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An Innovation Project to address the issue of Multigrade Learning in the

Caribbean Region
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

Executive Summary

The Comprende Francais or Understanding French project was developed for

pilot implementation on the island of Dominica and will target multigrade primary
schools in rural or remote communities. Comprende Francais connects rural schools in
Dominica to centralized schools in the urban towns to facilitate foreign language
learning using Information Communication Technologies (ICT). The island has
approximately 30 multigrade primary schools in its rural or remote communities that do
not have resources for subject-specific foreign language learning. The aim of the project
is to ensure that these rural school students will be able to collaborate with urban
teachers and students using both synchronous and asynchronous modes to promote
foreign language learning.
The project is based on a European Union funded project, MuStLearnIT, which
was designed to connect rural multigrade schools in certain European countries with
their standard counterparts using ICT, in an effort to ensure that the rural schools
receive the same quality of instruction and learning as the students of the standard
schools. The Comprende Francais project will replicate the MuStLearnIT project in a
Caribbean context starting with the introduction of foreign language learning (FLL) into
the curriculum of primary schools across the island with the long term goal of expanding
its reach to other subject areas and open partnerships with schools across the region.
The main tenets of the MuStLearnIT project were kept, however it was necessary
to tailor the Comprende Francais project to meet the unique needs of the Caribbean
Region. The main objectives of the Comprende Francais are to develop an ICT
programme for students in multi-grade schools; develop a dedicated educational web
platform which will support this teaching and learning, enhance communication among
remote multi-grade school learning environments, initiate the formation of a Caribbean
network of multi-grade classrooms and make recommendations on multigrade teaching
and practice.
The programmes outputs are learning management software, Edmodo, used to
connect the standard schools with the remote schools to promote a community of

learning, self-directed learning and peer tutoring as part of the programme. Other
outputs include training programmes for teachers, distribution of tablets to students,
training resource and reference materials.
This paper will look at the challenges faced by implementing such a project in the
evolving landscape of the Commonwealth of Dominica educational system as well as
describe solutions through tools and technology usage in implementing the project.

Project Background and Context

Problem Statement: Caribbean Context
Multi-grade classes have made it possible for many children in remote rural
areas

and

communities

to

attend

school.

Multigrade

schools

facilitate

the

accomplishment of such a goal, offering education to students who otherwise would

have to decide whether to stay illiterate, study at home, or leave their communities and
go to the nearest town to be educated. Teachers of multigrade schools face significant
challenges, as they have to teach more than one curriculum subject in the same class
of varying competencies and levels. These classes exist in both developing and
developed countries. In countries such as Greece, Finland and Poland, they have
worked practically well by instituting programmes such as MuStLearnIT to address
multi-grade teaching of a foreign language. However, in many developing countries,
most notably in some small island states of the Caribbean, these classes and schools
often lack educational materials, appropriately trained teachers and effective
supervision.
In one such island, the Commonwealth of Dominica, the Ministry of Education
(MOE) under the Dominica Educational Enhancement Project (DEEP), has been
offering multi-grade training workshops to educators. The Minister of Education stated
that these workshops are to equip teachers with necessary skills to improve student
achievement and maximize the potential of every child accessing schools. It is key to
note that primary schools in low-income countries like Dominica often suffer because

they are remote from the central offices of the MOE, which distribute instructional
resources, so their quality is poor. Added to this is a schooling model, developed for an
urban context, that has not been so relevant to the rural setting in the past. At the start
of the 21st century, the Government of Dominica, recognizing these problems, has
worked to provide good-quality primary schooling to all children, even those in remote
rural areas.
The Organization for Economic Co- operation and Development (OECD) (2009),
definition of ICT services and products includes computers and peripheral equipment,
communication

equipment,

consumer

electronic

equipment,

software,

and

telecommunications services. Many schools in the Caribbean have had access to some
of these ICT technologies for a long time, but the basic functioning of the school system
has not changed dramatically with the advent of any of these innovations. The greater
availability of computer or audiovisual equipment has let teachers introduce these
pedagogical tools at their own pace and within their own day- by- day planning, but not
as tools to for students to build, create and solve problems, but more as a means of
doing activities or as a means of summative assessments. Internet connectivity has the
potential to unleash many opportunities for students in terms of accessing vast amounts
of information and collaborating and communicating with peers and experts (Berlinski,
Busso, Cristia and Severin, 2011)
ICT Integration in Caribbean Schools
The Caribbeans investment in ICT in education has led to significant incremental
achievements and to the emergence of active regional organizations. Increases in
students technology skills are the most concrete outcome. Changes in curricula,
teaching practices, and learning behaviours have proven to be intangible. Caribbean
countries have in many instances built systems that provide adequate access to
computers and the Internet, and have developed capacity to design, implement, and
manage educational technology projects.

