Presentation “Critical perspective on mobile learning” held at MLCB

On March 21, 2011 I held my presentation “A critical perspective on mobile learning: Results of a heuristic analysis of the scientific process and a hermeneutic analysis of mobile learning practice” at the “Mobile learning: Crossing boundaries in convergent environments” conference in Bremen (conference website).

 

Video

A Critical Perspective on Mobile Learning: Results…

 

Abstract

The following abstract was published in
Rummler, Klaus; Seipold, Judith; Lübcke, Eileen; Pachler, Norbert; Attwell, Graham (eds.): Mobile learning:
Crossing boundaries in convergent environments. Book of abstracts. 21-22 March 2011, Bremen, Germany. ISSN 1753-3385
which is available for download at http://www.londonmobilelearning.net/downloads/MLCB_BOA_Bremen-2011_Crossing-Boundaries-full_2011-03-18.pdf.

 

Judith Seipold

A critical perspective on mobile learning: Results of a heuristic analysis of the scientific process and a hermeneutic analysis of mobile learning practice

Abstract
Educational and pedagogic research on mobile learning is about ten years old. Over this time the scientific process can be split into three phases, which reach from (1) research on practice via (2) the application of existing learning theories to (3) the generation of new theoretical and conceptual frameworks for mobile learning. With a view to the different lines of development within these phases it becomes evident that there are e.g. attempts not only to understand what mobile learning is, but also to demand changes in the educational system. The latter refers not least to a process of democratisation of learners and learning that is about to take place.
Focussing on mobile learning practice, ambiguities and contradictions in the use of mobile devices in learning contexts appear. They stand in contrast to what research on mobile learning suggests, e.g. ad-hoc use of mobile devices, collaborative learning, the crossing of conceptual and local contexts etc. On the other hand, practice also suggests the power of learners being able to create new learning spaces and concepts as well as implementing multimedia and multiple modes into school learning that replace the written text as dominant mode for learning.
The paper will outline the scientific processes of the mobile learning field with a focus on the educational and pedagogic developments in mobile learning taking place in the UK and in Germany. The results deriving from this heuristic and hermeneutic analysis will be reflected critically in order to reveal ‘pseudo’ changes and ‘success stories’ in the use of mobile devices for learning, as well as the potential of such a discussion.

Keywords
mobile learning, theory, practice, scientific process, analysis, qualitative heuristics, objective hermeneutic, dialectics of practice

1. Structure of the scientific process of the educational and pedagogic research on mobile learning
The development of the scientific mobile learning discussion in the UK over the recent years resulted in the autonomy of the discipline in the educational and pedagogic field.
Referring to categories of a qualitative heuristic method, the process can be described in terms of social and cultural contexts of the mobile learning discussion (i.e. related disciplines such as sociology and e-learning), the social practices constituting the mobile learning discussion (i.e. lines of argumentation, concepts, definitions), and the developing process characterising the mobile learning discussion. The latter consists of three phases each of which is characterised by lines of development. Whilst the phases are structured by time, the lines of development can be seen as characterising the respective chronological phases. In addition, the lines of development are describable as approaches and fields of research that are persisting independent of time.
Phase 1: Explorative, technology-centred and practical implementation: Phase one can be described as explorative. Mobile devices were installed in educational settings in order to see how mobile technologies allow for changes in teaching and learning processes. The discussion was very much technology driven.
Phase 2: Application of existing theories and conceptual frameworks: The second phase focuses on the application of existing theories and conceptual frameworks such as Activity Theory (Engeström, 2001, 2005) and the Conversational Framework (Laurillard, 2007), as well as on personal (Green, Facer, Rudd, Dillon, & Humphreys, 2005), collaborative and situated learning (Lave & Wenger, 1991) with the aim to explore dynamic processes around formal and informal learning and knowledge building.
Phase 3: Building of theories and conceptual frameworks: The third and most recent phase is structured by attempts to build theories and conceptual frameworks, e.g. the socio-cultural ecology of mobile learning (Pachler, Bachmair, & Cook, 2010) or the “Theory of mobile learning” (Sharples, Taylor & Vavoula, 2010). Now, the learner is seen as standing at the centre of his/her learning processes. Against the background of the construction of theoretical and conceptual frameworks, the role of the devices is becoming less important. Instead, the social/societal framework and the learners’ expertise, agency and cultural practices are gaining importance. Mobility is no longer defined through the devices, but through the learners’ abilities to act flexible in ever changing and self-constructed learning contexts.

