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