Sustaining Technology in classrooms under the Sankoré Project: A case study of
a multi-pronged approach
V.Avinash Oojorah
Lecturer & Project Manager, Sankoré
Centre for Open and Distance Learning
Mauritius Institute of Education
Applying technology in classrooms with the aim to enhance teaching and learning is not as
straightforward as it might seem. Several projects with the above-mentioned aim have been initiated
with more or less mitigated effects in the Mauritian context. Failure to sustain technology in education
is not only demotivating key stakeholders, but also depriving twenty first century learners of key
technologies that can have a real impact on teaching and learning practices. This state of affairs has
motivated the Mauritius Institute of Education [MIE] to adopt a careful strategy in the case of the
Sankoré project to avoid common pitfalls in the implementation of technology in classroom teaching
and learning. The paper elaborates on the various aspects of this strategy. These aspects cover the
people involved in the project, the resource development aspect as well as the hardware component.
Research initiatives carried under the project are also discussed. As a matter of fact, the case study
describes the package being offered to the educational community by the MIE under this project.
Feedback on the strategy has been obtained through questionnaires and interviews with different
stakeholders. The paper also explains the choices [technological and pedagogical] made under the
project. The project is still at the implementation phase. This paper is an interim study of the
implementation so far.
1
1.0 Background
The Mauritius Institute of Education [MIE] is the sole teacher education body of Mauritius. It has been
training teachers since 1973 and has constantly striven to delivery up-to-date educational services.
When the Ministry of Education embarked on the Sankoré project, which involves digitizing the
curriculum for an interactive interface in Mauritian schools, the MIE was chosen for the implementation.
The MIE has been able to pool resources to start off the project through its Center for Open and
Distance Learning [CODL]. The CODL is responsible for the deployment of all e-learning projects of the
MIE.
The Sankoré project is a spinoff of the Franco-British summit of 2008. The leaders of both nations then
decided to promote education in Africa through the provision of digital classroom equipment and digital
resources to schools1. The project is now being implemented in African countries such as Senegal and
Mauritius. The project aims at enhancing classroom practices and resources through the provision of
cheap digital educational resources and an interactive interface to African learners. The project relies
on the following to bring qualitative change in the classroom:
1.
2.
3.
The provision of a digital classroom [an interactive projector, a laptop and an infrared pen]
A platform for sharing digital educational resources [Sankoré website]
Training of teachers to use the interactive projector and the Sankoré software suite
The objectives of the project are as follows:





Creation of a Learning Factory – Mauritius to enable the production of learning resources
Digitization of the curriculum
Feeding the education sector with digital resources [short-medium term]
Training of stakeholders [Lecturers, trainers, teachers, students] in the education sector to
manipulate the IWB
Setting up of an enabling IT infrastructure to ensure the sustainability of the project
The Learning Factory – Mauritius is situated at the Center for Open and Distance Learning [CODL] of the
Mauritius Institute of Education [MIE]. The Learning Factory is manned by education technologies
graduates who were previously practicing Primary school teachers. The CODL hence undertakes the
design and deployment of resources as well as empowering stakeholders to use the digital classroom
equipment. All digital educational resources created under the project will be openly shared by the MIE
to all stakeholders and even further.
The context within which the project is being implemented cannot be ignored as well. ICT in education
projects are implemented against the political backdrop of making Mauritius a cyber-island2. ICT has
been actively promoted by the state since the early 1990’s. Several key projects have been initiated at
national level to embed ICT in education. These include the NEPAD e-school plan, ICT in primary schools
1
From http://www.educationnumeriquepourtous.com/new/diena.htm. Accessed on Tuesday 23 August 2011
Shafika Isaacs (2007) ICT in Education in Mauritius. Survey of ICT and Education in Africa: Mauritius Country
Report. infoDev
2
2
and the Universal ICT Education Programme. The last programme targeted the working population. It
has been successful in the case of educators as statistics will show below.
