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Présentation de l’expérimentation Mobile à Madagascar à la conférence e-learning Africa (Namibie, 2013)
Présentation de l’expérimentation Mobile à Madagascar à la conférence e-learning Africa (Namibie, 2013)
Présentation de l’expérimentation Mobile à Madagascar à la conférence e-learning Africa (Namibie, 2013)
Présentation de l’expérimentation Mobile à Madagascar à la conférence e-learning Africa (Namibie, 2013)
Présentation de l’expérimentation Mobile à Madagascar à la conférence e-learning Africa (Namibie, 2013)
Présentation de l’expérimentation Mobile à Madagascar à la conférence e-learning Africa (Namibie, 2013)
Présentation de l’expérimentation Mobile à Madagascar à la conférence e-learning Africa (Namibie, 2013)
Présentation de l’expérimentation Mobile à Madagascar à la conférence e-learning Africa (Namibie, 2013)
Présentation de l’expérimentation Mobile à Madagascar à la conférence e-learning Africa (Namibie, 2013)
Présentation de l’expérimentation Mobile à Madagascar à la conférence e-learning Africa (Namibie, 2013)
Présentation de l’expérimentation Mobile à Madagascar à la conférence e-learning Africa (Namibie, 2013)
Présentation de l’expérimentation Mobile à Madagascar à la conférence e-learning Africa (Namibie, 2013)
Présentation de l’expérimentation Mobile à Madagascar à la conférence e-learning Africa (Namibie, 2013)
Présentation de l’expérimentation Mobile à Madagascar à la conférence e-learning Africa (Namibie, 2013)
Présentation de l’expérimentation Mobile à Madagascar à la conférence e-learning Africa (Namibie, 2013)
Présentation de l’expérimentation Mobile à Madagascar à la conférence e-learning Africa (Namibie, 2013)
Présentation de l’expérimentation Mobile à Madagascar à la conférence e-learning Africa (Namibie, 2013)
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Présentation de l’expérimentation Mobile à Madagascar à la conférence e-learning Africa (Namibie, 2013)

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  • 1. Continuous Teacher Training in Madagascar OPERATION ASSISTED TRAINING BY MOBILE e-Learning Africa (Windhoek, Namibia – 2013)
  • 2. Partnership  Experimental programme for open-distance teacher training: - Jointly managed in Madagascar by the Agence universitaire de la Francophonie (AUF) and the Institut national de formation pédagogique (INFP) - Participates in international efforts encouraging good basic education for all and aims at improving teaching skills and teachers’ competence in French and in French-language teaching  “Mobile” experiment in Madagascar: - AUF, Orange and Agence française de développement (AFD) partnership - Use of mobile telephones as an educational support for teachers in the teacher training programme - Amoron’i Mania province
  • 3. The Training Programme 1st group 2nd group 3rd group Evaluation I I I I Self-training tutorial ( Ambositra: 458 teachers—22 tutors) + “Teaching Kit”: written and audio resources + Use of mobile telephone + Initiation to IT and Internet End August—beginning September 2012 December 2012 End March—beginning April 2013 9 Months (one school year) + evaluation of the whole programme May 2013 for teachers October 2013 for the programme (independent eval.)
  • 4. AUF & INFP’s needs Services proposed by Orange • Audio Resources Support • Teacher Training Support Mobile telephone with MP3 player and solar charger distributed to all teachers Free calls between teachers and tutors Voice server Gateway for sending MCQ and information by SMS  A single Web interface serving IFADEM • Secure Payment Orange Money AUF’s Needs and Proposals From Orange
  • 5. Programme Evaluation Needs Implementation • Follow-up support and programme evaluation Evaluation Protocol / Research Based on Using:  ”Administrative” data on teachers’ particulars (user chart subject to agreement)  Data collected from telephone call logs (TCL)  Data Android observation probe (Alcatel mobiles only)  Teacher feedback at programme’s end (questionnaires) in partnership with the University of Mulhouse (France)  Qualitative interviews after quantitative analyses (TCL and questionnaires) in partnership with the University of Antananarivo (Madagascar)
  • 6. Who Are the Teachers?  Aging and poorly trained teachers: – Aged (average age 52, 8/10 over 50) – 8/10 have at best a junior secondary certificate – 1/4 non-public servant (without initial teacher training) – Balanced man/woman ratio  The majority are already familiar with the use of a mobile phone: – More than 2/3 already have access to a mobile or have already owned one – 3/4 have no electricity – Important differences between school districts for first mobile ownership and access to electricity  458 primary teachers are being trained, 22 of whom act as tutors.
