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Mobile learning in formal education or: How to train a trojan horse

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Mobile learning in formal education or: How to train a trojan horse

  1. 1. Dr. Benjamin Jörissen http://joerissen.name benjamin@joerissen.name Mobile learning in formal educationor: How to train a trojan horse Comenius-Regio-Tag Nürnberg, 12.3.2013
  2. 2. learning is always mobile
  3. 3. sometimes learning gets de-mobilised (for good reasons)
  4. 4. good reasons: shelter (safe environment) focusing and synchronising attentionenabling various forms of communicationachieving a learning community and culture
  5. 5. (Jahrbuch des Kaiserlich Archäologischen Instituts, Berlin 1892, Taf. 2)http://archive.org/stream/jahrbuchdeskaise07kaisrich#page/n431/mode/2up
  6. 6. promise of power seemingly serving traditional purposescarrying forces that disrupt the traditional order
  7. 7. promise of power seemingly serving traditional purposescarrying forces that disrupt the traditional order
  8. 8. „Smartboards are more powerful/ versatile than chalkboards.“„Beamers are more powerful/versatile than overhead projectors.“ „Smartpad s are more powerful/ versatile than paper books and exercise books.“ etc. …
  9. 9. But in fact, dig ital, networked med iaare not merely powerful new too ls.They demand and enforce a changein the way that schools organise … learning learning culture school culture and, particularly, scho o l‘s organisational culture.
  10. 10. Why so?
  11. 11. School as a „typographic educational culture“, normatively bound to literality, thus structurally excluding non-linear media.Böhme, Jeanette: Schule am Ende der Buchkultur. Bad Heilbrunn 2006.
  12. 12. Linearisation is a main property of text
  13. 13. Linearisation is a main property of text letter after letter word after word sentence after sentenceparagraph after paragraph chapter after chapter book after book
  14. 14. Linearisation is also a main pattern of complexity reduction in literal educational institutions
  15. 15. Linearisation is a main pattern of complexity reduction in literal educational institutions files lists reports protocolls documented processes (i.e. scripts for routines and decision making) …
  16. 16. Linearisation is a main pattern of complexity reduction in literal educational institutions organisation of space organisation of time differentiation of differentiation of school classes school subjects governance of the governance of theorder of communication order of knowledge
  17. 17. Linearisation is a main pattern of complexity reduction in literal educational institutionsorganisation of space hierarchically divided
  18. 18. Linearisation is a main pattern of complexity reduction in literal educational institutionsorganisation of space hierarchically divided demand for a complete spatial separation (i.e., walls)
  19. 19. Linearisation is a main pattern of complexity reduction in literal educational institutions organisation of time divided and normalised
  20. 20. Linearisation is a main pattern of complexity reduction in literal educational institutions organisation of time divided and normalised demand for asynchronised time management
  21. 21. Linearisation is a main pattern of complexity reduction in literal educational institutionsdifferentiation of spatial separation + school classes age separation
  22. 22. Linearisation is a main pattern of complexity reduction in literal educational institutions differentiation oftemporal separation school subjects
  23. 23. Linearisation is a main pattern of complexity reduction in literal educational institutions pre-defined types of social settings governance of theorder of communication
  24. 24. Linearisation is a main pattern of complexity reduction in literal educational institutions demand for social boundaries pre-defined types of social settings governance of theorder of communication
  25. 25. Linearisation is a main pattern of complexity reduction in literal educational institutions preselection/ hierarchisation of fields of knowledge/competencies governance of the order of knowledge
  26. 26. Linearisation is a main pattern of complexity reduction in literal educational institutions demand forcontrollable media preselection/ hierarchisation of fields of knowledge/competencies governance of the order of knowledge
  27. 27. Linearisation is a main pattern of complexity reduction in literal educational institutions demand for demand forcontrollable media social boundaries demand for a demand for a completesynchronised time spatial separation management (i.e., walls)
  28. 28. Linearisation is a main pattern of complexity reduction in literal educational institutions demand for demand forcontrollable media social boundaries naturalisation of linearisation demand for a demand for a completesynchronised time spatial separation management (i.e., walls)
  29. 29. new mediachallenge thelinearisation of learning
  30. 30. (And here is where our trojan horse trots in.)
  31. 31. (And here is where our trojan horse trots in.)
  32. 32. control of sources social boundaries and content synchronisation spatial separation
  33. 33. control of sources social boundaries and content asynchronous & polychronous structures synchronisation spatial separation
  34. 34. control of sources social boundaries and content no control (but individual filters) asynchronous & polychronous structures synchronisation spatial separation
  35. 35. control of sources social boundaries and content no control networks (but individual without defined filters) boundaries asynchronous & polychronous structures synchronisation spatial separation
  36. 36. control of sources social boundaries and content no control networks (but individual without defined filters) boundaries asynchronous & unified spaces, polychronous ubiquity, structures mobility synchronisation spatial separation
  37. 37. deliberate control deliberate social of sources boundaries and content no control networks (but individual without defined filters) boundaries asynchronous & unified spaces, polychronous ubiquity, structures mobility deliberate deliberate spatial synchronisation separation
  38. 38. no control networks(but individual without defined filters) boundariesasynchronous & unified spaces, polychronous ubiquity, structures mobility
  39. 39. necu ed no control networks ltiv fo (but individual without defined filters) boundaries ati r asynchronous & unified spaces, on polychronous ubiquity, structures mobility
  40. 40. So, how do you train a trojan horse?
  41. 41. So, how do you train a trojan horse? (You don‘t.)
  42. 42. (But you‘ll probably learn how to ride it.)(Scottish writer Marty Ross mounted on a Trojan Rocking Horse, London Architecture Biennial 2004) http://bit.ly/trojanhorseride
  43. 43. Dr. Benjamin Jörissen http://joerissen.name benjamin@joerissen.name Mobile learning in formal educationor: How to train a trojan horse Slides are online via slideshare.com (or ask me for the keynote file)

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