OLR Rome Workshop Report

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					CGIAR ICT-KM Program—Online Learning Resources (OLR) Project




Brainstorming workshop on the
future of the Online Learning
Resources (OLR) project and
CGIAR learning partnerships


Final report



September 14-16, 2008

Bioversity International, Rome, Italy
Brainstorming workshop on the future of the Online Learning
Resources (OLR) project and CGIAR learning partnerships.
Final report.


Date &            September 14-16, 2008
location          Bioversity International, Rome, Italy



Author            The report was prepared by the Online Learning Resources (OLR) project team

                   Jan Beniest (World Agroforestry Centre)
                   Wayne Nelles (International Potato Center)
                   Thomas Zschocke (United Nations University Institute for Environment and
                    Human Security)

                  A draft version of the report was circulated to and reviewed by the participants of
                  the workshop before the final completion.

                  November 2008


About this        This document summarizes the results of a meeting about the future of the Online
document          Learning Resources (OLR) project, funded by the CGIAR ICT-KM Program, which was
                  conducted between September 14-16, 2008, at Bioversity International, Rome,
                  Italy. The purpose of the two-day workshop was to:

                     Assess the OLR Phase I & II results
                     Agree on methods and tools to assess the capacity and needs for a new project
                      phase
                     Clarify needs, roles and contributions of potential partners in a new project
                     Review potential core ideas, objectives and strategies for OLR project Phase III
                     Have facilitated discussions of key questions on OLR technologies and content
                     Identify funding needs and possible donors
                     Prepare action plan to design a new project concept note and write a proposal

                  The program for the workshop (see Appendix 2: Program, page 29) was adapted to
                  deal with issues and questions emerging during some of the workshop sessions and
                  this is reflected in this report.The meeting included presentations about the
                  progress of the OLR project and the status of other learning technology initiatives
                  of the CGIAR; presentations by invited partners and guestspeakers about their
                  activities in the area of learning technology; and discussions about possible future
                  prospects for the OLR project. The report provides the results of intensive group
                  discussions and a proposed schedule of initial activities towards strategies to
                  engage with partners and develop a collective concept note aimed at seeking new
                  funding.

                                                                                Continued on next page




CGIAR ICT-KM Program—OLR Project—J. Beniest, W. Nelles, T. Zschocke                             Page 2
In this           Heading                                                        Page
document
                  Executive summary                                               4
                  Summary of presentations                                        7
                  Summary of group discussions                                   14
                  Engaging partners                                              18
                  OLR—A critical reflection                                      21
                  Action plan for the OLR                                        24
                  Appendix 1: Invitation                                         27
                  Appendix 2: Program                                            29
                  Appendix 3: List of participants                               33
                  Appendix 4: Inventory of ODL initiatives of the CGIAR          34
                  Appendix 5: Publications and presentations featuring the OLR   44
                  Appendix 6: Diagram of the extended OLR repository             46
                  Appendix 7: Mapping partners to areas of collaboration         47
                  Appendix 8: Press release                                      48
                  Appendix 9: Learning technology workshop at HAICTA 2008        51




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Executive summary


Introduction      With the conclusion of the 2nd phase of the Online Learning Resources (OLR)
                  project, the coordinators organized a two day brainstorming workshop in
                  September 2008 together with project participants and partners to identify
                  possible ways of continuing the project in the future. From 2004 until 2008 the OLR
                  project has been funded by the CGIAR ICT/KM Program to contribute to its goal of
                  improving the management of and accessibility to the information resources that
                  are produced or needed by the CGIAR to carry out its mission.


OLR project       The OLR project contributed to the overall goal of the ICT-KM Program to
goals             increasing the transfer of international public goods, knowledge and technologies
                  by:

                     Strengthening the community of practice of CGIAR training officers
                     Providing a platform and an approach to make available and accessible
                      agricultural learning resources of the CGIAR and its partners
                     Stimulating the enrichment of learning resources through the use of learning
                      object metadata
                     Improving the quality of the agricultural learning resources of the CGIAR


OLR project       The project deliverables have been developed with technical support from the
achievements      ARIADNE Foundation for the European Knowledge Pool, using open source tools and
                  international open standards:

                     The OLR project has implemented and tested a repository to store learning
                      resources together with the descriptive metadata based on the IEEE 1484.12.1
                      standard for learning object metadata (LOM). The LOM has been specified in an
                      application profile, the CG LOM Core. A research paper about the CGIAR
                      application profile has been accepted for publication in a peer-reviewed
                      journal (see Appendix 5: Publications and presentations featuring the OLR,
                      page 44)
                     The OLR repository has been integrated with a learning management system
                      (LMS), Moodle. This allows course developers and instructors to incorporate
                      learning materials from the repository directly into the course site. In addition,
                      the repository is part of a global network of resource portals, Global Learning
                      Objects Brokered Exchange (GLOBE), which can be accessed through federated
                      search mechanisms.

                                                                                Continued on next page




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OLR project          The OLR project has established a framework for developing quality assurance
achievements          protocols for education, training and learning offered by the CGIAR based on
(cont‘d)              the ISO/IEC 19796-1:2005 standard on Information technology -- Learning,
                      education and training -- Quality management, assurance and metrics -- Part 1:
                      General approach. During the course of the project CGIAR training officers and
                      partners have been trained in the concepts of learning objects and the use of
                      the tools.


Purpose of        The purpose of the two-day workshop was to:
the workshop
                     Assess the OLR Phase I & II results
                     Agree on methods and tools to assess the capacity and needs for a new project
                      phase
                     Clarify needs, roles and contributions of potential partners in a new project
                     Review potential core ideas, objectives and strategies for OLR project Phase III
                     Have facilitated discussions of key questions on OLR technologies and content
                     Identify funding needs and possible donors
                     Prepare action plan to design a new project concept note and write a proposal

                  During the workshop the participating CGIAR training officers, partners and invited
                  experts reconfirmed the need and opportunity of utilizing information technology
                  and open standards to improve the availability and accessibility of learning
                  resources as global public goods generated by the research of the CGIAR and its
                  partners.


Key recom-        The key results and recommendations for a way forward of the OLR project can be
mendations        summarized as follows:

                     In order to extend the centralized portal of the OLR repository referral services
                      will be provided to incorporate resources from decentralized repositories
                      hosted by individual CGIAR Centers through federated searches. This semi-
                      automated service will help to increase the number of accessible learning
                      resources while decreasing the amount of work of manually uploading
                      resources from other Centers.
                     The OLR repository and learning management system will incorporate library
                      resources from the CGVlibrary needed for teaching courses. CGVlibrary could
                      harvest resources from other repositories and aggregate them as additional
                      library resources for use by the OLR project. These references could be
                      integrated with the OLR learning management system, Moodle.
                     The OLR portal will be upgraded to provide a more user-friendly interface as
                      well as additional tools for processing existing training materials of the CGIAR
                      to enhance their reusability. The goal is to decompose legacy materials and
                      recompose them into structured learning content based on open XML standards
                      that can be made available in the OLR repository and reused by other parties.
                     The OLR project will further establish and document a quality assurance system
                      for education, training and learning in the CGIAR. The goal is to implement a
                      workflow with shared rules and standards for developing training interventions
                      by ensuring high quality based on international standards.

                                                                                Continued on next page




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Key recom-           Pending the availability of funds, the OLR project will contribute to the
mendations            Agricultural Open Curriculum and Learning Initiative (AGROCURI) project, a
(cont‘d)              joint proposal of several CGIAR Centers and partners under the joint leadership
                      of the International Food Policy Research Institute (IFPRI) and the International
                      Crops Research Institute for the Semi-Arid Tropics (ICRISAT) submitted to the
                      Bill and Melinda Gates Foundation. The goal is to enhance and integrate the
                      existing tools with the proposed AGROCURI portal by implementing the learning
                      object metadata specifications, developing federated search mechanisms, and
                      adapting a quality assurance system.
                     In order to reach the intended users of the CGIAR in higher agricultural
                      education and training the OLR project depends on the active participation of
                      different partners. Based on its initial contacts and established relationships
                      the OLR project will extend the existing partnerships by actively engaging
                      partners from the following key areas:

                      (1) Content contributors (e.g., ANAFE, SEANAFE, RUFORUM, CABI, FAO);
                      (2) Technology partners (e.g., ARIADNE, AUA / AgLR-TF);
                      (4) Standardization partners (e.g., ARIADNE, University of Duisburg-Essen);
                      (5) Instructional design and technology partners (e.g., COL, UFL, UNU); and
                      (6) Donor community (e.g., BMGF, Hewlett, IDRC).


Concluding        A this stage the OLR project team intends to develop a concept note to further
remarks           justify and contextualize the problem and to identify who should play what role in
                  the project design and implementation. Pending the availability of funds the OLR
                  project will also develop business plan to ensure that the roles and tasks of the
                  different partners (e.g., content, software / applications, hardware, support
                  services) are assigned appropriately along the activity chain for instructional design
                  and development of learning resources to properly respond to and address the
                  demands and needs of the intended users in a sustainable way. The OLR project
                  envisions a joint ownership of the project for which a more thorough stakeholder
                  analysis will be conducted. This is needed to identify key stakeholders, to assess
                  their interests in the project, and to understand how their interests may affect the
                  project.




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Summary of presentations


Introduction      The first part of the workshop was devoted to presentations about the progress of
                  the OLR project and the status of other learning technology initiatives of the
                  CGIAR. In addition, invited partners and guest speakers shared their experiences
                  about activities in the area of learning and information technology. The following
                  speakers made presentations:
                     J. Beniest, OLR Phase I
                     E. Duval, OLR technology foundations
                     T. Zschocke, OLR Phase II
                     S. Babu & G. Sylvester, AGROCURI & demonstration of platform
                     H. Besemer, CGVlibrary
                     E. Goldberg, CGIAR ODL initiatives
                     C. Stracke, Quality assurance and international standards
                     S. Rudgard, Capacity building at FAO
                     A. Yayé, ANAFE
                     M. Parr, CABI
                     A. Maru, GFAR (read also a statement from K. Alluri)
                     K. Alluri, COL
                     N. Palavitsinis, GRNET & AUA (represented N. Manouselis who was not present)

                  Note: The presentations will be made available on the OLR project website.


Beniest – OLR     The Online Learning Resources (OLR) project, funded by the CGIAR ICT-KM Program
Phase I           from 2004-2007, was implemented to strengthen the community of practice of
                  CGIAR training officers by collaboratively exploring and adapting new learning
                  technologies in order to increase the accessibility and availability of CGIAR learning
                  content. The OLR project has adopted a query and indexation tool to make
                  available CGIAR learning materials in a repository based on the knowledge pool
                  system (KPS) of the ARIADNE Foundation. The learning resources are stored along
                  with the corresponding educational metadata based on the IEEE 1484.12.1-2002
                  standard for learning object metadata (LOM), which is documented in the CG LOM
                  Core Application Profile. These resources are also available through a federated
                  search in various repositories through the Global Learning Objects Brokered
                  Exchange (GLOBE). Finally, the OLR project integrated its repository with an open
                  source learning management system (LMS), Moodle, which allows users to query the
                  repository and incorporate learning resources into the LMS, thus applying another
                  tool of the ARIADNE Foundation.




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Duval –           The ARIADNE Foundation for the European Knowledge Pool was created to exploit
ARIADNE &         and further develop the results of European learning technology projects, which
OLR               created tools and methodologies for producing, managing and reusing computer-
                  based educational resources and technology-supported training curricula. The
technology
                  ARIADNE Foundation has developed a set of open source tools, which have been
foundations
                  adopted by the OLR project to share its learning resources. As the new chair and
                  former technical editor of the IEEE WG12: Learning Object Metadata, Erik Duval
                  and his team have actively assisted the OLR to develop its application profile based
                  on the IEEE 1484.12.1 standard. In his presentation E. Duval, president of the
                  ARIADNE Foundation and professor of computer science at the Catholic University
                  of Leuven, Belgium, shared new tools developments that are of interest to the OLR
                  project. He also proposed to add another functionality to the repository that would
                  allow CGIAR training officers to process their legacy training materials through a
                  semi-automatic procedure of decomposition and recomposition. In this process
                  existing learning materials would be first decomposed into smaller units. In a next
                  step these unit components would be recomposed into learning objects ready for
                  inclusion in the OLR repository. E. Duval confirmed that ARIADNE would be willing
                  to provide the necessary technical support to develop and implement this
                  additional functionality pending the availability of funds.


Zschocke –        In response to a recommendation of the 2006 ―Evaluation and Impact of Training in
OLR Phase II      the CGIAR‖ study of the CGIAR Science Council to establish quality assurance
                  protocols for training, the 2nd phase of the OLR Project, funded by the CGIAR ICT-
                  KM Program from 2007-2008, set out to explore and adapt international standards
                  for a quality assurance system for training. In order to identify an appropriate
                  framework to establish quality protocols for training, the community of practice of
                  CGIAR training officers consulted the ISO/IWA 2: Quality management systems -
                  Guidelines for the application of ISO 9001:2000 in education as well as the ISO
                  19796 standard on quality management, assurance, and metrics for learning,
                  education and training. The group agreed that he former would be used to develop
                  a quality manual for CGIAR training, and the latter would serve as a framework to
                  which new quality assurance protocols could be mapped. The idea is to arrive at a
                  consensus on establishing a system wide quality assurance system for CGIAR
                  training by incorporating and describing as many quality protocols that already
                  exist in the CGIAR and complementing them with additional approaches in a single
                  framework. The OLR project has been assisted in this process by experts from the
                  European Foundation for Quality in eLearning (EFQUEL) as well as the ISO/IEC JTC1
                  SC36 WG5: Quality Assurance and Descriptive Frameworks.




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Babu &            The Agricultural Open Curriculum and Learning Initiative (AGROCURI), formerly
Sylvester -       known as the Global Open Food and Agriculture University (GO-FAU) program, is a
AGROCURI          system wide program of the CGIAR. The program was established in 2003 to offer
                  open distance learning and capacity strengthening that serves traditional and open
                  universities in developing and developed countries. AGROCURI has submitted a
                  joint proposed to the Bill and Melinda Gates Foundation in July 2007 by 13 CGIAR
                  Centers and other partners in developed and developing countries, co-lead by IFPRI
                  and ICRISAT. The goal is to provide course content and professional and applied
                  academic teaching in partnership with regional and national institutions to enhance
                  research and analytical capacities necessary for sustainable use of natural
                  resources and improved food and nutrition security in the developing countries. In
                  an effort to further strengthen this initiative a comprehensive stakeholder
                  consultation process was conducted, which endorsed AGROCURI as the new
                  program name to replace the GO-FAU program and resulted in a proposal submitted
                  to the Bill and Melinda Gates Foundation. The goal is to implement a system to
                  collaboratively develop new learning materials for higher education with partners
                  in Sub-Saharan Africa and South Asia. S. Babu confirmed that the expertise and
                  tools of the OLR project are a critical contribution to the AGROCURI to help
                  implement the system framework, and have been budgeted for. In a separate
                  presentation G. Sylvester explained the functionality of the AGROCURI platform
                  and showed a demo of the system.


