Embed Size (px)
Citation preview
THE MDR MODEL - GAINED SKILLS, KNOWLEDGE AND COMPETENCES. THE
EFFECTIVENESS AND EFFICIENCY OF THE MDR APPROACH
Results of the research project
mRIDGE – Using mobile technology to improve policy Reform for Inclusion of Disadvantaged Groups in Education
PROJECT 562113-EPP-1-2015-1-BG-EPPKA3-PI-FORWARD
http://mridge.dipseil.net/
Dr. Manuel Castro, Professor, Fellow IEEESpanish University for Distance Education (UNED)
http://www.slideshare.net/mmmcastro/ [email protected]
Dr. Clara PerezDr. Maria Jose Albert
Content
1. Overview of the project1. Objective2. Addressees
3. Global Hypothesis
4. Specific Hypotheses
2. WP41. Variables2. Results
3. Conclusions
3. WP51. Variables
2. Results
4. Other variables of WP51. Global results2. Conclusions
2
1. OVERVIEW The mRIDGE project
Orientation to the Evaluation
1.1. Objective
The project focuses on disadvantaged students, groups at risk whose ethnical and cultural features, special needs or socioeconomic status, significantly constrain their possibilities for receiving a suitable education
The proposed overall objective of the project is to improve the conditions for the educational integration of these students with the use of mobile technology, something that will increase their motivation and participation in the educational process
4
1.2. Addressees
Roma children and their teachers
Hearing impaired children and their teachers
Students with musculoskeletal disorder (MSD) and their teachers
Unemployed people
1.3. GLOBAL HYPOTHESIS
The use of educational mobile digital resources, designed withmobile technology within the teaching-learning process, will leadto retention of Romanian children in schools, to the better use oflearning material in the education of students with special needs,the opportunity for a better integration of disadvantaged studentsin the current educational system, as well as the inclusion in thesystem of isolated groups of people due to socio-economicreasons
Hypothesis 1 Hypothesis 2 Hypothesis 4Hypothesis 3
Hypotheses
Hypothesis nº 1: The use of educational digital resources, mobile devices, and augmented reality in the teaching-learning process increases motivation, self-esteem and self-efficiency of hearing impaired students, and students suffering MSD and/or sociocultural disadvantages
Hypothesis nº 2: The use of educational digital resources, mobile devices, and augmented reality in the teaching-learning process decreases dropout and absenteeism of hearing impaired students, and students suffering MSD and/or sociocultural disadvantages Researched
in WP5
Hypotheses
Hypothesis nº 3: The use of educational digital resources, mobile devices, and augmented reality in the teaching-learning process boosts social and educational inclusion of hearing impaired students, and students suffering MSD and/or sociocultural disadvantages
Hypothesis nº 4: The use of educational digital resources, mobile devices, and augmented reality in the teaching-learning process increases performance of hearing impaired students, and students suffering MSD and/or sociocultural disadvantages
Researched in
WP5
9
• Effectiveness
• Efficiency
• Usability
WP4
• Expectations / Motivation
• Content /Methodology
• Tools
• Motivation
• Self-esteem
• Social and educational integration
• Competences /skills
• Abseenteism / performance
WP5
VariablesWP
2. WP4Development and adaptation of mobile
applications and digital educational resources for the needs of disadvantaged
groups of learners
11
2.1. Variables WP4
Dependent Variable (DV): EffectivenessEfficiencyUsability
Independent Variable (IV): Digital Educational Resources
12
Variable. EFFICIENCY
STUDENTS
2.2. Results
3.453.63
3.453.54 3.57
0
0.5
1
1.5
2
2.5
3
3.5
4
1. Each time I make a mistakeusing the MDR model, I can
recover information fastly andeasily.
2. I feel sure using thMDRmode
3. The MDR model providesthe requested information just
in time and when needed.
4. The system gives meenough help when needed.
5. The digital educationalresources and mobile
applications motivate me tostudy other topics of the same
subject.
2.2. Results
13
TEACHERSVariable. EFFICIENCY
3.36
3.68 3.59
3.13
3.59
0
0.5
1
1.5
2
2.5
3
3.5
4
1. Each time students makes amistake using the MDR model,he/her can recover information
fastly and easily.
