MobileActive.org

Fueled by renewed enthusiasm about the potential of new information and communication technologies (ICTs) for development, non-governmental organizations (NGOs) are implementing ambitious projects with mobile technology components in the developing world in a phenomenon commonly referred to as “Mobiles-for-development” or “M4D.”

 

A participatory approach that responds to the needs and realities of local communities is widely recognized as a necessary component of a successful M4D intervention. However, project failure-especially in sub-Saharan Africa- remains the norm, pointing towards the need for more thorough enumeration of best practices and more rigorous impact evaluation on the part of field-based practitioners. This thesis calls for greater attention to be given to the role of human capacity, which is a precondition for participation in M4D interventions but which also tends to be deficient in rural, poor communities. A greater focus on capacity would entail both assessing capacity- in terms of physical resources and human capabilities- at the local level and including capacity-building in project activities when necessary.

 

This study employs the human development and capabilities approach and the case study and participant observation methods to examine the efforts of the American NGO Tostan to integrate mobile technology into its non-formal education and empowerment program in rural Senegal. The findings of this study underscore the decisive role played by local capacity and intent and by effective, locally based intermediary organizations, conceptualized in this paper as grassroots support organizations (GSOs), that support the acquisition of the human capabilities needed to harness the empowering potential of mobile technology and other ICTs.

 

 

 

 

 

This report draws on the experiences of projects using mobile phone-based information and communication technologies (ICT) applications in a number of situations, including mobile monitoring and evaluation, m-banking, community development, literacy, anti-corruption, agricultural extension and agricultural value chain information and access.

The report begins with a general overview of the role that mobile phone-based ICT can play in development and commercial projects, focusing on the situations in which mobile phonebased applications are particularly appropriate, on the potential impacts that they can achieve and on their comparative advantages vis-a-vis other forms of mobile ICT.

The report then considers in more detail the experience of the projects in using mobile phone-based ICT, shedding light on such issues as the appropriateness and relevance of the systems used, their replicability and scalability and their sustainability.

 

This report summarises our findings on past developments and the current landscape of mLearning in the developing world through research and interviews with MNOs, technology vendors, foundations and the academic community. It is not intended to be an exhaustive evaluation of the global mLearning market, but rather a summary of activity so far and,more importantly, some guidance and ideas for future development.

The research found that there are many mLearning projects currently taking place globally, although the vast majority are on a small scale and it is assumed an even greater number are not documented. It was observed that activity is more widespread in the developed world, especially the US and the UK,where mobile technology is more prevalent and advanced, and where funding does not present as great a barrier. However, with 98% of the world’s illiterate or semiliterate population residing in developing countries, where access to schools and resource materials is at a minimum, such regions present the greatest areas of need. These markets therefore represent the greatest opportunities for mLearning programmes and products.

The past year has seen a substantial increase in mLearning initiatives and certainly there is escalating talk of its potential. But is the potential of mLearning hype or reality? Despite the many successes mLearning is experiencing, more research is needed to understand how this ubiquitous technology can be used to provide educational resources to those most in need, along with the development of a sustainable and robust business case.

In the context of the rapid growth of mobile phone penetration in developing countries, mobile telephony is currently considered to be particularly important for development. Yet, until recently, very little systematic evidence was available that shed light on the developmental impacts of mobile telecommunication. The Information and Communication Technology for Development (ICT4D) program of the International Development Research Centre (IDRC), Canada, has played a critical role in filling some of the research gaps through its partnerships with several key actors in this area.

The objective of this paper is to evaluate the case of mobile phones as a tool in solving development problems drawing from the evidence of IDRC supported projects. IDRC has supported around 20 projects that cut across several themes such as livelihoods, poverty reduction, health, education, the environment and disasters. The projects will be analyzed by theme in order to provide a thematic overview as well as a comparative analysis of the development role of mobile phones. In exploring the evidence from completed projects as well as the foci of new projects, the paper summarizes and critically assesses the key findings and suggests possible avenues for future research.

The cell phone, now the most widely used medium in Asia, has major educational implications. Most users, however, do not realize the cell phone's potential for education, nor even for the communication functions for which it was originally designed. Most educators still see the computer and the cell phone as unrelated devices, and the tiny cell phone more as a personal accessory, especially for young people.

With falling prices and increasing functionality, however, it is virtually certain that not too far in the future all of the world's students will have a cell phone. This is sufficient reason and motivation for educators to explore the possibility of making the cell phone an important tool in the educational systems of developed and developing countries.

This article describes the experience of two major projects that are studying the potential of cell phone and short message service (SMS) techniques for formal and nonformal education in the Philippines and Mongolia. The studies have yielded positive reactions from students and trainees about the potential of these techniques, and are suggesting design and logistical principles for use in educational cell phone implementation.

In many developing countries such as India and China, low educational levels often hinder economic empowerment. In this paper, we argue that mobile learning games can play an important role in the Chinese literacy acquisition process. We report on the unique challenges in the learning Chinese language, especially its logographic writing system. Based on an analysis of 25 traditional Chinese games currently played by children in China, we present the design and implementation of two culturally inspired mobile group learning games, Multimedia Word and Drumming Strokes. These two mobile games are designed to match Chinese children’s understanding of everyday games. An informal evaluation reveals that these two games have the potential to enhance the intuitiveness and engagement of traditional games, and children may improve their knowledge of Chinese characters through group learning activities such as controversy, judgments and self-correction during the game play.

Due to the increasing penetration of mobile phones even into poor communities, mobile payment schemes could bring formal financial services to the “unbanked”. However, because poverty for the most part also correlates with low levels of formal education, there are questions as to whether electronic access to complex financial services is enough to bridge the gap, and if so, what sort of UI is best.

In this paper, we present two studies that provide preliminary answers to these questions. We first investigated the usability of existing mobile payment services, through an ethnographic study involving 90 subjects in India, Kenya, the Philippines and South Africa. This was followed by a usability study with another 58 subjects in India, in which we compared non-literate and semi-literate subjects on three systems: text-based, spoken dialog (without text), and rich multimedia (also without text). Results confirm that non-text designs are strongly preferred over text-based designs and that while task- completion rates are better for the rich multimedia UI, speed is faster and less assistance is required on the spoken-dialog system.

Project ABC, implemented in collaboration with Catholic Relief Services in Niger and Christopher Ksoll (Oxford University) and Travis Lybbert (University of California-Davis), is an innovative, three-year pilot program to use cell phones as a platform for literacy in Niger. The purpose of the pilot program is to use information technology (mobile phones) as a complement to traditional literacy training, providing households with the opportunity to practice their literacy skills via SMS.

Literacy is one of the great challenges in the developing world. But universal education is an unattainable dream for those children who lack access to quality educational resources such as well-prepared teachers and schools. Worse, many of them do not attend school regularly due to their need to work for the family in the agricultural fields or households. This work commitment puts formal education far out of their reach. On the other hand, educational games on cellphones hold the promise of making learning more accessible and enjoyable. In our project’s 4th year, we reached a stage where we could implement a semester-long pilot on cellphone-based learning. The pilot study took the form of an after-school program in a village in India. This paper reports on this summative learning assessment. While we found learning benefits across the board, it seemed that more of the gains accrued to those children who were better equipped to take advantage of this opportunity. We conclude with future directions for designing educational games that target less well-prepared children in developing regions.