Besemer -         The Virtual Library (CGVlibrary) project, funded by the CGIAR ICT-KM Program,
CGVlibrary        integrates access to a wide range of information resources in agriculture to
                  researchers of the CGIAR and national agricultural research system (NARS)
                  partners. CGVlibrary has selected and installed hardware and software, and
                  described and configured different kinds of information resources to support
                  searches across databases. The 2nd phase of the CGVLibrary project aims to
                  broaden and deepen the integration of important information resources in
                  agriculture, facilitating their use by researchers, and publicizing the availability of
                  and access to the service to researchers within and beyond the CGIAR. On behalf of
                  Ms. L. Alvaré, the project coordinator, H. Besemer explained that the CGVlibrary
                  could provide customized library services to be included in the learning
                  environment of specific courses. Information managers can assist with transferring
                  information literacy competencies. As part of the second phase an inventory had
                  been made of different data sources that are available within the CGIAR for
                  inclusion in the CGVLibrary. These sources could potentially be used as learning
                  objects at different aggregation / granularity levels.




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Goldberg –        In her overview of Open and Distance Learning (ODL) initiatives of the CGIAR, E.
CGIAR ODL         Goldberg, Bioversity International, showed that almost all CGIAR Centers have
initiatives       gained some experience in delivering technology-mediated instruction. Notable
                  examples are the Cereal Knowledge Bank of IRRI and CIMMYT and ICRISAT‘s Virtual
                  Academy of the Semi-Arid Tropics (VASAT). However, many issues still need to be
                  addressed. Ms. Goldberg indicated that the lessons learned from ODL should be
                  more adequately shared and internalized. There is a need to set incentives and
                  rewards to create and update content, internally and with partners. Through its
                  ODL initiatives the CGIAR needs to design more products that increase access to its
                  global public goods, but it also needs to build partners‘ capacity and involve more
                  scientists for developing learning objects and updating knowledge banks. There is
                  also a need for NARS leaders to commit resources to ensure a sustainable
                  continuation of these initiatives. She stressed that further partnerships need to be
                  established more strategically, especially with non-CGIAR partners when preparing
                  for a 3rd phase of the OLR project. The CGIAR change management process
                  recognizes the importance of partnerships, particularly for capacity building and
                  will hopefully provide an opportunity for this project to ride on that momentum.
                  Finally, E. Goldberg raised the issue of how to gain leadership, recognition and
                  resources at the System level for enhancing ODL initiatives, also with regards to
                  the ongoing change management process. Ms. Goldberg also highlighted a new
                  initiative, Science without Borders (SWB), in which the CGIAR should continue to
                  get more involved. SWB, coordinated by the University Duisburg-Essen, Germany,
                  was established in 2007 to create, facilitate and support cooperation between
                  scientists, researchers and other stakeholders in academia in Africa and Europe.
                  More details about all these initiatives are provided in Appendix 4.


Stracke – ISO     C. Stracke serves as the convener of the ISO/IEC JTC1 SC36 WG5: Quality Assurance
quality           and Descriptive Frameworks. The scope of this Work Group is to describe and
assurance         characterize processes, components, and attributes related to the quality and
                  architecture of information technology-supported environments in the field of
                  learning, education, and training. The Work Group has published the ISO/IEC 19796
                  standard on quality management, assurance, and metrics for learning, education
                  and training. It consists of four parts, including Part 1: General Approach
                  (Published); Part 2: Harmonized Quality Model; Part 3: Reference Methods and
                  Metrics; and Part 4: Best Practice and Implementation Guide. In his presentation C.
                  Stracke explained that the ISO/IEC 19796 standard presents a Reference
                  Framework for the Description of Quality Approaches (RFDQ) as a framework to
                  describe, compare, and analyze quality management and quality assurance
                  approaches. This framework serves as a description of quality approaches by
                  allowing the comparison of different existing standards and harmonizing these
                  towards a common quality model. Currently, C. Stracke is also advising the OLR
                  project to further strengthen the adoption and implementation process of quality
                  assurance protocols for CGIAR training. In the context of this collaboration, three
                  representatives from ICRAF and CIMMYT participated in the first "Advisory Board"
                  meeting of a new initiative called Open ECBCheck by Capacity Building
                  International (InWEnt) and the European Foundation of Quality in eLearning
                  (EFQEL) during the recent eLearning Africa conference in Accra, Ghana (28-30 May
                  2008).

                                                                               Continued on next page




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Stracke           The goal of Open ECBCheck is to harmonize quality standards for ICT-supported
(cont‘d)          capacity building providers on an international level. The next meeting is
                  scheduled to take place during the Online Educa Conference in Berlin in December
                  2008, to which J. Beniest has been invited. In addition, C. Stracke pointed out that
                  a similar approach has already been started at the international ISO
                  standardization level by SC36 to harmonize and adapt quality standards and marks
                  for development co-operation and capacity building: He invites all CGIAR experts
                  and Centers to join this initiative and to attend the upcoming SC36 events at the
                  eLearning Africa in May, 2009, and at the Open SC36 Forum in September, 2009,
                  both in Senegal.


Rudgard - FAO     The Capacity Building Portal of the Food and Agriculture Organization of the United
                  Nations (FAO) contributes to achieving FAO's vision to strengthen the national
                  capacities of its member states to achieve their goals in food security and
                  agricultural development. FAO‘s Knowledge Exchange and Capacity Building
                  Division (KCE) is mandated to enhance and improve user access to FAO information,
                  for instance, by fostering capacity building among member countries and
                  organizations to promote best practices in information management. FAO now
                  maintains a Capacity Building Portal, which is designed to help FAO's partners,
                  member states and other international, national and local development actors to
                  access knowledge, information, training tools, good practices, and services in
                  Capacity Building in FAO's mandate areas. FAO intends to use UNESCO‘s Open
                  Training Platform to make available its learning resources. In his presentation, S.
                  Rudgard, Chief of the Outreach and Capacity Building Branch (KCEF) of FAO‘s KCE
                  Division, presented results of a study on harmonizing metadata application profiles
                  for agricultural learning repositories, which also featured the OLR project. This
                  study was conducted in the context of the Agricultural Learning Repositories Task
                  Force (AgLT-TF), in which the CGIAR is also participating. He pointed out, though,
                  that there is a challenge in that content providers need to make a conscious shift
                  to think more in terms of components for learning, rather than entire chapters or
                  books, and follow an established instructional design process to develop learning
                  objects that are truly reusable and interoperable.


Yayé - ANAFE      The African Network for Agriculture, Agroforestry and Natural Resources Education
                  (ANAFE) is a network of 148 universities in 34 African countries. The mission of
                  ANAFE is to improve the quality, relevance and application of agricultural
                  education in Africa. The goal of ANAFE is to improve in a sustainable manner the
                  contribution of agricultural education to social and economic development of the
                  African peoples. In particular, ANAFE aims to strengthen the content and delivery
                  of tertiary education in Agroforestry, Agriculture and Natural Resource sciences;
                  establish and nurture linkages among education, research and extension; and build
                  a culture of sharing information and expertise among educational and training
                  institutions in Africa, and promote links with global partners. In her presentation,
                  A. Yayé, coordinator of ANAFE based at the World Agroforestry Centre (ICRAF) in
                  Nairobi, Kenya, welcomes ANAFE‘s partnership with the CGIAR and pointed out that
                  African universities can make equal contributions to the OLR repository with their
                  own learning resources. She mentioned that African universities would need
                  additional assistance in converting legacy material in print into digital document
                  for sharing and more efforts to institutionalize CGIAR learning resources in African
                  universities.




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Parr - CABI       CAB International (CABI) is a not-for-profit organization specializing in scientific
                  publishing, research and communication. Its mission is to improve people's lives
                  worldwide by providing information and applying scientific expertise to solve
                  problems in agriculture and the environment. CABI is engaged in publishing of
                  renowned scientific information. It conducts scientific projects and consultancies
                  for international development on commodities, invasive species and knowledge for
                  development. For instance, CABI leads a consortium that maintains the
                  Research4Development research portal on behalf of UK Department for
                  International Development (DfID). In his presentation M. Parr, program manager of
                  CABI, pointed out CABI has recently begun to offer e-learning courses. He stressed
                  that CABI sees potentials to engage further with the OLR project by featuring
                  CGIAR content in CABI abstracts and collaborating in joint initiatives, such as e-
                  learning.


Maru – GFAR       The Global Forum on Agricultural Research (GFAR) is a multi-stakeholder initiative
                  that contributes to eradicating poverty, achieving food security, and conserving
                  and managing natural resources. It serves as a neutral forum for dialogue and
                  action on strategic issues in agricultural research for development. Its goal is on
                  consensus-building and advocacy for action on agricultural research and innovation
                  priorities; promotion of global and regional partnerships for collaborative research
                  and innovation; knowledge and communication for agricultural research and
                  Innovation; and strengthening the institutional capacities of GFAR and its
                  stakeholders. In his presentation A. Maru of the GFAR Secretariat explained that
                  GFAR can assist the OLR project by providing access to different other regional and
                  local networks through its platform of stakeholders.


Alluri – COL      On behalf of K. Alluri, Education Specialist, Food Security and Environment of the
                  Commonwealth of Learning (COL), A. Maru mentioned that COL has been engaged
                  with the CGIAR for many years in promoting development education in
                  Commonwealth countries in agricultural communities through programs such as the
                  Life Long Learning for Farmers (L3Farmers) project, the TechMode Initiative, and
                  small grant programs. In a follow-up e-mail message K. Alluri stated that COL could
                  assist the OLR project, especially in Africa and Asia, by contributing to strengthen
                  the capacity of partners in developing and delivering open education resources and
                  developing performance indicators for quality assurance for non-formal and
                  informal learning in agriculture. COL would be pleased to share a draft report on
                  ―Performance Indicators for Agriculture in Higher Education Institutions‖. More
                  details about the CGIAR Centers' involvement in COL initiatives are provided in
                  Appendix 4.




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Palavitsinis –    N. Palavitsinis participated on behalf of N. Manouselis, and represented the groups
GRNET & AUA       of the Informatics Laboratory of the Agricultural University of Athens (AUA),
                  Greece, and the Greek Research & Technology Network (GRNET). The Informatics
                  Lab of AUA conducts research and offers education on applications of information
                  and communication technologies (ICT) in agriculture, food, environment, and rural
                  development. GRNET manages a research development project, Organic.Edunet
                  that is funded by the European Commission, and which facilitates access, usage
                  and exploitation of digital educational content related to organic agriculture and
                  agroecology. The OLR project maintains active relationships with both AUA and
                  GRNET to benefit from technical developments of the Organic.Edunet project to
                  strengthen its repository, for instance, by implementing a harvesting mechanism to
                  collect and store descriptive information on agricultural learning resources residing
                  in other repositories of the CGIAR. AUA is also one of the organizing members of
                  the Agricultural Learning Repositories Task Force (AgLR-TF), a community initiative
                  developed under the umbrella of the Agricultural Information Management
                  Standards (AIMS) initiative of the Food and Agriculture Organization of the United
                  Nations (FAO). The goal of the AgLR-TF is to facilitate the sharing and reuse of
                  learning resources on topics related to agricultural and rural development. The OLR
                  project has actively contributed to the AgLR-TF on behalf of the CGIAR. Following
                  the OLR Rome meeting, a ―Workshop on Learning Technology Standards for
                  Agriculture and Rural Development― was organized in conjunction with the 4th
                  International Conference on ICT in Bio and Earth Sciences (HAICTA 2008) in Athens,
                  Greece, from September 18-20, 2008, in which also the OLR project team as well
                  as the FAO participated (see Appendix 9: Learning technology workshop at HAICTA
                  2008, page 51).




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Summary of group discussions


Discussion        Based on the progress reports about the OLR project and the use of learning
questions         technology by the CGIAR and partner organization, the participants discussed the
                  direction and components of a possible third phase of the OLR project during the
                  second part of the workshop. The workshop participants met in smaller working
                  groups to address the following issues:
                     OLR project vision
                     Partnerships
                     Structural / technical issues


Developing a         The OLR project needs to develop a vision for the use and development of
vision                technology-supported / enhanced learning initiatives.
                     The OLR community fits within the broader community of practice of CGIAR
                      capacity building and strengthening.
                     A quadrant was developed suggesting to address the following issues:
                       Whose vision                         Why
                       Partners                             Strengthened research capacity
                       Users                                Enhance work of CGIAR
                       CGIAR Centers                        Agriculture knowledge quality
                       What                                 How
                       Public goods (learning               Using technology to deliver to
                       opportunities, courses, objects,     clients / customers
                       tools, processes)
                       Availability                         Mutual partnership
                       Access                               Ownership
                       Applicability                        Collective action
                       Ownership                            Coherence
                       Common quality standard              Recognition
                                                            Collaborative content generation
                     The following next steps were suggested for possible action (short term):
                       Collective statement on capacity building and open learning on the CGIAR
                          Change Management Blog.
                       Statement to the Alliance Executive.
                       Statement to partners.




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Strengthen-       The group addressed aspects with regard to strengthening partnerships:
ing part-            Which partners should be involved (Who):
nerships               Identify the partners with whom OLR wishes to collaborate with in the
                         future.
                       The future vision of the OLR will largely determine which partners will
                         agree to get engaged.
                       The question was raised whether the OLR is developing the partnership on
                         its own, or whether it can team up with other initiatives and their partners
                         as a special interest group, e.g., in the area of learning content
                         management.
                       The following categories for partnerships were proposed, based on the
                         vision and outcomes of OLR phases I + II, e.g., strategic partnership with
                         ARIADNE:
                         (1) Contributor group (e.g., universities)
                         (2) Alternative content providers (e.g., CABI, FAO)
                         (3) Technology partners (e.g., ARIADNE, Rice Connexions)
                         (4) Instructional design and technology
                       Partnerships should also be maintained internally, between Centers, within
                         the CGIAR system.
                     How should the partners work together:
                       Build the capacity of partners to be involved.
                       Engage partners by providing incentives for different partners, e.g.,
                         financial, recognition, promotion.
                       With regards to governance, make a decision on how the partnerships are
                         to be formalized, e.g., loose or more rigid.
                       Develop a statement of principles for the envisioned partnerships.


           Note It was pointed out that similar to UNESCO‘s Open Training Platform, which is
                  intended to serve as the repository of learning resources for the entire United
                  Nations systems, the OLR repository could have the same function for the CGIAR.




