MobileActive.org

This exploratory study is a first output of an ongoing collaboration between the Berkman Center for Internet & Society at Harvard University and UNICEF. It is intended as a contribution towards building a deeper understanding of children’s safety in a digital context in developing nations. More specifically, the objectives of the paper are threefold: First (and foremost), it seeks to raise awareness about issues related to digital safety for youth in developing nations. Second, it aims to provide a tentative map of these issues and give insights into the current state of the respective

Fueled by renewed enthusiasm about the potential of new information and communication technologies (ICTs) for development, non-governmental organizations (NGOs) are implementing ambitious projects with mobile technology components in the developing world in a phenomenon commonly referred to as “Mobiles-for-development” or “M4D.”

A participatory approach that responds to the needs and realities of local communities is widely recognized as a necessary component of a successful M4D intervention. However, project failure-especially in sub-Saharan Africa- remains the norm, pointing towards the need for more thorough enumeration of best practices and more rigorous impact evaluation on the part of field-based practitioners. This thesis calls for greater attention to be given to the role of human capacity, which is a precondition for participation in M4D interventions but which also tends to be deficient in rural, poor communities. A greater focus on capacity would entail both assessing capacity- in terms of physical resources and human capabilities- at the local level and including capacity-building in project activities when necessary.

This study employs the human development and capabilities approach and the case study and participant observation methods to examine the efforts of the American NGO Tostan to integrate mobile technology into its non-formal education and empowerment program in rural Senegal. The findings of this study underscore the decisive role played by local capacity and intent and by effective, locally based intermediary organizations, conceptualized in this paper as grassroots support organizations (GSOs), that support the acquisition of the human capabilities needed to harness the empowering potential of mobile technology and other ICTs.

The mobile learning toolkit is the result of research into mobile phone use and user needs within the African context, however it has been developed for use in all developing contexts. It is intended as a “trainer’s toolkit” that can help deliver a wide range of training activities both inside and outside of the classroom.

The mobile learning toolkit is an open source resource that can be used in the delivery of all kinds of training in any context. It has been designed to be as inclusive as possible, with most of the methods requiring only low end devices (basic mobile phones with voice calling and SMS capability). In this way the toolkit can be used to deliver interactive learning experiences to participants right to the Base of the Pyramid (BoP).

Within this brief an applied project was conducted in collaboration with the ILO in Geneva. The ILO is currently launching a worldwide training programme called my.coop (Managing Your Cooperative), which aims to teach contemporary principles of managing agricultural cooperatives to people in Africa, Asia and Latin America.

The goal of this applied project was to identify mobile learning opportunities within the delivery of this training programme in the African context. The result is a mobile learning toolkit that contains an overview of mobile learning, 15 mobile learning methods and a selection of tools that can be used to facilitate these methods. Each method includes a general step-by-step guide plus a customisation to the my.coop training programme.

The mobile learning toolkit is an open source resource that can be used in the delivery of all kinds of training in any developing context. It has been designed to be as inclusive as possible, with most of the methods requiring only low end devices (basic mobile phones with voice calling and SMS capability). In this way the toolkit can be used to deliver interactive distance learning experiences to participants even at the Base of the Pyramid (BoP).

We reflect on activities to design a mobile application to enable rural people in South Africa’s Eastern Cape to record and share their stories, which have implications for ‘cross-cultural design,’ and the wider use of stories in design. We based our initial concept for generating stories with audio and photos on cell-phones on a scenario informed by abstracting from digital storytelling projects globally and our personal experience. But insights from ethnography, and technology experiments involving storytelling, in a rural village led us to query our grounding assumptions and usability criteria.

So, we implemented a method using cell-phones to localise storytelling, involve rural users and probe ways to incorporate visual and audio media. Products from this method helped us to generate design ideas for our current prototype which offers great flexibility. Thus we present a new way to depict stories digitally and a process for improving such software.

Rural Africa is in need of qualified teachers in mathematics and science for primary and secondary school. Classrooms in rural Africa are often benches under a tree. The teachers themselves often have limited education in mathematics and science. As cellular telephony services pushes deeper into rural Africa, the question we asked was whether various wireless access methods could be used to assist children and teenagers with their mathematics and science education.

One of the leaders in low cost GPRS communication over cell phones is a South African based company, MXit Lifestyle, boasting over 7 million users using their mobile instant messaging chat client, MXit. According to MXit's demographics, 45% of their users are children and teenagers between the ages of 12 and 18.

Dr Math is a project which Meraka Institute initiated in January, 2007. Dr Math linked up children and teenagers using MXit on their cell phones to university students (using internet based workstations) in Pretoria who acted as tutors. The tutors would help with mathematics and, depending on the individual tutors, chemistry and physics homework problems. Currently, over 3000 children and teenagers are using this service in Southern Africa.

