 ACTIVE LEARNING HANDBOOK 2020 39 SOCIAL IMPACT ASSESSMENT SOCIAL IMPACT ASSESSMENT

regarding teacher sentiment are not I am satisfied with the e-learning (ICT) I made changes to my own classroom and independent of the other changes The following results are from the teacher’s interviews: happening at each of the pilot schools. equipment and tools at our school the way I teach due to the Dololearn project The teachers played a big role in • Teachers were more satisfied with the inside learning contributing to and making changes environments at their schools 30 20 themselves. The interview results The average score increased from 3.06 to 3.78 RESULTS 2019 n = 50 n = 53 Teachers were more satisfied with the outside learning further show that the work done • 25 together with the teachers and the environments at their schools RESULTS 2020 training sessions resulted in actual The average score increased from 2.62 to 3.29 n = 58 15 20 tangible changes in the classrooms • Of 57 teachers, 72% gave a score of 4 or higher and beyond. when asked whether their learners worked in groups and collaborated during lessons 15 10 Teachers made changes in their own • Teachers actively made changes in their own classrooms classrooms and the way they teach - 64% (32/50) of teachers indicated that they now use grouped tables 10 More than half (28 out of 50) teachers - 24% (12/50) of teachers said that they encourage their students gave a score of 4 or 5 out of 5 when 5 to leave their bags at the front of the classroom to create more space asked whether they have made 5 - 56% (28/50) of teachers said that they use changes to their own classrooms and alternative seating options during lessons 30 6 10 15 9 18 3 15 1 3 2 9 11 19 9 the way that they teach due to the 56,6% 10,5% 18,9% 26,3% 17% 31,6% 5,7% 26,3% 1,9% 5,3% 4% 18% 22% 38% 18% 0 0 Dololearn pilot project. 1 2 3 4 5 1 2 3 4 5 *Footnote: The number of respondents differs for some questions TOTALLY DISAGREE TOTALLY AGREE TOTALLY DISAGREE TOTALLY AGREE Teachers were more satisfied with the since not all questions were answered by all teachers teacher facilities at their schools The average score increased from like, encouraged the students, parents African context. to implement e-learning at Namibian 2.72 to 3.28 environments play an important Our goal was to introduce the concept and teachers to show more initiative schools role in supporting and enabling of active learning environments and to do makeovers, cleaning days and Some of the key indicators that Here it is important to note how progressive pedagogical methods. increase the usage of alternative renovation at the school sites. we looked at during the Dololearn • Teachers were more satisfied with much work was done by the schools classroom settings, while also pilot project were communication, the internet connection at their school themselves and the teachers getting During the Dololearn pilot project improving the overall user These outcomes are noticeable connectivity and individual access to The average score increased from together to make improvements to we made changes to the physical satisfaction. This of course means considering that the physical changes e-learning (devices). 2.08 to 3.38 out of 5 the school environment and social learning environments changing that the teachers and learners get to by the pilot project were limited to • Teacher were more satisfied with facilities in their own workplace, two classrooms at Faith Primary enjoy their classrooms and school only four classrooms. One of the first steps was to establish the e-learning and ICT tools at their showing commitment and ownership School and two classrooms at Berg- environment. a channel of communication which school which are key ingredients to creating Op Academy into active learning The pilot classrooms likely acted as allowed video