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Addressing           The OLR project contributes to a subset of the overall research agenda of the
structural /          CGIAR as an international agricultural research organization by making
technical             available and accessible training-related resources, which are based on
                      research outputs.
issues
                     The OLR project serves as one component in the broader context of content
                      providers, internally as well as externally. There is no accountability of
                      contributing to the OLR project because the work is done on a voluntary basis
                      and lacks the recognition from CGIAR Center management.
                     Because of the lack of internal commitment and incentives to collaborate with
                      the OLR as well as the issue of duplicating efforts by storing learning resources
                      both at CGIAR Centers and in the OLR repository, it was suggested to find an
                      additional solution to reference also other CGIAR learning resources without
                      the need to upload them into the repository.
                     Based on the demonstrated proof of concept, the OLR tools can be expanded to
                      harvest metadata from other CGIAR repositories and provide enhanced access
                      through federated searches. The added value of the OLR is that learning
                      materials can be semantically enriched through educational metadata and the
                      resources can be accessed from different places through federation, ensuring
                      interoperability between the different sources by adopting open / international
                      standards, e.g., IEEE 1484.12.1, OAI-PMH.
                     Instead of providing a centralized repository service, the OLR can be enhanced
                      to include also a referral service, which would serve as a harvesting platform
                      by collecting (educational) metadata from other CGIAR Centers repositories
                      and add federated search facilities.
                     In addition, the OLR should find a mechanism to integrate the CGVlibrary
                      resources, and other information sources, with its learning management
                      system, Moodle.




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    Towards a     The following diagram illustrates a proposed enhancement of the OLR repository
    customer-     from a centralized service to include additional functionalities of a referatory and
     centered     the added integration of the OLR learning management system (Moodle) with the
                  CGVlibrary (see also Appendix 6). The goal is to enhance the user interface of the
       service
                  OLR portal and include functions that would allow end-users to easily decompose
                  and recompose existing training materials for inclusion in the repository. The
                  added metadata harvesting would allow to refer to the resources in other existing
                  repositories maintained by CGIAR Centers without the need for uploading the
                  material separately into the OLR repository. Finally, mechanisms will be
                  implemented to incorporate resources from the CGVlibrary as course components
                  into the learning management system.



                        Enhanced portal        Current OLR setup           Portal
                           website with
                              additional
                                                                                                          Integration of CGIAR
                       functionalities to
                                                                                                      library resources with LMS
                          process legacy                                               Learning
                      training materials                                               management                     CGVlibrary
                                        Repository                                     system (LMS)


                    Metadata harvesting
                     of additional CGIAR
                      learning resources
                            (Referatory)




                                                 CGIAR open and distance learning (ODL) initiatives




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Engaging partners


Discussion        On the second day, the group decided to revisit one of the key issues of the second
questions         part of the workshop focusing on strengthening and enhancing partnerships in the
                  OLR project. The discussions covered the following three questions:
                     What partners are missing from the current mix?
                     How would we engage with these partners?
                     What topics / tools / areas would we engage with these partners in?


Expanding            The CGIAR should exploit existing networks to achieve project aims.
partnerships         Partners that can be of interest include, among others, FARA (Regional
                      Agricultural Information and Learning System - RAILS), RUFORUM, CTA
                      (Analyzing the Agricultural Science Technology and Innovation – ASTI –
                      program).
                     The OLR project needs to strengthen internal partnerships, e.g., AGROCURI,
                      CGVlibrary.
                     The OLR project needs to reach out to the science community.
                     In-country partners (e.g., universities) need to become partners when they
                      want to use OLR courses and/or learning resources.
                     The OLR project will benefit from (strategic) partnerships to get access to the
                      technical expertise that it is lacking, e.g., quality assurance, learning
                      technology / delivery, instructional design, etc.
                     The OLR project should include more national NGOs, CSOs, extension services,
                      and educational institutions as partners. It should also reach out more to FAO
                      and other UN agencies as partners.
                     The OLR project should conduct a stakeholder analysis to identify more
                      partners and their needs through user feedback and awareness building.




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How to               OLR needs to establish a focal point / point of contact with clearly established
engage                communication routes.
partners—in          The focal point needs to be nominated and empowered to make decisions on
                      behalf of the group.
what topics ,
                     There can be a focal point for a particular project, e.g., learning technology.
tools, areas
                     In order to engage in a partnership, mutual needs and benefits of both partners
                      need to be established.
                     In order to contribute content or expertise to achieve certain project goals, the
                      partners need to know who they are working with. This requires a set of shared
                      objectives.
                     Partnerships may help to share costs through joint activities, for instance,
                      developing new e-learning initiatives.
                     The OLR project needs to develop a business plan in order to move to a
                      customer service type orientation, e.g., Moodle services, expert content
                      (including Moodle), instructional design, branding capabilities, e-learning
                      incubator, quality control / support, etc.
                     It is critical that the CGIAR presents itself as a coherent whole with regard to
                      its training and education work. To achieve this, the CGIAR capacity building
                      community needs to develop a shared vision; get recognition from CGIAR
                      management at system and centers levels; and develop a structure for
                      governance, accountability, etc.
                     To establish external partnerships, external partners should have an interest in
                      common with the CGIAR; offer a comparative advantage; show willingness to
                      cooperate; and should be prepared to share risks as well as rewards.
                     External partners need to be engaged from the onset, i.e., they should be
                      invited for a kick-off workshop for a new initiative in this area.
                     ANAFE as a network can manage the relationships with local communities, for
                      instance, to adapt and localize learning resources.
                     There is also a need to provide for mechanisms that would allow to access to
                      and incorporate other resources within the CGIAR, such as publications or
                      photographs.




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      Mapping     The following diagram illustrates the potential core partners of the OLR project
      areas of    and the proposed areas of engagement to increase access and availability of
 engagement       learning resources for the intended users of the CGIAR (see also Appendix 7). In the
                  central layer around the intended users, the partners are grouped in four major
with potential
                  categories comprised of activities to (1) generate content for learning, (2) deliver
     partners
                  the learning content, (3) establish the necessary architecture to access learning
                  content, and (4) design learning content based on instructional design principles.
                  The next layer lists a subset of technologies and services that are needed to carry
                  out the different activities, including technologies for structuring learning content,
                  describe it with learning object metadata, protocols for federated searches;
                  technologies for establishing repositories and related Web portals to host the
                  learning content; systems to author and manage the content; and models and
                  procedures to develop instructional systems. Finally, the outer layer indicates
                  elements of the enabling environment that are needed to implement the activities,
                  such as standards organization (e.g., E. Duval of IEEE WG12: Learning Object
                  Metadata or C. Stracke of ISO/IEC JTC1 SC36/WG5), funding from donor agencies
                  (e.g., BMGF, Hewlett Foundation, IDRC), norms and policies for establishing quality
                  assurance systems for learning, education and training.



                    Core partners                                                                                    Enabling technologies
                        activities                                                                                   and services




                   Instructional systems
                   development models                                             GLOBE                                Structured content,
                   and procedures                       Learning COL
                                                                                                                     metadata harvesting &
                                                     content design                                                    search technologies
                                                                                                 Learning
                                                              UNU                         ARIADNE
                                                                                                 content
                                                    UFL
                                                                                               architecture
                                                                                                     AUA
                                                                                 Informa-
                                               Univ.                             tion Pro-
                                             Duisburg-              Farmers       viders /                 AgLR-TF
                                              Essen                               Exten-
                                                                                    sion
                   Quality assurance
                   norms & policies                               CGIAR Intended Users

                                            ANAFE                   Policy /                            CGV-
                                                                                    Re-                library
                                                                    Decision
                                                                    Makers
                                                                                 searchers                                       Standards
                                                    SEANAFE
                                                                                                                              organizations
                                                                                                           OLR
                                                                                               AGRO-
                   Authoring and learning       RUFORUM                                         CURI
                   content management          Learning content                   Learning
                   technologies                   generation FAO               content delivery
                                                          CGIAR                              VASAT
                                                                                 Knowl-
                                                                      CABI        edge
                                                                                 Banks
                                                                                                                          Delivery & hosting
                                                                                                                                technologies



                                                                                                                           Grants & funding
                        Enabling                                                                                                  resources
                    environment




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OLR—A critical reflection


Discussion        In the next session of the workshop the participants looked critically at the OLR
questions         project by addressing the following issues:
                     Lessons learned
                     Evaluation
                     OLR Phase III elements
                     Relationships with AGROCURI, CGVlibrary, etc.


Lessons              Improve internal communication; external communication was positive.
learned              Improve the involvement of the community of practice of CGIAR capacity
                      strengthening officers. There appears to be a lack of ownership from internal
                      CGIAR users / content providers.
                     Strengthen the communication with strategic partners.
                     There is a need for more engagement of CGIAR Centers.
                     Need for training in the use of tools.
                     Get more buy-in from the Centers.
                     There is a question related to funding a relatively small project such as the OLR
                      Phase II, e.g., how does this justify establishing a full project management
                      structure? It is more effective to fund larger projects?
                     The overall OLR project needs a clearer mission statement and objectives.
                     The OLR project should move beyond a small group of supporters.
                     The technical infrastructure / expertise are not paired with an equivalent
                      amount of instructional design / pedagogy expertise; technical expertise should
                      have been brought in-house for quality assurance, technical design,
                      instructional design, etc.
                     There is a lack of financial and human resources. The budgets for phases I and
                      II are considered relatively small resulting in the fact that other, not related
                      human and financial resources were required to implement project activities.
                     More monitoring / evaluation of OLR Phase I outputs and achievements should
                      have been undertaken before starting Phase II; there seems to be a disconnect
                      between the repository building of Phase I and the quality assurance in Phase
                      II.


 What worked         The phases I and II OLR projects were a good learning experience for those
                      involved.
                     The CGIAR now has a working learning object repository.
                     The initial review / survey shows that the system is being used.
                     The CGIAR has a functioning learning management system (Moodle).


  What did not       Modifying existing resources to a granular level to meet specifications for
         work         learning objects.
                     Project communication and awareness was poor outside of immediate group.
                     The project lacked an appropriate workflow model to allow moving from pilot
                      to full implementation.




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Evaluation        For the evaluation of the OLR project, it was suggested to address the following
                  issues:


     Questions       What happened with the community?
                     Has OLR helped to improve capacity building work?
                     What has the OLR project helped to change?
                     Have processes been internalized?
                     Conduct stakeholder / needs analysis.
                     Conduct requirement / resources analysis.
                     Evaluate the entire instructional process, that is, conception / design,
                      production, introduction and implementation, realization, and evaluation.
                     Effectiveness of the program in relation to the project document:
                      performance, usefulness, relevance, cost effectiveness, outcome / impact –
                      behavioral change.
                     In the view of the respondents, to what extent has this project built a
                      community?


           Who       Actual users of OLR tools.
                     Categorization of respondents in the questionnaire: training officer,
                      administrator, etc.
                     Focus on CGIAR staff that was trained in the two workshops.
                     Capacity building officers.
                     External partners involved in the project, e.g., ARIADNE.
                     ICT-KM program office.
                     Other partners who might have used the OLR tools.


   Points to be      Use a logframe as the basis for the evaluation.
    considered       Use outcome mapping as the tool used under the ICT-KM program.
                     Capture positive impacts.
                     Lesson learned – success and failures of delivering content.
                     Delivery of impact in terms of volume, e.g., dealing with an increased audience
                      reached, users of the system.
                     Question of how the institutional structure works to support / sustain the
                      system.
                     Evaluation would benefit from guidelines from the CGIAR and IKM.
                     CGIAR staff should develop a proposal to properly evaluate OLR Phases I & II
                     Evaluation should feed into Phase III design.
                     Participatory evaluation techniques should be used.
                     Assess the knowledge about the project: awareness, understanding and
                      involvement in the project.
                     Use survey tools such as SurveyMonkey, telephone interview.
                     The evaluation should cover the repository, LMS, and quality assurance system.
                     Also, include the issue of internalizing the role of OLR—the corporate buy-in.
                     The primary audience for the evaluation is the CGIAR Centers.




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OLR Phase III        Nominate person for marketing / communication.
elements             Establish a communication strategy.
                     Use Web 2.0 tools for sharing information.
                     Implement project management structure.
                     Develop a clear mission statement and purpose.
                     Adapt better quality assurance standards to OLR, CGIAR and customer needs.
                     OLR should adopt more efficient ways to collect data from other sources.
                     The OLR project should pay more attention to the workflow: authoring,
                      collecting resources and making them available.
                     Other tools should also be integrated, e.g., publications database, image
                      library databases,…
                     The OLR project should consider creating a search engine that combines CGIAR
                      materials with global materials, e.g., getting Google search map, send an XML
                      file to Google.
                     The interface needs to be improved; employ a good technology partner (Web
                      designer).
                     Existing legacy material should be published as open educational materials.
                     Design a complete course as a good example of using Moodle.


Relationships -      Pending the availability of funding, the OLR project will contribute to adapting
AGROCURI,             for AGROCURI the LOM specifications and quality assurance protocols,
CGVlibrary,           developing federated search mechanisms and providing corresponding capacity
                      strengthening components, which have been budgeted for in the AGROCURI
etc.
                      BMGF proposal.
                     What can AGROCURI learn from OLR?—Success and failure of delivering content,
                      e.g., World Agroforestry Centre‘s course with University of Reading, UK.
                     Involve additional partners through internal partnerships with OLR and their
                      strategic partners.
                     AGROCURI needs to rely on technical solutions within the CG community.
                     Establish points of contact with CGIAR Centers to manage communication with
                      AGROCURI.
                     AGROCURI could incorporate quality assurance system, metadata
                      specifications, federated search.
                     AGROCURI could use Moodle as its LMS for those with access to the Internet,
                      e.g., universities.
                     AGROCURI could also use Moodle to train-the-trainer in the methodology to
                      create reusable learning objects.
                     AGROCURI / OLR should agree on a single CGIAR repository.
                     Harmonize the workflow and procedures between OLR and AGROCURI.
                     CGVLibrary can provide customized library services for inclusion in electronic
                      learning environments, such as Moodle.
                     The potential synergy of workflows for data collection of CGIAR publication
                      databases and learning repositories should be investigated.




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Action plan for the OLR


Brainstorming     After sharing information and experiences on activities of community members,
exercise          the group engaged in a brainstorming exercise in the concluding session. They were
                  asked to identify action items for the following three areas to be implemented
                  pending the availability of funds:
                     OLR
                     AGROCURI
                     Community
                  A final exercise was carried out to address the following questions:
                     What needs to be done?
                     Who should do it?
                     By when?
                     What is needed to do it?


