Steve Vosloo presented on education design in a mobile era. He discussed the growing mobile landscape globally and in Africa. The mobile revolution is changing education by supporting informal, contextual learning anywhere and anytime. When designing for mobile, considerations include understanding user context, designing for small screens first while supporting multiple devices, personalized and adaptive learning, learner analytics, social learning, and using existing platforms. Challenges to mobile learning include transforming existing systems, uneven infrastructure, and bridging formal and informal learning. Vosloo advised testing often and thinking holistically about infrastructure to support digital learning.
1:1 Educational Computing Initiatives — Lessons learned and confirmed at the ...Steve Vosloo
At the 8th Global Symposium on ICT in Education 2014, themed Transforming Education with 1:1 Computing (3-5 November, 2014, Hilton Gyeongju, Republic of Korea)
28 countries represented, sharing their experiences of planning and implementing 1:1 computing initiatives
Hosted by the Korean Ministry of Education and the World Bank, along with KERIS, UNESCO Bangkok and Intel
South Korea is one of the leaders in digital learning, so it was a fitting context for the country
A number of lessons were learned and known ones confirmed …
1:1 Educational Computing Initiatives — Lessons learned and confirmed at the ...Steve Vosloo
At the 8th Global Symposium on ICT in Education 2014, themed Transforming Education with 1:1 Computing (3-5 November, 2014, Hilton Gyeongju, Republic of Korea)
28 countries represented, sharing their experiences of planning and implementing 1:1 computing initiatives
Hosted by the Korean Ministry of Education and the World Bank, along with KERIS, UNESCO Bangkok and Intel
South Korea is one of the leaders in digital learning, so it was a fitting context for the country
A number of lessons were learned and known ones confirmed …
Technology in African Education: ICT from the Bottom UpKevin Martin
Education is one of the most important facets to economic development in Sub-Saharan Africa. The deployment of Information Communications Technology (ICT) in education and the development of pilot programs in some of the most economically depressed and rural regions of Africa can help drive innovation and empower the next generation. Without proper and adequate education innovation becomes stifled keeping individuals impoverished. Technology helps to transform education in Africa by building a stronger workforce and developing entrepreneurs.
Programs such as; CyberSmart Africa, Interconnection Uganda, and m-learning platform’s like Nokia’s MoMath are some of the efforts helping to fight educational challenges, which include teacher training, classroom resources, and access to information.
Presentation: K12 Teacher Empowerment and Professional DevelopmentIntelCAG
Teacher Professional Development
The following slides have been created by Intel for public use. Share or use the presentation in its entirety or as individual slides, as desired.
An analysis of the changing dynamics of education services distribution system due to the entry of IT and how this mechanism could be used as an advantage to promote education
This paper describes briefly the Purpose & Aims of ICT in Education, in which not only the concept of ICT has been discussed but also its influence on education has explained.
Free Laptops for Pupils in Kenya; A Guide on Implementing the ProjectMuthuri Kinyamu
Former SA president Nelson Mandela said that the internet and education are the two great equalizers in life, leveling the playing field for people, companies and countries worldwide. Those words must have inspired Kenya’s president-elect Uhuru Kenyatta when he promised Kenyans one solar-powered laptop per kid entering primary school.
Tax Burden & Door To Discontent
It may sound simple to execute but this is a huge project that requires massive budgetary allocations from treasury and thus could be a channel for corrupt government officials to siphon out money through the scheme. Laptops of course mean greater access to technology, information, and content nationwide, increased student interest in their education & development of 21st century skills and integration of teaching technology that supports improved learning.
Sounds like a good plan however the government has to emphasize that it’s the student, the teacher, the parent, the community—not just the technology and the laptops that will work hard collaboratively to improve the learning outcomes.
Secondly for effective learning to take place we must inspire kids to not only consume information but generate it, to produce ideas and share knowledge.
Teachers Need ICT Know-How
Teachers represent a critical element in the success of this initiative; in an e-Learning environment the teacher must be the guide, mentor, facilitator, and coach to improve education outcomes and help students develop 21st century skills.
School administrators too are primarily responsible for adherence to policy, applying governance on usage of the e-Learning environment, and ensuring that the environment is operational.