2. The dialectics of mobile learning practice
The analysis of mobile learning practices in school contexts was realised according to categories that were developed against the background of the socio-cultural ecology of mobile learning (Pachler, Bachmair & Cook, 2010). Focusing on the actual use of mobile technologies and convergent media it became evident that learning with mobile devices does not necessarily foster ad-hoc, collaborative, personalised, self-directed and innovative learning. In most cases, the teaching design is pre-structuring the use of the devices and thus limits in consequence the potentials inherent in the use of mobile technologies for learning. Here, mobile learning appears as old wine in new bottles. In case teachers are providing spaces to learners to act according to their expertises, interests, agency and cultural practices, innovative use of the devices and the generation of contexts by learners can be discovered. Here, user-generated contexts are a fruitful concept to frame mobile learning and to approach the design, the use and the analysis of mobile learning.

3. Methodology: qualitative heuristics and objective hermeneutic

The scientific process of the mobile learning discussion was carried out by using a qualitative heuristic method (see e.g. Kleining & Witt, 2000; Krotz, 2005). This ‘discovering’ method means that the analysis intends to bring aspects to the foreground that are inherent in the discussion. By referring to key components of this method, the following aspects were considered in order to allow for the caption of this phenomenon: the development process, social practices relevant for establishing the discussion, the contexts in which the field was raising and the meanings deriving from the development process.
As for the analysis of mobile learning practices, a hermeneutic analysis was undertaken. Hermeneutics is an interpretative method, which means that the scientist interprets phenomena according to his or her research questions, the theoretical background he or she is using and his or her ‘preferred reading patterns’.
Together, the heuristic and the hermeneutic analysis of the mobile learning field allow for conclusions that are able to describe and understand the field according to its structure, elements, development lines and their relation to each other as well as for tendencies and contradictions. The aim is to not only to be able to characterise the field, but also to point to discrepancies and thus aspects that need to be considered for further research and the development of the mobile learning field.

4. Results: Mobile Learning is governed by political demands, contradictions in practices and innovative potentials
From this perspective mobile learning is not only about learning but also – and more generally – about politics and the need to understand the school system, learning and the roles of teachers and learners in the context of current changes of mass communication and society. However, having a look at the mobile learning practice, there are several issues that are standing in contradiction with what research and theory development suggest. In fact, a lot of ‘pseudo’-opening is taking place which makes mobile learning often appear as old wine in new bottles. This applies for example to features of mobile devices such as the ad-hoc access to and distribution of information, to the teaching design that can reduce learners’ activities with mobile devices to behaviouristic learning instead of supporting constructivist learning, or to situated learning that can become gathering of information through the use of convergent media such as platforms. Besides, and this is part of the dialectics of mobile learning, there are real enhancements and innovations taking place in the use of mobile devices which are on the one hand achievements of the learners themselves, and which might on the other hand result from what is described as “pseudo-opening” above. Former are related to the use of modes of representation as well as the learners’ creativity. Also, learners revise existing structures, connect them and established new ones in order to create their own convergent learning spaces and “learner-generated contexts” (see e.g. Cook, 2010). Latter provide structures for equal access of information and discursive engagement in learning materials.

References
Cook, J. (2010). Mobile Learner Generated Contexts. Research on the Internalization of the World of Cultural Products. In B. Bachmair (Ed.), Medienbildung in neuen Kulturräumen. Die deutschsprachige und britische Diskussion (pp. 113–125). Wiesbaden: VS Verlag für Sozialwissenschaften.

Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualisation. Journal of Education and Work, 14(1), 133–156.

Engeström, Y. (2005). Knotworking to Create Collaborative Intentionality Capital in Fluid Organizational Fields. Advances in Interdisciplinary Studies of Work Teams, (11), 307–336. Retrieved from http://dx.doi.org/10.1016/S1572-0977(05)11011-5.

