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Sustaining Technology in classrooms under the Sankoré Project: A case study of a multi-pronged approach

Sustaining Technology in classrooms under the Sankoré Project: A case study of a multi-pronged approach. V.Avinash Oojorah Lecturer & Project Manager, Sankoré Centre for Open and Distance Learning Mauritius Institute of Education NADEOSA 2011, Johannesburg. Background .

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Sustaining Technology in classrooms under the Sankoré Project: A case study of a multi-pronged approach

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  1. Sustaining Technology in classrooms under the Sankoré Project: A case study of a multi-pronged approach V.AvinashOojorah Lecturer & Project Manager, Sankoré Centre for Open and Distance Learning Mauritius Institute of Education NADEOSA 2011, Johannesburg

  2. 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

  3. Background • The TheSankoré 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

  4. Background • Project Context • Other projects to embed ICT in education • The statuses doubtful • Cyber-island concept

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

  6. 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

  7. Change management • Kurt lewin’s three step model

  8. 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.

  9. 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

  10. Stakeholder mapping • Making Sense of Stakeholder Mapping, Ruth Murray-Webster & Peter Simon 3-D model • Power • Interest • Attitude

  11. Stakeholder mapping

  12. Stakeholders’ descriptive categories

  13. Stakeholders Descriptive categories

  14. Instructional design • Use of ADDIE model • Analyse • Design • Develop • Implement • Evaluate

  15. Methodology • Descriptive case study • Embeds the use of other methodologies • Unstructured interviews • Questionnaires • Stakeholders were very much wary of each other

  16. The multi-pronged approach • Engaging Stakeholders • Mapping them • Customizing training approaches • Resource design • Educational resource • Dealing with the interface • Research • PhD’s

  17. The Stakeholders

  18. Supporting teachers • Troubleshooting • Three levels • Hotline • Email • Blog site • Design on demand

  19. Supporting teachers

  20. Supporting teachers

  21. Resources design • Analyse learners needs • Design • Functional design • Construction design • Development • Integrating information from previous step • E-learning software • Implementation • Testing • Deployment • Evaluation

  22. Resources design • The interactive interface • Open source software • Uniboard • Proposes some interactive models • Not so open • .ubz file formats

  23. Resources design

  24. Resources design

  25. Resources design

  26. Hardware Support Digital classroom • Handouts to deal with them • Hot line • Local development and troubleshooting

  27. Hardware USB connection with laptop IR pen & Remote control

  28. 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

  29. Conclusions • Complex, multiple issues • Review training content • Stakeholders change roles overtime and contexts • Dealing with open source software • Focus on research • Encourage more researchers

  30. Thank you! Your questions

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