Professional development of primary school teachers thus needs to be put in place now for the e-learning program to be successful. Teachers and administrators must keep up with the changing environment of technology to provide the best resources for the program. The resources used for ongoing professional development may also be used for ongoing curriculum and content integration. Once the program is launched KIE can also allow teachers to share newly developed content, and collaborate on content creation.
Multi-sector Partners
Secondly the government must work with professional organizations, such as teachers unions and other societies to support the initiative.
Some of the limiting factors of the program include; the availability of content, teachers trained specifically in the use of ICT with younger children, theft and proper handling of ICT equipment by the young ones. Finally should the students keep their laptops at school until they develop the necessary carefulness this could be a security challenge to schools as break-ins may become the order of the day!
That said let us examine what the free laptops program requires to become a successful e-learning program;
Components of an E-learning Program
Solution elements
1. Technology-Affordable, rugged, energy-efficient, state-of
Mobile learning: South African examplesSteve Vosloo
Presented at the Mobile Learning Institute Summit, 24-27 June 2009, Lusaka, Zambia
By Steve Vosloo, Shuttleworth Foundation and Adele Botha, Meraka Institute
Technology in African Education: ICT from the Bottom UpKevin Martin
Education is one of the most important facets to economic development in Sub-Saharan Africa. The deployment of Information Communications Technology (ICT) in education and the development of pilot programs in some of the most economically depressed and rural regions of Africa can help drive innovation and empower the next generation. Without proper and adequate education innovation becomes stifled keeping individuals impoverished. Technology helps to transform education in Africa by building a stronger workforce and developing entrepreneurs.
Programs such as; CyberSmart Africa, Interconnection Uganda, and m-learning platform’s like Nokia’s MoMath are some of the efforts helping to fight educational challenges, which include teacher training, classroom resources, and access to information.
Presentation: K12 Teacher Empowerment and Professional DevelopmentIntelCAG
Teacher Professional Development
The following slides have been created by Intel for public use. Share or use the presentation in its entirety or as individual slides, as desired.
An analysis of the changing dynamics of education services distribution system due to the entry of IT and how this mechanism could be used as an advantage to promote education
This paper describes briefly the Purpose & Aims of ICT in Education, in which not only the concept of ICT has been discussed but also its influence on education has explained.
Free Laptops for Pupils in Kenya; A Guide on Implementing the ProjectMuthuri Kinyamu
Former SA president Nelson Mandela said that the internet and education are the two great equalizers in life, leveling the playing field for people, companies and countries worldwide. Those words must have inspired Kenya’s president-elect Uhuru Kenyatta when he promised Kenyans one solar-powered laptop per kid entering primary school.
Tax Burden & Door To Discontent
It may sound simple to execute but this is a huge project that requires massive budgetary allocations from treasury and thus could be a channel for corrupt government officials to siphon out money through the scheme. Laptops of course mean greater access to technology, information, and content nationwide, increased student interest in their education & development of 21st century skills and integration of teaching technology that supports improved learning.
Sounds like a good plan however the government has to emphasize that it’s the student, the teacher, the parent, the community—not just the technology and the laptops that will work hard collaboratively to improve the learning outcomes.
Secondly for effective learning to take place we must inspire kids to not only consume information but generate it, to produce ideas and share knowledge.
Teachers Need ICT Know-How
Teachers represent a critical element in the success of this initiative; in an e-Learning environment the teacher must be the guide, mentor, facilitator, and coach to improve education outcomes and help students develop 21st century skills.
School administrators too are primarily responsible for adherence to policy, applying governance on usage of the e-Learning environment, and ensuring that the environment is operational.
Professional development of primary school teachers thus needs to be put in place now for the e-learning program to be successful. Teachers and administrators must keep up with the changing environment of technology to provide the best resources for the program. The resources used for ongoing professional development may also be used for ongoing curriculum and content integration. Once the program is launched KIE can also allow teachers to share newly developed content, and collaborate on content creation.
Multi-sector Partners
Secondly the government must work with professional organizations, such as teachers unions and other societies to support the initiative.
Some of the limiting factors of the program include; the availability of content, teachers trained specifically in the use of ICT with younger children, theft and proper handling of ICT equipment by the young ones. Finally should the students keep their laptops at school until they develop the necessary carefulness this could be a security challenge to schools as break-ins may become the order of the day!
