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Evaluations in olpc


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This presentations by Pierre Varly proposes a quick overview of various OLPC evaluations and points a few direction on how to make them more useful for deployments.

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Evaluations in olpc

  1. 1. Pierre Varly, Independent Consultant October 22, 2010
  2. 2. “An assessment for learning and not an assessment of learning” Evaluation inputs : What works ? What’s don’t ? Why ? Knowledge sharing in successful XO implementations Capacity building of OLPC volunteers on education measurement and education intervention design Better advocacy for OLPC based on common scientific standards measurement
  3. 3. Only 22 researches produce estimates of ICT effects on pupils tests score Little information is given on the pedagogical supports embedded on the computers Evaluations mainly in US and Canada  Science or educational belief ??
  4. 4. BETHEL E.C. & al (2009)
  5. 5. In the USA, the average access to home computer is 76% for 3-17 years old in 2003 0.2 0.2 0.3 0.4 0.6 4.4 10.3 13.3 13.6 13.6 0 2 4 6 8 10 12 14 16 Haïti Rwanda Cambodia Ethiopia Ghana Colombia Peru Mongolia Mexico Uruguay Ratio of computers per 100 inhabitants in major OLPC deployment countries (2005)
  6. 6. •High repetition and drop-out rates •Poor literacy environment •Inefficient teaching methods •Bad classrooms equipment •Very little effective learning time •Low social demand from parents •Language of instruction not spoken home •Very low learning outcomes •High gender, rural/urban and ethnic disparities
  7. 7. Adapted from GOVE A. & CVELICH P. (2010), Early Reading: Igniting Education for All. RTI International 21% 27% 29% 36% 48% 53% 79% 83% 88% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Afghanistan Gambia Honduras (rural schools) Ethiopia Haiti Uganda (Central province) Nepal Mali Uganda (Lango province) Proportion of non readers in the early grades
  8. 8. Only one paper published in a scientific review dealing with an OLPC deployment (Hourcade 2009) As bad or as good as others 1:1 evaluations methods  No measurement of effects size Little information is given on tests used to measure learning outcomes (except for Sri Lanka, Haiti) Too much emphasis on the attitudes and motivations of pupils in the reporting Impact evaluation reports expected 2010/2011
  9. 9. 7 countries, see (Varly 2010) for list of countries and data limitations 85.7% 85.7% 28.6% 50.0% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% Motivation Attitudes Attendance Achievement
  10. 10. « That’s the answer, but what was the question ? » What’s being evaluated ? •XO ? •SUGAR . •SOCIO-CONSTRUCTIVISM THEORIES ?
  11. 11. Simple Cheap Adapted to OLPC deployments ‘context Following scientific standards Manageable by OLPC volunteers Share experiences in the deployment and problems/solutions in integrating XO in the school and social environment See (Varly 2010) for a proposal of tools
  12. 12. Problem list Common TICE project problems Developing world common problems OLPC deployment common problems Specific Nosy Komba deployment problems Lost XOs X Installing school server X Education authorities forbid XO use in regular hours XO ? XO Teachers are not motivated X Customs X Invalid date system XO Teachers don’t know what to do with XO X Sugar activities do not match curricula XO
  13. 13. Solomon Island framework and others OLPC France blog OLPC blogs and wiki reporting problems and solutions with regards to implementation and not just IT issues Could be more systematic Could be more standardised to browse info easily Should be more centered on specific OLPC problems
  14. 14. Impact evaluation so far initiated by international agencies and developement banks Very costly Long time for reporting but… Good accessible methodology documentation  OLPC community should catch these powerfull tools further
  15. 15. Detailed paper and references on a Blog on Education in the developing countries ACCESS PAPER HERE