According to Gaible (2008), ICT use in education is at a particularly dynamic

stage in the Caribbean, which means that there are new developments and
announcements happening on a daily basis. Understanding ICT as a paradoxical,
double- edged factor in globalization is reflected in the wide range of goals attached to
the use of ICT in Caribbean schools. Computers and the Internet are presented as tools
or subjectsto be mastered, with that mastery promising enhanced productivity and
economic success. They are also presented as solutions to the challenges of ensuring
that students have adequate literacy, numeracy, and other basic skills. ICT is presented
as enabling teachers and students to engage with learning in new ways, ways that
transform their relationships to mathematical problems, history, culture, and art, and to
innovation and creativity. This continuum, stretching from rote learning of ICT-as-tool to
ICT-enhanced building of knowledge and the ability to wield it, frames the efforts
Caribbean countries have made and continue to make in this regard today.
It is important to note that the high capital and operational costs of ICT projects
are cited as barriers to impact of ICT on education. Most secondary and many primary
schools enable teachers and students to access computers and the Internet. Internet
connectivity to schools is in many cases adequate to meet current needs however, most
Ministries of Education and local governments depend on foreign aid and donors to
provide schools with adequate ICT equipment. In some instances, the current hardware
quality and maintenance pose critical challenges. (Gaible, 2008)
Pilot Country for implementation of Solution: Commonwealth of Dominica
Education lies at the centre of Dominicas national development effort.
Establishing an innovative, entrepreneurial and technically smart workforce is
considered essential in Dominica achieving its growth and diversification goals. In
support of this, the Ministry of Education (MoE) of Dominica believes that ICT can be a
powerful catalyst in transforming education and creating new skills within the workforce.
The goals of Dominicas ICT in Education Strategy are to:

Utilize the power, versatility and reach of Information and Communications Technology
to develop an innovative, inventive, and entrepreneurial society that contributes directly
to Dominicas long-term national growth and prosperity;
Create learning and personal development opportunities for everyone;
Transform administrative efficiency and service delivery in the Ministry of Education and
broader educational system.
The MOE noted that the Government of Dominica is currently reviewing an ICT
policy which envisions the use of broadband technology for the development of key
sectors such as education, tourism, and health. The said policy is expected to guide the
use of technologies in classrooms, with plans for improved broadband capacity
including full connectivity and networking of all Dominican schools to facilitate teaching
and learning. The Ministry has also noted that ICT must be given greater prominence in
the National Curriculum and that the approach to instruction in the classroom must now
be re-conceptualized to provide students with meaningful experiences that will position
them to be successful players in a competitive global market space.

Introduction to Innovation (Leverage Mobile Communications for Distance

Learning)
Mobile penetration rates in much of the developing world are high with Dominica
being no exception. According Invest Dominica Authority (2013), the mobile penetration
rate is over 140%.

Dominica boasts one of the most robust telecommunications

infrastructure in the Organization of Eastern Caribbean States (OECS). As a result, all

primary and secondary schools have some form of fibre optic connectivity and the
Government of Dominica has embarked upon a national initiative to provide broadband
access to all schools in the country (Invest Dominica Authority, 2013). With this key
infrastructure already in place, Dominica provided the best opportunity to pilot the
MuStLearnIT programme in the Caribbean Region. The innovation programme will
focus on the introduction of a Foreign Language - French into the curriculum of primary

schools across the island followed by other basic subject specific content (English,
Mathematics, Science and Social Studies).
In choosing the most suitable innovations to bring this project to fruition, a review
of the current pedagogy and learning practice for a multigrade setting was undertaken.
According to Miller (1990), six key variables affecting successful multigrade teaching
identified in research were: (1) classroom organization that facilitates students learning
independence, and interdependence; (2) classroom management and discipline that
emphasize student responsibility for their own learning; (3) instructional organization
and curriculum that allow for a maximum of cooperative and self-directed student
learning; (4) instructional delivery and grouping that improve the quality of instruction;
(5)self-directed learning strategies; and (6)peer tutoring.(pg.1)