That said let us examine what the free laptops program requires to become a successful e-learning program;
Components of an E-learning Program
Solution elements
1. Technology-Affordable, rugged, energy-efficient, state-of
Mobile learning: South African examplesSteve Vosloo
Presented at the Mobile Learning Institute Summit, 24-27 June 2009, Lusaka, Zambia
By Steve Vosloo, Shuttleworth Foundation and Adele Botha, Meraka Institute
Presentation on what broadband-enabled education would look like in South Africa, given at the National Broadband Forum, Johannesburg, 24 March, 2009. For more on the broadband for South Africa campaign see: http://www.southafricaconnect.org.za.
If you had one mobile phone per school, what could you do with that? How could it support education? Presented virtually by Steve Vosloo at USAID m4Ed4Dev Seminar, 14 April 2011
How the streets of the mega city will innovate, and the case for access to internet and mobile communications being a basic human right in Africa.
Presented by Steve Vosloo at TEDx Stellenbosch, 29 July 2011.
Improving cross-cultural awareness and communication through mobile technologiesSteve Vosloo
Paper presented at mLearn 2008 in Telford, UK (10-Oct). Authors: Adele Botha, Madelein van den Berg (Meraka) and Steve Vosloo, John Kuner (Stanford University)
Presentation given at 2012 UNESCO & CoSN International Symposium on mLearning: Exploring the Power of Mobility to Transform Learning. 5 March, Washington DC,USA.
Presented at the Mobile Technologies for Learning and Development Summit (VII International Seminar of the UNESCO Chair in e-Learning ), Barcelona, Spain, October 2010
By Steve Vosloo, Project Leader for Yoza Cellphone Stories, and Louise McCann, Editor in Chief. Presented at the Cape Town Content Strategy meetup on 24 August 2011.
Whitepaper Mobile Solutions for the Education IndustryCygnet Infotech
The education industry finds itself on the tip of a revolution as conventional methods of learning and teaching are rapidly replaced by high-tech learning & training. Today, teachers and students are dynamic and technology savvy and they love to access learning resources from anywhere,anytime.This trend has redefined the entire training and learning process and the way universities, colleges and educational organizations deliver learning solutions.
Learning On The Go: Leverage Mobile Computing in the WorkplaceSaba Software
This webinar will explore the explosive growth of mobile computing and the phenomenon of “anywhere, anytime” access to information. You will learn about current trends in the mobile marketplace, how it is evolving, and what the implications are to your organization's mobile learning strategies.
The approach to training is becoming more focused around employing m-learning “bite-sized” nuggets of knowledge that are targeted to the individual's on-demand learning needs. Join us for this webinar to find out how your organization can best adopt a meaningful “learning on the go” strategy.
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Mar Camacho, Universitat Rovira i Virgili Faculty (Spain), Visiting scholar a...MobileCreation
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m-Novels for Africa: A South African Case StudySteve Vosloo
Presented at the Mobile Web East Africa conference, Nairobi, Kenya, 4 February 2010.
The results of the m4Lit pilot project - the Kontax m-novel are described.
Presented at Accenture South Africa
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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2. Education design in a mobile era
Steve Vosloo
Head of Mobile, Innovation Lab
Pearson South Africa
Presented at:
North South TVET ICT Conference
12 Sept 2014
3. The mobile revolution
Changing education
Design considerations
Challenges
Advice for the journey ahead
5. Global mobile landscape
There are an estimated 6.8 billion mobile
subscriptions worldwide
and 3.2 billion mobile phone subscribers
90% of world’s population and 80% of people
living in rural areas have mobile coverage
105 countries have more mobile phone
subscriptions than inhabitants
In 2017 there will be more than five billion mobile
broadband subscriptions worldwide. 85% of
the world’s population will have 3G coverage
5
Sources: ITU, 2013, Ericsson, 2012
6.
7.
