Mikko Ruohonen
email: mikko.j.ruohonen@uta.fi

Markku Turunen
email: markku.turunen@uta.fi

Gururaj Mahajan
email: gururaj.mahajan@uta.fi

Juhani Linna
email: juhani.linna@uta.fi

Vivek Kumar
email: vivek.kumar@uta.fi

Himadri Das
email: himadri.das@imi.edu

Mobile Phones and Voice-Based Educational Services in Rural India: Project RuralVoice

Keywords: Bottom of the Pyramid, Mobile Education, Professional Education, India, Illiteracy

des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

Introduction: Indian BoP Market for Mobile Services

A large market opportunity exists for businesses to tap at the bottom of the pyramid (BoP) in India [START_REF] Prahalad | The Fortune at the Bottom of the Pyramid[END_REF]. This market segment is mostly in rural India, which is difficult to reach compared to urban India. The total population of India is 1.21 billion with a break up of 833 million from rural India and 377 million from urban India. This indicates a huge 69% to 31% rural to urban skew. Accessibility to this large rural BoP market is a huge challenge especially for services. The distribution channels for products have been established with large investments by some of the large consumer product companies but services have been a hitherto more or less unexplored category for this market. The poor are vulnerable by virtue of lack of education, lack of information, and economic, cultural, and social deprivations [START_REF] Karnani | The Mirage of Marketing to the Bottom of the Pyramid: How The Private Sector Can Help Alleviate Poverty[END_REF]. Accessibility to this large rural bottom of the pyramid market is a huge challenge especially for services. The distribution channels for products have been established with large investments by some of the large consumer product companies but services have been a hitherto more or less unexplored category for this market. A notable exception to this service drought in rural India has been telecommunication services.

Mobile phone penetration in India, in general, and rural India, in particular, has been growing at a breakneck pace. According to TRAI's (Telecom Regulatory Authority of India) latest Telecom Subscription Data as 3rd May 2012, the total number of mobile phone connections in India is 919.17 million with 595.90 million connections in urban India and 323.27 million connections in rural India. This higher share of urban subscribers at 64.83% as compared to the lower share of rural subscribers at 35.17% is because mobile connectivity was originally rolled out exclusively in urban centers as that was where the purchasing power existed for the then expensive service. As the service prices have dropped drastically the market in rural India has now opened up and that is where the growth is much higher than that in urban India. Every month 8 million new mobile connections are added across India at a monthly growth rate of 0.88%. This is made up of 1.79 million new connections in urban India at a monthly growth rate of 0.30% and 6.02 million new connections in rural India at a monthly growth rate of 1.96%. It is expected that by 2013, the number of mobile phone subscribers will be 1 billion. The national mobile connection teledensity is 76.00 with an urban teledensity of 162.82 and a rural teledensity of 38.33. It is should be noted that more subscribers are coming from rural areas. What appears to be a comparatively low rural teledensity for mobile connections is very misleading in terms of a measure of the power of the mobile phone for accessing the rural market. This is because in rural India the mobile phone is not a personal device like in urban India but a shared device across the entire family. This makes the addressable market size using mobile phones larger than that suggested by the teledensity figures.

Voice-based services for BoP markets

Typically value added services through mobile phones have been delivered through text and web platforms. Both of these require the service consumer to be literate. Whereas literacy is a given in developed markers for mobile value added services, it is not the necessarily the case in the rural India bottom of the pyramid market segment. The illiteracy rate in India is 26%, with 31% illiteracy in rural India and 15% illiteracy in urban India. This problem is likely to persist, since elementary education is not targeted to adults, and children's drop-out rates are high. Illiteracy makes text base and web based service delivery platforms unusable. This creates a need for services that can be delivered on a voice platform instead of text or web. Currently, spoken services are used successfully in many areas in many countries. Typical examples of speech applications include transport information services, such as automated train and bus timetable services. The current trend is that DTMF (touchtone) inputs are replaced by speech inputs. This may promote both greater user satisfaction and cost savings in some application areas In addition to IVR applications, many other forms of telephony applications have dominated the field. To address these challenges, IBM Research Labs have developed the Spoken Web to deliver data and information to illiterate people. In a nutshell, Spoken Web content is stored in the form of voice-sites instead of text based web-sites. The content is in local dialects, making it much easier for illiterate people to access this information. It has been observed that IT systems with a voice-based feedback have much more appeal for the illiterate and semiliterate population of these regions [START_REF] Newell | Speech technology: Cross fertilization between research for the disabled and the non-disabled[END_REF][9] as compared to GUI-based systems such as Internet Kiosks. Voice-links allow for navigation between voice-sites using voice commands from a limited permissible vocabulary set. The interconnection of voice-sites leads to a WWTF or World Wide Telecom Web on the lines of the traditional World Wide Web. The lack of internet access limits access to the World Wide Web. Voice-sites can be accessed by dialing a phone number. The much higher access to mobile phone connections, therefore, makes access to voice sites much easier. In addition to fulfilling service needs for these BoP markets it also provides a platform to create and develop first in developing countries context and then "reverse" the innovation to developed countries [START_REF] Govindarajan | The Other Side of Innovation: Solving the Execution Challenge[END_REF] and probably building an institutional innovation system through creation nets [START_REF] Hagel | Creation nets: Harnessing the Potential of Open Innovation[END_REF].

Target Service Domains

According to Prahalad and Hart [START_REF] Prahalad | The Fortune at the Bottom of the Pyramid[END_REF] the commercial infrastructure and ecosystem for BoP markets is driven by the following four drivers: creating buying power, shaping aspirations, improving access and tailoring local solutions (see Figure 1). The other drivers after this phase are reverting innovation back to developed countries [START_REF] Govindarajan | The Other Side of Innovation: Solving the Execution Challenge[END_REF] and building an institutional innovation system through creation nets [START_REF] Hagel | Creation nets: Harnessing the Potential of Open Innovation[END_REF]. Based on our preliminary studies and strategic documents, we have identified the people at India's BoP markets require professional educational services and knowledge sharing in the following three urgent areas:

1. Agriculture education and knowledge sharing (local production) 2. Healthcare education and access to primary care (well-being) 3. Education for entrepreneurship and employment (economic growth)

Our work focuses initially on agriculture education provision. The existing work done in the area allows us a rapid start, and in particular concrete field studies can be conducted already in the initial phases of the project. Furthermore, the potential of other domains will be studied so that the results from studies on agriculture knowledge sharing can be applied to these fields as well.

In the area of agriculture, the problem is that of information asymmetry where people at the BoP do not have access to information on agri-commodity prices, weather, seeds, pesticides, fertilizers, and agricultural equipment. They need real time information access as and when required. Examples of information needed include agri-commodity prices, weather, seeds, pesticide, fertilizer, and agricultural equipment. There are three phases in agriculture i.e., production, processing and marketing of the crops. Farmers are in need of education and consultation for their problems during all these phases. So, this need based information is very vital for the farmers.

For primary healthcare education, the condition of health care in the BoP is very poor. Doctors are not present and access to any kind of modern health care is virtually non-existent. People in many villages have no option but to go to village quack and often face life threatening consequences. General knowledge on dealing with potential disease symptoms is limited. These people need genuine medical advice and access to consultation facilities.

In the area of professional education, a key contributor to India's growth story in a globalized economy has been the English speaking skills of the educated population. The illiterate population, who also do not know spoken English, have missed out on the opportunities that knowledge of the English language provides. Even without having requisite literacy levels for other jobs, knowledge of spoken English opens up several employment avenues that currently do not exist for the rural BoP. The focus on inbound tourism opens up possibilities in the hospitality industry where spoken English becomes a boon. This includes jobs if drivers, hotel housekeeping staff, tour guides, etc. In addition, knowledge of spoken English also opens up doors for employment for these people in urban centers for cleaning staff and errand runner jobs in MNC offices as well as expatriate managers' residences. These people in the rural BoP would like access to spoken English courses that do not need basic literacy as a prerequisite. In addition to English language education, there is a need for entrepreneurial education to grow their microenterprises and increase employability which supports the opportunities of poor people and growth of small businesses in rural India.

Farmer's Voice case study

The baseline Spoken Web technology is currently ready to be deployed commercially. Next, we present case studies carried out by its developers and the project team. Farmer's Voice [START_REF] Agarwal | The Spoken Web : A Web for the Underprivileged[END_REF][2] is Kannada language voice site created for the purpose of field study. Kannada is one of the official and classical languages in India. This is field study was carried out in close collaboration with University of Agricultural Sciences (UAS) Dharwad, IBM Research Lab, India and University of Tampere (UTA).

The Department of Extension, UAS works to transform the best agricultural practices, research work and agricultural technologies created by its staff to the farming community. In order to accomplish this goal, they have adopted several modern communication media such as Television, Krishi (Farming) Community Radio Station. Even though adopting all new mediums for communication, they are still not reaching entire farming community. In recent times most of the farmers in Rural India owns mobile phones. Thus now the University is willing to propagate services through mobile phone medium. Their objective is to find ways to propagate agricultural information services through mobile phones using spoken web as a platform. This was prime research question of our field study.

