Remote teaching

Since the beginning of our partnership, Glowdom and Eduix are committed to leveraging the school system in Namibia by digitizing education processes. We want to create a school culture that facilitates managers’ tasks, empowers teachers and supports students in reaching their full potential. Such aims are even more crucial in critical times such as we are facing now. Therefore, during the Covid-19 pandemic, we want to help teachers, students, and parents while they are still working remotely amid school closure. 

Remote teaching demands different pedagogical resources and activities from in-classroom routines. Many teachers are learning from “trial and error” how to use digital tools for teaching. Others are already experts in using ICT. All, in both cases, are becoming pioneers in remote teaching now. 

Using familiar tools, such as laptops and phones, social media and meeting applications that the schools have already used previously, are the first steps towards remote teaching. The most important, however, is that teachers don’t start from scratch to plan and organize their remote teaching just because they are not in the classroom with their students anymore. Such a situation would be a complete waste of energy and time for everyone.

There are plenty of reliable educational resources out there that can support remote teaching. The teachers know their students best and their learning process. With this knowledge, teachers are the most capable to select the appropriate online resources to effectively reach students’ educational needs. In order to supplement teachers’ resources for remote teaching, Eduix in partnership with Glowdom launched the schools.eduix.fi website to support distance learning. 

We provide for teachers all around the world access to our Formjack electronic platform for free during this pandemic.

In terms of distance learning, our goal is to help teachers develop, share, and evaluate tasks. Teachers can send assignments to groups of students and their parents by sharing a single link. Specific sharing groups also facilitate personalized teaching. All responses obtained are stored in a single location, which facilitates task evaluation. The data is stored safely and can be exported to various file formats, such as Excel.

In case your organization already has a virtual platform that your teachers are using, it can still be beneficial to check the website to find new ideas and use the tools as part of your teaching resources.

Additionally, if you are interested in learning more about the Formjack platform and our other products in educational management, visit our website ahaa.glowdom.com. You can also contact us by email info@glowdom.com to discuss how your institution can benefit from our products.

We wish you a smooth passage through the pandemic and all the success for your remote teaching.

Meanwhile in Namibia

Digital transformation in education and mindset

The co-operation project with Haaga-Helia, Eduix Ltd and Glowdom has progressed to first concrete pilot tests. During February, Altti Lagstedt had a very busy time in Namibia, together with Sebulon David of Glowdom. They met interesting groups, refined the Ahaa-ecosystem model and planned the pilot tests of both FormJack and Wihi -products with education representatives. They also attended the Python conference “PyCon Namibia 2020”, where Altti was a keynote speaker and Sebulon had a “light talk” presentation.

One of the main achievements of the week was refining Ahaa-ecosystem. Since the software development cluster is still small inside Namibia, it has been typical that education systems have been acquired from abroad during the last decades, according to the model represented in Figure 1.


Figure 1. The traditional software implementation model

Even if this model is simple, it has shown to have certain structural challenges and problems: 

  • Purchased software has been taken in to use “as it is”, i.e. the software was not suited or tailored to local needs – nor during the implementation, neither later, during curriculum changes for instance.
  • There haven’t been local support or help desk to answer the questions and organizing training. There hasn’t been local maintenance either, so, if a software supplier abroad loses their interest (or goes bankrupt), the software has been abandoned and sooner or later something breaks and the system becomes useless.

To be a really useful and working ecosystem, it is vital to address such challenges and problems: systems have to be suited to local needs and maintained properly. There has to be someone local who is able to collect requirements from all stakeholders, do tailoring in the implementation phase, make changes whenever is needed (for example, when curriculum changes), and act as a helpdesk and train the users for the system. In addition, there has to be some guarantee for continuity: if the original company developing the software loses its interest or goes bankrupt, it has to be possible for the local company to continue to maintain, update and further develop the software. These considerations are represented in the Ahaa-ecosystem model (see Figure 2).

Figure 2. The Ahaa ecosystem

During this cooperation project, we concentrate on the products of Eduix Ltd, but the idea is that the ecosystem is open for other software developers as well, as long as they are ready to follow the same rules. This Ahaa-ecosystem is planned to be an efficient way to get rid of “project tourism”, i.e. projects done only for outside funding without any kind of economical or other kinds of sustainability. In Ahaa-ecosystem there is a local company, which benefits mainly from the maintenance and helpdesk -phase, and this brings a clear economic sustainability aspect to the ecosystem. In addition, when the localization and tailoring are the local company’s responsibility, it helps to grow the software development cluster in Namibia: Glowdom is not planning to do all by themselves, but they are actively looking for partners inside Namibia. Even though in this project we concentrate on the education sector, Ahaa-ecosystem is not bound to education solutions only, it can be applied in other sectors as well, for example in healthcare, agriculture, transportation, and governance.

Mr. Sebulon David, CEO, Glowdom
Dr. Altti Lagstedt, Senior lecturer, Haaga-Helia