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San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
San  Jose  October 2009l
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San Jose October 2009l

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Overview of educational technology research projects at Stanford University

Overview of educational technology research projects at Stanford University

Published in: Education
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  • 1. Digital Innovation & Empowerment For All Paul Kim [email_address] Stanford University School of Education With Gloria Lim, Helen Chen, Aditi Goyal, & Theresa Johnson World population : 6.7B 1B living on less than $1 a day 4.1B mobile users world-wide 2.6B mobile users in developing countries 5.4B world population live in developing countries
  • 2. The Stanford Clean Slate Project http://cleanslate.stanford.edu POMI 2020 P rogrammable O pen M obile I nternet
  • 3. Stanford Research Team Networking Radio Economics Languages OS Security HCI Applications Architecture Education Dan Boneh Monica Lam David Mazieres Mendel Rosenblum Phil Levis Scott Klemmer Arogyaswami Paulraj Nick McKeown Ramesh Johari John Mitchell Christos Kozyrakis Fouad Tobagi Paul Kim Distributed Systems Guru Parulkar Andrea Goldsmith
  • 4. The Big Research Agenda Applications PocketSchool , Virtual Worlds, Augmented Reality Data Substrate PRPL Virtual Data System Computation Substrate Network of VMs, Mobile VMs Network Substrate OpenFlow Radio technology Multi-Gb/s, 99% coverage Economics Handheld Energy efficient Secure OS Secure mobile browser UI HW Platform
  • 5. POMI in EDUCATION <ul><li>PocketSchool </li></ul><ul><li>– Responding to Digital Divide, Education Divide, & Economic Divide </li></ul><ul><li>Mobile Wireless Sensor-Simulation Lab </li></ul><ul><li>– Innovating STEM education </li></ul><ul><li>PRPL ePortfolio </li></ul><ul><li>- Innovating Learning, Assessment, & Employment Processes </li></ul>
  • 6. PocketSchool <ul><li>Investigate the effectiveness of the mobile learning device as a multimodal interactive means, the portability and personalization factors, usability design innovations, informal learning opportunities, etc. </li></ul><ul><ul><li>Usability research </li></ul></ul><ul><ul><ul><ul><li>Adoption and implementation & Learning activities and interactions </li></ul></ul></ul></ul><ul><ul><li>Mobile Learning effect study </li></ul></ul><ul><ul><ul><ul><li>Literacy, Numeracy, empowerment, health (Behavioral, Cognitive, Social dimension) </li></ul></ul></ul></ul><ul><ul><li>Sustainable model development research </li></ul></ul><ul><ul><ul><li>Creative content as commodity </li></ul></ul></ul><ul><ul><ul><li>Finance </li></ul></ul></ul><ul><ul><ul><ul><li>Self-sustainable model – SMSONE, E-BOOK, SMS APP Development </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Hybrid business </li></ul></ul></ul></ul><ul><ul><ul><li>Energy </li></ul></ul></ul><ul><ul><ul><ul><li>Efficient application </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Playing is charging </li></ul></ul></ul></ul>
  • 7. <ul><li>Mobile Wireless Sensor-Simulation Lab </li></ul><ul><ul><li>STEM education mobile simulation </li></ul></ul><ul><ul><li>Women & Creativity in Engineering Education </li></ul></ul><ul><li>ePortfolio STEM learning & assessment </li></ul><ul><ul><li>PRPL data index for data organization and visualization for In-Situ tracing in Learning </li></ul></ul><ul><ul><li>Mobile profile for employment matching (Pune, India & Sacramento, CA) </li></ul></ul><ul><ul><li>ePortfolio assessment incorporating scientific research </li></ul></ul>
  • 8. 19st century - Tuskegee “Movable School “ in Alabama <ul><li>George Washington Carver (1861-1943), quite arguably, the father of African-American Science. </li></ul><ul><li>The Movable School reached “the hard to reach” and served the needs of “the people left behind.” </li></ul><ul><li>(Mayberry, 1991) </li></ul>Courtesy of National Archives and Records Administration How did PocketSchool come about?
  • 9. Approaches in the Past <ul><li>20C - School on Wheels in Gujarat, India </li></ul><ul><li>Reaching out to children in mountainous and rural areas via van full of textbooks & science simulation kits. </li></ul>
  • 10. Mobile School on Wheels for tribal children in rural villages
  • 11. 21C Approach: PocketSchool <ul><li>Programmable Open Mobile Learning Platform – anyone to program & share educational applications for kindergarten to life-long learning scenarios. </li></ul><ul><li>Loaded with literacy, math, science simulation, etc. </li></ul><ul><li>Low-cost </li></ul><ul><li>Self-sustainable model </li></ul><ul><li>Grassroots approach – participatory design </li></ul>
  • 12. POCKETSCHOOL
  • 13. POCKETSCHOOL No school, No teacher, No book, No television
  • 14. POCKETSCHOOL
  • 15. Rwanda
  • 16. PocketSchool A child in Rwanda playing with a mobile learning device loaded with education games.