Green, H., Facer, K., Rudd, T., Dillon, P., & Humphreys, P. (2005). Personalisation and Digital Technologies (Futurelab Report).

Kleining, G., & Witt, H. (2000). Qualitativ-heuristische Forschung als Entdeckungsmethodologie für Psychologie und Sozialwissenschaften: Die Wiederentdeckung der Methode der Introspektion als Beispiel. Forum Qualitative Sozialforschung, 1(1). Retrieved from http://nbn-resolving.de/urn:nbn:de:0114-fqs0001136.

Krotz, F. (2005). Neue Theorien entwickeln: Eine Einführung in die Grounded Theory, die Heuristische Sozialforschung und die Ethnographie anhand von Beispielen aus der Kommunikationsforschung. Köln: Herbert von Halem Verlag. Retrieved from http://www.gbv.de/dms/hebis-darmstadt/toc/11253757X.pdf.

Laurillard, D. (2007). Pedagogical forms for mobile learning: framing research question. In N. Pachler (Ed.), Occasional Papers in Work-based Learning: Vol. 1. Mobile learning – towards a research agenda (pp. 153–175). London: WLE Centre. Retrieved from http://www.wlecentre.ac.uk/cms/files/occasionalpapers/mobilelearning_pachler_2007.pdf.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Learning in Doing: Social, Cognitive, and Computational Perspect. Cambridge, UK: Cambridge University Press.

Pachler, N., Bachmair, B., & Cook, J. (2010). Mobile learning: structures, agency, practices. New York: Springer.

Sharples, M., Taylor, J., & Vavoula, G. (2010). A Theory of Learning for the Mobile Age. Learning through Conversation and Exploration Across Contexts. In B. Bachmair (Ed.), Medienbildung in neuen Kulturräumen. Die deutschsprachige und britische Diskussion (pp. 87–99). Wiesbaden: VS Verlag für Sozialwissenschaften.

Poster presentation about MoLeaP held at MLCB conference

On March 21, 2011 I gave a poster presentation entitled “MoLeaP – the mobile learning project database” at the “Mobile learning: Crossing boundaries in convergent environments” conference in Bremen (conference website).

 

Poster

MoLeaP-Poster_DINA0_2011-03-11[1]

 

Video

Poster Presentation by Judith Seipold

 

Abstract

The following abstract was published in
Rummler, Klaus; Seipold, Judith; Lübcke, Eileen; Pachler, Norbert; Attwell, Graham (eds.): Mobile learning:
Crossing boundaries in convergent environments. Book of abstracts. 21-22 March 2011, Bremen, Germany. ISSN 1753-3385
which is available for download at http://www.londonmobilelearning.net/downloads/MLCB_BOA_Bremen-2011_Crossing-Boundaries-full_2011-03-18.pdf.

 

Judith Seipold

MoLeaP – the mobile learning project database

Abstract
This poster aims to introduce ‘MoLeaP – the mobile learning project database’, a service provided by the London Mobile Learning Group (LMLG; www.londonmobilelearning.net) via www.moleap.net. MoLeaP is a public and free-of-charge online database for education professionals interested in mobile learning practice underpinned by theory. Projects, applications, and resources can be submitted by users in order to make materials and experiences available to a broad audience and to encourage the implementation of mobile learning projects in different learning contexts, such as school/college/university, family, workplace, and/or everyday life to enhance the replicability of mobile learning projects, and to contribute to sustainability in teaching, learning and research on mobile learning. The database categories are based on a conceptual framework of a socio-cultural ecology of mobile learning and are derived from a methodological framework for the description and analysis of mobile learning practice.

Keywords
mobile learning project database, replicability, transferability, socio-cultural ecology, methodology

1. Introduction
Research on mobile learning is essentially related to the implementation of mobile learning projects in different contexts such as education or everyday life. Projects are characterized by different approaches to teaching and learning, locations and a broad variety of technologies; also, they are dealing with mobile technologies as topic or they support their use as learning and teaching tools. As the rapidly emerging field of mobile learning originates a tremendous amount of mobile learning projects, ‘MoLeaP – the mobile learning projects database’ is conceptualized as a resource and tool for people who are interested in mobile learning, especially in sharing their experiences and projects with others, or in learning from already existing projects. The database – which is based on the idea of collaborative knowledge building – aims to provide opportunities for the systematic gathering of practice,

  • to distribute knowledge which was gained within such projects in order to make practice less ephemeral,
  • to enable synergies,
  • to contribute to sustainability in teaching, learning and research, as well as
  • to enhance replicability of mobile learning projects.

