Technology and Education in Developing Settings

Added by Jim Slotta, last edited by Arif Anwar on Oct 13, 2007  (view change)

Technology and Education in Developing Settings

This course explores distance learning in developing countries. In particular, the feasibility of distance learning through the use of mobile phones and other wireless technology that have lower barriers of entry for developing communities that are limited in access to quality and higher education due to either geographical location, communications, distance or economic status.

Mobile telephone technologies

Mobile Telephone Technology as a Distance Learning Tool

  • Islam, Rahman, Rahman and Ashraf (2004)

This paper presents the methodology, results and effectiveness in the development of Mobile telephone based (Short Message Service-based) distance learning. The proposed novel real time interactive distance learning approach is about the application of information technology to education, was setup, delivered and evaluated using a real-life environment. Statistical analysis of the achieved results of the learners confirmed this SMS-mobile based learning being as effective as direct face-to-face learning.

A Constructive Mobile Learning Environment Supported by a Wireless Handheld Network

  • Zurita, G. and Nussbaum, M (2004)

There is a need to incorporate constructivist environments in the pedagogical practice. A constructivist learning environment allows students to build up their own knowledge (based on previous one) while working jointly among them in a reflexive process directed by the teacher. Wireless interconnected handhelds can introduce a space that favours constructivism and collaboration in order to achieve creation of new knowledge. We have developed a constructivist learning environment supported by handhelds, for the teaching of reading for first graders. This environment was compared to an equivalent constructivist environment without technological support, obtaining significant different learning results.

The PACE Framework- Localized Iterative Design for Language Learning

  • Kam. M., Ramachandran, D., Devanathan, V., Tewari, A., and Canny, J. (2007)

Localized Iterative Design for Language Learning in Underdeveloped Regions: The PACE Framework. CHI 2007 Proceedings, Designing for Specific Cultures. April 28-May 3, 2007, San Jose, CA, USA. Available at: http://www.cs.washington.edu/education/courses/cse590f/CurrentQtr/docs/kam.pdf

Poor literacy remains a decisive barrier to the economic empowerment of many people in the developing world. Of particular importance is literacy in a widely spoken "world language" such as English, which is typically a second language for these speakers. For complex reasons, schools are often not effective as vehicles for second language learning. In this paper we explore game-like language learning on cell phones. We argue that phones are an excellent technology platform in the typical ecologies of developing countries. We present the PACE framework that is intended to support the rapid, scalable development of language learning software localized for a particular community of learners. These learners are usually skeptical of formal education and of cultural biases they encounter in learning "remote" languages in particular. Localization of content is crucial to make the language relevant to them and to encourage them to adopt it.

See also Matt Kam's research program, called MILLEE

The role of m-learning in the future of e-learning in Africa?

M-learning (mobile learning) is an emerging concept as the development of and adoption rate of mobile technologies increase rapidly on a global scale. While there are as many people using mobile technologies as there are opinions on how mobile technologies will impact e-learning, the majority agrees that m-learning will play a major role in e-learning. Already, there are numerous applications for mobile technologies in education - from the ability to wirelessly transmit learning modules and administrative data, to enabling learners to communicate with lecturers and peers.

Some advantages of the cellphone model

  • Interactivity (i.e., between the instructor and the learners) can be introduced to enable:
    • instructors to gauge the understanding of students
    • students to express their leavel of enthusiasm or preference
  • Anonymity of participation (e.g., for women or other fringe groups who might otherwise feel conscientious about adding their voice.
    • Accountability and attendance, as well as participation monitoring.
  • Coupling or layering multiple channels or technologies, such as television and cell phones, which on the surface are completely unconnected but with careful design can be connected to empower one another.

Wireless networks in Developing Settings

"WiLDNet: Design & Implementaion of High Performance WiFi Based Long Distance Networks"

"Rethinking Wireless in the Developing World"

WiFi-based Long Distance networks (WiLDNet) are emerging as a potential low-cost alternative to traditional connectivity solutions for rural regions. The primary cost gains arise from the use of low cost and low power single board computers, high-volume off-the-shelf 802.11 wireless cards originally intended for industrialized markets and low cost towers. (see http://tier.cs.berkeley.edu/wiki/Wireless)

Television, radio and broadcast

Mexico's Telesecundaria - Bringing Education by Television to Rural Areas

Throughout its thirty years of operation, Mexico's TV-based educational program, Telesecundaria, has been hailed as an innovative and well-managed program, geared to the poor. This article describes what Telesecundaria is, how it works, what it costs, and why it is successful.

Kenya Agricultural Commodity Exchange Limited (KACE)

Reaching the Poor in Rural Kenya with Market Information: A Case Study of a
Market Information System

This paper shows how information could be communicated to rural farmers in Kenya in a timely fashion that allows them to get market information on a daily basis which allows farmers to advertise their stocks (offers) for sale or their demands (bids) for farm inputs such as fertilizers and improved seeds (Mukhebi, 2004).