  • 17. * Rural village hot-spot & content distribution station * Peer-relayed communication
  • 18. <ul><li>PocketSchool on Two Wheels </li></ul>
  • 19. PocketSchool <ul><li>Africa </li></ul><ul><li>Latin America </li></ul><ul><li>India </li></ul>
  • 20. Sync and generate reports on individual performance (Pinpointing successful and struggling areas) Individualize learning plan Learning games & homework
  • 21. Connecting those who need help with those who want to help… No Internet. No computer. No problem.
  • 22. Synchronous to PCs & Asynchronous M2M
  • 23. Tags are used to indicate subject, textbook, page, and problem number, problem title, etc. mVIDEO BLOG
  • 24. Multi-sensor Mobile-Simulation Lab <ul><li>Objectives: </li></ul><ul><ul><li>Provide highly lost-cost portable platform to enhance creativity and critical reasoning skills through problem-solving challenges. </li></ul></ul><ul><ul><li>Promote STEM education through mobile simulation. </li></ul></ul><ul><ul><li>Enable real-time data collection. </li></ul></ul><ul><ul><li>Outreach to women & minority groups in Engineering Education. </li></ul></ul>Ex. Module adapted for the wireless sonar distance sensor
  • 25. The Revolution in STEM Education <ul><li>STEM = Science + Technology + Engineering + Mathematics </li></ul><ul><li>  </li></ul><ul><li>In recent decades, research on the process of learning, and particularly on the process of learning science, has blossomed leading to the development of novel ways to instruct STEM subjects </li></ul><ul><li>Hands on learning takes center stage, in addition to relevant real-world applications and problem solving capabilities </li></ul><ul><li>We‘re developing innovative ways to teach STEM material that incorporate this new research and takes advantage of an inexpensive array of OTS sensors for applying STEM subject material to real-world applications </li></ul><ul><li>   </li></ul>
  • 26. Past efforts continued… <ul><li>Activity Prototyping </li></ul><ul><li>Interactive games </li></ul>
  • 27. Wireless connection system architecture plan
  • 28. STEM Summer Camp <ul><li>A curriculum filled with design challenges in STEM topics </li></ul><ul><li>Students in small groups visit 5 different task stations in which they must solve real-world problems and challenges </li></ul>
  • 29. Task 1: Earthquakes <ul><li>The real-world problem: </li></ul><ul><li>Many places on earth, especially the State of </li></ul><ul><li>California, experience Earthquakes from time to </li></ul><ul><li>Time. Our buildings must be designed and built </li></ul><ul><li>to respond to the seismic movements effectively. </li></ul><ul><li>The activity: </li></ul><ul><li>Students are to build structures with gummy bares that can withstand seismic activity simulated on a shake table. </li></ul><ul><li>  </li></ul><ul><li>STEM Curriculum: </li></ul><ul><li>“ Plate tectonics accounts for important features of Earth’s surface and major geologic events.” (Grade 6 , CA Standard) </li></ul><ul><li>In collaboration with Quake-Catcher Network ( http://qcn.stanford.edu/ ) from Earth Science department </li></ul>
  • 30.  
