What does the literature say concerning mobile phone use, and more specifically text messaging, in educational settings? What theoretical and pedagogical foundations have been identified to build effective best practices upon? The following peer-reviewed articles provide theoretical and pragmatic foundations. Hayati, A., Jalilifar, A., & Mashhadi, A. (2011). Using Short Message Service (SMS) to teach English idioms to EFL students. British Journal of Educational Technology. doi: 10.1111/j.1467-8535.2011.01260.xAbstract: This study aimed to gauge the efficacy of three modes of instruction of English idioms, ie, Short Message Service (SMS)-based learning, contextual learning and self-study learning. More precisely, this study capitalized on the push aspect of SMS affordance to deliver bite-sized English idiom lessons on spaced intervals to the learners irrespective of the traditionally inherent problems in most teaching classrooms of English as a Foreign Language learning contexts and thus promote regular study. Students’ perceptions and attitudes toward mobile learning and the application of SMS in teaching and learning English (idioms) were also sought by conducting a poststudy survey. Overall, the results revealed that students receiving short mini-lessons on their mobile phones via SMS were more enthusiastic and learned more than their counterparts on paper or contextual groups. Lim, T., Fadzil, M., Mansor, N. (2011). Mobile learning via SMS at Open University Malaysia: Equitable, effective, and sustainable. The International Review of Research in Open and Distance Learning, 12(2). Abstract: This article describes Open University Malaysia’s efforts at enhancing the blended learning approach for undergraduate distance learners with the successful implementation of the Mobile Learning via SMS initiative. The pilot project was implemented in the May 2009 semester, and this coming January 2011 semester will be in its sixth consecutive semester. Aspects such as the conceptual model, the process flow of group messaging, and challenges faced, as well as effectiveness of the initiative, are discussed. Mentor, D. (2011). Supporting students’ connectedness via texting. Educause Quarterly, 34(1).Key Takeaways: Providing students with portable communities of support through mobile phone texting offers one way to give them a sense of social connectedness. Increasing a sense of social connectedness encourages healthier emotional well-being among students, reducing potential feelings of isolation from the campus community. Texting may help improve participation by and performance among students, although definitive proof will require a more rigorous examination of the actual effects on their performance and perceptions of emotional well-being.Summary of resource Kovalik, C. L. & Hosler, K. A. (2010). Text messaging and the community of inquiry in online courses. Journal of Online Learning and Teaching, 6(2). Abstract: Text messaging is emerging as a tool educators are using for multiple purposes in both face-to-face and online courses. This research study investigated the impact of using text messages to convey course information for six online courses, taught by one instructor, as measured by the Community of Inquiry survey. Text messages communicated course information, including reminders of assignment due dates, notification that assignments have been graded, and short feedback on discussion postings. Students completed two surveys for the study; 1) the Community of Inquiry (COI) survey and 2) a survey created by the first author to gather information on student reaction to using text messages in the courses. Overall results indicate that students reacted positively to receiving text messages. COI survey results indicated, however, that there were no significant differences between students who received text messages and students who did not receive text messages in their perception of social presence, cognitive presence, and teaching presence as represented by the COI framework. This lack of significance may be partially attributable to the instructor’s extensive prior experience and success in online teaching. Porath, S. (2010). Text messaging and teenagers: A review of the literature. Journal of the Research Center of for Educational Technology. 7(2), 86-99. Abstract: Look around on any bus, in any restaurant, or standing in any line and people are text messaging. Likewise, most teenagers in America are nearly inseparable from their cell phones, not because they are constantly talking, but because they are connecting with their friends through text messaging. Although cell phones are banned in most K-12 schools, students are text messaging constantly there as well. Few adults, including teachers and administrators, understand how and why adolescents and young adults are using text messaging or how to harness text messaging capabilities in the classroom. This literature review examines the limited amount of research on the practice of text messaging for adolescents and young adults (ages 11-21), focusing on the motivation, means, and methods of text messaging. In addition, it considers how adults have successfully engaged text messaging to access and inform youth about health-related issues. In this light, some current educational uses of text messaging are highlighted, along with implications for future research. Wallace, P. & Howard, B. (2010). Social networking tools to facilitate cross-program collaboration. Educause Quarterly, 33(4). Abstract: This project is part of a continuing effort among the faculty in our department to break down the silos of learning created by the structure of off-campus programs. The use of social networking tools allows our students to engage in a level of collaboration that would be awkward, if not impossible, without a means to communicate effectively. This particular project focused on the tools of collaboration. We will continue to explore options for developing stronger and more long-term collaborative projects that will build communities of practice among students for the duration of their graduate programs rather than over the course of one short semester. Jones, G., Edwards, G., Reid, A. (2009). How can mobile SMS communication support and enhance a first year undergraduate learning environment? Research in Learning Technology, 17(3). Abstract: In this paper we discuss a case study investigating how the academic and personal development of first year students on an undergraduate sports education degree can be supported and enhanced with mobile SMS (Short Message Service) communication. SMS-based technologies were introduced in response to students’ particular needs (in transition to Higher Education) and characteristics (adept mobile communicators). Despite being unaccustomed to using their mobile phones for academic study, students willingly accepted SMS communication with their tutor via a texting management service. This communication was used in concert and integrated with a more traditional learning and teaching context (lectures and a virtual learning environment). Drawing on evidence from two student surveys, focus groups and a tutor’s journal, we illustrate how mobile SMS communication has influenced the student learning experience. Taking a holistic view of the learning environment we use Laurillard’s (2002) conversational framework (Laurillard, D. 2002. Rethinking university teaching: a framework for the effective use of learning technologies. 2nd edition. London: Routledge.) to analyse and discuss the role of texting in supporting student transition to higher education. Duvall, B. J., Powell, M. R., Hodge, E., & Ellis, M. (2007). Text messaging to improve social presence in online learning. Educause Quarterly, 30(3). Summary: This study aimed to adapt instructional pedagogy to make it more compatible with the mobile lifestyle of today’s students. The goal of this research was to evaluate and provide suggestions on how to incorporate SMS text messaging so that both professors and students could maintain a social presence within a learning community. Data collected indicated that the students liked to use SMS text messaging and felt that it was useful for enhancing communication in their online class. The collaboration and communication created through the use of text messaging also supported the creation of a social context that fostered a sense of community. Using the text messaging tool, teachers and students became active participants in the learning process. Furthermore, the use of SMS text messaging to share online resources allowed students to learn through interaction with other students in an online environment. The learners applied their combined knowledge to solve course problems. The SMS text messaging tool also provided a medium for communication and dialogue, which engendered the "immediacy" sought by many online learners. Consequently, we believe that if text messaging is integrated effectively into an online class and used for well-defined objectives, it provides a useful tool for enhancing social presence and communication among learners. Are you aware of another peer-reviewed article on texting that you’d recommend be added to the list above? Leave a comment with the bibliographic info and link if possible.

