Assessment 2 - Global Learning of the Future

In the last decade, significant advances in technology, specifically mobile technology, has allowed us to move forward in ways that we have not seen before. Being able to be connected, communicate and engage with others on the planet, instantly and globally, is not something we have seen before. The creation of these devices, followed by the expansion and rapid improvements we have seen are creating a unique environment for learning, not seen before in human history. We are now able to learn about any subject, at any time, all with the touch of a few buttons. Mobile technology is making this happen for us.

My context is adult learners, and as an adult learner, it's always something I have been focused on. The barriers to learning and the struggles I know I have personally had to overcome are also the same things that I see in others who are trying to learn and adapt to this new environment. Not only has it changed the way we function in our everyday, but it's also changed the way we learn, access knowledge and retain knowledge everyday.

Challenges
While I consider my context to be adult learners, I haven't often stopped to consider the challenges of adult learners overseas, particularly in developing countries, as much as I should have. While I can speak about the challenges we face as adults to learn this technology, use it in our work, on our phones, help our children with their own technological challenges at school and at home, there is also these challenges to consider for our counterparts in countries less economically well off. Their challenges, while similar to our own in terms of adaptability, new ways of learning and using mobile devices, also have greater challenges: they must do this, all the while often having little to no funds, time or ability to have or use these devices for change. Whatever challenges we face, they are facing them too, but often without the help and support that we have available to us.

The challenges of adults in poverty-stricken areas are huge. There is much to overcome to be able to learn effectively, and to be able to use this learning to enhance their lives. However, there is a good basis from which to work. UNESCO identifies that just learning or education is not enough - learners need to be able to learn, but to combine this with their own opinions, ideas and background, and to use that knowledge in their lives.

"A key area of the discussions during the round table was the linking of skills development and literacy. For example, instead of offering education and literacy as a panacea for problems of women in rural areas, it was emphasized that functional literacy should begin by training and practical skills based on women's existing knowledge, competence, as well as on women's own critical questioning of issues relating to survival and discrimination, and combining these with literacy." (Poverty Alleviation, Work and Adult Learning).

It is constructivist thinking - combine your own ideas and experiences with education, to truly learn, and use that in everyday life. While there are many challenges, being aware of these strategies to learn will help to overcome some of the obstacles that stand in the path of learning, particularly for the people in poverty-stricken areas. It is also humbling to see, that while we, in developed countries have recognized this for our own learning and are starting to use and combine this in our education, that it has been recognized for those in poverty-stricken areas too, and that this is being addressed as well. As always, as it is here, it will take time and effort to move forward, to incorporate these ideas in to education and learning systems, but change has started, and will continue to move forwards.

Even though we are different, we share things in common – barriers to mobile learning. 

The challenges for adult learners in developing countries are significant. The cost of technology causes many problems - having computers with internet connections are difficult to use, set up and get access to. The introduction of mobile technology, including smartphones, are a great introduction to enabling people to use technology. Mobile devices are far more portable, can be used anywhere, and are much cheaper than a traditional desktop computer. They are more portable than laptops, which are more expensive still and, while more portable than desktops, simply cannot offer the same accessibility. Smartphones help to address these financial issues, and, while they cannot solve all the financial problems associated with getting and being connected, can make it far more affordable to many.

The UNESCO Economics and Financing of Adult Learning report states "Greater importance is being given to the proper evaluation of the costs and benefits from different types of adult learning, taking into account investments in infrastructure, extent of reliance on formal initial education structures, the unit and opportunity costs, costs involved in identifying the adults, community involvement etc". This report, created in 1999, has already started to look and to see the benefits in learning - in its difference forms. 

So, while it is expensive at times, it is being looked at. One of the brilliant ideas in education and workplace is BYOD - Bring Your Own Device. This is big implications in how we work, for both developed countries and others that are still developing. If teachers are equipped with their own technology, students can benefit from that resource. They are then not always reliant or dependent upon the resources of the school - if the teacher has the device, and can bring it along, all can benefit from their technology and knowledge of it.

"Because so many teachers already have and know how to use mobile phones, using them for educational and professional development purposes does not require a great leap nor does it require an enormous amount of capital (if employing the BYOT model)." - UNESCO Mobile Learning Week Report.

There are also positives in terms of teachers embracing change wholeheartedly. The report goes further, and explores the role that teachers should play in mobile learning.

Also identified by the UNESCO Mobile Learning Week Report "Teachers should be involved in curriculum content creation, not simply consumers of it. As professionals, teachers are not mere implementers; rather they take the liberty to alter curriculum and innovate in classrooms. When it comes to mobile learning how can we ensure that teachers work with curriculum and content developers? Their voices should be central." 

Having the teachers involved in the curriuculum, design and creation of the mobile learning resources they use and share with their students is key. While teachers can be given information, to truly embrace it, and to then share that knowledge with their students, they need to be the ones creating, learning and helping to design the curriculum based on the learning needs of their students. In this way, we are all alike. For any course or program to work, we need teachers to be involved, working with students to give a course that helps and assists their students. Keeping involved with the planning and implementation is key, so that teachers can help support their learners in the best way possible, one that is real-world relevant and gets and keeps the students engaged, as we are lifelong learners.

