sustaining technology in classrooms under the sankor project: a case study of a multi- pronged...

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

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

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

Background•Project Context

▫Other projects to embed ICT in education▫The statuses doubtful▫Cyber-island concept

Literature•Implementation of ICT in education•Change management•Stakeholder mapping•Instructional Design •E-learning

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

Change management

• Kurt lewin’s three step model

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.

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

Stakeholder mapping •Making Sense of Stakeholder Mapping,

Ruth Murray-Webster & Peter Simon 3-D model▫Power▫Interest▫Attitude

Stakeholder mapping

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.

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.

Instructional design•Use of ADDIE model

▫Analyse▫Design▫Develop▫Implement▫Evaluate

Methodology•Descriptive case study

▫Embeds the use of other methodologies Unstructured interviews Questionnaires

▫Stakeholders were very much wary of each other

The multi-pronged approach•Engaging Stakeholders

▫Mapping them▫Customizing training approaches

•Resource design▫Educational resource▫Dealing with the interface

•Research ▫PhD’s

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

Supporting teachers•Troubleshooting

▫Three levels▫Hotline▫Email▫Blog site▫Design on demand

Supporting teachers

Supporting teachers

Resources design• Analyse learners needs• Design

▫Functional design▫Construction design

• Development▫Integrating information from previous step▫E-learning software

• Implementation▫Testing▫Deployment

• Evaluation

Resources design•The interactive interface

▫Open source software▫Uniboard▫Proposes some interactive models▫Not so open▫.ubz file formats

Resources design

Resources design

Resources design

HardwareSupport Digital classroom• Handouts to deal with

them• Hot line• Local development and

troubleshooting

HardwareUSB connection with laptop IR pen & Remote control

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

Conclusions•Complex, multiple issues•Review training content

▫Stakeholders change roles overtime and contexts

•Dealing with open source software•Focus on research

▫Encourage more researchers

Thank you! Your questions