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Cook M Learning Seven Things To Remember

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    Notes on slide 1

    The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information (Miller 1956) is one of the most highly cited papers in psychology.[1][2][3] It was published in 1956 by the cognitive psychologist George A. Miller of Princeton University's Department of Psychology in Psychological Review. http://en.wikipedia.org/wiki/The_Magical_Number_Seven,_Plus_or_Minus_Two, accessed 10 November 2009 Pre-dinner talk by Professor John Cook Media needed for talk: Problems with multiple channels: http://www.youtube.com/watch?v=tVlqVHKn2dg @ 2 min 10 secs Elli_clip.wav Rumsfeld: bh_rumsfeld_20030406.ram

    Crystal explains (Guardian, 2008): “ The reality is that people have always had a tremendous fear about the impact of new technology on language. When the printing press was first invented, people thought it was an instrument of the devil that would spawn unauthorised versions of the bible. The telephone created fears of a breakdown in family life, with people no longer speaking directly to one another. And radio and television raised concerns about brain-washing. Text messaging is just the most recent focus of people’s anxiety; what people are really worried about is a new generation gaining control of what they see as their language.” Gutenberg was the first in Western Europe to develop a printing press. http://en.wikipedia.org/wiki/Printing_press

    The linguist David Crystal in his book ‘Txtng: the gr8db8’ (Crystal, 2008) and in an interview with the press (Guardian, 2008) puts forward the convincing argument that txt spk is responsible for neither bad spelling nor moral decay.

    The results of PISA on reading competence suggest a fragmenting function of written texts in terms of social cohesion. Except for in a few countries, for example in Finland, around 18% of 15 year old students tend to be unable to read texts (OECD, 2004, p. 5) in the sense of finding information in them, interpreting the information and reflecting on or evaluating it; yet, this is a prerequisite everyday life, for example, for understanding contracts for buying ring tones. It is a key for formal education. OECD (2004) Messages from PISA 2000. Available at: http://www.oecd.org/dataoecd/31/19/34107978.pdf Level 1 or below – can only manage the most basic of literacy tasks The reading performance is strongly associated with social background (OECD, 2004, p. 14) The Programme for International Student Assessment

    “ Mobile Learning is a groundbreaking volume, sure to stimulate both discussion and innovation among educational professionals interested in technology in the context of teaching and learning.” http://www.springer.com/education/learning+&+instruction/book/978-1-4419-0584-0 £108.00 !! Will be out as paperback in 9 months

    The work is framed by a socio-cultural ecology approach developed by Patchler, Bachmair and Cook (in press); this outlines the triangular inter-relationships between structure, agency and cultural practice (see diagram). Specifically, the socio-cultural triangle draws on media and cultural studies and is being used to guide our investigation of the outside-in/inside-out challenge. The main theories are: Giddens’ (1984) structuration theory; cultural studies and media (Hall, 1997) regarding individualised agency within the practices of everyday life.

    However, I note that people have engaged in these informal learning activities for centuries. My personal experience of learning to play electric and double bass provides a good example of personal learning. The point being that the digitally literate learners more often than not tend to acquire their skills and abilities outside of educational institutions.

    In 1976 this is want formal education did to me 

    Informal learning by 1000s bands in UK was triggered by punk rock in late 1970s, it made us all feel ‘gizza job, I could do that’ SO we all learnt instruments and played in bands. I was no exception and above I am playing at the ICA with Strawberry Switchblade.

    But full-time work and to kids finally caught up with to me!

    I am resurfacing now! This is me playing at the After Dark club in Soho. All my pop, indie, rock, blues and jazz bass skills were largely self-directed informal learning or with a mentor outside formal institutions. See also: http://www.facebook.com/home.php#/album.php?aid=72478&id=739730049

    The nature of learning is being augmented and accelerated by new digital tools and media, particularly by mobile devices and the networks and structures to which they connect people.

