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Archive:Mobile learning

2008-10-07T01:39:13Z

192.218.247.238:

:The mobile devices such as cellular phones and PDA have been chiefly used up to now for the information receiving transmission.
Mobile learning / M-learning is the exciting art of using mobile technologies to enhance the learning experience. <br />
Recently, it is paid to attention as method for utilization with a high additional value with the technical advantages.<br />
Mobile phones, PDAs, Pocket PCs and the Internet can be blended to engage and motivate learners, any time and anywhere.
[[Image:Nintendo DS Browser.jpg|thumb|Nintendo DS for mobile learning|300px]]
<br />

= Definition =

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<div style="border-bottom:1px solid LightGreen; background-color:PaleGreen; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">What is M-Learning?</div>
<div style="padding:1em 5em 1em 3em;"> 



*At present, mobile learning is not defined clearly. However, E-learning centre of Britain defined the word as follows. <br />
:"'''''Mobile learning''' is the use of learning solutions on mobile or wireless devices - and this covers a number of aspects -<br />
:laptops using wireless connections; PDAs and the mobile phones.""<br />
*In addition, for reference, Japan E-Leaning Consortium defined the word as follows.<br />
:"''for the office workers who have their outsidework, or for the students to use their time in the train, the technology is expected to be used any place and any time to study.''"
|}
= Mobile Learning Tools =

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<div style="border-bottom:1px solid Sienna; background-color:Wheat; padding:0.2em 0.5em 0.2em 0.5em; font-size:130%; font-weight:bold;">Examples</div>
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[[Image:Nuvola apps korganizer.png|right]]

*PDA<br />
*Podcast<br />
*Nintendo DS<br />
*Mobile phone
*iPod touch
*PSP
etc...

== PDA ==
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[[Image:EO Communicator 440-880.jpg|100px|thumb|First "PDA": [[EO Personal Communicator]] (440) from [[AT&T]]]]
:* '''PDA''', in Japan, has mainly three types such as [[Sharp Zaurs]], [[Palm os]], and [[Pocket PC]]. As its characteristics, each interoperability is low,<br />
:though its operations are easier than personal computers and uptime is earlier. <br />
<br />
:However, the diffusion ratio of PDA in the current state has bias which is overwhelmingly low compared with the [[mobile phone]], centering around the businesspeople. Therefore, the [[mobile learning]] by PDA thought about by the current state depends on spreading conditions of PDA terminal. It is expected lower in social influences in a wide generation. <br />

:for more details, click here. about '''PDA''' [http://d.hatena.ne.jp/keyword/PDA Japanese], [http://en.wikipedia.org/wiki/PDA English]

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== Podcast ==
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[[Image:Podcast-Schema.svg|300px|left|thumb|Podcast Schema]]
<br />
:*Podcast is able to download it from iTunes Store free of charge such as radio programs and the television program.
:It can enjoy Podcast of all genres all over the world from the page of [http://phobos.apple.com/WebObjects/MZStore.woa/wa/viewGenre?id=1304 Podcast of iTunes Store]. All podcasts which you are interested in will automatically downloaded all newly arrived episodes clicking the registration button. It is possible to reproduce in wherever you like if it packs in iPod and it carries. Furthermore, it is also possible to turn original Podcast to the world and to send it.
<br />
=== Strength ===
:Podcast is all free. Even if you download many episodes, it costs neither the rental nor the teaching material expense. Moreover, the entire sounds and the animations of teaching materials are high quality. It is more comprehensible and enjoyable than the print based materials. It is able to experience the famous university lectures. Moreover, it is possible to practice many times because of the replayable performance (Apple Store, 2008).

==== For reference ====
:*(1)At the [http://www.apple.com/jp/education/profiles/ka-shibaura-it/ Shibaura Kogyou University Kashiwa middle school and high school] have been trying to unite the information education and the science education.<br />
:The students obtain the required knowledge of the experiment from the Web lesson(Podcast) in the exclusive HP . In order to obtain this required knowledge, the students check the experimental procedure through the Web lesson to understand the experiment's dangers and careful operations for safety purposes.<br />
<br />
:*(2) Experiment<br />
:The students perform the experiment while checking the experimental procedure shown on their laptop PC, if necessary in accessing the exclusive HP.<br />
<br />
:*(3)Program's Effect and Future Development <br />
:1. Students was able to perform the operation without confusion.<br />
:2. The teacher who instructs the students about the experiment can concentrate on their safety and grasp the entire situation. (they can confirm their operation anytime if necessary.) <br />
:3. The questions they ask the teacher regarding the experimental operations decreases, compared to not using a PC, and they ask only the bare minimum.<br />

:for more details, click here. about [http://www.apple.com/jp/education/mobilelearning/podcast/ Podcast]
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== Nintendo DS ==
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[[Image:1jgl.png|150px|rightdown|Nintendo DS]]
:The biggest feature of Nintendo DS, as a mobile device for the learning tool, is that people use actual game for study. <br />
For example, when the Podcast is used as mobile learning tool, people download the study program from the radio or the TV. But for Nintendo DS, we do not download the program from outside, there are many games published and these games are not what they had in the past. These games' aims are to study not by class or program, but to study through the game. All the games in the world have "rules" with them. For example, RPG has to be solved the story and cleared it, and Action, we have to win the battle match. This "rule" makes the learning possible by using Nintendo DS. While the player plays the game, they have to follow the "rule" to clear the stage to go to next step, and through this process, the player learn the knowledge. This process is hard to be given by studying with the text books.