In order to attain user experience and feedback about Raitarinda Raitara Dhwanivoice site application, we decided to interview participants from different age group i.e., from age group 20-30, 30-40 and above 40. We carried out two field studies, in the first we interviewed 16 participants and second field study we interviewed 35 participants. There were total 51 participants in the field studies, out of them 16 are female participants and remaining 35 were male participants. Most of the participants are illiterate or having very little formal school education. The content of this voice site is provided by the Krishi (Farming) Community Radio Station. The content is in local Kannada language, spoken throughout Karnataka state. There were total five sections in the voice site, like Krishi Chintana (Farming Information), Pakshika Salahegalu -(Tips to the farmers), Weather forecast, Market Forecast and Varada Basanna(Talk by veterinary doctor in colloquial Kannada language). There were two prototypes of this voicesite, one is with background music and another one without background music. We went to total 5 villages near by University of Agricultural Sciences. The prototype was installed on mobile phone (Nokia C6 touch screen phone). The field study process included following steps 1. Voice site introduction 2. Demographics information -Noted participants demographics 3. Requested participants to use the prototype 4. Took participant's feedback

Findings:

 All the participants liked this initiative and service.



Most of the farmers liked service with music, upon asking why they liked service with music, they replied "The background music helps them to concentrate and understand content clearly".  Some of the Illiterate participants did not notice the background music.



All the participants understood the content in the service very clearly. They said "As this information is in our local Dharwad rural accent, so we understood clearly".  Most of the participants had their own mobile phones, thus they were very familiar with using mobile phones.  For those who did not have mobile phones, they have used the mobile phones owned by their family members. These participants were also comfortable while using our prototype.



For the illiterate users, initial guidance was needed, as some of them didn't knew few symbols like '#' and' *'. But after initial guidance and introduction, these participants were comfortable in using this prototype.



Most of the participants said they would be happy to use this service without any subscription charges. Some of the participant said they are willing to pay small subscription charges if the service is very helpful for them.

Suggestions:

 Spoken medium is very powerful in rural India. From our field study, it is clear that, even though the some of the participants did not have formal schooling, they are very comfortable and very quickly able to use this service.



However it is very important to keep the content in local dialect, when you are designing information services for the rural India.



When developing business models it is very important that most of the rural users are from economically poor background. Most of them are unable to pay large subscription charges.

 Previous other case studies on using speech-based technology

In addition to the mentioned research collaborative study, IBM has carried out a number of successful cases in using the Spoken Web technology: Avaaj Otalo Avaaj Otalo [START_REF] Kumar | Organizing the Unorganized -Employing IT to Empower the Under-privileged[END_REF] is a VoiceSite in Gujarati language providing an application for farmers to access agri-information over the phone. It allows farmers to access latest information regarding farming practices; it enables them to interact with agriculture experts by posting their questions on the VoiceSite. These questions may also be answered by other farmers, encouraging more peer interaction and community building.

VoiAvatar VoiAvatar [START_REF] Kumar | Organizing the Unorganized -Employing IT to Empower the Under-privileged[END_REF] system enables individuals to create their own personal/business oriented VoiceSites. Each of these VoiceSites acts as an online avatar or proxy of those individuals. A VoiAvatar VoiceSite for a small business owner (such as plumbers, electricians, carpenters or craftsmen) could include information such as area of operation, service charges and work hours.

Folksomaps Sparsely populated semi-urban and vast rural areas of developing countries such as India do not have detailed map systems built for most locations. The semi-literate, low income, non-IT savvy population residing in these areas cannot use such services even if they were offered online over the internet. Secondly, lack of structured addressing conventions and poor road signs makes it difficult to follow the maps. So, even people comfortable with maps, often need to ask people on the streets to find their way. Folksomaps [START_REF] Kumar | Content Creation and Dissemination by-and-for Users in Rural Areas[END_REF] is a community driven map system offered as a VoiceSite and a website that leverages Semantic Web technologies to create and manage a community generated knowledge base and makes use of web and voice applications to provide access to its services.

Applications for Visually Impaired Websites in the Web are primarily meant for visual consumption. Accessibility tools such as screen readers that render the visual content in audio format enable the visually impaired to access information on the websites but they have their own limitations. Since the access to VoiceSites is a simple phone call, it can become a pervasive and low cost IT access mechanism for the blind [START_REF] Rajput | An Alternative Information Web for Visually Impaired Users in Developing Countries[END_REF]. Surveys were conducted at two institutions for the institutions of blind in New Delhi which indicate that the learning curve for using applications on the Spoken Web is relatively low and does not require extensive training.

University of Tampere (UTA) has worked with spoken and multimodal mobile services for more than ten years [START_REF] Turunen | Spoken and Multimodal Communication Systems in Mobile Settings. Verbal and Nonverbal Communication Behaviours[END_REF] [START_REF] Turunen | An architecture and applications for speech-based accessibility systems[END_REF]. Its existing research prototypes include numerous applications which have been piloted in large-scale pilots with real users in Finland. For example, the publicly available TravelMate application offers spoken and multimodal public transport guidance for mobile users, and the MobiDic application was developed for mobile dictation and notetaking needs. Currently, UTA is developing spoken mobile applications for medicine and healthcare. Another recent work includes speech and symbol based tablet applications for illiterate people. In these applications (and many others), UTA has applied the technology for special user groups, such as visually-impaired people, who share many issues with illiterate people. Most importantly, the work done with these systems completes the work of IBM Spoken Web in many ways. First UTA is the one the key players in world in the area of spoken mobile applications, and is thus in an excellent position for helping to deploy the Spoken Web technology with IBM and Finnish SMEs. Second, UTA has developed multimodal technologies which can be applied for future applications of Spoken Web and tablets. In particular, UTA and IBM have planned to apply novel auditory, haptic, gestural and symbol based technologies for Spoken Web.

 Conclusion

In the preliminary studies, we have identified that India's BoP people require educational and knowledge sharing services in the following three large areas: agriculture, primary healthcare, and entrepreneurial education. The baseline Spoken Web technology is currently ready to be deployed commercially. In this paper we presented case studies carried out by its developers and the project team. We also show how the spoken technology development carried out can make advanced multimodal Spoken Web services possible. Proposed results of the research and development project are i) viable business models to deploy voice based services for the Indian BoP market, ii) improved multimodal Spoken Web technology, iii) several deployed Spoken Web services and iv) several documented field studies conducted in India. We will work in close collaboration of the network partners to apply the results into real world services. In this way, the results of this project make also commercial products possible in the company driven actions which run after and in parallel with the proposed base project. In addition to the Indian BoP market, the results of the project can be applied for similar market areas, such as African countries, with similar processes.

Figure 1 :

 1 Figure 1: The commercial infrastructure at the Bottom of the Pyramid [11].

Acknowledgements. This research and publication has been funded by National Funding Agency for Technology and Innovation (TEKES) and supported by grants of Economic Education Foundation, Jenny and Antti Wihuri Foundation and Finnish Association of Information Processing. We are grateful for this financial support.


Birgy Lorenz
email: birgy.lorenz@tlu.ee

Kaido Kikkas
email: kaido.kikkas@tlu.ee

Challenges in Mobile Teaching and Safety -a Case Study

Keywords: mobile safety, didactics, mobile learning, integrated innovation, teacher attitudes

This paper is based on two studies about mobile learning in one secondary school in Estonia. The main question for this research was how should schools harness the increasing use of mobile phones, tablets at home in order to make it also beneficial for the schools? What are the emerging trends in mobile devices security that schools are facing when introducing m-learning to students? According to our findings, Estonian schools face various problems which must be addressed before any serious attempt at m-learning is made.

Background

School and home today

The ITU Statistics from 2009 shows that 8% of the global population is using fixedline broadband and 14% mobile broadband [START_REF]ITU Statistics: ICT Data and Statistics (IDS)[END_REF]. The Pisa 2009 results in Estonia reports higher usage of ICT tools at home (96%) than at school (53%). Students who use ICT and mobile phones just for leisure tend to get lower results than those who use ICT also for home-or classwork [START_REF] Lorenz | Eesti õpilaste PISA 2009 IKT-alased küsimuste vastused vihjavad kasutamata ressurssidele koolides[END_REF]. Despite the increasing use of mobile gadgets, availability to exploit these technologies and opportunities in real classrooms usually remains low because K12 education still focuses on laptops instead of mobile devices [START_REF] Dias | An Introduction to mobile learning[END_REF]. There is ongoing debate about whether schools should allow mobile phones, tablets to the classroom or not. Teachers say they need new methods and didactics before opening learning to mobile technologies, what students already experience every day [START_REF] Stockwell | Investigating learner preparedness for and usage patterns for mobile learning[END_REF]. There are several studies about edutainment using ICT and portable solutions in education [START_REF] Pozzi | The Impact of m-Learning in School Contexts : An " Inclusive " Perspective[END_REF]; however, the use of mobile phones and tablets is still emerging in education in the area of implementations [START_REF]Mobile learning for expanding educational opportunities[END_REF].

Since the beginning of 2000, the European Commission has funded m-learning projects in three categories: Authoring and publishing, Delivery and Tracking, Content Development. The main goal of R&D was aimed at young adults aged 16-24 [START_REF]M-learning project background[END_REF]. Over the dozen years, E-learning has changed from sharing documents to coworking at creating the document from the start, from a closed system to an open one -the m-tools will further allow to experience that anyplace and anytime [1]. There are studies about pedagogical aspects of m-learning [START_REF] Laurillard | Pedagogical forms for mobile learning[END_REF], engaging and measuring [START_REF] Diaz | Mobile Teaching and Learning: Engaging Students and Measuring Impact[END_REF] as well work-based learning environments [START_REF] Attwell | Work based mobile learning environments: contributing to a socio-cultural ecology of mobile learning[END_REF].

