Developing Digital Training Resource on Teaching Reading Through Play
Right To Play
Terms of Reference: Developing Digital Training Resource on Teaching Reading Through Play
Type of Contract: Individual or Firm
Closing Date: October 3 2021
Contract Length: 7 months
Assignment Start Date: As soon as possible
Location: Flexible; some video footage will need to be filmed in Ghana
1.1 About Right To Play
Right To Play (RTP) is a global organization that protects, educates and empowers children to rise above adversity using the power of play. We reach 2.3 million children each year in some of the most difficult and dangerous places on earth, helping them to stay in school and graduate, resist exploitation, overcome prejudice, prevent disease and heal from the trauma of war. We do this by harnessing play, one of the most fundamental forces in a child’s life, to teach children the critical skills they need to dismantle barriers and embrace opportunities, in learning and in life.
RTP’s Strategic Plan focuses our programmatic interventions on Quality Education, one of our core impact areas. Working in development and humanitarian settings, our education programs engage children and youth ranging from as young as two through adolescence in formal and non-formal learning environments. We work with teachers and coaches to strengthen their teaching practice by developing their skills to effectively implement play-based methodology.
1.2 Right To Play’s Work in Literacy
As part of our on-going support to teachers, RTP has developed the following resources:
a) Reading Through Play Trainer Manual: This manual consists of 4 sessions with a total of 16 activities. The total instructional time (in-person) is about 9 hours. It is currently used to train primary school teachers.
b) Reading Through Play Teacher Manual: This 300+ page manual contains information to strengthen teachers’ literacy learning knowledge and skills and more than 50 playful reading session plans classified for emerging, early and transitional literacies.
These teacher literacy resources are progressively introduced in RTP’s multi-year Continuum of Teacher Training (COTT) program which provides in-service training for pre-primary and primary school teachers developed from a child-centered learning lens. While these literacy resources and lesson plans are written in English, they work within a multilingual context as they are translated and adapted to teach local languages at various stages.
In response to the growing request from its different Ministry of Education partners, RTP will undertake the conversion of these literacy teacher training resources for digital learning both as a standalone learning platform and integrated into the multi-year COTT program. Currently, RTP has begun converting Reading Through Play training activities into Google Classroom modules as a short-term response. RTP is now seeking a consultancy for the next phase, which is to use the digital and print resources to create a SCORM-compliant digital course. The development of the resource will involve consultation with RTP staff at different levels (Senior leadership, HQ program staff, Country Office staff).
2. Scope of Work
Right To Play seeks a consultant to develop a SCORM & AICC standard based interactive and asynchronous digital course using the Reading Through Play literacy resources. It is envisioned that these resources and training materials would be used by primary school teachers in RTP programs, initially in Ghana.
It is anticipated that the assignment will have the following key components:
i. Development of 2 teacher learning journeys on literacy that will serve as a basis in the analysis and selection of content for conversion to digital format: 1 learning journey for blended learning and 1 for asynchronous learning. It is envisioned that the online modules for the blended learning journey will overlap with/be included in the asynchronous learning journey.
ii. Conversion of RTP’s existing Reading Through Play training content into interactive online training modules according to the teacher learning journeys:
• It is estimated that the content could be covered in 14 modules. This will be discussed and finalized with the consultant.
• Each module would take 20-30 minutes to complete.
• The modules will include live action video footage of in-person trainings conducted by RTP Ghana. The consultant will produce all footage and is responsible for subcontracting a Ghanaian firm to support this if needed. All costs (including any costs that will be paid to a subcontracted firm) should be included in the proposed budget.
Note: At this time, RTP will not cover costs related to travel to/from Ghana.
• The methods chosen should facilitate learners’ active and playful engagement, and appeal to learners from predominantly oral cultures.
• The modules should be designed with a mobile experience in mind, as the majority of learners will access the course this way.
• The modules will be SCORM-compliant and uploaded to one or more LMS platforms (for example, Kaya (https://kayaconnect.org/) and an LMS under development by RTP). These modules should offer the same experience to learners online and offline.
• Training handouts and sample activities from the Reading Through Play Teacher Manual should be converted into printable resources to supplement the training.