OLR                  Evaluate the OLR project phases.
                     Implement evaluation of OLR with assistance from ILAC.
                     Offer a course on OLR technologies.
                     Offer course on quality assurance (to implement toolkit).
                     Get institutional buy-in from CGIAR Centers.
                     Establish follow-up communications mechanisms, e.g., send report to Dgroups,
                      share report on capacity development website.
                     Publish a press release; CABI agreed to publish it on their Research for
                      Development (R4D) website (DfID).
                     Facilitate, promote, and improve access to Moodle courses.
                     Write OLR Phase III concept note.
                     Define clear vision of OLR.
                     Develop federated search for AGROCURI.
                     Continue to refine metadata specification (for use by AGROCURI).
                     Use existing capacity development websites (CGIAR) to link Moodle &
                      repository.
                     Complete and implement quality assurance protocols.
                     Follow-up on communication mechanisms, e.g., workshop report on Dgroups,
                      capacity development website.


AGROCURI &           Use Moodle platform as LMS with help from OLR.
CGVlibrary           Re-define relationship between OLR and AGROCURI.
                     Provide funding to develop federated search for AGROCURI.
                     Test technical links between AGROCURI (Sharepoint) and OLR technology.
                     Test technical links between OLR and CGVlibrary.




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Community            Prepare a collective statement on CGIAR open and distance learning.
                     Develop a clearer mandate for the CGIAR community of practice of capacity
                      building officers.
                     Establish a governance structure for the CGIAR community of practice of
                      capacity building officers.
                     Establish rules and standards.
                     Define responsibilities.
                     Bring country-based partners into the community.
                     Use Moodle as a community platform.
                     Expand the use of Moodle for staff training.
                     Set agenda for a follow-up meeting on the OLR project.
                     Share information.
                     Define a clear vision for the community.
                     Get institutional buy-in by CGIAR Centers.
                     Create awareness about program and benefits.


 Results of the The picture illustrates the various activities on cards (―What needs to be done?‖)
brain-storming that need to be implemented with the x-axis giving an indication of relative
        session ―time/urgency‖ (―By when?‖) and the y-axis indicating ―resource needs‖ (―What is
                  needed to do it?‖). Participants then added suggested names to the activities
                  (―Who should do it?‖)




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Assignments       Pending the availability of human and financial resources, the workshop
                  participants suggested the following immediate steps to move the OLR project
                  forward; this was done on a voluntary basis:

                   Task                  Assigned to        Date                 What is needed
                   Publish press         E. Goldberg        October 2008         CABI agreed to
                   release                                                       publish on R4D
                                                                                 website
                   Implement             E. Goldberg        To be decided        Contact Jamie
                   evaluation of OLR                                             Watts (ILAC)
                   Institutional buy-    E. Goldberg        To be decided
                   in
                   OLR Phase III         J. Beniest         To be decided
                   concept note          W. Nelles
                                         T. Zschocke
                   AGROCURI:             S. Babu            To be decided
                   include OLR vision
                   Define a clear        S. Babu            To be decided
                   vision for OLR        J. Beniest
                                         W. Nelles
                                         T. Zschocke
                   Complete and          T. Zschocke        October /            If possible have
                   implement quality                        November 2008        printed QA
                   assurance                                                     manual ready for
                   protocols                                                     distribution at
                                                                                 AGM 2008
                   Define clear vision   A. Ponniah         To be decided
                   for the               P. Rudebjer
                   community             D. Shires
                   Bring in country-     A. Ponniah         To be decided
                   based partners        D. Shires
                   into the              A. Yayé
                   community

                  The time-frame for doing the suggested activities depends on several factors, and
                  was thus left to the participants concerned. Individuals need to determine how
                  these assignments best fit into their existing work plans and available financial
                  resources. Pending availability of funds an the actions will be prioritized and
                  organized in a logical framework, including milestones and deliverables for an
                  eventual project.




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Appendix 1: Invitation




                                                                              Continued on next page




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CGIAR ICT-KM Program—OLR Project—J. Beniest, W. Nelles, T. Zschocke                       Page 28
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Appendix 2: Program
              Brainstorming workshop on the future of
 the Online Learning Resources (OLR) project and CGIAR partnerships
                                      Tentative program
                                        Bioversity International
                                   Rome, Italy, September 15-16, 2008

DAY 1                   Monday, September 15
08:15 - 08:30           Registration
08.30 - 08:45           Host welcome
                        Enrica Porcari, ICT-KM Program, CGIAR

08:45 - 09:00           Setting the scene: Introductions, expected results and process – Agree on
                        program agenda
                        Wayne Nelles, International Potato Center (CIP)

                        Session 1: Taking stock
                        From 2004-2008 the ICT-KM Program has funded the Online Learning Resources (OLR)
                        project to identify and apply innovative ways to make available and accessible content
                        knowledge of the CGIAR for teaching and learning. The 1st workshop session will feature
                        achievements of the OLR project and look for synergies with other related initiatives of the
                        CGIAR and its partners.

09:00 - 09:10           OLR Phase I (2004-2007): Results and achievements
                        Jan Beniest, World Agroforestry Centre (ICRAF)

09:10 - 09:20           OLR tools & technology foundations
                        Erik Duval, ARIADNE Foundation

09:20 – 09:30           OLR Phase II (2007-2008): Project report
                        Thomas Zschocke, United Nations University Institute for Environment and Human Security (UNU-
                        EHS), formerly CIP

09:30 - 10:00           Plenary about the OLR project: Brainstorming discussion on issues arising,
                        perceived needs, evaluation issues - collect initial topics for small group
                        discussions in the afternoon
10:00 – 10:30           Coffee / tea break
10:30 – 10:45           AGROCURI project proposal
                        Suresh Babu, International Food Policy Research Institute (IFRPI)

10:45 – 11:00           CGIAR Virtual Library
                        Hugo Besemer, Consultant, International Food Policy Research Institute (IFRPI)

11:00 – 11:15           Overview of other open and distance learning initiatives of the CGIAR
                        Elizabeth Goldberg, Bioversity International

11:15 – 11:30           International quality assurance standards for education and training
                        Christian Stracke, University of Duisburg-Essen

11:30 – 12:15           Panel forum – Part 1 - to share information about open and distance learning
                        initiatives of CGIAR partners
                        Agricultural University Athens (AUA), African Network for Agriculture, Agroforestry and Natural
                        Resources Education (ANAFE), CAB International (CABI), Commonwealth of Learning (COL),
                        Global Forum on Agricultural Research (GFAR), UN Food and Agriculture Organization (FAO)



                                                                                            Continued on next page




CGIAR ICT-KM Program—OLR Project—J. Beniest, W. Nelles, T. Zschocke                                            Page 29
Brainstorming workshop on the future of the OLR project and CGIAR learning partnerships

12:15 – 13:15           Lunch
13:15 – 14:30           Panel forum – Part 2 (AUA, ANAFE, CABI, COL, GFAR, FAO) – cont. - to share
                        information about open and distance initiatives of CGIAR partners, followed
                        by plenary questions/open discussion of potential synergies among the various
                        open and distance learning initiatives of the CGIAR and its partners.

                        Session 2: Engaging partnerships
                        Depending on the results of the first session, the 2nd session will focus on the achievements
                        and views of possible partners, address their needs, and find mechanisms for implementing
                        and engaging partnerships for the OLR project.

14:30 - 15:00           Plenary – CGIAR partnership challenges and opportunities, What lessons have
                        we learned? What more/who do we need to know?
15:00 - 16:30           Introduction of goals / desired outputs, objectives, and procedures for small
                        group discussions – Agree small group discussions/guiding questions, for
                        instance:
                               Who should be involved in a new OLR project or proposal, and why?
                               How should a new OLR project be governed and administered?
                               What do we perceive as needs (technical, human, and financial) of
                                different potential partners, their roles and respective contributions in
                                a new project?
                               How can we enhance the quality, use, effectiveness, synergies and
                                development impacts of all current or new open learning resources and
                                partnerships between CGIAR Centers, southern and northern
                                universities, and other partners?
                               What prospective partners are missing from this workshop, and how can
                                they be best included in planning or benefiting from a new project?
16:30 – 17:15           Open plenary:
                        a.      Rapporteurs review of small group discussions
                        b.      Synthesis of issues / Responses to discussion questions
                        c.      Specific action recommendations (feeding next day discussion)
18:30                   Welcome reception


                                                                                         Continued on next page




CGIAR ICT-KM Program—OLR Project—J. Beniest, W. Nelles, T. Zschocke                                         Page 30
Brainstorming workshop on the future of the OLR project and CGIAR learning partnerships


DAY 2                   Tuesday, September 16
08:30 - 09:00           Recap of Day 1 - Review of goals for Day 2 & workshop outputs
                        Session 3: Determining future paths
                        During the sessions on Day 1 the participants presented and discussed different open and
                        distance learning initiatives of the CGIAR and its partners as well as ways to strengthen their
                        partnerships in this area. Subject to agreement by the group, the 2nd session will address
                        the needs and means to move the OLR project forward.

09:00 - 09:30           Plenary - OLR Phase III: Introduction of goal / desired outputs, objectives, and
                        procedures for small group discussions – Agree on discussion questions
09:30 - 11:15           Small group discussions - guiding questions, for instance:
                               What methods, tools, processes, timeline, and actors should we use as a
                                means for best designing and implementing a Phase III?
                               How can we facilitate an adequate needs assessment (among CGIAR
                                scientists, NARS partners, farmer-researchers, etc.), and then best
                                incorporate results to design and implement a follow-up (Phase III)
                                project?
                               What specific learning technologies, tools, and quality assurance
                                standards are currently used or still needed by CGIAR Centers and its
                                partners?
                               How should a new OLR project respond to diverse content, technology
                                and training needs within the CGIAR while also reflecting varied roles
                                and contributions of all partners?
11:15 – 12:15           Open plenary:
                        a.      Rapporteurs review of small group discussion
                        b.      Synthesis of issues / responses to discussion questions
                        c.      Specific action recommendations (feeding action planning)
12:15 –13:15            Lunch



                                                                                          Continued on next page




CGIAR ICT-KM Program—OLR Project—J. Beniest, W. Nelles, T. Zschocke                                           Page 31
Brainstorming workshop on the future of the OLR project and CGIAR learning partnerships

                        Session 4: Planning ahead
                        Building on the results of two days of discussion, the final session will guide the
                        development of an action plan for developing an OLR phase III project proposal.

13:15 - 14:00           Plenary – Strategic planning / Follow-up action: Introduction of goal / desired
                        outputs, objectives, and procedures for small group discussions – Agree on
                        discussion questions
14:00 - 14:30           Small group discussions – possible topics, for instance:
                              Putting it all together – some ideas on an OLR Phase III [pilot] project
                              From ideas to action – what is now required to take this and other
                               CGIAR distance and open learning initiatives further
                              Identify (specific) funding needs
                              Elements of strategy and action plan to design a new project concept
                               note and write a proposal
                              Other topics (Revised with suggestions from participants)
14:30 – 16:00           Plenary:
                        a.     Rapporteurs review of small group discussions
                        b.     Synthesis of issues / Responses to discussion questions
                        c.     Specific action recommendations (funding)
16:00 – 16:30           Open forum to finalize unfinished business, agree on activity schedule, clarify
                        future roles / responsibilities in new proposal and project, follow-up
                        reporting, and other topics
16:30 - 17:00           Closing remarks




CGIAR ICT-KM Program—OLR Project—J. Beniest, W. Nelles, T. Zschocke                                           Page 32
Brainstorming workshop on the future of the OLR project and CGIAR learning partnerships

Appendix 3: List of participants

 #    Name                   Organization                                                E-mail

 1.   Alluri, Krishna        Commonwealth of Learning (COL)                              KAlluri@col.org
      (not present;
      statement read by A.
      Maru)

 2.   Babu, Suresh           International Food Policy Research Institute (IFPRI)        s.babu@cgiar.org

 3.   Beniest, Jan           World Agroforestry Centre (ICRAF)                           j.beniest@cgiar.org

 4.   Besemer, Hugo          CGIAR Virtual Library Project                               hugo@besemer.org

 5.   Bolarin, Moyomola      International Center for Agricultural Research in the Dry   m.bolarin@cgiar.org
                             Areas (ICARDA)

 6.   Chandler, Fiona        Alliance of the CGIAR Centers                               f.chandler@cgiar.org

 7.   Duval, Erik            Catholic University Leuven, Belgium                         Erik.Duval@cs.kuleuven.be

 8.   Ghirardini, Beatrice   United Nations Food and Agriculture Organization (FAO)      Beatrice.Ghirardini@fao.org

 9.   Goldberg, Elizabeth    Bioversity International                                    e.goldberg@cgiar.org

10.   Manouselis, Nikos      Greek Research and Technology Network (GRNET) &             nikosm@ieee.org
      (represented by N.     Agricultural University of Athens, Greece
      Palavitsinis)

11.   Maru, Ajit             Global Forum on Agricultural Research (GFAR)                Ajit.Maru@fao.org

12.   Nadeau, Andrew         United Nations Food and Agriculture Organization (FAO)      Andrew.Nadeau@fao.org

13.   Nelles, Wayne          International Potato Center (CIP)                           w.nelles@cgiar.org

14.   Neufville, Mort        AGROCURI Steering Committee, USA                            mneufville@nasulgc.org

15.   Palavitsinis, Nikos    Greek Research and Technology Network (GRNET) &             palalexnikos@ath.forthnet.gr
                             Agricultural University of Athens, Greece

16.   Parr, Martin           CAB International (CABI)                                    m.parr@cabi.org

17.   Pesce, Valeria         Global Forum on Agricultural Research (GFAR)                Valeria.Pesce@fao.org

18.   Ponniah, Ananda        International Livestock Research Institute (ILRI)           p.anandajayasekeram@cgiar.org

19.   Porcari, Enrica        ICT-KM Program of the CGIAR                                 e.porcari@cgiar.org

20.   Rudebjer, Per          Bioversity International                                    p.rudebjer@cgiar.org

21.   Rudgard, Stephen       United Nations Food and Agriculture Organization (FAO)      Stephen.Rudgard@fao.org

22.   Shires, David          International Rice Research Institute (IRRI)                d.shires@cgiar.org

23.   Stracke, Christian     University of Duisburg-Essen, Germany                       Christian.Stracke@icb.uni-due.de

24.   Sylvester, Gerard      International Crops Research Institute for the Semi-Arid    a.sylvester@cgiar.org
                             Tropics (ICRISAT)

25.   Yayé, Aissatou         African Network for Agriculture, Agroforestry and           a.yaye@cgiar.org
                             Natural Resources Education (ANAFE)

26.   Zschocke, Thomas       United Nations University Institute for Environment and     zschocke@ehs.unu.edu
                             Human Security (UNU-EHS)




CGIAR ICT-KM Program—OLR Project—J. Beniest, W. Nelles, T. Zschocke                                               Page 33
Brainstorming workshop on the future of the OLR project and CGIAR learning partnerships

Appendix 4: Inventory of ODL initiatives of the CGIAR
(combiled by Elizabeth Goldberg, September 2008)

 ODL Activity     CG Center        Target           Delivery tools /   Geographic    Partners     Funding       Status             Timeframe    Needs /
 by Category                       audience         Formats            scope                                                                    Interests /
                                                                                                                                                Challenges