For this study, 441 grade 11 students at nine schools in low-income areas in Cape Town, South Africa were surveyed about their use of mobile phones. These young South Africans have adopted a number of ways to use the Web and mobile Instant Messaging. They also commonly access, produce, and share digital media via their phones and the Internet.

Access to the Web has, until recently, only been available to the wealthiest fraction of South African society (less than 10% of the population), making this a highly significant development. Until now, little quantitative data has been available to describe exactly to what extent and how this cohort is beginning to access and use the Internet and digital media on mobile phones.

The students reported intensive use of mobile phones to access mobile Internet applications, at a far greater level than they report using desktop computers to access the Web. Mobile Internet is considerably more accessible to these students than computer-based Internet access, and they are choosing to use the Internet primarily for mobile instant messaging and other characteristic forms of mobile media use.

This suggests that these students encounter a distinct, mobile version of the Internet. Their experience of Internet access and digital media may consequently be quite different to that of their computer-using peers.

The m4Lit (mobile phones for literacy) pilot project will create a mobile novel (m-novel), published on a mobisite in English and in isiXhosa, to explore ways of supporting teen leisure reading and writing around fictional texts in South Africa, using mobile media.

The story will be published serially and invite readers to interact with it as it unfolds – teens will vote on and discuss the unfolding plot, leave comments, and finally submit a written piece as part of a competition. The study will contribute to the understanding of mobile literacies, from a new literacy studies perspective.

Recently the World Bank reported that 43 per cent of sub-Saharan Africa’s population is between the ages of 0 and 14. That African countries will likely face an increase in job creation pressure is an understatement. Put more simply by the New Vision in Uganda, we are essentially looking at a ticking time bomb. But it would be short-sighted to lump Africa’s youth as part of a growing problem. If anything, this young African generation is part of a new process that breaks down historical barriers and harnesses a new potential to drive solutions.

With every passing minute thousands upon thousands of young people gain access to mobile phones and the Internet. Imagine starting in primary school where you had to share a five year old text book with three other students to ten years later getting instant access to the worlds combined intelligence? These individuals are eager to connect, establish new contacts, exchange information and quite simply learn at a faster rate then ever before possible. Africa now represents the second fastest growing region for the worlds largest social utility Facebook, Asia being the first. Africa’s youth are addicted to information and they guarantee a frightening leap into the information age.

The concept of mobile reporting, combined with community reporting is changing the way we perceive previously ignored local issues. While they hardly make it into mainstream media, they are now flooding into the cyberspace and the blogosphere thanks to the Web and the mobile phone technologies. The power of the mobile phone in the context of community reporting approach resides in its simplicity, both through the ordinary tools used by reporters – the phones which almost everyone knows or owns by now – and through the reporters themselves, who are members of the community being reported about.

In this presentation, I want to highlight how one issue – childabuse – is being ‘naturally’ captured and documented by mobile reporters following a training offered by Voices of Africa Media Foundation in various African countries. The capturing is ‘natural’ in the sense that, viewed locally, the abuse is tolerated, justified, or even approved by communities, who do not perceive them as abuse. The idea is to draw the attention of political leaders and decision makers, who mostly rely on mainstream media, the ones known for neglecting non-profit generating local issues.

In this paper, I want to deal with three main points. In the first place, I will conceptualise mobile reporting combined with community reporting in the light of existing theories on culture convergence and participatory media. Secondly, I will focus on one case, child abuse, which our reporters have covered spontaneously. In the end, I will discuss the potential impact of this way of approaching local news on local leadership and politics.

Featherweight multimedia devices combine audio with non-electronic visual displays (e.g., paper). Because of their low cost, customizability, durability, storage capacity, and energy efficiency, they are well-suited for education and information dissemination among illiterate and semi-literate people.

We present a taxonomy of featherweight multimedia devices and also derive design recommendations from our experiences deploying featherweight multimedia in the agriculture and health domains in India. We found that with some initial guidance, illiterate users can quickly learn to use and enjoy the device, especially if they are taught by peers.

This report summarises our findings on past developments and the current landscape of mLearning in the developing world through research and interviews with MNOs, technology vendors, foundations and the academic community. It is not intended to be an exhaustive evaluation of the global mLearning market, but rather a summary of activity so far and,more importantly, some guidance and ideas for future development.

The research found that there are many mLearning projects currently taking place globally, although the vast majority are on a small scale and it is assumed an even greater number are not documented. It was observed that activity is more widespread in the developed world, especially the US and the UK,where mobile technology is more prevalent and advanced, and where funding does not present as great a barrier. However, with 98% of the world’s illiterate or semiliterate population residing in developing countries, where access to schools and resource materials is at a minimum, such regions present the greatest areas of need. These markets therefore represent the greatest opportunities for mLearning programmes and products.

