Mobile Learning.Potential and controversy embodied in a youngscientific field, and arising consequences for futureresearch...
Agenda1. Taxonomy of the scientific process3. Mobile learning practice5. Consequences
Mobile learning is …           Figure 1: Mobile learning is … (Seipold, 21.03.2011).
Figure 1: Mobile learning is … (Seipold, 31.03.2011).
Definitions of mobile learning          Figure 2: Definitions of mobile learning (Seipold, 21.03.2011).
Figure 2: Definitions of mobile learning (Seipold,   31.03.2011).
taxonomy of the scientific processcontexts • practices • reference points
Contexts    Figure 3: Contexts of the scientific process of the mobile learning discussion (Seipold, 2011).
Figure 4: Contexts of the scientific process of the mobile learning discussion (reduced) (Seipold,   2011).
Practices Figure 5: Practices constituting the scientific process of the mobile learning discussion (Seipold, 07.12.2011).
Figure 5: Practices constituting the scientific process of the mobile learning discussion (Seipold,   07.12.2011).
Reference points     Figure 6: Reference points of the mobile learning discussion (Seipold, 21.03.2011).
Figure 6: Reference points of the mobile learning discussion (own illustration).
Socio-cultural ecology of mobile learning    Figure 7: Key components of a socio-cultural ecology of mobile learning (Pach...
User-generated contexts• Learners are actively constructing their learning• Operationalisation of contexts for (reproducib...
mobile learning practicemobile classroom schooltest • handy • eBag
Project “Mobile Classroom Schooltest”                     Figure 8                                                        ...
Project “Mobile Classroom Schooltest”            Video 1: Glowing potato (Schittelkopf, 2007)
Project “Handy”                                                       Figure 11                         Figure 12         ...
Project “Handy”           Video 2: Passé Composé (Deubelbeiss, 2007)
Project “eBag”             Figure 13                            Figure 14                               Figure 15         ...
consequencesapproaches • challenges • innovations
Implementation of mobile learning  Figure 18: Three approaches to implement mobile technologies into formalised learning c...
Figure 19: Three approaches to implement mobile technologies into formalised learning contexts (reduced) (Seipold,        ...
Opening school Figure 20: Grades of opening school with view to didactic design/cultural practices and place (Seipold, 201...
Figure 20: Grades of opening school with view to didactic design/cultural practices and place (Seipold, 2011).
Innovative multimodal contextgeneration             Figure 21                             Figure 22                       ...
Contact            Judith Seipold            London Mobile Learning Group (LMLG)Mail:   judith.seipold@londonmobilelearnin...
ReferencesFigures • Videos • Literature
FiguresFigure 1, 2, 6: Seipold, J. (2011, March). A critical perspective on mobile learning: Results of a heuristic analys...
Figure 11: Deubelbeiss, R. (2007a). Beispiel-Sammlung - Handy-Video zu Passé composé (Yannick, 2. Real und     Marco, 2. S...
VideosVideo 1: Schittelkopf, E. (2007). Volt und Ampere: Die leuchtende Kartoffel: Forum mit Ergebnissen. Retrieved from  ...
LiteraturePachler, N., Bachmair, B., & Cook, J. (2010). Mobile learning: structures, agency, practices. New York: Springer...
Seipold, J. (2011, March). A critical perspective on mobile learning: Results of a heuristic analysis of the scientific   ...
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Mobile Learning. Potential and controversy embodied in a young scientific field, and arising consequences for future research and practice.

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Judith Seipold
London Mobile Learning Group (LMLG)

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Educational Media Ecologies – International Perspectives
March 27- 28, 2012
University of Paderborn (Germany)

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

  1. 1. Mobile Learning.Potential and controversy embodied in a youngscientific field, and arising consequences for futureresearch and practice.Judith SeipoldLondon Mobile Learning Group (LMLG)Educational Media Ecologies – International PerspectivesMarch 27- 28, 2012University of Paderborn (Germany)
  2. 2. Agenda1. Taxonomy of the scientific process3. Mobile learning practice5. Consequences
  3. 3. Mobile learning is … Figure 1: Mobile learning is … (Seipold, 21.03.2011).
