Localizing mobile learning policy for maximum return on investment and stakeholder satisfaction
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Localizing mobile learning policy for maximum return on investment and stakeholder satisfaction

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A presentation given at UNESCO Mobile Learning week in February 2014 that explores important issues in mobile learning policy.

A presentation given at UNESCO Mobile Learning week in February 2014 that explores important issues in mobile learning policy.

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  • Great news David, I hope they are successful. It would be great to see European, Tongan and Kiwi schools (and Massey of course) collaborating via the Internet. We often get the warm fuzzies about individual children who get to speak and share their views on a world stage, then everyone goes home and life goes on. I've always been idealistic and hope that local syncs with global generating enduring results.

    We have more than sufficient power and capability in mobile technology today to make mobile learning go beyond the classroom. The ROI can go well beyond GDP productivity and producing the ICT professionals we need from today's students to fulfill business needs and creatively solve world problems.

    IMHO it's no longer about Moore's Law, it's about bringing what we have to the masses. I think we need quantum thinking more than quantum computing. Lets get children and young adults doing that before we slap the creativity out of them and silo their thinking into specialization. Hmmm, time to shut up now:)
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  • Hi Luigi, good to hear from you, and thanks for you thoughtful comments. It's not directly answering the issues you raise, but some Massey researchers are currently bidding for European funds to continue a pilot to provide high schools in Tonga with solar power to give them access to ICT through an educational intranet, now that there is an international fibre connection to the main island. Perhaps if they are successful some of the innovations you suggest could be realised.
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  • Interesting thoughts and questions. I wonder if we really understand the implications of broadband, ICT in schools and the impact on the near future. I totally embrace the opportunity in New Zealand for access for people of all of our groups to have access to the world through computing devices. We are fortunate to have that capability.

    I question whether we have the ability or commitment at a national level to fully understand the implications where students will rapidly become the teachers and start impacting on society at a young age. I hope that it will deliver the promises of the future my generation was promised as children in 'Tomorrow's Schools - A Blueprint for Survival' which was etched into my psyche with Gestetner Ink at primary school.

    Today's children are going to be streets ahead of their parents and in many cases their educators. As to the policy makers? It would be great to see initiatives making sure that we live up to our potential.

    Given that this presentation was for UNESCO, it would be great to see more initiatives lead from a senior level for NZ schools to partner with schools in countries not as fortunate as ours to share learnings in our global village. Also to realize initiatives that some Kiwis are trying to initiate such as understanding ways of life such as in South Pacific Islands where their lifestyles will be disrupted or lost due to climate change.

    I'm going to get off my shoebox, but I challenge the country at all levels to stop paying lip service to its all about the children. We can learn a lot from them. It's a two-way street.
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    Localizing mobile learning policy for maximum return on investment and stakeholder satisfaction Localizing mobile learning policy for maximum return on investment and stakeholder satisfaction Presentation Transcript