Figure 1. How Edmodo LMS will be used in the Comprende Francais Project

A blended innovation approached best suited the project that would capitalize
on the teaching practice already established in multigrade schools. These innovations

would be based on distance education tools, and best practices and will include the
following: Mobile Based Learning and Learning Management System.
In order for the multigrade classroom to successfully inspire individualized
learning, the correct technology needs to be implemented in the classroom. Through its
One tablet Per Child programme Government of Dominica has equipped 3,189
secondary school students from across the island with a tablet. This initiative will be
extended to the remote or rural primary schools students that will allow them access
both at home and at school. By implementing 1:1 technology, multigrade students will
be able to review lessons and assignments in the comfort of their own homes, allowing
them to complete assignments they may not have initially understood or not had time to
finish in the classroom.
Along with mobile device technology, learning management systems are also
important in facilitating personalized learning. Learning management system refers to a
suite of functionalities designed to deliver, track, report on and manage learning content,
learner progress and learner interactions (Patnaik, 2007). A Learning management
system that would allow students to access courses and lessons from places other than
the classroom will be implemented as part of a pilot programme. The LMS identified for
use is a cloud-based version of Edmodo, an open source software. Mobile learning will
take place via the use of the tablets outfitted with the Edmodo App. The students will be
able to access the site at their homes to do asynchronous homework activities.
Through the use mobile technology and the LMS, students will be able to virtually
attend French classes synchronously and participate actively in them. The LMS will also
facilitate peer collaboration, as each multi-grade student will be paired with a standard
school student for assignments and projects in the course. Students will also be able to
complete activities in the French programme asynchronously and would be provided
with feedback from their peers and French teachers through the LMS. Data for
accessing the Edmodo app will be provided by the generous sponsorship of a regional
mobile services provider. There will be 30 rural multigrade schools enrolled in the

programme and each multi-grade school will be partnered with a specific standard
school within the country that is closest to them geographically.
Supporting evidence for Innovation
Multi-Grade Learning in the Caribbean Region
Multigrade teaching occurs within a graded system of education, when a single
class contains two or more student grade levels. Multigrade schools are often located in
remote and difficult to reach areas. They may be far from the educational center and
receive little pedagogical support. (Berry, 2000). In the Caribbean, multigrade schools
are part of the primary education system in most of the countries. The best data
available is probably from the Commonwealth Secretariat materials which are
reproduced in the table below.

Multi-grading may be seen as an approach to increasing the quality of schooling

by introducing innovative approaches to teaching and learning (World Bank, 1993).
Instructional strategies are seen as a key to improving the quality of teaching and
learning in the multigrade classroom. The promotion of approaches that increase the
level of student independence and cooperative group work tend to be suggested. These
involve a change in the role of the teacher from 'giver of information' to 'facilitator'. This
is to ensure that time spent away from the teacher is spent productively (Berry, 2000). In

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Caribbean classrooms, the main teaching aid is the textbook and these are written for
the monograde classroom. There is little or no infusion of online learning in the primary
school classroom.
Distance Education, Mobile and Online Learning
Education has shifted from teaching to learning, placing emphasis on learnercentered rather than teachercontrolled classes. The acquisition of knowledge is
considered as socially constructed through action, communication and reflection on the
part of the learners. In this context of change, the advent of technology as a vital force
for the dissemination and development of education has created an explosion of interest
among teachers and students in distance learning. According to Natriello (2005)
distance learning is delivered online via the Internet and provides educational prospects
to students who are physically removed from the source of instruction, mainly due to
living in remote locations. Carliner (1999) defines online learning as educational
material that is presented on a computer. This definition can be now updated to include
other devices such as tablets and smartphones, that are connected to the internet.
Online learning environments provide flexibility (Cole, 2000) and offer students
personalized learning opportunities (Lorenzo & Ittelson, 2005).
According to Rossett (2002), online learning has many promises, but it takes
commitment and resources, and it must be done right. Doing it right means that online
learning materials must be designed properly, with the learners and learning in focus,
and that adequate support must be provided. Ring and Mathieux (2002) suggest that
online learning should have high authenticity, high interactivity, and high collaboration.
This will be achieved via the projects synchronous and asynchronous learning
environment. Synchronous learning environments support learning and teaching and
offer students and teachers with multiple ways of interacting, sharing, and the ability to
collaborate and ask questions in real-time through synchronous learning technologies.
The activities conducted in a collaborative environment in asynchronous sessions echo
the constructivist pedagogical theories articulated by Vygotsky and Bruner concerning
the importance of the environment through pair work and collaboration between peers.