Blackboard announced the acquisition of Requestec, a startup that creates web conferencing and real time communication gateways for computers and mobile devices. Financial terms of the deal have not been disclosed. Requestec’s technology has already been implemented in part of Blackboard’s product line, further implementation and updates are planned for later this year. WebRTC (Web Real Time Communication) is a new standard that enables users to have synchronous communications, such as video conferencing, voice calling, instant messaging, video chat and file sharing directly from within a desktop or mobile browser. The technology eliminates the need for any plugins or downloads like Skype, WebEx and other VoIP or conferencing software. It currently works best with the latest versions of Firefox and Google Chrome. Blackboard already demonstrated the use of WebRTC at its annual BbWorld in August. Video Further Reading Blackboard acquires Requestec | Press Release Our Latest Acquisition: Revolutionizing Video Conferencing | Blackboard Blog

What are some examples of best practices incorporating text messaging into teaching? The following resources provide a few ideas to consider as you formulate your own plan for utilizing texting. Webinar: Texting with Students in Higher EdArchive of webinar by Barry Dahl, Todd McCann, Brett Kopf, and Jason Rhode on 1/17/12 titled "Text Messaging with Your Students While Maintaining Privacy" that explored the reasons and tools for safely communicating with students via SMS. Text Messaging with Students While Maintaining Privacy Tips shared by Jason Rhode for getting started text messaging safely with students. Teacher Uses Text Messaging in Science Classes Pasco County teacher welcomes texting in class Using Text Messages to teach English - Part 1 ‘Think Texts’ Texting students homework assignments Using Text Messages to teach English - Part 2 ‘Following Instructions’Group texting activity Have you located other best practices documented online that you’d recommend be added to the list above? Leave a comment with the link.

