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Image showing the workflow for translating the prospective use into actual use in a Chinhat classroom
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The educational system, especially in developing regions, remains one of the most challenging systems for intervention and implementation of change. The objectives of this paper are to present findings of the first year of an evaluation study of Digital StudyHall (DSH), a Facilitated Video Instruction system being used in rural primary schools in I...
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... the analysis, we illustrated how the moments of efforts by varied actants translated to actual instructional hours for the students and teachers in the classrooms. Consider the following workflow for the above analysis (see Figure 5). In organizing support for teaching and learning in DSH classrooms, the translation of use was an account of actants seeking workarounds to overcome obstacles. ...
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The purpose of this paper is to discuss the findings on digital literacy skills among students and research scholars of the Law School, Banaras Hindu University, Varanasi. For the purpose of data collection, 100 questionnaires were distributed, out of which 90(90%) responded. The findings reveal that majority of the respondents were male designated...
Citations
... The domain of education has been a primary focus of research across all the research communities. A large body of existing scholarship in HCI, CSCW, and ICTD has focused on technologymediated education in under-resourced contexts [1,43,50,58,79,97,105]. With the progression of technology, researchers across the global north and global south have studied the design of educational technology for diverse communities [83]. ...
... Madiao et al., [57] deployed a voice-based IVR learning system in the constrained settings in Côte d'Ivoire that aimed to foster children's literacy developments and investigated adult support as a critical anchor to improve learning among children. Similarly, to improve the learnings among the low literacy populations and resource-constrained environments, another line of research investigated the impact of learning by disseminating video-mediated education resources [2,24,79]. Vishwanath et al., [102] in their work detailed the role of lowcost virtual reality learning experience among the students at an under-resourced learning center. Researchers have also explored the factors such as socio-cultural values, environment, etc., which afect the design of collaborative educational applications for children [83]. ...
... The Need for Exploration of Technostress in HCI4D Settings. A rich body of HCI4D literature has examined technology-supported education in low-resource settings [34,57,99,105], with a growing focus on building tools to support teachers in classrooms and beyond [4,35,42,49,51,55,73,84,86]. To name a few examples, Mathur et al. [63] developed a phone-based content authoring system to help teachers develop teaching aids, Ames examined the One Laptop per Child intervention in Paraguay [2,3], and Frias-Martinez et al. evaluated a mobile learning tool in classrooms in Peru [37]. ...
Smartphones play an increasingly large role in the professional lives of teachers in low-income contexts, creating an urgent need to better understand the role of technology-related stress (technostress) in teachers' smartphone use for work. We contribute a mixed methods study analyzing the impact of smartphone use on teachers' work lives in low-income Indian schools. Findings from 70 interviews and 1,361 survey responses suggest that although smartphones aid teaching and administrative functions, smartphone use also significantly predicts burnout among teachers, with technostress providing a major explanation for this relationship. We reveal how teachers' work is constantly surveilled and monitored via technology and how teachers' personal smartphones were controlled and repurposed through socio-technical structures by the higher management to serve management's goals, substantially increasing the work teachers were required to perform outside of work hours. Our work extends technostress research to HCI4D contexts and highlights the need to develop better support structures for teachers and rethink how smartphones are used in their work.
... Lack of quality teaching, which has been a persistent problem in both K-12 and higher education in India [20] has been tried to be addressed by several interventions by bringing expertise from outside through connecting local teachers with experts in developed countries [8,91] and investigating pedagogies to adapt and utilize global online education content, e.g., MOOCs [20]. ...
In India and other developing countries, Community Health Workers (CHWs) provide the frst line of care in delivering necessary
maternal and child health services. In this work, we assess the
training and skill-building needs of CHWs, through a mobile-based
training intervention deployed for six months to 500 CHWs for
conducting 144 training sessions in rural India. We qualitatively
probed 1178 questions, asked by CHWs, during training sessions,
and conducted a content analysis of the learning material provided
to CHWs. Further, we interviewed 48 CHWs to understand the
rationale of information seeking and perceptions of training needs.
We present our understanding of the knowledge gaps of CHWs and
how the current learning material and training methods are ineffective in addressing it. Our study presents design implications for
HCI4D researchers for mobile learning platforms targeted towards
CHWs. We also provide policy-level suggestions to improve the
training of CHWs in India or a similar context.