  • 31. Proposed Shake-Table Exercise wireless seismometer reference points wireless controller motor motor Controlling the waves PRPL Server Capturing seismic data & video In Situ Tracing (Learning Behaviors) Archiving, Analyzing, & Visualizing Data
  • 32. Task 2: Solar Energy <ul><li>The real-world problem: </li></ul><ul><li>Electricity outages in developing nations are common. </li></ul><ul><li>More over, the world is seeking renewable energy </li></ul><ul><li>sources in order to slow the effects of global warming. </li></ul><ul><li>The activity: </li></ul><ul><li>Determine the ideal angle of orientation for a solar panel on a home or building generate the most electricity. </li></ul><ul><li>STEM Curriculum: </li></ul><ul><li>“ Many phenomena on Earth’s surface are affected by the transfer of energy through radiation and convection currents. … Students know solar energy reaches Earth through radiation, mostly in the form of visible light” (Grade 6, CA Standard) </li></ul><ul><li>“ Energy enters the Earth system primarily as solar radiation and eventually escapes as heat.” (Grade 9-12, CA Standard) </li></ul>
  • 33. Task 3: Wind Turbines <ul><li>The real-world problem: </li></ul><ul><li>Electricity outages in developing </li></ul><ul><li>nations are common. More over, the world is seeking </li></ul><ul><li>renewable energy sources in order to slow the effects of </li></ul><ul><li>global warming. </li></ul><ul><li>  </li></ul><ul><li>The activity : </li></ul><ul><li>Determine how much energy can be generated by a kite on a tether being carried by natural wind energy. How high will the kite need to fly to capture the most energy? </li></ul><ul><li>  </li></ul><ul><li>STEM Curriculum: </li></ul><ul><li>“ Students know different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable.” (Grade 6, CA Standard) </li></ul>
  • 34. Task 4: Drinkable Water <ul><li>The real-world problem: </li></ul><ul><li>Due to contamination, and arid conditions, many areas of the </li></ul><ul><li>world lack access to a consistent and efficient drinkable </li></ul><ul><li>fresh-water supply </li></ul><ul><li>    </li></ul><ul><li>The activity: </li></ul><ul><li>Determine methods for creating a quantity of drinkable water suitable for an individual or family for a day, using ocean water or otherwise contaminated sources.  Determine a methodology for locating underground freshwater sources. </li></ul><ul><li>  </li></ul><ul><li>STEM Curriculum: </li></ul><ul><li>“ The geology of California underlies the state’s wealth of natural resources as well as its natural hazards. … Students know the importance of water to society, the origins of California’s fresh water, and the relationship between supply and need.” (Grades 9-12, CA Standard) </li></ul>
  • 35. Task 5: Biomedical Monitoring <ul><li>The real-world problem: </li></ul><ul><li>Persons living in remote or undeveloped areas often </li></ul><ul><li>Have difficulty reaching a doctor on a regular basis or </li></ul><ul><li>when an emergency strikes </li></ul><ul><li>The activity: </li></ul><ul><li>Design and build, using provided sensors, basic biomedical devices that when information is transmitted wirelessly from the device allows the doctor to ascertain, from far away, the health of her patient as well as location when personal treatment is required. </li></ul><ul><li>* Challenge activity for advanced students </li></ul>
  • 36. <ul><li>Interesting phenomena from the outside of the research </li></ul>
  • 37. <ul><li>“ University of the Second Chance” </li></ul>
  • 38. P ublic P roprietary Universities vs. Tech Companies MSFT CSCO COCO APOL
  • 39.  
  • 40. YOUTUBE Channel for University of Phoenix Admission support – Highly motivating marketing – “Yes. You can do it!, too!”
  • 41. MYSPACE for Grand Canyon University “ Almost closing down status” to 13000 students in 6 years. NASDAQ IPO in 2008
  • 42. Completely online. One 3-story building in the middle of desert in Arizona Started as non-profit and received accreditation in 2003. 7000 students in 2008.
  • 43. Why are they successful? <ul><li>One semester-long lecture in 3 slides… </li></ul>
  • 44. Students <ul><li>New market </li></ul><ul><li>Non-traditional </li></ul><ul><li>Older </li></ul><ul><li>Working </li></ul><ul><li>Who would not/could not be college students otherwise </li></ul><ul><li>Going for the second chance </li></ul>
  • 45. Value <ul><li>Convenience, convenience, convenience </li></ul><ul><li>Convenience makes them come </li></ul><ul><li>Dynamically meeting the current needs of the market place, especially in areas where there is a strong unmet demand for specialized education and training. </li></ul>
  • 46. Business Characteristics <ul><li>Online, F2F, Hybrid, Individualized schedule </li></ul><ul><li>ERP is the key to success </li></ul><ul><li>Highly scalable structure for a rapid growth </li></ul><ul><li>Constantly preparing for government audits (Federal , State Bureau, Accreditation) </li></ul><ul><li>Unbundle faculty role - Full time curriculum developers vs. contracted teaching faculty </li></ul>
  • 47. <ul><li>Anything traditional universities can learn from these public proprietary universities? </li></ul>
  • 48. Transformation Now Watching Critical Thinking mROI Technology Investment Content Lecturer Student Problem Facilitator Researcher Problem Solver Project Manager Textual Postings Discrete Outcomes Analysis Multimodal Interactions Collective Intelligence Interaction Analysis Memorizing
  • 49. More inquiries? <ul><li>Contacts </li></ul><ul><li>Paul Kim: phkim @ stanford </li></ul><ul><li>Gloria Lim: kglim @ stanford </li></ul><ul><li>Helen Chen: hlchen @ stanford </li></ul><ul><li>Aditi Goyal: aditig @ stanford </li></ul><ul><li>Theresa Johnson: theresa.johnson@ stanford </li></ul>

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