This document discusses key findings from analyzing mobile learning initiatives around the world. It finds that mobile learning carries a stigma that needs to be overcome, as mobile devices can enhance education when used appropriately. Existing education policies have generally not embraced the potential of mobile learning. Mobile technologies can help provide educational opportunities to marginalized populations and improve education systems, but questions of access and equity remain. Diverse partnerships are needed to sustain and expand mobile learning initiatives.
This paper examines the future of mobile learning over the next 15 years and its implications for education. It defines mobile learning broadly as learning facilitated by portable digital devices. The paper aims to guide policymakers and educators on leveraging mobile technologies to improve access, equity and quality in education for all. Interviews with mobile learning experts and literature inform the analysis of current developments and predictions for the future of mobile learning. Key topics discussed include technological advances, focus areas for mobile learning, how it can support Education for All goals, and major challenges to address like building partnerships and training teachers in mobile learning design.
2013 Policy guidelines for mobile learning by UNESCOFran Maciel
The document provides guidelines for policy-makers on leveraging mobile technologies to advance education. It defines mobile learning as involving the use of mobile devices to enable learning anytime and anywhere. It outlines several unique benefits of mobile learning, including expanding access to education, facilitating personalized learning, and providing immediate feedback. The guidelines then present recommendations in areas such as developing policies and content for mobile learning, ensuring connectivity and equitable access, and promoting the safe and responsible use of mobile technologies.
The document provides policy guidelines for mobile learning from the United Nations Educational, Scientific and Cultural Organization (UNESCO). It defines mobile learning as using mobile technologies like mobile phones and tablets to access information for education. It outlines the unique benefits of mobile learning, such as expanding access to education, facilitating personalized learning, and enabling learning anywhere anytime. The guidelines provide 10 policy recommendations for countries to leverage mobile technologies and advance progress towards Education for All, including creating policies for mobile learning, training teachers, ensuring access and connectivity, and promoting safe and responsible use of mobile devices.
This second report updates proposes ten innovations that are already in currency but have not yet had a profound influence on education. You can see a summary of each innovation at the menu on the right. Please contribute with comments on the report and the innovations. OPEN uNIVERSITY
1. The document discusses four dimensions of ICT use in schools including as a tool across the curriculum, to enhance learning outcomes, as part of broader curriculum reforms, and to alter the organization of schooling.
2. It outlines challenges for Macedonia including integrating ICT into teaching practices and using ICT for both subject teaching and learning.
3. The document recommends appointing ICT coordinators in schools to provide technical and pedagogical support to teachers in integrating technology.
The document discusses ICT and pedagogy integration in education. It outlines Prof. Vasudha Kamat's presentation agenda which includes ICT and pedagogy, national initiatives like the Right to Education Act, and NCERT initiatives. It discusses 21st century skills needed for students and teachers. It also covers digital literacy, national initiatives, teacher professional development, e-content development and open educational resources.
NCERT solutions for class 11th chemistrySrikanth KS
This document is an NCERT Chemistry Solution Manual that provides solutions to chapters 1-14 of an NCERT chemistry textbook. It includes headings for each chapter that are followed by multiple pages of solutions and explanations to problems and concepts within that chapter. The chapters cover topics like basic chemistry concepts, atomic structure, classification of elements, states of matter, thermodynamics, chemical equilibrium, redox reactions, hydrogen, s-block elements, p-block elements, organic chemistry basics, hydrocarbons, and environmental chemistry.
General principles and process isolationnysa tutorial
The document discusses methods for extracting and purifying metals from their ore, including the Hall-Heroult process which uses electrolysis to extract aluminum from molten cryolite. It also mentions leaching agents like sodium or potassium cyanide solutions being used to separate metals from ores, as well as fractional crystallization and column chromatography as purification methods.
This paper examines the future of mobile learning over the next 15 years and its implications for education. It defines mobile learning broadly as learning facilitated by portable digital devices. The paper aims to guide policymakers and educators on leveraging mobile technologies to improve access, equity and quality in education for all. Interviews with mobile learning experts and literature inform the analysis of current developments and predictions for the future of mobile learning. Key topics discussed include technological advances, focus areas for mobile learning, how it can support Education for All goals, and major challenges to address like building partnerships and training teachers in mobile learning design.
2013 Policy guidelines for mobile learning by UNESCOFran Maciel
The document provides guidelines for policy-makers on leveraging mobile technologies to advance education. It defines mobile learning as involving the use of mobile devices to enable learning anytime and anywhere. It outlines several unique benefits of mobile learning, including expanding access to education, facilitating personalized learning, and providing immediate feedback. The guidelines then present recommendations in areas such as developing policies and content for mobile learning, ensuring connectivity and equitable access, and promoting the safe and responsible use of mobile technologies.
The document provides policy guidelines for mobile learning from the United Nations Educational, Scientific and Cultural Organization (UNESCO). It defines mobile learning as using mobile technologies like mobile phones and tablets to access information for education. It outlines the unique benefits of mobile learning, such as expanding access to education, facilitating personalized learning, and enabling learning anywhere anytime. The guidelines provide 10 policy recommendations for countries to leverage mobile technologies and advance progress towards Education for All, including creating policies for mobile learning, training teachers, ensuring access and connectivity, and promoting safe and responsible use of mobile devices.
This second report updates proposes ten innovations that are already in currency but have not yet had a profound influence on education. You can see a summary of each innovation at the menu on the right. Please contribute with comments on the report and the innovations. OPEN uNIVERSITY
1. The document discusses four dimensions of ICT use in schools including as a tool across the curriculum, to enhance learning outcomes, as part of broader curriculum reforms, and to alter the organization of schooling.
2. It outlines challenges for Macedonia including integrating ICT into teaching practices and using ICT for both subject teaching and learning.
3. The document recommends appointing ICT coordinators in schools to provide technical and pedagogical support to teachers in integrating technology.
The document discusses ICT and pedagogy integration in education. It outlines Prof. Vasudha Kamat's presentation agenda which includes ICT and pedagogy, national initiatives like the Right to Education Act, and NCERT initiatives. It discusses 21st century skills needed for students and teachers. It also covers digital literacy, national initiatives, teacher professional development, e-content development and open educational resources.
NCERT solutions for class 11th chemistrySrikanth KS
This document is an NCERT Chemistry Solution Manual that provides solutions to chapters 1-14 of an NCERT chemistry textbook. It includes headings for each chapter that are followed by multiple pages of solutions and explanations to problems and concepts within that chapter. The chapters cover topics like basic chemistry concepts, atomic structure, classification of elements, states of matter, thermodynamics, chemical equilibrium, redox reactions, hydrogen, s-block elements, p-block elements, organic chemistry basics, hydrocarbons, and environmental chemistry.
General principles and process isolationnysa tutorial
The document discusses methods for extracting and purifying metals from their ore, including the Hall-Heroult process which uses electrolysis to extract aluminum from molten cryolite. It also mentions leaching agents like sodium or potassium cyanide solutions being used to separate metals from ores, as well as fractional crystallization and column chromatography as purification methods.
This document discusses the use of information and communication technology (ICT) in education. It notes that ICT enhances learning and teaching by developing understanding, extending access to information, and enhancing inquiry, development of ideas, and communication of ideas. ICT can be used to support, enhance, and extend teaching and learning. Using ICT is said to increase reasoning, problem solving, learning skills, creativity, attention, and cooperation between teachers and students. The document also discusses how ICT allows students to be collaborators and creators rather than just recipients of information.
1) The document discusses concepts related to thermodynamics including work, heat, entropy, and thermochemical equations.