Also, MoLeaP aims to provide a rich resource for mobile learning experiences in order to allow researchers and practitioners from all over the world easy access to projects and relevant resources. The categories for project description might assist practitioners in planning mobile learning projects and enhance dissemination, replicability, and transferability of projects by providing a common basis. It is hoped that the database will be able to support educators in the implementation of mobile media and mobile learning projects in any educational context and that it contributes to sustainability in teaching, learning, and research.

2. Theoretical and Methodological Background
The project database combines theory, research and application and aims to provide straightforward functionality on the basis of design principles derived from principled conceptual work (Seipold, Pachler, & Cook, 2009; Seipold & Pachler, 2010; Pachler, Bachmair, & Cook, 2010) in an attempt to facilitate the sharing of pedagogical practice. The categories, which are used to describe and analyze mobile learning projects, are based on the theoretical background of a socio-cultural ecology of learning with mobile devices (Pachler et al., 2010; Pachler, 2010). The socio-cultural ecology consist of the three key components: structures, agency and cultural practices and aims to describe mobile learning as a process within changing mass communication and thus changing appropriation mechanisms attendant to engagement in masse communication. As a consequence, the database is open to any projects with mobile media, irrespective of the notion of learning underpinning it and irrespective of the setting.

2.1 Categories for Project Descriptions
The theoretical work of the LMLG has led to a set of categories, which are intended to be applicable to projects taking place inside and outside of educational institutions; they provide the basis for the categories of MoLeaP. The structure of the database has been designed to be helpful to colleagues planning mobile learning projects by flagging key considerations to be attended to during the planning and evaluation phases, in addition to fostering shareability by providing a common ‘language’ (soft ontology) to talk about practice:

1. General project data:
language of the project description; project name; URL; country; year; project owner and copyright holder; contact; partners; project workers; language in which the project was conducted; types of mobile devices; further media; age of participants; number of learners involved; number of teachers involved; number of supporting staff; role of supporting staff; duration; location; location latitude & longitude (of the location where the project was conducted; for further implication in location-aware contexts); type of educational establishment; phase of education; subject domain; teaching/ learning focus; tags/ keywords; optional text field.

2. Context/rationale:
background information, i.e. how many persons; type of educational establishment; duration; devices used; technical support etc.; learning and teaching aims; and envisioned role of mobile devices.

3. Approaches to teaching and learning:
how are the devices used; key activities, key tasks, and key pedagogical/‘didactic’ issues.

4. Technologies and requirements:
interoperability, storage, usability etc.

5. Project outcomes.

6. Lessons learned/ issues emerging.

7. Recommendations and future possibilities.

8. Replicability and transferability.

9. Recommended literature and references (optional).

10. Project analysis (optional).

2.2 Categories for Project Analyses
The analysis framework might best be described as heuristic and hermeneutic with relevance for mobile learning in the context of a socio-cultural ecology, covered under meta-categories rather than a rigid analysis scheme. The analysis framework is open to examples from school contexts as well as to examples from everyday life. We opened the analysis to aspects of identity construction, and social inclusion/exclusion in order to be able to access the most evident issues of cases of mobile use from everyday life. Also here, the criteria for the analysis relate to key concepts of the theoretical framework of the LMLG of a socio-cultural ecology. As this framework deals with a number of theoretical concepts, which are not self-explanatory, contributors to MoLeaP are free to provide a project analysis that refers to the following categories:

1. Agency, structure, cultural practice:
e.g. new habitus and social segmentation; ‘at-risk learners’; literacy, traditional vs. new; understanding media as cultural resources; participation in cultural practices.

2. Approaches to teaching and learning:
e.g. informal/situated/collaborative/problem-based learning; bricolage; knowledge building; meaning-making.

