Mobile learning research around the globe
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Paul Kim, Ph.D. Stanford University [email protected] Mobile Learning Research Around the Globe. Migrant indigenous children: Never owned a book, never gone to school Personal real-world wake-up call. PocketSchool , Seeds of Empowerment, 1001 Storytelling workshop, ROSE, MTBL, SMILE….

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Mobile Learning Research Around the Globe

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Paul Kim, Ph.D.

Stanford University

[email protected]

Mobile Learning Research Around the Globe


Migrant indigenous children: Never owned a book, never gone to school

Personal real-world wake-up call


PocketSchool, Seeds of Empowerment,

1001 Storytelling workshop,

ROSE, MTBL, SMILE…

Mitigate the digital, education, and economic divide.


Madaris Migrant Children (Never attended schools) playing Math games

2-hour drive from Rajkot, India.

Learned to design mobile learning activity tracking features.


PocketSchool

Rwandan village child playing math game

Learned to simply everything


Qalqilya, Palestine:

Educational games

Assessing EF skills

International aids programs

Local capacity development needs


Palestine UN refugee school students

National curriculum issues

Critical thinking, creativity, problem solving


Alberto in a rural village school in

Baja California, Mexico

“I want to study with the

mobile computer, too!”

He inspired me to work for

physically challenged children.

Conceptualized Mobile Exam and Audio

Games for the blind. (Dominican Republic)


Malaysia:

From device recognition to problem solving through collaborations.

Response tracking log


India:

Playing critical thinking games


REMOTELY OPERATED

SCIENCE EXPERIMENT

(ROSE)

Real science lab

via mobile network


People in all ages can make

questions on anything and

everything.

Share, solve, rate, comment, etc.

Leverage mobile media.

Questions are learning objects,

discussion topics, evaluation vector.


USA

Science - Textbook content remixing


India

Students generating questions. (Top Left).

Sample student-generated question by remixing own textbook content. (Top right)

Student powering the SMILE network server with car battery (Left).


Argentina

Math – Extreme seriousness

Question quality / Team Competition


Indonesia

Math – Multi-age/ multi ability group


Tanzania

Questions in Swahili and English.

No textbook. Only the teacher owns textbooks.

Learning English by creating questions with photos. (Bottom)


Reverse innovation


Findings

  • Simplicity is innovation.

  • Hardware, software, and pedagogy must be all integrated as a cohesive whole for the target ecosystem.

  • Goals must be clear and technology acquisition must accompany detailed implementation, integration, maintenance, and development plans.

  • Most importantly, the pedagogical model must be clear - Mobile learning for personalized learning previewing/reviewing any time/anywhere. Team interactions, multimedia creation & presentation tool


Don’t make mistakes by overlooking:

  • Grand challenge – rigid instructionism.

  • Obstacle – Social DNA.

  • Not enough sharable pedagogical models

  • integrating mobile technology today.

  • Research must look at ecosystems,

  • not just technology.

  • Implementation must seek value-alignment.


Conclusion

  • Scalability and sustainability will be realized within the unique clock speed of the local ecosystem.

  • Reiterative & cyclical research – what is needed is sustained commitment.


Paul Kim

[email protected]


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