The statuses of the other ICT programmes are doubtful. This is what has motivated the implementers of
the Sankoré project to adopt a multi-pronged approach. The project team has been learning from the
implementation successes and pitfalls of previous projects. For example, the numerous snags in the ICT
in primary school project were identified. There were no clearly defined curriculum, no maintenance
and no sustained empowerment for teaching staff. However, the teaching staff of this project provided
the MIE with qualified manpower for the Sankoré project. The NEPAD project for instance, has not
progressed beyond the Demo stage. It also lacked resources designed for the Mauritian context.
The implementation of the digitization project is going on full swing in the primary school sector. As to
now, all primary schools have at least one digital projector installed and in use. The project is being
currently implemented at standard IV level [kids aged 8-9].
2.0 Literature Review
The literature that guided a multi-pronged approach in the implementation of the Sankoré project
comes from various domains which include implementation of ICT in education, change management,
instructional design e-learning and Web 2.0.
Case studies of implementation of ICT in education have been a major part of the readings. Indeed
documents such as ICT in Teacher Education: Case Studies from the Asia-Pacific Region [2008]3 have
been very helpful to light implementation of the Sankoré project. What emerges from the case studies
are that a good stakeholder mapping is necessary. Project implementers should also be very careful with
regards to the associated tools needed to facilitate the work of users. Support services are also
necessary with the appropriate maintenance and troubleshooting mechanism.
It has been widely believed that a good idea coupled with good project management results into a
successful project. However it might not be the case. The missing element here, especially to ensure
sustainability, is change management. ICT in classrooms is a massive change. It implies, in the case of the
Sankoré project, changing the interface of the classroom which has been static for ages. In the Mauritian
context, only the colour of the board has changed from black to white so far.
One change management theory that has been considered for the project is that of Kurt Lewin4. His
model is known as the Three-Step Change theory. He postulated that there are, in any organisation,
forces for and against change. The model is illustrated below:
3
United Nations Educational, Scientific and Cultural Organization (UNESCO) (2008) ICT in Teacher Education: Case
Studies from the Asia-Pacific Region. Published in 2008 by United Nations Educational, Scientific and Cultural
Organization (UNESCO) P.O. Box 967, Prakanong Post Office Bangkok 10110, Thailand
4
Ross A. Wirth, Ph.D. (2004) Lewin/Schein’s Change Theory
3
Figure 1: Kurt Lewin’s change model
The initial step of the model is unfreezing. This requires the increasing of forces that are in favour of
change. At this phase, obstacles to change can be removed as well. These can be done by motivating
stakeholders, empowering/training them or involving them in the process. The second phase is change.
This implies the behaviour that needs to be change is changing. This step will include incorporating
stakeholders and convincing them that they should move away from status quo. The third step is known
as refreezing. Refreezing means that the newly acquired behaviour should reproduced on and on so that
it becomes the norm.
A second, more sophisticated theory of change was also considered. It is in fact an elaboration of
Lewin’s theory. Lippit, Watson and Westley [1958]5 propose an extension of Lewin’s model which
includes managing change in a seven step model. These steps are as follows:
1.
2.
3.
4.
5.
6.
7.
Diagnose the problem.
Assess the motivation and capacity for change.
Assess the resources and motivation of the change agent. This includes the change agent’s
commitment to change, power, and stamina.
Choose progressive change objects. In this step, action plans are developed and strategies
are established.
The role of the change agents should be selected and clearly understood by all parties so
that expectations are clear. Examples of roles are: cheerleader, facilitator, and expert.
Maintain the change. Communication, feedback, and group coordination are essential
elements in this step of the change process.
Gradually terminate from the helping relationship. The change agent should gradually
withdraw from their role over time. This will occur when the change becomes part of the
organizational culture
More recent writers on change theories and change management like Schein elaborated much on the
three steps, unfreezing, change and refreezing of Lewin. Schein has undertaken a deeper analysis of the
unfreezing, change and refreezing processes. He argues that during the unfreezing process, the
defensive routines of the change targets should be identified and dealt with. When the subjects are
unfrozen, cognitive redefinitions are necessary so that the new behaviour becomes part and parcel of
cultural practices. Schein also preconized the use of role models to encourage subjects to imitate them.
5
Kritsonis, Alicia (2005) Comparison of Change Theories. International Journal 8 (1) p. 1-7
4
Learning opportunities must also be provided to them, especially in the absence of role models. Training
into new behaviour should also occur in groups where possible. Groups sometimes hold the norms of
old behaviour that need to be changed.
