Out now: Mobile Learning. Structures, Concepts and Practices of the British and German Mobile Learning Discussion from a Media Education Perspective.

Since August 15th, 2014 my paper “Mobile Learning. Structures, Concepts and Practices of the British and German Mobile Learning Discussion from a Media Education Perspective” is available online. It is part of the proceedings of the Educational Media Ecologies: International Perspectives Conference (2012 at the University of Paderborn; see my talk here) edited by Dorothee M. Meister, Theo Hug, and Norm Friesen.
The paper is the English translation of a text published in German about one year ago (and: a very short and compressed version of my Phd thesis). Focus is Mobile Learning as a scientific field of media education; a view to related disciplines, arguments and concepts; and a short discussion of challenges deriving from the practical implementation of mobile learning in school contexts.

Abstract
As a scientific field within media education and educational sciences the research on and the practical implementation of mobile learning is evolving. An analysis of the predominantly British scientific process of the mobile learning discussion – to which this paper refers to (Seipold 2012) – is opening the view to a taxonomy of this discussion, its contexts, reference points, perspectives and conceptual focal points, as well as to success stories and challenges that are related to the implementation of mobile learning in formalised learning contexts, such as schools.

Reference
Seipold, Judith (2014): Mobile Learning. Structures, Concepts and Practices of the British and German Mobile Learning Discussion from a Media Education Perspective. In: MedienPädagogik, Nr. 24, S. 30-52. Online.

Mobiles Lernen – Systematik, Theorien und Praxis eines noch jungen Forschungsfeldes

Vor Kurzem erschienen ist der Sammelband “Mobile Learning. Potenziale, Einsatzszenarien und Perspektiven des Lernens mit mobilen Endgeräten”, herausgegeben von Claudia de Witt und Almut Sieber. Darin bin ich mit dem Beitrag “Mobiles Lernen – Systematik, Theorien und Praxis eines noch jungen Forschungsfeldes” vertreten. Das Buch wird geführt unter ISBN: 978-3-531-19483-7 (Print) und 978-3-531-19484-4 (Online) und ist online verfügbar unter http://link.springer.com/book/10.1007/978-3-531-19484-4.

Hier das Abstract meines Artikels:
“Als noch junges Forschungsfeld – Mobiles Lernen liegt erst seit etwas mehr als zehn Jahren im Fokus der medienpädagogischen und erziehungswissenschaftlichen Forschung – gewinnt das Mobile Lernen erst allmählich an Kontur. Eine Analyse des bisherigen vornehmlich britischen Wissenschaftsprozesses des Mobilen Lernens eröffnet den Blick auf die Systematik der medienpädagogischen und erziehungswissenschaftlichen Mobile Learning-Diskussion, ihre Kontexte, Bezugspunkte, Perspektiven und konzeptionellen Schwerpunkte, aber auch auf Erfolge und Problembereiche in der praktischen Umsetzung des Lernens mit Mobiltechnologien in formalisierten Lernkontexten wie dem des Schulunterrichts.”

Seipold, Judith (2013): Mobiles Lernen – Systematik, Theorien und Praxis eines noch jungen Forschungsfeldes. In: de Witt, Claudia; Sieber, Almut (Hrsg.): Mobile Learning – Potenziale, Einsatzszenarien und Perspktiven des Lernens mit mobilen Endgeräten. Springer VS, Wiesbaden, S. 27-54.

Out now: Mobile Learning. An analysis of the scientific processes of British and German speaking mobile learning discourses in the fields of media education and educational science.

Available now (in German language only):

Seipold, Judith (2012): Mobiles Lernen. Analyse des Wissenschaftsprozesses der britischen und deutschsprachigen medienpädagogischen und erziehungswissenschaftlichen Mobile-Learning‐Diskussion. Dissertation zur Erlangung des akademischen Grades eines Doktors der Philosophie (Dr. phil.) im Fachbereich Humanwissenschaften der Universität Kassel.

ISBN: 978-3-00-040411-5
ISBN-A: 10.978.300/0404115
doi: dx.doi.org/10.978.300/0404115

Table of contents
Book cover

Free and full online version:
http://nbn-resolving.de/urn:nbn:de:hebis:34-2012121242324

Abstract:

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Mobile Learning. Potential and controversy embodied in a young scientific field, and arising consequences for future research and practice.

On March 27 and 28, 2012 the conference “Educational Media Ecologies – International Perspectives” took place at the University of Paderborn (Germany). As I was not able to attend in person I submitted a video presentation that can be watched on YouTube or below. The slides can be accessed via the slideshare website, the abstract is available below as well as on the conference website.

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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

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

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