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POMI in India Paul Kim, Ph.D. Chief Technology Officer [email_address]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]
Why Simputer failed in India? ,[object Object]
[object Object]
[object Object],[object Object],[object Object]
OLPC in India ,[object Object]
[object Object]
[object Object],[object Object],[object Object]
Pocketschool in India ,[object Object],[object Object],[object Object],[object Object]
Mobile farming simulation game  Teaching the concept of trading, microloan, interest rate, default, etc.
Mobile storytelling program ,[object Object],[object Object]
Mobile-Math Game
Nehru Nagar  Urban Slum in Mumbai, India
Akanksha After School for Underserved Children, Mumbai, India
Sister Nivedita “School on Wheels”- Underserved children in rural  and tribal communities Rajkot, India
School on Wheels Children recording and listening their own stories
School on Wheels Children taking pictures of surroundings to make stories to share
School on Wheels Children taking pictures of surroundings to make stories to share
Madaris Migrant Children (Never attended schools) playing Math games 2-hour drive from Rajkot, India
Dalit (Untouchable) children figuring out the mobile learning device 2-hour drive from Patna, India
Jharkhadan village children figuring out the mobile learning device 4-hour drive from Ranchi, India
Jharkhadan villagers learning from mobile “farming simulation” program
Data collection ,[object Object],[object Object],[object Object],[object Object],System event log file
Group variations 1. 2. 3.
 
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object]
 
 
 
Group variation and speed of advancement Advancement  In problem solving 1 device per 3 children 1 device per 7 children 1 device per a child Time
General patterns of device adoption and learning progress Children in more developed communities (More exposure to electronic devices) Children in less developed communities (Less access to electricity) Exploration Recognition Interaction Iteration Exploration Recognition Interaction Iteration Time Time
Exploration -  Randomly trying out  Recognition – Recognizing a phenomenon as a result of exploratory actions Interaction -  Interacting with newly discovered stimuli  Iteration -  Falling in a loop with the same options Clock speed Engagement 1 2 3 4 User behavior pattern with mobile learning devices Exploration Recognition Iteration Interaction
User behavior pattern with mobile learning devices Clock speed Engagement 1 2 3 4 Exploration Recognition Iteration Interaction
Optimizing Design ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Sustainable model ,[object Object],[object Object],[object Object],[object Object],[object Object]
 
Figure 4. Mobile Creative Content Economy Ecology
[object Object],[object Object]
Thank you for your interest in us.

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Pocket School

  • 1. POMI in India Paul Kim, Ph.D. Chief Technology Officer [email_address]
  • 2.
  • 3.
  • 4.
  • 5.
  • 6.
  • 7.
  • 8.
  • 9.
  • 10.
  • 11.
  • 12. Mobile farming simulation game Teaching the concept of trading, microloan, interest rate, default, etc.
  • 13.
  • 15. Nehru Nagar Urban Slum in Mumbai, India
  • 16. Akanksha After School for Underserved Children, Mumbai, India
  • 17. Sister Nivedita “School on Wheels”- Underserved children in rural and tribal communities Rajkot, India
  • 18. School on Wheels Children recording and listening their own stories
  • 19. School on Wheels Children taking pictures of surroundings to make stories to share
  • 20. School on Wheels Children taking pictures of surroundings to make stories to share
  • 21. Madaris Migrant Children (Never attended schools) playing Math games 2-hour drive from Rajkot, India
  • 22. Dalit (Untouchable) children figuring out the mobile learning device 2-hour drive from Patna, India
  • 23. Jharkhadan village children figuring out the mobile learning device 4-hour drive from Ranchi, India
  • 24. Jharkhadan villagers learning from mobile “farming simulation” program
  • 25.
  • 27.  
  • 28.
  • 29.
  • 30.  
  • 31.  
  • 32.  
  • 33. Group variation and speed of advancement Advancement In problem solving 1 device per 3 children 1 device per 7 children 1 device per a child Time
  • 34. General patterns of device adoption and learning progress Children in more developed communities (More exposure to electronic devices) Children in less developed communities (Less access to electricity) Exploration Recognition Interaction Iteration Exploration Recognition Interaction Iteration Time Time
  • 35. Exploration - Randomly trying out Recognition – Recognizing a phenomenon as a result of exploratory actions Interaction - Interacting with newly discovered stimuli Iteration - Falling in a loop with the same options Clock speed Engagement 1 2 3 4 User behavior pattern with mobile learning devices Exploration Recognition Iteration Interaction
  • 36. User behavior pattern with mobile learning devices Clock speed Engagement 1 2 3 4 Exploration Recognition Iteration Interaction
  • 37.
  • 38.
  • 39.  
  • 40. Figure 4. Mobile Creative Content Economy Ecology
  • 41.
  • 42. Thank you for your interest in us.