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Anywhere, anytime: Using mobile phones for learning
by
Thomas McNeal and Mark van't Hooft
Using real-world resources for teaching and learning in the classroom can make education more meaningful and relevant to our students. One way in which the school-to-world connection can be made is with one and two-way video-conferencing technology. Traditionally, video-conferencing systems have been expensive, often difficult to use, and as a result, not accessible to many teachers. To address this issue, the Desktop Videoconferencing (DVC) Project at Kent State University’s Research Center for Educational Technology (RCET) has been investigating new and unique ways of using video-conferencing for learning with mobile phones. This article starts out with an overview of what we know about cell phone use in education, provides a glimpse at other projects around the world that are pushing the envelope with regards to mobile and connected technology for teaching and learning, and ends with a description of the Video Cell Phone Project at Kent State. Cell Phone Use in Education Much has been written about the potential of mobile technologies for education, characterized by mobility, relatively low cost, ease-of-use, interactivity, context sensitivity, and connectivity. Because of their form factor, these digital and personal tools allow learners to transcend the boundaries of time and space imposed by schools, and to connect with literally a world of information anytime and anywhere (see e.g. Breck, 2006; Inkpen, 2001; Rogers & Price, 2007; Sharples, 2000). In addition, mobile devices enable learners to collaborate, create new knowledge, and share this immediately on the Internet, all within real-world contexts (Alexander, 2004; Roush, 2005). The mobile or smart phone is an increasingly popular mobile platform, especially among younger generations. For example, the Mobile Life Survey that was recently conducted in the United Kingdom indicated that “more than nine out of 10 12-year-olds in the UK now have a mobile phone” (BBC News, 2006b). Teens in Scandinavia and Asia have near 100% mobile-phone ownership (Katz, 2005). In New Zealand, a survey of children between 7-19 years of age reported that about half of them owned a cell phone, and 73% reported using one (Netsafe, 2005; Yates, 2003). In the U.S., statistics similar to the ones in New Zealand have been reported (Lenhart, Madden, & Hitlin, 2005). The mobile phone is a modern-day wireless technology that has drastically changed how people communicate, and create, access, and share information (see e.g. Ito, Okabe, and Matsuda, 2005; Katz, 2006; Rheingold, 2002). Many phones have multiple functions, such as email, texting, Internet browsing, and photo or video capabilities that have created such phenomena as cultures of texting in Southeast Asia and grassroots journalism (Gillmor, 2004, 2006; Rheingold, 2002). In addition, because mobile phones are tools to access, create, and share information, they have the potential to be valuable tools for teaching and learning (e.g. Hoppe, Joiner, Milrad, & Sharples, 2003). Despite the global proliferation of cell phones, they have not been widely used in education, as many adults are still reluctant to allow widespread access to the devices in formal educational settings. For example, the use of cell phones has been a hot topic of debate in New York City, where the ban on cell phones has been enforced more strongly as of late. While school officials and the mayor oppose student access to cell phones in school because they are a nuisance, cause cheating, increase gang activity, or lead to the taking of inappropriate pictures in bathrooms and locker rooms, students say they need the phones to stay in touch with their families, especially in case of an emergency. The latter is a strong argument in a city that was severely hit by the September 11, 2001 terrorist attacks. In between these two groups seems to be a relatively larger group of parents, teachers, and administrators, who say they'll allow cell phones in schools as long as teachers can set guidelines for use, e.g. have kids leave phones off and out of sight during class (see e.g. this Edutopia Poll). Despite the reluctance, there are plenty examples of educational projects that illustrate the power of mobile phone use for teaching and learning. Because of the portability of the technology, most projects that include cell phones take place outside of the classroom. A few examples include:
· Frequency 1550 · MOOP, Mobile Learning Environment for Creative Learning Situations: an interactive m-learning environment for situations in which primary school pupils use a mobile phone to observe and analyze their surroundings and communicate within groups. The learning environment supports inquiry learning, during which a pupil outlines his or her thoughts on the current topic, collects information and observations from the surroundings, and reports the findings in the network learning environment. An example of MOOP can be found in the Korvensuorua schools in Finland. · MyArtSpace: a British project that “enables students (as part of a school visit) to collect physical objects from a cultural venue using a mobile phone, learn more about the objects that they collect, and then publish their own gallery online” (MyArtSpace, 2006). The strengths of this project lie in the use of mobile phones when appropriate, combined with the use of other technologies to bridge formal and informal learning (Vavoula, Sharples, Rudman, Lonsdale, & Meek, forthcoming; for more information and a short video about this project, see this Handheld Learning 2006 presentation).
