Intelligent Tutoring Systems by and for the Developing World: A Review of Trends and Approaches for Educational Technology in a Global Context <s> Internet Reliability <s> Most personalized learning systems are designed for either personal computers (e-learning) or mobile devices (m-learning). Our research has resulted in a cloud-based adaptive learning system that incorporates mobile devices into a classroom setting. This system is fully integrated into the formative assessment process and, most importantly, coexists with the present e-learning environment. Unlike many mobile learning systems, this system provides teachers with real-time feedback about individual and group learners. Its scalable and extendable architectural framework includes the server-side pedagogical recommendation of content adaptation based on the users’ knowledge-levels and preferences. Content is also automatically adapted to the end device that is being used. This context-aware delivery allows users to switch between e-learning and m-learning, and between devices, without any loss in personalized content. Our work builds on a web-based Adaptive Learning and Assessment System (ALAS) that is built on the Knowledge Space Theory model. At present, this system is used at school computer labs and our goal was to widen this user-base by enhancing this system to support personalized learning on mobile devices. This study describes our process of developing this technology, and contains an empirical analysis of students’ performance, perceptions, and achievements when using ALAS on both personal computers and mobile devices. <s> BIB001 </s> Intelligent Tutoring Systems by and for the Developing World: A Review of Trends and Approaches for Educational Technology in a Global Context <s> Internet Reliability <s> This paper presents the design, deployment and evaluation of a blended learning intervention that used Khan Academy videos to teach Grade IV and Grade V Mathematics to children in a developing country. A unique aspect of this learning intervention was the use of a self-contained, satellite-enabled learning van that visited a school once every two weeks to provide learning access to children and teachers in remote areas. Pedagogy included teacher mentoring and structured feedback to students and teachers based on online formative and summative assessments using Android tablets. Six pairs of control and treatment groups were used to evaluate this intervention. Based on results of standardized test instruments, the treatment groups outperformed the control groups in five out of six cases, observed effects were from 0.86 to 2.5 indicating that the approach worked well. <s> BIB002
Internet reliability matters the most in a classroom setting, since a short disruption would be a minor hiccup for independent work. However, losing the Internet in a class setting will wreck any lesson plan that relies on it. The systematic study provided few solutions for Internet unreliability. BIB001 employed asynchronous communication for robustness against Internet problems in a mobile context, but this is only useful for web homework or independent study. As a result, web-reliant ITS are probably a bad fit for most developing world classrooms. However, web-based ITS could still be effective outside of a school setting if their data usage is handled appropriately. The "well model," Learning Vans BIB002 , and other approaches noted previously should also mitigate these issues.