While the trends for the next decade have been promising, including the fusion of e-learning, m-learning and social networking, personal learning experience, tablets and cloud computing, some of them also raise caution -with the cloud-based data and high-speed mobile broadband to connect to it, security will become a much bigger issue [START_REF] Gadd | My mLearning Predictions for 2010[END_REF].

M-learning is not yet implemented on the K-12 level in Estonia, but there are several good initiatives from Tallinn University Centre for Educational Technology for training teachers [START_REF] Laanpere | E-õppest m-õppeni[END_REF] and Estonian Information Technology College opened a software development laboratory for mobile devices [START_REF] Puusaar | IT Kolledžis avatakse mobiilseadmete tarkvaraarenduse labor[END_REF] in 2011. Still, the training in these areas is lacking continuity. As Tiger Leap Foundation (foundation whose main purpose is to implement new technologies into schools in Estonia) has pointed out that mobile software should be in Estonian language rather than English to get better implementations for secondary schools. The cost of hardware and broadband has also been mentioned as a reason why m-learning is not implemented at schools yet [START_REF] Zova | Kohtumine teemal "e-õppevarast mobiilsete seadmetele[END_REF].

There have been some studies about implementing m-learning or promoting it to children, e.g. Baker et al. [3] [5]. They list various practices used worldwide, but also outline new challenges, e.g. children becoming more of a researchers and publishers than consumers or information [START_REF] Koszalka | Literature on the safe and disruptive learning potential of mobile technologies Distance Education[END_REF].

Area of m-safety

As tablets and mobile devices become ubiquitous, the safety risks also evolve. These could be divided into three categories: a) technical risks, related to how the mobile phone works (data protection, PINs/fingerprints, avoiding malware etc.), [START_REF] Cheng | SmartSiren: Virus Detection and Alert for Smartphones[END_REF] [26] b) behavioral risks, related to users' habits and awareness (what to download, what to do when the phone is lost etc.) [25] [17] [22] c) policy risks, related to either too lax or too restrictive regulations (e.g. forbidding the use of phone or WiFi completely even when it is needed to teach or study) [START_REF] Sheperd | B: iPad or iFad -The reality of a paperless classroom[END_REF]. Some of the key differences in m-and e-safety are noted by Andero Sepp, an Estonian e-police official: first ignorance can be costly. Paid services, downloading virtual non-free gadgets, accidental roaming can result in a large bill. Secondly it is crucial to understand that not everything is meant to be shared and it is necessary to ask permission before taking e.g. a picture. On the other hand, crimes made with mdevices are easier to detect as mobile operators gather information about the phone (location etc.). At the moment, mobile devices do have fewer viruses than ordinary computers. This also means that people are less aware of security.

We note that the studies about m-learning at school tend to focus on positive aspects like inclusiveness, flexibility and variability [START_REF] Prensky | Digital Game-Based Learning[END_REF] [START_REF] Lam | Students' Voices: Enriching Learning Experiences through M-learning[END_REF]. The potential threats to e-safety are studied remarkably less.

Our study focused on fifth-to ninth-grade students. We used survey, interview and observation methods. Most of the quantitative data was collected by means of closed questions or Likert scale options. The questionnaire and interview also included some open questions that concerned mainly about specific addressed questions. The study was carried out twice (2009 and 2012) at the same school.

Stage I In 2009, the participants were 153 students, 47% girls and 54% boys (46 from grades 5-6 and 107 from grades 7-9). 51% of all students from grades 5-9 took part in the survey. In the follow-up in 2012 the number of participants was 156 -80 girls (19 from grades 5-6 and 61 from grades 7-9 -referred to as G1 and G2 respectively) and 76 boys (22 from grades 5-6 and 54 from grades 7-9 -referred to as B1 and B2 respectively). This time, the participants formed 36% of the student population.

Stage II -learning exercises and observation. We used 3 exercises in 2009 and 5 in 2012 to test how students were able to use mobile devices in school environment as a tool for working with curricular assignments in two months' time.

Stage III -an interview with a diverse choice of respondents from older age groups (18 students from grades 10-11, 6 teachers and in 2012 also 32 Master students from Tallinn University).

Stage IV -a group interview with 14 teachers conducted during an introductory course on m-learning in spring 2012.

Results

The results from the assignments reveal that in 2009 there were only 1-3 phones in every class that were useful as a learning device -by 2012 a half or more of the students have that opportunity. It is interesting that even when students use mobile every day still feel that mobile phone is not a learning device. The same idea was also expressed by teachers.

In 2009 students preferred to use photo camera to take pictures or videos. They were proud to appear in the video and share it to the world. 2012 students were more active using smartphones, but they were not interested to appear on the video anymore, the agreed solution was that they filmed hands and dolls or other props.

In 2009, finding software was more difficult due to different operating systems and abundance of software errors. By 2012 there are three major providers of apps. The numbers of available Estonian language apps as well as the applications that can be used in educational setting have increased a lot.

Results from the survey reveal that 2012 13% of respondents use calling cards. The biggest difference between the card users in different factions was between B1 (17%) and others (10-12%). New gadgets are mostly given to younger children, the difference between older is 5-8% depending of the gender. The main reason to have a phone is said to be reachable for parents (70%) and others (86%), phone is a status indicator to only 7% of students, it has raised 4%.

Girls have more numbers recorded on the phone than boys. Older students have more of them (the difference with the younger age group is 27%). The numbers recorded belong mostly to the family (87%), friends (76%), classmates (88%), but also teachers (31%), casual acquaintances (30%), companies or other (6%) and strangers (20%). In particular, B1 (27%) and G2 (23%) keep more strangers' numbers than others (15-16%). Compared to 2009, having strangers' numbers in one's phone is risen by 8% while the parental interest and control over the content has stayed the same -3/4 of parents have never asked to check their children's phones.

Older students spend more time in social networking (13%) and direct communication (10%) than younger. Girls tend to listen to music (17%) and send SMS more than boys, especially notable is the difference between G1 (23%) and others. Compared to 2009, the regularity of using the phone as an internet device has risen from 9% to 64% and smartphone-related skills (e.g. watching videos, listening to music, using online social network, sending e-mail or using direct communication) have risen from 24% to 52%.

50% of students have used phone as a learning device, G2 leads in this sense. The phone skills analysis reveals that 54% of students play games coming with the phone. Gaming is more important to B1 -77% play games that come with the phone and 27% play also Internet games, older boys (B2) would download most of the new games. 31% of G2 and 32% of B1 think about their selves as routine gamers.

Mobile services are of more interest to girls (23%), but 23% of B1 having tried it out, just like calling to TV or radio programs. Calling to adult phone lines and services is more interest to the B group -18% have already tried it. It is more of interest to B1. Other fee-based services like wallpapers, music, videos, games, other services or buying things over mobile phone are more common among younger students.

Regarding other unpleasant cases all the numbers have raised from 2009 compared to 2012. 15% more phones get lost, there are 31% more broken phones, 4% more viruses, 43% more prank calls (see more results and diagrams go to goo.gl/C4nD1). To see 2012 results look at the Fig 1.

Fig. 1. What problems have risen of using phone 2012?

The M-training for students revealed strong interest in hands-on participationthey wanted to be active participants in the process, not just passive listeners.

The students were given the following tasks:

• using QR codes to enhance and promote literature reading and knowledge building and a "treasure hunting" game to find solutions to the e-safety problems; • making videos and worksheets in math using real life situations; • finding hidden pupils using only mobile phones (and only up to 12 yes/no answers were allowed); • learning about 10th anniversary of the Euro using the Euro Coins application on Android; • finding and identifying animal tracks in snow using an Estonian mobile application "Kes käis?" (Who Walked Here?); • tagging problematic places near the school, e.g. trash, dangerous traffic locations like big piles of snow in the pedestrian area etc. Students were also tasked to find and analyze mobile applications for education to use in teaching different subjects. The top three subjects were math and science, arts and music. The students emphasized that the programs should be in Estonian, but actually managed well with English apps as well.

The M-learning discussion group of teachers displayed sincere interest in these tools, even if only two participants did already own the smartphone. The interest increased after seeing and feeling that the mobile phone is in fact very intuitive and there were a lot of programs to discover in the Market application. Discussing the challenging part they pointed out that to really understand the m-world they should have the option to own a tablet or smartphone themselves. They also wanted to have examples of worksheets and guidelines how to build up lessons in a situation where every student or student group is in a different stage in his/her learning. Also the participants tended to support the idea that students should use their own gadget (as opposed to school-owned) at school. In this case, the teacher would have less responsibilities (e.g. to distribute tools at the beginning of a lesson, maintenance, accountability in case of misuse). In fact, there was little difference between teachers and students.

In the three areas of m-safety we interviewed 3 groups of people: gymnasium students, teachers and ICT students. Results reveal both differences and similarities in opinions and fears.

In the technical sense all groups were worried about accidental roaming expenses. The ICT students were divided in whether to use passcode or finger lock (to use it or not), as the gymnasium students and teachers were in the favor of it. Some ICT students suggested that people should install a tracking program to their phone so when a thief would use the phone they may get their phone back.

In the behavioral sector they listed a lot of problems: activating paid services, stolen or missing phone, bullying, when and where and how long to use the phone, but usually all the problems were stated as moderate -reportedly it either usually don't happen to them or it is somebody else's problem.

