BOYD – Case studies

Case Study One:

Self Organised Learning:

B4RN, Broadband For the Rural North, is a project aiming to get connectivity in isolated rural areas.  As part of this, they also organise training, on an informal basis, for local people.

As they are not a structured adult learning provider, they don’t have access to funding (with the exception of occasional grants, for example one to train people to maintain the village website), kit or facilities.  As a result learning “clubs” are organised by local people, making use of space they have available.  For example, they have used farmers’ cow sheds, vacant granny flats and local amenities.

Where possible, the project re-purpose old computers, but they also encourage learners to bring their own kit with them.  They teach a variety of different skills around mastering the computer.  The “No1 Ladies Computer Club” attracted mainly older, first step learners, many of whom went out to buy their own laptops.

All the courses are planned and run by volunteers, normally on an ad-hoc basis.

The biggest issue is connectivity.  B4ARN have laid their own fibre to provide the main village with wireless broadband and also use WiBEs to achieve connectivity away from the wireless area.

Case Study Two:
Bring Your Own (loan) Device.

As more of its services are being transferred online, Rotherham Metropolitan Borough Council Adult and Community Learning Department (Rotherham ACL) is piloting the loan of laptops with dongles so that all learning providers, especially those based in non-traditional learning environments, can connect to the Internet.

Gaetano De Martino, Adult and Community Learning Development Officer, researched the best mobile Internet package for Rotherham ACL’s purposes. Factors to consider were as follows:

1.Contract or Pay As You Go option

2.Initial price and running costs

3.Reliability and coverage of connectivity

4.Flexibility of costing (ie charges per unit of download or unlimited usage)

Gaetano knew that the equipment would be needed on an ad hoc basis so opted for the Pay As You Go option with the cheapest unlimited monthly download tariff. This meant that users purchase a ‘top-up card’, in a similar way to buying credit for a mobile phone, and they can then use the Internet as much as required for a month. If use is expanded then the option to begin a contract plan could be taken up at a later date.

Dongles are sustainable, as they do not need to be upgraded as Internet connections get faster.

Gaetano believes the system is “working well”. Rotherham MBC Early Years and Childcare Service immediately borrowed the equipment to test at the Rotherham Show, an annual outdoor festival. This is a major event for the Council to have a large presence, and having Internet capability meant that they were better equipped to demonstrate areas of their website and promote their services.

The Skills for Life Service has also piloted using the dongle for a class. It proved a reliable way to connect to the Internet. Gaetano “couldn’t believe how fast [the connection] operated”.
SOURCE: http://archive.excellencegateway.org.uk/page.aspx?o=227154

Case Study Three:

Technology Drop Ins (Help with your own devices)

Paddock Learning, a voluntrary learning provider linked to Kirklees Council,  organise weekly drop ins at community venues or in areas where they need to target provision.

People will bring in the equipment they have problems with – anything from cameras, to phones and laptops. Volunteers and/or staff from Paddock Learning and its partners are on hand to explore and, where possible solve the technology issues and problems of the learner.  Paddock’s tutors then signpost them onto more structured provision where they can, eg. a UK Online sessions, or a local course when it is appropriate.

Case Study Four:

 BYOD – To Gloucester College

Institutional Infrastructure:

Gloucester College actively welcomes learners bringing their own devices.  However, for this to function, they have needed to make extra provision.

For example, they have a WiFi network across the college that is specifically for external devices.  They have also installed extra power sockets in communal areas such as the library, to allow learners to power their own devices.

Case Study  5

Loughborough University is developing a BOYD policy and this is an extract:

……………………………………

It is suggested that Loughborough continues and develops its BYOD service, adapting it to the marketplace which is likely to shake down for the next couple of years, and focusing in particular on allowing students to undertake learning and other University activities, and also on shaping the behaviour of staff, to ensure it does not breach data protection, research licences and other legal constraints, while also encouraging a VFM approach and tracking of costs

IT Committee is asked to support this BYOD approach as the market settles

IT Committee is asked to support efforts to encourage use of cloud storage services by BYOD staff that are consistent with legal imperatives


IT Committee is asked to support in principle the phasing in of MDM systems that enforce: lock code; lock when idle; remote wipe capability; device encryption

2. Definitions

BYOD – Bring Your Own Device
BYO1D – bring your own one, single device (i.e. what the Director of Finance would like us to do!)
BYOND – bring your own N devices, where N is as large a number as possible – this is how device manufacturers wish us to behave
MDM – Mobile Device Management – technical systems to enforce security policies on BYOD devices

http://blog.martinh.net/2012/11/byodlboro-bring-your-own-device-at.html

Case study 6

Tenessee state university

Video: 

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