· National Museum of History, Taipei, Taiwan · Chimer project: a European project that, according to its website, “sets out to capitalize on the natural enthusiasm and interest of children in developing new approaches to the use of evolving technologies for documenting items of cultural interest in their local communities. Twelve-year-olds in different parts of Europe will follow the guidance of museologists and teachers in building digital maps combining geographical coordinates defined by using GPS devices with the creative use of mobile technology and digital cameras […] Children from Bohemia to La CoruÑa and from the Netherlands to Vilnius will combine drawings and photographic images with their own comments on items of interest. In this way, little by little, they will participate […] in creating a digital archive of their own towns, villages and surrounding communities which should enhance interest in these regions, not only for children but for other age groups.”(www.chimer.org/chimer_1.html) The DVC Video Cell Phone Project Based on research in mobile technology and learning, and with the support of Verizon Wireless, the DVC Project started investigating the use of video cell phones to bring community resources into the classroom in 2005. The idea for this project sprang from the limitations of traditional video-conferencing tools. Time and time again video-conferences were unsuccessful because schools did not have enough bandwidth to carry a decent signal or firewalls blocked the ports needed for IP-based video-conferencing. Purchasing dedicated T1 lines for additional bandwidth was not an option because of its cost. In terms of firewalls, most schools would not consider opening up ports because of the associated security risks. Consequently, we looked for a way to get around these obstacles that did not cost a great deal of money or require the opening of ports in firewalls. We needed something portable, wireless, and easy to use, with the ability to send and receive video. These requirements eventually led us to video cell phones, which have been used in Asia and Europe for two-way videoconferencing, although this technology is not yet available in the United States. However, cell phone technology that is available in North America is capable of receiving video clips of news, sports, and entertainment events. They can also capture still pictures and 15-second video clips and send them to e-mail addresses or websites such as flickr (pictures) or YouTube (video) for later viewing. Using the available technology, DVC Project staff developed a way to use two video cell phones to conduct a conference using previously acquired cell phone video clips. While this is not true videoconferencing, it would give students the chance to talk to an expert and see video clips that would help illustrate the concepts discussed using real-world examples. The Video project required two video cell phones with data service, a classroom computer with QuickTime for viewing the video clips, and a teacher’s e-mail account. Teachers and students could also create multimedia reports with the clips. After many hours of research into cell phone capabilities and providers, we worked with Verizon Wireless to put the needed equipment and services in place, including video cell phones and data transmission services. We no longer had to worry about the available bandwidth at schools or firewalls blocking our video feed. The Video Cell Phone Project was born. The goals of the initial project were to:
DVC Project staff worked with teachers, students, volunteer reporters, resource sites, and experts. The teachers and students decided what resource site(s) they needed to access in order to enhance their studies. So-called “Roving Reporters” would visit the chosen resource site(s) (e.g., museums, businesses, local political offices, and a farm) and interview the experts on site. Our “Roving Reporters” were two female high school seniors who already knew how to use the cell phones for making video clips. We only had to provide instruction on what types of video clips and picture files would work best and how the microphone in the phone would pick up the sound most effectively. During the interview, the “Roving Reporters” would create video clips and picture files with the video phones. Usually video clips consisted of expert responses to questions submitted by students in the classroom, or shots of subjects of interest at the resource site (e.g. penguins at the zoo). After the students in the classroom reviewed the video clips and researched the subject further, a phone conference was arranged with an expert. The phone conference would take place on the same day the video clips were created and e-mailed or on a future date. Students would utilize the video cell phones (with speaker phone capabilities) or a classroom phone system. A live “Q & A” session would be held during the phone conference so students could ask the expert questions on the subject area they were investigating and keep detailed notes on the conversation. They could then use their notes, video clips, pictures, and other research to create multimedia presentations.