2. The students feel sure usingthe MDR model
3. The MDR model providesstudents with the requestedinformation just in time and
when needed.]
4. The system gives studentsenough help when needed.
5. The digital educationalresources and mobile
applications motivate studentsto study other topics of the
same subject.
14
• Teachers and students alike consider the system to be efficient and aresatisfied with it (with a mean above 3 in all questions)
• Teachers think that the MDR model offers the requested information ontime and when necessary, while students give a positive but lower score tothis question
• Students and teachers consider that the MDR model offers them helpwhen needed
2.2. Results
Variable. EFFICIENCY
15
2.2. Results
Variable. EFFICIENCY
• Students are satisfied about this MDR model• And they suggest:
• more interactive lessons• the possibility of communicating between students• simpler communication with their teachers • more efficiency
Open question Students
• Teachers are really satisfied with this MDR model• They point the need for:
• more interactive lessons• the possibility to save on resources for mobile devices and work
offline• simpler and more attractive applications• using interactive whiteboards connected to virtual libraries
Open question Teachers
16
Variable. USEFULNESSSTUDENTS
2.2. Results
3.483.6
3.513.69
3.57
0
0.5
1
1.5
2
2.5
3
3.5
4
7. Generally speaking, I thinkthat educational digital
resources assist me on learningand finishing my assignments.
8. The MDR odel is designed forbeing useful for my needs.
9. I would like to keep on usingmobile digital resources and
applications in all other subject
10. I would recommend thissystem to other students]
11. The use of the systemfosters me being curious about
the topic.
17
TEACHERS
2.2. Results
Variable. USEFULNESS
3.68 3.773.54
3.68 3.63
0
0.5
1
1.5
2
2.5
3
3.5
4
7. Generally speaking, I thinkthat educational digital
resources assist students onlearning and finishing
assignments
8. The MDR model is designed for being useful for
the students’ needs.
9. Students would like tokeep on using mobile digitalresources and applications in
all other subjects.
10. I would recommend thissystem to other students
11. The use of the system fosters students’ curiosity on
the topic.
18
2.2. Results
Variable. USEFULNESS
• They are satisfied and think this system to be well suited to their learning needs
Open question Students
Open question Teachers
• They are satisfied and think this system to be well suited to the learning needs of students
19
2.2. Results
Variable. USEFULNESS
• Both teachers and students consider that they are satisfied with theusefulness of the applications for mobile devices (with means above 3 inall items)
• Teachers, such as students, have scored the highest question 8, whichrefers to students considering that the MDR model has been designedaccording to the educational needs of students
• Teachers, as students, would recommend this system to other students
• Teachers think that the digital learning resources assist students inlearning and completing assignments, while students score this questionhigh but lower than teachers
20
Variable. UTILITYSTUDENTS
2.2. Results
3.33
3.573.48
3.18
3.75
0
0.5
1
1.5
2
2.5
3
3.5
4
13. With using the system Ican finish my assignments
even if there is nobody to tellme what to do
14. It is easy to navigatethrough the MDR model
15. Within the sytem, it iseasy to go from assignment
to other
16. I have the knowledge andskills required to use this
system
17. It is easy to learn how touse the MDR model
21
TEACHERS
2.2. Results
Variable. UTILITY
3.36
3.593.4
3.04
3.4
0
0.5
1
1.5
2
2.5
3
3.5
4
13. With using the systemstudents can finish
assignments even if there isnobody to tell them what to
do.
14. It is easy to navigatethrough the MDR model
15. Within the system, it iseasy to go from assignment to
other.
16. Students have theknowledge and skills required
to use this system.
17. It is easy to learn how touse the MDR model
22
• Teachers and students alike think that the system is utiland they are satisfied (with a mean above 3 in allquestions)
• Both consider that by using this system students cancomplete their tasks
• The open question in teachers’ and students’ questionnairesshow very positive answers (“Do you think that the MDRmodel makes easier access to contents and helps students toimprove their learning process?”)
