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Designing, Implementing and Evaluating Gender-sensitive Mobile Learning Projects within Educational Settings

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  • Designing, Implementing and Evaluating Gender-sensitive Mobile Learning Projects

    within Educational Settings

    Julie Evans Chief Executive Officer

    Project Tomorrow @JulieEvans_PT

    Dr. Kari Stubbs Vice President of Learning and

    Innovation, BrainPOP @karistubbs

  • Welcome!

    Todays discussion topics: Getting to know each other Afternoon pop quiz: Girls Go Mobile with Learning The Mobile Learning Project & Gender Sensitivity

    o Designing o Implementing o Evaluating

    New ideas and additional resources

    @ProjectTomorrow @brainpop #mlw2015 @unesco @UN_Women

  • Mission: To ensure that todays students are prepared

    to become tomorrows leaders, innovators and

    engaged citizens of the world

    Project Tomorrow, a global education not for

    profit organization

  • Our Programs: Focus on STEM Education

    o Research & evaluation studies

    o School & community programs

    o Policy advocacy for STEM and digital

    learning

  • Research & evaluation studies: Mobile Learning

    Speak Up Research Project 521,000 K-12 students, parents & educators 8,216 schools in US and around the world

    VOCES DE MXICO Project 594 5th & 6th grade students + parents & teachers 7 schools in Mexico

    Making Learning Mobile Chicago Project 120 5th grade students 3 year study with a school in Chicago

  • www.brainpop.com

    BrainPOP

  • Girls Go Mobile with Learning

    Research data from the Speak Up 2014

    Surveys

  • Girls Go Mobile with Learning

    Girls in all types of communities place a high value on having a mobile device to help with learning just like the boys

    % who say it is important for students to be able to use a mobile device for learning

    Urban Rural Suburban

    Gr 6-8 Girls 75% 75% 76%

    Gr 6-8 Boys 74% 75% 73%

  • Girls Go Mobile with Learning

    Girls and boys have similar access to mobile devices

    Mobile Devices Girls Boys

    Smartphone 45% 46%

    Tablets 62% 59%

    Mobile Devices Girls Boys

    Smartphone 70% 66%

    Tablets 58% 53%

    Mobile Devices Girls Boys

    Smartphone 84% 80%

    Tablets 40% 36%

    Grades 3-5

    Grades 6-8

    Grades 9-12

  • Girls Go Mobile with Learning

    But they have different expectations for using those devices for schoolwork

    Girls are more interested than boys in using mobile devices to:

    Write school reports Work on projects with classmates Read stories and books for schoolwork Take notes in class Email classmates about homework Access online textbooks Organize schoolwork

  • If we asked middle school girls (ages 11-13) which mobile device they think is the best for various schoolwork tasks, what device would they choose? Would they choose a smartphone, a tablet, or a laptop?

    Your afternoon quiz: Girls Go Mobile with Learning

    Research from the Speak Up 2014 Surveys

  • www.brainpop.com

    BrainPOP

    Enter code: unesco1

  • Your afternoon quiz: Girls Go Mobile with Learning

    If we asked middle school girls (ages 11-13) which mobile device they think is the best for various schoolwork tasks, what device would they choose? Would they choose a smartphone, a tablet, or a laptop?

    Task Laptop Tablet Smartphone

    Write a report

    Communicate with their teacher

    Take notes in class

    Watch a video

    Read an online article or book

    Create a video

  • Your afternoon quiz: Girls Go Mobile with Learning

    If we asked middle school girls (ages 11-13) which mobile device they think is the best for various schoolwork tasks, what device would they choose? Would they choose a smartphone, a tablet, or a laptop?

    Task Laptop Tablet Smartphone

    Write a report X

    Communicate with their teacher

    X

    Take notes in class

    X

    Watch a video X X

    Read an online article or book

    X

    Create a video X

  • Todays discussion topics: Getting to know each other Afternoon pop quiz: Girls Go Mobile with Learning

    The Mobile Learning Project & Gender Sensitivity o Designing o Implementing o Evaluating

    New ideas and additional resources

    @ProjectTomorrow @brainpop #mlw2015 @unesco @UN_Women

  • Mobile Learning Projects in Educational Settings

    Purpose Devices Mobile-enabled content Enhanced connectivity Support for students and teachers In school or out of school time Desired outcomes research questions Metrics for evaluating impact Lessons learned to share

  • Mobile Learning Projects in Educational Settings

    From our research experiences: There is a gender component to the use of mobile devices and content Therefore, it is important for mobile learning projects to be gender-aware and responsive.