    Different types of learning support. A selection of the 200+ internet based Reusable Leaning Objects (RLOs) that the CETL produced for mobile phones have been evaluated with consistently positive results (see Bradley et al. 2007; Smith et al, 2007). For example, in a pilot evaluation of the ‘self-tests’ and ‘basic guides’ shown in Figure, Bradley et al. (2007) found that there were indications from students that they would use mobile learning objects. One thought it was ‘a good idea’ as you could look at something you needed to on the way home from class (this theme was echoed by other students, see below). In this sense, there is a link through to the Bitesize learning material from the BBC also described below; this moves the RLO approach into a context where the learning can take place outside the school or educational establishment in a way that is convenient to the learner. Bradley, C., Haynes, R., Cook, J., Boyle, T. and Smith, C. (2009) ‘Design and development of multimedia learning objects for mobile phones.’ In Mohamed, A. (ed) Mobile Learning in Education and Training. Athabasca University Press Smith, C., Cook, J. Bradley, C., Gossett, R. and Haynes, R. (2007) ‘Motivating learners: mobile learning objects and reusable learning objects for the X-box generation.’ Paper presented at ALT-C 2007 , 14th International Conference of the Association for Learning Technology, University of Nottingham, September 2007

    In the quote by a learner from this study (play clip quote 2 or see above), one learner is outlining her group’s reflective approach to gathering content off-site for the assignment. The phrase “We tried first to observe …” indicates to me that some meta-cognitive monitoring and self-regulation may have been employed and, I suggest, this is indicative of the fact that appropriation was being initiated (i.e. the appropriation stages of interaction and assimilation). The learners successfully incorporated the phones into their learning practice through their agency (refer to typology). However a longitudinal study (e.g. over 6-12 months) would perhaps be required to see if assimilation and change took place.

    In a follow up analysis of the focus group transcripts from the Events and Live Media Industries study (Cook, Pachler and Bradley, 2008) it transpired that participants were positive about the ‘study tips’ aspect (see screen shot) i.e. the texts they received from their tutor. One student responded (the Elli clip): “I mean we had text messages from our teachers, how cool is that! You’re having [teacher’s name] texting you, I really loved it”.

    http://www.londonmet.ac.uk/ltri/research/projects/contsens.htm

    London Met has a diverse student population

    Picture credit: www.timrosablog.com/main_blog/corporate_training/

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    Cook M Learning Seven Things To Remember - Presentation Transcript