2.2. Results
Variable. UTILITY
2.3. Conclusions on effectiveness, efficiency and usability
23
Users (teachers and students) are satisfied with the system obtaining in all cases a score above 3 on a scale of 4:
A very effective tool for promoting active and participatory learning
With a high degree of usability
Toold described as innovative, attractive and useful
A motivating element in the teaching-learning process
Great educational potential for students at risk of exclusion
3. WP5Implementation of the Package
MDR in training – pilot experiment and analysis
25
3.1. Variables WP5
Dependent Variable (DV):1. Skills, knowledge and competences2. Expectations / Motivation 3. Content /Methodology 4. Tools5. Motivation6. Self-esteem7. Social and educational integration8. Abseenteism / Performance
Independent Variable (IV): Digital Educational
Resources
3.2. Variable: Skills, knowledge and competences
The partners involved in the 4 scenarios of the project have reported:
gained knowledge, improved skills
and competences
3.2.1. Scenario 1: Sadovo Geo MilevScenario 1: Roma children and their teachers
The main objective of the “mRIDGE" project is to attract and retain Roma pupils in school through the attractiveness, innovation and visualization through "added reality" technology
• Tested in classes of science (Man and nature and Physics andastronomy)
• Significant progress in science education where mobile devices are used
• Positive effect on the other disciplines, and on the attitude andmotivation of the entire pedagogical staff
• Enhancing the digital competencies and creating a pursuit of dynamiclearning content
• The mobile devices and the platform that the project offers for thecreation of electronic resources is a very economical and budget-friendly approach to achieving a modern educational environment
3.2.2. Scenario 2: Belinov SchoolScenario 2: Hearing impaired children and their teachers
mRIDGE provides integrating mobile technology into the overall learning process - in all study subjects
• The idea was to make physics and astronomy textbooks moreinteresting and desirable
• Thanks to the resources of the mRIDGE platform studentsunderstand the meaning of the certain processes and rememberactions they need to acquire practical skills
• The project proved to be extremely important for the educationand development of the students from Belinov school.
• The interest in school work has increased
• Teachers have the opinion that the use of mobile devices willcontribute to better engagement and motivation of children
• All children of the respondents are of the opinion that mobiledevices will help them to understand the learning contents
3.2.3. Scenario 2: Mina Sf. SchoolScenario 2: Hearing impaired children and their teachers
• The lessons were used at all classes according to the schoolcurriculum, the pupils’ needs and potential.
• Tested in classes of mathematics, physics, biology, Englishlanguage, natural sciences, acquiring communication abilities,sensory and movement activities, etc.
• The pupils were questioned at all three stages of the project, theabsent classes and the grades were centralized, noticing a realprogress and a better attendance at classes
• The application allows to be used easily by both pupils as well asteachers
mRIDGE provides integrating mobile technology into the overall learning process - in all study subjects
3.2.4. Scenario 2: Mina- Univ. of CraoivaScenario 2: Hearing impaired children and their teachers
• From the analysis of the data provided by teachers learning with the helpof mobile technologies:
1. Can prove itself as being an effective method of learning as it canprovide immediate support for disabled students
2. Brings new opportunities of learning for disable students due tothe fact that visual and audio images have a greater impact on them
3. Is a more flexible method of learning if we take into account thefact that it can take place under all circumstances, regardless thetime and place
4. Improves communication between the student and the teacher
5. Is a quicker method of getting an immediate feedback fromstudents
3.2.5. Scenario 3: Plodiv UniversityScenario 3: Students with musculoskeletal disorders and their teachers
(applied to two Masters programs in Telecommunications)
Computer programs have been designed to make it easier for students with musculoskeletal disorders to access material, communicate their ideas and work, and participate in educational experiences
• According to the needs and capabilities of the students withmusculoskeletal disorders, educational courses have beendeveloped and adapted on the platform for electronic learningDIPSEIL, individual support has been provided and individualapproach has been applied