    • Localizing mobile learning policy for maximum return on investment and stakeholder satisfaction Associate Professor David Parsons Massey University, Auckland, New Zealand UNESCO Mobile Learning Week 2014
    • Starting Point • „There is widespread agreement that policy should encourage broadband deployment and reduce digital divides. The vast majority of the policy debate centers on the appropriate means to realize the potential benefits of broadband‟ – Bauer, J., Kim, J. & Wildman, S. (2005). An integrated framework for assessing broadband policy options. Michigan State Law Review, 21.
    • UNESCO’s Policy Guidelines • Core policy is provision of robust and affordable broadband and mobile networks • Delivery must consider equity, safety, advocacy and resources • These are generic guidelines, which need to be adapted to local conditions – http://unesdoc.unesco.org/images/0021/002196/2196 41e.pdf
    • New Zealand • Informative global case study • Schools largely selfgoverning, categorised in socioeconomic deciles • Government taking major initiatives in – National broadband for schools – Internal school networks (including wireless) » Note: all financial figures included in this
    • Research Questions • How is mobile learning policy enacted in New Zealand and what policy assumptions underlie return on investment (ROI) projections? • What can this tell us about localizing mobile learning policy for maximum ROI and stakeholder satisfaction?
    • Stakeholder Interviewees Sector Representative National government Ministry of Education Howard Baldwin (Manager, Sector Engagement) School Orewa College Kate Shevland (Principal) Mark Quigley (Deputy Principal) Commercial service provider Isometric Solutions Conrad Stewart (Managing Director) Educational trust Manaiakalani Trust Dorothy Burt (Professional Learning Programme Leader) Educational researcher University of Waikato Noeline Wright (Senior Research Officer) Crown agency Network 4 Learning John Hanna (CEO) Industry organisation NZTech Candace Kinser (CEO) Local government organisation ATEED Brett O’Reilly (CEO)
    • Intervention Strategies • „Medium-intervention strategies can be considered an effective broadband policy in the light of the empirical analysis.‟ • Cava-Ferreruelaa & Alabau-Muñozc. (2006). Broadband policy assessment: A crossnational empirical analysis. Telecommunications Policy 30(8)
    • Investment in UFB • Overall investment in ultra fast broadband (UFB) is $1.5bn – Government contributing $1.35bn with private co-investment • $28.2 million for fibre connections from school boundaries into the schools – http://www.med.govt.nz/sectorsindustries/technology-communication/fastbroadband
    • School Broadband • 97.7 per cent of schools and 99.9 per cent of students will receive ultra-fast broadband capability by 2016, with the remaining 2.3 per cent of schools in remote areas given wireless or satellite services – http://www.minedu.govt.nz/theMinistry/EducationInit iatives/UFBInSchools.aspx
    • SNUP • The School Network Upgrade Project (SNUP) to upgrade internal school networks • Includes a wireless option • $600 per student – Approx 750,000 students, if all schools were upgraded – $450 Million (!) – http://elearning.tki.org.nz/Ministryinitiatives/Getting-connected2/SNUP
    • Return on Investment • Measured in $ • „Profit‟ or „Savings‟ • What are these in education?
    • UFB RoI Projection • „Alcatel-Lucent estimated the gains in education at $3.6b [over 20 years]. The benefits included the “consumer surplus” – gains to consumers that aren't directly reflected in higher incomes or GDP‟ – http://www.stuff.co.nz/business/industries/6450713/ Huge-payoff-from-ultrafast-broadband-predicted
    • Measured ROI • ‘Half within improved teaching and learning … leading therefore to better student outcomes, 30% around streamlining and making administration easier for schools … 20% benefits of centralised procurement to drive down costs’ (Govt.)
    • Better Teaching and Learning • ‘The return on investment is a better educated, better prepared, graduating cohort … students who are more aware of what the future might hold’ (School) • ‘Opportunities for learning as a young person are exponentially improved by UFB’ (Trust)
    • Streamlining Administration • ‘Streamlining school administration, moving a lot of school systems onto the cloud… gives you richer systems…[After the Christchurch earthquake] The school itself wasn't functional but people would get on the Internet and return to study’ (Local Govt.)
    • Reducing Overheads • ‘One of the immediate benefits [of a fibre network] was to reduce the number of hours that kids spent on buses being shipped from one school to another so they could receive specialist teaching’ (Agency)
    • Consumer Surplus • What something is „worth‟ over and above what it costs to consume • Note: – producer surplus (profit) + consumer surplus = social surplus
    • What it’s ‘Worth’ • ‘The flow on effect for our lowest socio-economic community is that suddenly they are able to access a whole world that they were never able to before…it’s life changing’ (Trust) • ‘Kids come to school early. There is a decline in truanting, in in-class off-task behaviour and other anti social things’ (Govt.)
    • Return in Opportunity • ‘ROI is probably one of the most unquantifiable of all - what you're doing is providing an opportunity, the means for people to access any kind of knowledge any time…Making the Wi-Fi the schools have available in some way for the community to use so that poverty itself doesn't become an impediment’ (Researcher)
    • Policy Challenges • Policy faces challenges in: – Changes to education – Meeting the (future) needs of the economy – Levels of participation – Degree of specification – The multi faceted and long term nature of creating equity
    • Changes to Education • ‘In about five years students will be able to do their assessments online any time they feel like it so that has huge implications for how the learning in schools is structured’ (Researcher) • ‘I think it changes the whole nature of how we train teachers’ (School)
    • Needs of the Economy • ‘Right now we have a deficit of 15,000 [IT people] how do we actually urgently and directly fix this situation? or do we forget about being a technology enabled country?’ (Industry) • „More technologically developed economies may actually need fewer educated people‟ – Chang, H-J. (2010). 23 Things They Don‟t Tell You About Capitalism.
    • Levels of Participation • ‘Schools don't typically like central control. There’s an all of government scheme for purchasing computers. We’ve got two and a half thousand odd schools, less than 30 have signed up, and yet it’s cheaper. They like to do their own thing.’ (Provider)
    • Degree of Specification • ‘It would've been useful to have had a little more input from the market … seems a little like we’ve undercooked it’ (Agency) • ‘Some of the ministry schemes are totally over specified…the school is paying 20% of something they shouldn't be paying for’ (Provider)
    • Long Term Equity • ‘It'll take generations to truly resolve the inequity of experience or the inequity of outcome across our society and across demographics so the further forward we can look the better’ (Agency)
    • Local Policy Questions (1) • Do you drive people towards ICT usage or give them the option? • Do you address today‟s questions or tomorrow‟s? • To what extent do you educate people to be able to create ICT artefacts using industrial tools?
    • Local Policy Questions (2) • How can we get on and do things without leaving some people behind? • Are concepts such as ICT, mobile devices, 21st century skills, still relevant to future education policy? • To what extent should central policy drive local procurement and practice?
    • Contact • • • • Associate Professor David Parsons Massey University, New Zealand D.P.Parsons@massey.ac.nz http://www.massey.ac.nz/~dpparson