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
Summary:
-Abstract
(Kam. M., Ramachandran, D., Devanathan, V., Tewari, A., and Canny, J. (2007)
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.
The PACE (Pattern-Activity-Curriculum-Exercise) framework was designed to teach students in low-incomes areas in rural India English-as-a-Second Language via cellphones. Various prototypes were used to facilitate a positive experience for each learner. Some challenges involved students choosing every possible answer until the correct one was obtained in order to move to the next level. Students therefore wouldn't be able to clearly understand why their answer was correct. The ESL learning games includes crossword puzzles, word searches, hangman, fill-in-the-blank, multiple choice games, matching games, and word scrambles.
Critique and Questions:
Some of theses students in rural areas are using cellphones for the first time and may need to not only learn to use them, but to learn how to play educational games on them. The PACE framework was introduced for use at an actual school setting where students go to for instruction a few hours each day. Is it beneficial for students to be using cellphones at school to "play games" in order to learn English or should this kind of cellphone English language support be done outside of school hours? How could or should the cellphone curriculum be revised in order to make their learning \relevant? As there are a variety of age groups within one classroom in these rural settings how could the games be applicable to all of them? The PACE framework has modified their design in order to focus on both user-interface and educational content in order to create a beneficial language learning software. However, should this kind of learning tool be supplemented with in-class instruction or supplementary activities that could also be done in the classroom?