Moving through time and space - Learning history on the move

Alexander König, M.A.Leiter der Landesbildstelle am Landesinstitut für Pädagogik und MedienBeethovenstr. 26D- 66125 Saarbrückenakoenig@lpm.uni-sb.de0049 6897 7908124

Daniel BernsenRegionaler Fachberater für Geschichte im Schulaufsichtsbezirk KoblenzEichendorff-Gymnasium KoblenzFriedrich-Ebert-Ring 26-30D - 56068 Koblenzdaniel.bernsen@beratung.bildung-rp.de0049 261 915940

Abstract

Mobile devices enable students and other non-professional historians to decode edificial remains, symbols etc. through giving access to additional information. In other words, mobile devices enrich reality: They reveal the historical value of topographic places and surfaces. The article “Mobile history Learning” delivers ideas for inquiry- and design-based learning with mobile devices. The authors try to develop a concept for mobile learning in history lessons focussing the aspect of mobility to pass the borders of the school classroom for learning history outdoors.Mobile history learning is product oriented. Students create different and innovative forms of collaboratively generated products like geocaches or digital stories. These products help to initiate the discussion about history between peers but can also be seen as important elements of social participation and commitment when using social networks for historical learning. Furthermore mobile history learning lets students understand public debates on history, politics, culture, memory and identity.

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Keyword proposals:

history learning, didactics of history, history teaching, educational technology, mobile learning

Moving through time and space - Learning history on the move

IntroductionWhile the debate about the character of history learning and the turn to skill based approaches in

teaching accelerated after the results of PISA 2000 in Germany, recent surveys and inquiries

about the digital equipment of young adults between 12 and 19 show that nearly every

adolescent owns a mobile phone (JIM, 2012, p. 8). As a matter of fact these devices are an

integral part of youth culture that emerged and formed through the transformation of the static

internet to the more dynamic and flexible mobility complex in the first decade of the 21 century

(Bachmair et al., 2011). Instead of talking about the educational assimilation of this technology

driven development many schools and teachers respond to this reality by banning digital devices

from the classroom without taking notice of the additional values. Nevertheless there are some

teachers and institutions as early adopters of mobile technology in education followed by some

empirical research (Ifenthaler & Schweinbenz, 2013). Henderson and Yeow (2012) focussed the

usage of iPads in a New Zealand primary school. They found out that contrary to the potentials

of mobility one of the main benefits seen by teachers was the adoption for web research and

classroom presentation. Likewise Hutchison et al. (2013) pointed out, that tablet computer could

foster reading skills and literacy. All in all frequently mobile devices are used in the classroom,

not outside of it. So far concepts for mobile learning in history teaching and learning do not exist

at all.

The aim of this article is to identify first conceptual perspectives on how mobile learning can

help fostering interest and creativity in history lessons. Traditionally history lessons take place in

the classroom and are based mainly on written sources. In this article, we develop ideas in a

conceptual perspective for inquiry- and design-based learning with mobile devices like

smartphones or tablets in order to show these multifunctional learning tools facilitate history

learning, especially outside the classroom. These devices combine different gadgets and tools

that were separated in the past and converge in the present. Nowadays a mobile device offers

many functions like taking notes and photos, recording audio-comments and videos or editing

documents. So called applications (apps) widen the range of possibilities to discover, examine

and appropriate the (historical) environment that surrounds us. Most devices are able to get

information from services like GPS (Global Positioning Services), Wifi and cell-towers to

pinpoint the exact location of a user. Additionally, mobile devices offer ubiquitous access to the

web. How these functions can be used in history teaching and historical learning will be shown

in this article.

Mobile learning in history lessons and historical culturea) A constructivist approach

The authors of this article see learning as an active process of interaction and construction in a

situated context (Driscoll 1994; Duffy & Cunningham 1996). Brown, Collins and Duguid (1989)

argued that meaningful learning will only take place if it is embedded in the social and physical

context within which it will be used. Formal learning is often quite distinct from authentic

activity, or ‘the ordinary practices of the culture’ (p. 34). Many of the activities undertaken by

students are unrelated to the kind performed by practitioners in their everyday work. To achieve

authenticity, they proposed the model of cognitive apprenticeships, a method designed to

‘enculturate students into authentic practices through activity and social interaction’”.