 1. Blended Learning / Distance Education Courses


 A. Ex-Situ       CIAT             Gene Bank        Web LMS            Latin         CIAT,        Pilot self-   Completed.         2005-2006    Re-use of
 Conservation     Bioversity       Curators,                           America -     Bioversity   funded;       Materials on                    materials
 of Plant                          genetic                             also Spain    (formerly    CTA funded    web including                   in others
 Genetic          Contact:         resource                                          IPGRI),      translation   an evaluation                   regions
 Resources        E.Hesse          professionals                                     National     and adapta-   report on the
 Course           M.Baena          (Spanish                                          University   tion of       collaborative                   Link to OLR
 (6 month;                         speaking                                          of Colom-    course        partnership
 asynchronous;                     countries                                         bia,         materials     (see link)
 collaborative                                                                       REDCAPA      for English
 platform);                                                                          (NGO         language      Collaborative
 Materials;                                                                          Brazil)      audiences     e-learning
 Post-course                                                                                                    course
 community of                                                                                                   materials
 practice;                                                                                                      have been
                                                                                                                translated
 Training                                                                                                       and published
 module;                                                                                                        with support
 Evaluation                                                                                                     of CTA and
 report                                                                                                         are available
                                                                                                                on CIAT
                                                                                                                S and CTA‘s
                                                                                                                website (see
                                                                                                                link


 B. Strength-     CIAT             Universities     Online and         East Africa   Makerere     USAID         4 pilot stu-       2005-2010    Lessons
 ening Agri-                       in the south     offline            Latin         University                 dents                           from tri-
 cultural and     Contact:         interested in    materials          America       (Uganda);                  enrolled;                       partite
 Environ-         E.Hesse          becoming                                          University                 Thesis                          collabora-
 mental Ca-                        distance                                          of Nairobi                 advisory                        tion with
 pacities                          education                                         (Kenya)                    committee for                   universities
 through                           providers;                                        University                 each student                    in North
 Distance                          Research                                          of Florida                 established (1                  and South
 Education and                     assistants in                                                                CGIAR re-                       and CG
 Locally Rele-                     NARS &                                                                       searcher; 1 UF                  Centers
 vant Research                     CGIAR cen-                                                                   professor; 1                    could be
 (SAEC-DE)                         ters aiming                                                                  local univer-                   shared
                                   to do their                                                                  sity
 MS degree                         M.S. on a                                                                    professor);
 course in Soil                    part time                                                                    lessons
 and Water                         basis via                                                                    learned
 Science; M.S.                     distance,                                                                    documented
 in Entomology;                    without                                                                      and reported;
 M.S. in Pest                      leaving their                                                                First of 4
 Management                        job and/or                                                                   students will
                                   current                                                                      graduate in
                                   projects.                                                                    Fall 2009; 3
                                                                                                                other
                                                                                                                students are
                                                                                                                on their way
                                                                                                                to finalize this
                                                                                                                pilot distance
                                                                                                                education MS
                                                                                                                degree



 C. Proposal      IFPRI            Planners,        Moodle-Online      Global                     The Re-       Planned            First
 Writing                           policy ana-      courses            (English                   gional                           course:
                  Contact:         lysts, advis-                       Speaking                   Network on                       Nov. ‗08-
 D. Scientific    R. Almoguera     ers, decision-                                                 AIDS,                            Jan., 2009
 Writing for                       makers, staff                                                  Livelihoods
 Publication                       and other                                                      and Food                         Second
                                   stakeholders                                                   Security                         course:
 On-Line                           in national                                                    (RENEWAL)                        Dec. ‘08 –
 Courses and                       networks of                                                    Various                          Feb. ‗09
 Discussion                        food and                                                       donors
 Groups                            nutrition
                                   organizations
                                   and others
                                   involved in
                                   HIV/AIDS and
                                   public health




CGIAR ICT-KM Program—OLR Project—J. Beniest, W. Nelles, T. Zschocke                                                                             Page 34
Brainstorming workshop on the future of the OLR project and CGIAR learning partnerships

 ODL Activity       CG Center        Target          Delivery tools /   Geographic     Partners      Funding       Status           Timeframe   Needs /
 by Category                         audience        Formats            scope                                                                   Interests /
                                                                                                                                                Challenges


 E. Design and      ICARDA           Agricultural    Moodle             Syria and      None          Self (core)   Completed        2008        ICARDA
 Analysis of                         researchers,                       Afghanistan                                                             could share
 Experiments.       Contact:         students,       Online, interac-   (for Moodle                                                             lessons
 F. Hybridiza-      M. Bolarin       extension       tive CD            course)                                                                 learned
 tion Tech in                        officers                           Global non-                                                             from pilot
 Faba Bean                                           PSP/PMP            tropical dry                                                            blended
 G. Intro to                                                            areas. SSA,                                                             learning
 Biological                                                             Latin                                                                   course on
 Nitrogen                                                               America,                                                                Moodle.
 Fixation                                                               Central Asia
 H. Hybridiza-                                                          and Cauca-
 tion Tech-                                                             sus, West
 niques in                                                              Asia and
 Chickpea                                                               North
                                                                        Africa
 Pilot test with
 lessons learnt.
 Blended
 learning
 (online + f2f)
 course



 I. Knowledge       ICT-KM Pro-      CG Centers      Moodle LMS for                    ICT-KM        ICT-KM        1st course       2008
 Sharing            gramme           NARS            online compo-                     Program,      Program       completed
 Workshop           CIMMYT (co-      partners        nent                              CG Centers,                 2nd course
                    org.)                                                              NARS                        starting
 Blended learn-                                                                        partners                    September
 ing (online,       Contact:                                                                                       2008 co-
 f2f, coaching)     P. Kosina                                                                                      organized
 to build                                                                                                          with FAO
 capacity for
 knowledge
 sharing within
 institutions, in
 research
 projects and
 with partners



 J. Research        ICRAF and ILRI   Junior scien-   Moodle             Global         KU-Leuven     Netherlands   Completed        2007        First pilot
 Methods            for CGIAR ICT-   tists from                                        (ARIADNE)                                                course
                    KM Prog.         NARS and                                          CG Centers                  Workshop                     using
 Induction for      Contacts: J.     university                                                                    part of Part 1               Moodle
 junior             Beniest          thesis stu-                                                                   of OLR                       LMS.
 scientists in      Ananda-          dents, North                                                                  Project                      Course
 CG and             jayasekeram      and South, in                                                                 supported by                 evaluation
 students doing                      CG Centers                                                                    ICT-KM Pro-                  and lessons
 MS/Phd thesis                                                                                                     gramme                       should be
 with CG Cen-                                                                                                                                   shared.
 ters, in 2
 stages: 1)
 online course
 in August-
 Sept; 2) face
 to face at
 ICRAF October
 2007.



 K. Contextu-       ICRAF                            Moodle
 alizing Teach-
 ing and            Contact:
 Learning in        J. Beniest
 Schools Using
 Natural Re-
 sources

 L. Vegetative
 Tree Propaga-
 tion in Agro-
 forestry


 M. Law and         Bioversity       NARS Scien-                        Asia           UPLB and      Funded by     Course           Annual
 Policy on                           tists, Policy                                     OU of         Partner       offered once
 Plant Genetic      Contact:         makers,                                           Philippines   who           in 2007; to be
 Resources                           Educational                                       for policy    adapted       repeated
                    E.Goldberg       networks,                                         course        the content   Original
 Distance                            NGOs                                                                          training
 course offered                                                                                                    materials
 by OU-                                                                                                            online on
 Philippines                                                                                                       Bioversity
 and UPLB                                                                                                          website
 adapting
 eLearning
 materials
 produced by
 Bioversity



CGIAR ICT-KM Program—OLR Project—J. Beniest, W. Nelles, T. Zschocke                                                                             Page 35
Brainstorming workshop on the future of the OLR project and CGIAR learning partnerships

 ODL Activity      CG Center           Target         Delivery tools /   Geographic   Partners        Funding        Status           Timeframe   Needs /
 by Category                           audience       Formats            scope                                                                    Interests /
                                                                                                                                                  Challenges


 N. Urban          CIP                 Middle man-    Moodle LMS         Anglophone   CGIAR,          IDRC           Completed        2003-2005   Interest in
 Harvest                               agers in       Develop-ment:      SSA          African                                                     developing
 Anglophone        Contact:            municipali-    Author-ware                     universities,                                               goal based
 Africa Train-     W. Nelles           ties, NGOs,    CD-ROM                          local gov-                                                  scenarios,
 ing Course on                         researchers                                    ern-ments,                                                  lessons
 Urban Agri-                                                                          CSOs RUAF,                                                  learned on
 culture                                                                              (Netherland                                                 quality and
                                                                                      s); Univ                                                    presentatio
 (Gordon Prain,                                                                       Toronto                                                     n of
 Coordinator);                                                                                                                                    materials;
 training CD,                                                                                                                                     University
 interactive                                                                                                                                      of Ryerson,
 CD, use of                                                                                                                                       Toronto is
 goal-based                                                                                                                                       developing
 scenarios,                                                                                                                                       a DL course
 materials also                                                                                                                                   on global
 set up on                                                                                                                                        urban ag
 Moodle plat-                                                                                                                                     that builds
 form                                                                                                                                             on this
                                                                                                                                                  expe-rience
                                                                                                                                                  and uses
                                                                                                                                                  some of
                                                                                                                                                  the
                                                                                                                                                  materials.



 2. Repositories of Learning Objects


 A. Online         CIP and ICRAF       Policy mak-    Phase 1: On-       Global       Coordinate      Phase 2        Phase 1          2007-2008   How to
 Learning          (lead centers)      ers,           line, web-                      d by CIP as     (2007-2008)    completed;                   involve
 Resources         Bioversity          scientists,    based; Moodle                   of 2008         funded for     OLR ongoing.                 non-CG
 and Learning      CIAT                students,                                                      quality                                     partners
 Management        CIMMYT              technicians,   Phase 2: web-                   KU Leuven       assurance      Phase 2:                     (FAO, COL,
 System (OLR)      ICARDA,             extension      based and CD                    (ARIADNE)       of learning    Quality                      UNESCO,
                   IITA, ILRI, IRRI    workers                                                        materials      assurance                    national
 Development       IWMI,                                                              UN Univer-      funded by      standards:                   universities
 of a learning     WARDA                                                              sity (Bonn)     ICT-KM         Completed                    , etc.) in
 object reposi-                                                                                       Prog.          pilot; pending               areas of
 tory and          Contact:                                                           FAO             Workshop       adoption and                 agriculture
 adaptation of     W. Nelles                                                                          funded by      implementa-                  and NRM.
 learning          J. Beniest                                                         Agricultural    World Bank.    tion                         Participate
 management                                                                           University      The pilot                                   in meetings
 system                                                                               of Athens       learning       Phase 3:                     and dia-
 (Moodle) for                                                                                         event          Project under                logues on
 CG courses.                                                                                          funded by      development                  agricultural
                                                                                                      Dutch to                                    metadata
 Phase 2: Case                                                                                        ICRAF.                                      and reposi-
 based learning                                                                                                                                   tories
 scenarios using
 4CID (4 com-
 ponents
 instructional
 design model)


 B. Agricul-       ICRAF                              Web portal         Global       FAO             FAO (Facili-                                2008:
 tural Learning    CIMMYT                                                                             tator)                                      Creating an
 Repositories                                                                         Agricultural                                                inventory
 Task Force                                                                           University                                                  of
 (AgLR-TF)                                                                            of Athens                                                   agricultural
 To set up a                                                                                                                                      learning
 network of                                                                           Greek                                                       repositories
 organizations                                                                        Research                                                    around the
 that will                                                                            and Tech-                                                   world;
 promote the                                                                          nology                                                      Organizing
 development                                                                          Network                                                     an e-con-
 of a global                                                                                                                                      ference on
 infrastructure                                                                       GFAR                                                        agricultural
 to facilitate                                                                                                                                    learning
 sharing and                                                                          CoL                                                         repositories
 reusing of                                                                                                                                       ;
 learning                                                                             IPFE                                                        Producing
 resources on                                                                                                                                     an initial
 topics related                                                                       Ikisan Ltd.                                                 set of best
 to agricultural                                                                                                                                  practice
 and rural                                                                            College of                                                  recommen-
 development                                                                          Agriculture                                                 dations,
 worldwide.                                                                           and Life                                                    about
                                                                                      Sciences,                                                   implement-
                                                                                      University                                                  ing interop-
                                                                                      of Arizona                                                  erable
                                                                                                                                                  metadata
                                                                                      Centre                                                      in
                                                                                      National de                                                 agricultural
                                                                                      Recherche                                                   learning
                                                                                      Agronomiqu                                                  repositori-
                                                                                      e                                                           esDeployin
                                                                                                                                                  g a pilot
                                                                                      College of                                                  demonstra-




CGIAR ICT-KM Program—OLR Project—J. Beniest, W. Nelles, T. Zschocke                                                                               Page 36
Brainstorming workshop on the future of the OLR project and CGIAR learning partnerships

 ODL Activity      CG Center        Target          Delivery tools /    Geographic      Partners        Funding       Status            Timeframe   Needs /
 by Category                        audience        Formats             scope                                                                       Interests /
                                                                                                                                                    Challenges


                                                                                        Agriculture                                                 tor of
                                                                                        and Envi-                                                   federating
                                                                                        ronmental                                                   learning
                                                                                        Sciences,                                                   repositories
                                                                                        University                                                  on a global
                                                                                        of South                                                    scale
                                                                                        Africa,
                                                                                        Pretoria

                                                                                        Centro
                                                                                        Operativo e
                                                                                        de Tecnolo-
                                                                                        gia de
                                                                                        Regadio

                                                                                        Intute:
                                                                                        Health and
                                                                                        Life Sci-
                                                                                        ences

                                                                                        Joint
                                                                                        Research
                                                                                        Centre of
                                                                                        the EC

                                                                                        Develop-
                                                                                        ment
                                                                                        Gateway
                                                                                        Foundation

                                                                                        OER Com-
                                                                                        mons

                                                                                        Institute for
                                                                                        the Study
                                                                                        of
                                                                                        Knowledge
                                                                                        Managemen
                                                                                        t in
                                                                                        Education

                                                                                        Knowledge
                                                                                        Managemen
                                                                                        t Research
                                                                                        Group,
                                                                                        Royal
                                                                                        Institute of
                                                                                        Technology


