17 London Metropolitan University10.80FTE1040351502.4558University of the West of England, Bristol12.50FTE510503501.85
Bristol Centre for Research in Lifelong Learning and Education (BRILLE)http://www1.uwe.ac.uk/cahe/edu/research/researchcentre-brille.aspxThe Centre hosts numerous events and activities and is home to a large number of projects. BRILLE is directed by Professor Ann-Marie Bathmaker.The DISCO (European Dictionary of Skills and Competencies) projectDISCO IISelected projectsYear Project Details 2006-2008 ESRC Teaching and Learning Programme project Widening participation: universal access in the context of dual regimes of further and higher education (with Professor Gareth Parry (Sheffield), Professor Greg Brooks (Sheffield), Dr David Smith (Leeds)) 2004-2007 EU Leonardo project Evaluation of multilingual on-line vocational thesaurus (DISCO) 2004-2006 EU Objective 1 study Evaluation of 14-19 Pathways to Success in one English local authority (with Pam Cole (Sheffield), Dr Julia Davies (Sheffield)) 2003-2007 National Research and Development Centre for Adult Literacy and Numeracy study The Impact of Skills for Life on Learners (with Professor Greg Brooks (Sheffield), Dr Yvon Appleby (Lancaster))
Me on left, no me in bright shirt. This is at Strathclyde Uni, Carl Smith found it on Internet …
Onetask, which is triggered when the mobile phone is in the correct GPS location on the site (at the Abbey), stated:“Look at a movie [see Figure 1] of the reconstruction of the interior of the church including the Nine Altars.Discuss the evolution of the structure of the abbey. Make a video blog of your discussion using the Nokiaphone.”
John cook uwe sept 2012
John Cook Department of Education, UWE email@example.com://westengland.academia.edu/JohnCook/About 3 R&D Timelines, 6 Principles and 1 SIG idea 06/09/12, Frenchay, 12.45 – 1.45pm, in 2S704
StructureOverview of my work3 timelines6 Principles to feed into debate and thinking about research strategy1 SIG ideaWhat I can contribute
Overview of my work Conduct interdisciplinary research in Technology Enhanced Learning, investigation of the mediating power of social media, mobile devices, and more generally Technology Enhanced Learning (TEL), for Learning, creativity and social justice. I was part of / helped co-ordinate the successful Education 2008 RAE submission Upper quintile of ranking Grade Point Average of 2.45 £5 million external R&D funding
In 2001 help set up Learning Technology Research Institute (LTRI) – later Prof then Director Since 2005 led a major research theme called Designing for Informal and Lifelong Learning (DILL) http://www.londonmet.ac.uk/ltri/research/informal.htm This has major overlap and synergies with UWE‟s BRILLE and DCRC I am a founding member of The London Mobile Learning Group (LMLG) http://www.londonmobilelearning.net/
3 Timelines#1. Main research & development timeline#2. Bad press for „new‟ technology#3. Learning in informal contexts & creativitytimeline
#2. Bad press for ‘new’ technology 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
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
http://blog.lib.umn.edu/mors0106/architecture/Television.jpg And radio and television raised concerns about brain-washing.http://oak.cats.ohiou.edu/~postr/MRT/Tour1.htm
Mobile phonescan damageyour health?txt spk isresponsible forbad spelling andmoral decay?As always thereis more to itthan meets theeye …
#3. Learning in informal contexts & creativity timelineDennis Stock USA. NYC. 1958. Bill CROW.
A cautionary tale!Formal & informal learningHealth Warningformal learning did this to me
Play 5 aside football Rugby union fan LIFE Parent Management PhD students Kids Self taught bass Research player TeachingFormal learning and/orlearning in informal Johncontexts
Research on learning in informal contexts & creativityWork on creativity and music in late 90s and early 00s based on my PhD work: Cooperative Problem-Seeking Dialogues in Learning: http://www.springerlink.com/content/w9uhdnr3kd 7bmmh3/?MUD=MPSee key recent publications
6 Principles to feed into debate and thinking about research strategy
6 Principles - Summary(see http://slidesha.re/GYYP7X for details and related publications. This 2 pager has had 1,558 views, as of 05/09/2012, since April 2012)1. It is a democratic right to have equity of access to cultural resources (widely defined).2. Mobile phones are new cultural resources that operate within an individualised, mobile and convergent mass communication system.3. Users are actively engaged in „generating‟ their own content and contexts for learning. This principle is summarised as „user-generated contexts‟.4. Appropriation is the key for the recognition of mobile devices (as well as the artefacts accessed through and produced with them) as cultural resources in and across different cultural practices of use, in particular everyday life and formal education.5. There is a significant potential for the use of social media and mobile devices in informal, professional, work-based learning. Talk: http://tinyurl.com/ctns4l5.6. Social media and mobile devices can be used to design transformative, augmented contexts for learning. Talk: http://tinyurl.com/6lhlrwu.
Principle 1:It is a democratic right to have equity of access to cultural resources (widely defined).Cook, J., Pachler, N. and Bachmair, B. (2012).Using Social Networked Sites and MobileTechnology for Bridging Social Capital. InGuglielmo Trentin and Manuela Repetto (Eds.),Using Network and Mobile Technology to BridgeFormal and Informal Learning. Chandos.
Cultural resources for learning draws on various traditions for its interpretationPhilosophical traditions of Idealism that take account of cultural resourcesCultural resources in the sense of the Idealism (Humboldt) or its materialist version (Leontjew) developed their education function by being appropriated.Social capital (various) & cultural capital (Bourdieu)Social class differences in the relevance of language to socialisation (Bernstein & Henderson, 1973; Bernstein, 1987).