Furthermore, Schein6 posits that learning is the foundation of change. In Role of Technology In
Education: A 21st Century Approach, Keswani, Baneerjee and Patni7 not only explain the benefits of the
benefits of technology to education , they also put the benefits into the perspective of every stakeholder
involved in the project: teachers, students, administrators and parents. Good stakeholder mapping is
hence essential.
Technology and progress have been cited as two major factors that act as catalyst to change. The
impacts of these two imperatives are well documented. Concepts such as Web 2.0 have long permeated
the professional domain and have yet to make an impact on the Mauritian education sector.
The Mauritian Education has long been trying to embed technology in pedagogical practice. With
reference to ICT and change, some literature is available on the Mauritian context. The Survey of ICT and
Education in Africa: Mauritius Country Report published in 2007, gives a god indication of the status of
Mauritian ICT projects in education. Among the projects cited are the Internet and Computing Core
Certification [IC3] project which aims at creating a pool of IT professionals. The School IT project is also
mentioned. The project is described as one aiming at teaching IT at school in an integrated manner. The
NEPAD project also prominently figures in the paper. However, apart from training stakeholders, no
change management principles are outlined or evident in the paper. Change management principles are
necessary for enlisting key stakeholders within any ICT project. Sustainability issues are also at stake.
Several projects such as ICT in primary schools and the NEPAD project at secondary schools level are
some notable examples. In her paper, Issacs8 [Issacs, 2007] gives a comprehensive overview of ICT
projects on the Mauritian republic. She also identifies the constraining factors in the implementation of
these projects. She identifies the absence of a policy framework as a constraining factor.
More recently, change management gurus have since the 1990’s [Peter Senge in particular] applying
their theories in the education sector. In an interview to the Journal of Staff Development9, he identifies
key aspects that schools need to consider if they want to change. The first of these factors is leverage
points that are where minimum efforts will create maximum momentum for change. Secondly, an
organisation and its members have to identify old habits that are holding them back. This encompasses
identification of beliefs that make organisations resistant to change. In this case, stakeholders in a
project need to do a critical self-appraisal, which leads us to the third factor: reflection. Reflection is
6
Edgar H. Schein (1995) Kurt Lewin's Change Theory in the Field and in the Classroom: Notes Toward a Model of
Managed Learning. Invited paper for a special issue of Systems Practice edited by Susan Wheelan, March, 1995.
7
Bright Keswani, Chitreshh Banerjee & Priyadarshi Patni (2008) Role Of Technology In Education: A 21st Century
Approach. Proceedings of the 2nd National Conference on Challenges and Opportunities of Information
Technology 2008
8
Shafika Isaacs (2007) ICT in Education in Mauritius. Survey of ICT and Education in Africa: Mauritius Country
Report. infoDev
9
Dennis Sparks (2001) Why change is so challenging for schools: An interview with Peter Senge. Journal of Staff
Development, Summer, 2001 (Vol. 22, No. 3)
5
described as a necessity by Senge. Reflection enables people in an organisation to continuously think on
improvement. It also empowers stakeholders to direct their energies [leverage points] where change is
the most effective and possible. Fourthly, Senge identifies mental models as a barrier to change. These
models act as a dominant world view over a given sector, education for example. In education, the
dominant views arise from the discourse of teachers, parents and policy makers. Learners are rarely
taken into consideration. The characteristics of the learners, their cognitive preferences and their
experiences in a wider society should impact on teaching and learning. As a matter of fact, Prensky10
argues that we are dealing with a new type of learner, digital natives. Lastly, Senge believes that
teachers should be talking to each other to be able to understand and manage change. Teachers should
not be only talking to each other. There should be sustained conversation on change among all
stakeholders.
With reference to ICT and change, some literature is available on the Mauritian context. The Survey of
ICT and Education in Africa: Mauritius Country Report published in 2007, gives a god indication of the
status of Mauritian ICT projects in education. Among the projects cited are the Internet and Computing
Core Certification [IC3] project which aims at creating a pool of IT professionals. The School IT project is
also mentioned. The project is described as one aiming at teaching IT at school in an integrated manner.