In school policy sector, the restriction of school resources mirrored different understandings -the teachers pointed out problems with school policy to use mobile devices, while students thought it was their constitutional right to have access to the networks. Using their own mobile broadband connection (as opposed to the schools) was not considered a problem by anybody. Concerning awareness training and introducing m-learning to students, the students suggested that teachers should implement new technologies in educational way; teachers said that they did not have proper tools and training to do it, and it rather should be a responsibility for parents.

Discussion

Over the last three years, the challenges have increased as the use of smartphones, tablets has skyrocketed due to the increasing competition between service providers and phone manufacturers, as there is a lack of training in this field and supervision of students by their parents has stayed the same (i.e. very low). Students know how to make use of the new features offered by new gadgets -download, upload, share etc. At the same time, neither teachers nor parents are able to keep pace with them.

Schools should regulate how the m-tools are used in the class. When the teacher is not prepared to use these tools then he/she will not be pleased and the quality of teaching will be low. The teacher may view mobile phones, tablets as a threat to their existence because the students can go online and look for answers and undermine their position. Younger teachers using smartphones themselves are more willing to try it out in order to learn more about their phones.

The findings of the study confirmed that there is interest in using mobile learning in math, science and art classes. Students and teachers do not usually see m-learning as a part of their curriculum, but after practical experiences their fears start to vanish and they were more active and in control of their learning process.

The students' positive confidence using mobile phones has improved the results, raised interest in participating in math and science classes and also their willingness to do their mobile project related homework (the more exact impact is being tested yet). These findings lead to the conclusion that implementing mobile learning into school life gives better results than restricting it. We noticed that the participants still feel somewhat uneasy due to the urge to succeed at once. So our recommendation is to give a lot of feedback to students and teachers -discuss what went wrong and how the problems could be overcome next time.

From the study we see also that there are too many strangers in children's phonebook (20%). Sometimes the strangers will appear after synchronizing phones with Facebook, but that also indicates that those children accept everybody as their friend on the Net. Also we found out that 18% of the boys have tried calling to adult services. It seems too easy to do that. Service providers can offer parents solutions which can block children's access to several services. It is possible in UK and US, but in Estonia providers are not interested in implementing such features as 'no parent has ever asked that'. A visible problem is also the rise of prank calls and bullying. Even if children say it is hardly more than a joke then after discussing these issues more deeply they admit that both bullying and cyber-bullying are an everyday problem.

A major problem with mobile phones, tablets in Pelgulinna Gymnasium is the possible accidental activation of paid services, because of the direct loss of money involved -school wanting to implement m-learning should seriously address the issue as well what are listed here:

Problem 1: in the purely technical sense, students are better equipped than schools. At the same time, they are unable to use the technology in a reasonable manner, as neither parents nor schools are unable to guide them. As the educational features are not shown to them, their activities tend to be limited to entertainment.

Problem 2: students are also left on their own in terms of e-safety and networking. As schools do not promote e-safety, the whole mobile technology has become a sort of "Wild West" -to make it worse, neither students nor their parents consider schools as reliable partners in this matter.

Problem 3: as a rule, the school and teachers deny any responsibility in these matters -most teachers claim it to be the responsibility of the parent who bought the gadget. When a training program is offered (e.g. by some international project), teachers are happy to accommodate them and when the training is complete, all problems are considered to be either solved or disappeared.

Problem 4: the digital divide will prevail until teachers acquire the necessary knowledge and skills -and also gain practical experience of the services used by students (e.g. Facebook). Teachers, being seriously overworked, typically do only as much as prescribed by the national curriculum -as e-safety is considered a pervasive topic not strictly related to any specific topic, it can be overlooked as 'irrelevant'.

Problem 5: the students are considered 'too smart' to need any additional training. According to the 2009 PISA study in Estonia [START_REF] Attwell | Work based mobile learning environments: contributing to a socio-cultural ecology of mobile learning[END_REF], 2/3 of the school principals claimed to have no additional needs for ICT. Due to the national curriculum dropping the experimental ICT test in Grade 9, ICT seems to be not so important any more. Children are considered to 'be born with a mobile in their hands', but in reality, they lack a lot of crucial skills which result in education rather than technology.

Problem 6: for a while, the digital divide between smartphone users and those who cannot afford one may pose an issue. However, in a longer perspective this problem is likely to lose its urgency as smartphones are rapidly losing the luxury item status and becoming common tools (as both the prices of devices and related services are coming down). In the past, the same divide existed in computer use -right now, 98% of students in Pelgulinna Gymnasium are able to use computer at home. The comparison with an earlier study (2 years ago) shows that mobile phone ownership rates have increased a lot.

We note that while this particular study focused on just one school, the results can mostly be applied to other urban schools (which involve a large majority of students) in Estonia as well. A larger survey is underway, but the preliminary results show strongly similar findings at large rural schools as well.

This study is still valuable to the Safer Internet in Estonia program that deals with e-safety issues and training in schools and kindergartens. The program so far has not yet focused on mobile technology and this is a big gap to be filled during the next stages of the program.

Conclusion

In analyzing problems with mobile phone use, we found the majority of the most crucial ones to be related to plain, everyday human behavioral issues: how to avoid large bills stemming from exceeding Internet quota, how to safely lend a phone to somebody, how to deal with paid services etc. Likewise, cyber bullying with phones, prank calls or strangers calling/texting can pose problems for children. As explained above, the parents and teachers are usually in a weak position to supervise students; they are usually left alone with these problems and have to develop their own strategies to deal with these matters.

The schools who have understood the circle of problems (having had awareness training or set up some regulations regarding the issue) are also in a better position to discover problems in advance, training parents and teachers. Those schools who forbid m-and e-learning as well as using laptops and phones at school premises just postpone the problem and banish it outside, while it keeps evolving in social networks and off the school time -and may finally outburst in a different way (in the worst case, a school shooting or any other comparably grave incident).

The students will only learn educational applications when these are taught them. The opportunity and resources of m-learning are seriously underexploited. There is a need for teaching materials and handbooks in Estonian language. Smartphones are new in the whole world, not only in Estonia -but there are several good examples and pilots to learn from. With half of the children already having these devices at home, we don't have the time to wait for the results of some multi-year academic studies. Teachers should have access to new technologies now rather than later. Schools should be open but at the same time also prepared for safety incidents.

Schools do have an option to open their classrooms to students' gadgets. Local authorities should provide broadband connection in the school area (WiFi). E-safety training should be mandatory for all teachers graduating from universities, be available via Tiger Leap training programs and also have an option to ask trainers or volunteers to visit the school. School leaders and government must provide teachers with modern technologies. Service providers could also provide more help to parents -both in well-designed services and better support in incident handling.


Paul Seitlinger
email: paul.seitlinger@tugraz.at

Tobias Ley
email: tley@tlu.ee

Dietrich Albert
email: dietrich.albert@tugraz.at

An Implicit-Semantic Tag Recommendation Mechanism for Socio-Semantic Learning Systems

Keywords: Tagging, Categorization, Cognitive Modelling, MINERVA2, Tag-Recommendation-Algorithm

des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

Introduction

In recent years, Social Tagging (ST) has become a popular functionality in the Web allowing people to freely associate textual labels (called tags) to resources. Prominent ST-Systems (STS) are http://del.icio.us (social bookmarking platform) or http://flickr.com (photo sharing platform), which we regard as socio-semantic learning environments. Dynamic interactions between representations on an external level (tags and resources) and semantic memory processes on an internal level (categorization) expedite social sensemaking [START_REF] Fu | A semantic imitation model of social tag choices[END_REF], i.e. cooperative categorization and indexing of Web resources. To mediate these social learning processes we need services that analyze statistical structures on the word level and are embedded into a cognitive-psychologically plausible framework.

With respect to its usefulness for educational activities, empirical studies of Kuhn et al. (e.g. [START_REF] Kuhn | Using tags to encourage reflection and annotation on data during nomadic inquiry[END_REF]) give evidence that ST supports an important aspect of science education in schools and university courses, namely reflecting on the utility of data and annotating this reflection for later recall. A design recommendation of [START_REF] Kuhn | Using tags to encourage reflection and annotation on data during nomadic inquiry[END_REF] is that teachers or lectors deploying ST for social learning processes should provide a schema for the tagging activity and should categorize tags in a relevant way.

In this paper we introduce the principles of a tag-recommendation mechanism (TRM), which is motivated by empirical studies [START_REF] Seitlinger | Implicit imitation in social tagging: familiarity and semantic reconstruction[END_REF][START_REF] Seitlinger | Implicit imitation in social tagging: familiarity and semantic reconstruction[END_REF] and built upon MINERVA 2 [START_REF] Hintzman | MINERVA 2: a simulation model of human memory[END_REF], a formal theory of human memory. This TRM is designed to extract prototypical tag combinations (so called gist traces) from a user's tagging behavior and to suggest tags in a categorized and psychologically meaningful way. The suggestion of gist-traces is supposed to give a supportive schema during the tagging activity. Beyond that, it is conceived to identify and recommend users with similar gist traces, thereby mediating social sensemaking.

The structure of this article is as follows. First, we provide a brief overview of previous TRMs (section 2.1). Second, we briefly summarize some cognitivepsychological work on STS to motivate the principles of our TRM and briefly describe MINERVA2 (section 2.2). Third, we provide simple equations to derive appropriate tag recommendations (sections 2.3 and 2.4).