  • Gender terminology Relative to education and learning

    Gender sensitive

    Gender

    responsive

    Gender transformative

    Gender

    awareness

    Gender blind

    Gender biased

    Gender unequal

  • Defining gender sensitivity: Considers gender norms, role and relationships

    Takes into account impact of policies, projects and

    programs on women/girls and men/boys

    Tries to mitigate negative consequences of the gender impact

  • Defining gender sensitivity and specific to girls:

    Know her

    Design for her

    Measure the unique impact on her

    Be accountable to her

  • What if designing, implementing and evaluating a gender-sensitive

    mobile learning project . . .

    was like having a ?

  • 1. Planning the Dinner Party = Designing the Project

    2. Hosting the Dinner Party = Implementing the Project

    3. The After-Party Activities = Evaluating the Project

  • The Gender-Sensitive Mobile Learning Project

    Designing the Project Implementing the Project Evaluating the Project

  • The Gender-Sensitive Mobile Learning Project

    Planning the Dinner Party = Designing the Project

    Dinner Planning

    Plan menu

    Invite guests

    Buy food to prepare

    Select wine or music to accompany dinner

    Arrange flowers on the table

    Plan for activities or discussion

    Set the table

    Taking into account your guests needs

  • The Gender-Sensitive Mobile Learning Project

    Dinner Planning Project Planning

    Plan menu Identify research questions

    Invite guests Identify participants

    Buy food to prepare Select the content to support the goals

    Select wine or music to accompany dinner

    Select the devices that support the content

    Arrange flowers on the table Plan for professional development

    Plan for activities or discussion Define the outputs and outcomes

    Set the table Set up the logistical plan of activities

    Taking into account your guests needs Being gender-sensitive

  • Key Components of a Mobile Learning Project Design

    Identify research questions

    Identify participants

    Select the content to support the goals

    Select the devices that support the content

    Plan for professional development

    Define the outputs and outcomes

    Set up the logistical plan

    Weaving gender-

    sensitivity throughout the design

    plan

    The Gender-Sensitive Mobile Learning Project

  • The Gender-Sensitive Mobile Learning Project

    Creating the logical framework:

    1. What is the purpose?

    2. What are the goals?

    3. What are the inputs and outputs?

    4. What are the outcomes?

    5. What are the activities?

  • The Gender-Sensitive Mobile Learning Project

    Creating the logical framework:

    1. What is the purpose?

    2. What are the goals?

    3. What are the inputs and outputs?

    4. What are the outcomes?

    5. What are the activities?

    Informed by what we already know

  • Making Learning Mobile Project

    Falconer Elementary School in Chicago, IL

    127 5th grader students + 4 teachers

    Samsung Galaxy tablets with 4GLTE

    Project Goals: To evaluate benefits of mobile learning by providing

    students and their teachers with tablet to use at school and at home o Special emphasis on literacy development

  • The Gender-Sensitive Mobile Learning Project

    Informed by what we already know: Chicago Project

    29% of girls say their ICT skills are advanced vs. 39% of boys

    Girls favorite subject is Art (32%); boys favorite subject is Physical Education (32%)

    50% of the girls say they like doing writing assignments for schoolwork; only 34% of the boys agree

    79% of the boys though say they write better using a computer vs. 51% of the girls

  • The Gender-Sensitive Mobile Learning Project

    Informed by what we already know: Chicago Project

    29% of girls say their ICT skills are advanced vs. 39% of boys Girls favorite subject is Art (32%); boys favorite subject is Physical

    Education (32%) 50% of the girls say they like doing writing assignments for schoolwork;

    only 34% of the boys agree 79% of the boys though say they write better using a computer vs. 51%

    of the girls

    How do we design gender responsive activities that take this knowledge into account?

