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Mobile presence
Enhancing communication within learning environments
By Dan Sutch, Learning Reseacher, Futurelab |
Putting your hand up, sitting up straight, facing the front and contributing to the class discussion: all are familiar ways that learners show that they are prepared and attentive in traditional classroom activities. But for the mobile learner, spending time in class, out in the city or wandering around the local environment, what method can be used to demonstrate their 'presence' to those in their learning environment?
Mobile presence, in its first instance, is the term given to the representation of an ability and a willingness to communicate; similar to the 'status' shown on most instant messenger platforms.
But the notion of mobile presence can be extended to include the display of personal interests, location and preferred communication methods - all with the aim of ensuring that the most appropriate, timely and convenient communication can take place.
So, in its simplest form, presence is a demonstration of the ability and willingness to communicate.
I'm busy at the moment
I'm free to chat
A second notion of presence provides further information about the user along with the demonstration of an ability and a willingness to communicate.
I'm in a private space so video-call me
I'm in a public space so voice-call or text me
There are a variety of ways in which this further information can be provided. BuddySpace, for example, provides a virtual map that displays the physical location of your contacts along with their chosen state of readiness to communicate. Another example of social software that enables this type of presence is CrowdSurfer, which uses Bluetooth connection to locate friends within 80 feet of your location, then provides the opportunity to exchange photos and information with them.
A third display of mobile presence provides further information to those around you of personal interests. This is where such social software is used for dating services and bringing new friendship groups together. Equally however, it could be developed to link learners seeking similar information or those investigating similar questions.
I'm in the library (so text only) - does anyone know anything about Henry VIII's third wife?
I'm going towards the harbour - anyone have any suggestions for how it should/could be developed?
MobiLuck uses Bluetooth to recognise any other Bluetooth-enabled device within 80 feet. Based upon the signal strength of each device the software shows the distance of the other technology from you. The phone then matches the profile you create on your device with that of other phones around you, comparing your interests or requirements. It can then sound an alarm when you have a match.
I'm ready to communicate; SMS only; interests in racing cars; Year 7 students only
Within the design of learning contexts then, the vision of learners being provided with prompts to share ideas or to enter into discussion with new learning partners as they walk shared spaces becomes a possibility, blurring the relationship between formal and informal learning.
The importance of understanding how mobile technologies can enable new types of communication is vital in thinking about the future of learning practice. Mike Sharples, Director of the Learning Sciences Research Institute at the University of Nottingham highlights how,
"Every era of technology has, to some extent, formed education in its own image. This is not to argue that technology determines education, but rather that there is a congruence between the main technological influences on a culture and the contemporary educational theories and practices. Thus, in the era of mass print literacy, the textbook was the medium of instruction, and a prime goal of the education system was effective transmission of the canons of scholarship. During the computer era of the past fifty years, education has been re-conceptualised around the construction of knowledge through information processing, modelling and interaction. Now, as we enter a new world of global digital communication, it is no surprise that there is a growing interest in the relations between mobile technology and learning. What we lack, though, is an innovative and enhancing educational framework for the new age of mobile technologies." (Sharples 2005)
For the technologists, the questions of what information can be gathered to 'digitally describe' a learner's context becomes important so that information provided can be as appropriate as possible. The notion of presence uses signifiers such as location, people, interests and communication channels.
For teachers and educationalists, it is important to recognise that young people are already making connections and learning in these ways and are beginning new learning conversations due to connections made through displaying mobile presence. How, then, does this affect their abilities and requirements within the formal classroom?
Could mobile presence then be used as a prompt to finding new experts within a community? Creating new partnerships where learners can talk about their interests, ask questions and share their understanding? Could presence enable the creation and connection of new learning communities?
Links
Sharples, M (2005) Rethinking Learning for the Mobile Age Kaleidoscope Viewpoint Article
www.noe-kaleidoscope.org/pub/lastnews/default-0-read159-display
BuddySpace: kmi.open.ac.uk/projects/buddyspace/
CellSpotting: cellspotting.com/webpages/cellspotting.html
CrowdSurfer: smallplanet.net/
MobiLuck: www.mobiluck.co.uk/
"With the possibility of accessing the Internet anywhere and always from a wide variety of devices ranging from powerful multimedia desktop computers to tiny mobile devices, it becomes increasingly important to be able to control the 'visibility' of people and devices and to express their capabilities. 'Virtual and Persistent Presence' is the umbrella term that captures these issues."
K Wierenga, H Eertink, Virtual and Persistent Presence from a Mobility Perspective, Tutorial
presented at the TERENA Networking Conference, 2001, retrieved from
www.terena.nl/conf/tnc2001/proceedings/abWieringa.pdf
November 2005
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