An Implicit-Semantic Tag Recommendation Mechanism

Previous Tag Recommendation Mechanisms

Referring to [START_REF] Gupta | Survey on social tagging techniques[END_REF] there are currently four different approaches to design TRMs. One approach is the analysis of tag quality, e.g. its popularity and semantic distinctiveness to other tags. A second approach is the computation of tag co-occurrence to gather similarities between pairs of tags for the recommendation of appropriate tag combinations. The third approach relies on mutual information between words, documents and tags. One example is collaborative filtering for recommending tags in folksonomies [START_REF] Jäschke | Tag recommendations in social bookmarking systems[END_REF]. For a given user a neighborhood is formed consisting of users with similar tag or resource collections. Tags frequently occurring within the neighborhood are then recommended. The fourth approach takes into account the content of a resource and ranks tags according to their relevance to the resource's content. [START_REF] Jäschke | Tag recommendations in social bookmarking systems[END_REF] applied an adapted PageRank algorithm, which ranks the importance of vertices (tags, users, resources) as a function of their edge degrees. The most dominant approach simply counts the number of tag occurrences and suggests the most popular ones. All these approaches are based on aggregated user data and -to some extent -on the "wisdom of the crowd". However, they abstract from users' preferences and neglect their typically verbal categorization behavior. Cognitive-psychological studies (e.g. [START_REF] Fu | A semantic imitation model of social tag choices[END_REF][START_REF] Seitlinger | Implicit imitation in social tagging: familiarity and semantic reconstruction[END_REF][START_REF] Seitlinger | Implicit imitation in social tagging: familiarity and semantic reconstruction[END_REF]), briefly described in the next sub-section, show that these approaches would benefit from mechanisms applying formal theories of human semantic memory. Such an extension would help to realize the suggestion of [START_REF] Kuhn | Using tags to encourage reflection and annotation on data during nomadic inquiry[END_REF] to provide a categorical schema for the tagging activity during educational tasks.

2.2

Theoretical and Empirical Background [START_REF] Fu | A semantic imitation model of social tag choices[END_REF] provided a formal model of human categorization in STS. They put emphasis on implicit (automatic) categorization processes of a user during a tag-based inference of a resource's gist (topic) as well as during gist-based tag-assignments. By means of a multinomial model of ST [START_REF] Seitlinger | Implicit imitation in social tagging: familiarity and semantic reconstruction[END_REF] and [START_REF] Seitlinger | Implicit imitation in social tagging: familiarity and semantic reconstruction[END_REF] empirically showed that implicit categorization processes (gist-based reconstructions) are indeed in play during the generation of tags. More precisely, users retrieve an implicit gist-trace from their semantic memory to reconstruct the meaning of previously perceived tags. Afterwards, tags are chosen to index the implicit gist-trace. Here, we introduce an implicit-semantic tagrecommendation mechanism (isTRM) that mimics the gist-based reconstruction process investigated by [START_REF] Seitlinger | Implicit imitation in social tagging: familiarity and semantic reconstruction[END_REF].

As described above, the isTRM is built upon MINERVA2 [START_REF] Hintzman | MINERVA 2: a simulation model of human memory[END_REF] that formally describes implicit, reconstructive processes triggered by stimuli (e.g. words or tags). The general assumption is that a stimulus (e.g. the word "bird") strongly activates traces (internal representations) in semantic memory, which share many features with the stimulus (e.g. sparrow, raven, falcon, etc.); all other traces stay relatively dormant (e.g. different dog exemplars). All the features common across the activated traces (e.g. feathers, wings, etc.) constitute the concept that comes into mind. The outcome of this activation process is a prototype or gist: an abstract representation of all single traces activated by the stimulus (e.g. a prototypical bird). MINERVA2 provides a formalization of this reconstructive process. Memory traces as well as stimuli are formalized as vectors where feature values (-1, 1) encode the existence/nonexistence of features. Thus, the semantic memory is represented as a matrix (a set of row vectors). A particular algorithm (see 2.4), which multiplies the matrix by a stimulusvector, yields a content-vector displaying the prototype.

We draw on the MINERVA2 notations to represent a user's tag assignments (TAS for short) in form of vectors, whose feature values encode the assignment/nonassignment of a tag to a particular resource, and on the MINERVA2 algorithm to extract the user's prototypical tag combinations.

Notation of a User's Personomy

The basis of the isTRM is the formalization of a user's semantic traces left in the STS, which are verbalized in form of her or his tag assignments (TAS). To define a TAS we refer to [START_REF] Jäschke | Tag recommendations in social bookmarking systems[END_REF] and represent an STS as a triple of the finite sets U, T and R, whose elements are the users, tags and resources, respectively. There exists a ternary relation Y between the three sets, i.e. Y  U × T × R., and the TAS (u, t, r) are the elements of Y. The collection of all TAS of user u i is called personomy [START_REF] Jäschke | Tag recommendations in social bookmarking systems[END_REF]; the collection of all personomies constitutes the folksonomy. For m resources and n tags of the whole folksonomy, we notate the personomy of a user u i in a resource-tag matrix X  {-1,1} m×n that can be divided into row vectors: X ] ,..., [ :

1 m x x    with ] ,... [ : 1 rn r r x x x  
, for r := 1,…,m. We call x rt a tag-feature indicating that a user assigned tag t to the resource r, and x rt  {-1,1}. Thus, each row vector represents a particular TAS of a user u i that we call semantic trace. The middle part of Fig. 1 schematically presents this resource-tag matrix X. For instance, the first tag-feature of the semantic trace 1 x  indicates that the user assigned the tag "memory" to the resource r 1 ; the second tag-feature represents the non-assignment of the tag "Java". One prerequisite to apply MINERVA2 is to group the semantic traces of a user into categories. In several social platforms, such as MENDELEY (www.mendeley.com), SemanticScuttle (www.semanticscuttle.sourceforge.net) or soboleo (www.soboleo.com), self-created folders or taxonomies complement the tagging functionality. In such environments, each folder or node of the taxonomy can be interpreted as a category cat. In more popular STS, such as Del.icio.us (www.delicious.com), some additional computational costs have to be invested to identify categories. The following paragraph provides a suggestion on how to group resources into categories.

Similar to the technique of collaborative filtering, the similarities between pairs of semantic traces, e.g.

 ( v x 1 , v x 2 )
, can be computed by the cosine similarity measure (e.g.

[4]). This measure can be applied to all pairs of semantic traces and a subsequent multidimensional scaling can represent these vectors as points in a multidimensional space. All pairs of traces whose Euclidean distance d does not exceed a critical threshold  can be assigned to the same category cat i . Each vector r

x  needs a "label" indicating its category membership. Therefore, we extend each semantic trace by o (so called) category-features t = n+1 … n+o, representing the category to which resource r belongs. For simplicity, in the example of Fig. 1 there are only five category-features (i.e. o=5), which would allow for 2 5 differentiations. For instance, the semantic trace

1 x  is labeled by the sequence [1,1,1,1,1].

Extracting the Gist of a User's Tag-Assignments

After a new resource r new , has been assigned to a category, e.g. cat 1 , the isTRM starts by generating a probe P (circled "1" in Fig. 5). The purpose of P is to activate those semantic traces in the matrix X, which belong to the same or similar category as the resource r new . P is also a vector with tag-features [p t =1 … n] and category-features [p t =n+1 … n+o] and bears the same label (category-features) as the resource r new (1,1,1,1,1 in the example of Fig. 1); its tag-features are set at 0. A particular MINERVA2 equation yields the similarity S( r x 

) between P and a semantic trace

r x  by: . ) / 1 ( ) ( 1    n t r t t R r x p N x S  (1)
N R is the number of features for which either p t or x rt is nonzero. Since S( ) to the power 3 has proved to increase the activation differences between similar and less similar traces (see [START_REF] Hintzman | MINERVA 2: a simulation model of human memory[END_REF]).

To derive tag-recommendations from the matrix a content Vector C with contentfeatures c t is computed summarizing the activation pattern across the matrix (circled "3" in Fig. 1). The activation of each trace A(

r x 
) is multiplied by each of the trace's feature x rt (circled "2" in Fig. 1). Then, these products are summed over traces:

. ) ( 1    m r rt r t x x A c  (2)
The c t -values indicate, "which features [in our case tags] are shared by the strongly activated traces" [START_REF] Hintzman | MINERVA 2: a simulation model of human memory[END_REF] and therefore, which tags belong to a prototypical tag combination of a user. In the example of Fig. 1 the tags "memory", "brain" and "recall" constitute such a prototypical tag combination. Finally, we need a simple rule selecting an appropriate subset of tags for the gist-trace, i.e. the final tag recommendations. If the parameter l specifies the number of tags to be selected, an appropriate subset is given by gist-trace := {c t ϵ C | rank(c t ) ≤ l}.

The isTRM is also conceived to mediate social sensemaking by identifying neighborhoods of users with similar categorization behavior. That could be realized by combining collaborative filtering with the content vector C. Referring to [START_REF] Jäschke | Tag recommendations in social bookmarking systems[END_REF] the k most similar users to user u can be computed by: ) , , ( m ax ar g :

{ u } \ v u k U v k u C C s i m N   (3)
where sim(C u ,C v ) is the cosine similarity between two vectors, in our case content vectors of the users u and v. We assume that the neighborhood of user u based on content vectors is a valid measure for user recommendations from a semantic memory perspective.