calls for each of the The average score increased from meaningful change. classrooms. We also piloted one While the Dololearn pilot project made an inspiration for other teachers to schools to anywhere in the world 1.77 to 2.89 outside classroom at each of the changes in only a small number of implement some of the changes that using online video call platforms Results of Active Learning three physical locations (one at Faith classrooms, these examples sparked a enable active learning. For example, such as Skype or Zoom. This was Comparison of Interview Results Environments Primary School and two locations at series of other improvements at both while we only made physical changes used for initial meetings, planning In all projects and interventions there While the pedagogical understanding Berg-Op Academy). pilot schools. The effect of the co- in two of the classrooms at Faith as well as online teacher training are varying degrees of engagement, and methods lie at the heart of creation and the inspiration of what Primary School, for e-learning by Finnish partners. learning and growth. Some teachers learning, the physical learning learning environments could look • four teachers said that they now This also required a reliable internet might already be familiar with many used carpets for learners to sit on connection, which was provided in the of the concepts and thus may feel form of a portable router. This option • 7 teachers answered that they now like they are not learning anything was selected so that it can be carried encourage kids to leave their bags at new while others might be skeptical I am satisfied with the inside learning I am satisfied with the outside learning around and used at different locations the front of the class to create more or careful of the new or unknown. environment at our school environment at our school at the school, rather than a single Wi- space, and Additionally, others might simply not Fi antenna with limited range. The have had the chance to participate in • 20 out of 30 teachers answered 25 20 third aspect was access to devices all activities due to practical reasons RESULTS 2019 that they now use grouped tables in RESULTS 2019 n = 53 of which a limited number were or time constraints. n = 53 their classrooms provided to each of the pilot schools RESULTS 2020 20 RESULTS 2020 n = 58 to experiment with. One of the project results that we n = 58 15 Results of introducing E-learning were most interested in was to see Good access to information and Despite the limited changes that were whether any of the new information e-learning are undoubtedly an 15 made using the available resources that was learned by teachers led to important part of the Future of and the short period of time, significant and meaningful changes in 10 Education and one aspect that was noticeable improvements were seen teaching styles, classroom setups and 10 explored during this pilot project. from the teacher feedback regarding an overall approach to teaching. While e-learning potentially offers e-learning. This is interesting since some of the most promising 5 this area is also considered one of In order to do this, the interview 5 opportunities, it also presents some the most challenging solutions to respondents were grouped in two of the biggest and most complex implement and the Dololearn pilot groups. Group 1 consisted of 23 7 0 10 7 15 14 15 22 6 15 11 1 14 13 14 18 12 20 2 6 challenges. This especially when being 13,2% 0% 18.9% 12,1% 28,3% 24,1% 28,3% 37,9% 11,3% 25,9% 20,8% 1,7% 26,4% 22,4% 26,4% 31% 22,6% 34,5% 3,8% 10,3% project showed that we still have a teachers who had answered a score of 0 0 introduced to schools in a Southern 1 2 3 4 5 1 2 3 4 5 lot to learn before readily being able 3 or less to the statement “I learned TOTALLY DISAGREE TOTALLY AGREE TOTALLY DISAGREE TOTALLY AGREE

