sustaining technology in classrooms under the sankor project: a case study of a multi- pronged...
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Background The The Sankoré project ▫The provision of a digital classroom ▫A platform for sharing digital educational resources ▫Training of teachers to use the interactive projector and the Sankoré software suite ▫All resource created shared openly ▫Project being implemented at Primary school levelTRANSCRIPT
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Sustaining Technology in classrooms under the Sankoré Project: A case study of a multi-pronged approach
V.Avinash OojorahLecturer & Project Manager, SankoréCentre for Open and Distance LearningMauritius Institute of Education NADEOSA 2011, Johannesburg
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Background •The Mauritius Institute of Education
▫In teacher education since 1973▫Centre for Open and Distance Learning
[CODL]•The Sankoré project
▫The Franco-British Summit of 2008▫The DIENA▫Creation of a Learning Factory at the CODL
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Background•The The Sankoré project
▫The provision of a digital classroom▫A platform for sharing digital educational
resources ▫Training of teachers to use the interactive
projector and the Sankoré software suite▫All resource created shared openly▫Project being implemented at Primary
school level
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Background•Project Context
▫Other projects to embed ICT in education▫The statuses doubtful▫Cyber-island concept
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Literature•Implementation of ICT in education•Change management•Stakeholder mapping•Instructional Design •E-learning
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Literature•Implementation of ICT in education
▫ICT in Teacher Education: Case Studies from the Asia-Pacific Region [UNESCO] Stakeholder mapping necessary Associated tools Support services
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Change management
• Kurt lewin’s three step model
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Change management• Lippit’s model
▫ Diagnose the problem.▫ Assess the motivation and capacity for change.▫ Assess the resources and motivation of the change agent. This
includes the change agent’s commitment to change, power, and stamina.
▫ Choose progressive change objects. In this step, action plans are developed and strategies are established.
▫ The role of the change agents should be selected and clearly understood by all parties so that expectations are clear. Examples of roles are: cheerleader, facilitator, and expert.
▫ Maintain the change. Communication, feedback, and group coordination important
▫ Gradually terminate from the helping relationship.
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Change management•Schein
▫Learning and survival anxiety▫Cognitive and semantic redefinitions
•Senge▫Identify defensive routines▫Mental barriers to change ▫Analyze the context and the learners
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Stakeholder mapping •Making Sense of Stakeholder Mapping,
Ruth Murray-Webster & Peter Simon 3-D model▫Power▫Interest▫Attitude
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Stakeholder mapping
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Stakeholders’ descriptive categoriesRoles Description Saviour Powerful, high interest, positive attitude or
alternatively influential, active, backer. Friend Low power, high interest, positive attitude or
alternatively insignificant active, backer. They should be used as a confidant or sounding board.
Saboteur Powerful, high interest, negative attitude or alternatively influential, active, blocker.
Sleeping giants
Powerful, low interest, positive attitude or alternatively influential, passive, backer. They need to be engaged in order to awaken them.
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Stakeholders Descriptive categoriesRoles StakeholdersIrritants Low power, high interest, negative attitude or
alternatively insignificant, active, blocker. They need to be engaged so that they stop ‘eating away’ and then be ‘put back in their box’
Time Bomb Powerful, low interest, negative attitude or alternatively influential, passive, blocker. They need to be understood so they can be ‘defused before the bomb goes off’.
Trip wires Low power, low interest, negative attitude or alternatively insignificant, passive, blocker. They need to be understood so you can ‘watch your step’ and avoid ‘tripping up’.
Acquaintance
Low power, low interest, positive attitude or alternatively insignificant, passive, backer. They need to be kept informed and communicated with on a ‘transmit only’ basis.
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Instructional design•Use of ADDIE model
▫Analyse▫Design▫Develop▫Implement▫Evaluate
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Methodology•Descriptive case study
▫Embeds the use of other methodologies Unstructured interviews Questionnaires
▫Stakeholders were very much wary of each other
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The multi-pronged approach•Engaging Stakeholders
▫Mapping them▫Customizing training approaches
•Resource design▫Educational resource▫Dealing with the interface
•Research ▫PhD’s
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The StakeholdersStakeholder roles Who are they?Saviour Teachers, Ministry Sleeping Giants Teachers’ UnionsFriends Parents and PupilsSaboteurs School inspectorateIrritants Technical officersTime Bombs Headmasters and Deputy HeadmastersTrip wires The MIE academia Acquaintance The Press
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Supporting teachers•Troubleshooting
▫Three levels▫Hotline▫Email▫Blog site▫Design on demand
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Supporting teachers
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Supporting teachers
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Resources design• Analyse learners needs• Design
▫Functional design▫Construction design
• Development▫Integrating information from previous step▫E-learning software
• Implementation▫Testing▫Deployment
• Evaluation
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Resources design•The interactive interface
▫Open source software▫Uniboard▫Proposes some interactive models▫Not so open▫.ubz file formats
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Resources design
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Resources design
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Resources design
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HardwareSupport Digital classroom• Handouts to deal with
them• Hot line• Local development and
troubleshooting
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HardwareUSB connection with laptop IR pen & Remote control
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Research•Two proposed PhD’s
▫Impact on learners’ learning in the classroom How are digital resources impacting on
learning What are they learning with the digital
resources?▫The design process
What are the processes? Choices of the resource developers
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Conclusions•Complex, multiple issues•Review training content
▫Stakeholders change roles overtime and contexts
•Dealing with open source software•Focus on research
▫Encourage more researchers
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Thank you! Your questions