During last week’s event on Multilingualism in Europe we were talking about trends in language learning that are driven by new technology, data and a new mindset when it comes to what learners expect these days. Some of the key trends we see at EDUKWEST are around personalization, effectiveness and quicker results, trends that are also at the core of the edtech startup in today’s profile. Introduce your startup and give a short description of what you are doing. Lingua.ly is at once an education company, founded by academics and a disruptive tech-startup that has developed the first solution to learning languages via digital immersion. The patent-pending technology behind our platform takes an innovative approach to quantifying language learning through exposure and online interaction. We promote mastery of a foreign language via a personalized, adaptive and fun learning experience derived from real world content, paving the way to fluency by harnessing the natural mobile browsing behavior of our users. Who are the founders, how did you meet, what are your different roles in the startup. Jan and Orly met while Jan was doing a post-doc in California and Orly was completing her Phd in Cognitive Science at Stanford. They are polyglots who collectively speak six languages and shared a passion for language learning. Orly and Jan had both achieved fluency via the language learning techniques encompassed in the Lingua.ly platform and wanted to put the functionality under one roof. They used Orly's background in language and research combined with Jan's algorithm and expertise as a developer as the idea for the original product which then evolved from there. Jan is our current CEO and Orly is head of Learning. What is the main problem in education that you aim to solve. The web provides a unique opportunity for language learning spanning all subjects, levels and registers with a constantly updated array of authentic content. But it’s very hard to use in its raw form. We know from research and experience how learning must be organized to be efficient: through gradual expansion of existing knowledge with repetitive exposure to new facts. At Lingua.ly, we bridge the gap between the incredible yet overwhelming wealth of online content and the requirements for systematic learning. In which markets / regions are you active. What markets / regions are next. We are a global company and our solution has spread virally in most regions of the world. However, we have been particularly well received in Brazil and other Latin American countries as well as China where we were the number one educational app after launching our Android on Google Play in April. We have a growing presence in the EU, particularly in Spain and the Netherlands and we look forward to expanding our reach in the US, Middle East and Russia particularly with higher education college student users. Who is your target audience. Our target audience is users of online and digital language learning products as well as classroom based language learners. We have recently entered into partnerships with our platforms and providers including the largest textbook maker in Israel which will introduce .5 Million new users to the system next year. How do you engage with your target audience. How do you convert them into users of your product. We are a learning solution for language learners of all ages and abilities. Our system is inherently scalable and appropriate for both an academic and professional user. We noticeably fill a gap in the industry today by providing a digital solution for learners who are beyond a beginner level and require challenge beyond sentence level and grammar focused learning. What is your business model. How much does your product / service cost. Without the overhead of content development, our core functionality is free of charge with paid premium features for power users and customization for clients such as schools. As our solution is based on granular data points we can also serve as a lead generator for other products in the space. If you raised funding, how much did you raise. Who are your investors. If not, are you planning to raise funding. We have financed Lingua.ly through Angel investment. 800k USD has been invested to date primarily via two angels. Are there milestones you are especially proud of and would like to share. Since launching our first mobile app for Android in April, our WebApp in June and our mobile app for iOS in July we have grown by 300k users, with 100k of those signing up in the past month. Our users have collectively learned 8+ Million words on the system (there is a leaderboard available on our website for an updated figure) and we have been a featured app on Google Play as well as in The New York Times Travel section. What are the next steps in growing your startup. We are in the process of building out more features for existing products based on user feedback and enhancing our reach via newly supported languages and platforms, particularly for our browser extension. We've recently grown significantly as a team and will be adding more gamification to our practice activities, enhancing our UX and focusing on increasing our user base significantly over the upcoming three months. Anything else you would like to add. We are opening our "data" doors and allowing users to import and export words to make our system more compatible with outside platforms and classroom learning. Users can now bring their existing vocabulary into Lingua.ly to use it as a base for exploring related content on the web. Alternatively, our current users can export their collected Lingua.ly words for use in classroom learning or related language platforms which exercise different learning skills. We see ourselves as a complementary platform that plays an essential part in any user's language learning ecosystem by allowing users to choose the language they would like to learn and steer an experience fueled by real world, authentic text. Links lingua.ly | Twitter

