Digital Learning Innovation for Host Communities (Lebanon and Jordan) and Syrian Refugees

Operating in 21 schools in Lebanon and in 11 UNESCO Makani Centres, the project addresses the quality of learning, the effectiveness of the capacity building programme, and the paedagogical and technological solutions that encompass Coder-Maker's Learning Designs, Experiential Learning Objects (xLOBs), and their scalability in the current schooling systems. This includes introducing and testing new technologies, resources, and paedagogies. It also entails building the capacities of a pool of educators through a training-of-trainers methodology that combines bottom-up with top-down approaches to ensure sustainability and efficient scalability. The interventions are designed to be flexible so they can be effectively applied in formal and non-formal learning settings. They are meant to be easy to deploy at a very low cost (or no additional cost to the system), and easy to scale and readily integrate within the mainstream educational system.

A research framework was developed for the project that includes: a situation analysis toolkit with surveys for schools, teachers, students, and parents; and focus group discussions and interview questions for principals, teachers, students, and parents. A classroom observation guide was developed for implementation followed by reflection worksheets for post-implementation. The equipment includes Raspberry Pi (Rpi) kits and basic electronic tools, monitors, a TV for the teachers' computer, and a server for networking the Raspberry Pis.

Workshops are provided for 14- to 18-year-olds in 5 centres across Lebanon: in Beirut (American Community School); Saida (Hajj Bahaa Eddine Hariri School); Kaslik (The Holy Spirit University of Kaslik); Tripoli (Beirut Arab University); and Zahle (American University of Science and Technology). Activities at the centre focus in part on Coder-Maker, which helps students to learn to code and programme objects around them. Foundations are provided in programming, design, creation, assembly, programming in real-life STEAM (Science, Technology, Engineering, Arts, and Math) applications, and understanding of open architecture hardware.

The main programme components are:

• Coding: Students learn about computer science by using different platforms from visual programming to more comprehensive languages.
• Electronics: Students learn basic electrical engineering skills and build electronic devices with a hands-on approach.
• Robotics: Students learn mechanical engineering skills and coding by designing, assembling, and programming robots using ready-made or created parts.
• Media: Students learn the basics of multimedia production, including video, sound, music, photography, and how to safely publish their outcomes on the Web.

The Coder-Maker process follows a 3-step approach whereby (in this case, Syrian and Lebanese) students: (i) learn by participating in guided inquiry; (ii) apply what they have learned by completing hands-on applications; and (iii) create and collaborate in small teams to solve real-life problems. It follows an interdisciplinary approach and is a more connected way of learning, connecting paedagogy and technology mindfully with things around the students while also linking them with their peers and with the world. The idea is that the students will be more engaged in the learning process and in producing and creating or applying what they are learning in real projects. They demonstrate their acquisition of key skills such as problem solving, entrepreneurial thinking, communications, critical thinking, and collaboration.

Children, Youth, Education, Technology

According to the International Development Research Centre (IDRC), the impact of the Syrian conflict and accompanying refugee crisis on the education systems in Jordan and Lebanon is immense. Estimates suggest that approximately 714,000 displaced Syrian children are out of school, and almost half of them are in Jordan and Lebanon. More than 100,000 children in Jordan are out of school, while 143,000 Syrian refugees attend public schools nationwide. The situation is worse in Lebanon, with more than 230,000 children out of school. The majority of displaced Syrian children in the region face a future without adequate access to quality education and training opportunities, including increased vulnerability to social, economic, and sexual exploitation, increased conflict, and limited prospects for future employability. The challenges in Jordan and Lebanon's education systems are similar: overcrowded classrooms, lack of qualified teachers, insufficient educational resources, traumatised children, high dropout rates, and curriculum mismatch.

On a more positive note, using education to integrate displaced communities is receiving growing attention because of its potential to empower displaced communities and its promise to improve co-existence with host communities.

Here are some comments from project participants:

• "What I really like about this project is that it stimulates students' curiosity. The project wall was a bit challenging at first but now we see the connections We did the activities with our students at school and they are asking what next?" (Teacher, Jbeil Public School)
• "This is the first time I attend a training that I can use directly with my students. Everything is clear, I know where I am heading and the support is helpful. I have benefited already a lot....I look forward to learning more." (Teacher, Baakline Public School)
• "It is helpful to hear what the others are doing. The students have learned a lot from the discussions and sharing session." (Principal, Kfardebian)
• "This is the first time I know that I can do something; I liked best the challenges and I can do them!" (Student, Bekaa)