The NEPAD project also prominently figures in the paper. However, apart from training stakeholders, no
change management principles are outlined or evident in the paper. Change management principles are
necessary for enlisting key stakeholders within any ICT project. Sustainability issues are also at stake.
Also critical to the paper is the stakeholder mapping technique that was used to identify and label the
different stakeholders. In Making Sense of Stakeholder Mapping, Ruth Murray-Webster & Peter Simon
[2006]11 identify the various types of stakeholders that may exist in a given situation.
They firstly categorize stakeholders into three major dimensions. These are:

Power
Power refers to the set of stakeholders who have the ability to influence the project due to their
influence or position as experts. They usually have lots of credibility.

Interest
Interest refers to how far the stakeholders in question will be active or passive in the project

Attitude
This is about the behavior of stakeholders. Will the back or block the project implementation.
10
M Prensky (2010) Teaching Digital Natives: Partnering for Real Learning. Corwin Press 6 (2)
p. 224
Ruth Murray-Webster & Peter Simon (2006). Making Sense of Stakeholder Mapping. Published in PM World
Today - November 2006 (Vol. VIII, Issue 11) "Connecting the World of Project Management"
11
6
Figure 2: Stakeholder Mapping Dimensions
These three initial dimensions can be further split into sub-categories. Using them enables us to have
the following eight labels defining stakeholders12:
Saviour
Powerful, high interest, positive attitude or alternatively influential,
active, backer. They need to be paid attention to; you should do
whatever necessary to keep them on your side – pander to their needs.
Friend
Low power, high interest, positive attitude or alternatively insignificant
active, backer. They should be used as a confidant or sounding board.
Saboteur
Powerful, high interest, negative attitude or alternatively influential,
active, blocker. They need to be engaged in order to disengage. You
should be prepared to ‘clean-up after them’.
12
In Ruth Murray-Webster & Peter Simon (2006). Making Sense of Stakeholder Mapping. Published in PM World
Today - November 2006 (Vol. VIII, Issue 11) "Connecting the World of Project Management"
The labels were first published in Originally published in Lucid Thought, © Lucidus Consulting Ltd., November 2005
7
Irritant
Low power, high interest, negative attitude or alternatively insignificant,
active, blocker. They need to be engaged so that they stop ‘eating away’
and then be ‘put back in their box’
Sleeping Giant
Powerful, low interest, positive attitude or alternatively influential,
passive, backer. They need to be engaged in order to awaken them.
Acquaintance
Low power, low interest, positive attitude or alternatively insignificant,
passive, backer. They need to be kept informed and communicated with
on a ‘transmit only’ basis.
Time Bomb
Powerful, low interest, negative attitude or alternatively influential,
passive, blocker. They need to be understood so they can be ‘defused
before the bomb goes off’.
Trip Wire
Low power, low interest, negative attitude or alternatively insignificant,
passive, blocker. They need to be understood so you can ‘watch your
step’ and avoid ‘tripping up’.
The other aspect of the project, regards the software part. Resource creation is a must. Without digital
education resources, the project will die out as teachers will have no stuff to work with and they
presently have very little capacities to design these. Resources are being designed using the ADDIE1314
model. The impact of this design method will be discussed below.
3.0 Methodology
The principal methodology of this paper is case study. There are three types of case studies according to
Yin15 (1993), there are three types of case studies: exploratory, explanatory and descriptive. Exploratory
case studies usually happen prior to starting a social research project. Explanatory case studies are used
to conduct casual investigations. On the other hand, descriptive studies are used to explain situations
where there are multiple, complex issues and stakeholders intertwined.
The case study describes the multipronged approach that has been used in the project implementation
process. It deals with the several aspects that were identified as crucial such as the Human Element,
Software, Hardware and Research. The Multipronged approach is in fact as description of what
consideration each of these elements have been given under the project by the project staff at the
Mauritius Institute of Education.
13
Analyze, Design, Develop, Implement and Evaluate
Lai, Chang-Yen & Liou, Wen-Ching (2007) Rapid ADDIE Curriculums Design Model Based on the Heterogeneous
Multimedia Information Integration p. 485-490
15
Yin, R. (1993). Applications of case study research. Newbury Park, CA: Sage Publishing.