Not only are teachers being identified for information, but participants of courses are also being asked for their insights.

"Because UNESCO plans to launch on-the-ground mobile learning projects to support and develop teachers in Mexico, Nigeria, Pakistan, and Senegal, the conference organizers invited specific input from participants." (UNESCO Mobile Learning Week Report).

Not only is mobile learning taking off in developed countries  it is heartening to see that UNESCO has plans to move mobile learning projects to countries that are less developed, and can use the advantages of mobile learning. Not only that, they are also welcoming information from the participants, to embrace the ideas of mobile learning, and to make an impact on their everyday lives.

While we all have challenges to mobile learning, it is good to see that these challenges are starting to be addressed, both in Australia, and in developing countries.

But wait... there are positives....
While there are certainly challenges, there are many positives too. There are programs in place in our ever-developing world to try to help those less fortunate than ourselves. And technology, often specifically mobile technology, is making this happen.

There are some very creative ways that are helping to address some inequalities. They are trying to use technology, and mobile technology in particular, to effect that change. One such program is Kiva -  http://www.kiva.org/. Kiva is a fantastic program that is enabling adults to have a better future. The problem Kiva addresses is lack of financing for people who do not have access to borrow funds, as they do not have the required paperwork history, financial assets or a bank that will allow them to borrow money. As such, they are not able to borrow money to improve their business, education, home or lives.

Kiva addresses this in a global way by introducing microlending - that is, lending them small amounts to enable them to have a better future. People are identified, by partner companies in the local areas, to document their stories, analyse their need for money and their ability to pay it back. This information is then loaded on to http://www.kiva.org/ for potential lenders to see. A lender can then sign up, pay $25, and select the person they would like to loan the money to. They can see how, why and what their money is contributing toward. It is a fantastic way to use technology (in this case, a site set up for connecting people together, to help enable one group to reach for their goals, and another, to lend a hand for those in need globally). Connecting in this way brings all people closer together, and assists in the education, business needs and lifelong learning for those people in less advantaged situations.

Another site addresses two important needs for the world, particularly adults - freerice. Freerice (http://freerice.com/) is owned and run by the United Nations World Food Programme, and its aims are twofold:

1. To provide education to the world for free
2. Help end world hunger by providing rice to hungry people for free

The site has a list of subjects that can be studied (from English grammar and vocabulary, to 5 different languages, to chemistry and world geography). Each question is in a multiple choice format with 4 potential right answers. When the question is answered correctly, 10 grains of rice are donated to hungry people around the world.

This learning tool not only gives learners a chance to learn a range of subjects, but it corrects the user when a wrong answer is given, and gives a chance further on to retest themselves on that question. Those learners who don't have the capacity for more structured learning, can engage in a range of subjects, to learn more, while at the same time, helping those who are hungry around the world. Freerice also has a mobile app, Sproutster, that involves a game to be played, words to be created, and with each successful word, 10 grains of rice are donated. Freerice also be played on social networking sites facebook and twitter. This is another example of using technology and mobile technology, to bring about change on a global level - for both education and for improving the lives of those in need.

Both of these sites are not-for-profit organisations, who are trying to make the world a better place using technology to do so.

Other platforms help to provide education to learners at no cost - and we are starting to see more and more of these platforms emerge. The Open Educational Resources (OER) movement is about free educational resources being available to everyone. Many websites offer these resources. The Khan Academy (https://www.khanacademy.org/) offers free resources in multiple subjects and there are many other places information is being shared, for free - Youtube, Wikipedia, Google, and many more.

The advent of MOOCs (Massive Open Online Courses) are also providing access to learning materials in a huge way - these courses are being offered, generally for free, to a wide range of audience. If you are interested in the material, you can sign up for it, and have access to many people interested and studying the same thing you are. It's a way of being globally connected, and bringing that connectedness together by learning about a topic.

While it is apparent that there are challenges to mobile learning, in both developed and developing countries, it is clear that mobile learning is gaining ground. Not only are we here starting to use it more and more, but it has been identified as helpful in many countries that need more education in a mobile and easy to access way, and is actively being planned for these countries.

It is also positive to see the difference mobile technology is making in helping globally on a daily basis. Sites such as Freerice and Kiva are truly making leaps and bounds in getting us connected, making us more aware of the challenges and things that we can do to make a difference.


References

EDEL20003 Fasso, W (2013) Topic 9 - Massive Open Online Courses (MOOCs)
http://moodle.cqu.edu.au/mod/page/view.php?id=143241

EDEL20003 Fasso, W (2013) Topic 8 - Open Education Resources (OER)
http://moodle.cqu.edu.au/mod/page/view.php?id=146781

Freerice
http://freerice.com/

Kiva
http://www.kiva.org

Poverty Alleviation, Work and Adult Learning (1999)

 http://www.unesco.org/education/uie/confintea/pdf/poverty.pdf Seoul, Korea.

UNESCO Fifth International Conference on Adult Learning, CONFINTEA V (1999)
The Economics and Financing of Adult Learning  http://www.unesco.org/education/uie/confintea/pdf/finance.pdf

UNESCO Mobile Learning Week Report (2011)

http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/ICT/pdf/UNESCO%20MLW%20report%20final%2019jan.pdf UNESCO Headquarters, Paris.