  4. 4. Figure 1: Mobile learning is … (Seipold, 31.03.2011).
  5. 5. Definitions of mobile learning Figure 2: Definitions of mobile learning (Seipold, 21.03.2011).
  6. 6. Figure 2: Definitions of mobile learning (Seipold, 31.03.2011).
  7. 7. taxonomy of the scientific processcontexts • practices • reference points
  8. 8. Contexts Figure 3: Contexts of the scientific process of the mobile learning discussion (Seipold, 2011).
  9. 9. Figure 4: Contexts of the scientific process of the mobile learning discussion (reduced) (Seipold, 2011).
  10. 10. Practices Figure 5: Practices constituting the scientific process of the mobile learning discussion (Seipold, 07.12.2011).
  11. 11. Figure 5: Practices constituting the scientific process of the mobile learning discussion (Seipold, 07.12.2011).
  12. 12. Reference points Figure 6: Reference points of the mobile learning discussion (Seipold, 21.03.2011).
  13. 13. Figure 6: Reference points of the mobile learning discussion (own illustration).
  14. 14. Socio-cultural ecology of mobile learning Figure 7: Key components of a socio-cultural ecology of mobile learning (Pachler et al., 2010).
  15. 15. User-generated contexts• Learners are actively constructing their learning• Operationalisation of contexts for (reproducible, transferable and scalable) formalised learning• Context discussion opens the door to the media formation (Medienbildung) discussion
  16. 16. mobile learning practicemobile classroom schooltest • handy • eBag
  17. 17. Project “Mobile Classroom Schooltest” Figure 8 Figure 9Figure 8: Learners are Filming an Physical Test (Nischelwitzer, 2007); Figure 9: Learners‘ Films of a Physical Test on a Learning Platform (Schittelkopf, 2007)
  18. 18. Project “Mobile Classroom Schooltest” Video 1: Glowing potato (Schittelkopf, 2007)
  19. 19. Project “Handy” Figure 11 Figure 12 Figure 10Figure 10: Syntax (Deubelbeiss, 2007b); Figure 11: Passé Composé (Deubelbeiss, 2007a); Figure 12: Objet (in)direct (Deubelbeiss, 2007c)
  20. 20. Project “Handy” Video 2: Passé Composé (Deubelbeiss, 2007)
  21. 21. Project “eBag” Figure 13 Figure 14 Figure 15 Figure 22 Figure 22 Figure 16 Figure 17Figure 13: Learning Group on a Learning Platform (Brodersen et al., 2005); Figure 14: Platform Used by Teacher inTeacher-Centred lessons (Fritsch, 2007); Figure 15: Platform Used by Learners (Fritsch, 2007); Figure 16: Learners are Voice-Recording interviews with citizens (Brodersen et al., 2005); Figure 17: A learner‘s eBag (Fritsch, 2007).
  22. 22. consequencesapproaches • challenges • innovations
  23. 23. Implementation of mobile learning Figure 18: Three approaches to implement mobile technologies into formalised learning contexts (Seipold, 07.12.2011).
  24. 24. Figure 19: Three approaches to implement mobile technologies into formalised learning contexts (reduced) (Seipold, 07.12.2011).
  25. 25. Opening school Figure 20: Grades of opening school with view to didactic design/cultural practices and place (Seipold, 2011).
  26. 26. Figure 20: Grades of opening school with view to didactic design/cultural practices and place (Seipold, 2011).
