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Day 1 Alpine
Day 1 Alpine
Day 1 Alpine
Day 1 Alpine
Day 1 Alpine
Day 1 Alpine
Day 1 Alpine
Day 1 Alpine
Day 1 Alpine
Day 1 Alpine
Day 1 Alpine
Day 1 Alpine
Day 1 Alpine
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Day 1 Alpine

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Notes from Alpine workshop

Notes from Alpine workshop

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  • 1. Norbert - socio-cultural ecological approach - mobile learning - researching mobile learning - www.londonmobilelearning.net Interdisciplinary and International perspective - ideological hidden - implicit aspects of mobile learning - social, physical What is new? - capability and functionality of mobile - convergence and portability - personal ownership - different context for use of technology - boundary and context crossing mobile technologies - conditions for and environments of learning - dispositional and social milieu-related differences - need for navigational aids - texts as dynamic, fluid, contingent, multiply author and shared - new forms of social organization o distributed resources, distributed information, power, life-worlds and life- styles - dispositional and social milieu - dynamic, fluid, Learning? - not delivery and transmission of content - processes of coming to know - operate successfully in and across new and ever-changing contexts and learningn spaces - communication and conversation across multiple contexts among people within a triangle of social structures, cultural practices and agency - utilize everyday life world - augmentation of inner, conceptual and outer semiotic resources Pedagogy - frame institutional - what happens to the cultural traditions - ask us to question traditional practices - outside-in inside-out - proposing particular ways – the outside – learning in everyday life brought into school - meaning making through signs - actions of learners
  • 2. - socio-culturally bound - artifacts help us mediated - co-learner, pedagogical approaches - contingency – to what extent prepare children use in their practice - individualization, fragmentation, and provisionality - transformation – no longer work on socially guaranteed traditions our learners share - user-generated contexts Who or what is mobile? - is it t learner, device, content? - Mobility is feature of - As an individual habitus, characterized immediate access to the world - Constant readiness to be a learner - Use what find in the world to augment cognitive processes - Contingency, of incompletion , moving toward completion - All the world is mobile, it has become the curriculum and curricuarlised - Mobile is turning the environment in which I am, whatever I may be and wherever I may be in learning Mobile complex - ongoing changes in world important contextual factors - world is marked by fluidity, provisionality and instability - meaning making - changes in authority, - risk taking, individual user – more decisions - download of ring tones - impact implications - how literacy links into – contracts to read, what risks - multi-modal, multi-media Disappearance - discrete media - teletubbies, not just a tv program, dora the explorer - media becomes all persuasive – begins to frame - phones become - level of reflexivity – allows young ones to operate in a meta-level Individual appropriation - appropriation of cultural resources - meaning-making is situation specific - focus on user-generated contexts and content - traditional education – not - engaged – framed through curriculum - focus on user-generated contexts and content - assimilation of naïve (unreflected) experience - not framed by state
  • 3. - personal criteria of relevance - context is important - user-generated content and context for knowledge building - native expertise from everyday life-worlds of users for learning in formal settings through conversational threads Framework - agency – appropriation by individual, habits - practices – in everyday life, self expression, communication, - structures- convergence, fragmentation, provisionality, discontinuity Mark - 6-7 mobile research - 2004 Ben Bachmair University of Kassel Maren Risch Median+bildung.com Operationalization of cultural ecology for mobile learning in running a german school project MyMobile Steps of validationo f 4 didactic parameters for analysis and planning School learning-mobile phones Main issues – Two strands - to represent the mobile complex for didactic purposes - widened structuration model to the tool of didactic parameters - tools and conversational elements of hermeneutic approach for development of theory and school learning - tools – parameters, guidelines, focal points - hermeneutic approach MyMobile project - Streets and places Mobile complex - child in school at intersection - agency and cultural - socio-cultural complex - not helpful in planning instruction
  • 4. - does not really exist in school - children are in-between General model for developing educational reactions to socio-cultural changing - Anthony giddens (1984) social structures and agency - Stuart Hall (1997) media in cultural circulation Interrlations Structures - socio-complex of individualization, risks, social-cultural milieu - school loses learners - individuals and mobile mass communications Cultural - increase of informal learning outside school - traditional mode – driven by teachers - object of learning – book, curriculum - flexible modes – situated, constructivist, collaborative - traditional modes and flexbible modes - deal with learners to carry the risk to be successful in school - risk of failing in school individualized Cultural practices - phases & episodes - teaching and learning - teacher-guided instruction - streets/ - model – combines teacher-guided with flexible - situated – look for places students can move around Didactic parameters for analyzing and planning within mobile space of convergence and learning - instrument to combine - to convince teacher - needs a tool - tool – model of didactic parameters o learning set – practice of the school – practice of mobile media o relation to the object of learning –Mmetic reproduction (learning by heart) – personal reconstruction of object of learning o basis of institutional support for teaching and learning – school curriculum – personal expertise o media and modes of representation – discrete (linear) – convergent Conversational agreement with teacher - need more tools to bring together school practices and mobile complex