• The outcome was to obtain information about the students’achievement in competencies when finish the courses
• The students with musculoskeletal disorders have obtainedresults from the tasks similar to the results of the rest of thestudents who made their tasks in class at Plovdiv University.With high achievements in all master subjects
3.2.6. Scenario 4: Smoylan -PU
Use of mobile devices for distance learning of unemployed
• Plovdiv University developed a course “Introduction to Electronics”for initial qualification in accordance with the specific character ofthe platform for electronic learning DIPSEIL
• Trainees’ achievement obtained through formative and summativeevaluation’ on the tasks, including knowledge, skills and attitudehave been measured along the learning process
• The trainees learning achievements in the course have been verypositive, with very good trainees’ marks. The learning results ofthe course followed by 11 trainees, have given a mean of 8.55, inachievement, in one range form 1 to 10, in the nine tasks
Scenario 4: Unemployed people
4. OTHER VARIABLES OF WP5
The pilot test
34
Expectations and motivation
Students
Pre
Teachers
PrePost Post
Content /Methodology
Students
Pre
Teachers
PrePost Post
Tools
Students
Pre
Teachers
PrePost Post
Scenario 4: Unemployed people
Scenario 3: Students with musculoskeletal disorders and their teachers
Scenario 2: Hearing impaired children and their teachers
Scenario 1: Roma children and their teachers
Fully detailed in WP5 global
report
35
Motivation
Students
Pre
Teachers
PrePost Post
Self-esteem
Students
Pre
Teachers
PrePost Post
Socio-cultural integration
Students
Pre
Teachers
PrePost Post
Scenario 4: Unemployed people
Scenario 3: Students with musculoskeletal disorders and their teachers
Scenario 2: Hearing impaired children and their teachers
Scenario 1: Roma children and their teachers
Fully detailed in WP5 global
report
4.1. Global resultsVariables: Absenteeism and performance
36
Data on absenteeism and academic performance are really positive
According to reports from different scenarios, in some cases, absenteeism
has been reduced more than 50%
In relation to academic performance, students have improved their grades
4.1. Global resultsVariables: Expectations, Content / Methodology, Tools
Expectations
• According to results, the high expectations of both students and teachers have been fulfilled (mean in pre and post above 3)
Content/ Methodology
• Teachers and students have given very positive scores (mean of 3-3.5 over 4)
Tools
• Both in the pre and post phases teachers and students gave a positive score to this variable, with a mean above 3 in all questions 37
Fully detailed in WP5 global
report
4.1.Global resultsVariables: Motivation, Self-esteem, Socio-cultural integration
Motivation
• As per data, motivation of students has improved in the post phase – with a mean above 3 – with respect to data from the pre phase
Self-esteem
• Teachers and student alike, both in the pre and post phases, have scored this variable with a mean close to 3
Socio-cultural integration
• This variable is given by teachers and students a score close to 3 out of 4
38
Fully detailed in WP5 global
report
4.2. Conclusions: ObjectiveThe proposed overall objective of the project is to
improve the conditions for the educational integration
of these students with the use of mobile technology,
something that will increase their motivation and
participation in the educational process
The project focuses on disadvantaged students, groups
at risk whose ethnical and cultural features, special needs
or socioeconomic status, significantly constrain their
possibilities for receiving a suitable education39
4.2. Conclusions: GLOBAL HYPOTHESIS
The use of educational mobile digital resources, designed with mobiletechnology within the teaching-learning process, will lead to retention ofRomanian children in schools, to the better use of learning material in theeducation of students with special needs, the opportunity for a betterintegration of disadvantaged students in the current educational system,as well as the inclusion in the system of isolated groups of people due tosocio-economic reasons
Hypothesis 1
Hypothesis 2Hypothesis 4
Hypothesis 3
THANK YOU FOR YOUR ATTENTION
http://mridge.dipseil.net/
Results of the research project
mRIDGE – Using mobile technology to improve policy Reform for Inclusion of Disadvantaged Groups in Education
Dr. Manuel Castro, Professor, Fellow IEEESpanish University for Distance Education (UNED)
http://www.slideshare.net/mmmcastro/ [email protected]
Dr. Clara PerezDr. Maria Jose Albert
PROJECT 562113-EPP-1-2015-1-BG-EPPKA3-PI-FORWARD