2) It explains that work and heat are not state functions as their values depend on the path taken, while entropy provides a measure of disorder in a system.
3) Formulas are provided for calculating entropy change during different processes like phase changes, mixing of gases, and chemical reactions.
This file contains solutions for NCERT Physics class 11. There are no advertisements or water marks. I prepared this by downloading material from the internet. Please use this for educational purpose
NCERT Class 11 Mathematics Solution ManualSrikanth KS
This document is an NCERT Mathematics Class 11 solution manual containing solutions to chapters 1 through 16. It provides step-by-step solutions to problems from each chapter to help students understand the concepts and solve similar problems. The chapters covered include sets, relations and functions, trigonometric functions, principle of mathematical induction, complex numbers, quadratic equations, linear inequalities, permutations and combinations, binomial theorem, sequences and series, straight lines, conic sections, three-dimensional geometry, limits and derivatives, mathematical reasoning, statistics, and probability.
This document discusses reaction mechanisms and their importance. It explains that reaction mechanisms show the step-by-step elementary reactions that make up the overall chemical change. Determining reaction mechanisms allows conditions to be optimized to favor certain reaction pathways and increase product yields. It also helps predict new reactions. The document then discusses how to determine reaction mechanisms using rate experiments and identifying which reactants are involved in the rate-determining step based on reaction orders. An example mechanism is given for the reaction of NO2 with CO, where the rate equation indicates the rate-determining step involves two NO2 molecules and NO3 is identified as the intermediate.
This document appears to be a chemistry project report submitted by a student. It investigates which substance (salt, sugar, or sand) causes ice cubes to melt the fastest when added. The procedure involves measuring the mass of melted water over time for ice cubes with each substance added. Calculations determine the percentage of ice melted for each substance. The results show that salt causes the greatest increase in melting percentage, followed by sugar then sand, indicating salt causes the greatest depression of the freezing point.
The slide show was developed by me and my student Snehasis on account of Mathematics day and presented in National Meet at NCERT,New Delhi
Pratima Nayak (pnpratima@gmail.com)
Project is from the chapter Electrochemistry . Project is based on the rusting of iron when coupled with different metals . One of the easiest projects in chemistry.
Please do like , share and comment if my work helped you ;)
Saurav Pandey, a class 12 student, conducted an experiment to determine the effect of temperature on the strength of a magnet. He hypothesized that magnetism would decrease with increasing temperature, following an exponential curve. The procedure involved measuring the mass of paperclips attracted to a magnet at various freezer and oven temperatures. Observation showed magnetism increased as temperature decreased from -21C to 0C, and decreased as temperature increased from room temperature to 50C. The conclusion was that cold strengthens magnets by slowing atomic movement and domain alignment, while heat weakens them by increasing movement and disrupting domains.
ICT can be used effectively in teacher education to enhance teaching and learning. It allows for more flexible and self-paced learning, and better connectivity between teachers and students. However, successful integration of ICT requires teachers to be comfortable with technology, have strong lesson planning incorporating its use, and address issues like technical reliability and preventing students from getting distracted. Overall, ICT is best used as a tool to supplement instruction when teachers have the right skills, resources, and constructivist teaching approach.
The document describes an experiment on Faraday's law of electromagnetic induction. It includes an aim to determine the law using a copper wire, iron rod and magnet. It also includes sections on the certificate, acknowledgement, apparatus, introduction explaining the theory behind electromagnetic induction discovered by Faraday and Henry. The theory section defines magnetic flux and describes Faraday's law that the induced electromotive force in a closed circuit is equal to the negative of the time rate of change of the magnetic flux through the circuit. It concludes that Faraday's law has many applications and impacts our lives in powering technologies.
X chem ch4_carbon_anditscompounds_topconceptsAkshay Fegade
1. The document discusses carbon and its compounds, specifically covalent bonds and covalent compounds. It describes the conditions for covalent bond formation and properties of covalent compounds like physical states, solubility, and electrical conductivity.
2. Key concepts include that carbon forms covalent bonds and a large number of compounds due to its tetravalency and ability to catenate. Carbon can form single, double, or triple bonds. Lewis dot structures are used to represent covalent bonding.
3. Hydrocarbons are classified as aliphatic or aromatic. Nomenclature and isomerism of hydrocarbons are also covered. Homologous series have a general molecular formula where successive members differ by -CH
The document provides an overview of organic chemistry concepts including:
1. The main classes of organic compounds are hydrocarbons, alcohols, ethers, aldehydes, ketones, carboxylic acids, esters, amines, and aromatic compounds.
2. Hydrocarbons are divided into alkanes, alkenes and alkynes based on the presence of single, double or triple carbon bonds. Nomenclature provides the naming structure for different compounds.
3. Functional groups determine the properties and reactivity of organic molecules. Common reactions include combustion, substitution, and addition. Isomers have the same molecular formula but different structural formulas.
This document provides summaries and solutions for the 14 chapters covered in NCERT's Class 12 math textbook. It includes chapter-by-chapter summaries of the key concepts and solutions for each of the chapters: Relations and Functions, Inverse Trigonometric Functions, Matrices, Determinants, Continuity and Differentiability, Application of Derivatives, Integrals, Application of Integrals, Differential Equations, Vector Algebra, Three Dimensional Geometry, Linear Programming, and Probability. Additional resources for other CBSE Class 12 subjects are also provided.
This document provides guidance related to maths. It appears to be written by an individual named azim and aims to offer advice or tips regarding mathematics. The guidance covers an undefined scope of math-related topics at an unspecified level of detail.
This document provides guidance on physics. It appears to be written by an individual named azim and aims to offer advice or instruction related to the subject of physics. The guidance covers core concepts but does not go into extensive technical details.
Chemistry students are advised on how to score highly on exams. The document outlines the topic weightages, with Solid State Chemistry and Thermodynamics and Energetics weighing the most. It recommends following the textbook language for definitions and making thorough notes, as the textbook is sufficient for scoring above 80%. Diagrams should be practiced with proper labeling from key chapters, and compounds should be revised. Students should make formula lists by chapter and answer questions concisely and with diagrams.
This document contains 6 problems related to calculating properties of crystalline solids based on their crystal structure and lattice parameters:
1. Calculate the density of copper given its face-centered cubic (fcc) unit cell length and atomic mass.
2. Calculate the molecular mass of silver given its fcc unit cell length, density, and that it contains 4 atoms per unit cell.
3. Calculate the density of cesium chloride given its body-centered cubic (bcc) unit cell length and the atomic masses of cesium and chlorine.
4. Determine if iron crystals with a given unit cell length and density have a body-centered cubic or face-centered cubic structure based on its atomic mass.
This document summarizes a report on mobile learning initiatives in Latin America. It highlights five key initiatives that address important educational issues in the region like literacy rates, access to higher education, education management, assessment, and teaching/learning. The initiatives provide mobile devices to target populations at different scales, with some involving private sector participation. Mobile learning is driven by needs for vulnerable groups and administrative management, and enabled by high mobile phone penetration, but faces barriers like an emphasis on 1:1 programs and limited 3G connectivity. Cooperation between sectors is important for success.
The document outlines UNESCO's policy guidelines for mobile learning. It begins by defining mobile learning as involving the use of mobile technology, either alone or in combination with other ICT, to enable learning anytime and anywhere. It then discusses some of the unique benefits of mobile learning, including expanding access to education, facilitating personalized learning, providing immediate feedback and assessment, enabling anytime/anywhere learning, and improving communication and administration. The document concludes by providing 10 policy guidelines for mobile learning that focus on areas such as developing policies, training teachers, creating educational content, ensuring gender equality, expanding connectivity, and promoting safe and responsible use of mobile technologies.