(Herrington & Oliver 1995) The concept of situated learning (Lave & Wenger, 1991; Anderson,

Reder, & Simon, 1996) was quickly adopted to learning in computer based environments and the

use of social media in education (Hung, 2002; Halverson, 2009).

This theoretical frameworks applies to mobile learning as learner-centered, social and

constructivist learning (Pachler, Bachmair & Cook 2010, p. 23). To describe the idea of

“interaction” within this framework, one has to consider several points, that are extensively

discussed in the fields of Human Computer Interaction (cf. Yorka & Pendharkar, 2004),

Technology Enhanced Learning (cf. Goodyear & Retalis, 2010) and Computer Supported

Collaborative Learning (cf. Dillenbourg, Järvelä & Fischer, 2009):

● First of all, interaction in mobile history learning means a serious examination of one's

surrounding. Learners interact with different real objects, e.g. places, paintings, ruins, buildings

monuments.

● Interaction implies secondly the use of a mobile device and its functions for learning purposes.

Learners interact with the help of a gadget and the range of functions provided. Mobile devices

have to be understood as tools for learning and not only for entertainment.

● Thirdly, interactivity can be understood also in the way of creating and sharing content, like it is

often summarised in the buzzword of Web 2.0. Being fairly a synonym talking about social

media puts the emphasis on a different aspect of using digital, web-based tools which are also

provided by mobile devices.

● Thus, fourthly, the notion of social media stands for the interaction between learners. In fact

mobile devices support on the one hand synchronous and asynchronous computer-mediated

communication. They provide clients for short messages service (SMS), for electronic mail (e-

mail), for instant messaging (IM) integrated in social communities, e.g. facebook, or for

microblogging services like twitter. Furthermore, there exist clients for bulletin boards or the use

of learning management systems.

On the other hand the use of mobile devices can also foster and deepen face-to-face-

communication. Recently, Bachmair shows in his research that these devices used in

formal learning settings could work as communicational bridges and conversational

connectors between learners just as between teachers and pupils. For young learners

mobile devices are an integral part of their everyday life and culture; in general pupils

have advanced skills in using different functions of these accessories appropriately.

(Bachmair, 2011 and 2013)

The context of our learning scenarios respectively didactic settings is situated in formal learning

environments of history lessons in lower and upper secondary schools. However, within this

framework of school learning one has to consider informal learning happening in everyday life,

in spare time and in school as well. Informal learning is understood as non-intentional and

implicit learning which is not structured and without certification (Livingstone, 2006; Marsick &

Volpe, 1999). This is especially true with the opening of the setting and the use of mobile devices

by the learners giving a growing importance to informal learning processes within formal

education. Using mobile devices in history learning gives students the opportunity to think,

research, document, share and discuss their ideas and results transcending the borders of their

peer and learning group. Social interaction becomes an important part of the learning process.

Above all, mobile gadgets are more than only technical devices. Marshall McLuhan claims in

hisBerlin media theory that media should also be seen as “extensions of man”. From this point of

view mobile devices and their functionalities augment, widen and enrich our senses. With mobile

devices we see “more than our eyes”; we hear "more than our ears" and maybe - who knows - we

will smell in the near future "more than our olfactory sense". McLuhan argued already in the

middle of the 60s:

During the mechanical ages we had extended our bodies in space. Today, after more than

a century of electric technology, we have extended our central nervous system itself in a

global embrace, abolishing both space and time as far as our planet concerned.

(McLuhan, 2011, p. 5).

In this quote McLuhan argues that the medial development has lead to the loss of space and time

- an indicator of a beginning loss of history itself. But when we look at mobile devices and the

provided technological possibilities of these gadgets for history learning the contrary is true.

As learning tools these instruments can help students to explore their environments as

historically distinct landscapes in an active way and perceive everyday phenomena like

buildings, monuments etc. as relicts of the past and interpretations of history. While doing so the

surroundings are perceived as a cultural area, where with every step historical heritage can be

discovered.

From this point of view mobile history learning addresses different dimensions of historical

consciousness. From the different dimensions of historical consciousness mobile history learning

fosters mainly the spatial but also the temporal dimension and their connection creating of an

awareness of the historicity of places (Schiersner, 2011, p. 6). In mobile historical learning

students “go beyond the acquisition of knowledge relevant to issues encountered in the world but

also to shape their knowledge out of their own sense of their world” (Pachler et. al, 2010, p. 5).

