Designing a ubiquitous sensor-based platform to facilitate learning for young children in Thailand

Education plays an important role in helping developing nations reduce poverty and improving quality of life. Ubiquitous and mobile technologies could greatly enhance education in such regions by providing augmented access to learning. This paper presents a three-year iterative study where a ubiquitous sensor based learning platform was designed, developed and tested to support science learning among primary school students in underprivileged Northern Thailand. The platform is built upon the school’s existing mobile devices and was expanded to include sensor-based technology. Throughout the iterative design process, observations, interviews and group discussions were carried out with stakeholders. This lead to key reflections and design concepts such as the value of injecting anthropomorphic qualities into the learning device and providing personally and culturally relevant learning experiences through technology. Overall, the results outlined in this paper help contribute to knowledge regarding the design, development and implementation of ubiquitous sensor-based technology to support learning

Designing a ubiquitous sensor-based platform to facilitate learning for young children in Thailand

Education plays an important role in helping developing nations reduce poverty and improving quality of life. Ubiquitous and mobile technologies could greatly enhance education in such regions by providing augmented access to learning. This paper presents a three-year iterative study where a ubiquitous sensor based learning platform was designed, developed and tested to support science learning among primary school students in underprivileged Northern Thailand. The platform is built upon the school’s existing mobile devices and was expanded to include sensor-based technology. Throughout the iterative design process, observations, interviews and group discussions were carried out with stakeholders. This lead to key reflections and design concepts such as the value of injecting anthropomorphic qualities into the learning device and providing personally and culturally relevant learning experiences through technology. Overall, the results outlined in this paper help contribute to knowledge regarding the design, development and implementation of ubiquitous sensor-based technology to support learning

Mobile learning and teacher quality: Assessing the impact of a mobile application on the positive psychology and professional practice of Panamanian teachers

In recent years, Latin America has experienced unprecedented growth in education coverage resulting in an acute strain on an already challenged infrastructure. Given the raft of research illustrating the strong relationship between teacher quality and student achievement the need to develop a proficient workforce to sustain the rapid change and improvement is critical. This study focuses on the improvement of teacher quality as a conduit to improving students' educational experiences. The study incorporates a mixed-methods design in two phases focusing on three key issues: (a) understanding teacher perception of self-efficacy and self-permission; (b) examining whether teacher performance can be improved by addressing teacher confidence; and (c) exploring whether teacher self-efficacy and professional practice can be improved using mobile learning. Phase One investigates the relationship between teacher quality, positive psychology, and the importance of cultural norms in individuals' perceptions of their professional abilities. A small-scale pilot study (n=75) was used to test the validity of a five-level, Likert-style survey generated to explore teacher attitudes regarding perceptions of self-efficacy and self-permission. The resulting survey was then administered to more than 500 Panamanian teachers and a comprehensive quantitative statistical analysis of data collected was used to gain an understanding of the relationships between teacher experience and qualification and levels of self-efficacy and self-permission. These findings ultimately informed the content, and structure of a mobile learning application designed to positively impact teachers’ positive psychology. Using this newly created learning application, Phase Two of the main study determines whether professional development delivered using mobile technology can have a positive impact upon professional efficacy, and performance. Ultimately, the study utilizes the mobile application to deliver research-informed practical tips for professional practice. As with Phase One, a small-scale (n=20) pilot study was carried out to inform the design of the mobile application and the way it might be delivered. Data collected over a three-month timeframe using Likert-style surveys and semi-structured interviews were then used to determine participants' interaction, perceived usefulness, and professional impact of the application. The study finds that Panamanian teachers' perceptions of self-efficacy are closely aligned with their classroom experience, while their perceptions of self-permission tend to be associated with a professional qualification. It also finds that when professional development is effectively delivered using a mobile learning application it shows potential to have a useful impact on teacher positive psychology, self-efficacy, and professional practice

Practical, appropriate, empirically-validated guidelines for designing educational games

There has recently been a great deal of interest in the potential of computer games to function as innovative educational tools. However, there is very little evidence of games fulfilling that potential. Indeed, the process of merging the disparate goals of education and games design appears problematic, and there are currently no practical guidelines for how to do so in a coherent manner. In this paper, we describe the successful, empirically validated teaching methods developed by behavioural psychologists and point out how they are uniquely suited to take advantage of the benefits that games offer to education. We conclude by proposing some practical steps for designing educational games, based on the techniques of Applied Behaviour Analysis. It is intended that this paper can both focus educational games designers on the features of games that are genuinely useful for education, and also introduce a successful form of teaching that this audience may not yet be familiar with

Faculty open educational practices at a regional university

Open educational resources (OER), which are cost-free, openly licensed educational materials available in a variety of languages and formats, have in recent years accumulated abundant evidence of disruptive potential to surmount barriers to learning. This is certainly good news to the world of education, especially higher education, which has experienced steady growth in its cost to students. Evidence also shows, however, a low uptake of this concept in higher education. A key reason for this is a lack of awareness, understanding, and acceptance of OER and their related practices amongst faculty. If one intent of a higher educational institution, such as is that of the University of the South Pacific (USP), is to provide greater affordability for students through OER, ushering faculty towards OER is thus paramount, for they are the ones who normally choose and assign educational resources. As an initial step toward moving the USP closer to its aspirations, a survey study was undertaken aiming to describe the current status of OER uptake and open educational practices (OEP) by faculty, with the purpose of gathering information for planning future activities in this area. This paper reports results from the survey examining USP faculty: teaching practices, OER awareness, OER use, participation in OEP staff development, awareness of student OER use, barriers to OER adoption, and impact of OER use. The paper concludes with a discussion of current status and expected future steps for propelling faculty towards integrating OER in USP courses