Design Opportunity for Learning Aid in Multi-grade Schools in Rural India
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Transcript of Design Opportunity for Learning Aid in Multi-grade Schools in Rural India
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Design Opportunity for Learning Aid in Multi-grade Schools
in Rural India
Riken Patel & Anirudha Joshi IDC IIT Bombay
For IndiaHCI 2015 “Design for Bridging”18/12/2015
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Typical School
pic courtesy: Sandeep.jgupta
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Multigrade School
• A school in which two or more grades study together in same physical class with same teacher
• A necessity in rural area
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Multigrade Schools in India
Primary Schools According to Number of Teacher in India
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Multigrade School
Issues• Course curriculum, academic calendar, and teaching
aids are all designed keeping in mind monograde
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Multigrade School
Potential Benefits: Desired social habits• helping attitude, • group learning • discussions due to interactions
• ‘Manitoba Education and youth, Canada’ reports school adopting multigrade model by choice due to it’s benefits
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SDT and Multigrade school (our take)
• Higher grade student can act as more knowledgeable other
• Effective interaction among peers due to similar world view
Can do
can not do
World view of lower grade student
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Method of study
• Study in 5 multigrade schools in Anand Dist., Gujarat
• Shadowing in classroom• Four to five hours each day for 2 weeks • Video Recording
• Interviews with teachers
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Demographics of Classrooms
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• text
Classroom environment
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Learning issues
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Difficulty in reading comprehension
• Very common issue among all grades
A digital book/tablet which will speak out the words and sentences on sliding finger
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Less instruction time
• 20 minutes of instruction time in 1 hour period• Less individual attention
Automate the learning for repetitive things (like mathematical operation: +,- )
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Difficulty with complex exercises
• Copying without understanding concept
Exercise-books: One can borrow the other’s book and understand it step by step (by using screen-record and playback)
More group activities (game or quiz with multiple mouse, remote control or multiple-voice recognition system)
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Students unable to articulate their learnings
• Difficulty articulating the concepts as they may be abstract i.e. reading minutes in a clock
Interactive props and animation video can help, for clock, children can change the time and clock will show the time and speak it out
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Class setup & spatial movement related issues
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Diversity of class combination
• Combination was based onBased on Teacher’s personal preferenceNumber of student in a grade
• Trade offMore instruction time v/s Common topics
Suggest best class-combination or develop time-table for easy planning and efficiency
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Variety of class setups
• Setup were based onAvailability of physical infrastructure Teacher’s convenience
Provide engaging intra-grade activity like digital games or specially curated TV programs supporting learning
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Spatial movement
• Free movements• Forming circle(Will providing bench would help in this context?)
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Administrative issues
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Unavailability of teachers
• Unplanned meetings at other schools (major issue)
Reserved set of interesting & engaging activity for peer-learning
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Course curriculum
• Can not complete the course curriculum
Dynamic rearrangements of topics from the book based on time(‘Basic concepts first’ approach)
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Tech-savviness of teachers
• Online blogs to download new content like poems, stories, daily news etc.
Platform for sharing resource material among various schools through web? (Crowd-source)
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Technology perception in Rural EducationBasic infrastructure v/s Moonshot
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SummaryFew of the ideas…• A digital book/tablet which will speak out the words and
sentences on sliding finger• Automate the learning for repetitive things • Exercise-books: One can borrow the other’s book and
understand it step by step (by using screen-record and playback)
• Dynamic rearrangements of topics from the book based on time
• Platform for sharing resource material among various schools through web? (Crowd-source)
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Thanks to…
All the teachers and students associated with studyProf. Venkatesh Rajamanickam, Prof. Pramod Khambete, Prof. Girish Dalvi and Prof. Ravi Poovaiah, IDC, IIT BombayMs. Anisha Malhotra, Ms. Bindu Chowdhry, Prof. Jhumkee Iyengar for their feedbacks
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Thank You
Thank You
Riken Patel ([email protected])Anirudha Joshi ([email protected])
IDC, IIT Bombay
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References
• 8th AISES Provisional Statistics for 2009. Retrieved September 1, 2014 from http://aises.nic.in/surveyoutputs
• Dan S. 2009. Designing for Interaction: Creating Innovative Applications and Devices. New Riders.
• Independent Together. 2003. Manitoba Education and youth.
• Learning Well Together. July 2002. Retrieved September 5, 2014 from http://www.wholeschooling.net/WS/WSPress/WSRptMI/WSR%20AToc.html
• Mathot G. 2001. A Handbook for Teachers of Multi-Grade Classes: Volume one. UNESCO, France.
• Riddle E. 1991. Lev Vygotsky’s Social Development Theory.
• Schacter L., Gilbert T. and Wegner M. 2009. Psychology. Worth Publishers.