There are many free tools available that can be leveraged when implementing text messaging in teaching. The intended purpose, frequency, and substance of messages are among the factors to be considered when selecting a text messaging tool. The following is a listing of free texting tools. If you find another free tool, please leave a comment with the tool title, description, and link. BroadtexterMobile clubs and marketing.  CellyPlatform of tools that enhances school communication: Create cells, instant mobile networks that connect your school Members can join a cell by texting or logging in to the web.  ClassPagerText your classroom. Broadcast updates to parents and students. Engage any student on any device — during or after school. Ask and answer questions, individually or with groups of students. Incorporate modern technology in your teaching safely and easily.  ClassParrotSafe and simple tool that lets teachers reach students the way their friends do.  Follow My TeacherSMS service geared specifically for K-12 schools and teachers  Google SMS ApplicationsUse Google applications via SMS text message.  Google Voice Using a Google Account, you can setup a Google Voice phone number that you can set to auto ring an office and/or mobile phone number. Send and receive text messages at your Google Voice phone number using either the smart phone app or web interface.  gTextFree group texting - A network of group communication.  Let’s Talk by CloudTalk Social messaging service that goes beyond texting and voicemail: FREE personal text and voice messaging, 1-to-1 and group conversations, public and private conversations, for Web, iPhone and Android.  Poll EverywhereCreates stylish real-time experiences at events using mobile devices. Poll Everywhere replaces expensive proprietary audience response hardware with standard web technology. It’s the easiest way to gather live responses in any venue: conferences, presentations, classrooms, radio, tv, print — anywhere.  Remind101Safe way for teachers to text message students and stay in touch with parents.  SMS MacUse your Mac to enter SMS text and send the SMS through the Internet.  TextMarksSMS service for educators and educational institutions. If you find another free tool, please leave a comment with the tool title, description, and link.

Remind, formerly Remind101, raised a $40 million Series C led by Kleiner Perkins Caufield & Byers with participation by The Social+Capital Partnership and First Round Capital. Founded in 2011 by the brothers Brett and David Kopf, Remind is one of the most successful edtech startups from imagine K12’s first cohort, closely followed by ClassDojo. This latest round brings the total of funding raised by Remind to $59.5 million. Key Takeaway The funding will be used to fuel Remind’s further development and international expansion which started in July by launching the app internationally yet with a focus on the UK as its next big market. Remind claims that during this year’s back to school season around 350k new users signed up for the service per day, pushing the app to the #3 spot in the iTunes Appstore. The platform now connects over 1 million teachers (one in five in the US) with more than 17 million students and parents. According to investors and the founders, Remind will always be free for its basic use in order to grab an as big chunk of the market as possible. Later on paid premium features will be added to monetize reports Forbes. Further Reading Remind Raises $40 Million to Connect Every Teacher, Student and Parent in an Effort to Improve Education | Press Release Remind, a Start-Up That Links Teachers and Parents, Raises $40 Million | New York Times With $40 Million In New Cash, Parent-Teacher App Remind Targets A Billion Users Worldwide | Forbes Related Links HEDLINE: Remind101 raises $15 million Series B EDUKWEST #80 with Brett Kopf of remind101

Here are a few other miscellaneous resources related to text messaging in teaching, not previously mentioned. List of SMS Gateways - Wikipedia List of mobile carriers providing SMS transit via SMS gateways.  How to Send Text Messages to Students via Email for FreeInstructions for how to send text messages to students via email for free, provided you know students’ mobile phone number and carrier. Are you aware of another miscellaneous resource regarding texting that you’d recommend be added to the list above? Leave a comment with the name, description, and link.