Students need to build up an awareness for history (Bernhardt, 2011), that could also be seen as

an essential skill for the perception of historical developments (Gautschi, 2009, pp. 52-54).

Perceiving historical dimensions of an object or a place as well as precise observations are often

very difficult for pupils. Even though they can be developed especially by activity-orientated

methods (Bernhardt, 2011b, p. 46). Connecting passed events, structures and biographies to real

places can help to raise the awareness of historicity and the perception of historical changes

(Schiersner, 2011, p. 6; Wineburg 2000).

Referring to the historical thinking concept by Peter Seixas which puts a similar idea in different

words, one can say that mobile history learning can help discovering the notions of continuity

and change in the historical development of students’ everyday life:

One of the keys to continuity and change is looking for change where common sense

suggests that there has been none and looking for continuities where we assumed that

there was change. Judgments of continuity and change can be made on the basis of

comparisons between some point in the past and the present, or between two points in the

past. (Centre for the Study of Historical Consciousness, 11/29/12)

Until now like mobile learning is not very common in history lessons, though widespread in

students leisure time activities in general, even referring to history: We can think of activities like

geocaching or guided tours in towns, castles, museums and other special places of interests. In

this respect mobile history learning focuses a real place or a number of historic sites.

In his handbook for planning history lessons Horst Gies (2004, p. 219) stated that especially

history as a subject in school challenges the fact that the past events or processes cannot be

retrieved or repeated. Access to the past is never immediate but only possible via media. In

summary using mobile gadgets and tools appropriately reminds us of this fact. They help

combining digital media and tools with the discovery of historical vestiges and public history

(Bernsen, König & Spahn, 2012). By this, mobile devices are instruments to learn with.

While normally history lessons in school are based on written or visual documents, now every

location can become a learning object itself, not only the ones already prepared as learning spots

by for example museums or memorials. The development of the site in time can be studied

including all kinds of structural, like for example constructional or architectural, changes that

may allow deep insights in different uses by inhabitants and authorities (Demantowsky 2008).

From this point of view mobile history learning aims at decoding or deciphering the symbolic

purpose of a location through time. Students are asked to (re-)construct historical meaning. In

doing so they are getting involved in a process of meaning making for themselves (Kress, 2010).

Whereas there is quite an elaborate range of didactics and methods on school field trips and out-

of-school learning locations (Kuchler 2012), the didactics of using mobile devices for learning

history have yet to be developed. There are different possibilities of using mobiles devices for

history learning on the move:

● First of all, mobile devices can enhance the visit of a real place with additional information via

the web. To provide information a case in point is the practice of using Quick Response or QR-

Codes attached to an object. These low-tech and user-friendly bar codes facilitate access to

information. By scanning QR-Codes special applications open promptly long URLs in the

browser that delivers additional materials like multimedia-based, embraced texts as well as

sounds, pictures, videos or interactive quizzes, tasks or exercises. By acquiring these materials

over the web students will attain information about the properties and the history of an object or

a historically distinct landscape.

● To develop the use of mobile devices in history learning, it seems reasonable to look at their

technological functions and the basic configurations of mobile devices in general. Smartphones

or tablet computers provide different tools like a photo camera, a voice recorder, a digital memo

pad for taking notes etc. that can be used in different ways. Indeed pupils handle these devices

quite intuitively. From their point of view smartphones or tablets usually are not associated with

learning. Nevertheless, using the functions of a mobile device intentionally they can be seen as

instruments to foster historical learning and research. In more specific terms, this means that

pupils could document a walk by analysing and exploring historical places with audio or video

recording; it is conceivable that students are taking notes and pictures at the same time.

● Furthermore small applications, so called apps, widen the range of possible learning scenarios.

They establish connections to social networks, provide instruments to annotate pictures and to

tell stories combining the developments of Web 2.0 and mobile learning by creating user-

generated content on mobile devices (FitzGerald, 2012).

● Especially important to the spatial dimension of history learning and teaching are GPS-signals

and digital maps. Mobile devices facilitate the orientation in the field or on a excursion. The

tools mentioned above can help students for instance locate, identify and perceive places and

buildings in their historical and actual surroundings. By using the GPS of a mobile device

students are able to measure distances and to discover relations between different spots,

buildings or institutions which are nowadays blocked to one’s view. In the classroom, finally, the

records made outside form self-made learning materials to be analysed and exploited. In

addition, of course, also in the school and at home, students use their mobile devices to get

information via the internet.

