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Mobile Learning Research Around the Globe

Paul Kim, Ph.D. Stanford University phkim@stanford.edu. 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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  1. Paul Kim, Ph.D. Stanford University phkim@stanford.edu Mobile Learning Research Around the Globe

  2. Migrant indigenous children: Never owned a book, never gone to school Personal real-world wake-up call

  3. PocketSchool, Seeds of Empowerment, 1001 Storytelling workshop, ROSE, MTBL, SMILE… Mitigate the digital, education, and economic divide.

  4. Madaris Migrant Children (Never attended schools) playing Math games 2-hour drive from Rajkot, India. Learned to design mobile learning activity tracking features.

  5. PocketSchool Rwandan village child playing math game Learned to simply everything

  6. Qalqilya, Palestine: Educational games Assessing EF skills International aids programs Local capacity development needs

  7. Palestine UN refugee school students National curriculum issues Critical thinking, creativity, problem solving

  8. 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)

  9. Malaysia: From device recognition to problem solving through collaborations. Response tracking log

  10. India: Playing critical thinking games

  11. REMOTELY OPERATED SCIENCE EXPERIMENT (ROSE) Real science lab via mobile network

  12. 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.

  13. USA Science - Textbook content remixing

  14. 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).

  15. Argentina Math – Extreme seriousness Question quality / Team Competition

  16. Indonesia Math – Multi-age/ multi ability group

  17. Tanzania Questions in Swahili and English. No textbook. Only the teacher owns textbooks. Learning English by creating questions with photos. (Bottom)

  18. Reverse innovation

  19. 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

  20. 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.

  21. 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.

  22. Paul Kim phkim@stanford.edu

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