8. African mobile landscape: A revolution
Africa is the second largest (after Asia-Pacific)
and fastest growing mobile market in the
world
For mobile-broadband Africa is the region
with the highest growth rates over the past
three years. Penetration has increased from
2% in 2010 to 11% in 2013
167 million people use the Internet, and 52
million are on Facebook – both largely
accessed via mobile phones
Jan 2014: Android becomes Africa’s most
popular mobile OS (28%)
Sources: GSMA, 2012, Ericson, 2013, ITU, 2013, HumanIPO, 2014
9. Mobile in Sub-Saharan Africa: Predicted growth
for 2019
930 million subscriptions by 2019, of which 732 million would
have mobile broadband
Estimated 476-million smartphones expected to reach the
market
17-fold growth in data traffic between 2013 and 2019
Sources: Ericson, 2013
10. Mobile internet in SA
Of about 13m adults using the Internet in SA, 5,8m use only on phone,
6,4m use on phone and PC/laptop/tablet
Internet access via mobile devices comprised 89% of the Internet
access market
SA mobile users now spend over 8 hours on the mobile internet every
week
Data is becoming more of a factor: Spending on data has grown from
17% to 24% for 19-24 year olds
Prediction: 32.3 million mobile Internet subscribers in SA by 2017
Sources: World Wide Worx 2013, PWC, 2013
11. Smartphones in SA: On the rise
Predict 75% penetration by end of 2015
Enter the low-cost smartphone:
MTN Steppa ~ R500
Vodacom also has a cheap smartphone
11
Sources: Ambient Insight, 2013, World Wide Worx 2013
12. Tablets are small, but rising
• 95% of citizens who own a cellphone don’t own a tablet
• Samsung is the most popular tablet brand with 52% of the market,
Apple has 23%
• 25% of adults surveyed said they were planning to buy a tablet in
2014
• BUT in schools and HEIs, tablets are rising there is
increasing government and institutional adoption
12
Sources: World Wide Worx 2013,
13. CTI/MGI tablet
implementation
12,000 tablets
eBooks (ePub3)
Mobil1e3 Plans in Pearson SA – Innovation Lab l 16 August 2013
14. Mobile learning market
“The worldwide mEducation market could generate a global revenue
opportunity for mobile operators worth US$70 billion by 2020.
mEducation products and services will represent a US$38
billion market”
(GSMA/McKinsey & Co, 2012)
Sources: GSMA/McKinsey & Co, 2012
16. 16
With the increase in access to
information, and production
of knowledge, there is a
questioning of the very
notions of the authority of
traditional bodies of knowledge
controlled by legitimate
educational institutions
Mobiles provide a new, and
sometimes only, access
channel to the internet for
many people
17. 17
There will be a shift away from
teaching in a classroom-centred
paradigm of
education to an increased
focus on learning, which
happens informally throughout
the day
Mobiles support ‘anywhere,
anytime’ learning, they are
personal, available and suited
to informal and contextual
learning
18. 18
Learning that is time-dependent
and location-dependent is
not an option for everyone
anymore
19. 19
There will be an increased blurring
of the boundaries between
learning, working and living
20. 20
In addition to education basics
such as literacy and numeracy
there will be a need for digital
and information literacy, as
well as critical thinking and
online communication skills
Mobiles provide a medium for
developing these skills for
millions of Africans who go
online ‘mobile first’ or even
‘mobile-only’
21. These changes, and the mobile revolution, exert pressure on
Education to adapt and optimally design learning spaces and
digital teaching methodologies to enhance student
performance…
22. The emergence of the mobile society
“Mobile learning is no longer an innovation within institutional learning
but a reflection of the world in which institutional learning takes
place.”
(Traxler & Vosloo, 2014)
The time for mobile learning is here
23. Mobile and mobility
People are mobile
Devices are mobile
Information is mobile
Mobility ‘denotes not just physical mobility but the opportunity to
overcome physical constraints by having access to people and digital
learning resources, regardless of place and time’ (Kukulska-Hulme,
2010)
23
24. Mobile and mobility
Mobile Learning – Extending Educational Reach
○ Resources (learning material, notes, media)
○ Studying (activities, self-assessment and feedback)
○ Interaction (peer learning, tutoring and feedback)
System strengthening through mobility – Extending Operational
Reach
○ Information (directories, timetables, results)
○ Services (library, sports venues, student services)
○ Administration (registration, records, documentation)
Not mutually exclusive
24
33. Context is king / User-centred design
How will a student or lecturer use your educational resource or service?
On-the-go?
Seated for some time access to other resources?
At what time?
Will they be online?
What device?
What is their learning need?
Crucial for designing:
Content
Interface
Features
Integration
What is mobile learning good for and what does it suck at?
