1. 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 EPP BG-EPPKA3-PI-FORWARD
Dr. Manuel Castro, Professor, Fellow IEEE
Spanish University for Distance Education (UNED)
Dr. Clara Perez
Dr. Maria Jose Albert

2. 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

3. The mRIDGE project Orientation to the Evaluation
1. Overview
The mRIDGE project
Orientation to the Evaluation

4. 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.

5. 1.2. Addressees Roma children and their teachers
Hearing impaired children and their teachers
Students with musculoskeletal disorder (MSD) and their teachers
Unemployed people

6. 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

7. 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

8. 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

9. 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

10. 2. WP4
Development 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): Effectiveness
Efficiency
Usability
Independent Variable (IV):
Digital Educational Resources

12. 2.2. Results
Variable. EFFICIENCY
STUDENTS

13. 2.2. Results
Variable. EFFICIENCY
TEACHERS

14. 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

15. 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

16. 2.2. Results
Variable. USEFULNESS
STUDENTS

17. 2.2. Results
Variable. USEFULNESS
TEACHERS

18. 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

19. 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.

20. 2.2. Results
Variable. UTILITY
STUDENTS

21. 2.2. Results
Variable. UTILITY
TEACHERS

22. 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?”).

23. 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

24. 3. WP5
Implementation of the Package MDR in training – pilot experiment and analysis

25. 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

26. 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

27. 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

28. 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

29. 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

30. 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

31. 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.

32. 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.

33. 4. Other variables of wp5
The pilot test

34. 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

35. 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

36. 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

37. 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 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

38. 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

39. 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.

40. 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

41. 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 EPP BG-EPPKA3-PI-FORWARD
Dr. Manuel Castro, Professor, Fellow IEEE
Spanish University for Distance Education (UNED)
Dr. Clara Perez
Dr. Maria Jose Albert