=== The Learning Game Softwares published for Nintendo DS in Japan ===
<br />
:[[Image:Crystal Clear app katuberling.png|left|32px]]'''Japanese Learning Tool'''<br />
:DS隠山メソッド　正しい漢字かきとりくん　published by 小学館
:学研DS大人の学習　金田一先生の日本語レッスン　published by 学研
:日本語文章能力検定協会協力　正しい日本語DS　published by 毎日コミュニケーションズ
:200万人の漢検　とことん漢字脳　published by アイイーインスティテゥート
<br />
:[[Image:Crystal Clear app katuberling.png|left|32px]]'''English Learning Tool''' <br />
:英検王　published by 学研インデックス
:もっと英語漬け　published by 学研
:手のひら楽習　キクタンDS　published by サクセス
:アルクの10分間英語マスター　published by インターチャネル・ホロン
:みんなのDSゼミナール　カンペキ英単語力　published by TDKコア
<br />
:[[Image:Crystal Clear app katuberling.png|left|32px]]'''Mathematics Learning Tools'''<br />
:丸あたまを丸くする。DS計算の章　published by アイイーインスティテゥート
:さんすうパズルゲーム　イコールカードDS　published by 電遊社
<br />
:[[Image:Crystal Clear app katuberling.png|left|32px]]'''Science Learning Tools'''<br />
:学研　要点ランク順シリーズ　科学DS　published by アイイーインスティテゥート
<br />
:[[Image:Crystal Clear app katuberling.png|left|32px]]'''History Learning Tools'''<br />
:学研　要点ランク順シリーズ　歴史DS　published by アイイーインスティテゥート
<br />
For more details, click here. [http://en.wikipedia.org/wiki/Nintendo_DS Nintendo DS], [http://www.nintendo.co.jp/ds/ Official Site]
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== Mobile Phone ==
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:* For the [[mobile learning]] using the [[mobile phone]], there are the purveyor who hold out the mobile learning and the learner who receive the mobile learning.<br />
:As a result, there are advantages and disadvantages, from the both angle of it.

=== From the purveyor's angle ===

* For the purveyor, the ''maximum advantage'' of using [[mobile phone]] for mobile learning is that the adoption rate of mobile phone　is high. Without the situation of using the device, ther are　no selling expectation, although the study method is good. The high adoption rate of mobile phone, it is also becoming the reason of the purveyor's entry to the mobile learning market.

* Another ''advantage'' is the simplicity of collecting the charge. Cooperating with the mobile phone comapany, they can collect the charge with the phone rate.

* The ''disadvantages'' for the purveyors are that the '''mobile phones''' have the limit for learning beacause of its smallness of the screen and the inferiors of the communication. These points make the limit to the quality of the learning that is given. Also, the inferiors of the communication make the stop to the learning and it chooses the place, which becomes a reason of the insufficiency of donating the learning.

* Another point of ''disadvantage'' is that the systems are different by each telecommunications prividers and phone models, so the contents output cost become expensive.

=== From the learner's angle ===

* The ''maximum advantage'' of a [[mobile learning]] is height of the degree of freedom that can be studied anytime and anywhere for the learner. A lot of people can carry mobile phone when they go out and can learn at free time. As for this, the mobile phone is small size in the portable terminal, so it is convenient to carry.

* Also it is possible to use it anytime and anywhere even in the point that 24 hour power supply need not consider uptime by turning on. As a result, the width of user's [[mobile learning]] extends, it uses as a supplementation with study and training that uses the free time, and the lifelong learning etc. that exist are thought variously. Moreover, it can be said easy because payment is possible without spending troublesome time along with the phone rate about the charge as well as the purveyor.

* It is able to consider variously to think about the ''weak point'' on the learner side from a detailed point. First of all, because the dependancy to the [[mobile phone]] has risen by making the mobile phone in recent years multifunctional, it is not able to use other functions when being studying. And the tiredness of eyes by concentrating on a small screen for a long time while studying can be said as a body influence. The attention power to surroundings becomes loose according to the degree of the concentration and the possibility that the risk of the accident and the breach of manners increase is high.