This document discusses the use of information and communication technology (ICT) in education. It notes that ICT enhances learning and teaching by developing understanding, extending access to information, and enhancing inquiry, development of ideas, and communication of ideas. ICT can be used to support, enhance, and extend teaching and learning. Using ICT is said to increase reasoning, problem solving, learning skills, creativity, attention, and cooperation between teachers and students. The document also discusses how ICT allows students to be collaborators and creators rather than just recipients of information.
1) The document discusses concepts related to thermodynamics including work, heat, entropy, and thermochemical equations.
2) It explains that work and heat are not state functions as their values depend on the path taken, while entropy provides a measure of disorder in a system.
3) Formulas are provided for calculating entropy change during different processes like phase changes, mixing of gases, and chemical reactions.
This file contains solutions for NCERT Physics class 11. There are no advertisements or water marks. I prepared this by downloading material from the internet. Please use this for educational purpose
NCERT Class 11 Mathematics Solution ManualSrikanth KS
This document is an NCERT Mathematics Class 11 solution manual containing solutions to chapters 1 through 16. It provides step-by-step solutions to problems from each chapter to help students understand the concepts and solve similar problems. The chapters covered include sets, relations and functions, trigonometric functions, principle of mathematical induction, complex numbers, quadratic equations, linear inequalities, permutations and combinations, binomial theorem, sequences and series, straight lines, conic sections, three-dimensional geometry, limits and derivatives, mathematical reasoning, statistics, and probability.
This document discusses reaction mechanisms and their importance. It explains that reaction mechanisms show the step-by-step elementary reactions that make up the overall chemical change. Determining reaction mechanisms allows conditions to be optimized to favor certain reaction pathways and increase product yields. It also helps predict new reactions. The document then discusses how to determine reaction mechanisms using rate experiments and identifying which reactants are involved in the rate-determining step based on reaction orders. An example mechanism is given for the reaction of NO2 with CO, where the rate equation indicates the rate-determining step involves two NO2 molecules and NO3 is identified as the intermediate.
This document appears to be a chemistry project report submitted by a student. It investigates which substance (salt, sugar, or sand) causes ice cubes to melt the fastest when added. The procedure involves measuring the mass of melted water over time for ice cubes with each substance added. Calculations determine the percentage of ice melted for each substance. The results show that salt causes the greatest increase in melting percentage, followed by sugar then sand, indicating salt causes the greatest depression of the freezing point.
The slide show was developed by me and my student Snehasis on account of Mathematics day and presented in National Meet at NCERT,New Delhi
Pratima Nayak (pnpratima@gmail.com)
Project is from the chapter Electrochemistry . Project is based on the rusting of iron when coupled with different metals . One of the easiest projects in chemistry.
Please do like , share and comment if my work helped you ;)
Saurav Pandey, a class 12 student, conducted an experiment to determine the effect of temperature on the strength of a magnet. He hypothesized that magnetism would decrease with increasing temperature, following an exponential curve. The procedure involved measuring the mass of paperclips attracted to a magnet at various freezer and oven temperatures. Observation showed magnetism increased as temperature decreased from -21C to 0C, and decreased as temperature increased from room temperature to 50C. The conclusion was that cold strengthens magnets by slowing atomic movement and domain alignment, while heat weakens them by increasing movement and disrupting domains.
ICT can be used effectively in teacher education to enhance teaching and learning. It allows for more flexible and self-paced learning, and better connectivity between teachers and students. However, successful integration of ICT requires teachers to be comfortable with technology, have strong lesson planning incorporating its use, and address issues like technical reliability and preventing students from getting distracted. Overall, ICT is best used as a tool to supplement instruction when teachers have the right skills, resources, and constructivist teaching approach.
The document describes an experiment on Faraday's law of electromagnetic induction. It includes an aim to determine the law using a copper wire, iron rod and magnet. It also includes sections on the certificate, acknowledgement, apparatus, introduction explaining the theory behind electromagnetic induction discovered by Faraday and Henry. The theory section defines magnetic flux and describes Faraday's law that the induced electromotive force in a closed circuit is equal to the negative of the time rate of change of the magnetic flux through the circuit. It concludes that Faraday's law has many applications and impacts our lives in powering technologies.
X chem ch4_carbon_anditscompounds_topconceptsAkshay Fegade
1. The document discusses carbon and its compounds, specifically covalent bonds and covalent compounds. It describes the conditions for covalent bond formation and properties of covalent compounds like physical states, solubility, and electrical conductivity.
2. Key concepts include that carbon forms covalent bonds and a large number of compounds due to its tetravalency and ability to catenate. Carbon can form single, double, or triple bonds. Lewis dot structures are used to represent covalent bonding.
3. Hydrocarbons are classified as aliphatic or aromatic. Nomenclature and isomerism of hydrocarbons are also covered. Homologous series have a general molecular formula where successive members differ by -CH
The document provides an overview of organic chemistry concepts including:
1. The main classes of organic compounds are hydrocarbons, alcohols, ethers, aldehydes, ketones, carboxylic acids, esters, amines, and aromatic compounds.
2. Hydrocarbons are divided into alkanes, alkenes and alkynes based on the presence of single, double or triple carbon bonds. Nomenclature provides the naming structure for different compounds.
3. Functional groups determine the properties and reactivity of organic molecules. Common reactions include combustion, substitution, and addition. Isomers have the same molecular formula but different structural formulas.
This document provides summaries and solutions for the 14 chapters covered in NCERT's Class 12 math textbook. It includes chapter-by-chapter summaries of the key concepts and solutions for each of the chapters: Relations and Functions, Inverse Trigonometric Functions, Matrices, Determinants, Continuity and Differentiability, Application of Derivatives, Integrals, Application of Integrals, Differential Equations, Vector Algebra, Three Dimensional Geometry, Linear Programming, and Probability. Additional resources for other CBSE Class 12 subjects are also provided.
This document provides guidance related to maths. It appears to be written by an individual named azim and aims to offer advice or tips regarding mathematics. The guidance covers an undefined scope of math-related topics at an unspecified level of detail.
This document provides guidance on physics. It appears to be written by an individual named azim and aims to offer advice or instruction related to the subject of physics. The guidance covers core concepts but does not go into extensive technical details.
Chemistry students are advised on how to score highly on exams. The document outlines the topic weightages, with Solid State Chemistry and Thermodynamics and Energetics weighing the most. It recommends following the textbook language for definitions and making thorough notes, as the textbook is sufficient for scoring above 80%. Diagrams should be practiced with proper labeling from key chapters, and compounds should be revised. Students should make formula lists by chapter and answer questions concisely and with diagrams.
This document contains 6 problems related to calculating properties of crystalline solids based on their crystal structure and lattice parameters:
1. Calculate the density of copper given its face-centered cubic (fcc) unit cell length and atomic mass.
2. Calculate the molecular mass of silver given its fcc unit cell length, density, and that it contains 4 atoms per unit cell.
3. Calculate the density of cesium chloride given its body-centered cubic (bcc) unit cell length and the atomic masses of cesium and chlorine.
4. Determine if iron crystals with a given unit cell length and density have a body-centered cubic or face-centered cubic structure based on its atomic mass.