... Several interventions have focused on improving the quality of instruction by connecting low-skilled teachers in rural areas with expert teachers via video-based content [9,60]. Another cluster of studies have specifically examined the motivations of teachers in low-resource schools and the challenges that they face. ...
... These advances are resulting in learning becoming increasingly blendedVwhere a student learns, at least in part, at a brick-and-mortar facility and partly through online learning, with some student control "over the time, place, path, and/or pace" [1]. Extending this further, new models of education delivery are being experimented with such as the flipped classroom [2][3][4][5][6][7][8], which encourages self-learning outside the classroom through access to quality digital content, and more hands-on problem-solving time with the teacher inside the class. ...
We present the motivation, design, and preliminary study of a mobile-enabled, blended learning technology called the Cognitive Learning Companion (CLC). The CLC concept emerged from field studies with teachers and students in Africa. These studies led to two key high-level requirements that shaped the design philosophy of CLC: 1) seamless support for different modes of learning and teaching in a blended scenario (where a student learns in part through face-to-face interactions with a teacher in a classroom, and in part through a combination of teacher and system supervision/direction outside of class) and 2) support for tracking student engagement and sentiment during this blended learning journey, and the interplay of these affective processes with concept and skill-building processes as part of learning. In this paper, we discuss findings from the field studies and outline our approach to address the requirements. We present the overall architecture and design of CLC. The first version supporting a core set of capabilities for blended learning has been implemented as mobile applications for teachers and students. We conducted a limited pilot to test the technology in an actual classroom setting. We also report on a usability study of CLC that demonstrates user awareness and support for data-driven cognitive decision-making in education.
... Participating teachers are given training on facilitation techniques and ongoing professional support. Initial findings from earlier DSH deployments [30] were promising, indicating positive growth in pedagogical development of participating teachers and high levels of student receptivity. ...
... The archival literature on DSH is limited. A paper (independent of this evaluation study) was published in AERA looking at the outcomes of DSH in a several schools [30], and additional nonarchival talks and writings are available on the DSH website [6]. The AERA study was based upon a group of schools that had been picked for DSH based on their potential to adopt the new methodology. ...
We describe a two-year study of the use of facilitated video instruction in government primary schools in North India. The study involved deploying Digital StudyHall (DSH) in eleven schools, and following the progress of participating teachers in adopting the technology and pedagogy. The goal of the study was to evaluate the potential for large scale expansion of the DSH model into other government schools. Even though the system was used consistently, and was evaluated favorably by teachers and students, we found significant obstacles to scalability and sustainability of DSH in North Indian government schools.
... EducationPortal.com) that aggregate links to them. Another noteworthy effort is the Digital StudyHall project [44]. They digitally record live classes, collect them in a large distributed database, and distribute them on DVDs to poor Flesch Reading Ease Score [17] 206.835 − 84.6 × S/W − 1.015 × W/T Flesch-Kincaid Grade Level [ ...
Many textbooks written in emerging countries lack clear and adequate coverage of important concepts. We propose a technological solution for algorithmically identifying those sections of a book that are not well written and could benefit from better exposition. We provide a decision model based on the syntactic complexity of writing and the dispersion of key concepts. The model parameters are learned using a tune set which is algorithmically generated using a versioned authoritative web resource as a proxy. We evaluate the proposed methodology over a corpus of Indian textbooks which demonstrates its effectiveness in identifying enrichment candidates.
CBM (Condition Based Maintenance) solutions are increasingly present in industrial systems due to two main circumstances: rapid evolution, without precedents, in the capture and analysis of data and significant cost reduction of supporting technologies. CBM programs in industrial systems can become extremely complex, especially when considering the effective introduction of new capabilities provided by PHM (Prognostics and Health Management) and E-maintenance disciplines. In this scenario, any CBM solution involves the management of numerous technical aspects, that the maintenance manager needs to understand, in order to be implemented properly and effectively, according to the company’s strategy. This paper provides a comprehensive representation of the key components of a generic CBM solution, this is presented using a framework or supporting structure for an effective management of the CBM programs. The concept “symptom of failure”, its corresponding analysis techniques (introduced by ISO 13379-1 and linked with RCM/FMEA analysis), and other international standard for CBM open-software application development (for instance, ISO 13374 and OSA-CBM), are used in the paper for the development of the framework. An original template has been developed, adopting the formal structure of RCM analysis templates, to integrate the information of the PHM techniques used to capture the failure mode behaviour and to manage maintenance. Finally, a case study describes the framework using the referred template.