<p style="text-align:right;">(Onoyama, 2004.)</p>
=== Current characteristics of purveyors and learners ===

<center>
{| border=1 cellspacing=0 cellpadding=8
|
| '''Advantages'''
| '''Disadvantages'''
|-
| ''Purveyors''
| Mobile phones penetration rate is high.<br />The charge collection is easy.
| Battery slice.<br />It is uneven to the communication situation.
|-
| ''Learners''
| It is able to learn anywhere and anytime.<br />It is easier to carry compared with other mobile devices.
| The smallness of screen makes the learning hard.<br />Danger of too much concentration on mobile phone.
|-
|}
</center>
<br />
<br />
:for more details, click here. about [http://en.wikipedia.org/wiki/Mobile_phone Mobile phone]

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= Next Generation of [http://en.wikipedia.org/wiki/E-learning e-learning] =

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<div style="border-bottom:1px solid PaleTurquoise; background-color: Cyan; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">m-learning and business</div>
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*However an experimental attempt just started, The m-learning approach is increasing rapidly from ''2002''.<br />
:*The list below shows the major examples that mobile devices such as mobile phone and PDA are used as a tool of m-learning in Japan. <br />
<br />
<center>
{| border=1 cellspacing=0 cellpadding=8
| '''Company'''
| '''Services'''
| '''Content'''
| '''Tools'''
|-
| ''[http://www.aeonet.co.jp/index.html AEON]''
| "[http://imode2.pa-co-ltd.co.jp/servlets/pa/pa?page=VCL&gid=9 もしもしde英会話]"
|English words in daily life and the work words are able to study<br />in "もしもしde英会話 tool" in the DoCoMo's [http://www.nttdocomo.co.jp/service/imode/ i-mode] charged site.
|Mobile phone
|-
| ''[http://www.aquamicro.jp/top/index.html Aquamicro]''
| [http://www.pockettutor.com/ Pocket Tutor][http://www.aquamicro.jp/top/products/products_list.html]<br />
| English stude software for [http://www.ets.org/portal/site/ets/menuitem.fab2360b1645a1de9b3a0779f1751509/?vgnextoid=06cfd898c84f4010VgnVCM10000022f95190RCRD TOEIC test].<br />A hand-written practice is possible.
| PDA and PC
|-
| ''[http://www.igakuhyoronsha.co.jp/com/tecomgroup.asp エム・イー・ウェブ]''
| [http://www.oracle.com/applications/human_resources/ilearning.html i-learning]<br />
| National examination study system that used cellular phone.<br />Past tests, new tests, and expectation tests are prepared.
| Mobile phone
|-
| ''[http://wilsonlearning.com/ Wilson Learning Corporation]''
| [http://www.strategizer.com/strategizer.html Strategizer]<br />
| Services for person in charge of business.<br />The business plan is supported based on psychology. <br />Mobile use as supplementation with group training.
| PDA
|-
|}
</center>
<br />
:The mobile application is especially appropriate for the salesman support and training, and it is said that its introduction examples are increasing at major beverage manufacturer in the United States. On the other hand, the use of m-learning at universities and special schools will be expected by high potential in the future. In the United States, the study support and the teaching material offer by PDA are being tried at [http://hms.harvard.edu/hms/home.asp Department of Medicine of the Harvard University] and [http://www.wharton.upenn.edu/ the school of business of university of Pennsylvania] (Oshima, 2002). Thus, m-learning in the main sector of e-learning which is the education in the enterprise and the higher education field will accelerate. However, at the present moment, the effect that can be expected in m-learning is not necessarily high. Therefore, cooperation on both sides of the improvement of the development of a m-learning and the e-learning technique will be needed in the future.

|}

<br />
= The expecting development of the M-Learning =
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:*In the present stage, the Mobile Learning is still the time of the proof experiment. There are some business enterprices that are donating the leaning services, but they still have some difficulties to develop the market. But recently, the hike call rate which was the biggest problem for the people, becomes to the constant rate system, the Mobile Learning is getting to the new stage to spread out.
:*There is one more difficulty to the Mobile Learning. Which is the choosing the information that they input the service. The information and the subject are should carefully chosen, and thought as those informations are teaching material. Otherwise, those informations and the mobile devices have the danger of degenerating into just the service and the mobile game player.<br />
:*A mobile learning takes the market that was not able to be covered by an existing E learning, and hides potential of achieving the studying pattern that was not able to be achieved. In addition, the room for the improvement on hard aspect and the software side is large and the market newly challenging the development of the teaching material contents that can be the most effectively used with the terminal has extended.
<br />
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<br />
= References =
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[[Image:Crystal Clear action bookmark.svg|right]]
:* [http://www.apple.com/jp/itunes/whatson/podcasts/ Apple Store / Podcast] (2008)
:* Okuda, Hiroshi. (2008) [http://web.mac.com/experiment0001/experiment/Welcome.html Shibaura Kogyou University middle school and high school SHH Research Department]
:* Onoyama, Kazuyuki. (2004)
:* Oshima, Junshun. (2002) UFJ Reserch Institute "Mobile learning" [www.murc.jp/report/ufj_report/704/21.pdf]
:* Paul, Daniels. [www.cec.or.jp/e2e/symp/kochipdf/C2-3.pdf]
:* Sprint. Eric Madsen & Chris Whiting http://www.sprintmobilelearning.com/presentations/mLearning/
:* Tara Brabazon (2007) Mobile Learning: the iPodification of Universities.
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Educational development in Cambodia

2008-10-02T03:26:26Z

192.218.247.238: New page: Cambodian flag The Kingdom of Cambodia is a country in South East Asia with a population of over 3 million people. Cambodia is the successor stat...