• The consultant will create and integrate evaluation tools into the course, with guidance and feedback from RTP’s Monitoring, Evaluation and Learning (MEL) team. These tools will support RTP to measure the impact and effectiveness of the course.
• Module content should include subtitles, voiceover and/or alternative text as appropriate to facilitate accessibility.
iii. Development of a participant workbook (print version) to accompany the training modules:
• The printed workbook will support learners who are using smartphones and/or have challenges navigating devices. It will (a) support learners to complete module activities that require working with multiple files/windows, and (b) provide ready access to course handouts and other relevant information.
• Examples of content that may be needed to complete module activities:
o Story books used in module activities (not actual size)
o Sample lesson plans for learners to explore
o Activity handouts
• The workbook should be formatted with a visual design that matches the look of the course.
• Note: In each module, the relevant workbook pages should also be available as downloadable PDF files for any learners who do not have a printed copy.
iv. Pilot of modules and integration of pilot feedback to finalize the piloted modules and develop the rest of the resource:
• The pilot will take place in March 2022 in Ghana.
• The consultant will develop a feedback mechanism for the pilot, analyze results and integrate feedback into the final resource.
• RTP field staff will implement the pilot. The consultant will support field staff to prepare for the pilot orientation if needed and provide remote support during the pilot, as needed by field staff (max. number of work days to be agreed upon in advance).
i. Two Teacher Learning Journeys
ii. Storyboard and prototype for each module and the respective collateral (e.g. animations, graphics, etc.)
iii. Production of the respective collateral to be embedded in the course, including:
• Final formatted versions of training handouts
• Scripts, style frame, animatics and production of videos used in the modules
• In addition to the final videos, the consultant should provide all raw files, including all audio, image, video and text files.
iv. Alpha, Beta and final drafts for all modules
v. Participant workbook developed, formatted and ready for printing
vi. Monitoring and Evaluation tool(s) created and integrated into the course (in agreement with RTP’s MEL team)
vii. Final SCORM & AICC standard based learning modules following the pilot
viii. Copyedit and proofreading of all materials produced
A general expectation is that all deliverables are simple, practical, playful, gender responsive and inclusive.
All pilot materials (including elearning modules, handouts and videos) must be ready for piloting by March 1, 2022.
3. Responsibility and Liability of the Consultant
3.1 The consultant will be responsible for:
• Development of the elearning modules and all associated collateral, using the consultant’s own authoring tool
• Development and formatting of the participant workbook (print version)
• Production of videos used in the modules, including live action video footage of in-person trainings conducted by RTP Ghana
• Supporting the pilot and integrating learnings from the pilot into the final resource
• Provision of all materials in English, ready for uploading/use online by RTP
• Provision of source files of all materials and associated collateral that Country Teams will need to contextualize the resource to their own programs and Ministry requirements, including all design files, animations (if applicable), and raw collateral
• Maintaining confidentiality of all RTP materials and resources shared for review
3.2 All materials will be the intellectual property of Right To Play.
4. Responsibility and Liability of Right To Play
Right To Play will be responsible for:
• Coordinating with relevant team members within RTP and organizing the relevant meetings
• Providing feedback within the stipulated time
• Providing all the relevant RTP resources for review
• Providing existing assets for animation if needed, such as characters
• Implementation of the pilot
5. Reporting Line and Logistics
• The consultant shall work under the supervision of RTP’s Training and Methodology Team. Communications and activities with RTP staff will be coordinated by the Training Officer.
• RTP’s Ghana Country Office and International Programs team will also play an advisory role in the planning, development and roll out of the training package.
• The consultant and the relevant RTP staff will meet as per the agreed timings, at various stages (planning, development and testing).
6. Skills and Experience
The desired specifications and qualities of the consultant(s)/firm are:
• Demonstrated experience in developing online training resources for blended and asynchronous learning
• Strong technical skills, especially interactive online training sessions; video production skills
• Experience developing training courses for an LMS platform
• Strong understanding of international development and humanitarian contexts
• Flexibility to respond to new information that naturally arises during the development process
• Strong creative thinking and problem-solving skills to develop playful teacher training approaches for low resource contexts
• Strong spoken and written communication skills in English
• Understanding of children’s literacy development and/or literacy training is desirable