  27. 27. Innovative multimodal contextgeneration Figure 21 Figure 22 Figure 23 Figure 21: Elfchen (Deubelbeiss 2007d); Figure 22: Learners are Filming an Physical Test (Nischelwitzer, 2007); Figure 23: A learner‘s eBag (Fritsch, 2007)
  28. 28. Contact Judith Seipold London Mobile Learning Group (LMLG)Mail: judith.seipold@londonmobilelearning.netWeb: www.londonmobilelearning.netWeb: www.judith-seipold.deSocial: twitter.com/judithsei
  29. 29. ReferencesFigures • Videos • Literature
  30. 30. FiguresFigure 1, 2, 6: Seipold, J. (2011, March). A critical perspective on mobile learning: Results of a heuristic analysis of the scientific process and a hermeneutic analysis of mobile learning practice. ‘Mobile learning: Crossing boundaries in convergent environments’ Conference, Bremen. Retrieved from https://prezi.com/secure/3c7a728da1334e1ba2f4bab556133077ff86a0f6/.Figure 3, 4, 20: Seipold, J. (2011). 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.). Eingereicht im April 2011.Figure 5, 18, 19: Seipold, J. (2011, December). Mobiles Lernen: Analyse des Wissenschaftsprozesses der britischen und deutschsprachigen medienpädagogischen und erziehungswissenschaftlichen Mobile Learning-Diskussion. Disputationsvortrag, Kassel.Figure 7: Pachler, N., Bachmair, B., & Cook, J. (2010). Mobile learning: structures, agency, practices. New York: Springer. Retrieved from http://www.springerlink.com/content/v65pt8/.Figure 8, 22: Nischelwitzer, A. (2007). MobileClassRoom (MCR) - mobile online Learning (mLearning): Interview mit Prof. Eduard Schittelkopf. Retrieved from http://www.youtube.com/watch?v=zwgKnooEKlk.Figure 9: Schittelkopf, E. (2007). Volt und Ampere: Die leuchtende Kartoffel: Forum mit Ergebnissen. Retrieved from http://moodle.mobileclassroom.at/moodle18/mod/forum/discuss.php?d=17.Figure 10: Deubelbeiss, R. (2007b). Beispiel-Sammlung - Satzglieder (Marco, 3. Sek.). Retrieved from http://metaportfolio-phsg.kaywa.ch/deutsch/satzglieder-marco-3-sek.html..
  31. 31. Figure 11: Deubelbeiss, R. (2007a). Beispiel-Sammlung - Handy-Video zu Passé composé (Yannick, 2. Real und Marco, 2. Sek). Retrieved from http://metaportfolio-phsg.kaywa.ch/franzoesisch/passe-compose-yannick-2- real.html.Figure 12: Deubelbeiss, R. (2007c). Beispiel-Sammlung - Französisch: Objet (in)direct (von Ff, Praktikantin). Retrieved from http://metaportfolio-phsg.kaywa.ch/franzoesisch/franzoesisch-objet-indirect-von-ff.html.Figure 13, 16: Brodersen, C., Christensen, B. G., Grønbæk, K., Dindler, C., & Sundararajah, B. (2005). eBag A - Ubiquitous Web Infrastructure for Nomadic Learning. In I. (. Association for Computing Machinery (Ed.), Proceedings of the Fourteenth International World Wide Web Conference, Makuhari Messe, May 10-14, 2005, Chiba, Japan (pp. 298–306). ACM Press. Retrieved from http://www2005.org/cdrom/docs/p298.pdf.Figure 14, 15, 17, 23: Fritsch, J. (2007). eBag – the Digital Schoolbag. unveröffentlichter Foliensatz, Aarhus.Figure 21: Deubelbeiss, R. (2007d). Beispiel-Sammlung - Elfchen (Thamara, 1. Sek.). Retrieved from http://metaportfolio-phsg.kaywa.ch/deutsch/elfchen-thamara-1-sek.html
  32. 32. VideosVideo 1: Schittelkopf, E. (2007). Volt und Ampere: Die leuchtende Kartoffel: Forum mit Ergebnissen. Retrieved from http://moodle.mobileclassroom.at/moodle18/mod/forum/discuss.php?d=17.Video 2: Deubelbeiss, R. (2007). Beispiel-Sammlung - Handy-Video zu Passé composé (Yannick, 2. Real und Marco, 2. Sek). Retrieved from http://metaportfolio-phsg.kaywa.ch/franzoesisch/passe-compose-yannick-2-real.html.