● Michael Sauer (2010) focussed in an empirical and explorative study the ability of students

reading maps. Although this skill should be elaborated because maps are learning materials in

different subjects (e.g. geography and history) Sauer found out that it is hard for students to read

maps accurately. This should be kept in mind when planning a lesson. An activity-oriented

approach integrating mobile devices and their functionalities in history learning could foster the

development of map reading and orientation skills at the same time. Additionally, the creation of

digital maps by learners, for example, in or/and out of the classroom is also a good way to

strengthen mapping skills by an active and constructivist approach. Some services (like e. g.

Google Maps, OpenStreetMap or Stepmap) provide such features. In these learning scenarios

students learn while using mobile devices about different types of maps, their respective concept,

information value and how (digital) maps with their legends are created and annotated.

b) The spatial turn and location-based learning

One of the central categories of historical thinking seems particularly important when talking

about mobile history learning: the orientation in space, or being more precise spatial concepts

(Mares & Moschek, 2013; Schiersner, 2011, p. 5). “No matter how space may be experienced in

current time, the experience of of historical space is always a matter of the individual

imagination.” (Mares & Moschek, 2013, p. 59). It is undeniable that the discovery and

examination of space in time demand a multidisciplinary approach, where different methods and

of different subjects, especially history and geography, are addressed. Looking at historiography

it has to be be said that the academics went ahead combining different sciences. The cultural and

linguistic turn followed a so called “spatial or topographical turn” first as a shift in paradigm of

the cultural studies starting in the 1980ies that renewed methods used by the well know Annales

School. In fact already Fernand Braudel looked at the influences of climate and landscape on

society and people when investing the Mediterranean area.

Space was not longer conceived as a sort of place for people and cultures but in a different

conception understood as a result of social interactions. From this it follows that space cannot be

reduced to a given environment but is always established in different ways of perception and

construction. So, with the spatial turn space is not only an object of research but a different way

of think how to approach and analyse any subject-matter.

Recently, the didactical transfer of these aspects to history learning has been made. Nowadays

there exist several quite different approaches in the German didactics of history that try to

combine various subjects and methods to contour the spatial dimension of history and of history

learning (ZfGD, 2011). All these approaches have in common that they focus out of class

learning, activities at special locations and on field trips.

One aspect that yet has not been discussed is how mobile devices can be used in this context and

how mobile learning can help to promote orientation in historic spaces to discover the

“historicity” of places which normally are not necessarily perceived as historical ones.

This is where we come to the concept of “location based learning” as a variation of situated

learning. The boom of location based services started in the advertising industry combining apps

on mobile devices with GPS-locations to provide adverts and commercial offers on the spot.

First concepts to use these tools also for learning scenarios were developed since about 2005

(Neuhaus 2010). One of the first location based activities which spread quickly worldwide was

geocaching. The first caches were hidden already in the year 2000. Nevertheless, it took some

years before the educational value of geocaching in learning scenarios was discovered. In

Germany, in particular for history learning, this happened only recently (Bernsen 2012).

As “games seem to be excellent tools for facilitating and supporting situated learning [...] appear

to be excellent tools for facilitating and supporting meaningful learning of pupils, merging out-

of-school and in-school learning” (Huizenga, 2007, p. 127). The idea of location based learning

was very quickly connected with gaming. Students prefer games demanding a high degree of

creativity and imagination (Bernhardt, 2010, p. 17). Given that playing and creativity are often

seen as two faces of the same coin, one has to take a closer look at their role in history science

and learning. To come closer the following paragraph discusses creativity as a central aspect of

history learning.

Creativity in history writing and learningThe didactics of history teaching focus on the reflection of theoretical, empirical and pragmatic

aspects of historical teaching, learning and thinking. In this debate historical consciousness

(Geschichtsbewusstsein) introduced by Karl-Ernst Jeismann in the beginning 80s is the main

construct for analysing historical learning processes. Jeismann emphasised that historical

consciousness is embedded in the processes of cognition: Historical thinking examines objects in

the present or/and objects in the past. It establishes historical significance, tries to comprehend

the actual political, social and economic situation, identify continuity and change, analyse cause

and consequence, take historical perspectives and make factual as well as ethical judgments.