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Mobile learning provides an enhanced cognitive environment in which distance

learners can interact with their instructors, their course materials, their physical and the
virtual environment (Koole, 2009, p.38). The difference between mobile learning and
other technologies is that it has the ability support situated learning (Kukulsa-Hulme &
Traxler, 2005). Mobile learning provides students with opportunities to engage in
authentic activities. In this context, students are able to explore, share and interact with
each other as they try to learn together in their real life learning environments.
According to Yousuf (2007), there are several advantages inherent in mobile learning
over Internet:

helps learners to improve literacy skills

helps learners to recognize their existing abilities
can be used for independent and collaborative learning experiences
helps learners to identify where they need assistance and support
helps learners to be more focused for longer periods
helps to raise self-esteem and self-confidence
not much technological pre-requisites
provides real time and location independency
Innovation mock-up and explanation
Purpose - objectives and deliverables for the project: The project is based on the
use of information and communication technology (ICT) in reaching multi-grade school
classrooms via distance education methods. Furthermore, it encourages innovation in
pedagogical methods and materials and promotes inter-school cooperation and
communication between schools locally and in the future regionally. The main objectives
of the project are

To develop an ICT programme for students in multi-grade schools, aiming at improving

subject relevant knowledge of these students
To develop a dedicated educational web platform which will support teaching and
learning of new information by students in multi-grade classrooms
To enhance communication among remote multi-grade school learning environments
and initiate the formation of a Caribbean network of multi-grade classrooms.
To make recommendations on multigrade teaching and practice.

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Scope: The project is based on the use of information and communication technology
(ICT) in reaching multi-grade school classrooms via distance education methods to
encourage innovation in pedagogical methods and materials, promote inter-school
cooperation and promote communication between schools locally and in the future
regionally.

Target: Primary School Students and teachers at rural, multigrade schools and central
urban schools in the Commonwealth of Dominica
Subject: French
Tools: Learning Management System - Edmodo, App, Mobile devices (tablets, laptops)

Figure 2. French curriculum delivery via the LMS

Facilities: Internet-equipped, multimedia rooms at rural schools

Application: Medium to facilitate lessons, peer-to-peer interactions, self directed
learning and communities of practice. Special software tools (e.g. chat, e-mail,
whiteboard, application sharing) included in the distance learning platform supporting
the project will be used for this collaboration. This teacher must be available during

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school hours and in particular, during hours allotted for special subject learning in
multigrade schools. She/he will also visit the schools at regular intervals in order to
better monitor students progress for the specific subject lesson she/he supports them
in. In the case of very young pupils it is best that the central school teacher and the
study support teacher are the same person.
Multi-grade School Criteria: In order for a rural primary school to form part of the
project implementation, the following eligibility requirements must be in place:

Limited or no student access to foreign language learning at the school

Teachers who are computer literate
French language teacher interest and ability
The school must have appropriate infrastructure such as computer labs and Internet
access

Figure 3. The Comprende Francais Project Model

Activities: The model (Figure 3) we propose, in terms of its design and implementation,
includes the following activities (Figure 2) and are based on the MuStLearnIT project
implementation in Europe:

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Pupils will be assimilated by video conferencing in the classroom of a central school

and will follow the special subject lesson, as this is normally taught by the special
expert teacher in this school (synchronous mode of distance learning).
Pupils will work on their own using appropriate educational material and software on the
schools computers, while at the same time they will be supported by a remote study
support teacher (synchronous and asynchronous mode of distance learning)
2-3 times within the school year they will be visited by a specialized expert teacher
and will enjoy a regular class, where they can directly interact by discussing in person
with the teacher.
In some cases, (e.g. when the special subject lesson is Foreign Language Learning,
and/or the language coincides among the schools in more than one country), ODL
sessions between the multigrade schools in the different countries can also be held
within the school year.
Outputs
Outputs refer to the activities, goods and services that are produced by the project. The
list as articulated below will support the effective implementation of this initiative. The
necessary outputs are as follows:
Government funded tablets/ laptops for each student which will facilitate access to
course material wherever there is an Internet connection.
In an effort to maintain consistency among the teachers and facilitators, a structured
period of training will occur. Further to this, the developers desire that each person is
clear on the expectations of the initiative (Hazma, 2012). As a supplement to trainings
sessions, training manuals will be developed for distribution among multigrade teachers
as well other instructional material, such as videos, infographics and leaflets.
Crucial to the success of this project is the installation and maintenance of an
appropriate Learning Management Software. This group chose Edmodo based on its
features and reviews and the fact that this LMS is already widely being used on island
by secondary schools teachers and students. Edmodos core features include: Closed