  • Worksheet: Thinking about gender issues in mobile learning projects

    Type of gender-responsiveness

    Your assessment Group discussion notes

    Gender-unequal

    Gender-blind

    Gender-specific

    Gender-sensitive

  • Potential activities/outcomes for this project:

    1. All students are required to complete their writing assignments on the tablet.

  • Potential activities/outcomes for this project:

    1. All students are required to complete their writing assignments on the tablet.

    2. Students who complete their writing assignments on the tablets will have additional Physical Education time.

  • Potential activities/outcomes for this project:

    1. All students are required to complete their writing assignments on the tablet.

    2. Students who complete their writing assignments on the tablets will have additional Physical Education time.

    3. Students can use their tablets for taking notes in class, accessing their digital textbooks or working on class projects with others in addition to the writing assignments.

  • Potential activities/outcomes for this project:

    1. All students are required to complete their writing assignments on the tablet.

    2. Students who complete their writing assignments on the tablets will have additional Physical Education time.

    3. Students can use their tablets for taking notes in class, accessing their digital textbooks or working on class projects with others in addition to the writing assignments.

    4. For any of the writing assignments, the students can choose to write about a topic that interests them.

  • Making Learning Mobile Project

    Falconer Elementary School in Chicago, IL

    127 5th grader students + 4 teachers

    Samsung Galaxy tablets with 4GLTE

    To learn more about this project: http://info.kajeet.com/downloadmlmreport

  • The Gender-Sensitive Mobile Learning Project

    Designing the Project Implementing the Project Evaluating the Project

  • The Gender-Sensitive Mobile Learning Project

    Hosting the Dinner Party = Implementing the Project

    Dinner Hosting

    Welcoming your guests

    Preparing the food

    Serving the dinner

    Introducing your guests to each other

    Facilitating dinner conversations

    Everyone has a good time

    Wishing them a good night

    Taking into account your guests needs

  • The Gender-Sensitive Mobile Learning Project Dinner Hosting Project Implementation

    Welcoming your guests Launching the project

    Preparing the food Installing the content or downloading the apps

    Serving the dinner Students use the content on the devices

    Introducing your guests to each other Building network to support the project

    Facilitating dinner conversations Establishing processes for usage

    Everyone has a good time Monitoring usage

    Wishing them a good night Making adjustments to the project plan

    Taking into account your guests needs Being gender sensitive

  • The Gender-Sensitive Mobile Learning Project

    Key components of a mobile learning implementation

    Launching the project

    Installing the content or downloading the apps

    Students use the content on the devices

    Building network to support the project

    Establishing processes for usage

    Monitoring usage

    Making adjustments to the project plan as needed

    Weaving gender-sensitivity

    throughout the implementation

    plan

  • Evaluating the gender-sensitivity of digital content

    Questions for Consideration Guide (Worksheet)

    Characterization Are there differences in the types of roles or activities ascribed to the characters based upon gender?

    Imagery and Language Is the use of language, words and phrases within the content free of traditional stereotypes or gender bias? Are loaded words used?

    Storyline Are women/girls or men/boys represented as central characters within the content storyline or the game?

    Results What types of messages are articulated in the digital content about gender differences? Are those messages positive or negative?

  • BrainPOP Jr.

    Over 300 cross-curricular topics for children 5 to 8 years old

    Aligned to: US Common Core and state standards; Canada Alberta, BC and Ontario standards

    Each topic supported with age-appropriate activities,

    exercises, games, quizzes

    and lesson ideas

    Web, Android, iOS and

    Windows 8

    www.brainpopjr.com

  • GameUp

    Over 100 educational games from 40+ game developers including museums, universities and non-profits

    Games and coding exercises connected to curricular topics

    Over 4 million hours of game play since 2011 launch

    www.brainpop.com/games www.brainpopjr.com/games

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    BrainPOP

    GameUp Do I Have a Right?