  • 5. Hermeneutic approach - institutional spiral of - objectivations – tools like parameters, guidelines, focal points - conversations – workshop, meetings - within tension of theoretical frame, need common frame, empirical investigations and development of practices - not wrong or right but a common frame - tools and conversational elements to develop in a common frame - A German summary of an hermeneutic approach - Krotz - Three types of theory o Type 1 – quantitative o Type 2 – complex statements and discourses – qualitative research o Type 3 – meta-structure - Type 2 o What is obvious and taken for granted o What is veiled under the surface o Access to describe in a condensed way structures and processes o What is central and marginal o What is foreground and the center o What is at the edge? - m+b.com - Overview of MyMobile o Middle school/elementary school o 6 schools o look at mobile uses o teach the teachers o cooperation with schools open to it o pilot project o 4-6 weeks o co-teaching with media educators o 10 mobile phones o Nokia and 85 o What kind of parameters for learning?  Everyday life to integrate into school  organized like school books – not working  tool to discuss o each phone is difficult o all mobile phone across all o web-based mobile o objectifying tools what will be the site of conversational  teachers – problems in barriers  systemic  continuity- medium
  • 6. o conversational elements and tool o combine parameters with existing conversational elements o no common theoretical frame to be developed o educational objective – teacher-guided instruction with media-based episodes of student activities  metaphor of guided walking down streets  forming places for situated learning  chance to involve naïve experts of everyday knowledge in school o practice of school vs. practices of mobile o school practice dominant, teacher-guided, open for flexibility for situated learning o dominance of learning set o all modes – personal expertise – images of places o bring your expertise into classroom o getting to know, practicing and getting deeper o relation shift to learning by heart vs. reconstruction  hidden between  getting to know (  doing it, exercising it, getting deeper  not personal reconstruction o dominant school practice is widened o situated learning hidden, teacher accepted, would not have planned it o not to change practice of the teacher o what is in the forefront, what is obvious - Characteristics – circle and globe, estimating, drawing and measuring angles o Procedures of modules o 4 weeks, 4 lessons a week in math o photo from whiteboard o teacher explained – contexts  underneath what is obvious  girl with her everyday life tool in the hands of teacher  teacher guided instruction with new technology (mobile phone)  intertwined new technology with existing  opened world of informal learning inside school  formal context and informal, outside learning  teacher accepted, perhaps math education from outside will come from school  first lesson – description of math – had to write rules, write down or image grab  traditional – white board software – digitalrepresentation – protractor o from circle to globe  first experience with compass  accurate use of compass  craft a ball from paper, take picture of process
  • 7.  take pictures of 5 circles or globes or angles with your phone  take photos of angels in everyday life  parameters – better grade, evidence of photos  object of learning • teacher reduced idea of mathematics • representations • what is in foreground • globe divided by angles • spatial ideas, teacher has to understand the child’s • perspectives changes the square angles • verbalize image – perspective changes the right angle • now multi-modality • angles represented differently in different contexts • different representation • unexpected representations of usual • informal e • practices of school  tools allow to capture and share • child sees the world differently  personal reconstruction – produce angles • something personal reconstruction of angles • close to his kind of • needs to be recognized from the curriculum • mimetic representation • teacher – worth to change traditional representation • assessment changes  video – boy made freestyle of video of angle pictures • ambiguity – unclear angles – usually unaccepted • deal with ambiguity • verbalize, differently what normally doing  description – write how to make a slideshow  Feedback • Openspace • 2 hours • video-describe • gap normal instruction – everyday life • time, not as hectic or pressured – feedback • everyday vs. scholastics resources • structures – imposing on what can and cannot be done in the project  Schoolyard – GPS • Google earth • Learing set – traditional set • Learning – open space, situated learning
  • 8. o Open to situated learning o Different input to learerns reproduction o Dominant culture o Run with mobile over school yard o Wrote the feedback, can learn mathematics in classroom o GPS – was boring for one students Theory type 2 – objectified tools - Didactic parameters for analyzing and planning within the mobile space of convergence and learning - Cultural ecologic guidelines for mobile learning - Focal points of a didactic of mobile learning o Learing set o Relation - Guidelines – development of socio-cultural structures, agency - Focal points o Why? – o How? Feature elements of mobile learning  Episodes, generate contexts o By which applications  Ubiquity  Personal disposition  Active media  Everyday life Christopher Pimmer – workplace learning - learning in, for and through the workplace - learning as acquisition o rational and cognitive aspects o cognitive o centered on individuals o ignores social, organizational and cultural factors o common theories  single look, double loop learning  reflective practitioner o participatory and social perspectives  learning as legitimate participation in communities of practice  common theories • communities of practice • activity theory system • engagement, intrinsic motivation o formal and informal  problematic distinction – all learning has formal and informal
