Presentation delivered at Techcamp Montevideo on Education transformation with technology - Presentation of e-learning evaluation toolkit.

1. Education Transformation Research:
Lessons Learned Across eLearning Programs
Mariana Iribarne
Corporate Affairs Manager
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2. Why Education Transformation?
Systemic
framework
• Support and
improve education
• Increase national
competitiveness
• Prepare citizens for
the 21st century
workplace
• Improve social
cohesion
Collaboration with governments worldwide to transform education
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3. Research &
Evaluation
Continuous improvement
of education reform for
sustainable education
transformation.
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4. Current Research Context
Education policy makers questions are shifting:
100%
Laggards 16%
80%
From: why invest in eLearning? To: how to best integrate eLearning?
Late Majority 34%
The Chasm
60%
PC Adoption (K-12)
40%
Early Majority 34%
20%
Early Adopters13.5%
0%
Innovators 2.5%
1985
1987
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1991
1993
1995
1997
1999
2001
2003
2005
2007
We are2009
2011
here 2013
2015
2017
2019
2021
2023
2025
2027
2029
2031
2033
2035
2037
2039
2041
2043
2045
IDC Historical Data
Adoption Curve Forecast
CHALLENGE: GAP IN THE RESEARCH
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5. HOW to best integrate eLearning
Intel designed a new
research methodology to
address HOW to best
integrate ICT.
Research Value:
• Guide eLearning Deployments
• Mitigate Risk via real-time course
corrections
• Lessons learned and country
examples
intel.ly/toolkit-evaluacion
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6. Guide to Monitoring eLearning Programs
In collaboration with SRI & local evaluators
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7. 7

8. Deployments Studied
• Argentina, Conectar Igualdad Program
– Presidential mandate with aligned federal vision, support and financing
– Phased rollout of 3Mu to public secondary schools nationwide
• Brazil, Pirai Municipal 1:1 Program
– Municipal 1:1 eLearning program that informed federal UCA program
– 5.5ku to all citywide schools, 560 teacher laptops
• Macedonia, Computer for Every Child Program
– National program organized Ministry of Information Sciences (MIS)
– 55ku for students grades 1-3, 22ku netbooks for teachers
• Portugal, Escolinha (Magellan) Program
– National govt vision with strong ministry and initial financial support
– Annual ~200ku rollout with 420ku distributed to students grades 1-4 (1st
cycle) by end of 2009
• Turkey, Kocaeli Municipal 1:1 Program
– City envisioned, managed & financed program
– Annual 27ku rollout, 54ku to date, target 130ku by 2013
– MoE oversees distribution, pedagogic integration
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9. Outcome: Deployment Framework
Evaluation &
Vision Planning Implementation
Adaptation
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10. Vision: Lessons Learned
• Need for program champion
• President, Prime Minister, Minister of
Education, Minister of ICT
• Establish program priorities, goals,
indicators
• Brazil: social inclusion, ed transformation
• Portugal, Turkey, Argentina: social inclusion,
local economic development
• Macedonia: ed transformation, local
economic development
• Innovative funding models
• Portugal: 3G spectrum auction proceeds
• Brazil: local, low interest borrowing from
federal fund; fixed-price, tax-free purchase
from local manufacturer
• Argentina (Buenos Aires): ICT solution as a
service – monthly fee to supplier
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11. Planning: Lessons Learned
• Engage expanded set of stakeholders
• Include constituencies critical to achieving stated goals
• Need supportive educational leadership for pedagogical
change
• Independent program committees can arbitrate
differences
• Brazil (Pirai pilot): consensus approach with
administrators, teachers, parents
• Map objectives to actionable steps
• Focus on in-school use (Macedonia) or family access
(Portugal, Turkey)
• Tailor content & training to target audience
(Argentina)
• Plan for feedback & adjustment
mechanisms
• Aim for bold vision but allow for mid-course corrections
& innovation
• Scale over time; incremental steps grow available pool
of experts to smooth implementation
• Turkey: focus on 6th grade and add one new class
each year
• Argentina: Monitoring and Evaluation Program for
continuous improvement
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12. Implementation: Lessons Learned
• Sequencing of roll-out
• Aim to have infrastructure (power, connectivity,
security) in place before distribution
• Teacher training should be timed with distribution
• Ongoing need for development & distribution of
relevant digital content
• Stakeholder engagement and training
• Engage key stakeholders (teachers, administrators,
parents)
• Brazil: temporary distribution halt to provide
additional teacher training
• Argentina: online teacher trainings; annual
teacher awards
• Training should focus on both ICT skills and
pedagogical strategies
• Operations and management
• Plan for ongoing maintenance (HW & SW)
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13. Evaluation: Lessons Learned
• Need for ongoing formative
assessment as feedback loop
• Argentina: ongoing qualitative monitoring of
deployments to enable adjustments over
time
• Summative assessment also
important but longer term
• Portugal: engaging third-party monitoring
to assess effectiveness; began in years 2-3
of program implementation
• Try to capture learning from
both planned activities and
unplanned adaptations
• Source of ideas for future innovations
• Ensure learning is disseminated broadly
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14. Education Transformation
Argentina
Argentina wants to be seen as
the Latin American leader for
digital inclusion.
Nationwide
• 1:1 eLearning at 250,000 high schools, with plans to reach three
million students
• Intel® Teach: 100,000 teachers learn to integrate technology and
21st-century skills into classrooms
• National and regional purchase programs for
students, teachers, and community members
• Students developing 21st century skills
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15. Conectar Igualdad Program
Argentina
Challenges
• Teaching & education quality
• Education inequality &
digital literacy gap
• Economic development
Solutions BKM
• Secure funding
• Strong leadership
• Large-scale, country wide
• Independent oversight
rollout of netbooks
• Early consideration of all
• Strong collaboration
components to transform
• federal & provincial education
• public & private
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16. Call to Action
• Take measures steps toward visionary
goals, but leave room for innovation.
• Develop a feedback loop with real-time
formative assessment
• Practical realities require course correction
• Scale over time
• Engage a broad cross-section of
stakeholders.
• Seek balance of timeline & stakeholder buy-in
• Plan for horizontal and vertical coordination
• Form a third-party organization for
program coordination
• Adopt a distributed model for program
preparation. Assume flexible stance.
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17. Join our research community!
intel.ly/edtransformation
http://www.intel.com/about/corporateresponsibility/education/transformation/index.htm
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18. Thank You
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