    1. Mobile devices for learning: Seven things to remember (plus or minus two) 12-13 November 2009 The views expressed in this talk are Professor Cook’s and do not represent those of ALT or Becta. John Cook Chair ALT Research Committee & Learning Technology Research Institute London Metropolitan University
    2. Part of: Successful deployment: networked handheld devices for learning and teaching. A good practice workshop for schools, colleges, universities, work-based learning and community education. 12-13 November 2009, National College for Leadership for Schools and Children’s Services in Nottingham
    3. Email: [email_address] Home page: http://staffweb.londonmet.ac.uk/~cookj1/ Blog: http://blogs.londonmet.ac.uk/tel Twitter: http://twitter.com/johnnigelcook Slideshare: http://www.slideshare.net/johnnigelcook Skype: johnnigelcook Google Wave: [email_address] Blip.fm: http://blip.fm/johnnigelcook Possible hashtag: #althhl09? johnnigelcook
    4. 7(+/-2)
      • New tools have often got bad press in the past.
      • In the present we are seeing fragmentation of literacy abilities.
      • BUT informal and formal learning better understood. This may hold a solution for on-site and off-campus learning integration.
      • Back to the future: Augmented Contexts for Development.
      • The future “is necessarily less predictable than the past”!
    5. 1. New tools have often got bad press in the past People thought the first printing press was an instrument of the devil that would spawn unauthorised versions of the bible. David Crystal (Guardian, 2008), author of ‘Txtng: the gr8db8’ (Crystal, 2008) http://en.wikipedia.org/wiki/Printing_press
    6. The telephone created fears of a breakdown in family life, with people no longer speaking directly to one another. http://www.solarnavigator.net/inventors/inventor_images/alexander_graham_bell_1876_speaking_into_telephone.jpg
    7. And radio and television raised concerns about brain-washing. http://oak.cats.ohiou.edu/~postr/MRT/Tour1.htm http://blog.lib.umn.edu/mors0106/architecture/Television.jpg
    8. Mobile phones can damage your health? txt spk is responsible for bad spelling and moral decay? As always there is more to it than meets the eye …
    9. 2. In the present we are seeing fragmentation of ‘literacy’ abilities
      • The results of PISA on reading competence suggest a fragmenting of literacy performace in terms of social cohesion.
      • Except for in a few countries, for example in Finland, around 18% of 15 year old students tend to be unable to read texts (OECD, 2004, p. 5).
      • This in the sense of comprehension: finding information in a paragraph, interpreting the information and reflecting on or evaluating it.
    10. 3. BUT informal and formal learning better understood. This may hold a solution for on-site and off-campus learning integration.
    11. True Yorkshiremen know all about informal leaning
    12. A possible framework : “Socio-Cultural Ecology” ( Pachler, Bachmair and Cook, in press) Pachler, Bachmair and Cook Mobile Learning: Structures, Agency, Practices. New York: Springer. Due Feb 2010. http://www.springer.com/education/learning+&+instruction/book/978-1-4419-0584-0
      • Grounds readers by offering
        • theoretical and conceptual models
        • analytical framework for understanding the issues
      • Recommendations for specialised resources
      • Practical examples of mobile learning
        • in formal (school) as well as informal educational settings
      • Particularly with at-risk students
    13.  
    14. Socio-Cultural Ecology
      • Agency (capacity to act on the world)
        • formation of identity and subjectivity
        • environment a potential resource for learning
      • Cultural practices (routines in stable situations)
        • Institutional settings, be they school, university, the work place etc.
        • Media use in everyday life (includes informal/non-formal)
      • Structures (digital tools and media)
        • educational institutions no longer define alone what learning and knowledge are and they are certainly no longer the only, even the main location where learning and knowledge can be accessed and takes place.
        • From push to pull, change of mass communication and media convergence
    15. Parent Rugby union fan Kids E-Learning project leader Research Self taught bass player PhD students John Play 5 aside football Formal and/or informal learning HE LIFE
    16. Warning Formal learning did this to me!
    17. 7 years later & informal learning – Mr Cool at the ICA!
    18. 7 years later & informal learning! 2 years ago work and to kids finally caught up with to me!
    19. 1 year ago - resurfacing
    20. The nature of learning is being augmented and accelerated by new digital tools and media, particularly by mobile devices and the networks and structures to which they connect people.
    21. RLO CETL mLOs for ‘on-site’ and ‘ off-campus’ learning (EG see Bradley et al. 2007; Smith et al, 2007, Cook et al., 2008; Bradley et al. 2009; Holley et al., 2009; Pachler et al., in press).
    22. Getting ready for off-site learning Using scalable open source GPS enabled software
    23. Learner story