Summary and Conclusion

In this paper we introduced the isTRM, an implicit tag recommendation mechanism for the suggestion of psychologically plausible tag combinations and the identification of users with similar categorization behavior. It is based on empirical research on ST, built upon the memory theory MINERVA2 and treats users' TAS as verbalized semantic traces. The outcome of the isTRM is a gist-trace representing a tag combination that is assumed to resonate with the user's implicit semantic memory and thus, to give an appropriate categorical schema during the tagging activity, as suggested by [START_REF] Kuhn | Using tags to encourage reflection and annotation on data during nomadic inquiry[END_REF]. By incorporating collaborative filtering, the isTRM appears to be a psychologically valid service to mediate social sensemaking within social learning environments.

In the near future, we aim at evaluating the isTRM. We will conduct an empirical study where different groups of participants will be supported by conventional TRMs as well as by the isTRM. On the one hand we will measure group differences with respect to the acceptance ratio, operationalized by the variables recall and precision (see [START_REF] Jäschke | Tag recommendations in social bookmarking systems[END_REF]). On the other hand we will investigate the impact of the isTRM) on social sensemaking, operationalized by tag-quality (e.g. semantic distinctiveness) and resource-quality (e.g. coverage of different categories of the knowledge domain).

Fig. 5 .

 5 Fig. 5. Schematic presentation of the isTRM mechanics.

1 x

 1 way as the Pearson correlation coefficient, the value of S( positive and high (approaching +1) for all traces bearing the same or a similar label as P ( in the example of Fig.1). The extent to which P activates the trace r x  depends on a non-linear function of S(


Juha Leino
email: juha.leino@uta.fi

Erika Tanhua-Piiroinen
email: erika.tanhua-piiroinen@uta.fi

Johanna Sommers-Piiroinen
email: johanna.sommers-piiroinen@uta.fi

Learner Experiences and Perceptions of Using Social Media Tools in Formal Workplace Learning

Keywords: E-learning, continuing professional development, user studies

As social media tools are increasingly used in e-learning in the workplace, there is also a growing need for case studies to allow us to understand the underlying dynamics in order to develop best practices and to avoid potential pitfalls. Using qualitative approach, we studied a pilot training tailored for a large insurance organization that was conducted largely with chats, blogs, voice conferencing, and discussion forums. Our results show that despite challenges, social media use can produce value to e-learners and thus lend credence to many, so far weakly substantiated claims about their potential. In particular, synchronous tools enabled peer support, experience sharing, and networking. Still, the results also show that interactive learning process does not emerge automatically from adding social tools but needs to be designed and maintained. Based on learner views, we discuss how to improve the overall learning experience and make learning more efficient. Also, we discuss how to improve social media tools to better meet learner needs in e-learning in contrast to their recreational use.

Introduction

Social software is increasingly hailed as a way of integrating social learning-any "learning occurring within a group, an organization, or any social cluster" [START_REF] Warne | Holistic Approach to Knowledge Management and Social Learning: Lessons Learnt from Military Headquarters[END_REF]-into e-learning [START_REF] Kane | Tapping into Social Networking: Collaborating Enhances both Knowledge Management and e-Learning[END_REF], [START_REF] Spencer | A Field Study of Use of Synchronous Chat in Online Courses[END_REF], as peer interaction in social context is thought to lead to effective construction of meaning and to better learning [START_REF] Judd | Using Wikis for Collaborative Learning: Assessing Collaboration through Contribution[END_REF], [START_REF] Spencer | A Field Study of Use of Synchronous Chat in Online Courses[END_REF]. Social media features are seen as offering educational affordances [START_REF] Dohn | Teaching with Wikis and Blogs: Potentials and Pitfalls[END_REF], [START_REF] Mcloughlin | Social Software and Participatory Learning: Pedagogical Choices with Technology Affordances in the Web 2.0 Era[END_REF], e.g. support for conversational interaction, social feedback, and social networking [START_REF] Mcloughlin | Social Software and Participatory Learning: Pedagogical Choices with Technology Affordances in the Web 2.0 Era[END_REF]. Such "sociability aspects" are seen as having "the most potential for enhancing education" [START_REF] Mcloughlin | Social Software and Participatory Learning: Pedagogical Choices with Technology Affordances in the Web 2.0 Era[END_REF]. Consequently, social media features are increasingly used in the education sector [START_REF] Dohn | Teaching with Wikis and Blogs: Potentials and Pitfalls[END_REF][START_REF] Judd | Using Wikis for Collaborative Learning: Assessing Collaboration through Contribution[END_REF][START_REF] Kane | Tapping into Social Networking: Collaborating Enhances both Knowledge Management and e-Learning[END_REF], [START_REF] Lockyer | Integrating Social Networking Technologies in Education: A Case Study of a Formal Learning Environment[END_REF]. At the same time, however, using social media features in the education sector is a new and still rather under-explored field [START_REF] Daneshgar | E-learning in Workplaces[END_REF], and so many papers today "uncritically … rejoice in the possibilities of … knowledge construction, critical reflective thinking and collaboration between learners, often without substantiating the enthusiasm" [START_REF] Dohn | Teaching with Wikis and Blogs: Potentials and Pitfalls[END_REF]. Without in-depth case studies [START_REF] Lockyer | Integrating Social Networking Technologies in Education: A Case Study of a Formal Learning Environment[END_REF], there is a clear and present danger of "misunderstandings, disappointments and irrelevant pedagogical practices" [START_REF] Tynjälä | E-learning at work: theoretical underpinnings and pedagogical challenges[END_REF].

Such features are also making inroads into continuous professional development trainings and courses in the workplace [START_REF] Dohn | Teaching with Wikis and Blogs: Potentials and Pitfalls[END_REF], [START_REF] Kane | Tapping into Social Networking: Collaborating Enhances both Knowledge Management and e-Learning[END_REF]. However, various ramifications of adding social media features to workplace trainings have been researched even to a smaller degree [START_REF] Daneshgar | E-learning in Workplaces[END_REF], [START_REF] Lockyer | Integrating Social Networking Technologies in Education: A Case Study of a Formal Learning Environment[END_REF]. Moreover, different perspectives in educational and workplace e-learning mean that we cannot necessarily apply results from one to another directly [START_REF] Daneshgar | E-learning in Workplaces[END_REF]. This results in a dire need for case studies-in particular, for "qualitative, studentcentered work" [START_REF] Kirkpatrick | Online 'Chat' Facilities as Pedagogic Tools: A Case Study[END_REF]-to uncover evidence-based best practices and potential pitfalls in designing and running workplace trainings enhanced with social media [START_REF] Daneshgar | E-learning in Workplaces[END_REF], [START_REF] Judd | Using Wikis for Collaborative Learning: Assessing Collaboration through Contribution[END_REF], [START_REF] Lockyer | Integrating Social Networking Technologies in Education: A Case Study of a Formal Learning Environment[END_REF].

In this paper, we look at the perceptions and experiences of learners who took part in a pilot training that was tailored for one of the biggest insurance organizations in Finland. The tools used in the training were chat, voice conferencing, blog, and discussion forum. We used interviewing, questionnaires, and artifacts (e.g. blog texts) in addition to real-time observation of interactions (e.g. chats) and use logs to collect data. The data provides us with an in-depth look at the dynamics of what happens when social media features are used as the main approach in a workplace training. We found that despite many challenges, social e-learning can deliver on its promises, as learner interactions resulted in peer support, tip and experience sharing, and networking. Most value came out of social interactions facilitated with synchronous features.

In addition to describing social media tool use and related learner experiences and perceptions, we also discuss how to approach tackling some of the challenges that emerged in the training. We also discuss how to improve social media tools to better facilitate e-learning use, as goal-directed e-learning process (where people who may not know each other interact) needs different support than recreational use does.

Background

Social media is an umbrella term for mobile and web-based technologies that "create highly interactive platforms via which individuals and communities share, co-create, discuss, and modify … content" [START_REF] Kietzmann | Social media? Get serious! Understanding the functional building blocks of social media[END_REF]. Consequently, social media tools, e.g. wikis, blogs, and discussion forums, offer various educational affordances by e.g. facilitating and enabling sharing, communicating, and discovering information [START_REF] Mcloughlin | Social Software and Participatory Learning: Pedagogical Choices with Technology Affordances in the Web 2.0 Era[END_REF].

Using social media features in e-learning is part of the larger paradigm shift from teacher-oriented instruction to more student-centered learning. Learners are seen as active participants and co-produces-prosumers-instead of passive consumers and learning as a social process [START_REF] Mcloughlin | Social Software and Participatory Learning: Pedagogical Choices with Technology Affordances in the Web 2.0 Era[END_REF]. Consequently, what is learning and how it becomes visible needs to be re-evaluated [START_REF] Leino | Adding Social Media Features to Work-related Adult Learning: Educator Views, Expectations and Experiences[END_REF]: Non-engaged learner may still be learning [START_REF] Ladyshewsky | Peer Assisted Learning and Blogging: A Strategy to Promote Reflective Practice during Clinical Fieldwork[END_REF] and contributing does not automatically imply learning [START_REF] Leino | Adding Social Media Features to Work-related Adult Learning: Educator Views, Expectations and Experiences[END_REF]. Learners may also fail to see social learning as real learning if it does not fit their pre-conception of learning [START_REF] Kirkpatrick | Online 'Chat' Facilities as Pedagogic Tools: A Case Study[END_REF].