This document summarizes a report on mobile learning initiatives in Latin America. It highlights five key initiatives that address important educational issues in the region like literacy rates, access to higher education, education management, assessment, and teaching/learning. The initiatives provide mobile devices to target populations at different scales, with some involving private sector participation. Mobile learning is driven by needs for vulnerable groups and administrative management, and enabled by high mobile phone penetration, but faces barriers like an emphasis on 1:1 programs and limited 3G connectivity. Cooperation between sectors is important for success.
The document outlines UNESCO's policy guidelines for mobile learning. It begins by defining mobile learning as involving the use of mobile technology, either alone or in combination with other ICT, to enable learning anytime and anywhere. It then discusses some of the unique benefits of mobile learning, including expanding access to education, facilitating personalized learning, providing immediate feedback and assessment, enabling anytime/anywhere learning, and improving communication and administration. The document concludes by providing 10 policy guidelines for mobile learning that focus on areas such as developing policies, training teachers, creating educational content, ensuring gender equality, expanding connectivity, and promoting safe and responsible use of mobile technologies.
Unesco - Policy guidelines for mobile learning, 2013Katia Viola
Documento da Unesco com objetivo de fornecer um "mapa do caminho" para aqueles que desejam implantar políticas de educação e aprendizagem utilizando dispositivos móveis.
Reading in the mobile era - A study of mobile reading in developing countriesKenyaSchoolReport.com
This document discusses a study on mobile reading in developing countries. It begins by explaining how lack of access to books has historically been a barrier to literacy, reinforcing inequality. However, the spread of inexpensive mobile technology is helping to reduce this barrier by providing a new portal to reading material. The study aims to better understand mobile readers in developing nations by examining their demographics, reading habits, preferences and barriers to mobile reading. Insights from the study can help leverage mobile technology to expand reading in countries with low literacy rates.
Artificial intelligence and Education, Planning education in the AI Era: Lead...eraser Juan José Calderón
Artificial intelligence and Education, Planning education in the AI Era: Lead the leap
Report International conference @UNESCO.
The current report is an exhaustive account of the
discussion and debate at the International Conference
on Artificial Intelligence and Education (hereafter
referred to as ‘the conference’) held in Beijing from
16 to 18 May 2019. Under the overarching theme
of ‘Planning Education in the AI Era: Lead the Leap’,
the conference was structured into seven plenary
sessions and 16 breakout sessions complemented by
a live exhibition and study tours to facilitate forwardlooking debates, share cutting-edge knowledge and
AI solutions, and deliberate on sector-wide strategies.
The executive summary captures the five key areas of
take-aways and seven main trends in AI in education
emerging from the conference discussions
Global Citizenship Education TOPICS AND LEARNING OBJECTIVESBoston Global Forum
This document provides guidance on global citizenship education from UNESCO. It begins with an introduction that defines global citizenship education as developing a sense of belonging to the global community while recognizing interconnectedness on local, national and global levels. It notes global citizenship education draws from areas like human rights education and aims to be transformative.
The guidance was developed through research, technical consultations with experts, and field testing in different countries and regions. It provides suggested topics, learning objectives and approaches for integrating global citizenship education into education systems on global issues, diversity, responsible and engaged behavior. The overall aim is to help learners contribute to a more just, peaceful and sustainable world.
Protecting Journalism Sources in the Digital AgeDaniel Szalay
This study analyzed legal protections for journalistic sources in 121 countries between 2007-2015. It found that protections have come under strain in the digital era due to issues like mass and targeted surveillance, data retention policies, and national security laws. Legal frameworks were found to be at risk of erosion in 84% of countries examined. The regions most affected were the Arab States (86% of countries) and Latin America/Caribbean (85%). In response, many journalists are adapting practices like avoiding electronic devices, but this may not be enough if laws are weak. The study recommends an 11-point framework for countries to strengthen protections, including limiting surveillance and data retention, and recognizing source protection applies to digital journalism. It concludes that multiple
Wsis10 building inclusive knowledge societies Dr Lendy Spires
This document provides a summary of UNESCO's efforts to implement the outcomes of the World Summit on the Information Society (WSIS) over the past 10 years and build inclusive knowledge societies. It describes UNESCO's work in areas such as access to information, education, sciences, cultural diversity, and media. It also outlines UNESCO's role in coordinating WSIS follow-up activities among UN agencies and facilitating multistakeholder cooperation. The report concludes by recommending that inclusive knowledge societies and ICTs be prioritized in the new post-2015 development agenda.
This document is a makalah (paper) in Indonesian reviewing international journals. It discusses teaching sport philosophy online at an Italian university. The case study found that online teaching can be as effective as face-to-face, and may encourage reflection, critical thinking, and learning communities. Modern sport lacks philosophical reflection, so online diffusion of sport philosophy benefits students who otherwise would not have access and encourages critical analysis of sport. The paper aims to fulfill an assignment and increase understanding of reviewing international journals.
The presentation will be structured as follow. The talk will first provide an introduction to the theory behind the Socio-Cultural Ecology (Pachler, Bachmair and Cook, 2010) and the notion of User-generated contexts (Cook, Pachler and Bachmair, accepted), which Cook (2009) has refined into an analytical tool called a ‘typology-grid’ (see below). The talk will then demonstrate how the typology-grid has been successfully been used to analyse and learn from the ALPS and conclude by inviting a critique of the typology-grid.
Teachers' guide - NANOYOU project - Education on nanotechnologiesNANOYOU
The document provides an overview of the NANOYOU project, which aims to inform and engage European youth about nanotechnology. It discusses (1) the rationale for educating youth about nanotechnology and its benefits and risks, (2) the project's objectives to inform students about nanotechnology applications and encourage dialogue, and (3) the educational resources that will be provided, including videos, games, experiments and workshops, to facilitate balanced discussions about nanotechnology.
Salzburg workshop 2014 introduction by Scira Menoniknow4drr
1) The document outlines the work packages (WPs) of the Know4drr project, which aims to enable knowledge for disaster risk reduction and climate change adaptation.
2) WP1 and WP2 focus on mapping existing knowledge and knowledge flows. WP3 develops a knowledge management framework. WP4 monitors policy integration of knowledge. WP5 focuses on dissemination.
3) The project includes three "living labs" case studies to test tools and methods with stakeholders in Vietnam, Italy, and Spain.
This document provides an overview of the Know4drr project, which aims to enable knowledge sharing for disaster risk reduction and climate change adaptation. It summarizes the project's working packages, which include mapping existing knowledge, understanding knowledge flows, developing a knowledge management framework, and monitoring policy activities. The document also describes planned workshops, seminars, and "living labs" case studies where the project will interact directly with stakeholders in Vietnam, Italy, and Spain. The overall goal is to help societies better acquire, share, and apply knowledge to improve disaster preparedness and resilience.
This document discusses global citizenship education (GCE), which aims to equip learners with the knowledge, skills, values and attitudes needed to address global challenges. It recognizes that education must promote both universal values like justice, equality and respect, as well as respect for individual and cultural differences. The document outlines common elements of GCE, including fostering understanding of identity, global issues, critical thinking skills, social skills and collaborative action. It profiles both formal and informal approaches to GCE and enabling factors like supportive pedagogy and youth initiatives. While acknowledging ongoing debates, the document emphasizes that challenges should not prevent the practical implementation of GCE to help learners thrive in an interconnected world.
The document discusses trends in instructional technology both globally and within Swaziland. Some key trends mentioned for general instructional technology include mobile devices, open educational resources, online learning communities, virtual learning environments, social media, and MOOCs. Specific trends seen in Swaziland include a growing use of mobile devices, open educational resources, and online learning communities, though the adoption of technology is still slower than in other countries. The University of Swaziland's Institute of Distance Education is working to promote open educational resources and online learning through initiatives like Open Education Week.