3. Notions of mobility:
e.g. mobile device used as tool; mobile devices used in relation to meanings; mobility in contexts (place, time, concepts, social constellations, activities, curriculum, cultural resources, and meanings).

4. User-generated contents and contexts:
e.g. transformation of mass communication; mobility; learning as meaning-making in context; ubiquity, choice, appropriation; context crossing.

5. Replicability and transferability:
e.g. replicability and transferability of the ‘didaktik’ script, using it in a new context; scalability.

2.3 Categories for applications and resources
In order to address not only practitioners through project concepts but also people who are only interested in the use of single applications, or in references to literature and project websites, MoLeaP covers these aspects as well. The option to systematically submit references, e.g. to project websites, to the database makes project websites quotable and allows researchers to refer to such projects in texts by means of references. The categories for the submission of applications and resources differ from the project categories in order to meet the requirements for providing information about applications and resources.

3. Poster
The poster will show a short abstract, followed by an overview on aims, theory, project categories and analysis categories. Also, it will provide a short introduction to the features of the website.

References
Pachler, N. (2010). The Socio-Cultural Ecological Approach to Mobile Learning: An Overview. In B. Bachmair (Ed.), Medienbildung in neuen Kulturräumen. Die deutschsprachige und britische Diskussion (pp. 153–167). Wiesbaden: VS Verlag für Sozialwissenschaften.

Pachler, N., Bachmair, B., & Cook, J. (2010). Mobile learning: structures, agency, practices. New York: Springer. Seipold, J., & Pachler, N. (2010). MoLeaP – The Mobile Learning Project Database: A Pool for Projects and Tool for Systematic Description and Analysis of Mobile Learning Practice. Journal of the Research Center for Educational Technology, 6(1), 157–171. Retrieved from http://www.rcetj.org/index.php/rcetj/article/view/87/192.

Seipold, J., Pachler, N., & Cook, J. (2009). Towards a methodology of researching mobile learning. In N. Pachler & J. Seipold (Eds.), Mobile learning cultures across education, work and leisure. Book of abstracts. Proceedings of the 3rd WLE Mobile Learning Symposium, 27 March 2009 (pp. 121–128). London. Retrieved from http://www.londonmobilelearning.net/symposium/downloads/3rd_wle_mlearning_symposium_-_book_of_abstracts_single_page_display.pdf.

Seipold, J. & The London Mobile Learning Group (LMLG) (2008-2011). MoLeaP – The mobile learning project database/ MoLeaP – Die m-learning Projektdatenbank. Retrieved from http://www.moleap.net.

The London Mobile Learning Group (LMLG) (2007-2011). The London Mobile Learning Group (LMLG). Retrieved from http://www.londonmobilelearning.net.

MLCB conference book of abstracts

Today in the afternoon we published the book of abstracts of the ‘Mobile learning: Crossing boundaries in convergent environments’ Conference. The file is available as download from the LMLG website.

The BOA is edited by Klaus Rummler, Judith Seipold, Eileen Lübcke, Norbert Pachler and Graham Attwell and runs under the ISSN No. 1753-3385

