Abstract
This chapter provides an evolutionary review of the design, implementation, and adoption of the Chinese e-Schoolbag (electronic schoolbag) as a mobile learning initiative and through the lens of design principles and educational innovations. At the technological level, this chapter examines the ways e-Schoolbag realises ubiquitous and flexible learning in complex technological contexts and uses mobile technologies to improve learning and teaching. It especially introduces a different design paradigm of mobile learning in the Chinese e-Schoolbag projects, based on specially designed mobile devices (other than iPads or commonly available tablets) and closed systems of software and educational resources, which contrasts with the global trends of BYOD and OERs. At the pedagogical level, this chapter looks at the tension and co-evolution between technology-driven educational innovations and the established educational systems in China. Special attention is given to contradictory expectations of e-Schoolbag by educators, policy makers, administrators, enterprises, and students as well as the stakeholders’ quandary between students’ academic achievements based on traditional assessments and digital dynamics for pedagogical reforms. It further discusses the implications and inspiration of the Chinese practices for international higher education and summarises key insights for institutional leaders and educators in developing mobile learning.
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Notes
- 1.
See the transcript of the report in Chinese at http://www.chinanews.com/edu/2015/02-08/7045157.shtml
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Ren, X. (2017). Electronic Schoolbag and Mobile Learning in China: Design Principles and Educational Innovations. In: Murphy, A., Farley, H., Dyson, L., Jones, H. (eds) Mobile Learning in Higher Education in the Asia-Pacific Region. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 40. Springer, Singapore. https://doi.org/10.1007/978-981-10-4944-6_4
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