This document is an annotated bibliography published by the UNESCO-UNEVOC International Centre. It contains summaries of research and literature on the topic of youth unemployment published between 1998 and 2003. The annotated bibliography is divided into sections based on geographic region and contains over 50 summaries. The goal of the publication is to help bridge the gap between research, policy, and practice in the area of technical and vocational education and training (TVET) as it relates to youth unemployment.
Dandelion Hashtable: beyond billion requests per second on a commodity serverAntonios Katsarakis
This slide deck presents DLHT, a concurrent in-memory hashtable. Despite efforts to optimize hashtables, that go as far as sacrificing core functionality, state-of-the-art designs still incur multiple memory accesses per request and block request processing in three cases. First, most hashtables block while waiting for data to be retrieved from memory. Second, open-addressing designs, which represent the current state-of-the-art, either cannot free index slots on deletes or must block all requests to do so. Third, index resizes block every request until all objects are copied to the new index. Defying folklore wisdom, DLHT forgoes open-addressing and adopts a fully-featured and memory-aware closed-addressing design based on bounded cache-line-chaining. This design offers lock-free index operations and deletes that free slots instantly, (2) completes most requests with a single memory access, (3) utilizes software prefetching to hide memory latencies, and (4) employs a novel non-blocking and parallel resizing. In a commodity server and a memory-resident workload, DLHT surpasses 1.6B requests per second and provides 3.5x (12x) the throughput of the state-of-the-art closed-addressing (open-addressing) resizable hashtable on Gets (Deletes).
Fueling AI with Great Data with Airbyte WebinarZilliz
This talk will focus on how to collect data from a variety of sources, leveraging this data for RAG and other GenAI use cases, and finally charting your course to productionalization.
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/temporal-event-neural-networks-a-more-efficient-alternative-to-the-transformer-a-presentation-from-brainchip/
Chris Jones, Director of Product Management at BrainChip , presents the “Temporal Event Neural Networks: A More Efficient Alternative to the Transformer” tutorial at the May 2024 Embedded Vision Summit.
The expansion of AI services necessitates enhanced computational capabilities on edge devices. Temporal Event Neural Networks (TENNs), developed by BrainChip, represent a novel and highly efficient state-space network. TENNs demonstrate exceptional proficiency in handling multi-dimensional streaming data, facilitating advancements in object detection, action recognition, speech enhancement and language model/sequence generation. Through the utilization of polynomial-based continuous convolutions, TENNs streamline models, expedite training processes and significantly diminish memory requirements, achieving notable reductions of up to 50x in parameters and 5,000x in energy consumption compared to prevailing methodologies like transformers.
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Unesco global themes 2012
1. United Nations
Educational, Scientific and
Cultural Organization
TURNING ON MOBILE LEARNING
GLOBAL THEMES
POLICY
FOCUS
UNESCO
Working Paper
Series on Mobile
Learning
3. ABOUT
THE
SERIES
This paper is part of the UNESCO Working Paper Series on Mobile Learning. The Series seeks
to better understand how mobile technologies can be used to improve educational access,
equity and quality around the world. It comprises fourteen individual papers that will be
published throughout 2012.
The Series is divided into two broad subsets: six papers examine mobile learning initiatives
and their policy implications, and six papers examine how mobile technologies can support
teachers and improve their practice.
Within the two subsets there are five geographical divisions: Africa and the Middle East, Asia,
Europe, Latin America, and North America. Each subset also contains a ‘Global Themes’
paper that synthesizes central findings from the five regional papers.
Two additional ‘Issues’ papers round out the Series. One paper highlights characteristics
shared by successful mobile learning initiatives and identifies supportive policies. A separate
paper discusses how mobile technologies are likely to impact education in the future.
As a whole, the Series provides a current snapshot of mobile learning efforts around the
world. Collectively and individually, the papers consolidate lessons learned in different
regions to provide policy-makers, educators and other stakeholders with a valuable tool for
leveraging mobile technology to enhance learning, both now and in the future.
UNESCO has plans to add additional titles to the Series after 2012. The Organization hopes
that these resources will help diverse audiences better understand the educational potential of
mobile technologies.
To access existing and forthcoming titles in the Series, please see:
http://www.unesco.org/new/en/unesco/themes/icts/m4ed/
3---
4. ACKNOWLEDGEMENTS
This paper is the culmination of the work of numerous individuals.
Mark West, a United States Fulbright Fellow working at UNESCO, researched and authored
the paper. His work was informed by Steven Vosloo, Rebecca Kraut, and contributions from
many experts including participants at the First UNESCO Mobile Learning Week hosted in
Paris in December 2011.
This paper is part of the larger UNESCO Working Paper Series on Mobile Learning. Francesc
Pedró conceived of the Series, and Steven Vosloo and Mark West coordinated and completed
day-to-day work on the project. Additional input was provided by a number of UNESCO
education specialists, particularly David Atchoarena, Fengchun Miao and Jongwon Seo, as
well as UNESCO’s partners at Nokia, notably Riitta Vänskä and Gregory Elphinston. At
UNESCO, Marie-Lise Bourcier deserves special mention for her valuable assistance. Finally,
Rebecca Kraut made outstanding editorial contributions to the Series.
4---
5. TABLE
OF
CONTENTS
ABOUT THE SERIES............................................................................................................ 3
ACKNOWLEDGEMENTS .................................................................................................... 4
INTRODUCTION TO THE SERIES ...................................................................................... 6
TURNING ON MOBILE LEARNING: KEY FINDINGS......................................................... 7
Mobile learning carries a stigma that can and should be overcome
Existing education policies have yet to embrace the potential of mobile learning
Mobile learning can help reach marginalized populations and improve education systems
Questions of access and equity loom large
Diverse partnerships are required to sustain and expand mobile learning initiatives
CONCLUSION ................................................................................................................... 14
5---
6. INTRODUCTION
TO
THE
SERIES
The UNESCO Working Paper Series on Mobile Learning, of which this paper is a part, grew
out of a simple, if profound, observation: today there are a staggering 5.9 billion mobile
phone subscriptions on a planet with 7 billion people. For UNESCO, these numbers are
alluring. If mobile phones – by far the most ubiquitous interactive information and
communications technology (ICT) on Earth – can be used to help deliver and improve
education, then they carry a tremendous potential to assist the learning of people everywhere.
Mobile technologies look especially promising as a vehicle to extend educational
opportunities to people who have the fewest. The vast majority of mobile phone owners are
not found in New York and Paris but rather in Cairo and Calcutta. Currently, over 70% of
mobile subscriptions worldwide come from the developing world, and thanks to rapidly
declining prices, powerful mobile handsets previously available only to wealthy individuals
are increasingly within reach of the poor. Experts estimate that in Africa, the continent with
the lowest mobile penetration, a majority of people already own mobile devices, and the ones
who do not are purchasing them at a record pace. Access to robust mobile networks is nearly
universal: 90% of the world’s population and an impressive 80% of the population living in
rural areas are blanketed by a mobile network. This means that learners who might not have
access to high-quality education or even schools often do have working mobile phones.
Yet just because a particular technology is widespread does not necessarily mean it is suitable
for education. To be sure, many parents and even experienced teachers cringe when they
hear the words ‘mobile phone’ and ‘education’ used in the same sentence. Over the past
decade, however, a number of diverse projects have demonstrated the educational value and
possibilities of mobile technologies. The different regional papers that make up the Series
describe a wide variety of mobile learning projects that leverage the unique affordances of
mobile devices to facilitate learning. The papers detail, to borrow just two examples, how
mobile phones help women in Pakistan practice and retain newly acquired literacy skills, and
how students in North America use smartphones on field trips to better grasp the subtle
complexities of ecological systems. These projects often enrich and extend education by
making it more accessible, more personal, more equitable, more engaging and less expensive.