 3. Content development / Repurposing for re-use


 A.                IFPRI, ICRISAT   MSC             Online and          Global but      CGIAR           Bill and      Proposal          2009-2013
 Agricultural      (convening       Students,       offline             initial focus   Centers,        Melinda       submitted to
 Open Cur-         centers)         University      materials will      is on Africa    regional        Gates         BMGF in July
 riculum and       Bioversity       Professors,     be produced         (ESW) South     and             Foundation    2008; pending
 Learning          CIAT, CIMMYT,    mid-career      and distributed     & SE Asia,      interna-        (BMGF)        funding.
 Initiative        CIP, ICARDA,     professionals   CD-ROM              plan to         tional
 (AGROCURI)        ICRAF, IITA,     , extension                         expand          bodies
                   ILRI, IRRI,      personnel,                                          (FAO),
 Content           IWMI, WARDA      farmers                                             leading
 development,                       organizations                                       developed-
 synthesis,        Contact:         and farmers                                         and devel-
 delivery to       S. Babu                                                              oping-
 partner insti-                                                                         country
 tutions using                                                                          universities,
 modular                                                                                and agricul-
 approach to                                                                            tural re-
 RLOs – Capac-                                                                          search and
 ity strengthen-                                                                        education
 ing for univer-                                                                        networks
 sities and
 faculties
 through provi-
 sion of high-
 quality agri-
 cultural con-
 tent as global
 public goods;
 On-Line CD
 Based Courses
 and RLOs


 B. Virtual        ICRISAT          Extension       Digital satellite   India and       ICRISAT,        India part    Ongoing; part                 All content
 Academy for                        organizations   radio with PC       Niger           Maharashtra     funded by     of Institute's                needs to be
 the Semi-Arid     Contact:         and commu-      (Niger) Mobile                      OU (India) ;    Indian Govt   MTP; incorpo-                 designed
 Tropics           V. Balaji        nity-based      phone or inter-                     ACMAD-                        ration of the                 for rapid
 (VASAT)                            entities        net-connected                       Niger                         practice of re-               re-
                                                    PC & sat-ellite-                    ARIs, NARES                   usable learn-                 purposing




CGIAR ICT-KM Program—OLR Project—J. Beniest, W. Nelles, T. Zschocke                                                                                 Page 37
Brainstorming workshop on the future of the OLR project and CGIAR learning partnerships

 ODL Activity      CG Center          Target           Delivery tools /   Geographic    Partners   Funding   Status           Timeframe   Needs /
 by Category                          audience         Formats            scope                                                           Interests /
                                                                                                                                          Challenges


 Partnerships                                          based video                                           ing objects in               and stan-
 to re-purpose                                         conf (India)                                          learning                     dard meth-
 content (as re-                                                                                             content                      ods do not
 usable                                                                                                      design                       exist.
 learning                                                                                                    included in
 objects) for                                                                                                institutional
 extension                                                                                                   work flows
                                                                                                             and
                                                                                                             embedded in
                                                                                                             AGROCURI
                                                                                                             project.


 4. E-learning, self-instructional learning materials and tools


 A.                ICARDA             Agricultural     Adobe Flash        ICARDA        None       ICARDA    Completed        2008        To be
 Biotechnology                        researchers,     CS3                mandate                  Core      and online.                  linked to
 Virtual Lab       Contact:           students         Photoshop CS3      region                                                          OLR;
 Allows            M. Bolarin         attending                           (initially)                                                     Virtual lab
 trainees to                          ICARDA                                                                                              prepares
 perform                              courses                                                                                             students
 preparation of                                                                                                                           before face
 Agarose gel                                                                                                                              to face
 electrophore-                                                                                                                            course
 sis by simula-
 tion as if in
 the lab.


 B. Variety        ICARDA             Agricultural     Pod casts for      Global (but   None       ICARDA    Course on        2008        To be
 Maintenance                          researchers,     mobile learning    focus on                 Core      variety man-                 linked to
 in Seed           Contact:           students,                           regional                           agement for                  OLR;
 Program           M. Bolarin         extension        Video and audio    crops)                             seed quality
 Converting                           officers         based training                                        completed                    Share
 classroom                                                                                                   and online.                  experience
 based lectures                                                                                                                           adapting
 based on                                                                                                    Participatory                materials
 traditional                                                                                                 plant                        for learning
 ICARDA f-2-f                                                                                                breeding                     with
 courses for                                                                                                 modules in                   mobile
 self-learning,                                                                                              progress.                    e.g., iPod,
 mobile learn-                                                                                                                            PSP/PMP
 ing and
 blended for-
 mats. ADDIE
 (analysis
 design, devel-
 opment,
 implementa-
 tion, evalua-
 tion) used as
 development
 strategy


 C. Maize          CIMMYT             Extension        Web based          Global        None for   CIMMYT    English                      Want to
 Doctor                               specialists,     tools                            maize      core      version                      promote
                   Contact:           University       Joomla CMS                                            completed                    local
 D. Wheat          P. Kosina          lecturers and    CD-ROM                           FAO for              and online.                  versions of
 Doctor                               Students,                                         Wheat                Spanish                      ―doctors‖
                                      Advanced                                          Doctor               version in                   in countries
 Web based                            farmers,                                                               process for                  or regions
 diagnostic                           Government                                                             Maize. Russian               with more
 tools to                             and Non-                                                               version in                   specific
 identify wheat                       government                                                             process for                  problems.
 and maize                            organization                                                           Wheat                        CIMMYT
 production                           (NGO) work-                                                                                         will provide
 problems,                            ers, Private                                                                                        the tech-
 pests and                            sector                                                                                              nology for
 diseases and                                                                                                                             NARS to
 suggest ways                                                                                                                             add their
 to overcome                                                                                                                              own con-
 the problems                                                                                                                             tent.




CGIAR ICT-KM Program—OLR Project—J. Beniest, W. Nelles, T. Zschocke                                                                       Page 38
Brainstorming workshop on the future of the OLR project and CGIAR learning partnerships

 ODL Activity       CG Center         Target         Delivery tools /   Geographic   Partners       Funding       Status           Timeframe   Needs /
 by Category                          audience       Formats            scope                                                                  Interests /
                                                                                                                                               Challenges


 E. Moving          IRRI              Genebanks
 plant materi-                        Breeders
 als using the      Contact:          NARS re-
 Standard           N. Magor          searchers
 Material
 Transfer
 Agreement

 Guidelines for
 using SMTA to
 exchange rice
 germplasm
 under Intl
 Treaty for
 PGRFA


 5. Experimentation with delivery tools, audio, video, mobile


 A. Video and       A. Video and                     Web                                                          Ongoing:
 audio              audio                            Video                                                        testing of
 conferencing       conferencing                     Audio                                                        application
 experiments:       experiments:                     Mobile technol-
 web to mobile      web to mobile                    ogy
 delivery           delivery

 For learning in    For learning in
 higher educa-      higher educa-
 tion and           tion and
 extension.         extension.


 B. Application     ICRISAT                          Wiki                                                         Ongoing:
 of topic maps,                                                                                                   testing of
 concept maps       Contact:                                                                                      application.
 and semantic       V. Balaji
 wikis to
 support
 simpler
 content
 organization
 for ODL


 C. Integrated      ICRISAT                          Drupal-
 approach to                                         Moodle blend
 use of Con-        Contact:
 tent manage-       V. Balaji
 ment system
 and Learning
 management
 system


 6. Knowledge banks


 A. Cereal          CIMMYT            Extension      Joomla CMS         South and    NARS of        IRRI and      Continuous;                  Convince
 Knowledge          Contact:          personnel,                        Southeast    Bangladesh,    CIMMYT        core                         NARS
 Bank               P. Kosina         NARES,                            Asia         India, Sri     core funds    resources in                 leaders to
                                      Scientists,                                    Lanka,         ADB project   IRRI‘s server                commit
 CIMMYT             IRRI              Students,                                      Cambodia,      LEARN IT      are updated                  long-term
                    Contact:          Young                                          Laos,          NARS are      and growing                  funding for
 IRRI               N. Magor          Researchers,                                   Vietnam,       investing     continuously                 continuous
                                      Advanced                                       China,         own re-       as the infor-                develop-
 Repository of                        farmers                                        Indonesia,     sources for   mation is fed                ment.
 extension and                                                                       Philippines,   country       from projects                Currently
 training mate-                                                                      Nepal,         bank          (see section                 the idea is
 rials related to                                                                    Thailand,                    on Content                   being
 cereal and                                                                          Myanmar                      Management)                  introduced
 cereal produc-                                                                                                                                in several
 tion (rice,                                                                                                      5 Country                    African
 maize and                                                                                                        knowledge                    countries.
 wheat)                                                                                                           banks have                   Issues with
                                                                                                                  their own                    updating;
                                                                                                                  timeframes:                  need to
                                                                                                                  Sri Lanka,                   share
                                                                                                                  Bangladesh,                  responsibil-
                                                                                                                  Thailand,                    ity with
                                                                                                                  Cambodia and                 scientists.
                                                                                                                  Vietnam are                  Help NARS
                                                                                                                  already fully                establish
                                                                                                                  managed by                   institutiona
                                                                                                                  respective                   l processes
                                                                                                                  NARS                         of KM and
                                                                                                                                               updating.


 B. Rice            IRRI              Extension      Web                Asia         NARS of        IRRI core     Vietnamese                   [See 6A.
 Knowledge                            personnel,     CD                              Bangladesh,    funds         and Cambo-                   above]
 Bank               Contact:          NARES,                                         India, Sri                   dian launch of
                    N. Magor          Scientists,                                    Lanka,         Through       their respec-




CGIAR ICT-KM Program—OLR Project—J. Beniest, W. Nelles, T. Zschocke                                                                            Page 39
Brainstorming workshop on the future of the OLR project and CGIAR learning partnerships

 ODL Activity      CG Center        Target           Delivery tools /   Geographic   Partners       Funding        Status            Timeframe   Needs /
 by Category                        audience         Formats            scope                                                                    Interests /
                                                                                                                                                 Challenges


                                    Students,                                        Cambodia,      ADB project    tive Rice
                                    Young                                            Laos,          LEARN IT,      Knowledge
                                    Researchers,                                     Vietnam,       NARS are       Banks on IRRI
                                    Advanced                                         China,         investing      model
                                    farmers                                          Indonesia,     own re-
                                                                                     Philippines,   sources for
                                                                                     Nepal,         country
                                                                                     Thailand,      bank
                                                                                     Myanmar s


 C. Knowledge      Bioversity       Genebank         Web portal         Global       CG Centres     World Bank     Ongoing,          2007-2009   Will even-
 Base of Good                       technicians      Joomla                          (SGRP),        (GPG2          under devel-                  tually
 Practices on      Contact:         and curators,    CD-ROM                          NARS and       Project)       opment                        provide a
 Genebank          E. Goldberg      NARES,                                           regional                                                    tool that
 Management                         Educators                                        genebanks                                                   NARS
 (temporary                                                                                                                                      genebanks
 site; to be                                                                                                                                     can use and
 transferred to                                                                                                                                  adapt for
 SGRP, GPG2)                                                                                                                                     good
                                                                                                                                                 practices
 Good practices                                                                                                                                  for other
 for managing                                                                                                                                    crops.
 seed and
 vegetatively
 propagated
 crops held in
 common in CG
 Centers. To
 include train-
 ing tool.


 D. Domestic       ILRI             Breeders         Web                Africa;                     Sweden                                       Used to
 Animal Ge-                                          CD-ROM             selected                                                                 train
 netic Re-         Contact:                                             Asian                                                                    breeders in
 sources           P. Ananda-                                           countries                                                                animal
 Information       jayasekaram                                                                                                                   genetic
 System                                                                                                                                          characteri-
 (DAGRIS)                                                                                                                                        zation and
                                                                                                                                                 utilization.
 Web-based
 source of
 information on
 selected
 indigenous
 farm animal
 genetic re-
 sources


 7. Virtual collaboration tools for content development


 A. PGR Wic-       Bioversity       Scientists,      MediaWiki          Global       CG Centres,    COL (Initial   Programming       2005        Quality
 tionary                            Technicians,                                     FAO, CABI,     program-       completed.                    control in
                   Contact:         Educators,                                       SPC, CAAS,     ming)          Governance,                   the context
 Content           P. Neate         Students                                         PAPGREN                       quality                       of collabo-
 Management                                                                          PGR Net-                      control and                   rative
 System                                                                              work, UPM                     access                        content
 Virtual col-                                                                        (University                   policies                      develop-
 laborative                                                                          Malaysia),                    developed;                    ment
 content devel-                                                                      MARDI                         prototype
 opment to                                                                           (NAR-Malay-                   tested in July-
 build a dic-                                                                        sia)                          August 2007
 tionary on                                                                                                        On hold
 agricultural                                                                                                      pending
 biodiversity on                                                                                                   resources
 a wiki
 platform




CGIAR ICT-KM Program—OLR Project—J. Beniest, W. Nelles, T. Zschocke                                                                              Page 40
Brainstorming workshop on the future of the OLR project and CGIAR learning partnerships

 ODL Activity       CG Center         Target         Delivery tools /   Geographic     Partners       Funding       Status          Timeframe   Needs /
 by Category                          audience       Formats            scope                                                                   Interests /
                                                                                                                                                Challenges


 8. Capacity building. training of trainers


 A. Digital         CIMMYT            Extension                         Global                                                      2008
 extension          IRRI              personnel
 workshops
                    Contact:
 To understand      P. Kosina
 how to access
 the Cereal
 Knowledge
 Bank


 B. Training of     ICRISAT           University     LMS Type of        South Asia     ICAR, India;   ICAR-India;   Ongoing (have               Intense
 Trainers to                          faculty        learning                          COL            COL (tech     trained 194                 efforts at
 Offer E-Learn-     Contact:                                                                          assistance)   faculty mem-                capacity
 ing Programs       V. Balaji                                                                                       bers to date)               building
 in Campus or                                                                                                                                   needed
 Distance
 Modes
 Includes:
 Blended learn-
 ing, creation
 of learning
 materials and
 learning
 objects, self-
 instructional
 learning,
 repository


 C. Group           ICRAF             Scientists,                       Global
 training (in                         Technicians,                      (developing
 service)           Contact:          Trainers,                         countries in
 learning           J. Beniest        School Chil-                      the tropics)
 resources,                           dren
 individual
 learning,
 research, e-
 learning


 D. Virtual         IWMI              Researchers    Web                CP has 9                                    Testing a                   Marcia
 Mentoring          (CP on Water      (those who                        Benchmark                                   virtual                     Macomber
 Programme          and Food)         generate and                      Basins -                                    mentoring                   was looking
                                      utilize re-                       Nile, Volta,                                platform                    for CG
 Science with-                        search                            Limpopo,                                                                Centers to
 out Borders                                                            Andes, Sao                                                              test the
 (to link African                                                       Francisco,                                                              registration
 researchers                                                            Mekong,                                                                 process as
 with peers and                                                         Yellow,                                                                 ―mentee‖.
 mentors                                                                Indus-
 around the                                                             Ganges,
 world) on                                                              Kharkeh
 Water and
 Food Chall
 Prog themes
 Research
 partnerships,
 post grads,
 workshops


 9. Other: Content development policies


 Rice Best          IRRI
 Practices
 Management         Contact:
 Committee          N. Magor
 formation.