14
8
Moreover, data in descriptive studies come from multiple sources. There are other methodologies that
are applied within the case study methodology. Interviews were used to gather data on various
stakeholders in the project. Unstructured interviews were used. This allowed the subjects to talk freely
about their experiences, fears and hopes.
Some stakeholders had to fill questionnaires [to determine their IT proficiency for example].
Controversial questions, with regards to their roles and trust in other stakeholders were put in the
anonymous questionnaire to elicit responses from the subjects. These methodology was justified in the
sense that description terms such as saboteur, time bombs and trip wires can be highly controversial
and cause some stakeholders to retain information because of power relations in the education sector.
For example, teachers are always wary of Headmasters who are the schools’ administrative and
pedagogical head. Headmasters on the other hand, are very much apprehensive of the school
inspectorate.
4.0 The Multipronged approach
Before the start of the project, a stakeholder mapping was deemed necessary by the project
management team. It was important to identify who was who using the labels proposed by Ruth
Murray-Webster & Peter Simon (2006).
Indeed primary school educators were seen to be saviours. They had the most to benefit from the
digitization project. Their job was moving into the 21st century. They were going to use one of the most
up to date digital classroom equipment. Their needs, empowerment needs, support services were all
taken into consideration. The project team has even moved to a second phase of empowerment
sessions with school visits around the country. Project staffs are spending half a day with teachers and
their pupils to observe and help teachers in real classroom situation. The first training sessions were
dedicated to getting used to the interface, hardware and resources. Moreover, it can be said that
teachers were effectively saviours as their unions gave their backing to the implementation of the
project.
Interestingly, during training sessions, teachers demonstrated much willingness to use the new
technology. Some even asked not to revert back to the traditional blackboard. The project team remains
very attentive to the needs of teachers. The team even designs resources on demand. Support services
were lengthily discussed. Teachers did not want to be left alone without any support. The sessions also
witness a greedy audience, one wanting to use the equipment and asking when and how digital
educational resources will be made available to them. Some educators with a good notion of ICT even
proposed further enhancement to the interface.
Reflecting on the data, we can say a good unfreezing happened during the working sessions. With
regards to Lippit’s model16 , steps 1, 2 and 3 were covered. The ICT usage and frequency of use were
measured. Concerns over the educators’ level of ICT proficiency were also probed into and cleared.
Secondly, their motivation and capacity for change was looked into. They were highly motivated, but
16
Kritsonis, Alicia (2005) Comparison of Change Theories. International Journal 8 (1) p. 1-7
9
sustainability issues and support services were their main concerns. Thirdly, the fact that they wanted to
move with the equipment to other classes [hence throughout their careers] indicates that they are
willing to stay within the project. They wanted to move into 21st century classrooms. The project team
should definitely capitalize on this element.
In this case, Teachers Unions can be considered to be sleeping giants. They have given their backing in
the press, but they have yet to be engaged by the Project Team. The positive attitudes of the savior and
the sleeping giant are good signs for the future of the project. The project also proposes, as it has been
said before, to engage teachers in real 21st century teacher development. Indeed, soon teachers will be
able to download and comment on resources through an online platform created for them. This
platform, built on Moodle, will also enable them to gel as a community of practice, something which
sorely missing in the Mauritian environment. The project team has already constructed the online
spaces. A testing phase is actually ongoing. Teachers will be soon empowered with regards to its use.
Snapshots of the platform are shown below.
Figure 3: Proposed interface of MIE-Sankoré Project Website
10
Figure 4: inside the proposed website
Moreover, the Ministry of Education can also be categorized as a savior. The Ministry has been
spearheading the installation of the digital classroom equipment. The Ministry is also funding the project
and coordinating the project activities in collaboration with the MIE. The Minister has given his full
backing to the project. Regular project coordination meetings are organized to clear things out and to
facilitate project activities.