Bangladesh Open University

The Bangladesh Open University: mission and promise

The establishment of the Bangladesh Open University (BOU) came in the wake of the 1992 University Privatization Act, which was the first in wave of free market reforms enacted by the first democratically elected government in Bangladesh...

Speech recognition

See TIER stuff here

lots of readings, etc - a couple of low tech speech recognition projects
Madelaine Plauche - banana farmers

Power and computational storage

TIERStore

next example?

2. Key challenges or issues

Mobile Context Aware Systems - The Intelligence to Support Tasks and Effectively Utilise Resources

  • Beale, R. and Lonsdale, P (2004)

The complex usage of mobile devices coupled with their limited resources in terms of display and processing suggests that being able to understand the context of the user would be beneficial. In this paper we present a model that describes context as a dynamic process with historic dependencies. We also describe software architecture to support this model, and evaluate its effectiveness in a mobile learning scenario. Preliminary results from our evaluation suggest important issues for consideration in the continuing development of context aware systems and interfaces, including the need for
appropriate representation of contextual data to the user, and maintaining a balance between effective support and intrusion.

Shortcomings to Globalization- Using Internet Technology and Electronic Commerce in Developing Countries

  • Kamssu, A.J., Siekpe, J.S., & Ellzy, J.A. (2004)

Information and communications technology (ICT) has become an indispensable tool in the fight against world poverty. ICT provides developing nations with an unprecedented opportunity to meet vital development goals, such as poverty reduction, basic healthcare, and education, far more effectively than before (UNDP, 2000). Nations that succeed in harnessing the potential of ICT can look forward to greatly expanded economic growth, dramatically improved human welfare, and stronger forms of democratic government. The unequal access to technology between groups due to differences in demography, economic status, and locations, has been suggested to affect worldwide globalization through Internet connectivity. Other speculations in addition to these factors that are crucial to the adoption and use of ICTs include the number of ISPs (Internet Service Providers) and/or OSPs (Online Service Providers) in a given country. The present study investigates the impact of information technology (IT) infrastructure, ISPs, and socio-economic factors on ICT access and use. Statistical analyses show that there is an empirical relationship between these factors and the Internet adoption in different countries; which may help explain the gaps between groups with respect to Internet use.

  • Diffusion of innovations will depend on the technology base within a setting or a population, including network capacity, familiarity, literacy, etc. See [McCormick & Kamssu et al]
  • Support and infrastructure. Technologies are imported
  • Cultural sensitivity of innovations
  • certification culture. Note - this could be a source of cultural conflict where we as developers would like to build something far more sophisticated and nuanced when really we need to help people get their baccalaureates.

Some powerful ideas relating to technology for education in developing communities

  • One is that technology access, while serving to illustrate the gap between rich and poor settings, might also be a mechanism for decreasing the gap. Could this be related to the concept of "technology access being at ceiling" for wealthy settings, or of "diminishing returns" for highly connected settings...
  • Ideally, we would like to connect directly to exigent entrepreneurial activities, such as the Grameen womens' mobile operators network. How can we enable such ecologically valid activities and networks with the powerful mechanisms that are being identified.
  • Using technology off the grid. ie., cell phones without tapping any of the minutes. Could even use defunct cell phones. Possibly bluetooth or other discovery communication between such devices could lead to networked games for learning, etc.
  • a scalable architecture or framework that once developed can be repurposed, authored, etc into a "possible universe" or space of applications
    • [PACE]
    • SAIL (can link to a paper - still nothing here on developing setting though)
  • a blend of medias including print, with online plus offline can be a powerful base to build on. (Bates, 2003 book).
  • we can specify the taxonomy of "permissible moves" within an e-learning or m-learning (Brown) space, allowing us to get a sense of what could be constructed, what groups could participate, etc.
  • new technology standards are emerging, including the wide use of SMS and emerging standards like EDGE and generation 3 (I-P based) mobile frameworks.

Some broad roles for technology

  • open education enabler. "Open learning" refers to the removal of barriers to education. Distance education removes one such barrier, but very specific. Technology in this case allows more people to get access.
  • augmenting the learning experience. PACE is an example. Coupled with classroom instruction
  • increase administrative efficiency. Sending SMS to students, etc. Students don't have e-mail but can be contacted via cell phones
    • coordinating movements of people or pedagogical control using SMS as well.
    • distributed lms, user management, learner accounts, e-learning content, etc.

Stakeholder groups with helpful perspectives

  • service providers
  • content providers, certification, etc.
  • learners

Functional Dimensions of technologies

  • offline cell phones (not to do with any phone connection, minutes, etc). This is essentially using the cell phone as a small computer.
  • Networking cell phones
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