School messaging app Remind (formerly Remind101) announced a $40 million Series C on Tuesday, bringing its total funding raised close to $60 million. The round was a so called inside round with no new investors which can be interpreted in several ways. One option is that the startup has problems and investors need to inject more money to keep it afloat, another is that the startup aims for a higher valuation and needs more runway to achieve some milestones. In Remind’s case the two main investors seem to be interested not to dilute their ownership by allowing others to chip in. In the past Chris and I often shook our heads when edtech startups like Remind or edmodo for instance announced huge venture rounds and the promise to remain free forever without a having a working business model and I still don’t believe that this is a healthy approach. Nevertheless, looking at the growth of Remind I will admit that the Kopf brothers are the posterchild for the concept of grabbing market share by offering a service for free. Now the question remains whether they will they be able to "turn on revenue" once they have a sufficiently large user base which again will of course be crucial for an IPO. Why IPO? Back in February, when he led Remind’s $15 million Series B, John Doerr stated that the startup will eventually make money by adding premium features and that other "liquidity events" (like an IPO) are also an option. With $60 million in funding, Remind’s valuation is probably too high for an acquisition. Now leading the Series C, Doerr states in the press release that "We [Kleiner Perkins Caufield & Byers] are thrilled to invest in their hyper growth." According to the New York Times, Doerr was especially impressed by Remind’s focus on education and metrics as well as its rapid growth among the teacher community. During this year’s back to school period, Remind saw around 350k new signups per day. This growth curve also attracted the attention of Chamath Palihapitiya, founder and managing partner at The Social+Capital Partnership. Before being a VC, Palihapitiya was responsible for Facebook’s growth in the early days alongside founder Mark Zuckerberg. Remind’s adoption among teachers, students and parents has similar potential of reaching one billion users or more. In fact, Remind’s goal is to connect three billion people in the coming years. "We were ecstatic about the opportunity to partner with John Doerr and lead an inside round at Remind. The company's vision, if fully realized, will create the first complete graph in education (more than 3 billion people worldwide) and offer the education system a product that drives meaningful outcomes," states Palihapitiya in the press release. So it seems that both KPCB and Social+Capital want to own a big chunk of what Doerr and Palihapitiya see as the next big consumer app, leading to an inside Series C round with no new investors. "This has the most credible chance to get to one billion users of any product I’ve seen since I left [Facebook]." Palihapitiya told Forbes. Looking at the development of Remind it is worth noting that the team did not need to pivot or adapt its core product in order to achieve growth and adoption. The attraction actually lies in the simplicity of Remind, focusing on and solving a simple yet persistent problem: communication between teachers, students and parents. Because all parties involved need to communicate on a regular, sometimes daily, basis, Remind sees high retention and low dropout rates, making the app part of the daily routine similar to other consumer apps like Facebook, LinkedIn, Twitter or WhatsApp all of which took some time to introduce paid features or plan to remain free. Today Remind has about 18 million users which is still far from one billion, let alone the target of three billion. In a next step the startup has to prove that it will achieve comparable growth in new markets like Europe and eventually if teachers, parents or schools see value in premium features. Picture License  Some rights reserved by Stuck in Customs

Blackboard has announced a new open online course "Designing an Exemplary Course," as part of the CourseSites Open Course Series. The course will run from September 26th - October 17th, 2012. Registration is free and opens Wednesday, September 19th. Whether you are just getting started or are an advanced online educator, this course will provide you with a framework to help identify and apply best practices for designing engaging online courses. You will learn from 11 instructors and instructional designers including distinguished Exemplary Course Program (ECP) Directors and several of the 2012 ECP winners. Using the Blackboard ECP Rubric as a guide, the course will focus on the four critical elements of a course: design, interaction and collaboration, assessment, and learner support. You will have the opportunity to participate in weekly live, online sessions, learn with peers in focus groups, and complete optional assignments to aid your course development and improvement. A panel of course design experts will facilitate each group to provide you with valuable feedback. The learning environment will offer learners the flexibility to choose their own learning outcomes and time commitments based on individual needs. To maximize benefits of participation, optional homework assignments will be provided each week to apply concepts to build out one’s own course structure and materials. The course will provide a framework for forming collaborative teams. For more details or to sign-up to be notified when registration opens, click here.

Over the past 10 days, I led the second iteration of an online professional development workshop with the Sloan Consortium, entitled Text Messaging in Teaching: Tips and Techniques from the Trenches. This workshop, just one in a series of workshops on mobile learning, was geared for faculty desiring to add a mobile dimension to their online teaching using text messaging? Participants learned by doing as they experienced texting incorporated in the online environment (Moodle), explored free texting apps, and formulated their own plan for incorporating texting into their online communication strategy. Our discussions focused upon how to enrich one’s online presence and communicate with students through a mobile technology they are already using daily while also protecting privacy. The following resources, among others, were shared during the workshop: Texting Background and Definitions Statistics on Use of Texting Opinions and Commentary on Texting in Teaching Articles on Texting in Teaching Best Practices on Texting in Teaching Text Messaging Tools Additional Miscellaneous Text Messaging Resources Looking for some great online professional development opportunities? Check-out Sloan Consortium’s online workshops!