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Using accessible technology as an innovative tool in conflict zones

Tue, March 27, 11:30am to 1:00pm, Hilton Reforma, Floor: 2nd Floor, Don Diego 4 Section A

Proposal

Background
Technology is increasingly being used to improve educational access in conflict and emergency zones. Countries such as Haiti, India, and the Philippines offer examples of conflict and/or natural disaster zones which have vulnerable infrastructure and have been able to revive educational programs, particularly in rural areas, through the introduction of mobile phones (USAID, 2013). Massive Open Online Courses (MOOCs) in particular have allowed for greater access to a wide array of content (Moser-Mercer, 2014). However, MOOCs remain largely impersonal and there are invariable delays in feedback and assessment, which is especially problematic in language MOOCs (Bárcena et al., 2014). The face-to-face model used by Paper Airplanes overcomes these pedagogical challenges by creating opportunities for immediate feedback and assessment and by facilitating interpersonal connections between tutors and students.

Solution
Paper Airplanes students and tutors are recruited online via social media, websites, and language education listservs. Pairs are matched using an algorithm that takes into consideration age, gender, language level, and academic interests. Before tutoring begins, students take an online language placement test using Google Forms, while tutors go through a two week training using Google Classrooms. This training is comprised of videos, readings, and activities on the topics of conflict education, language tutoring, intercultural communication, and the Paper Airplanes curriculum.

Once tutors and students have completed their pre-matching requirements, they are put in contact with each other and begin meeting at least 1.5 hours per week. Pairs use a variety of free and widely accessible media to connect with each other including Skype, Google Hangouts, and WhatsApp. These platforms allow for real-time conversations as well as screen sharing so that students can work through assignments and activities with the support of their tutors.

Because most students use their mobile phones to access tutoring and classes, it is critical that the course materials are mobile friendly both visually and in terms of data use. To this end, Paper Airplanes uses Google documents, which are easily navigable by phone. Whenever possible, tutors screen share documents rather than having students download copies because this keeps the data requirements to a minimum. When it is necessary for students to download assignments, the documents are text based and avoid large image files that eat up significant amounts of data.

Challenges
While the one-on-one tutoring and small group class models overcome the time lags and interpersonal distance of MOOCs, some of the challenges are quite similar. Internet connectivity and unreliable electrical grids are a strain across the region. Inside Syria, bombings have affected many students, and it is not uncommon for pairs to lose contact with each other as students must suddenly pick up and leave everything behind. In addition, students are obligated to use VPNs in Syria because Google applications are blocked. While this doesn’t pose a major challenge in and of itself, often the internet is so slow that students can’t login to a VPN to gain access to Google.

Significance
Despite the challenges posed by inconsistent internet connections and blocked sites, the Paper Airplanes model provides access to education in areas that are difficult for aid organizations to reach. While MOOCs also offer this advantage, the one-on-one and small group classes eliminate the time and personal disadvantages of MOOCs and allow for tutoring sessions and lessons to be tailored to individual student’s needs.

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