Friends under the project would be parents and pupils. The design process for example gives lots of
attention to how pupils think and what are their conceptual difficulties. These difficulties are outlined in
the Certificate of Primary Education [the final exams at the Primary School level] published by the
Mauritius Syndicate of Education17. More importantly, the project team is supported by six academics
assigned to work on the project in six subject areas. These academics, working at the MIE hence
involved in teacher education, give critical pedagogical support and validate designs with regards to the
creation of digital educational resources. It therefore helps to design according to the learners’ needs.
On the same hand, parents would likely to be friends under this project. This is the general view held up
by the project team. However, parents are yet to be sounded.
However, the project implementation is not without stakeholders who can be labeled as saboteurs,
irritants, time bombs and trip wires. It needs a good knowledge of the ins and outs of the education
sector to be able to gauge each stakeholder’s perceptions and commitment. All empowerment and
training sessions were preceded by a deep analysis of each stakeholder’s roles, limits and possibilities.
17
Available at http://www.gov.mu/portal/sites/mesweb/cpe_reports.htm
11
For instance, some stakeholders provided information about other stakeholders. Headmasters were
pointed out to be a major obstacle in the implementation of ICT in education. ICT teachers and teachers
in general pointed out to the fact that Headmasters and Deputy Headmasters actively discouraged the
use of laptops and projectors at school, keeping the equipment under their exclusive custody; for fear
that it is damaged. Their negative attitude towards technology makes them potent blockers in the case
of this project. Indeed, the first induction sessions were met with a largely indifferent audience. If
necessary actions were not taken on due time, these stakeholders could be time bombs for the project.
Further sessions had to be reengineered, discharging the Headmasters and Deputy Headmasters
[DHMs] with the burden of keeping watch over the equipment. The hardware was fully explained to
them. A cognitive redefinition had to occur. Here we refer back to Lewin’s change theory and its
subsequent reinterpretation by Schein. Trainers deliberately moved the digital classroom equipment
from the traditional definition of ICT into the realm of education technologies. They were also ensured
that teachers were properly trained to handle the tools. Support services through phone and mail were
also detailed. In some cases, the project team also moved to school to do troubleshooting. Three level of
troubleshooting were designed. The first level is delivered by the ICT teacher attached to the school. The
second level happens at the MIE [by calling the project staff]. The third level, which has not occurred
yet, consists in contacting the projector manufacturer.
The pie chart below indicates that training sessions were well designed according to the needs and
profile of the audience is the high level of satisfaction of the DHMs. It must be noted that most DHMs
participated in hands on sessions to acquaint themselves with the interactive interface. The project
staffs was quite apprehensive with regards to the DHM working sessions given the fact that the
audience is categorised as digital migrants [Prensky, 2010].
Figure 5: DHM’s opinion on training
The unstructured interviews also revealed the motivation of the audience to support the project. This
accounts for step number 2 in Lippit’s model of change. The project staff must now build on this
motivation displayed by the DHMs. Many of the DHMs interviewed thought that they will be able to
carry on with the work of the standard IV teacher of the latter in absent. Furthermore, they indicated
their intentions to help regarding pedagogical issues and mentoring educators in their practice [with the
digital classroom equipment].
12
Saboteurs are always on the lurking. It is very difficult to identify them. The Inspectorate turned out to
be saboteurs. There were many instances where training sessions were either postponed or poorly
organized by the Inspectorate [school inspectors]. They either scheduled sessions without informing the
trainers or postponed them at their whims and caprices. They also made teachers unnecessarily travel
long distances for attending training sessions when these sessions were available at more proximate
training centers. Engaging them is problematic. They have put forward their intentions of sharing the
platform for training sessions with trainers from the MIE. They however, should be further empowered
to be able to do so.
Technical officers have they responsibility to oversee the installation of equipment in primary schools.
They work under the direct responsibility of the Inspectorate. They could be classified as irritant. In
several instances, they have been the sources of wrong information about the usage of the digital
classroom equipment. Here again, the MIE needs to engage these stakeholders in a more productive
role so that they do not become a nuisance for the project.
The project is not also without trip wires. Training and empowerment sessions with the MIE academics
not directly involved in the project have had mitigated responses with very few members of the
academia attending. It is believed that their attitudes towards technology may be responsible for their
disengagement from the project. The project staff is very careful when dealing with this internal public.