  33. 33. LiteraturePachler, N., Bachmair, B., & Cook, J. (2010). Mobile learning: structures, agency, practices. New York: Springer. Retrieved from http://www.springerlink.com/content/v65pt8/.Rummler, K., & Seipold, J. (2011). “Nicht ohne mein Handy!”: Alltagsnutzung, Risiken und Bildungschancen. Schüler. Wissen für Lehrer, (Online_Offline. Aufwachsen mit virtuellen Welten (Schüler 2011). Herausgegeben von: Burkhardt, Sara; Hugger, Kai-Uwe; Neuß, Norbert; Seifried, Klaus; Tillmann, Klaus-Jürgen), 24–27.Seipold, J. (2011, December). Mobiles Lernen: Analyse des Wissenschaftsprozesses der britischen und deutschsprachigen medienpädagogischen und erziehungswissenschaftlichen Mobile Learning-Diskussion. Disputationsvortrag, Kassel.Seipold, J. (2012, January). Learning with mobile technologies: Teaching approaches and systematic change management issues. BETT2012 conference, London. Retrieved from http://www.slideshare.net/KlausR/presenation-bett2012-judith-seipold.Seipold, J. (2011). A critical perspective on mobile learning: Results of a heuristic analysis of the scientific process and a hermeneutic analysis of mobile learning practice. In K. Rummler, J. Seipold, E. Lübcke, N. Pachler, & G. Attwell (Eds.), Occasional Papers in Work-based Learning. Mobile learning: Crossing boundaries in convergent environments. 21-22 March 2011, Bremen. Book of abstracts (pp. 31–34). Retrieved from http://www.londonmobilelearning.net/downloads/MLCB_BOA_Bremen-2011_Crossing-Boundaries- full_2011-03-18.pdf.Seipold, J. (2011). 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.). Eingereicht im April 2011.Seipold, J. (2011). Planung von Mobilem Lernen im Unterricht: Hinweise und Beispiele für die Praxis. Computer + Unterricht - Lernen und lehren mit digitalen Medien, (84. Spezial Lernen. Themenschwerpunkt betreut von: Fromme, Johannes; Biermann, Ralf; Unger, Alexander), 49–51.
  34. 34. Seipold, J. (2011, March). A critical perspective on mobile learning: Results of a heuristic analysis of the scientific process and a hermeneutic analysis of mobile learning practice. ‘Mobile learning: Crossing boundaries in convergent environments’ Conference, Bremen. Retrieved from https://prezi.com/secure/3c7a728da1334e1ba2f4bab556133077ff86a0f6/.Seipold, J. (2011, November). Mobile Learning: Potential and controversies embodied in a young scientific field and arising consequences for future research and practice with view to social, networked and (informal) learning. SoMobNet Roundtable, London. Retrieved from http://www.slideshare.net/KlausR/judith-seipold- somobnet20111121areduced.Seipold, J., & Pachler, N. (2011). Evaluating Mobile Learning Practice: Towards a framework for analysis of user- generated contexts with reference to the socio-cultural ecology of mobile learning. MedienPädagogik, Zeitschrift für Theorie und Praxis der Medienbildung, (19 (21.4.2011): Widening learning contexts with mobile devices: concepts and cases; Edited by Ben Bachmair, Norbert Pachler and John Cook). Retrieved from http://www.medienpaed.com/19/seipold1104.pdf.Seipold, J., Rummler, K., & Rasche, J. (2010). Medienbildung im Spannungsfeld alltäglicher Handlungsmuster und Unterrichtsstrukturen. In B. Bachmair (Ed.), Medienbildung in neuen Kulturräumen. Die deutschsprachige und britische Diskussion (pp. 227–241). Wiesbaden: VS Verlag für Sozialwissenschaften. Retrieved from http://springerlink.com/content/h56426/.Sharples, M. (2010). Foreword. In E. Brown (Ed.), Education in the wild. contextual and location-based mobile learning in action. A report from the STELLAR Alpine Rendez-Vous workshop series (pp. 4–6). Nottingham. Retrieved from http://mlearning.noe-kaleidoscope.org/resources/ARV_Education_in_the_wild.pdf.The Learner Generated Contexts Group (2008). Learner Generated Contexts - Working Definition. Retrieved from http://learnergeneratedcontexts.pbworks.com/Working+Definition.

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