Trends in Distance Education and Open Learning: Policy ... - ADEA

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The objective of the study was to develop a case study on the use of mobile connectivity insupport of distance education and to determine whether:• it is an effective mode for teacher training and improvement in classroom practice• it is a suitable mode to reach rural and remote teachers, including women anddisadvantaged groups• it presents other benefits in terms of education administration (including studentassessment and costs) and pedagogy.The study also sought to determine the costs of this model, and the features of thesmartphones that would be most useful as a support to distance learning.62
3. M-learning projects in AfricaM-UbuntuLiteracy Through Mobile PhonesM-Ubuntu uses inexpensive, low-threshold mobile phone technologies to empower teachersto address Africa’s literacy crisis.M-Ubuntu is applying the Zulu concept of Ubuntu - besttranslated as "I am because we are." to this challenge. At the heart of the pilot project aretwo teams of reform- minded teachers and their enthusiastic learners. Spectrum nearJohannesburg contends with crime & other social dislocations accompanying urbanization.Ramosadi located near Botswana, struggles to serve orphans. Developed with and forstudents and fellow teachers, M-Ubuntu is connecting South African teachers with m-literacy coaches in the United States and England to help them open new vistas to learnerson the wrong side of the literacy and digital divide.Through M-Ubuntu teachers are usingrecycled smart phones to bring the power of handheld computing to their classrooms. Ourfocus is on project-based learning, access to the best in South African and global literature,and the development of critical reading, writing and thinking skills. The pilot phase of theproject, 2009-2010, involved 20 teachers and 600 learners. Future plans call for expansionto additional teams of teachers in Africa and possibly beyond.Building capacity to use mobile technologiesPROTEGE QV, a Cameroonian NGO working for “Promotion of Technologies that GuaranteeEnvironment and a better Quality of Life” conducted capacity building in 2005 for leadersof 20 rural women’s associations to explore the potential of SMS for networking andcommunications. The training covered:• Defining information: oral and written communication• Defining the types of information sharing activities within network associations• Discussion of different communication practices and media, with their relative strengthsand weaknesses (including face to face, post, radio, internet, newsletters)• Introduction to the options offered by mobile phones, technical support for writing andsending SMS to individuals or groups, and tips on using SMS to communicate withinnetworks.Protégé QV have noted that since the training the women not only use SMS tocommunicate within their networks, but also with the head office of the NGO, which is 400km from some of the rural areas where the associations operate, in order to accesssupport materials, information on training and advice on follow up activities.63
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Associationfor theDevelopmentofEduc
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education free and elementary educa
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Paper 01-0102Use of Mobile Learning
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Table of ContentAcknowledgmentsIntr
Page 9 and 10:
Executive SummaryThe study presente
Page 11 and 12: (iii)Use of mobile applications and
Page 13 and 14: IntroductionMobile Learning often r
Page 15 and 16: how these technologies are linked t
Page 17 and 18: The learner’s mobile device can b
Page 19 and 20: 4. M-learning FrameworksFraming m-l
Page 21 and 22: Figure I.4 Framework of the mobile
Page 23 and 24: Means-ends Objective Network (Gray
Page 25 and 26: 5. Interoperability with VLESAs it
Page 27 and 28: 7. Formal and informal training set
Page 29 and 30: 9. Teachers trainingCan mobile lear
Page 31 and 32: 11. Social AspectThe paradox of the
Page 33 and 34: the PDA to source further informati
Page 35 and 36: 14. Enterprise Mobile LearningEnter
Page 37 and 38: Part II: Current and Emerging Appli
Page 39 and 40: As per figure II.2, 2 billion peopl
Page 41 and 42: Figure II.4Figure II.5 Sub Saharan
Page 43 and 44: 5. Wireless TechnologiesThe telecom
Page 45 and 46: 7. CSIRO breakthroughBroadband comi
Page 47 and 48: 8. Satellite CommunicationsLow cost
Page 49 and 50: 9. The Market, Products & Services
Page 51 and 52: 10. Challenges & ConstraintsCommon
Page 53 and 54: 11. Broadening Access to rural area
Page 55 and 56: wishes to conduct mobile testing or
Page 57 and 58: 14. In memory analyticsIn memory an
Page 59 and 60: 15. Augmented Reality & LearningAug
Page 61: 2. AsiaA research project was set u
Page 65 and 66: Nearly 30% of All Africans Subscrib
Page 67 and 68: from the AMREF office. Other initia
Page 69 and 70: Source: Technology & Learning - Sch
Page 71 and 72: 7. The KLIV projectThe KLIV Project
Page 73 and 74: Figure III.2 , Scenario of interact
Page 75 and 76: 10. Use of m-learning in Universiti
Page 77 and 78: The use of Podcasts by Universities
Page 79 and 80: user-agent (most widely used)x-oper
Page 81 and 82: was envisaged that the project woul
Page 83 and 84: Research Gaps & DirectionsIf we are
Page 85 and 86: Test Design Approaches: To figure w
Page 87 and 88: RecommendationsThe list of recommen
Page 89: A Framework for Mobile Learning and
Page 92 and 93: - Stakeholders (sub levels: learner
Page 94 and 95: - Academic support (sub levels: sup
Page 96 and 97: The first objective set for Part II
Page 98 and 99: Turkish Online Journal of Distance
Page 100 and 101: INSEAD, NOKIA, and ICUS formed an A
Page 102 and 103: the iPad).CalendarThe Calendar app
Page 104 and 105: Connections to "visualize a new kin
Page 106 and 107: TUSK is a "dynamic multimedia knowl
Page 108 and 109: References4G: The Future Mobile Tec
Page 110 and 111: For the state of the art report Con
Page 112 and 113:
Attewell, J. (2005). From research
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