THE MDR model - gained skills, knowledge and competences 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 Dr. Manuel Castro, Professor, Fellow IEEE Spanish University for Distance Education (UNED) http://www.slideshare.net/mmmcastro/ mcastro@ieec.uned.es Dr. Clara Perez Dr. Maria Jose Albert http://mridge.dipseil.net/

Content Overview of the project WP4 WP5 Other variables of WP5 Objective Addressees Global Hypothesis Specific Hypotheses WP4 Variables Results Conclusions WP5 Other variables of WP5 Global results

The mRIDGE project Orientation to the Evaluation 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.

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 with mobile technology within the teaching-learning process, will lead to retention of Romanian children in schools, to the better use of learning material in the education of students with special needs, the opportunity for a better integration of disadvantaged students in the current educational system, as well as the inclusion in the system of isolated groups of people due to socio-economic reasons. Hypothesis 1 Hypothesis 2 Hypothesis 3 Hypothesis 4

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 Hypotheses

WP4 WP5 WP Variables Effectiveness Efficiency Usability Expectations / Motivation Content /Methodology Tools Motivation Self-esteem Social and educational integration Competences /skills Abseenteism / performance WP5 Variables WP

2. WP4 Development and adaptation of mobile applications and digital educational resources for the needs of disadvantaged groups of learners

2.1. Variables WP4: Dependent Variable (DV): Effectiveness Efficiency Usability Independent Variable (IV): Digital Educational Resources

2.2. Results Variable. EFFICIENCY STUDENTS

2.2. Results Variable. EFFICIENCY TEACHERS

2.2. Results Variable. EFFICIENCY Teachers and students alike consider the system to be efficient and are satisfied with it (with a mean above 3 in all questions). Teachers think that the MDR model offers the requested information on time and when necessary, while students give a positive but lower score to this question. Students and teachers consider that the MDR model offers them help when needed

Open question Students Open question Teachers 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 Open question Teachers 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

2.2. Results Variable. USEFULNESS STUDENTS

2.2. Results Variable. USEFULNESS TEACHERS

Open question Students Open question Teachers 2.2. Results Variable. USEFULNESS Open question Students They are satisfied and think this system to be well suited to their learning needs Open question Teachers They are satisfied and think this system to be well suited to the learning needs of students

2.2. Results Variable. USEFULNESS Both teachers and students consider that they are satisfied with the usefulness of the applications for mobile devices (with means above 3 in all items). Teachers, such as students, have scored the highest question 8, which refers to students considering that the MDR model has been designed according 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 in learning and completing assignments, while students score this question high but lower than teachers.

2.2. Results Variable. UTILITY STUDENTS

2.2. Results Variable. UTILITY TEACHERS

2.2. Results Variable. UTILITY Teachers and students alike think that the system is efficient and they are satisfied (with a mean above 3 in all questions). Both consider that by using this system students can complete their tasks. The open question in teachers’ and students’ questionnaires show very positive answers (“Do you think that the MDR model makes easier access to contents and helps students to improve their learning process?”).

2.3. Conclusions on effectiveness, efficiency and usability 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. WP5 Implementation of the Package MDR in training – pilot experiment and analysis

3.1. Variables WP5: Dependent Variable (DV): Skills, knowledge and competences Expectations / Motivation Content /Methodology Tools Motivation Self-esteem Social and educational integration 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 Milev Scenario 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 and astronomy) Significant progress in science education where mobile devices are used Positive effect on the other disciplines, and on the attitude and motivation of the entire pedagogical staff Enhancing the digital competencies and creating a pursuit of dynamic learning content. The mobile devices and the platform that the project offers for the creation of electronic resources is a very economical and budget- friendly approach to achieving a modern educational environment

3.2.2. Scenario 2: Belinov School Scenario 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 more interesting and desirable Thanks to the resources of the mRIDGE platform students understand the meaning of the certain processes and remember actions they need to acquire practical skills. The project proved to be extremely important for the education and development of the students from Belinov school. The interest in school work has increased Teachers have the opinion that the use of mobile devices will contribute to better engagement and motivation of children All children of the respondents are of the opinion that mobile devices will help them to understand the learning contents

