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

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

4. Mitigate the digital, education, and economic divide.

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

6. PocketSchool Rwandan village child playing math game Learned to simply everything

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

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

9. 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.

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

11. 11 India: Playing critical thinking games

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

14. 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.

15. USA Science - Textbook content remixing

16. 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).

17. Argentina Math – Extreme seriousness Question quality / Team Competition

18. Indonesia Math – Multi-age/ multi ability group

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

20. Reverse innovation

21. 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

22. 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.

23. 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.

24. Paul Kim phkim@stanford.edu