Mobile Photos and Videos for Learning

There are many aspects to this topic that could be addressed for learning purposes.  I am going to focus on just a couple of perspectives. 

I was recently with my two-year old nephew and since I do not have children nor am I around children much, it was interesting to see him use my sister’s mobile phone for learning.  Part of his use of the phone was for entertain purposes (at least that is how he perceived its use), but my sister would sit with him and they would watch YouTube videos.  The videos provided a level of learning for him: they taught him how to pronounce certain words and learn new ones.  As I was thinking about the use of video in this context for my nephew, the hardware was small (a smartphone) so he could hold it in his hands, the videos were brief – only a couple of minutes long and they kept his attention, and he learned new words.  I would imagine for most parents this is not an enlightening scenario, but it was fascinating to watch.

In another context for learning with mobile photos and videos falls into a research category for undergraduates, graduates and adult learners.  The power of mobile technology to capture field research, record it and transmit it back to experts for further analysis can:

·      Allow a larger group of researchers to provide their input into the significance of the data collected in the field.

·      The guidance provided to field researchers based on their photos and videos could save time, costs and add further value for researchers to refine the data they collect while they are still in the field.

·      Capturing field research with photos and video will provide a historical record of the data and allow for comparisons over time.

 Another interesting opportunity for learning with the video camera on a mobile device is utilizing augmented reality applications.  Augmented reality places a virtual overlay of data as you point the camera of your mobile device at certain objects; augmented reality applications also utilize GPS technologies and mobile data.  The learning opportunity with augmented reality is that learners could point their mobile devices at a historical object and the overlay would provide you with more information about the object; click a link and it could take you to a web page with additional information.  Take for example the historical city of Edinburgh, Scotland – augmented reality applications have been developed so that visitors can learn more about the city by pointing their mobile phone cameras at historical sites, then information about the sites appear on the phone’s screen. 

From a less academic perspective, mobile videos could provide the workforce in the field with just-in-time learning opportunities with How-To videos.  These videos could help individuals understand how to complete a task, be it something rather simple where a refresher is needed or a complex task where reviewing the steps involved will ensure successful completion. 

My last example for using mobile video and photos is what I would classify as amateur journalists, who want to share and document a story or historical event.  I think a great example of this type of journalism has been seen in the Middle East over the past few months.  While there is a desire for democracy in autocratic States, the autocrats control the media and how information is disseminated.  Mobile phones provide citizens with away to document what is happening in the streets and share their stories with the world.