Far from replacing teachers and classrooms with technology, the initiatives detailed here use
mobile devices to improve the effectiveness and efficiency of both. Viewed holistically, the
Series previews the still mostly unrealized potential of readily available mobile devices and
offers a powerful rebuttal to those who would prefer to exclude them from education rather
than explore – carefully and critically – how they can help students and teachers.
Of course, moving mobile learning from the starry realms of ‘potential’ and ‘promise’ to the
solid ground of ‘practice’ requires planning, persistence, and a healthy dose of trial and error.
Fortunately, even though mobile learning is still in its infancy, it is hardly uncharted territory.
A number of teachers, schools and even countries have attempted to infuse mobile
technology into education and learned important lessons along the way. By describing and
analysing the successes as well as the failures of these efforts, this Series highlights
characteristics shared by effective initiatives and helps policy-makers develop strategies to
better leverage mobile devices to improve education.
6---
7. TURNING
ON
MOBILE
LEARNING:
KEY
FINDINGS
While this Series describes a dizzying range of mobile learning projects – each with their own
complexities and nuances – it is possible to identify a number of important trends that cut
across geographic boundaries. First, many parents, teachers and even students tend to view
mobile technology as out of place in education and potentially harmful to students, despite
the fact that mobile devices are well-situated to improve and extend learning opportunities.
Second, there is currently a dearth of national, regional and local education policies that
acknowledge mobile learning, let alone embrace its potential to help students and teachers
work more effectively. Third, mobile technology can provide rich educational opportunities to
students who have traditionally lacked access to high-quality schooling. Fourth, as mobile
technology continues to make inroads in education it will be necessary for policy-makers to
ensure that programmes help rectify educational inequities and bridge, rather than widen, the
digital divide. Finally, for mobile learning to positively impact education in a substantive way,
educators and policy-makers will need to forge new partnerships with industries and
stakeholders that have not historically been involved in teaching and learning. These five
central findings which emerge from the global mosaic of initiatives described in the regional
‘Turning on Mobile Learning’ papers are discussed in the sections below.
MOBILE
LEARNING
CARRIES
A
STIGMA
THAT
CAN
AND
SHOULD
BE
OVERCOME
Mobile phones have, for many people, come to represent the antithesis of learning. Their
small screens and often intellectually shallow content have led people to associate mobile
phones more with entertainment than education. They are commonly viewed as isolating,
distracting and even dangerous to young people, providing access to inappropriate content
and enabling destructive behaviours such as cyber-bullying. Many of these concerns are
valid, and educators will need to propose workable solutions in order to move mobile
learning from the margins of education to the mainstream. This Series rises to that task by
describing some of the efforts underway around the world to ensure that mobile devices are
used safely and effectively to enhance students’ educational experiences rather than detract
from them.
Many people oppose mobile learning because they assume that strong educational content is
not available on mobile phones. While this has traditionally been the case, several countries
and companies have recently made a push to develop high-quality digital resources and
educational materials optimized for mobile devices. Ambitious projects in Asia, particularly in
South Korea and Singapore, seek to use mobile technology to make education more
personalized and collaborative. For example, South Korea has launched a nationwide
initiative to shift from paper to digital textbooks by 2015. The government wants textbook
content to display on a variety of mobile devices including larger-screen tablet computers.
7---
8. Leaders of this initiative have been piloting digital textbooks that can be tailored to a student’s
individual abilities, interests and pace of learning. In Latin America, the government of Chile
supports a widely used education portal that helps students prepare for the national university
admissions test, and it has recently made this content available via mobile devices. Also, as a
result of growing interest from governments and schools, educational publishers, including
multinational corporations like Pearson, have begun creating content specifically for mobile
devices. Not only does this make educational resources more accessible, but there is
evidence that mobile technologies, with their wide range of multimedia and interactive
capabilities, may in some instances and contexts be superior to paper-and-ink resources. As
this Series demonstrates, the quality and quantity of educational content available for mobile
devices, although still in the early stages of development, is likely to improve dramatically in
the coming years.
Critics of mobile learning also claim that digital devices can be socially isolating and are a
poor substitute for face-to-face interaction with teachers and peers. While this criticism may
be true in some instances, mobile phones can also be used to increase collaboration and
teamwork among students. Important projects in Latin America rely on mobile phones to help
students work together to solve authentic problems. Similar projects in Africa have moved
away from 1:1 (one device per student) models of education and instead ask multiple students
to cooperate while sharing a single device. Not only have these projects proven effective in
enhancing collaborative learning, they are also less expensive than projects that require all
learners to have a mobile device.
Finally, student safety is a key component of any discussion about mobile learning. In
reaction to harmful behaviours such as ‘sexting’ – sending sexually explicit text messages –
and cyber-bullying, as well as the plethora of inappropriate and inaccurate content available
on the internet via mobile devices, many schools and governments have banned or seriously
restricted the use of mobile phones in educational settings. This approach, however, is
counter-intuitive. Students around the world currently use mobile phones and will continue to
do so regardless of whether the devices are prohibited in schools. If schools outlaw mobile
technologies they will not vanish nor will the risks associated with them. A more appropriate
stance is to position schools as institutions that can teach students to use mobile technologies
responsibly. In North America educators are training students to take ownership over how
they use digital technologies instead of simply banning them, and as a result schools are
beginning to loosen constricting rules and statutes. A scattering of educational institutions
around the world have taken steps to change the wording of relevant guidance documents to
hold students more accountable for their actions while using mobile devices. This is an
important shift in approach and mindset: ‘responsible use policies’ (as opposed to ‘acceptable
use policies’) move the onus of policing students’ behaviour away from educators and, in
doing so, offer them opportunities to teach young people how to safely use devices that
saturate society at large. As this Series demonstrates, schools are ideally situated to help
students understand how to navigate digital technologies productively and ethically. Banning
mobile phones in education has not stopped children from using them; instead sweeping
prohibitions drive a wedge between formal education and the realities of life outside of
school.
If mobile technologies are to assist education to the same degree that they have benefited
other fields, researchers, practitioners, innovative teachers and others must continue to
demonstrate their utility to sceptical audiences. UNESCO believes that this Series, by
8---
9. describing a constellation of exciting possibilities, offers a cogent argument for reversing some
of the outdated, if still firmly entrenched, stigmas attached to mobile devices.
EXISTING
EDUCATION
POLICIES
HAVE
YET
TO
EMBRACE
THE
POTENTIAL
OF
MOBILE
LEARNING
Over the past twenty years, many governments have adopted policies to guide the integration
of ICT in education. However, because interest in mobile learning has only recently become
widespread, most of these policies were developed in a ‘pre-mobile’ era and do not account
for the new technological environment in which educators and students work. As this Series
makes abundantly clear, there is a global policy vacuum when it comes to mobile learning.
Frustratingly, the few policies that do refer to mobile devices tend to ban them outright. A
huge number of schools prohibit students and often even teachers from using mobile devices
in classrooms. Because these bans are commonly aimed at younger students, mobile learning,
when it exists at all, is more established at the higher grade levels. All five regional papers
describe more activity at secondary and postsecondary institutions than in primary schools.