3.2.3. Scenario 2: Mina Sf. School Scenario 2: Hearing impaired children and their teachers mRIDGE provides integrating mobile technology into the overall learning process - in all study subjects The lessons were used at all classes according to the school curriculum, the pupils’ needs and potential. Tested in classes of mathematics, physics, biology, English language, natural sciences, acquiring communication abilities, sensory and movement activities, etc. The pupils were questioned at all three stages of the project, the absent classes and the grades were centralized, noticing a real progress and a better attendance at classes The application allows to be used easily by both pupils as well as teachers

3.2.4. Scenario 2: Mina- Univ. of Craoiva Scenario 2: Hearing impaired children and their teachers From the analysis of the data provided by teachers learning with the help of mobile technologies: 1. Can prove itself as being an effective method of learning as it can provide immediate support for disabled students 2. Brings new opportunities of learning for disable students due to the 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 the fact that it can take place under all circumstances, regardless the time and place 4. Improves communication between the student and the teacher 5. Is a quicker method of getting an immediate feedback from students

3.2.5. Scenario 3: Plodiv University Scenario 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 with musculoskeletal disorders, educational courses have been developed and adapted on the platform for electronic learning DIPSEIL, individual support has been provided and individual approach 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 obtained results from the tasks similar to the results of the rest of the students who made their tasks in class at Plovdiv University. With high achievements in all master subjects.

3.2.6. Scenario 4: Smoylan -PU Scenario 4: Unemployed people 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 of the platform for electronic learning DIPSEIL Trainees’ achievement obtained through formative and summative evaluation’ on the tasks, including knowledge, skills and attitude have been measured along the learning process. The trainees learning achievements in the course have been very positive, with very good trainees’ marks. The learning results of the course followed by 11 trainees, have given a mean of 8.55, in achievement, in one range form 1 to 10, in the nine tasks.

4. Other variables of wp5 The pilot test

Expectations and motivation Fully detailed in WP5 global report Scenario 2: Hearing impaired children and their teachers Scenario 1: Roma children and their teachers Expectations and motivation Content /Methodology Students Teachers Students Teachers Pre Post Pre Post Pre Post Pre Post Scenario 4: Unemployed people Scenario 3: Students with musculoskeletal disorders and their teachers Tools Students Teachers Fully detailed in WP5 global report Pre Post Pre Post

Socio-cultural integration Fully detailed in WP5 global report Scenario 2: Hearing impaired children and their teachers Scenario 1: Roma children and their teachers Motivation Self-esteem Students Teachers Students Teachers Pre Post Pre Post Pre Post Pre Post Scenario 4: Unemployed people Scenario 3: Students with musculoskeletal disorders and their teachers Socio-cultural integration Students Teachers Fully detailed in WP5 global report Pre Post Pre Post

4.1. Global results Variables: Absenteeism and performance 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

Fully detailed in WP5 global report 4.1. Global results Variables: 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 Fully detailed in WP5 global report

Fully detailed in WP5 global report 4.1.Global results Variables: 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. Fully detailed in WP5 global report

4.2. Conclusions: Objective 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. 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.

4.2. Conclusions: GLOBAL HYPOTHESIS The use of educational mobile digital resources, designed with mobile technology within the teaching-learning process, will lead to retention of Romanian children in schools, to the better use of learning material in the education of students with special needs, the opportunity for a better integration of disadvantaged students in the current educational system, as well as the inclusion in the system of isolated groups of people due to socio-economic reasons. Hypothesis 1 Hypothesis 4 Hypothesis 3 Hypothesis 2

Thank you for your attenTION 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 Dr. Manuel Castro, Professor, Fellow IEEE Spanish University for Distance Education (UNED) http://www.slideshare.net/mmmcastro/ mcastro@ieec.uned.es Dr. Clara Perez Dr. Maria Jose Albert http://mridge.dipseil.net/