Mobile Learning Research Around the Globe

Paul Kim, Ph.D.Stanford University

phkim@stanford.edu

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

Mitigate the digital, education, and economic divide.

PocketSchool, Seeds of Empowerment, 1001 Storytelling workshop,ROSE, MTBL, SMILE…

Madaris Migrant Children (Never attended schools) playing Math games2-hour drive from Rajkot, India. Learned to design mobile learning activity tracking features.

PocketSchool

Rwandan village child playing math gameLearned to simply everything

Qalqilya, Palestine:Educational gamesAssessing EF skillsInternational aids programsLocal capacity development needs

Palestine UN refugee school studentsNational curriculum issuesCritical thinking, creativity, problem solving

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.

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

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India:Playing critical thinking games

REMOTELY OPERATEDSCIENCE 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.

USAScience - Textbook content remixing

IndiaStudents 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).

ArgentinaMath – Extreme seriousnessQuestion quality / Team Competition

IndonesiaMath – 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 Kimphkim@stanford.edu