    BrainPOP Jr Harriet Tubman

  • The Gender-Sensitive Mobile Learning Project

    Designing the Project Implementing the Project Evaluating the Project

  • The Gender-Sensitive Mobile Learning Project

    The After-Party Activities = Evaluating the Project

    After party activities

    Clearing the dinner table

    Cleaning up the kitchen

    Putting away the good dishes and glasses & leftover food

    Taking time to reflect

    Sharing news from your friends

    Sharing memories of the fun time

    Planning changes for the next party

  • The Gender-Sensitive Mobile Learning Project

    After Party Activities Project Evaluation

    Picking up after the party Collecting data from participants

    Cleaning up the kitchen Organizing the data collected

    Putting away the good dishes and glasses and leftover food

    Suspending judgment on the results until you analyze the data

    Taking time to reflect Analysis of the data

    Sharing memories of the fun time Synthesizing analyzed data into project results

    Planning changes for the next party Examining the outcomes in light of the goals

    Telling others about the party Sharing the evaluation results

  • The Gender-Sensitive Mobile Learning Project

    Project Evaluation

    Collecting data from participants

    Organizing the data collected

    Suspending judgment on the results until you analyze the data

    Analysis of the data

    Synthesizing analyzed data into project results

    Examining the outcomes in light of the goals

    Sharing the evaluation results

    Weaving gender-sensitivity

    throughout the evaluation plan

  • Surveys

    Interviews

    Observations of usage

    Focus groups

    Class participation #s

    Journals/diaries

    Artifacts

    Attendance data

    Discipline data

    Achievement data

    Usage statistics

    And more .

    Mobile Learning Projects: Data collection vehicles

  • Surveys

    Interviews

    Observations of usage

    Focus groups Class participation #s

    Journals/diaries

    Artifacts

    Attendance data

    Discipline data

    Achievement data

    Usage statistics

    And more .

    The Gender Sensitive Mobile Learning Project

  • Focus groups be careful about:

    Use of language, words, phrases in focus group questions

    Time and place for the focus group

    Relationships between participants and others

    Cultural norms, attitudes and behaviors

    The Gender Sensitive Mobile Learning Project

  • The Gender-Sensitive Mobile Learning Project

    Informed by what we already know: Chicago Project

    Urban school within Chicago Public Schools 93% of the families are low income and Latino 44% of the students are English language learners 37% of Falconer students say that their Internet access at

    home is slow or their only access is at school Falconer girls have had less access to mobile devices at home

    than their peers in Chicago or nationwide 48% of the parents have concerns about their child having a

    tablet to use at school and at home

  • The Gender-Sensitive Mobile Learning Project

    Informed by what we already know: Chicago Project

    Goal of the focus groups: To understand how the tablets are impacting student learning from the perspective of the student directly

    How do we design a gender responsive focus group environment that takes into account what

    we know about our participants?

  • How do we design a gender responsive focus group environment that takes into account what we

    know about our participants?

    Lets brainstorm this! What are some things that you would do or not do?

  • Worksheet: Thinking about gender issues in mobile learning projects

    Type of gender-responsiveness

    Your assessment Group discussion notes

    Gender-unequal

    Gender-blind

    Gender-specific

    Gender-sensitive

  • A. Conduct 3 focus groups per year

    B. Same participants each time set up as a research team

    C. Separate focus groups by gender

    D. No men/boys in the focus group with the girls

    E. During the school day

    F. Relate tablet usage to personal interests

    G. Questions for girls focused on collaborations, for boys on individual activities

    H. Audio record on tablet

    Focus Group Protocals for the Chicago Project

  • Reflection

    Todays discussion topics: Getting to know each other Afternoon pop quiz: Girls Go Mobile with Learning The Mobile Learning Project & Gender Sensitivity

    o Designing o Implementing o Evaluating

    New ideas and additional resources

    @ProjectTomorrow @brainpop #mlw2015 @unesco @UN_Women

  • http://www.tomorrow.org/UNESCOworkshop.html

  • How can this information and ideas help you in your work? Program development Investment strategies Policy decisions Evaluations of impact Ideas for new projects

  • What is the most interesting thing you learned today in this workshop?

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    BrainPOP

  • Thank you for this conversation!

    Copyright Project Tomorrow 2015

    This work is the intellectual property of the author. Permission is granted

    for this material to be shared for non-commercial, educational purposes,

    provided that this copyright statement appears on the reproduced

    materials and notice is given that the copying is by permission of the

    author. To disseminate otherwise or to republish requires written

    permission from the author.

    Julie Evans [email protected] @JulieEvans_PT

    Dr. Kari Stubbs [email protected] @karistubbs