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private networks and communication streams for collaboration purposes, Quiz features
for testing, calendars for planning, teacher libraries for knowledge management, badges
and publishing communities (Edmodo, n.d.). Gettingsmart.com (2015) cites Edmodo as
the leading Learning Management System for K12 classes having 60 million users.
Potential Challenges
Based on the information from the MuStLearnIT programme, the KRSS Innovators
anticipated the following potential challenges:

The provision of data services to students

The provision of Government subsidized tablets/ laptops to learners
The selection of expert teachers to facilitate the French sessions
Barriers may exist to successful integration of ICT in teaching e.g. lack of teacher
confidence, resistance to change and negative attitudes, lack of teacher competence

and lack of effective training.

Maintenance of computer/ mobile equipment to sustain the project
Solutions
In an effort to counteract the aforementioned challenges, the group advocates strategic
planning as it gives administrators an idea of the purpose of the Comprende Francais
project, the actions needed to make progress and the plans that will guarantee success.
As a part of the planning process, budgets will be prepared while grants and donors will
be sourced by the KRSS Innovators.
Furthermore, plans will be made to ensure that all eligible schools have the necessary
infrastructure to facilitate this project; to be specific, Internet connections from Digicel
will be provided in addition to sourcing technical assistance for the maintenance of the
LMS.

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The group found it necessary to recruit expert facilitators to create and deliver
instruction to the learners. Therefore, recruitment best practices will be employed to
source these persons.
Seeing that the KRSS Innovators will be implementing an unfamiliar mode of learning to
the target group, the group considered It imperative that a systematic approach to
change management be implemented to transition the teachers and the learners to this
new method. In so doing, the group will use the Ten Principles of Change Management
by DeAnne Aguirre, Matthew Calderone and John Jones (2004).
Training
In defining training, Gary Dessler (2005) stated that it refers to the methods used to
give new or present employees the skills they need to perform their jobs. He further
emphasized the necessity of implementing a strategic approach to training if initiatives
are to be successful.

Hence, as consideration is given to the aims and objectives of

the Comprende Francais project, this group noted that there would be a need to train
French Language teachers to:
Understand and use Edmodo; particularly in teaching remote students in both
synchronous and asynchronous modes.
Teach French using the systems and tools the model involved, in accordance with the
appropriate and relevant principles of foreign language
Use/ adapt/ design French language teaching material for distance learning integrating
the systems used in the project.
Simultaneously, it is imperative that Multigrade teachers understand the model and the
LMS and thus support their students in the synchronous and asynchronous modes.
Feedback from audience
Feedback to iterate the project will be sourced from:

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Rural Community Teachers- a copy of the groups prospectus on the project will be
provided to teachers within the rural schools in Dominica to provide feedback.
Central School Teachers - These individuals have expertise in foreign language learning
(FLL) and will ensure that pedagogy and teaching practices support students learning.
Government Curriculum Department / Education Officers - These officers will act as
liaisons between the projects stakeholders and the project team at stakeholder
consultation meetings.
Evaluation of the project will be completed by EduNova, a consultancy group financed
by the Caribbean Development Bank (CDB) as part of the Dominica Educational
Enhancement Project (DEEP). EduNova will assist the Ministry in developing a multigrade teaching module with the goal of enhancing primary learning and teaching by
providing professional development in creating and implementing curriculums, teaching
resources and strategies to teachers,

Reference:
Aguirre, D., Calderone, M. & Jones, J.(2004). 10 Principles of Change Management.
Booz & Company. Retrieved from http://www.strategy-business.com/article/rr00006?
gko=643d0

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Berlinski, S., Busso, M., Cristia, J., & Severin, E. (2011). Computers in Schools: Why
Governments Should Do their Homework.
Berry, C. (2000). Multigrade teaching: A discussion Document. In a Workshop held by
the Commonwealth Secretariat, Botswana, July.
Dessler, G. (2005). Human Resource Management 10th edition. Pearson Prentice Hall.
NJ.
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https://developers.edmodo.com/resources/overview/
Gaible, E. (2008). Survey of ICT and Education in the Caribbean: A summary report,
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from http://gettingsmart.com/2015/11/edmodo-adds-enterprise-tools/
Giannakos, M. N., & Vlamos, P. (2012). Using educational webcasts in small multigrade
schools of isolated islands. International Journal of Education and Development using
Information and Communication Technology, 8(2), 131.
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Kukulska Hulme, A. & Traxler, J. (2005). Mobile learning: A handbook for educators
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