This document discusses mobile learning from socio-cultural and ecological perspectives. It describes several mobile learning projects and frameworks, including parameters for analyzing how mobile technologies can be integrated into educational practices and settings. The document also examines issues around agency, structures, cultural practices, and how formal and informal learning intersect in mobile environments. Design approaches for mobile learning are discussed, focusing on user-generated contexts and content.

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