[[Image:Cambodia_MapFlag.png|thumb|right|Cambodian flag]]
The Kingdom of Cambodia is a country in South East Asia with a population of over 3 million people. Cambodia is the successor state of the once powerful Hindu and Buddhist Khmer Empire, which ruled most of the Indochinese Peninsula between the eleventh and fourteenth centuries. Today Cambodia is regarded as one of developing countries, therefore it has many problems, including problems related with educational development.

'''Cambodian brief profile'''
----
[[Image:Cb-map.png]]

Cambodia has an area of 181,035 square kilometers, and it borders Thailand to its west and northwest, Laos to its northeast, and Vietnam to its east and southeast. Cambodia gained independence from France on November 9, 1953. Cambodia's main industries are garments, tourism, and construction. As for its language, more than 90% of its population is of Khmer origin therefore speaks the Khmer language, the country's official language. The remainder includes Chinese, Vietnamese, and Indians. As for the religion, most Cambodians are Buddhists of Khmer extraction, but the country also has a substantial number of Muslim Cham, as well as small animist tribes.　In addition, according the report of The World Bank, “Cambodia's economy is showing resilience in spite of the challenging international economic environment. Economic growth in 2001 was estimated at 6.3 percent, driven by an expanding tourism sector and robust garment exports. In 2001, there was nearly zero inflation. In 2002 inflation continued to be low (World Bank)”. That is, Cambodia’s economic growth has been moderately strong over the past decade. However, this growth has been concentrated in urban areas (The World Bank). Therefore the rural-urban income gap is widening these days. And around 40 percent of the population still remains under the national poverty line.

'''History'''
----

1863 - Cambodia becomes a protectorate of France. French colonial rule lasts for 90 years.
1941 - Prince Norodom Sihanouk becomes king. Cambodia is occupied by Japan during World War II.
1945 - The Japanese occupation ends.
1946 - France re-imposes its protectorate. Communist guerrillas begin an armed campaign against the French.
1953 - Cambodia wins its independence from France. Under King Sihanouk, it becomes the Kingdom of Cambodia.
Early 1970s - Cambodian army faces two enemies: the North Vietnamese and communist Khmer Rouge. Gradually, the army loses territory.
1975 - Lon Nol is overthrown as the Khmer Rouge led by Pol Pot occupied Phnom Penh. Sihanouk briefly becomes head of state, the country is re-named Kampuchea. Basic freedoms are curtailed and religion is banned. Hundreds of thousands of the educated middle-classes are tortured and executed in special centres. Others starve, or die from disease or exhaustion.
1976 - The country is re-named Democratic Kampuchea. Sihanouk resigns, Khieu Samphan becomes head of state, Pol Pot is prime minister.
1977 - Fighting breaks out with Vietnam.
1979 January - The Vietnamese take Phnom Penh. Pol Pot and Khmer Rouge forces flee to the border region with Thailand. The People's Republic of Kampuchea is established. Many elements of life before the Khmer Rouge take-over started to be re-established.
1981 - The pro-Vietnamese Kampuchean People's Revolutionary Party wins the elections to the National Assembly.
1989 - Vietnamese troops withdraw. The country is re-named the State of Cambodia. Buddhism is re-established as the state religion.
1991 - A peace agreement is signed in Paris. A UN transitional authority shares power temporarily with representatives of the various factions in Cambodia. Sihanouk becomes head of state.
1993 - General election sees the royalist Funcinpec party win the most seats followed by Hun Sen's Cambodian People's Party (CPP). A three-party coalition is formed with Funcinpec's Prince Norodom Ranariddh as prime minister and Hun Sen as deputy prime minister. The monarchy is restored, Sihanouk becomes king again. The country is re-named the Kingdom of Cambodia.
1994 - Thousands of Khmer Rouge guerrillas surrender in government amnesty.
1997 - Hun Sen stages a coup against the prime ministar, Prince Ranariddh, and replaces him with Ung Huot. The coup attracts international condemnation and Cambodia's membership of the Association of Southeast Asian Nations (ASEAN) is delayed. The Khmer Rouge put Pol Pot on trial and sentence him to life imprisonment.
1998 -Pol Pot dies in his jungle hideout. Elections in July are won by Hun Sen's CPP, amid allegations of harassment. A coalition is formed between the CPP and Funcinpec. Hun Sen becomes prime minister, Ranariddh is president of the National Assembly.
2001 - Senate approves a law to create a tribunal to bring genocide charges against Khmer Rouge leaders.
2001 June - International donors, encouraged by Cambodia's reform efforts, pledge $560 million in aid at a donor conference in Tokyo.
2001 June - Five Cambodians, three of them US citizens, are sentenced to life for involvement in armed attack by US-based Cambodian Freedom Fighters (CFF) on government buildings in Phnom Penh in 2000. CFF says it will continue campaign to overthrow Prime Minister Hun Sen.
2001 December - First bridge across the Mekong River opens, linking the east and west of the country. The 1.36km bridge cost $56 million.
2002 February - First multi-party local elections; ruling Cambodian People's Party wins in all but 23 out of 1,620 communes.
2004 August - Parliament ratifies kingdom's entry into World Trade Organization (WTO).
2004 October - King Sihanouk abdicates and is succeeded by his son Norodom Sihamoni.
2005 April - Tribunal to try surviving Khmer Rouge leaders gets green light from UN after years of debate about funding.
2005 October - Prime minister signs a controversial border agreement with Vietnam. Legal action is taken against some critics of the deal, prompting international concern.
2006 July - Ta Mok, one of the top leaders of the brutal Khmer Rouge regime, dies aged 80.
2007 July - UN-backed court tribunals begin questioning suspects about allegations of genocide by the Khmer Rouge.
2007 September - Most senior surviving member of Khmer Rouge, Nuon Chea - "Brother Number Two" - is arrested and charged with crimes against humanity.
2008 February - Cambodian court sentences 20 member of small Cambodian Freedom Fighters group to prison for attack on prime minister's office in November 2000.
2008 March - Genocide tribunal refuses bail plea of Nuon Chea.
2008 April - US court convicts Cambodian-born Cambodian Freedom Fighters leader Chhun Yasith of masterminding 2000 attack.
2008 July - PM Hun Sen's ruling Cambodian People's Party (CPP) claims victory in parliamentary elections. EU monitors say the vote fell short of international standards.
2008 July - Cambodia and Thailand move troops to disputed land near ancient Preah Vihear temple after decision to list it as UN World Heritage Site fans nationalist emotions on both sides. Officials from both states start talks to resolve standoff.
(BBC News 2008)