  • 9. characteristics  activity systems – artifact mediated,  source of conflict and tensions of activity systems  can lead to transformation of system (engstrom)  mobile learning – sharples - workplace learning – engstrom o power and conflict inside activity system o not top down approach o forthcoming of London mobile group – activity theory o why socio-cultural, ecological mobile rather than activity theory - which form is better contributes to development o distinction between two forms of learning o bring away – expand from informal to formal o both – consider organizational aspects Agency, structure and practices - learning culture, organization (formal education, promotion, feedback, access, reward, continuity, reward, continuity) - mobile workplace learning - power – unequal formal and informal learning - stress and workload - undertaking of workplace learning - practice - politically significant - UK – mobile learning further up the economy Workplace learning - agency and control - work – informal learning - self-application is this workplace learning - work located vs. work related - affordances - integrate knowledge sharing in school system - IT system – as work located, paid for and Workplace - patients in hospital - WOMBLEs – worker oriented mobile learning environments - Computer scientists - Fitting the work practice - Social context that exists – activity - People in these - User-centered design Waag
  • 10. Mediascapes Foursquare Wetwiki Agency - to want to use their mobile devices - foursquare – informal practice – mobile social game - develop and deploy - model is personal, deploy to 10-20 phones - cultural practice – ski jumping in Garmisch different than other contexts - structures – - user-learner-generated content and context Desirable – are we missing what is desirable? (Daniel) Design – - appropriation of learning - kids see facebook as a distraction from real learning - associative, questioning, experimenting, trying out, sketch - not arbitrary – school, students, learning practice - went with school in mind - look for angles - open way – underneath the idea, arbitrary, - do this or that - targeted frame - to design a system more general – mathematics - can you program into a mobile device vs. architectural aesthetic - math looking for angles, history students – forcing 2 towns political agenda - build a system that is more general - systemic understanding – mobile – technology system - tools, school, - how do this learning design – what is it about - model structures, cultural practices, impose – constraints - contingency and emergence Norbert on visiting ski jump - reflect on everyday experiences - affordances for learning - myriad of things learn about ski jump - connectivity – - frame – geography, geology, architecture - school – sensitize people to opportunities - problem finding, - affordances, better understanding - cultural resource - framed it
  • 11. - UK – mobile learning driven by disadvantaged children - Happening across a cultural guide - Highly nuanced - Designing for people just like us - User-centered design - Not talking same language - Participatory design experience - What is the role of Design? - When and how should we apply it? - The research process/evaluation process for research - Different than design agency IDEO works - If want to build eventually for research, scalable, sustainable systems? - Entrepreneur – like wikitude - Not going to use research like - How do we inspire - Systems design and learning process - HCI – systems pedagogical - Individual part of the system - Design-based approach – AERA - Emphasize human centered heuristics - Theory – support different types Invention of air (Mark) Norbert - extent to which methodological approaches offered - could help people from field of education - pedagogical understanding - coming up with a lot of ideas, testing - design – as a practice - ethnographic sensitivity - thinking as the user/learner - in their shoes, needs and systems, - analyze, agency, structure and cultural practice - use as a lens for discovery, problem framing or generation - theoretically-based (John Cook) - three things take away from this session - challenge of intersecting design and research - new notions of research or broadening of traditional research methods - who designs and what learning context is - user-generated context – capture, prevent information loss from design situations - when we can learn much about users, agency, context, practice to inform what we know about teaching, learning, training and to inform design - try design with people who are culturally different (John Traxler)
  • 12. - software engineering – is this like engineering approach - systems analysis –can prematurely identify problems o reconceptualizing things as a problem o ill-ease rather than problem o design o among who we work – ill-ease o design remedy o taken learning to communities has not been before Daniel - design’s role in research - design of learning activities –theory - where does design fit in? part of theory or method? - design-based research - theory, artifact, examine it (John Cook) - what is going on under the hood - human-centered design question o inventing the airplane – as we fly it o aeronautical engineering science – out of the Wright brothers tinkering, questioning, noticing, experimenting, failing Ben - programmed instruction - sequence of silly steps - software construction – internet elements - naïve production of content - human centered design - need noticing – suspicious - it is about analyzing right things, interpreting, - design environments people may learn - need ideas, theories, notion about how we design - shaping, design - how people shape their learning, working environments - involved in designing ourselves, need our discourse Graham Atwell - questioning manifestations of cultural practices - Womble - Agency direct relationship – the ability to shape the form of the Womble as user - Configurable and open set of tools - Learning is based on shared practice - Materials are created by the learner - Semantically aggregate materials - Episodic and context-based learning takes place in Zones of proximal
  • 13. development - Appropriating the work context - Divide between informal and formal learning - Embodied knowledge - Practice related to competence and qualification o Includes cognitive, affective, personal and social factors - Traditional bodies of knowledge – ways of being captured - Difficult to capture practice o Video to examine processes in real time o More powerful

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