This post is in response to some of the questions being asked for Week 2 of the #MobiMOOC open course on mobile learning, in case you just stumbled here and don’t know why I am answering questions that nobody was asking. What do you really want to do with mobile learning? Now this is the real question. We are all pragmatic souls (those working in education) and all desire to link pedagogy to best practice, to link activities to real learning, to avoid a technological determinism in regards to particular brands, platforms, or code. In short, we want to realize the maximum potential of the maximum number of people with the minimal of resources. Ideally, this potential can be realized in a self-sustaining, self-regulating, sustainable sort of way.
But that minimizes the stretch, the real reach out there to the cosmos, to yank something triumphant from the noise. Can you hear the music swelling in the background? What do I really want from mobile? I want a world and a learning ecosystem where the learner can write large, assemble, and reassemble their world. I want a mobile learning system that allows students to write their notes across buildings (virtual graffiti), to represent their learning in images, audio, video, and text and kinesthetically slot those into their environment. I want the record of a place to be available as layers, a flipbook of progress through time at a particular location. I want to see all the poetry, literature, and history written at a locale, for a locale. I want to see it at night, during the day, in winter and summer. I want to know what stood here in 1900 as well as 2011. I want that all available through mobile. And I want to be able to assemble all of this knowledge, interaction, into a learning representation. A book. A paper. A presentation. Art. It might sound like gobbledygook, but I am basically talking about augmented reality applications, Layar and their ilk. Harness that with annotation tools, places that record thoughts, ideas, notes, on the object itself (and perhaps even linked to the object-a memory for buildings, structures as well as people). I had tried to map this out a bit with New York City as a backdrop.
So that is what I want. A learning ecosystem of mobile (ubiquitous) technology allowing for a layered interaction with space and time. I think the learning potential is enormous and the technology is just about there. Is this accessible for developing nations? No. Is it even accessible for established learning communities? No, not really. Will schools suddenly start sending their students through the streets of the urban jungle recording and documenting, constructing and presenting? Not yet. But it is there if we want it to be. And at some point, presumably, accessible by good portions of the globe. Now is this the project I am going to be working on in the near future? No. I will and want to work on development projects linking networks of scholars, learners, and practitioners in knowledge exchanges via SMS. I want to do this in urban school districts here in the US and in developing nations. But my eye will be on this augmented reality future, however surreal it might seem. Here are some resources if anyone is interested.
- Carter, S.; Churchill, E.; Denoue, L.; Helfman, J.; & Nelson, L. (2004). Digital graffiti: public annotation of multimedia content. CHI ‘04 extended abstracts on Human factors in computing systems.
- de Souza e Silva, A. & Sutko, D. (ed.) (2009). Digital Cityscapes: merging digital and urban playspaces. New York: Peter Lang.
- Gemeinboeck, P.; Dong A. & Veronesi, F. (2007). Who writes the city? Mobile Media 2007, University of Sydney, Australia, University of Sydney.
- iTacitus – Intelligent Tourism and Cultural Information through Ubiquitous Services. Retrieved December 10, 2010, from http://www.itacitus.org/
- Layar. Retrieved December 10, 2010, from http://www.layar.com/.
- Museum of London – Streetmuseum app. Retrieved December 10, 2010, from http://www.museumoflondon.org.uk/MuseumOfLondon/Resources
- Wikitude World Browser. Retrieved December 10, 2010, from http://www.wikitude.org/