This part would focus on the Khmer Rouge, because it has affected the educational system in Cambodia. On 17 April 1975, after five years of civil war, Cambodia’s capital Phnom Penh fell to the forces of the Communist Party of Kampuchea (CPK), popularly known as the Khmer Rouge (Linton). Pol Pot was the leader of the Khmer Rouge. “The country was cut off from the outside world, its cities emptied, its economy militarized, and its Buddhist and folk cultures destroyed. The leadership’s ‘vision’ of a better Cambodia led to extraordinary horrors on Cambodian people, who had to endure the forced movement of their urban populations, starvation, unlawful killings, forced labor, torture, and cruel, inhumane and degrading treatment and persecution on a massive scale”(Linton). Mao-think that Pol Pot studied in China, the ethnocentric policy, and anti-Vietnam policy became the theoretical support which created the regime of terror by the Khmer Rouge (Miyamoto). Pol Pot sanctioned the use of massive violence because he believed it was the only “practical” way to achieve and protect his utopian vision for a better society in Cambodia (Valentino). By the hands of the Khmer Rouge, mainly educated people (such as teachers and respected local leaders and so on) had been killed, since they were likely to be rebel groups. Furthermore, the Khmer Rouge had denied the value of education at all points. Therefore, it can be said that Cambodia had experienced a systematic destruction of education by the Khmer Rouge, until Heng Samrin robbed the Khmer Rouge of its power in 1979. According to Linton, an estimated 20% of the 1975’s population of 7.7million people lost their lives. After the Khmer Rouge was over, the United Nations peacekeeping force, the United Nations Transitional Authority in Cambodia (UNTAC), began monitoring Cambodia in 1992. “The goal of UNTAC was disarmament of the troops, and national elections for a constituent assembly which took place in 1993. (…) Contrary to the fears of many, the elections were peaceful. Over 90 percent of the registered voters went to the polls in Cambodian freest, fairest, and most secret election since the colonial era. (…) For the first time in Cambodian history, a majority of Cambodians had voted against an armed government such as the Khmer Rouge” (Chandler). Therefore it can be said: Cambodia was able to gradually recover from many years of violence by the Khmer Rouge regime, in the wake of those elections, although not all problems were solved.