Moreover, having social media features as part of the training does not guarantee that they are used properly-or at all-or that using them leads to learning [START_REF] Judd | Using Wikis for Collaborative Learning: Assessing Collaboration through Contribution[END_REF], [START_REF] Mcloughlin | Social Software and Participatory Learning: Pedagogical Choices with Technology Affordances in the Web 2.0 Era[END_REF]. Without both learners and educators internalizing the new approach and its practices and attitudes that first need to be invented and designed, all-important mindset change and resulting behavioral change may fail to materialize [START_REF] Leino | Adding Social Media Features to Work-related Adult Learning: Educator Views, Expectations and Experiences[END_REF], [START_REF] Mcloughlin | Social Software and Participatory Learning: Pedagogical Choices with Technology Affordances in the Web 2.0 Era[END_REF].

While reflective practices, e.g. writing blogs that others can see and comment instead of learning journals for instructor(s), are still part of social learning, social media in particular provide a community of peers [START_REF] Ladyshewsky | Peer Assisted Learning and Blogging: A Strategy to Promote Reflective Practice during Clinical Fieldwork[END_REF] and thus enable getting "feedback, constructive criticism and validation" from interactions with peers [START_REF] Warne | Holistic Approach to Knowledge Management and Social Learning: Lessons Learnt from Military Headquarters[END_REF]. This can function as a source of learning even if none of the learners knows the answer by enabling them to "contextualize current knowledge" and to develop "skills to deal with situations in the future" [START_REF] Ladyshewsky | Peer Assisted Learning and Blogging: A Strategy to Promote Reflective Practice during Clinical Fieldwork[END_REF].

In social e-learning, increased social presence-"the degree to which a medium is perceived as conveying the presence" of the communicator [START_REF] Spencer | A Field Study of Use of Synchronous Chat in Online Courses[END_REF]-is considered to increase learner satisfaction and both perceived and actual learning [START_REF] Daneshgar | E-learning in Workplaces[END_REF], [START_REF] Spencer | A Field Study of Use of Synchronous Chat in Online Courses[END_REF]. Social presence is seen as having two dimensions, intimacy (interpersonal vs. mediated) and immediacy (synchronous vs. asynchronous) [START_REF] Spencer | A Field Study of Use of Synchronous Chat in Online Courses[END_REF]. Social presence theory predicts that different media result in different levels of perceived intimacy and immediacy: Face to-face communication has the highest while asynchronous, technology-mediated communication forms have significantly lower levels of social presence [START_REF] Spencer | A Field Study of Use of Synchronous Chat in Online Courses[END_REF].

Social media tools can be characterized by their immediacy as synchronous (e.g. chat and voice conference) or asynchronous (e.g. blog and discussion forum). Asynchronous tools (low feedback but high parallelism) suit information conveyance and reflective work while synchronous tools (high feedback but low parallelism) suit information convergence [START_REF] Spencer | A Field Study of Use of Synchronous Chat in Online Courses[END_REF].

Using social media tools in e-learning requires new skills and this can create barriers to learning [START_REF] Daneshgar | E-learning in Workplaces[END_REF]. Learners with prior experience perceive using social media in learning as more satisfying and rewarding than those with little experience [START_REF] Spencer | A Field Study of Use of Synchronous Chat in Online Courses[END_REF]. Importantly, social media skills acquired in other contexts, e.g. recreational use, may not translate directly into e-learning skills, as different contexts have their own use cultures [START_REF] Dohn | Teaching with Wikis and Blogs: Potentials and Pitfalls[END_REF].

Method

Using social media tools in workplace e-learning is a new field the studying of which necessitates qualitative case study approach that allows investigating complex social phenomena with a rich data set [START_REF] Lockyer | Integrating Social Networking Technologies in Education: A Case Study of a Formal Learning Environment[END_REF], [START_REF] Warne | Holistic Approach to Knowledge Management and Social Learning: Lessons Learnt from Military Headquarters[END_REF]. Consequently, we used a qualitative approach to study adding social media tools to a formal workplace training, i.e. a training having "a structured program of instruction" leading to "a formal qualification or award," e.g. diploma or certificate, as opposed to informal learning, i.e. learning "acquired through everyday work and life" [START_REF] Misko | Combining Formal, Non-formal and Informal Learning for Workforce Skill Development[END_REF].

The two-month pilot training was provided by a professional training organization, Financial and Insurance Institute FINVA, and was tailored for internal trainers in one of the biggest finance and insurance organizations in Finland. The training had previously been taught through contact day lectures, and the role of electronic systems had basically been to allow returning assignments and downloading materials. Consequently, the training allowed us to explore the actual dynamics of adding social media features to a workplace training in real world, and our research goal was to uncover and describe the emerging dynamics and draw conclusions based on actual learner views and behavior rather than test any pre-described hypothesis.

Besides starting and ending days, the training was conducted entirely with social media tools: chat (three sessions), discussion forum (two assignments), blog (three blogs from ten given topics), and voice conferencing (two sessions). The forty employees taking the training were divided into seven small groups (5-6 learners per group) for chats and voice conferences but not for forums or blogs. As the organization has offices in about fifty cities, many learners logged in from different cities.

As data of learner perceptions and experiences, we used chat contents (one chat topic was discussing the tools), blog contents (one of the given topics was to write about one's perceptions of learning with social tools), end survey data, and in-depth interviews of five learners. The semi-structured interviews were conducted at the end of the training by phone and were preceded by the end survey (where we solicited learners for interviews). The interviews were meant to and did provide further insight into survey answers. Table 1 summarizes the data we had on each small group. Apart from only four learners, we had at least one type of input from every learner. Furthermore, we observed online interactions and learner behavior during interactions (e.g. chats) and through artifacts (e.g. forum postings) and log data (e.g. when postings were made). Consequently, we have a fairly comprehensive set of data of the training. However, at the same time, we have to exercise care in generalizing the results, as any case study inherently represents a specific set of circumstances. Consequently, our results represent more a starting point for further work than be-allend-all truths.

Table 1. Small groups by data: Numbers represent the number of learners in the small group of whom we had the particular type of material available (Blog and Chat refer to the toolrelated topics mentioned above; No material refers to the number of small-group members from whom we had no survey, interview, blog (tool-related topic), or chat (tool-related topic) material available, i.e. the number of learners in the small group on whose views we have no material.)

The analysis approach was standard qualitative data coding approach. The materials in non-text format were first transcribed and then all material was coded into themes used in the in-depth interviews. Each theme was further divided into subcategories arising from the material, and some of the larger subcategories were further divided into sub-subcategories. While the end survey data provided us with some quantitative data, most of our data was qualitative.

Synchronous tools: Chat and voice conferencing experiences

The two synchronous features, chat and voice conferencing, were widely liked. They were seen as being close to face-to-face conversation and as providing a good amount of social presence: "…when it was real-time, it felt really nice. Even if the other person is in another city, it feels as if we're in the same room." Immediacy led to social presence also in chats: "…[we] got close. Like we were a chat family." Some learners said that synchronous tools enabled better "corridor conversations" than contact days by bringing more people and more focus into the exchange. Learning with synchronous tools was seen as more participatory and active than lecture-based learning.

While blog and forum texts were seen as something one produces "alone" and then submits, interactivity was seen as inherent in the synchronous features, as learners constantly reacted to each other: "…you compared your experiences to what others wrote or said…" This interactive process resulted in instantaneous and abundant feedback that gave learners "plenty of useful ideas."

Synchronous conversations were seen as flowing from "intuitive thinking," in part as the constant flow of interaction required quick responses, and as showing "how people see things," thus supporting experience sharing and peer support: "…the comments from others, feelings and experiences, they were the best…" However, neither tool was without problems. Many learners felt that chats were too fast-paced: "…while you were writing something longer, others had moved to another topic." This led to overlapping of threads: "…many conversations [were] going on at the same time and it's hard to follow them all." As a result, following chats was challenging for many: "…everybody wrote at super-fast speed, commenting on different things. I was trying to keep up with it, scrolling up and down the message window…"

Voice conferencing in turn was plagued by turn-taking challenges. Learners found it difficult to know when they could talk: "…the problem was to know whose turn it was to talk-is the speaker still about to continue or is it proper to say something between…" and this could lead to some learners dominating the conversation: "…two people talk to each other and the four others listen in the background and maybe they would have good ideas to contribute but they end up forgetting them or the topic has moved on and the comment would now be out of place." Learners felt that moderation should be enhanced to handle such problems in chats and voice conferences.

Also, some learners felt that chats and voice conferences were light on substance-"just chitchatting"-and suggested that there should be reading materials on which to base the conversations. In fact, while many felt that sharing experiences was one of the best things in the training, many others did not perceive it as learning: "…it should have been more professional. …we were just sharing our own experiences. … Although it's fun and all, there should have been some concrete teaching, too." Some learners felt that the current group size (5-6 learners) was good while some felt that the groups were too big. Large groups made the pace too frantic for slower, "more deliberative" learners; smaller groups could help all learners be able to contribute more equally. Keeping groups small was also necessary to help everybody dare to participate: "…small enough to make learning efficient, because if the group is too large, people feel too shy or don't dare to participate or don't have time to talk…" Finally, using chat and voice conferencing at workplace brought its own challenges. Voice conferencing meant that learners had to watch what they said because other employees could hear them, thus impeding free flowing of conversation. Chats, on the other hand, were prone to interruptions, as the organization culture was to go to others to ask for help at any time; others simply did not realize that learners were busy. Still, chat as silent was seen as perhaps better suiting open office environments.