So far, we have conducted four successful conferences using the Verizon wireless video cell phones. Mrs. Karen McClain’s special needs class in Stow, Ohio interviewed an educator at the Akron Zoo
Picture 1. Conference with mayor of Stow.
Picture 2. Conference with educator from Akron Zoo. Picture 3. Students participating in a conference from the AT&T Classroom. The DVC Project staff has been very pleased with the first round of testing with the video cell phones. All of our expectations have been met: we have provided video-conferencing to schools that could not do it before, we’ve shown how resource sites can be valuable tools for learning even when students cannot visit them, and students have had a chance to talk with local experts. The learning curve on creating and sending the clips was low, and the technology has performed well.
In addition, the students receiving the clips have taken more of an interest in their chosen subjects and their learning has become more relevant by being able to connect with real people in their communities. Mrs. McClain commented Conclusion During the 2006-2007 academic year the DVC Project plans on adding three more classrooms to the Video Cell Phone Project. Two of the classrooms will collaborate with the Akron Children’s Hospital and the third will work with Hale Farm and Village. These classrooms have not been able to use videoconferencing in the past because of the bandwidth and firewall issues previously discussed. The project will also incorporate new software that can move us closer to real-time videoconferencing, called PocketCaster. This tool makes it possible for anyone to do a live video broadcast to a global audience from a mobile device. With PocketCaster, our “Roving Reporters” will be able to send a video stream from the cell phone via server to students, without having to worry about bandwidth or firewalls. Students in the classroom or other locations will be able to view the video in real time on a computer or on a mobile device. The video can also be archived for viewing at a later date. While this is not true real-time videoconferencing because the video is only one-way, we will no longer be limited to 15 seconds per clip. In order to add a real-time component, a second phone could be used for a live phone conference with the site at the time the video is shot. With regards to research, we expect to investigate how the use of mobile tools can help diminish the spatial and temporal boundaries that current schools impose, and what changes need to be made in curriculum and pedagogy to successfully use cell phones for teaching and learning. In addition, research is needed that investigates how cell phones fit into an overall technology infrastructure for education, both in schools and the world beyond. Finally, the issue of scalability of small projects like the DVC Cell Phone Project needs to be explored. While our project scope is still limited compared to some of the other ones described in this article, the potential of cell phones as an educational tool is enormous. Not only can it free teachers from the limitations and security restraints of a school’s network infrastructure but it can liberate learning from the confines of a classroom. As the mobile phone projects reviewed here show, students can use this highly mobile and connected tool to conduct research, collaborate with one another, and create their own learning. With the continued advances in wireless mobile communication such as live video-streaming and software-defined radio (SDR; see e.g. BBC News, 2006a; Wikipedia, 2006) it will soon be possible for any teacher to have the resources of the world at their finger tips. The cell phone with internet service, text messaging, and videoconferencing capabilities may be the tool we have all been looking for. References Alexander, B. (2004). Going nomadic: Mobile learning in higher education. EDUCAUSE Review, 39 (5), 29-35. Retrieved September 27, 2006 from https://www.educause.edu/pub/er/erm04/erm0451.asp?bhcp=1 BBC News. (2006a, September 27). ‘Tower of Babel’ technology nears. Retrieved September 27, 2006 from https://news.bbc.co.uk/2/hi/technology/5382086.stm BBC News. (2006b, September 19). Youngsters ‘reliant on mobiles’. Retrieved September 21, 2006 from https://news.bbc.co.uk/1/hi/business/5358784.stm Breck, J. (2006). Why is education not in the ubiquitous web world picture? 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