'''Educational development strategy and challenge in Cambodia'''
----

Although all educational systems of Cambodia were abolished under the regime of terror by the Khmer Rouge, according to the World Bank, there have been significant improvements in the past five years in the education sector in Cambodia, particularly in terms of primary net enrollment gains (it’s because the government of Cambodia has put more efforts on the primary education, according to Komai), the introduction of program based-budgeting and the development of a sound pro-poor policy framework. But in Cambodia, several challenges remain. For example, most Cambodian children attend some schooling, but a large share complete only a few grades-with 85 percent of 15 to 19 year olds completing just grade 1, while only 27 percent complete grade 7 (The World Bank). It is partly because parents (especially those in rural areas) are blind to the importance of education. There are also disparities in education participation rates by different regions. Moreover, inefficiency and poor quality in education service delivery at primary, secondary and tertiary levels are other major challenges. For instance, the number and the quality of teachers in Cambodia are insufficient. It is because almost all of experienced old teachers had been killed under the regime of the Khmer Rouge. In fact, one thirds of teachers in the primary school have not finished even lower secondary education (Komai). And the budget for education is extremely restricted, compared to neighboring nations (Komai). Thus, the salary of teachers is too low, which causes teachers’ corrupt practices. And the time for studying in the school is 15 hours per week, which is extremely insufficient, too (Komai). Another challenge is related to child prostitution. “In Cambodia, child prostitution has become a worsening problem since 1990’s. Many Cambodian children have been deceived by words that there are “good” sources of employment in urban areas and have left their home, and have been forced to work in the house of prostitution. In Cambodia, there are more than 8.000～15.000 children who had been damaged by child prostitution” (Social Ecoo). Furthermore, expanding of child prostitution causes spread of HIV/AIDS among Cambodian children. HIV/AIDS is one of educational challenge, since children who are infected with the HIV virus cannot get an education well.

'''The external actor involved in Cambodian educational development'''
----

Cambodia has been aided by a number of more developed nations like France, West-Germany, Canada, Australia, the United States, and Japan. The United States has contributed up to $5 million through international relief agencies to children within Cambodia (Sutter). As for Japan, many Japanese organizations such as JICA have supported Cambodian educational development. For example JICA has tried to revive Cambodian educational system, by forming projects including “the project for improvement of science and mathematics education (2000-2004)”, which is aimed to enable teachers engaged in science and mathematics education to acquire skills more than cheap tricks. In addition, The World Bank, UNICEF, UNESCO, Asian Development Bank (ADB), and some NGOs (such as World Vision in the United States, Save the Children in the UK, and so on) have also supported educational development in Cambodia. Among interesting projects formed by those organizations is the World Bank’s “Education Quality Improvement Project (1999 - 2004)”. This project aimed to develop and put into practice a participatory approach to school quality improvement and performance-based resource management. The goal was to have participating schools eventually show improvements in student enrollment, attendance and achievement (The World Bank). The result was that Students in more than 1,000 participating schools in Cambodia achieved higher test scores in literacy, had lower drop-out and higher promotion rates. In addition, this project could show that health and vocational training was the important factor in reducing student drop-out, and in improving promotion rates.

'''Works Cited'''
----

BBC News. 2008. “Timeline: Cambodia”
＜http://news.bbc.co.uk/1/hi/world/asia-pacific/country_profiles/1244006.stm＞

“Cambodian Information Center”. 2008.
＜http://www.cambodia.org/＞

Chandler, David. 2008. “A History of Cambodia”. Westview Press: Colorado, America.

“Japan International Cooperation Agency”. 1995.
＜http://www.jica.go.jp/Index-j.html＞

Kennsuke, Miyamoto. 1993. “Tounan Asia no Gennzai”. 〔The Present of Southeast Asia〕. Horupu Publication: Tokyo, Japan.

Komai, Hiroshi. 2001. “Shinnsei Cambodia”. 〔New Birth of Cambodia〕. Akashi Publication: Tokyo, Japan.

Linton, Suzannah. 2004. “Reconciliation in Cambodia”. Documentation Center of Cambodia: Phnom Penh, Cambodia.

“Social Ecoo”. 2007.
＜http://www.socialecoo.jp/series/archives/2007/07/03/entry135.html＞

Sutter, Robert G. 1991. “The Cambodian Crisis and U.S. Policy Dilemmas”. Westview Press: Colorado, America.

The World Bank Group. 2008. “The World Bank”.
＜http://www.worldbank.org/＞

Valentino, Benjamin A. 2004. “Final Solutions: Mass Killing and Genocide in the Twentieth Century”. Cornell University Press: New York, America.

[[Category:Asia]]

Archive:Mobile learning

2008-09-30T01:24:38Z

192.218.247.238:

[[Image:Nintendo DS Browser.jpg|frame|Nintendo DS for mobile learning]]

= Definitiion =

==== Japan ====

* [[Japan]] E-Leaning Consortium defined '''mobile learning''' that

"''for the office workers who have their outsidework, or for the students to use their time in the train, the technology is expected to be used any place and any time to study.''"

==== United Kingdom ====

* The [[UK]] E-Learning centre shows the definition as

"'''''Mobile learning''' is the use of learning solutions on mobile or wireless devices - and this covers a number of aspects - laptops using wireless connections; PDAs and the mobile phones.''"

*From these two definitions, the '''mobile learning''' can be said as the
"''the technology can be used in the step of studying at any place and in any time, by using the mobile or the wireless devices such as [[mobile phones]] or the [[PDA]]s''"

= The types of [[mobile learning]] =

Mobile devices which are used in [[mobile learning]] can divide it in two types, '''PDA''' and '''mobile phones'''.