Table of contents:
9 editorial 15 about the London Mobile Learning Group 19 section 1 – theoretical inputs on mobile learning 21 Providing scaffolding by using mobile applications in connectivist learning environment; 27 It’s not what you know but the device you know: The influence of ownership on appropriation of mobile devices for learning on field trips; 31 A critical perspective on mobile learning: Results of a heuristic analysis of the scientific process and a hermeneutic analysis of mobile learning practice; 35 Longitudinal, educational design research investigation of the temporal nature of learning: Taking a Vygotskian approach; 39 A design toolkit for next generation mobile learning; 43 “Recombinant Fiction” theoretical paper and manifesto; 51 Learning in liminal spaces; 53 Creation and curatorship in new media; 57 Using theory to drive the design and re-design of mixed reality visualisation systems 61 section 2 – practical issues to support mobile learning 63 ConEx – mobile collaborative learning environment for conferences; 69 L3T assists m-Learning; 73 Workshop: Mobile Learning in School; 77 Just because they own them, doesn’t mean they use them: Exploring the potential for mobile learning in Higher Education; 81 It’s not a netbook – it’s a lifestyle! How could mobile technologies be used didactically to bridge formal and informal learning?; 85 Lerninfrastrukturen für mobiles Lernen: Rahmenbedingungen bei der Einführung mobiler Lerntechnologien; 89 Using mobile 360 degree performance feedback tools in Health and Social Care practice placement settings: An evaluation from the students’ perspective.; 93 MoLeaP – the mobile learning project database; 97 mobileTUD – der lange Weg zum “mobilen Ruhm”; 103 Learning, mobiles & development; 107 Technology narratives and mobile spatial learning; 111 An invitation to a joint post-assignment reflection – using podcasts as media for offering reflective space within vocational teacher education; 115 Augmented reality as a tool for mobile learning and a method for scholarly dissemination; 119 How should mobile learning be evaluated?; ; 123 M-project: first Steps to applying action research in designing a mobile learning course in higher education; 133 Exploring the order of precedence when using contextual dimensions for mobile information delivery; 137 Mobile lerngemeinschaften: beispiele, erfolgsfaktoren und stolpersteine 143 section 3 – concrete pointers and examples on mobile learning 145 Towards contextualized annotations to improve learning in museum; 149 Use of mobile learning by physician trainees in Botswana; 151 The potential of smartphones to mediate intra-hospital communication and learning practices of doctors. Preliminary results from a scenario-based study.; 157 Supporting learning on building sites with mobile technologies; 161 otu.lea – potenziale einer online-testumgebung für funktionale analphabetInnen und mobile learning; 167 Mobile learning in der lehrveranstaltung “industrielles projektmanagement” – Unterstützung selbstorganisierter und kollaborativer lernprozesse durch iPods; 171 Personalized mobile learning for people with special needs; 175 The use of iPhones in medical education; 179 Near and far contemplating (NFC) the future trends in mobile and what’s happening right here right now; 183 Offline mobile learning with Copyleft hardware; 187 The case for audio in mobile learning; 191 Providing training handouts for corporate learning as ePUB files for mobile devices and e-reader; 195 Mobile learning isn’t one flavour or one approach it’s a whole grocery store; 199 Using mobile devices to support careers advice, information and guidance

And thanks a lot to Manos Agianniotakis for doing a great design work ;-)

We can take it for granted: It will be about mobile learning

The Book of Abstracts of the MLCB conference is in production now and will be published the week before the conference takes place. However, just to be sure that the conference will be what we promised it to be, I made a quick wordle by using the draft of the BOA.

Registration for the conference, the MirandaMod and the get-together is still open:
http://www.londonmobilelearning.net/registration_bremen.php

The conference website can be accessed via:
http://www.londonmobilelearning.net/bremen

Interviews from OnlineEduca 2010


Last year, we attended the Online Educa in Berlin and met several interesting people who we interviewed for the “Radio Live at OEB” internet radio show, realised by Pontydysgu.
Doing this was a new experience and great fun. Hope to be involved in one of the shows sometime in the future again, e.g.  the one live from MLCB in Bremen.
The interviews listed below were done during the 2 days of OEB10. They are available on the Ponty website.

Day 1
On day 1 of OEB10, Graham Attwell and Eileen Lübcke did the floor-management, Jenny Hughes, Klaus Rummler and myself, Judith Seipold, made the interviews.
The about 40 min. stream from day 1 includes interviews with

  • Josie Fraser (digital literacies)
  • Larry Johnson (New Media Consortium and “Horizon Report”)
  • John Traxler (mobile learning)
  • Steve Wheeler (Web X and Web 3.0)
  • Tabea Schlimbach and Erik Wallin (G8WAY project)
  • Helen Keegan (guided digital identity development)

Day 2
The second day was even busier. Floor management by Jenny Hughes and Klaus Rummler, interviews by Judith Seipold, Klaus Rummler and Jenny Hughes. The second day brought us

  • Geoff Stead (Informal ethics)
  • Heike Philps (Video conferencing in classroom)
  • Fred de Vries (Audio augmented learning)
  • Jay Cross (Internet Time Alliance and current issues)
  • Linda Castaneda (Madhouse of ideas)
  • Andy Black (Innovation and implementation of mobile learning)
  • Ilona Buchem (E-portfolios)
  • Gráinne Conole & Jan Marković (Open Educational Ressources)
  • Karl Royle (Game-based learning)
  • Magda Balika (Teacher training)
  • Mor Seck (African Distance Learning Centre (AADLC))
  • Russell Stannard (Teacher training with video)

Off-the-show interviews and vox pops
After the live shows, we met several people and recorded the conversations and interviews. They were not aired during OEB10, but are available now on the Pontydysgu website.