Asynchronous tools: Discussion forum and blog experiences

The two asynchronous tools used, blog and discussion forum, received a lukewarm reception. At best, they were found useful in that they forced one to slow down and reflect, but otherwise they were seen more as a chore. Postings in the asynchronous, non-real-time features were seen as something done "alone" and based on source materials as opposed to emerging from interactive process. Learners consistently referred to blog and discussion forum texts as "assignments" and saw them also otherwise in terms of school assignments. Learners, perhaps consequently, felt that they had to submit "a well thought-out whole," "a finished article." Instead of "free association," blogs and forums produced "written articles."

Learners were not divided into small groups for blog and forum assignments. As most postings were made close to the deadline, learners faced a "gray mass" of text that discouraged them from reading and from commenting (not compulsory) them: "...I couldn't sacrifice so much working time … people's postings were so long that you simply don't have time for it." For example, 70 blog postings (54%) came in on the deadline day (March 18) and the three preceding days. The average length of a blog posting was about 1.3 pages (A4). Thus, within four days, learners received about 93 pages of material to read and to comment in one week-with more material flowing in after the deadline.

The situation was much the same for the forum assignments. Postings "flooded" in close to deadlines, resulting in them getting practically no comments and desultory readings at best: "...just too many messages, it numbs you and then you don't comment anything..." Neither did it help that all were writing on the same few topics: "…when there are you know a hundred postings about the same topic, nobody has the patience to read them all [laughed shortly]."

In fact, not using small groups in blog and forum assignments killed whatever chance there was for interactivity:

"…[you can't] expect us to read … 40 people's postings and comment them all… You should be able to concentrate on communicating between only a few people and exchange views that way."

With smaller groups, interactive culture of sharing might have emerged: "…there might've been more discussion… It would have been more interactive."

Many learners experienced the resulting lack of feedback as discouraging: "...the assignments were rather massive … but then you got no feedback at all on them. … I started to wonder if it actually interested anybody at all." The situation was aggravated by some learners feeling that some others did the bare minimum but still got the same certificate. This, combined with the lack of feedback, made the more diligent learners question why they worked so hard, thus undermining their motivation. Consequently, one learner mentioned seeing no difference between posting answers to a blog and returning them by email while another one said that "Putting assignments in blogs felt a bit dumb, since I don't think anybody went there to read or comment them."

Many learners expressed hope that this solitary work would have been made more interactive. For example, one learner suggested that the long writings should have been submitted in smaller pieces so that others could have commented them (in small groups) and then the author could have continued based on the feedback.

Also, despite all the work that learners put into them, some learners felt that blog and forum posting contents were "superficial." Many saw them as a good source of ideas and knowledge that could be refined into something useful but not ready as such. Some learners suggested they should have tackled the postings as small groups: "…we never went through them properly. …we would have refined them and turned the material into something that would have stayed as … instructional material. Now it all stayed hanging in the air." Not only would this have resulted in more reusable materials, it would also have served to turn individual work into collective work. At the very least, learners would have read more texts with more focus.

6

Discussion on the implications of the learner experiences

Explicate learning goals and benefits to learners

While many learners greatly appreciated sharing experiences and peer support, many others did not see this as real learning and missed a more theoretical approach. Some learners also expressed uncertainty about how to approach this kind of learning: "…we might have gotten a tad off the given topic [in chats] but I don't know if that's a good thing or a bad thing." Clearly, there is a need explicate to learners what learning with social media means, how learning takes place, and what is expected of them. Otherwise, some learners will feel confused: "…I was thematically lost …the training was very different from what I expected and in that way I didn't get the benefit that I was expecting." Naturally, explicating entails pointing out the benefits of the new approach. One benefit many learners appreciated was networking with other learners, including both making new acquaintances and improving ties with old ones: "Absolute the most fabulous thing about this training has been networking with other trainers. It gives you a certain peace of mind to know who to contact when you need help on something unfamiliar." The training also lowered the threshold in contacting: "It is also easier to contact these people in future when we already kind of know each other."

A related benefit is peer support: "It has been very gratifying to discuss various matters with my own small group and share one's sentiments." Training led people to emphasize each other: "You get a feeling that you are not alone with this thing but others are also in the same situation." Also, peers were seen to be in a good position to provide experience-based feedback, and hearing of "various experiences, thoughts, and practices" was felt to be a "significant" part of the training.

Level differences in technical abilities with tool training

It Learners also emphasized tool-training because they saw social media tools as being part of the "modern" world and thus essential to know: "It's important to get to try different ways to study so that we could someday possibly utilize similar methods in our own trainings." Besides training purposes, learners were interested in social media tools because they saw in them a potential to support distance working and for getting just-in-time information from colleagues, for instance using chat to ask something while on the phone with a client. Now, however, some learners felt that training failed in teaching them tools: "It's still a mystery to me how it [Live Meeting] works." Some learners also expressed uncertainty about what they had learned: "I've learned to use social media in studying but do I know how to use it correctly? Maybe not."

Finally, some learners felt that using so many tools in the training had a fragmenting effect, especially since they were not familiar with the tools: "I'd have preferred concentrating on a fewer tools…" If learning tools is not in the locus of training, using fewer tools than here may be advisable.

Learner views on interface related matters

There were clear indications that learner needs for social media tool interfaces and features somewhat differ from the needs in recreational use. The reasons for differences appear related to various aspects of the use situation. In e-learning, the process is goal-oriented (the interaction has an agenda to fulfill), learners may not be familiar with each other but nevertheless need to interact at person-to-person level, and there is a cost-related pressure to have as big groups as possible.

In chats, some learners wanted to have texts color-coded by the person. In elearning, learners deal with people they may not be familiar with and learner-groups tend to be bigger. Consequently, identity awareness should be supported in the interface. If learners do not easily recognize each other and cannot get to know each other through the interface, no closeness develops and interaction stays at superficial level. The fragmentation of discussion into various threads in chats was also a problem for many learners. While recreational chatting can flow freely, e-learning process is goal oriented, and all information concerning an issue needs to stay connected. Thus, being able to tie different pieces of an issue thread together and being able to refer to earlier postings that may have disappeared from the current view need to be supported. Finally, many learners had difficulties writing fast enough and some worried about making typos. Predictive inputting and spell-checking could facilitate these problems. While there is a certain tolerance to typos in social media, elearners in the workplace are nevertheless professional people who wish to make a professional impression on others.

In voice conferencing, learners had the same need as in chat to recognize the speaker with whom they may not be familiar and to get to know other learners. The interface should therefore support identity awareness. Also, there was a clear need to support turn-taking. Interfaces could support gesturing, turn-reserving and such e.g. through icons or other indicators. Moreover, being able to indicate agreement or disagreement in the interface-e.g. thumbs up or down-would allow learners to contribute to interaction without requiring a speaking turn.

In blogs and discussion forums, especially since the number of posting was high, there was a clear need to support learners to find postings that interested them. Many wished to read a particular person's postings or postings by their own small group. In social media, it is natural to allow sorting postings based on social aspects, such as authors and social connections between learners. Learners also wished to be able to have a summary, abstract or some other preview of a posting content to decide if they wanted to read it. While learners can be asked to write abstract to postings, there are also many automatic approaches that could be used, e.g. keyword clouds, that could also be used to help learners locate salient items.

Conclusion

Despite many problems evident in this pilot training, the learner perceptions and experiences lend credence to many claims about the potential of social e-learning. The interactive process, where it took place, resulted in experience sharing, abundant feedback, and peer support in addition to facilitating networking. That so much value materialized despite challenges further underlines the potential of social e-learning once the wrinkles have been smoothed out and best practices have been outlined. However, the study also shows that benefits are not automatic. The social elearning process has to be designed and maintained to make sure e.g. that group sizes suit the tools, the interactive process takes place, and learners have enough technical skills to focus on learning rather than on learning the tools.

Neither is social e-learning necessarily a be-all-end-all of workplace trainings. Now some learners found the learner-generated content somewhat lacking in substance. Consequently, it is necessary for future work to establish how best to use social e-learning for various types of learning goals. The implication from this study is that social e-learning works well when the knowledge exists within the learner community. However, when new, more theoretical matters are studied, it may be better utilized as supporting rather than as the sole approach to learning; e.g. contact days still appear to have their place, as some things, such as social media tools themselves, are best learned hands-on and face-to-face.

While more case studies are needed to understand how best to use social e-learning in workplace trainings, our results substantiate many promises and encourage further research.

  is very dangerous to have expectations about the know-how level and technical skills of learners; e.g. even though Live Meeting was installed in everybody's computer as per company policy, not everybody knew how to use it. However, the training offered little tool training. Learners felt that this affected learning: "…it was a challenge to study the tool itself before you got to the actual matter."Many learners felt that there should be a contact day focused on learning the tools to build confidence and to enable everybody to participate and contribute at equal footing.Learners felt that with proper tool training, they would, in fact, have saved precious time: "...what we would absolutely have needed was to go through the tools immediately at the beginning… but now we went in cold, and we have constant rush at work. …it took way too much time to start figuring out how to use [the tools] during the working day." Also, learners needed training not just in technical use of tools but also in use culture related factors; e.g. not all learners knew how to approach generating content: "…blog was for me perhaps like, well, what I should write here, what I would talk about…"