Most prohibitions can be traced directly to the educational stigmas attached to mobile
devices, particularly concerns related to safety. Almost every country on earth has some sort
of policy that speaks to internet safety, and, for the most part, older models of ICT integration
in schools ensured compliance with these policies. For example, in school-run computer labs
educators could install various firewalls and filters and physically monitor student behaviour
online. However, because mobile devices can be used anywhere at any time, and are more
affordable and thus easily procured by students, they are significantly more challenging to
regulate. Many educators, particularly those working in countries where schools can be held
legally liable when students break safety rules, ban the use of mobile devices to avoid the
possibility of violating strict and often nebulous regulations surrounding internet safety for
children.
In this way, existing policies tend to shine a spotlight on what is arguably a weakness of
mobile learning – the difficulty of regulating use (and online behaviour in particular) – while
ignoring its numerous assets. For example, due to their portability, mobile devices open
tremendous opportunities for situated learning. Students can, for instance, listen to
information about the significance of a particular piece of art while examining the piece itself,
or learn more about how a bridge was constructed and designed while looking at it from
different angles. Also, scholars have long recognized that mobile devices provide a safe,
private and non-judgmental environment for learners to test ideas and make mistakes. People
from Japan to Brazil use mobile devices to learn new languages without the fear of botching a
sentence or mispronouncing a word in a high-stakes social situation, and unlike in a class
environment, they can study during short, irregular intervals of time, according to their
schedules and preferences.
As this Series explains, the potential of mobile devices to transform everyday situations into
spaces for learning is only just beginning to be explored, yet education policies rarely speak
to this promise. Existing policies also routinely fail to acknowledge that because most people
9---
10. already own and know how to use mobile devices, they are often better-suited to help
learners than computers. This is especially true now that many of the technological hurdles
that previously handicapped mobile devices have been overcome: processors are more
powerful, screens are larger, operating systems are more stable and intuitive, and the devices
themselves are more robust.
While education policies generally restrict the use of mobile phones in schools, it is
meaningful that the few governments that have lent support to mobile learning saw explosions
in innovation and levels of use. In the United Kingdom an initiative called the Mobile
Learning Network (MoLeNET) spanned three years, involved 7,000 staff and 40,000 learners,
and had a budget of 12 million British pounds. This programme spawned a wide range of
mobile learning projects and experiments, many of which were shown to improve student
retention and lower drop-out rates, two goals of the overarching initiative. Other projects
investigated how mobile technologies could complement fixed technologies, and in general
researchers tended to regard mobile devices and computers as presenting ‘both–and’
possibilities rather than forcing ‘either–or’ decisions. Although MoLeNET was shelved in
2010, its influence continues to reverberate not only in the UK but across Europe. More
recently, Denmark, Holland, Paraguay, Singapore and South Korea have all launched similar,
if decidedly smaller, initiatives which have also spurred progress. In addition, a handful of
countries with policy environments that were either indifferent or hostile to mobile learning
have re-evaluated and are beginning to slowly advance more welcoming guidelines and
legislation. Broadly speaking though, most current policies seem to inhibit rather than
promote the expansion of mobile learning.
A related policy observation cutting across the five regional papers is that countries sometimes
confuse access with learning. For example, in the United States there has been an impressive
legislative push to expand broadband internet connectivity, especially in disadvantaged
communities. A variety of connectivity projects claim to promote education, yet few specify
how students, schools and community members will or should use newly available digital
access. A great deal of research suggests that mobile access alone will not guarantee or even
encourage learning. Lessons from the projects described in this Series indicate that people
need to be taught how to turn a mobile device into a tool for learning; this ‘jump’ is not as
self-evident as many policies assume it to be.
In UNESCO’s view, education policy can function as either a bridge or a moat: it can invite
innovation and connect millions of people to the benefits of mobile learning, or it can isolate
them from what is arguably the most exciting educational technology of the past fifty years. It
is essential that policy-makers begin to address and engage with mobile learning directly, in
order to ensure that its potential to improve education is realized.
MOBILE
LEARNING
CAN
HELP
REACH
MARGINALIZED
POPULATIONS
AND
IMPROVE
EDUCATION
SYSTEMS
If there is a common thread that unites all the regional papers, it is that mobile learning holds
the potential to assist individuals who have historically lacked educational opportunities. The
Series describes initiatives like Project ABC in Niger, which uses mobile devices to help adults
10---
11. achieve literacy in local dialects, and the recently concluded M4Girls project in South Africa,
which encouraged female students to practice mathematics using interactive games designed
specifically for mobile phones. Open universities, whether in the Philippines, the UK or Chile,
are making higher education more flexible and affordable by allowing students to access
educational content from mobile devices twenty-four hours a day, seven days a week. In
India, Mongolia and Bangladesh, a variety of mobile learning projects have helped students
living in isolated regions study English. Still other projects provide channels for students to
reinforce cognitive skills introduced by teachers in classrooms. Many of these projects have
built bridges between in-school and out-of-school learning for students at risk of falling
behind their peers or dropping out of formal education systems altogether. Researchers have
found that when curricular materials are available on mobile devices, students from lower
socio-economic backgrounds are more likely to take advantage of them. Mobile devices
allow students who might need to work or care for younger siblings opportunities to study
during brief and often irregular periods of free time.
Viewed holistically, the regional papers show that many countries, especially in the
developing world, appear to be ‘leapfrogging’ the earlier computer revolution in education
and embracing, however tentatively, the more recent mobile revolution. Without question,
such a move makes sense in places like Africa where twenty times more people connect to
the internet through mobile phones than fixed-line computers. Colombia is one country that
has recently decided to use mobile devices instead of traditional desktop or laptop computers
to address a crisis of illiteracy in rural areas. The government will purchase 250,000 mobile
devices equipped with interactive educational software and deliver them to illiterate young
people and adults before the end of 2012. Other countries have similar, if still unrealized,
plans to launch mobile learning projects in an effort to increase educational opportunities for
people in underprivileged communities.
Beyond directly facilitating the learning of individuals, mobile devices also help students by
improving the efficiency of education systems. Here again, mobile technologies appear
particularly well-placed to benefit poorer schools and school systems, where computers
equipped with reliable internet connections are rare. In many developing countries there is a
paucity of information about school and student performance, and poor communication
between schools and the district, state and national educational bodies that administer them.
To respond to these challenges, the Argentine province of Mendoza, to cite just one example
from the Series, launched an initiative that provided smartphones to 350 school supervisors.
On visits to school sites without working computers, the supervisors used the phones to enter
relevant information about individual schools into an online system. This simple programme
has improved decision-making in the Mendoza province by providing higher-quality data to
central administrators. Separate programmes, from Uganda to the United States, have relied
on text messages to send parents updates about their children’s academic performance. More
recently, Paraguay has begun asking students to take standardized multiple-choice
examinations on mobile devices. Early results suggest that the programme is less expensive
than paper-and-ink alternatives and speeds up the dissemination of results. In regions around
the world, mobile technologies seem poised to transform educational assessment. By
streamlining scoring and data entry, educators can get more timely feedback about the needs
of their students and tailor their instruction accordingly.
