Webinar: Reimagining rural education with adaptive learning
Join a numeracy webinar on Wednesday, April 6th, 2016 at 10:00 am EDT
A student using the Pixatel tablet-based learning platform developed in partnership with USAID Development Innovation Ventures. Credit: Pixatel

In this webinar, Prabhjot Singh co-founder and CEO of Pixatel Systems and Sidra Rehman, PhD candidate in Economics and Education at Columbia University, will provide an overview of a novel tablet-based learning platform developed by Pixatel, in partnership with USAID Development Innovation Ventures.

The platform runs on inexpensive tablets and provides children with dynamically tailored content suitable to their individual learning level—using daily practice and testing to master each topic before advancing to the next one.

Prabhjot and Sidra will discuss findings from a pilot study over the 2014 school year at rural schools in India. They will also discuss how the project’s success to date has been aided by a strong interdisciplinary team consisting of technologists, educators, and development economists from Columbia University and the University of Pennsylvania.

Pixatel recently received a follow-on USAID award to conduct a Randomized Control Trial of the intervention at scale. The webinar will delve into the learnings from field implementation that are relevant for scaling similar technology interventions and how the research being conducted will provide a deeper understanding of dynamic complementarities, non-cognitive skills development, and implications of adaptive technology based interventions for researchers and policy makers around the world. 

Pixatel Systems is a social enterprise that is reimagining how education should be delivered in rural and urban classrooms using individualized learning to enable all children to achieve their full potential and empowering teachers to personalize instruction.

Prabhjot is a serial social entrepreneur and believes that technology can be harnessed to address many of today’s key development challenges. Sidra Rehman is currently pursuing her PhD in Economic and Education at Columbia University. Previously, she worked at the World Bank, the IMF and the WTO where she conducted research on growth and development issues with a focus on developing countries. Her current research focuses on inequality, growth and education.

 

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Comments

Rural students and even urban area students in developing countries are facing many problems to use technology in education.So this new apps will help a lot solving the millenium challenge that represents the digital gap in Education.

In reply to by Boubakar Mamane

If we can get children excited about using technology and support them to learn at their own pace, I think that is the game. At Pixatel, we try to develop software that is exciting to use so kids get inspired. We, then, use the adaptive nature of the software to help students progress at their own pace with detailed solutions to help them as they get stuck on specific concepts.

It seems to me, that what we looking at here is educational challenge involving the needs of developing countries. This relates to educational studies on the rural to urban migration of students. As the majority of students in developing countries are in rural areas and the majority of better funded institutions of higher learning in developing countries are located in the more urban areas; we will continue to see the educational 'brain drain' of teachers from less economically developed areas to those that have an urban educational infrastructure in place. There are fewer opportunities for teachers working in rural areas but with 'focused' founding of projects, it hopefully will be possible to 'correct' this imbalance. It will take many years; perhaps generations of teachers but as I see it this is the situation we have at hand. One of the things that can do to help to correct this imbalance, which has resulted generations of rural female students having less opportunity than their male peers is early girls education. This has been targeted recently as one of the key needs of developing countries and an area where education funding brings the most beneficial results. Technology can bring an advantage but it must be equally distributed, otherwise, this situation will most likely continue for generations to come.

In reply to by David Bean

David, I agree with your sentiments. We have to develop sustainable and cost effective models that can enable us to reach the most disadvantaged students in rural and under resourced areas. We are continuously trying to cut down the cost of our adaptive learning platform and also using Google Play to distribute the software so it can have the largest possible distribution. The challenge is really two folds, inspiring students to develop a love for learning and empowering teachers to individualize instruction. Adaptive software with the right platform support can do this and I think this is perhaps the best approach to work towards bridging the divide that exists today between urban and rural areas.

This was a question from the webinar that we couldn't answer because time ran out: It seems like the tablets are great for providing tailored practice on concepts that are already understood by children. How does remediation for struggling students work? If a child cannot do a certain type of problem, simply having more of that type of problem to work on will not help. Similarly, having the teacher explain the problem again, in the same way, may not help.

The software assists struggling students with remediation in two ways:1) Providing a step by step solution to the problem they are struggling with so they understand the right way to solve the problem. 2) Asking the students to solve the same concept through a different problem type. We've developed about 6 - 10 different problem types for each concept so have a rich data bank to draw from. Ensuring students can different problem types also ensures that they actually understand the concept and aren't just using rote memorization to run through the exercises. The teachers also get detailed reports on the areas where a struggling student is weak so they can also assist separately with remediation.

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