40 ACTIVE LEARNING HANDBOOK 2020 ACTIVE LEARNING HANDBOOK 2020 41 SOCIAL IMPACT ASSESSMENT

I feel that my capacity as a teacher I regularly arrange my classrooms has improved due to my participation with different layouts for active learning in the Dololearn project CONCLUSIONS

25 20 n = 50 n = 57

THIS HANDBOOK has summarises the outcomes of In addition, we looked to demonstrate the impact that the 20 15 the Dololearn pilot project focused on active learning active learning approach could have. Active learning can pedagogy and teacher training, active learning promote the delivery of high-quality education not only

15 environments and e-learning. We hope that the presented in Namibia but regionally in Southern Africa. We hope data and feedback can positively impact our education that the insights contained in this handbook will support 10 system by presenting stakeholders with alternative and better informed decisions by policy and decision makers in

10 progressive approaches to teaching and learning. the field and potentially encourage the adoption of more innovative methods for reforming our education system. In this phase of the project it has been interesting to reflect 5 5 on the activities and see the different achievements during The role of education is clearly emphasized in the United the two-year process. If there was one thing that could be Nation´s Sustainable Development Goals (SDGs) and the

3 6 12 21 8 4 6 17 19 11 improved on, it is communication, a lot of it - one could Dololearn pilot project directly addresses SDG Goal 4 - 0 6% 12% 24% 42% 16% 0 7% 10,5% 29,8% 33,3% 19,3% not overemphasize the significance of communication. The Quality Education. This should ensure that by 2030, all 1 2 3 4 5 1 2 3 4 5 school is a wide community and communication between girls and boys have access to quality early childhood TOTALLY DISAGREE TOTALLY AGREE TOTALLY DISAGREE TOTALLY AGREE school management, principles, teachers, learners, parents development, care and pre-primary education so that they and project members was not always easy to navigate. are ready for primary education. Achieving said SDG can A big part of this project was also to be able to do cross- further be supported by the methods piloted in this project new teaching techniques from the collaborate actively during lessons. are aligned with the presented results. cultural communication, across languages, countries and including the delivery of physical learning environments Dololearn project”. Group 2 included We learned that the parents have schools from very different backgrounds. This can be both that are child, disability and gender sensitive and provide 28 teachers, who answered a score of The following table shows a summary been interested in activities which challenging but also very rewarding with plenty of new safe, nonviolent, inclusive education facilities. The teacher 4 or 5 more for the same statement. of the comparison of the answers they have seen while visiting the lessons to be learned across backgrounds and cultures. training which focused on the adoption of active learning Interestingly, the group of teachers between the two groups. schools. A further indicator that we We hope that this handbook can be an influencer in methods is considered a further effective approach to help that felt like they had been able to could not measure but that can be encouraging this form of communication in education. reach the ambitious goal of providing high-quality teacher learn something from the project, These results indicate the social readily observed is a change of the training to increase the number of qualified teachers, scored higher on every question in impact especially within the school culture at each of the schools and With the Dololearn pilot project we looked to explore through international cooperation. the interview without exception. community that can be achieved their communities who are taking on ways of improving the Namibian education system and These teachers were 27% more likely through such an intervention and pilot more opportunities for learning and the overall return on investment for the current education The successful implementation of the Dololearn pilot to have made changes to their own project of co-creating solutions. The developing progressive solutions for budget. Our approach was to learn from the success factors project can increase the awareness and appreciation and classrooms and the way they teach. wider impact to the local community their needs. This growth mindset and of the Finnish education system and adopting these to thereby the demand for innovative education models. It They were also more likely to feel is not measured with this data. a culture of joint exploration can form a Southern African context. One of the first but perhaps should encourage support from teachers, students, parents, that their capacity had increased. However, the informal discussions an important part of progress for any most important lessons learned where that if we want public stakeholders and institutions as well as investors Additionally, their learners were more during this pilot process with teachers, community.  to improve our education system and want to do so at a and funders of education. likely to be able to move around learners, parents and project partners meaningful scale and pace, we need to focus on how we the classroom, work in groups and provided feedback and testimonials, teach instead of what we teach. Changing the curriculum, A larger scale implementation of the solutions that have which indicate that the experiences subject matter and syllabus can be incredibly complex shown to be effective in this pilot study would require the and opens a number of questions including assessment full support of governmental institutions at a ministerial Group 1 Group2 practices, accreditation and certification. Changinghow level and an ever curios spirit of exploration, a growth Learned new teaching Learned new teaching we teach instead can be done in a relatively short time mindset and a passion for learning by all involved. QUESTION techniques, score 3 or less techniques, score 4 or 5 and with a fraction of the resources required but leads n=23 n=28 to greater improvements in terms of effectiveness of our I made changes to my own classroom and the way 2,74 4,11 education system. Thank you for all participants of the memorable learning I teach due to the Dololearn project journey in the Dololearn pilot project. I can make use of the outside Dololearn pilot 2,8 4,04 classrooms if I want to I can make use of the inside Dololearn pilot classrooms if I want to 2,95 4,15 I feel that my capacity as a teacher has improved 2,91 4,00 due to my participation in the Dololearn project My learners can move around freely during my lessons 2,70 3,54 I feel inspired in my work as a teacher 3,57 4,39 My learners work in groups and collaborate during my lessons 3,52 4,32 I am able to work efficiently during my workday 3,68 4,46 I regularly arrange my classrooms with different layouts for active learning 3,17 3,82

42 ACTIVE LEARNING HANDBOOK 2020