 This is to
 ensure quality
 and capture of
 best practices
 resulting from
 research and
 to ensure that
 the Rice
 Knowledge
 Bank is a
 critical outlet
 for the same.




CGIAR ICT-KM Program—OLR Project—J. Beniest, W. Nelles, T. Zschocke                                                                             Page 41
Brainstorming workshop on the future of the OLR project and CGIAR learning partnerships

 ODL Activity       CG Center        Target          Delivery tools /   Geographic     Partners       Funding         Status             Timeframe   Needs /
 by Category                         audience        Formats            scope                                                                        Interests /
                                                                                                                                                     Challenges


 10. Other CGIAR collaboration with Commonwealth of Learning (COL)


 A. Lifelong        COL              Rural and       Informal com-      Developing     Public,        Mainly the      A major            2003–2009   COL is
 Learning for                        Peri Urban      munity             Common-        private and    Common-         activity in this               partnering
 Farmers (L3        Contact:         Communities     meetings and       wealth         community      wealth          initiative is                  with the
 Farmers)           K. Alluri                        workshops          countries in   based          Ministries of   titled Life                    GFAR and
                                                                        Sub-saharan    national       Education       Long Learning                  its conti-
 Building indi-                                                         Africa,        and            and to          for Farmers                    nental
 vidual and                                                             South and      interna-       some            (L3 Farmers)                   coordinat-
 institutional                                                          Southeast      tional         extent          and it is being                ing agen-
 capacity in the                                                        Asia, Carib-   institutions   various         implemented                    cies,
 use of                                                                 bean and       /              donor           by COL with                    APAARI and
 information &                                                          the South      Extension,     agencies        partners in                    FARA and
 commu-                                                                 Pacific        Ag educa-                      India and Sri                  with FAO
 nication                                                                              tion, re-                      Lanka in                       that are
 Technology-                                                                           search and                     South Asia;                    interested
 Mediated Open                                                                         develop-                       Ghana,                         in L3
 and Distance                                                                          ment. Also:                    Kenya, Mauri-                  Farmers
 Education                                                                             ICRISAT,                       tius and                       approach.
 (Tech MODE)                                                                           IITA, GFAR,                    Nigeria in Sub
 and to                                                                                APAARI,                        Saharan
 improve their                                                                         FARA and                       Africa; Papua
 ability to                                                                            FAO.                           New Guinea
 reach larger                                                                                                         and Samoa in
 number of                                                                                                            the South
 learners and                                                                                                         Pacific; and in
 also improve                                                                                                         Jamaica in
 their quality                                                                                                        the
 of servic                                                                                                            Caribbean.
                                                                                                                      Partner with
                                                                                                                      ICRISAT and
                                                                                                                      IITA and
                                                                                                                      potentially
                                                                                                                      with WAFC-
                                                                                                                      ICRAF.


 B. Technol-        Common-          National and    NARS led           Developing     Public,        Mainly the      With the           2003-2008   Further
 ogy-mediated       wealth of        international   training work-     Common-        private and    Common-         CGIAR, COL                     Collabora-
 open and           Learning (COL)   communities     shops and          wealth         community      wealth          has created                    tion with
 distance                            and institu-    learning materi-   countries in   based          Ministries of   awareness,                     Interna-
 education          Contact:         tions           als are based on   Sub-saharan    national       Education       introduced                     tional,
 (Tech-MODE)        K. Alluri        involved in     multiple media     Africa,        and            and to          and                            Regional
 for agricul-                        agricultural    (print, CD,        South and      interna-       some            facilitated                    and Na-
 tural educa-                        education,      audio, online)     Southeast      tional         extent          distance                       tional
 tion                                extension,      Capacity           Asia, Carib-   institutions   various         education and                  Institutions
                                     research and    building in the    bean and       / organisa-    donor           online learn-                  /Organiza-
 COL is working                      development     development        the South      tions in-      agencies        ing concepts                   tions
 with the                                            and delivery of    Pacific        volved in                      and frame-                     involved in
 CGIAR                                               Agricultural                      agricultural                   works in                       ARD,
 Institutions in:                                    Open Education                    education,                     several Cen-                   alleviating
 developing                                          Resources                         extension,                     tres. COL has                  hunger and
 conceptual                                          (AOER) and use                    research                       provided                       rural
 frameworks,                                         of WikiEducator                   and                            advice and                     poverty in
 enabling                                            for AOER.                         develop-                       participated                   using
 strategies for                                      Consultation                      ment. The                      in and sharing                 Technology
 Technology                                          workshops to                      CGIAR                          resources for                  Mediated
 Mediated Open                                       develop                           partners                       commonly                       Learning
 and Distance                                        Performance                       include                        agreed activi-                 for
 Education                                           Indicators for                    IITA,                          ties of the                    develop-
 (Tech MODE)                                         Quality                           Bioversity                     CGIAR initia-                  ment by
 for Learning                                        Assurance (QA)                    Interna-                       tives (exam-                   agricultural
 for                                                 for Agriculture                   tional,                        ples include                   communi-
 Agricultural                                        at Higher                         ICRISAT,                       IRRI led ---                   ties
 Development,                                        Education                         ICRAF-                         project,
 Poverty alle-                                       Institutions                      World Agro-                    ICRISAT led
 viation and                                                                           Forestry                       VASAT, ICRAF-
 reducing                                                                              Center,                        WAFC led
 hunger. Build-                                                                        WARDA-                         project on
 ing individual                                                                        African Rice                   ‗OLR Learning
 and institu-                                                                          Center. The                    initiative,
 tional capacity                                                                       other                          Bioversity-led
 in the use of                                                                         interna-                       PGR Wiktion-
 Tech MODE                                                                             tional                         ary, CIAT led
 and to                                                                                organisa-                      SAEC-DEC and
 improve their                                                                         tions are                      IFPRI led
 ability to                                                                            FAO, GFAR                      AGROCURI).
 reach larger                                                                          and associ-                    COL is part-
 number of                                                                             ated conti-                    nering with
 learners and                                                                          nental                         GFAR, APAARI
 also improve                                                                          organisa-                      and FARA as
 their quality                                                                         tions like                     well as with
 of service.                                                                           FARA and                       NASULGC and
 Previous                                                                              APAARI                         ADEC in their
 contributions                                                                         National                       efforts
 with the                                                                              Association                    towards
 CGIAR through                                                                         of State                       capacity
 partnerships                                                                          Universities                   building of
 included                                                                              and Land-                      individual
 placement of                                                                          Grant                          faculty and



CGIAR ICT-KM Program—OLR Project—J. Beniest, W. Nelles, T. Zschocke                                                                                  Page 42
Brainstorming workshop on the future of the OLR project and CGIAR learning partnerships

 ODL Activity      CG Center   Target           Delivery tools /   Geographic   Partners     Funding    Status            Timeframe   Needs /
 by Category                   audience         Formats            scope                                                              Interests /
                                                                                                                                      Challenges


 young                                                                          Colleges                institutional
 Canadians                                                                      (NASULGC)               building of
 under                                                                          American                agricultural
 Canada‘s                                                                       Distance                universities in
 Youth Interna-                                                                 Education               the
 tional Intern-                                                                 Consortium              developing
 ship Pro-                                                                      (ADEC)                  countries.
 gramme with
 several
 Centres
 (ICRAF-WAFC,
 ICRISAT, IITA,
 Bioversity
 International
 (IPGRI), IRRI
 and WARDA-
 ARC). This
 program
 facilitated
 COL to support
 the host CGIAR
 Centres in
 their
 conceptualiza-
 tion, experi-
 mentation,
 and
 developing
 targeted
 programmes
 and
 frameworks
 related to
 distance
 education and
 online learning
 programmes.


 C. E-Learning     COL         Educators,       Training work-     Developing   CGIAR,       COL and    Open Agricul-     2006-2009   Validation
 and Open                      training         shops face to      Common-      NARES,       partners   tural Educa-                  of the
 Educational       Contact:    specialists,     face and online    wealth       Community               tion                          training
 Resources         K. Alluri   scientists and                      countries    based                   Resources                     materials
                               extension                                        organiza-               Workshop, 5—                  for online
 Using open                    officials                                        tions                   7 June,                       training;
 learning and                                                                                           ICRAF, Nairobi                training
 open source                                                                                                                          users to
 software                                                                                                                             develop
 (Wiki)                                                                                                                               materials;
                                                                                                                                      and wide-
                                                                                                                                      spread use
                                                                                                                                      of
                                                                                                                                      materials
                                                                                                                                      Challenges:
                                                                                                                                      IP Rights;
                                                                                                                                      quality
                                                                                                                                      assurance




CGIAR ICT-KM Program—OLR Project—J. Beniest, W. Nelles, T. Zschocke                                                                   Page 43
Brainstorming workshop on the future of the OLR project and CGIAR learning partnerships

Appendix 5: Publications and presentations featuring the OLR
Beniest, J., Coe, R., Poole, J., Ochieng, H., Vandenbosch, T., Bevernage-Janssens, A. (2008). Lessons
   learned from a blended learning event on 'Research methods - Thinking scientifically'. eLearning
   Africa 2008: 3rd International Conference on ICT for Development, Education and Training, May 28–
   30, 2008, Accra, Ghana: ICWE.

Beniest, J., Duval, E., Paisley, C., & Zschocke, T. (2005). CG Learning Object Metadata (LOM) Core (56
   p.). Rome, Italy: CGIAR ICT-KM Program. [Mimeo]

Beniest, J., Nelles, W., & Zschocke, T. (2008). Using international standards to enhance the quality of
   agricultural training and education for sustainable development. Paper presented at the Commission
   on Sustainable Development Review Session (CSD-16): Learning Centre, May 5-16, 2008, New York,
   NY, USA: UN Department of Economic and Social Affairs, Division for Sustainable Development.

Beniest, J., Vandenbosch, T., & Dramé-Yayé, A. (2008). eLearning for agriculture and natural resources
   management education – some experiences and future directions. Paper presented at the 2nd ANAFE
   International Symposium: Mainstreaming climate change into agricultural education: Tools,
   experiences and challenges. Lilongwe, Malawi: ANAFE.

Beniest, J., Dramé-Yayé, A., Vandenbosch, T., & Zschocke, T. (2008). Web-Based Courses for Capacity
   Strengthening in the Agricultural Sector in Developing Countries. Paper presented at Online Educa
   Berlin: 14th International Conference on Technology Supported Learning & Training, December 3-5,
   2008, Berlin, Germany: ICWE.

Manouselis, N., Kastrantas, K., & Tzikopoulos, A. (2007). An IEEE LOM application profile to describe
  training resources for agricultural and rural SMEs. Proceedings from the 2nd International
  Conference on Metadata and Semantics Research (MTSR), October 11-12, 2007, Corfu, Greece:
  Ionian Academy.

Manouselis, N., Salokhe, G., Keizer, J., & Rudgard, S. (2008). Towards a harmonization of metadata
  application profiles for agricultural learning repositories. Proceedings of the IAALD AFITA WCCA
  2008 WORLD Conference on Agricultural Information and IT, August 24-27, 2008, Tokyo, Japan

Manouselis, N., Kastrantas, K., Salokhe, G., Najjar, J., Stracke, C., & Duval, E. (2008). Results from a
  Study of the Implementation of Metadata Application Profiles in Agricultural Learning Repositories.
  Proceedings for 4th International Conference on Information & Communication Technologies in Bio
  & Earth Sciences (HAICTA 2008) (pp. 549-557), September 18-20, 2008, Athens, Greece: Agricultural
  University of Athens.

Ternier, S. (2008). Standards based Interoperability for Searching in and Publishing to Learning Object
   Repositories. Unpublished doctoral dissertation, Catholic University of Leuven, Belgium.

Vandenbosch, T., & Beniest, J. (2008). Blended learning approaches for short international agricultural
   in-service training courses: Status and future perspectives. Paper presented at the Commonwealth
   of Learning's Fifth Pan-Commonwealth Forum on Open Learning (PCF5), July 13-17, 2008, London,
   UK: University of London.

Zschocke, T. (2008). DITA component-based authoring and learning design. A task-centered approach.
   Keynote presentation at the V Simposio Pluridisciplinar sobre Diseño y Evaluación de Contenidos
   Educativos Reutilizables, October 20-21, 2008. Salamanca, Spain: Universidad Pontificia de
   Salamanca.

                                                                                Continued on next page




CGIAR ICT-KM Program—OLR Project—J. Beniest, W. Nelles, T. Zschocke                             Page 44
Brainstorming workshop on the future of the OLR project and CGIAR learning partnerships

Zschocke, T. & Beniest, J. (2007). On-line learning resources for international agriculture and natural
   resources management. T.A. Lumpkin & I.J. Warrington (Eds.), Acta Horticulturae 762: XXVII
   International Horticultural Congress - IHC2006: International Symposium on Horticultural Plants in
   Urban and Peri-Urban Life (pp. 393-400). Leuven, Belgium: International Society for Horticultural
   Science (ISHS).

Zschocke, T., & Beniest, J. (2007). The CG LOM Core Application Profile. Proceedings from the 2nd
   International Conference on Metadata and Semantics Research (MTSR), October 11-12, 2007, Corfu,
   Greece: Ionian Academy.

Zschocke, T., Beniest, J., Paisley, C., Najjar, J., & Duval, E. (in press). The LOM application profile for
   agricultural learning resources of the CGIAR. International Journal of Metadata, Semantics and
   Ontologies.

Zschocke, T., Beniest, J., & Villagrán de León, J. C. (2008). Using DITA learning topics for information
   modeling and learning content development for disaster risk preparedness in the agricultural sector.
   Proceedings for 4th International Conference on Information & Communication Technologies in Bio
   & Earth Sciences (HAICTA 2008) (pp. 518-525), September 18-20, 2008, Athens, Greece: Agricultural
   University of Athens.




