Co-creation is based on the premise that “none of us is as smart as all of us”, that a product or service is dramatically improved by involving makers, thinkers, authors, and end-users in its design.
The added value of using co-creation is many fold, such as a shared understanding of the total process, especially important when combining media and disciplines, ownership of the total program by participants and partners, motivated team work and ensuring that the chosen strategy has been checked form many different vantage points. More information about the co-creation method can be found in the white paper.
Starting points co-creation process
- Video lessons given by master trainers in Kabul who teach inspiring and interactive lessons in front of a camera. These were recorded in a TV studio and broadcasted live via satellite to classrooms in 21 school in the region Parwan.
- Raising awareness about the importance of quality education within the community. This is done by involving community members such as parents, teachers and Mullah in group sessions as well as through radio broadcasts.
- Teacher learning circles were established for participation, support and promotion in the project.
Co-creation workshops were held in order to identify ways to improve the project and find a great solution together. Four workshop have taken place in a period of two years in which tests were held on the proposed solutions. The first one took place in May 2011 and the last one up-to-date in April 2013.
Test outcomes May 2011
The key test outcomes of this workshop were;
- The telecast lessons needed to be improved. They were not very engaging and there was a need to develop a plan on how to use them in school in a way that teachers and students would still have time to do assignments;
- It became clear that the biggest need was to improve the knowledge and skills of teachers. To benefit the (girl) students, teachers need to be helped first;
- To facilitate the teachers, a consultation line was co-created. With a helpline teachers can ask their questions about the curriculum to the master teachers. A sponsorship with telecom Roshan was set up;
- A competition for students was set up in order to peak interest in the telecast contents, to test the students’ knowledge and to increase subject knowledge.
Test outcomes October 2011
In October 2011 a test workshop was conducted to see if the proposed solutions were working according to plan and to further finetune the project according to the needs of students and teachers. The key outcomes of this workshop were;
- telecast lessons: the trainings of the master trainers were very useful and they picked up all tips and tricks quickly. The telecast lessons will be further improved;
- consultation line: together we came to a concept that allows students and teachers to call in with questions and send in answers to the competition questions;
- tablets: during the co-creation workshop of May 2011, Butterfly Works tested if the use of tablets in schools will support the aim of the project. A large number of apps (small applications) and educational games are available for Android phones and tablets can be helpful in explaining concepts of maths, geometry, physics and chemistry. The educational apps proved to be supportive but Butterfly Works recommended to focus first on the improvement of the telecast lessons and the implementation of the consultation line. Because the helpline is not yet implemented, it was too early to start testing the tablets.
Test outcomes October 2012
In October 2012, when the project ran for about one and a half years and the core hick-ups had been addressed, further research was done. This research focussed on how to create a (even) bigger focus on girls, the steps that should be taken in the innovate elements (incl. usability and costs) of the project and how to increase the participatory learning. the key outcomes of the workshop were;
- The telecast lessons are a big help for teachers, since most of them have very little/insufficient knowledge of the new curriculum.
- The questions posed by the master trainers also strongly encourage student participation.
- There is a strong request to extend the lessons for grades 10, 11, 12 and not to focus only on Beta subjects but also add subjects as English and computer lessons, because these provide better job opportunities for girls.
- The competition is highly appreciated by the students.
- The concept of having a live telecast, is not suitable for upscaling because of the broadcasting costs. Also, it will be very hard to get all the school schedules aligned when upscaling to other provinces.
Test outcomes April 2013
Between October 2012 and April 2013, partners worked on the fine-tuning of the concept. In April 2013 a testing workshop with students, teachers, community leaders and the project lead staff of Oxfam Novib and CHA was held at a girls school in Parwan to find the best device to replace the live telecast lessons. The workshop started with sessions to collect the challenges of the project partners and students in order to take this into account in the fine-tuning of the concept. The devices tested were:
- a smart phone with an integrated projector
- a projector with a SD card reader
- a TV with a SD card reader / DVD player
- a featured phone with a SD card reader and the possibility to monitor connected with a projector
The ourcomes of the workshop was the fine-tuned concept. The TV was valued best in terms of visibility, ease of use and it is a very familiar device for all users. Yet the projector is the best scalable solution, because of the low power consumption and the possibility to move from class to class. The teachers valued the pre-recorded lessons since they can pause and replay them. From a learning perspective the featured phone connected to the projector would be best since it will allow to have data on the use of the video’s and equipment.