Historical consciousness gets intersubjectively comprehensible through communicational acts,

the narration of history (Seixas & Peck, 2004; Jeismann, 1985).

Imagination has a multiple role in the science and learning of history: it is needed for research to

find primary sources, to solve problems and establish connections between the vestiges of the

past and representations of history. It is also needed for the creation of narrations in form of

historical representations like books, scientific or journalistic articles, films or any other form of

media as well as base for historical thinking. (Fines, 2002) In fact, imagination and creativity

play an essential part in historical thinking skills and are crucial for problem solving. (Fielding,

2005; Pandel, 2007, p. 24)

Interestingly, the scientific work of historians often still is seen as lonesome, studious business,

while the creation of history films and books for a broad public is accepted as a being

cooperative or collaborative, social and project-oriented activity. Learning history in school was -

and sometimes still is - calculated on the scientific idea of history and not on public history.

Putting the focus more on these phenomena, creativity will appear as an act of (collaborative)

inventing. In the near future imaging and creating will play a far more important role than before

in the history classroom. Students are asked not only to read sources and answer questions from

their textbook, but to write stories, to make films etc.

Therefore, imagination is getting more important in the process of history learning. Imagination

already was described as the premise for historical thinking next to cognition (Dılek & Soğucaklı

Yapıcı, 2005, p. 65; Pflüger, 2006, p. 92). It allows historical reconstructions based on sources as

traces of the past. This bond is fundamental as we are not talking about free fantasy based

associations. Imagination is also crucial in the process of absorbing and understanding

representations of history. This applies to texts as well as to photos and videos. The individual

imaginativeness enables the envisioning the past.

On a collective basis, imagination also plays an important role in the development of identity: it

allows the individuum to relate itself to the given narration. Finally, only imagination enables the

appropriation of the historical matter, in the sense of putting oneself in the position of historical

persons: So imagination is the basic requirement to create awareness for the other and to adopt

other persons’ point of views. Historical empathy is a necessary skill to help students to make

historical sense. (Foster & Yeager, 1993; Schörken, 1997, pp. 64-66)

Using mobile devices in history lessonsMobile devices can help promoting activities in the process of historical learning and thinking in

and outside the classroom. In general mobile devices are personal tools with - as shown -

multifunctional features. They have a convergent character and give ubiquitous access to the

internet. In this article they are introduced to support historical thinking in four different modes

(cf. Bernsen, König, & Spahn, 2012):

1. At an historical spot students have the possibility to get information from the web. Documents

like historical maps, old photos and sounds of places and historical sites can appear on location.

Thus mobile devices provide learning materials e.g. primary and secondary sources like texts or

photos over the net to work with on an historical site like a castle or a church. They support the

inquiry of the learners.

2. Mobile devices are multifunctional gadgets. They serve as writing tools, they help to record, film

or localise something. These technologies enable students in a new and creative way to foster

their historical research, analysis, understanding and validation of historical sources. Last but not

least mobile technologies offer powerful tools to narrate history and tell stories.

3. Using mobile devices in formal learning settings makes students learn about the technology they

are using, e.g. GPS, photography or audio recording. Learning about how to use the functioning

of these technologies empower students to employ them purposefully in order to express

themselves.

4. Mobile devices enhance perception and deliver new, accessible and shareable forms of archiving,

documentation and publication. They can be understood as extensions of our senses. This way,

mobile devices enlarge the repertoire of accessible and linked tools creating by this a new

environment for thinking and learning, completely different from the restrictions students are

used to by working with pen and paper.

Each of the four modes as well as their combination in the process of learning foster students’

creativity in history learning by widening their potentials to access, understand, explain and

interpret vestiges of the past and to present their findings in a individual and collaborative way.

Creativity is promoted by facilitating sharing ideas, intermediate and final results, by opening

new ways and tools of research and by enlarging the range of potential products. Using mobile

devices enables students and other non-professional historians to decode edificial remains,

symbols, commemorative culture etc. through giving access to additional information,

documents or interactive activities. In other words, mobile devices enrich and augment reality:

They reveal the historical value of topographic places and surfaces.

From this point, out-of-class learning is naturally location-based. It focusses historicity and

changes over time. Furthermore mobile history learning offers possibilities to spot links between

different locations, that can arise from interest and research or that are given respectively

produced by students as a sort of learning trail e.g. in form of mobile storytelling.