== PDA[http://d.hatena.ne.jp/keyword/PDA] ==

* [[PDA]], in [[Japan]], has mainly three types such as [[Sharp Zaurs]], [[Palm os]], and [[Pocket PC]]. As its characteristics, each interoperability is low, though its operations are easier than personal computers and uptime is earlier.
:However, the diffusion ratio of PDA in the current state has bias which is overwhelmingly low compared with the [[mobile phone]], centering around the businesspeople. Therefore, the [[mobile learning]] by PDA thought about by the current state depends on spreading conditions of PDA terminal. It is expected lower in social influences in a wide generation.

== Mobile phones[http://en.wikipedia.org/wiki/Mobile_phone] ==

* For the [[mobile learning]] using the [[mobile phone]], there are the purveyor who hold out the E-learning and the leaner who receive the E-learning. As a result, there are advantages and disadvantages, from the both angle of the E-learning.

=== From the purveyor's angle ===

* For the purveyor, the ''maximum advantage'' of using [[mobile phone]] for mobile learning is that the adoption rate of mobile phone　is high. Without the situation of using the device, ther are　no selling expectation, although the study method is good. The high adoption rate of mobile phone, it is also becoming the reason of the purveyor's entry to the mobile learning market.

* Another ''advantage'' is the simplicity of collecting the charge. Cooperating with the mobile phone comapany, they can collect the charge with the phone rate.

* The ''disadvantages'' for the purveyors are that the '''mobile phones''' have the limit for learning beacause of its smallness of the screen and the inferiors of the communication. These points make the limit to the quality of the learning that is given. Also, the inferiors of the communication make the stop to the learning and it chooses the place, which becomes a reason of the insufficiency of donating the learning.

* Another point of ''disadvantage'' is that the systems are different by each telecommunications prividers and phone models, so the contents output cost become expensive.

=== From the learner's angle ===

* The ''maximum advantage'' of a [[mobile learning]] is height of the degree of freedom that can be studied anytime and anywhere for the learner. A lot of people can carry mobile phone when they go out and can learn at free time. As for this, the mobile phone is small size in the portable terminal, so it is convenient to carry.

* Also it is possible to use it anytime and anywhere even in the point that 24 hour power supply need not consider uptime by turning on. As a result, the width of user's [[mobile learning]] extends, it uses as a supplementation with study and training that uses the free time, and the lifelong learning etc. that exist are thought variously. Moreover, it can be said easy because payment is possible without spending troublesome time along with the phone rate about the charge as well as the purveyor.

* It is able to consider variously to think about the ''weak point'' on the learner side from a detailed point. First of all, because the dependancy to the [[mobile phone]] has risen by making the mobile phone in recent years multifunctional, it is not able to use other functions when being studying. And the tiredness of eyes by concentrating on a small screen for a long time while studying can be said as a body influence. The attention power to surroundings becomes loose according to the degree of the concentration and the possibility that the risk of the accident and the breach of manners increase is high.

== Current characteristics of purveyors and learners ==

<center>
{| border=1 cellspacing=0 cellpadding=8
|
| '''Advantages'''
| '''Disadvantages'''
|-
| ''Purveyors''
| Mobile phones penetration rate is high.<br />The charge collection is easy.
| Battery slice.<br />It is uneven to the communication situation.
|-
| ''Learners''
| It is able to learn anywhere and anytime.<br />It is easier to carry compared with other mobile devices.
| The smallness of screen makes the learning hard.<br />Danger of too much concentration on mobile phone.
|-
|}
</center>

= The expecting development of the Mobile Learning =
In the present stage, the Mobile Learning is still the time of the proof experiment. There are some business enterprices that are donating the leaning services, but they still have some difficulties to develop the market. But recently, the hike call rate which was the biggest problem for the people, becomes to the constant rate system, the Mobile Learning is getting to the new stage to spread out.
There is one more difficulty to the Mobile Learning. Which is the choosing the information that they input the service. The information and the subject are should carefully chosen, and thought as those informations are teaching material. Otherwise, those informations and the mobile devices have the danger of degenerating into just the service and the mobile game player.

= References =

* Paul, Daniels. [www.cec.or.jp/e2e/symp/kochipdf/C2-3.pdf]
* Sprint. Eric Madsen & Chris Whiting http://www.sprintmobilelearning.com/presentations/mLearning/
* Tara Brabazon (2007) Mobile Learning: the iPodification of Universities.

Archive:Mobile learning

2008-09-30T01:22:36Z

192.218.247.238:

[[Image:Nintendo DS Browser.jpg|frame|Nintendo DS for mobile learning]]

= Definitiion =

==== Japan ====

* [[Japan]] E-Leaning Consortium defined '''mobile learning''' that

"''for the office workers who have their outsidework, or for the students to use their time in the train, the technology is expected to be used any place and any time to study.''"