      • “ Well we were walking around and observing the theatres of the event and trying to get the most images [that] we could get, and videos, and even sounds. We tried first to observe with our own eyes a little, to pick up what we thought was important for our presentation, and for our observation of the event.”
    24. [play Elli clip] (Cook, Pachler and Bradley, 2008; Pachler, Cook, Bachmair , accepted)
    25. CONTSENS Smith, Cook and Pratt-Adams (2009)
    26.  
    27.  
    28. “ The information given was underlined by the 'experience' of the area and therefore given context in both past and present. ”
    29. “ “ it was triggering my own thoughts and I was getting to think for myself about the area and the buildings. ”
    30.  
    31. 4. Back to the future: Augmented Contexts for Development www.ukzn.ac.za/cae/pfi/sqd/lev.htm
    32. Vygotsky proposed the Zone of Proximal Development
      • “It is the distance between the actual developmental level as determined by independent problem solving and the level of potential problem solving as determined through problem solving under adult guidance or in collaboration with more capable peers .”
      • (Vygotsky, 1978/1930, p. 86, my bold)
    33. Qualitative analysis: process and explanatory perspective, looking at the inner features of the situation (Cook, in press) Screen shot of Carl Smith’s wire-frame movie reconstruction of Nine Alters ( http:// cistercians.shef.ac.uk / ) Students interacting @ Cistercian Chapel in CONTSENS
    34. Temporal underpinning of Augmented Contexts for Development is fundamental
    35. 5. The future “is necessarily less predictable than the past”! www.teddave.org/end/index.html
    36. What does the future hold?
      • Predicting the future can be problematic, lets hear from a guru of communication on this …
      • [clip]
      • "I would not say that the future is necessarily less predictable than the past. I think the past was not predictable when it started."
      • The then Defence Secretary Donald Rumsfeld
      • There are seven things to remember about the future (plus or minus two)!
    37. 7(+/-2)
    38. References
      • Bradley, C., Cook, J., Haynes. R. and Smith, C. (2007). Multimedia Learning Materials for Mobiles. Presentation at Handheld Learning Conference, Central Hall Westminster, London, October 10th–12th.
      • Bradley, C., Haynes, R., Cook, J., Boyle, T. and Smith, C. (2009). Design and development of multimedia learning objects for mobile phones. In Mohamed, A. (ed) Mobile Learning in Education and Training. Athabasca University Press
      • Cook, J. (2009). Mobile Phones as Mediating Tools Within a Responsive Context for Development. Workshop: Education in the Wild. Alpine Rendez-Vous, within the framework of the STELLAR Network of Excellence. December 3-4, Garmisch-Partenkirchen, Bavaria, Germany.
      • Cook, J. (in press). Travelling Without Moving: Design-Based Research into Augmented Contexts for Development. Journal of Interactive Media in Education. Invited paper for special issue from the CALRG 30th Anniversary Day. Contact me for a copy.
      • Cook, J., Pachler, N. and Bradley, C. (2008). Bridging the Gap? Mobile Phones at the Interface between Informal and Formal Learning. Journal of the Research Center for Educational Technology, Spring. Available at: http://www.rcetj.org/index.php/rcetj/article/view/34
    39. References
      • Giddens, A. (1984). The Constitution of Society: Outline of the Theory of Structuration. University of California Press. Reprint edition (January 1, 1986).
      • Hall, S. (1997) (ed.). Representation. Cultural Representations and Signifying Practices. London: Sage.
      • Crystal, D. (2008) Txtng: the gr8db8. Capital Books.
      • Guardian (2008) Gr8 db8r takes on linguistic luddites. Interview with David Crystal by John Crace, 16th September. Available at: http://www.guardian.co.uk/education/2008/sep/16/academicexperts.languages , accessed 24th September 2008.
      • Holley, D., Bradley, C. Greaves, L. and Cook, J. (2009). “You Can Take Out of it What you Want” – How Learning Objects Within Blended Learning Designs Encourage Personalised Learning. In John O’Donoghue (Ed.) Technology Supported Environment for Personalised Learning: Methods and Case Studies. IGI Global.
      • OECD (2004) Messages from PISA 2000. Available at: http://www.oecd.org/dataoecd/31/19/34107978.pdf
    40. References
      • Smith, C., Cook, J., Bradley, C. Gossett, R. and Haynes, R. (2007). Enhancing Deep Learning in Sports Science: The Application of Rich Media Visualization Techniques in Mobile and Reusable Learning Objects. Full paper in proceedings of ED-MEDIA 2007 – World Conference on Educational Multimedia, Hypermedia & Telecommunications, June 25-29, Vancouver, Canada.
      • Smith, C., Cook, J. and Pratt-Adams, S. (2009). Context Sensitive Mobile Learning: Designing a ‘Technoscape’ for Urban Planners. Mobile Learning, Barcelona, 26-28 February.
      • Pachler, N., Cook, J. and Bachmair, B. (accepted). Appropriation of Mobile Phones and Learning. International Journal of Mobile and Blended Learning. To be published January 2010.
      • Pachler, N., Bachmair, B. and Cook, J. (in press). Mobile Learning: Structures, Agency, Practices . New York: Springer. Feb 2010.
      • Vygotsky, L. (1978 / 1930). Mind in society. The development of higher psychological processes . Edited by M. Cole et al., Cambridge, MA. Harvard University Press.
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