11---
12. QUESTIONS
OF
ACCESS
AND
EQUITY
LOOM
LARGE
While this Series rightly highlights the potential of mobile learning to improve educational
equity and extend opportunities to students who have had too few, it also acknowledges that
there are significant barriers to mobile learning. The total cost of mobile phone ownership,
which includes the cost of a handset as well as a connectivity plan, is still too expensive in
many parts of the world. On average, Africans spend 17% of their monthly salary on mobile
subscriptions, whereas people in wealthier countries spend closer to 1.5%. Also, data-rich 3G
(third generation) mobile networks have yet to make serious inroads in most developing
countries, especially in rural areas. In Latin America, for example, less than 5% of the
population accessed the internet from a mobile device in 2009, compared to 47% of people
in OECD (Organisation for Economic Co-operation and Development) member countries,
which include developed countries mainly in Europe, North America and Asia. There is also a
significant gap in functionality between standard mobile phones and smartphones, and, at
least for now, the cutting-edge, large-screen smartphones that greatly enhance possibilities for
learning tend to be found predominantly in the pockets of rich people.
Apart from costs, there are technical hurdles as well. Developing applications for mobile
devices is far from straightforward and typically requires expensive and complex software.
Because mobile phones have an array of different processors, operating systems, screen sizes
and keyboard arrangements, building platforms that can optimize content for a handful of
devices, let alone a majority, requires skill, persistence and, more often than not, large sums
money.
Although mobile learning can look like a great leveller of educational opportunity from afar,
closer inspection reveals that there is nothing fair about one student owning a large-screen
smartphone that connects seamlessly to a high-speed 4G mobile network, while another
student has a bulky handset with a small black-and-white display and unreliable access to a
network that regularly drops voice calls. Now in addition to race and language divides,
educators regularly speak of digital divides, and in a society and economy increasingly
dependent on information, this divide may arguably eclipse others in terms of urgency.
This Series is valuable because it describes how educators working in different contexts are
navigating questions of equity in relation to mobile learning. Individual papers discuss, for
example, how initiatives that employ a bring-your-own-technology approach to mobile
learning must balance the obvious cost and convenience benefits of this model with sober
considerations of how to provide equivalent access for students without mobile devices or
with inferior devices, so as not to widen opportunity gulfs between rich and poor students.
The regional reviews offer policy-makers and other stakeholders guidance on how to ensure
that future mobile learning projects ameliorate rather than exacerbate inequalities.
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13. DIVERSE
PARTNERSHIPS
ARE
REQUIRED
TO
SUSTAIN
AND
EXPAND
MOBILE
LEARNING
INITIATIVES
A final lesson to be drawn from this Series is that for mobile learning to impact millions of
learners, educators will need to cooperate with new partners. To be sure, mobile learning
requires broader and more diverse ecosystems than those typically found in education; they
must encompass not only the usual stakeholders such as content creators and publishers, but
also companies that install telecommunications systems, mobile network operators and
device manufacturers. Additionally, regulating agencies, which previously held little sway in
education in the past, become crucial players when a government or organization launches a
large mobile learning initiative.
Given the coordination required, it comes as no surprise that the largest projects described in
the five regional papers involve a robust network of stakeholders. The Mobile Mathematics
(MoMath) project in South Africa is a good example. This project currently reaches over
25,000 learners, 500 teachers and 172 schools, and its partners include officials from
national, state and local education agencies; school leaders; local NGOs; three major cellular
network providers; a widely used social networking platform; a textbook publisher; and a
multinational telecommunications corporation. The larger but now defunct MoLeNET
programme in the UK involved an even wider range of partners.
Ensuring that diverse stakeholders, each with unique interests and needs, work together
toward common goals is an ongoing challenge and probably helps explain why so many
projects never move out of the pilot stage. Many of the projects described in the Series are no
longer operating, having withered away after their initial funding dried up. For this reason,
each regional review dedicates substantial space to deciphering what ingredients are
necessary to scale up and sustain projects. While it is difficult to generalize, strong and
visionary leadership, ideally in the form of a government, seems to be a central pillar of all
projects that impact thousands of learners. Yet even governments that invest in mobile
learning often stumble because of a lack of communication and cooperation between
essential agencies. Notably, the mobile learning initiative to promote literacy in Colombia –
perhaps the most significant mobile learning project outlined in the Series – was launched by
a government ministry founded in 2009 to manage information and communications
technologies. This Ministry of ICT has taken a leadership role in designing and implementing
policies that integrate ICT into education, a task that is often uncomfortably shared by
typically insular education and communications departments. From the various initiatives
described in the Series, it seems clear that in order to realize the ambitious potential of mobile
learning, education leaders will need to clarify how projects can grow from their outset and
establish the productive partnerships necessary to sustain them.
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14. CONCLUSION
It seems fitting that the current decade, which many say will be shaped by advances in mobile
technologies and the social and cultural changes those advances bring, began with a mobile
revolution, not in a figurative sense but literally. If there was any doubt that mobile phones
will change the world, those doubts were laid to rest with the Arab Spring in 2011. While
many people are familiar with the role mobile phones played in the protests and fighting that
eventually brought down decades-old governments in Egypt, Tunisia and Libya, it is less
widely known that information about government corruption and abuse of constitutional
rights were disseminated via mobile devices years before 2011. This activity – the learning
that happened on mobile phones outside government censure – created an intellectual and
social environment that allowed dissatisfaction with the status quo to compound and, over
time, transform relatively small protests into bona fide revolutions.
Already mobile technologies have irreversibly changed politics, business, medicine and many
other fields, often for the better. They have not yet had a massive impact on education, but as
this Series signals, it is not likely to stay this way. Mobile devices – because of their ubiquity
and portability – are positioned to influence teaching and learning in a way personal
computers never did. The papers that constitute this Series, by describing and analysing a
number of diverse mobile learning projects, offer a taste of some of the changes that are right
around the corner. More importantly though, they provide a tool for policy-makers, educators
and others who hope to leverage a near-universal technology to help make education more
accessible, more equitable and more effective for students everywhere.
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15. Today there are over 5.9 billion mobile phone subscriptions worldwide, and for every one person who accesses
the internet from a computer two do so from a mobile device. Given the ubiquity and rapidly expanding
functionality of mobile technologies, UNESCO would like to better understand their potential to improve and
facilitate learning, particularly in communities where educational opportunities are scarce.
This paper synthesizes findings running across the five regional ‘Turning on Mobile Learning’ papers. By
identifying global trends and analysing their implications, it reveals important lessons for policy-makers and
other stakeholders seeking to better leverage mobile devices for education.
Complementing the six papers about initiatives and policies is a separate set of six papers which explore how
mobile technologies can assist teachers. These papers are also organized geographically.
Two ‘Issues’ papers will be added to the Series later in 2012. One will anticipate the future of mobile learning,
and another will articulate considerations for creating policy environments in which mobile learning can thrive.
Collectively and individually, the papers in the UNESCO Working Paper Series on Mobile Learning scan the
globe to illuminate the ways in which mobile technologies can be used to support Education for All Goals;
respond to the challenges of particular educational contexts; supplement and enrich formal schooling; and, in
general, make learning more accessible, equitable and flexible for students everywhere.
To access existing and forthcoming titles in the Series, please see:
http://www.unesco.org/new/en/unesco/themes/icts/m4ed/
UNESCO WORKING PAPER SERIES ON MOBILE LEARNING
Illustrative Initiatives and Policy Implications
Turning on Mobile Learning in Africa and the Middle East
Turning on Mobile Learning in Asia
Turning on Mobile Learning in Europe
Turning on Mobile Learning in Latin America
Turning on Mobile Learning in North America
Turning on Mobile Learning: Global Themes
Exploring the Potential of Mobile Technologies to Support Teachers and Improve Practice
Mobile Learning for Teachers in Africa and the Middle East
Mobile Learning for Teachers in Asia
Mobile Learning for Teachers in Europe
Mobile Learning for Teachers in Latin America
Mobile Learning for Teachers in North America
Mobile Learning for Teachers: Global Themes