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

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

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Mitigate the digital, education, and economic divide.

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

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PocketSchool Rwandan village child playing math game Learned to simply everything

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

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

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Alberto in a rural village school in Baja California, Mexico I want to study with the mobile computer, too! Conceptualized Mobile Exam and Audio Games for the blind. (Dominican Republic) He inspired me to work for physically challenged children.

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

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11 India: Playing critical thinking games

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R EMOTELY O PERATED S CIENCE E XPERIMENT (ROSE) Real science lab via mobile network

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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.

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USA Science - Textbook content remixing

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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).

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Argentina Math Extreme seriousness Question quality / Team Competition

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Indonesia Math Multi-age/ multi ability group

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

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Reverse innovation

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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

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Dont 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.

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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.

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Paul Kim phkim@stanford.edu