  • Ilona Buchem and colleagues (E-portfolios in Germany)
  • Eileen Lübcke & Klaus Rummler (draufhaber.tv)
  • Russell Stannard (Teacher training videos)
  • Blackboard
  • Charles Sancondo (E-learning Africa)
  • Geoff Stead (Mobile learning applications)
  • Grainne Conole (Cloudworks and OER)
  • Sugata Mitra (Self-organized learning)
  • Sigi Jakob-Kühn (teachers and technology)
  • Inmaculada Arnedillo-Sánchez (Collaborative movie making) – first interview covered under the stream called “Sounds of the Bazaar at some exhibition stands”
  • … and some more …

Internet Time Alliance

MLCB conference in Bremen: two proposals accepted


I submitted two proposals for the ‘Mobile Learning:  crossing boundaries in convergent environments’ Conference, taking place in Bremen on March 21 and 22, 2011 (see website and post): A poster to present the MoLeaP database, and a research paper for the theory strand. Both proposals have been accepted (see short abstracts below). Extended abstracts will be available in the book of abstracts before the conference.

The MoLeaP database is part of a project which I held from 2008-2010 at the WLE Centre, IoE, University of London, entitled ”And don’t forget to bring your mobile’. Informing educational target groups
about mobile learning opportunities.’ The research paper covers some of the results deriving from my PhD research; I’ll submit the thesis within the next few weeks.

MoLeaP – the mobile learning project database

This poster aims to introduce ‘MoLeaP – the mobile learning project database’, a service provided by the London Mobile Learning Group (LMLG; www.londonmobilelearning.net) via www.moleap.net. MoLeaP is a public and free-of-charge online database for education professionals interested in mobile learning practice underpinned by theory. Projects, applications, and resources can be submitted by users in order to make materials and experiences available to a broad audience and to encourage the implementation of mobile learning projects in different learning contexts, such as school/college/university, family, workplace, and/or everyday life to enhance the replicability of mobile learning projects, and to contribute to sustainability in teaching, learning and research on mobile learning. The database categories are basing on a conceptual framework of a socio-cultural ecology of mobile learning, and are deriving from a methodological framework for the description and analysis of mobile learning practice.

A critical perspective on mobile learning: Results of a heuristic analysis of the scientific process and a hermeneutic analysis of mobile learning practice

The educational and pedagogic research on mobile learning is about ten years old. Over this time the scientific process can be split into three phases, which reach from (1) research on practice over (2) the application of existing learning theories to (3) the generation of new theoretical and conceptual frameworks for mobile learning. With a view to the different lines of development within these phases, it becomes evident that there are e.g. attempts to not only understand what mobile learning is, but also to demand changes in the educational system. The latter refers not least to a process of democratisation of learners and learning that is about to take place.
Focussing on mobile learning practice, ambiguities and contradictions in the use of mobile devices in learning contexts appear. They are standing in contrast to what research on mobile learning suggests, e.g. ad-hoc use of mobile devices, collaborative learning, the crossing of conceptual and local contexts etc. On the other hand, practice also suggests the power of learners being able to create new learning spaces and concepts as well as implementing multimedia and multiple modes into school learning that are replacing the written text as dominant mode for learning.
The paper will outline the scientific process of the mobile learning field, with focus on the educational and pedagogic developments in mobile learning taking place in the UK and in Germany. The results deriving from this heuristic and hermeneutic analysis will be reflected critically in order to reveal to ‘pseudo’ changes and to ‘success stories’ in the use of mobile devices for learning, as well as to the potential of the discussion.

perspective on

Mobile learning: Crossing boundaries in convergent environments


‘Mobile learning: Crossing boundaries in convergent environments’ Conference

Bremen (Germany) from Monday to Tuesday, March 21st to 22nd, 2011.

