Influence of the Mobile Digital Resources (MDR) Conceptual Model in motivation of disadvantaged...
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Influence of the Mobile Digital Resources (MDR) Conceptual Model in motivation of
disadvantaged students
mRIDGE Project. Using mobile technology to improve policy
Reform for Inclusion of Disadvantaged Groups in Education
PROJECT Number 562113-EPP-1-2015-1-BG-EPPKA3-PI-FORWARD
Manuel CastroProfessor, Fellow IEEE
Industrial Engineering Technical School (ETSII)Spanish University for Distance Education (UNED)
http://www.slideshare.net/mmmcastro/[email protected]
http://mridge.dipseil.net/
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The European research project mRIDGE
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GLOBAL OBJECTIVE
The design of digital learning resources for mobile devices, toimprove the educational integration of disadvantagedstudents; i. e., groups at risk whose ethnical and culturalfeatures, special needs or socioeconomic status significantlyconstrain their possibilities to receive a suitable education
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SPECIFIC OBJECTIVES
• To analyze users’ needs in different contexts, as well as the current curricula in Bulgaria and Romania
• To design a Mobile Digital Resources (MDR) Model to support the educational features of mobile technology in order to adapt them to the learning conditions of disadvantaged groups of people
• To develop and adapt mobile applications and educational digital resources
The European research project mRIDGE
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Partners of the mRIDGE project
• Plovdiv University “Paisii Hilendarski” PU • UNED – Spanish University for Distance Education (Universidad
Nacional de Educación a Distancia) • Ravensbourne Higher Education Institution RAVE• The University of Craiova• Primary school “Geo Milev”, Sadovo• Secondary Vocational School for Children with Hearing
Disabilities “Prof. Stoyan Belinov”, Plovdiv• Special gimnazial school ,,Sf. Minaʺ, Craiova (Mina) Special
School• Regional Industrial Association – Smolyan [RIA - Smolyan] • Plovdiv Municipality.- The “Education Department” of Plovdiv
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Addresees
1. Students at risk of exclusion in Romania and Bulgaria
2. Teachers of these students
Hearing impaired children, students with
musculoskeletal disorder (MSD) and unemployed
people
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The MDR (Mobile Digital Resources) model of the mRIDGE project
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It uses mobile devices and digital resources
It provides resources for teachers
It gives freedom and autonomy to students by overcoming limitations
It offers many opportunities to raise interest and
motivation in the long term
It makes students proactively and
enthusiastically accept, by using everything related to
technology, the subject to be studied
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Motivation and the mRIDGE MDR Model
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The MDR model
Innovative learning with digital resources
Students take part in their learning
process
Motivation
Active participation
Interest, creativity, fosters self-esteem
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Variables studied
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Dependent Variable (DV): Motivation
Independent Variable (IV): Digital Educational Resources
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Methodology
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Tool used: • Online questionnaires for teachers and students
• Open Likert-scaled and closed questions
Sample: 49 people:• 40 students• 9 teachers
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Results
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Uselful
Participants are satisfied with the MDR model, obtaining in all cases an average of more than 3 on a scale of 4.
Innovating
Teachers consider that the MDR model has promoted socialization and
personal satisfaction of their students.
Active learning
Students think that this system promotes interaction in education as well as an active participation
Increases motivation
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Conclusions
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The MDR model fosters among
disadvantaged groups
The MDR model is
The MDR model and motivation
• Self-esteem
• Motivation
• Appealing
• Useful
• Favors learning in students
• Promotes the development of competences
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THANK YOU FOR YOUR ATTENDANCE
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Influence of the Mobile Digital Resources (MDR) Conceptual Model in motivation of disadvantaged
students Manuel Castro
Professor, Fellow IEEEIndustrial Engineering Technical School (ETSII)
Spanish University for Distance Education (UNED)http://www.slideshare.net/mmmcastro/
http://mridge.dipseil.net/