  • 7. Some Schools Have Poor Mobile Network Coverage
  • 8. 0 500 1000 1500 2000 2500 Evolution of the total number of calls made and SMS sent per day Nombre d'appels émis Nombre de SMS envoyés 1sts reunions Progressive distribution of mobiles School holidays 2nd reunions with reminder on the use of mobiles School holidays Peak in calls and SMS January 1st Marked seasonality (lower activity at we) 3rd reunions Evolution of Volume of Outgoing Calls and SMS - Peak use during reunion periods - Lower use at weekends, which could be interpreted as primarily professional use of mobiles - Primarily calls, SMS use is less developed
  • 9. Teacher Participation in MCQ Base : enseignants et tuteurs ayant suivi la formation (458 individus) Clé de lecture : 10% des enseignants et tuteurs n’ont répondu à aucun QCM, 28% ont répondu à moins de 10% des QCM. Source : Informations obtenues à partir des données de la plateforme web Orange (nov 2012 - mars 2013) 10% 28% 8% 10% 13% 29% 2% 0% 20% 40% 60% 80% 100% 0 QCM <10% 10 à 30% 30 à 50% 50 à 70% 70 à 99% 100% PARTICIPATION Nulle Anecdotique Faible ForteModérée - Participation varies considerably depending on the individual: - 10% of trainees did not participate in the MCQ campaign - 31% showed strong participation, responding to more than 7 out of 10 MCQ - Higher participation for: - tutors, highest degree holders, women, civil servants, Ambositra school district (result of coverage?) - individuals already with a mobile and electricity - however no difference depending on the mobile distributed (Alcatel / ZTE)
  • 10. Essentially Professional Communications - 2/3 of outgoing calls are within the teacher / tutor community - Almost 70% of outgoing SMS are connected to the MCQ campaign Total Average (for all 458 teachers) Average (for teachers making at least one nonpackage communication) Total number of nonpackage outgoing calls 55 470 121 170 Total calling time 675h19 1h28 2h04 Total number of nonpackage SMS 1 596 3 5 Total amount nonpackage (in Ariary) 7 120 287 15 546 21 841 - 71% of teachers made at least one paying call or sent one paying SMS - These cost the equivalent of 1€ / month
  • 11. 3 Profiles According to the Intensity of Communication Via Mobile 50% of participants Monthly average ingoing calls: 26 min Monthly average outgoing calls: 32 min - between teachers (R+M): 50 min - personal outside group (R+M): 8 min Monthly average SMS for QUIZ: 19 25% of participants Monthly average ingoing calls: 121 min Monthly average outgoing calls: 127 min - between teachers (R+M): 206 min - personal outside group (R+M): 42 min Monthly average SMS for QUIZ: 31 25% of participants Monthly average ingoing calls: 2 min Monthly average outgoing calls: 6 min - between teachers (R+M): 7 min - personal outside group (R+M): 1 min Monthly average SMS for QUIZ: 6
  • 12. Mobile Use Outside Teaching - Survey during the last reunion: - 92% of teachers use their mobile to follow the news or for their schedule (radio, wakeup call, calculator, planner, etc.) - 65% use their mobile for recreation (music, games, etc.) - For Alcatel Smartphone users: the analysis of probe data show that music players, radios, cameras, calculators and dictaphones were the most tested devices Base: data collected for 42 teachers Key for reading: 81% of individuals for whom information was collected used the music player at least once during the month of October. Source: Data Androïd probe (Oct. 3rd 2012—end March/beginning April 2013)
  • 13. Listening to Audio Training Files - 41 audio files were uploaded on teachers’ mobiles to help them progress in their training. 81% 48% 0% 20% 40% 60% 80% 100% Audio1 Audio2 Audio3 Audio4 Audio5 Audio6 Audio7 Audio8 Audio9 Audio10 Audio11 Audio12 Audio13 Audio14 Audio15 Audio16 Audio17 Audio18 Audio19 Audio20 Audio21 Audio22 Audio23 Audio24 Audio25 Audio26 Audio27 Audio28 Audio29 Audio30 Audio31 Audio32 Audio33 Audio34 Audio35 Audio36 Audio37 Audio38 Audio39 Audio40 Audio41 For each audio training file, % of teachers listening at least once On average, almost 2/3 of teachers listened to one audio file Source : Data Androïd probe (Oct 3rd 2012— end March / beginning April 2013 for the 42 teachers for whom data was provided. - Listening to audio training files varies widely from teacher to teacher: On average, teachers listened to 65% of uploaded files. One fourth listened to almost all the files (40 or 41 files). However one fourth listened to less than 30% of the files.
  • 14. Particulars According to Profile  No significant differences according to: - Status (civil servant / contract employee) - Age - Education (BEPC / BAC and higher) - Type of mobile owned (Smartphone / feature phone)  However, we see differences according to: - Role in the experiment (tutors make more calls than non tutors) - Geographical localisation (teachers from school districts with poor network coverage make fewer calls) - Ownership or previous ownership of a mobile (more calls) - Access to electricity (more calls) - Gender (men make a few more calls, but the difference is hardly significant) Conclusion: teachers have adopted the mobile Differences in use are due to network coverage and not to a rejection of technology
  • 15. Conditions For Success Know Your Public And Listen to Their Needs !
  • 16. Conditions For Success 513 pairs of glasses distributed (Lions Club partnership) - 402 eyeglasses for near vision - 111 eyeglasses for far vision
  • 17. THANK YOU pierre-jean.loiret@auf.org Analysis for Orange: erwan.lequentrec@orange.com fabienne.gire@orange.com Analysis for IFADEM Madagascar: Tojonirina Razafindrakoto (AUF) Lolona Rakotovao (ENS Antananarivo) Analysis at University of Mulhouse: Sondess Zarrouk

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