Cultural resources are images of the internet, written texts for a Rap lyric or the mobile photo application for the teacher‟s portfolio. Images, text, photo application etc. are becoming personal resources by being internalized and externalised (or represented) within the school context. We combine the dynamic of internalization and externalization with the term appropriation. Appropriation has three dynamic components: firstly, bringing cultural resources into a person‟s inner horizon of preferences, values, arguments or feeling etc., secondly, processing e.g. the images of the internet and, thirdly, bringing out the results by expressions within the context of the school.
Your discipline: EducationHow you would investigate the above principle:Looking for collaborators!Examples: Working with NEETs / ESRC / FP7 / Horizon2020
Principle 2: Mobile phones are new culturalresources that operate within an individualised, mobile andconvergent mass communication system Pachler, N., Bachmair, B. and Cook, J. (2010). Mobile Learning: Structures, Agency, Practices. New York: Springer.
5. There is a significant potential for the use of social media and mobile devices in informal, professional, work-based learning.FP7 IP Learning Layers (£10.5 million)Top ranked on 14.5 out of 15Scaling up Lifelong Learning using TEL (Technology Enhanced Learning) in large clusters of Small to Medium Enterprises in the Health Professions and building industry„Networked Scaffolding – Interacting with People‟ £0.5 million for UWE, others with own budget
Your discipline: EducationHow you would investigate the above principle:“I would ask the participants (first ensuring I hadrepresentation from newbies, yuppies, lateadopters, old lags, senior management etc) whattechnologies and networking tools they have accessto, arrange some CPD opportunities around what Ilearned from that first exploration and then follow upthe CPD 3 months and 12 months later.” Academic in„old‟ University.
6. Social media and mobile devices can be used to design transformative, augmented contexts for learning Talk: http://tinyurl.com/6lh
TaskSome examples of the varied learning activities involved in theapplication include a section where the user is asked to examine both thephysical architecture and the virtual architecture in the same physicallocation. The virtual architecture in this instance includes areas which arenot available to view on the day of the tour and visualizations of thebuilding as it was in the late 19th century. The user is then asked toexamine what the building was originally used for when it wasestablished in 1870. The user also has the opportunity to listen to theoral history of a former pupil at the school and adopt their point of viewwhilst in the same physical space where the events took place. The usercan reinvest the insight gained back into the context and augment thespace.
“The information given was underlined by theexperience of the area and therefore givencontext in both past and present.”
“it was triggering my own thoughts and I wasgetting to think for myself about the area andthe buildings.”
Tutor comments The tutor, who was interviewed after the tours had taken place, believes that there are lots of benefits to the Urban Education mobile tour and that it can provide more effective learning experiences and opportunities to utilise new and different pedagogies. Points made include that students move from being passive to active learners, they can take more control over their learning, and they can be engaged in more productive pedagogical approaches, such as small group work and investigative problem-based learning. The mobile tour can be more focused, but at the same time provide a multi-tasked and multimedia experience that allows students to get below the surface of the tasks. He also feels that the mobile technologies employed excited and intrigued the students, and helped them to become more engaged in the tour.
Landscape architecture at Cistercian abbey (Fountains Yorkshire, North England)
“The ability to be in a particular position but get avariety of views/different visual perspective was a veryuseful opportunity. The whole thing also got everyonetalking in a way I hadnt experienced on field trips toFountains before.”
1 SIG idea:Technology Enhanced Learning and Creativity Special Interest Group TELC SIG Bringing the timelines together …
Ideas for discussion for those interested in TELC SIGI propose an initial meeting to scope out the potential interestin setting up such a group. Potential activities could include(thanks to Gráinne Conole for this list):1. Reading groups2. Away days on research interests and methodology3. Sharing sessions on peoples current research activities4. Writing workshops5. Writing proposals workshops6. Mentoring7. Your suggestions …
What I can contribute? Strong individual track record in TEL research into learning, creativity, social justice and teaching Decade of success of building research groups and maintaining research networks Clear vision of how I want to use 6 Principles build research in area of DILL/BRILL/DCRC/TELC SIG Thank you … Discussion …
Key recent publications* Cook, J. and Pachler, N. (2012). Online People Tagging: Social (Mobile) Network(ing) Services andWork-based Learning. British Journal of Education Technology, 43(5), 711–725. Email John for a copy.Cook, J., Pachler, N. and Bachmair, B. (2012). Using Social Networked Sites and Mobile Technology forBridging Social Capital. In Guglielmo Trentin and Manuela Repetto (Eds.), Using Network and MobileTechnology to Bridge Formal and Informal Learning. Chandos. Email John for a copy.* Cook, J., Pachler, N. and Bachmair, B. (2011). Ubiquitous Mobility with Mobile Phones: A CulturalEcology for Mobile Learning. E-Learning and Digital Media. Special Issue on Media: Digital, Ecologicaland Epistemological. 8(3), 181-195. PDF pre-print:http://www.mendeley.com/download/public/7293303/4169531203/47dad77911a51666a83af941c87d4635e4ea9f11/dl.pdf* Cook, J. (2010). Mobile Phones as Mediating Tools Within Augmented Contexts for Development.International Journal of Mobile and Blended Learning, 2(3), 1-12, July-September. Preprint:http://bit.ly/g5cODrPachler, N., Cook, J. and Bachmair, B. (2010). Appropriation of Mobile Phones and Learning.International Journal of Mobile and Blended Learning. 2(1), 1-21.Pachler, N., Bachmair, B. and Cook, J. (2010). Mobile Learning: Structures, Agency, Practices. NewYork: Springer.* Cook, J., Pachler, N. and Bradley, C. (2008). Bridging the Gap? Mobile Phones at the Interfacebetween Informal and Formal Learning. Journal of the Research Center for Educational Technology,Spring. Available from: http://www.rcetj.org/index.php/rcetj/article/view/34* = REF-able