==== United Kingdom ====

* The [[UK]] E-Learning centre shows the definition as

"'''''Mobile learning''' is the use of learning solutions on mobile or wireless devices - and this covers a number of aspects - laptops using wireless connections; PDAs and the mobile phones.''"

*From these two definitions, the '''mobile learning''' can be said as the
"''the technology can be used in the step of studying at any place and in any time, by using the mobile or the wireless devices such as [[mobile phones]] or the [[PDA]]s''"

= The types of [[mobile learning]] =

Mobile devices which are used in [[mobile learning]] can divide it in two types, '''PDA''' and '''mobile phones'''.

== PDA ==

* [[PDA]], in [[Japan]], has mainly three types such as [[Sharp Zaurs]], [[Palm os]], and [[Pocket PC]]. As its characteristics, each interoperability is low, though its operations are easier than personal computers and uptime is earlier.
:However, the diffusion ratio of PDA in the current state has bias which is overwhelmingly low compared with the [[mobile phone]], centering around the businesspeople. Therefore, the [[mobile learning]] by PDA thought about by the current state depends on spreading conditions of PDA terminal. It is expected lower in social influences in a wide generation.

== Mobile phones[http://en.wikipedia.org/wiki/Mobile_phone] ==

* For the [[mobile learning]] using the [[mobile phone]], there are the purveyor who hold out the E-learning and the leaner who receive the E-learning. As a result, there are advantages and disadvantages, from the both angle of the E-learning.

=== From the purveyor's angle ===

* For the purveyor, the ''maximum advantage'' of using [[mobile phone]] for mobile learning is that the adoption rate of mobile phone　is high. Without the situation of using the device, ther are　no selling expectation, although the study method is good. The high adoption rate of mobile phone, it is also becoming the reason of the purveyor's entry to the mobile learning market.

* Another ''advantage'' is the simplicity of collecting the charge. Cooperating with the mobile phone comapany, they can collect the charge with the phone rate.

* The ''disadvantages'' for the purveyors are that the '''mobile phones''' have the limit for learning beacause of its smallness of the screen and the inferiors of the communication. These points make the limit to the quality of the learning that is given. Also, the inferiors of the communication make the stop to the learning and it chooses the place, which becomes a reason of the insufficiency of donating the learning.

* Another point of ''disadvantage'' is that the systems are different by each telecommunications prividers and phone models, so the contents output cost become expensive.

=== From the learner's angle ===

* The ''maximum advantage'' of a [[mobile learning]] is height of the degree of freedom that can be studied anytime and anywhere for the learner. A lot of people can carry mobile phone when they go out and can learn at free time. As for this, the mobile phone is small size in the portable terminal, so it is convenient to carry.

* Also it is possible to use it anytime and anywhere even in the point that 24 hour power supply need not consider uptime by turning on. As a result, the width of user's [[mobile learning]] extends, it uses as a supplementation with study and training that uses the free time, and the lifelong learning etc. that exist are thought variously. Moreover, it can be said easy because payment is possible without spending troublesome time along with the phone rate about the charge as well as the purveyor.

* It is able to consider variously to think about the ''weak point'' on the learner side from a detailed point. First of all, because the dependancy to the [[mobile phone]] has risen by making the mobile phone in recent years multifunctional, it is not able to use other functions when being studying. And the tiredness of eyes by concentrating on a small screen for a long time while studying can be said as a body influence. The attention power to surroundings becomes loose according to the degree of the concentration and the possibility that the risk of the accident and the breach of manners increase is high.

== Current characteristics of purveyors and learners ==

<center>
{| border=1 cellspacing=0 cellpadding=8
|
| '''Advantages'''
| '''Disadvantages'''
|-
| ''Purveyors''
| Mobile phones penetration rate is high.<br />The charge collection is easy.
| Battery slice.<br />It is uneven to the communication situation.
|-
| ''Learners''
| It is able to learn anywhere and anytime.<br />It is easier to carry compared with other mobile devices.
| The smallness of screen makes the learning hard.<br />Danger of too much concentration on mobile phone.
|-
|}
</center>

= The expecting development of the Mobile Learning =
In the present stage, the Mobile Learning is still the time of the proof experiment. There are some business enterprices that are donating the leaning services, but they still have some difficulties to develop the market. But recently, the hike call rate which was the biggest problem for the people, becomes to the constant rate system, the Mobile Learning is getting to the new stage to spread out.
There is one more difficulty to the Mobile Learning. Which is the choosing the information that they input the service. The information and the subject are should carefully chosen, and thought as those informations are teaching material. Otherwise, those informations and the mobile devices have the danger of degenerating into just the service and the mobile game player.

= References =

* Paul, Daniels. [www.cec.or.jp/e2e/symp/kochipdf/C2-3.pdf]
* Sprint. Eric Madsen & Chris Whiting http://www.sprintmobilelearning.com/presentations/mLearning/
* Tara Brabazon (2007) Mobile Learning: the iPodification of Universities.