The project team is indeed digitizing content in which the rest of the MIE academia is subject matter
experts. Therefore, great care is taken in not straying away from the curriculum and syllabus which were
in many cases, designed by MIE academics. This also highlights the crucial role of MIE staff from specific
subject matters who have been assigned to work on this project.
The press is also a potential trip wire. They are however more of an acquaintance as they have been
giving quite positive reports on the topic. They have been used on a ‘transmit only’ basis. They have
been constantly kept informed. Communicating about the project has always been a major concern. This
is why a blog site18 was set up to disseminate information about the project. The press has been using
the blog on a few instances.
The software design aspect is another part of this multi-pronged approach. Educational authorities, the
Ministry and the MIE, have realized that educational resources were the missing link in many other
projects that aimed at embedding ICT in education. This is the main reason for setting up the Learning
Factory at the MIE. The MIE has been helped in this case by the DIENA. The resource design process is a
very careful and long one. It involves analyzing the learners’ needs first of all. The design process
includes two phases’ namely functional design, where all the pedagogical intentions of the digital
resource are outlined, and construction design, where all what needs to be developed on the interface is
outlined. After these documents are validated by academic staff working at the learning factory, they
move on to the development phase where they are integrated into e-learning software and tested. They
are finally deployed. The deployment [sending resources to school] is being done through DVD’s [offline
mode]. The deployment will soon move online enabling teachers to download the resources whenever
18
Available at sankore.mie.mu
13
and wherever they want. They will be also able to comment on these. This will constitute an evaluation
of the design.
Tool bar
Figure 6: The Uniboard interface
The other aspect of the software part is the interface that has been proposed to facilitate teachers work.
The interface is called Uniboard. It is a software developed by a Swiss firm called Mnesis. The software
was bought by the French government and turned into an Open Source Software. It can be downloaded
by any user on sankoré.org. However, here ends the open aspect of the software. Files, interactive
digital resources, which are deployed on the interface, are saved as .ubz file format. This file format is
unknown to most developers. The designers at the Learning Factory have may very creative use of this
limitation on their design using only the tool bar [see figure above]. Developers at the Learning Factory
are still trying hard to get into the codes of the Uniboard interface.
The last aspect of the multipronged approach is research. The project is being accompanied by two
proposed research projects at PhD level. The first one regards the impact the resources have on
classroom learning. It will study how learners learning with digital resources. The second research
venture is dedicated to the resource design process. It will study why resources are designed the way
they are and will try to understand and explain designers’ choices.
14
Conclusions
Managing such a kind of project is really a complex undertaking. The several approaches; the people,
the software, the hardware, troubleshooting and research have to be given consideration week in and
week out. Management in this case cannot draw on purely managerial literature or resources.
Management here is multi-disciplinary. Change management should be understood. The different
stakeholders should be profiled and this profile has to be reassessed regularly.
The content of training and empowerment sessions should also come under review regularly.
Stakeholders do fit in labeled categories but they are not static. They can surely move from one category
to another over time and even in different contexts.
Regarding the software side, a good knowledge of what the market proposes is essential. Open Source
Software are useful. In many cases however, they are not as open as they claim to be. The case of the
Uniboard software is a clear statement. If human resources are not available, an organization cannot
deal with Open Source Software.
The project team has been grappling with these numerous issues. In some cases, with some distance,
some approaches have been heavily dependent on some stakeholders. For example, much efforts are
being given to supporting teachers in there practice. Not much is being done to engage stakeholders
who are believed to be passive or active blockers of the project.
What is important to notice however that is the actions of each stakeholder has an impact on the
sustainability of the project. If the inspectorate mismanages the training and empowerment sessions,
stakeholder such as Headmasters, Deputy Headmasters will fail to get the necessary skills and develop
the right attitudes towards the project. The benefits of technology will not trickle down to the learners
in the primary schools. Furthermore, If the MIE academia does not wholeheartedly adopt the new
interface, teacher education may suffer in the medium term.
It is being hoped that with the proposed research projects, more data will be gathered and help to
consolidate this venture. However, the need to pull more researchers to the project is more that
evident. There are so many aspects to it and they all need to be investigated.
15
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