CGIAR ICT-KM Program—OLR Project—J. Beniest, W. Nelles, T. Zschocke                                 Page 45
                                                                          Enhanced portal        Current OLR setup           Portal
                                                                             website with
                                                                                additional
                                                                                                                                                            Integration of CGIAR
                                                                         functionalities to
                                                                                                                                                        library resources with LMS
                                                                            process legacy                                               Learning
                                                                        training materials                                               management                    CGVlibrary
                                                                                          Repository                                     system (LMS)


                                                                      Metadata harvesting
                                                                       of additional CGIAR
                                                                        learning resources
                                                                              (Referatory)




CGIAR ICT-KM Program—OLR Project—J. Beniest, W. Nelles, T. Zschocke
                                                                                                                                                                                     Appendix 6: Diagram of the extended OLR repository
                                                                                                                                                                                                                                          Brainstorming workshop on the future of the OLR project and CGIAR learning partnerships




                                                                                                   CGIAR open and distance learning (ODL) initiatives




Page 46
                                                                       Core partners                                                                                    Enabling technologies
                                                                           activities                                                                                   and services




                                                                      Instructional systems
                                                                      development models                                             GLOBE                                Structured content,
                                                                      and procedures                      Learning COL
                                                                                                                                                                        metadata harvesting &
                                                                                                       content design                                                     search technologies
                                                                                                                                                    Learning
                                                                                                                 UNU                         ARIADNE
                                                                                                                                                    content
                                                                                                       UFL
                                                                                                                                                  architecture
                                                                                                                                                        AUA
                                                                                                                                    Informa-
                                                                                                  Univ.                             tion Pro-
                                                                                                Duisburg-              Farmers       viders /                 AgLR-TF
                                                                                                 Essen                               Exten-
                                                                                                                                       sion
                                                                      Quality assurance
                                                                      norms & policies                               CGIAR Intended Users

                                                                                               ANAFE                   Policy /                            CGV-
                                                                                                                                       Re-                library
                                                                                                                       Decision
                                                                                                                                    searchers                                       Standards
                                                                                                       SEANAFE         Makers
                                                                                                                                                                                 organizations
                                                                                                                                                              OLR
                                                                                                                                                  AGRO-
                                                                      Authoring and learning       RUFORUM                                         CURI
                                                                      content management          Learning content                   Learning




CGIAR ICT-KM Program—OLR Project—J. Beniest, W. Nelles, T. Zschocke
                                                                      technologies                   generation FAO               content delivery
                                                                                                             CGIAR                              VASAT
                                                                                                                                    Knowl-
                                                                                                                         CABI        edge
                                                                                                                                    Banks
                                                                                                                                                                                                  Appendix 7: Mapping partners to areas of collaboration




                                                                                                                                                                             Delivery & hosting
                                                                                                                                                                                   technologies
                                                                                                                                                                                                                                                           Brainstorming workshop on the future of the OLR project and CGIAR learning partnerships




                                                                                                                                                                              Grants & funding
                                                                           Enabling                                                                                                  resources
                                                                       environment




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Brainstorming workshop on the future of the OLR project and CGIAR learning partnerships

Appendix 8: Press release


News article

Online Learning Resources for Agriculture: the way
forward

29 September, 2008
Category: Press Releases, News
A workshop to review progress over the past four years of the CGIAR’s Online Learning
Resources Project and plan for the future has made considerable progress towards
defining the goals of a third phase for the project.


The OLR project is intended to provide an educational technology platform that gives
access to information that can strengthen research skills, to facilitate cooperation
between educators and researchers and to improve access to learning materials
generated by the international, publicly funded research of the CGIAR. It helps to
ensure quality training and education in the CGIAR and for partners.


The workshop brought together several stakeholders, among them universities in
developed and developing countries, the Food and Agriculture Organization of the
United Nations (FAO) and the ARIADNE Foundation for the European Knowledge Pool.


Aissetou Yayé, Executive Secretary of the African Network for Agriculture, Agroforestry
and Natural Resources Education (ANAFE) welcomed the opportunity for partnership
between the CGIAR and the 128 agricultural colleges and universities in 34 African
countries that ANAFE represents. "The improved ability to access and share learning
resources based on research results will benefit higher education institutions in Africa,"
she said.


The workshop, hosted by Bioversity International at its headquarters in Rome, devoted
most of its attention to starting the process of developing a new phase for the OLR
project. The goal is to help to address the complex, growing and inter-related
challenges of global poverty, food security, climate change and environmentally-
sustainable agriculture.

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Wayne Nelles of the International Potato Centre, the new OLR project co-ordinator,
explained that the meeting made progress towards ensuring that future CGIAR open
learning resources will be more widely accessible, available in the appropriate open
digital formats and easier to use, re-use and redistribute. "Our hope is that these tools
and resources will also help strengthen the research capacities of partners, users and
CG scientists, thereby contributing to the United Nations’ Millennium Development
Goals".


One of the OLR project’s early achievements was to create a web-based repository of
learning resources linked to Moodle, an open source learning management system.
The repository hosts more than 500 such resources, and in the past year CGIAR staff
and partners have delivered several courses through Moodle, ranging from Urban
Agriculture to Research Methods.


"Thanks to our partnership with ARIADNE, the Moodle platform allows trainers to reach
a geographically distributed audience more effectively," said Jan Beniest of the World
Agroforestry Centre, former coordinator of the OLR Project. For a global organization
like the CGIAR, producing international public goods, this is very important.


Other project achievements included federated searching across learning repositories
from many other organizations around the world, vastly increasing the number of
resources that can be easily located.


"Our relatively small investment has helped strengthen the community of education
specialists in the CGIAR and vital connections with our partners to create processes
and products that can be built into larger initiatives, some of which are already in the
pipeline," noted Enrica Porcari, Chief Information Officer and leader of the CGIAR’s
ICT-KM Programme, which launched and supports the Online Learning Resources
Project.


One of the most exciting developments for the OLR project in the future will be for the
CGIAR to evaluate the recent ISO standard for quality assurance for education, training
and learning. "This could enhance the quality of CGIAR learning resources and
partnerships," said Thomas Zschocke of the United Nations University, who conducted
a preliminary study for the partnership. "Applying quality standards would also enable
the CGIAR training community to serve external partners effectively and efficiently."

For further information, contact Elizabeth Goldberg at Bioversity International.

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Appendix 9: Learning technology workshop at HAICTA 2008

Follow-up event: Workshop on Learning Technology Standards
for Agriculture and Rural Development (AgroLT 2008) (report
prepared by N. Manouselis)
1. Overview of AgroLT 2008
As a follow up activity of the OLR Workshop, a Workshop on Learning Technology Standards for
Agriculture and Rural Development (AgroLT 2008, http://infolab-dev.aua.gr/agrolt/2008/) was held
with success on the 19th of September 2008, in the facilities of the Agricultural University of Athens
(Greece).

The Workshop was held with the support of the Organic.Edunet project (http://www.organic-
edunet.eu) and the Agricultural Learning Repositories Task Force (AgLR-TF, http://aglr.aua.gr/).

The AgroLT 2008 Workshop brought together researchers
and implementers that are working on the design and
development of technology-enhanced learning systems and
services to support the needs of the agricultural and rural
communities. It served as a discussion forum where
interested experts presented the results of their work,
exchanged experiences, and established liaisons with other
groups that are working on related subjects. Overall, it
succeeded in outlining the rich potential of the agricultural
domain as an application field for learning technologies.

Topics included, but were not limited to:
 Describing and categorising agricultural learning
   resources using standards such as IEEE LOM and DC
 Designing and building learning repositories for agriculture and rural development
 Federating and querying agricultural repositories
 Describing learning opportunities for agricultural stakeholders
 Interoperable curricula definitions for agricultural and rural education
 Creating and representing learning activities for agricultural stakeholders
 Representing agricultural competencies in a reusable manner
 Agricultural skills and competencies using transparency and mobility frameworks such as Europass
 Learning technologies standards & specifications for mobile learning applications

About 20 people attended the Workshop. Interesting presentations were made and future actions were
discussed on various issues, especially focusing on the AgLR-TF and its future actions.

The papers that have been presented in the Workshop can be found and downloaded from here:
http://infolab-dev.aua.gr/agrolt/2008/papers.htm. All presentations can also be accessed and viewed
from here: http://infolab-dev.aua.gr/agrolt/2008/program.htm



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2. AgroLT 2008 Workshop Program
The detailed program of the AgroLT Workshop is presented in the following table:

15h00 - 15h05:        Welcome & introductions: launch of             Nikos Manouselis,
                                 AgroLT'08                            Gauri Salokhe,
                                                                    Cleo Sgouropoulou,
                                                                     Tina Costopoulou
15h05 - 15h30:          Linking learning technology with            Miguel-Angel Sicilia
                      agricultural knowledge organisation
                           schemes (keynote speech)
15h30 - 15h45:       Improving Information Management in         Andrew Nadeau, Stephen
                    Developing Countries through e-Learning             Rudgard
15h45 - 16h00:     Using DITA Learning Topics for Information        Thomas Zschocke,
                         Modeling and Learning Content                 Jan Beniest,
                         Development for Disaster Risk            Juan Carlos Villagran de
                    Preparedness in the Agricultural Sector                Leon
16h00 - 16h10:      Computer Assisted Educational Processes           Karel Charvat,
                      and Uniform Resource Management                  Maris Alberts,
                                                                      Andris Dzerve,
                                                                       Stepan Kafka,
                                                                     Jachym Cepicky,
                                                                    Andra Martinsone,
                                                                      Irena Koskova,
                                                                      Marek Splichal
16h10 - 16h30:                                  Coffee break
16h30 - 16h45:      Harvesting learning resources on OA and           Alberto Abian,
                          AE to semantic repositories                  Ramiro Cano
16h45 - 17h00:       TrAgLor-Turkish Agricultural Learning            Zeynel Cebeci,
                              Objects Repository,                     Yoldas Erdogan,
                   http://traglor.cu.edu.tr (Cebeci)TragLor:            Murat Kara
                   A multilingual LOR for agriculture and life
                                    sciences
17h00 - 17h10:            Results from a Study of the            Nikos Manouselis, Kostas
                    Implementation of Metadata Application               Kastradas,
                        Profiles in Agricultural Learning             Gauri Salokhe,
                                   Repositories                        Jehad Najjar,
                                                                 Christian M. Stracke, Erik
                                                                           Duval
17h10 - 17h20:                                   Short break
17h20 - 17h30:    System demo: TrAgLor-Turkish Agricultural            Zeynel Cebeci
                         Learning Objects Repository
17h30 - 17h40:         System demo: GIS Educational tool               Karel Charvat


17h40 - 17h50:      System demo: Conzilla concept mapping             Ambjorn Naeve
                     tool & modelling an open agricultural
                                  discussion
17h50 - 18h00:              Overview of issues, open discussion, closing AgroLT'08


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3. About the Agricultural Learning Repositories – Task Force
(AgLR-TF)
The AgroLT Workshop has been organised with the support of the Agricultural Learning Repositories –
Task Force (AgLR-TF, http://aglr.aua.gr). AgLR-TF is a community initiative that has set up a network
of organizations for promoting the development of learning repositories on agricultural and rural
development topics, by offering them a global infrastructure that will facilitate sharing and reusing of
learning resources. It aims at joining the forces of leading organizations around the world in order to
provide guidance, standards, technologies, tools, recommendations, and best practices for building
agricultural learning repositories. In this way, AgLR-TF intends to make learning resources on topics
essential for the development and welfare of agricultural and rural populations around the world,
available online on a global scale. In 2008, AgLR-TF has already organised several activities that
engaged a large number of organizations around the world.




3.1. Community building

An AgLR-TF web site has been set up for promoting the community-building activity, and allowing
individuals and/or organisations to get involved. In addition, a D-Groups mailing list has been set up to
facilitate communication and information dissemination among the AgLR-TF members
(http://www.dgroups.org/groups/fao/Ag-LR-TF/). Until today, over twenty (20) organizations from
around the world have expressed their support to the activities of the AgLR-TF
(http://aglr.aua.gr/node/11). These organisations include:

   Food and Agriculture Organization of the United Nations, Rome, Italy
   Consultative Group on International Agricultural Research
   Agricultural University of Athens, Greece
   Greek Research and Technology Network (GRNET), Greece
   Global Forum on Agricultural Research (GFAR), Rome, Italy
   Commonwealth of Learning (CoL), Vancouver, Canada
   International Partnership for Forestry Education (IPFE), Finland, Canada
   World Agroforestry Centre (ICRAF), Nairobi, Kenya
   Ikisan Limited, Hyderabad, India
   College of Agriculture and Life Sciences, University of Arizona, USA
   Centre National de Recherche Agronomique (CNRA), Ivory Coast
   College of Agriculture and Environmental Sciences, University of South Africa, Pretoria, South
    Africa
   Centro Operativo e de Tecnologia de Regadio (COTR), Portugal
   Intute: Health and Life Sciences, United Kingdom
   Joint Research Centre of the European Commission
   Development Gateway Foundation
   OER Commons
   Institute for the Study of Knowledge Management in Education (ISKME), California, USA
   International Maize and Wheat Improvement Center (CIMMYT), Mexico
   Knowledge Management Research Group, Royal Institute of Technology (KTH), Stockholm, Sweden

Furthermore, more than one hundred (>100) people have registered to the community of the AgLR-TF.
These members are coming from twenty-six (26) different countries.

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3.2. Inventory of repositories

An online registry for agricultural learning repositories has been included (http://aglr.aua.gr/node/19)
and invitations have been sent to relevant stakeholders to register their repositories. By October 2008,
ten (10) repositories were registered to the AgLR-TF site.

3.3. AgLR e-Conference

An Agricultural Learning Repositories E-Conference (AgLR 2008, http://aglr.aua.gr/econf.php) was
organized during April 24 – June 15, 2008. AgLR 2008 aimed to initiate the dialogue around these
topics, involving organizations and individuals that are active in the field of agricultural learning
repositories. It was held as an electronically facilitated discussion that took place through the D-Groups
mailing list. It explored the needs and requirements of stakeholders involved in the development and
operation of agricultural learning repositories. The outcomes and results of the AgLR e-Conference are
discussed in a produced summary report (http://aglr.aua.gr/files/AgLR2008.pdf).

3.5. Best practices & recommendations

A survey of the metadata schemas has been carried out, in cooperation with the European
Standardization Committee CEN/ISSS, and more specifically the Workshop on Learning Technologies
(WS-LT, http://www.cen.eu/isss/workshop/lt/). A group of WS-LT experts has been formed, which
reviewed, assessed, and validated the results of the survey. As an outcome, a technical report on
―Guidelines and recommendations for building metadata application profiles for agricultural learning
resources‖ has been prepared. This report aims to provide an overview of the way metadata
application profiles are implemented in agricultural learning repositories around the world. In addition,
it also aims to review and validate the approaches followed, so that it provides guidelines and
recommendations to existing or new developers of agricultural repositories.

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3.6. Demo application

In order to develop a demo application that will exhibit how information from one repository can be
presented (harvested) in another, a liaison has been made with the Organic.Edunet European project
(http://www.organic-edunet.eu) and the ARIADNE Foundation (http://www.ariadne-eu.org/). The goal
has been to set up a pilot demonstrator showing how repositories can exchange their metadata by
applying protocols such as the Open Access Initiative Protocol for Metadata Harvesting (OAI-PMH,
http://www.openarchives.org/OAI/openarchivesprotocol.html). To this end, a set of metadata records
from the repository of FAO‘s Capacity Building Portal (http://www.fao.org/capacitybuilding/) has been
harvested into a demo Organic.Edunet repository. This demo repository has been made available for
harvesting from the ARIADNE federation, so that its metadata records are made available through the
federated search interfaces of ARIADNE (http://ariadne.cs.kuleuven.be/
silo2006/NewFederatedQuery.do).




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