Practical ideas for creativity in history outdoor lessons using mobile devicesAll ideas are appropriate to be used in lower and upper secondary school classes. The time spent

for each activity depends on the way it is integrated in the lessons and can differ from a few

minutes to a suite of lessons.

Product Description of activities Digital tools Examples for apps Geocache Students hide a geocache next

to a historical site and write a text or create riddle how to find it.

GPS geocaching.comopencaching.de

Guided walking tour

Students create short texts/photos/films about historical sites in a city, put them in an order for a tour on a digital map.

camera,audio-recording,digital map

maps.google.deumapper.comstepmap.demyhistro.com (mapping combined with a timeline)geograffiti.com

(Online) Exhibition

Students take photos of architectural details to examine the architecture of local buildings. They search the internet for famous buildings of the same style or search for explanations and hints. They create an (online) exhibition on the history of architecture or about a historical site.

camera,search engine,blog/website

pinterest.comtumblr.comglogster.comthinklink.comStitch Pics

Interviews Students interview pedestrians on their perception of a nearby historical monument. They analyse the statements and make a short podcast or film about it. With some additional research they can compare the current perception and significance with the ones from the historical construction era, identifying different social groups and analysing changes and continuities.

audio-recording, camera

audioboo.fm soundcloud.comAudacity

Mobile location- based game

Students use an existing game/scenario to discover the history of a place by playing or they use an app to create a location-based game on the history of their school town made by themselves.

GPScamera

trip-engine.net/treasuremapper.netniet.org/

Photo manipulation

Students look for historical monuments in their city. They take photos and modify the images in order to change the meaning of the monumental representation. The manipulated photos should be presented and discussed. They can be published in the internet or printed and shown in the classroom and the schools.

camera pixlr.comPS Touch GimpPhotoscape

Photo scavenger hunt

Students get old photographs of the town / local area by their

camera,search engine

commons.wikimedia.org flickr.com

teacher (or search them on their own) and then they have to find the place in the present town to take a photo. They compare past and present, identify continuities and changes and do research on the reasons for the changes.

tineye.com

DiscussionAlthough there is still a lack of empirical research in the field of mobile history learning the

authors consider that the conceptualisation presented here have delivered some ideas that could

be useful for further studies. The ideas given above show that “mobile history learning” using

mobile devices are especially suitable for creative approaches in inquiry- and design-based

learning scenarios. Learning is in this context strongly situated, location based and by integrating

mobile devices linked to the living and working environment of the students. Therefore it is

reasonable to assume that the described scenarios will be effective.

A constructivist approach to mobile history learning understands learning as an active process of

a subject that makes experiences and attaches importance respectively meaning to the

development of an environmental object in time (cf. Bonwell & Eison, 1991; Völkel, 2005 and

2010, p. 226-227). In this context the use of mobile devices can play a significant role in project-

based learning (PBL; Savery, 2006). Lisa Rosa (2012) speaks about “Learning 2.0” meaning

project-based learning in times of and with the tools of the web 2.0 as base for 21st century skill

development (see also Boss & Krauss, 2007). Rosa states four main features of this new learning

cultures in the digital age: Learning is self-determined, personalised, collaborative, and (cross-)

linked.

Mobile devices help supporting this shift in learning culture giving learners individual tools to

access information and examining objects. Technology-assisted PBL can be made productive for

history learning in schools as well (Hernández-Ramos & De la Paz, 2009). As a consequence of

the digital change, the history curriculum also has to change from a national canon to individual

and collective level of historical significance and skill based learning (Rosa, 2012b; Lautzas,

2012). Mobile devices are an important catalyser in this process as they allow to individualise the

approach, the tools and the information used in the process of history thinking.

Using mobile devices in history classroom is a mindset not a prescriptive instructional technique.

It requires a different approach to teaching and learning than is seen normally in schools. At the

same time students create different, creative and innovative forms of - sometimes also

collaboratively - generated narrations about history like geocaches or digital stories. These

products help initiating peer discussions about history but can also be seen as important elements

of social participation and commitment. Furthermore mobile history learning enables students to

understand public debates on history, politics, culture, memory and identity. While moving

through the places and streets of their home town, students start learning in the present for the

future from the past.

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