Video Conference with Taganrog State University

On 24th April 2006, I participated as an observant in a video conference course conducted at Media Lab, UIAH.
The course is a joint project among Taganrog State University of Radio Engineering in Rusia, University of Tampere, University of Art and Design Helsinki and University of Helsinki in Finland. This course is coordinated by Professor Tapio Varis, Gavan Titley, Peter McGrory and Ksenia Avetisova. The main target audience of the course are students from the Linguistic Department of Taganrog State University. Most of the tutors come from several Finnish universities mentioned above.

Today, we had Heikki Maenpaa and Professor Tapio Varis shared their experience how ICT could be used to build communication and facilitate the sharing knowledge and learning process at an international level. They gave an example, how they had used Skype, a real-time web-based ICT application, to introduce Finnish music and songs to Japanese national television audience.

Nowadays, there are many alternatives how teacher can easily pick any tools or use any services available from Internet and use them right away to enhance their teaching activities. However, a common understanding among stakeholders about the goals, philosophy, understanding, literacy about the new tools is necessary before starting to use them, especially in facilitating international collaborative learning process. Teachers and students need to have same passion and speak same language are a couple of important things to be considered in a multicultural distance learning. In addition to that, Heikki emphasized that teachers needed to have creativity to carry out this kind of learning process. Creativity should come from the heart, not a money-oriented matter.

During the lecture, I observed that awareness of using ICT to enhance learning and cultural sharing is different from each country and each person. For example: during the question and answer session, only one out of thirteen student in Taganrog University knows about Skype and other Instant Messaging services. Surprisingly, in Japan, the audience in the television station, were amazed when Tapio in Finland and Heikki in Japan conducted Skype video conference, played music and sang a song together.

The lecture was very interesting. The students in Taganrog University seemed to have a lot of fun, although there were some technical problems there. The electricity was dead and they could not connect the computer to LCD projector and beam the lecture on the wall. With a very small computer in the middle, the students carefully listened to the lecture in a half-circle sitting position. They followed the lecture very seriously. In most of the time, they did not spontaneously ask any questions except they were given a chance by the moderators or speakers. The quality of sound was quite good, but there were difficulties in seeing the faces of the students during the lecture.

Relate this experience to my own research work in ICT for developing countries, such as Indonesia, international collaborative video-conferencing lecture seems to be an good alternative for the teachers and students to expand the horizon and experience new ways of learning. Currently, there are a lot of Indonesians, who wants to pursue their further study abroad, however only few get the opportunity to to time and financial restrictions. Similar video conference technique may be not affordable for most educational institutions, yet using current web-based application, such as Skype and Instant Messaginging, can be more cost-effective and efficient. We only need to know and decide wisely, which tools are appropriate, effective and efficient in facilitating different ways of learning. Teachers and students need to grow their awareness the potentials of the tools and services for learning as well as their literacy in operating them.

RFID and mobile technology in learning

We have got numerous and various examples of social softwares, groupwares, mobile and digital television medias already available in front of us. Some have been used for learning while others only for fun. I do not think that we should add by creating another similar one, instead we should consider combine or hybrid them into a new one.

Designing a mobile learning system that incorporates RFID (Radio Frequency Identification) technology, social software and digital television for both formal and informal learning sounds very challenging.

The use of RFID and mobile technology has opened up different possibilities how to make business better and life easier and more comfortable. The potentials for learning are certainly there. Yet, they just need to be investigated further.

In Tokyo, people can use their “wallet phone”, an RFID-enabled mobile phone, as a train pass, as their money to make a transaction, as a means to get updated information and discount coupons from the “bookmarked” local stores in the neighborhood.

In Korea, people have a possibility to read a book in a futuristic apartment without flipping it from a large screen equipped with RFID.

RFID and mobile technology has also been investigated for edutainment in the Museum of Natural History in Denmark.

Nokia has launched its first product that supports Near Field Communication (NFC), an emerging RFID technology, which was claimed to be the first in the world, in 2004. There are nowadays more RFID phone product lines being launched. This fact certainly contributes to a greater worldwide opportunity of new media learning.

Intercultural aspects in ICT

This year, ITK conference 2006 has its first English program. There were not many English presentations in the conference, however, as a foreigner who are not yet speaking Finnish, it is a good opportunity for me to understand what is going on in the field of educational ICT in Finland.

One interesting presentation was given by Byoma Tamrakar entitled “Guidelines for Intercultural Competence”. She discussed about some aspects of intercultural competence. Intercultural competence enables someone to act effectively and appropriately in cultural, ethnic, race, gender and age diversities. One of important aspects of intercultural competence is ability to understand the context. This requires sufficient knowledge and suitable motivation. She gave several interesting examples about cultural competencies, for example differences how Finnish or European people and Asian people remind their colleagues when they make a mistake.

When reflecting to my own research, intercultural aspects should not be neglected when developing any ICT applications and services, particularly if the applications and services will be deployed a multicultural environment.