33
35. 2. Design for mobile first (but with discretion)
35 Mobile Plans in Pearson SA – Innovation Lab l 16 August 2013
“Mobile-Era to Multi-Device Era”
Mobile is not a new, novel thing anymore
Support a continuous range of devices
Luke Wroblewski
36. Common misconceptions…
1
4
Is “mobile first” simply porting over a web experience / website for mobile
devices? - No.
2 Is “mobile first” the process of testing on mobile devices first and then on
the desktop? – No.
3 Is “mobile first” always choosing native apps over web technologies? - *No.
Does “mobile first” mean that we no longer develop for desktops? - No.
5 Is “mobile first” the same thing as “responsive design”? – No.
* This warrants some discussion, however…
37. What our peers are saying…
Thomas Plunkett, chief technology officer, Gawker
“At the high level, mobile-first means build where users are and where technology is going. In
practice, we build features mobile-first. We simplify the product. It forces us to think about what
is essential; extend features to desktop.”
Matt Turck, publisher, Slate
“The mobile user comprises a third of our traffic…our readers will have a true 360-degree user
experience, with access to all our great content whenever and wherever they are.”
Mark Howard, chief revenue officer, Forbes
Mobile-first means developing for small screens before developing for desktop. It can be on a
product, a feature or an entire experience…Mobile is still the untapped frontier for many
publishers… ”
PEARSON
39. Thinking small
1
4
PEARSON
Making mobile the first priority instead of an afterthought.
2 Understanding what our customers are trying to accomplish in their
moments of need.
3 Designing our business services to intersect our customer's daily life or work.
Designing our systems of engagement to deliver a task-oriented service
experience.
5 Designing and operating our mobile experiences to help customers take the next
most likely action.
6 Focusing on what’s truly critical to a product or service. Strip away the excess.
40. 3. Personalised learning
That is adaptive
That is contextual
The Horizon Report highlights this as a significant challenge, saying
that “there remains a gap between the vision and the tools needed
to achieve it.”
40
41. 4. Learner analytics
For the first time ever, it is possible to track usage across platforms
and throughout the day
There needs to be a shift in focus from the improvement of schools to
the progress of individuals. Monitoring and enablement of learners,
powerful combination of teachers and technology (not technology
replacing teachers).
Sir Michael Barber, Chief Education Advisor at Pearson
Process: Capture analyse act (informs curriculum design,
lecturer support, etc.)
41
42. 5. Be social
• 87% of Facebook users and 85% of
Twitter users are accessing these tools
on their phones (Facebook has 9.4m
active users in SA, Twitter has 5.5m)
• Whatsapp usage doubled in the past 18
months from 26% to 53%
• Avg Mxit user spends 95 minutes per
day on the app across 6 sessions
• Facebook, Whatsapp and Mxit were
voted the three favourite apps of 2013
42
Opportunities for: P2P learning, communities of practice, knowledge
sharing, tutoring, reinforcing newly learned skills
Sources: World Wide Worx 2013, BizCommunity, 2014
43. 6. Meet them where they are: Use existing platforms
43
45. Challenges
• This is all new and fundamentally different to existing approaches
• Existing systems designed for static, top-down learning
• Inertia
• Training needed on pedagogy of mobile learning
• Legacy systems: Getting them to share data
• Uneven landscape (device, infrastructure, affordability, ICT literacy, etc.)
• Privacy
• Mobile has a role to play in bridging the formal and informal learning
spaces. But this requires change in both spheres. More work is needed here.
The NMC Horizon Report 2013: K-12 Edition report highlights this as a
significant challenge
45
46. Challenges: Technical
• Native apps or responsive web design /
mobi site?
• Which operating system? (iOS, Android,
BlackBerry, Nokia (Own/Windows) and
which version of the operating system?
• Which handsets to test now?
• New handsets on the market?
• Customer Support for multiple apps?
Implication: Solution should be based on
market needs and technology adoption
46
48. Advice
You are pioneering so expect mistakes - learn from them
Fail early, fail often
Test test test
Think holistically – without infrastructure, there is no digital
48
49. Thank you
Steve Vosloo
Head of Mobile, Innovation Lab
Pearson South Africa
steve.vosloo@pearson.com
@stevevosloo