Conference Website: http://www.londonmobilelearning.net/bremen

The ‘Mobile learning: Crossing boundaries in convergent environments’ Conference, taking place in Bremen (Germany) from Monday to Tuesday, March 21st to 22nd, 2011, builds on a series of mobile learning research symposia hosted by the WLE Centre for Excellence at the Institute of Education, University of London between 2007 and 2009. It will focus on the challenges of developing new pedagogic approaches and on the potential of mobile devices for learning in formal and informal contexts. As mobile learning is not only about learning with mobile technologies, but also considered to be “new” learning, the conference will look at challenges for research and practice in understanding the changing social and technological structures allowing the use of technology for learning that are present in our personal lives, in school and in work places. Thus mobile learning crosses the boundary of institutional learning and looks at practical fields like research and medicine, too. Also, the conference will look at the latest developments in hardware and software which can support personalised learning.

By focusing on theory and practice, development and use, teaching and learning, formal and informal contexts, the ‘Mobile learning: Crossing boundaries in convergent environments’ Conference intends to offer spaces for researchers, practitioners, developers, the industry and policy makers to exchange ideas, experiences and research around issues and approaches to mobile learning, including sociological and educational issues and their effectiveness and desirability as learning spaces as well as the design of environments.

Whilst the conference includes a traditional research paper strand, we also encourage proposals for sessions in different formats including workshops, posters, cafe and debate sessions, videos, slideshows, podcasts, cartoons and hands on sessions. There will be a German language strand, so contributions in German are also welcome!
We will also provide opportunities for ‘unconference’ events, including the provision of spaces for informal meetings and discussions.

The number of participants is limited to 150. However, video contributions for loop-presentations during the conference from people who are not able to attend in person are welcome.

The ‘Mobile learning: Crossing boundaries in convergent environments’ Conference is preceded by the EduCamp, a specialised BarCamp for people interested in media and learning, which will take place in Bremen from March 19 to 20, 2011.
Pontydysgu will broadcast their show “Sounds of the Bazaar LIVE Radio Programme” live via internet.

3rd WLE Mobile Learning Symposium: Mobile Learning Cultures across Education, Work and Leisure

On March 27, 2009 the 3rd WLE Mobile Learning Symposium took place at the WLE Centre, IoE, London. I was – together with Norbert Pachler, Agnes Kukulska-Hulme and Giasemi Vavoula – organiser of this event.

We produced a lot of output such as the book of abstracts, slides and, as far as available, video recordings of the presentations which can be accessed via the old conference website.

I took the opportunity and presented MoLeaP (for the first time), as well as a methodology of researching mobile learning. Latter was developed for and applied to the analysis of mobile learning projects to make use of them for the development of the socio-cultural ecology of mobile learning (see e.g. Pachler, Bachmair & Cook 2010).

 

Towards a methodology of researching mobile learning

Slides
Towards a methodology of researching mobile learning
Video
Towards a methodology of researching mobile learning

 

Mo-LeaP – The mobile learning projects database

Slides
Mo-LeaP – The mobile learning projects database
Poster

 

Video

Mo-LeaP – The mobile learning projects database

Mobile phones in school. Selected m-learning projects from Great Britain and the German speaking countries.

The publication “Mobile phones in school. Selected m-learning projects from Great Britain and the German speaking countries” was published in the proceedings of the conference “Internationale Tagung Medien – Wissen – Bildung: Explorationen neuer Räume, Relationen und Dynamiken in digitalisierten Medienökologien” that took place at Innsbruck University from June 25 to 26, 2007. It is my first article about mobile learning, and it gives a short overview over how mobile learning can look like and by using which tools a systematic approach to the analysis of mobile learning practice can be realised.

The text is availble online via the URL given below.

 

Seipold, Judith (2008): Mobile phones in school. Selected m-learning projects from Great Britain and the German speaking countries. In: Hug, Theo (Hrsg.): Media, Knowledge & Education. Exploring new Spaces, Relations and Dynamics in Digital Media Ecologies. Innsbruck: innsbruck university press, S. 266-281. Online.

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