The past year has seen a substantial increase in mLearning initiatives and certainly there is escalating talk of its potential. But is the potential of mLearning hype or reality? Despite the many successes mLearning is experiencing, more research is needed to understand how this ubiquitous technology can be used to provide educational resources to those most in need, along with the development of a sustainable and robust business case.

In sub-Saharan Africa, particularly in rural Nigeria, students in high school face the challenge of lacking exposure to English. For most, English language class are the only opportunity for learning English. Consequently, English skills are poor.

On the other hand, the use of mobile phones in Nigeria has continued to soar, with everyone having at least one mobile phone and Short Messaging Service (SMS) becoming the cheapest and regular mode of communication across different socio-economic spheres. Thus, there is great potential for this technology to be used as an instructional tool.

In this study, an SMS-based mobile learning system is employed in teaching high school students English. In order to determine if there were significant differences between students' success rate, pretests were administered to the experimental and control groups, after both received classroom instructions from the same Instructor. Subsequently, post-tests were administered to both groups, after the experimental and control groups had received SMS-based instruction and extra classroom instructions respectively. A paired sampled t-test was carried out and the results clearly revealed that after receiving the SMS-based instruction, the experimental group performed better than their counterparts who had received additional classroom instructions.

Although para-social workers carry the primary responsibility in providing essential services to the growing population of orphans and vulnerable children in Tanzania, they are often not paid for this work. Moreover, these para-social workers are unable to access governmental resources due to the lack of an efficient means of reporting their needs to relevant government officials in a timely manner.

In this paper we describe a text message (SMS) based solution that harnesses the prevalence of mobile phones coupled with several Open Source tools to empower these para-social workers. Specifically, we build a more efficient mechanism for reporting summary data on orphans and vulnerable children to relevant government officials in a cost-effective and efficient manner. This paper reports on our needs assessment process, reviews the related work, describes the implementation and testing of our prototype solution, and concludes with a discussion of relevant future work.

This study explored the use of mobile phones among young adults in India. The study used the theoretical frameworks of uses and gratifications approach from media studies, socialcognitive domain theory from human development literature and social construction of technology (SCOT) from Science and Technology studies. The main objective of the study was to examine the use of mobile phones to fulfill communication, media and age-related needs by young people in India and to investigate regional and gender differences.

The study was conducted in two phases using a mixed-methods approach. In the first phase, in-depth interviews were conducted with 30 college-going young adults (18 – 24 years) in Mumbai and Kanpur in December 2007 and January 2008. In the second phase, a survey was conducted with 400 college-going young adults (18 – 24 years) in Mumbai and Kanpur.

The qualitative analysis of the data showed that young people in both the cities used cell phones for a variety of communication, news and entertainment needs. Additionally, they considered cell phones as personal items and used them to store private content, maintain privacy and have private conversations. Further, the analysis showed that they used cell phones to negotiate independence from parents and to maintain friendships and create friendships with members of opposite sex.

The quantitative analysis of the data revealed that young people in the two cities used cell phones differently due to the differences in their lifestyles and socio-cultural factors. Additionally, the study found there were only a few gender differences in the use of cell phones by young people, mainly in the use of cell phones for entertainment purposes, negotiation of independence from parents and in forming friendships with members of opposite sex. Finally, the study concluded that young people in India mainly use cell phones for private communication and needs.

Handheld computers have untapped potential to improve HIV/AIDS programs in sub-Saharan Africa, particularly in the collection of survey data. We conducted an experiment in three neighborhoods of Luanda, Angola to assess the impact of the technology on people’s comfort and willingness to disclose sensitive personal information, such as sexual behavior.

Participants were asked about their HIV/AIDSrelated knowledge, attitudes, and practices by local interviewers using either handheld computers or paper surveys. T-tests showed no differences between participants’ self-reported comfort across handheld and paper conditions. However, participants in the handheld condition were more likely to give socially desirable responses to the sexual behavior questions than participants in the paper condition. These results suggest that using handheld computers in data collection in sub-Saharan Africa may lead to biased reports of HIV/AIDS-related risk behaviors.

Text messaging has become a popular form of communication with mobile phones worldwide. We present findings from a large scale text messaging study of 70 university students in the United States. We collected almost 60, 000 text messages over a period of 4 months using a custom logging tool on our participants’ phones. Our results suggest that students communicate with a large number of contacts for extended periods of time, engage in simultaneous conversations with as many as 9 contacts, and often use text messaging as a method to switch between a variety of communication mediums. We also explore the content of text messages, and ways text message habits have changed over the last decade as it has become more popular. Finally, we offer design suggestions for future mobile communication tools.