This document discusses mobile learning and collaborative learning. It provides examples of mobile learning projects where students used mobile devices to collect, store, and share data both individually and collaboratively. It analyzes the scientific discussion around mobile learning and identifies key concepts discussed, such as personalized, collaborative, and contextualized learning. It also analyzes how mobile learning practice has demonstrated different models of instruction, such as peer-to-peer, teacher-centered, and collaborative learning. The document concludes that mobile technologies can enable more open, democratic, and learner-centered education systems by allowing students to generate, distribute, and build knowledge through collaboration with other learners.

1. SoMobNet International Roundtable
Judith Seipold
21 November 2011
Institute of Education, University of London
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2. 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
2

3. My context
• Media Education
– Influenced by Educational Science, Sociology,
Cultural Studies
• Mobile Learning
– Analytical and systematising view to the current
discussion
– Reference framework is a socio-cultural ecology
of mobile learning
– Aim is to approach current trends, perspectives
and deficits
3

4. Context of the presentation
• Context is research on mobile learning
• Comments about social and networked mobile
learning stem from an analysis of the scientific
process of the educational and media
educational mobile learning discussion
• Learning in formal environments is considered
4

5. Two central aspects of the presentation
… as results of the analysis of the scientific
process of the mobile learning discussion:
• Mobile learning literature talks about
collaborative learning which is my focus in the
following presentation
• Mobile learning practice gives examples of
forms and the organisation of collaborative
learning
5

6. Agenda
1. Systematics of the scientific process of the
mobile learning discussion
2. Examples of learning with mobile devices in
formalised contexts
3. Implications, actors and consequences for
social, networked and informal learning in
formalised contexts
6

7. Systematics of the scientific process of the
mobile learning discussion
Reference areas • Structure • Implications
7

8. Reference areas
8

9. Argumentative reference areas
Learner: Learning process:
self responsible, discursive,
creative, designing, communicative,
competent, equitable,
networking, collaborative,
sustainable networked, enabling,
appropriative
Educational system:
open, enabling, Society:
innovative, emancipative, unstable, affected by
democratic cultures, dominated by
subjective perspectives,
fun orientation and
Technology: consumption,
infrastructure, globalisation and
resource, enabler, community orientation
tool
Figure 1: Argumentative reference areas in the Mobile Learning discussion (Seipold, 21.03.2011).
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10. Basic assumptions
Figure 2: Mobile Learning is … (Seipold, 21.03.2011).
10

11. Structure
11

12. The scientific process and it‘s structure
Figure 3: Structure of the Scientific Process of the Mobile Learning Discussion (Seipold, 21.03.2011).
12

13. Implications
(drawn from the analysis of the discussion)
13

14. What is meant by collaborative learning
within the mobile learning discussion?
Bringing “collaborative learning” to life by focussing
on
– Concepts
– Aims
– Actors
– Aspects
– Models and theories
NB: mobile learning is understood as taking place
in formal contexts such as school, university,
apprenticeship, workplace 14

15. Collaborative learning: Concepts
• Research is turning away from technology
centred to learner centred concepts
• Learning is understood as being personalised,
collaborative, situated, constructivist and
contextualised
• Preferred concepts are
– activity-centred and conversational approaches
– interactive, collaborative, conversational,
discursive practices in the teaching and learning
process, highlighting constructivist approaches
15

16. Collaborative learning: Aims
• Aim on a structural level
– to share data, information and knowledge and
– to build structures
– for (collaborative and/or subjectively meaningful,
negotiated) meaning making and knowledge
building
• Aim on an subject centred level
– identity construction
– professional self-concept
– expertise and experiences (see e.g. Chan 2011;
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de Witt et al. 2011; Coulby et al. 2011).

17. Collaborative learning: Actors
• Learners
are active as they are learning personalised,
connected, networked, interactive, collaborative,
discovering and creatively
• Teachers
are advisors, guides, providers of information
and orientation
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18. Collaborative learning: Organisation
• Focussing on collaborative mechanisms means
to focus on how this learning is organised:
– the appropriative mechanisms of the learners
i.e. their agency and cultural practices as
processes,
– their learning environments
i.e. contexts
– their activities
i.e. their performed (objectified) agency and
cultural practices within contexts
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19. Mobile learning practice
Examples • Implications
19

20. Examples
20

21. Appropriation mechanisms
• i.e. dealing with content by using mobile devices
– Collect data
– Retrieve data
– Store/ disseminate data
– Transform data into information and knowledge
by referring to different collaboration forms
21

22. Environments
• i.e. places of dealing with content and engaging
in interaction by using mobile devices
– School
– Everyday life (physical places)
– Web
22

23. Activities
• i.e. forms of collaboration in selected projects by
using mobile devices
– Personalised learning
– Peer-to-Peer learning
– Teacher centred learning
– Collaborative learning
23

24. Collect data in classroom, outside,
allone, in groups
Image 1
Image 2
Image 3
Image 1: Learners are Filming an Physical Test (Nischelwitzer 2007).
Image 2: Learners are Voic-Recording their learning achievements (Schittelkopf 2008a). 24
Image 3: Learners are Voice-Recording interviews with citizens (Brodersen et al. 2005, S. 299).

25. Retrieve data outside
- IMAGE -
Image 4: Retrieving Data On-the-go (Fritsch 2007).
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26. Store/ disseminate data on platforms
Image 5: Learners‘ Films of a Physical Test on a Learning Platform (Schittelkopf 2007c).
26

27. Personalised learning production and
dissemination
Image 7
Image 6
Image 8
Image 6: Limerick (Deubelbeiss 2007a).
Image 7: Path-time diagram (Deubelbeiss 2007d). 27
Image 8: Syntax (Deubelbeiss 2007c).

28. Peer-to-Peer and teacher centred
learning in school
Image 9
Image 10
Image 9: Platform Used by Learners (Fritsch 2007).
Image 10: Platform Used by Teacher in Teacher-Centred lessons (Fritsch 2007). 28

29. Collaborative learning in physical places
and on the web
Image 11
Image 12
Image 11: Learning Group (Unbekannt 2007).
Image 12: Learning Group on a Learning Platform (Brodersen et al. 2005, S. 303) 29

30. Implications
(drawn from the analysis of practice)
30

31. Didactic approaches of projects
Figure 4: Opening of Learning Settings in Different Mobile Learning Projects (Seipold, 21.03.2011).
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32. Social, networked and informal learning in
formalised contexts
Conclusions • Consequences
32

33. Conclusions
33

34. Structural and political implications
• Innovation from learning with mobile
technologies to a new understanding of what
learning is
• Democratisation of the education system and
of learning processes
• Emancipation of the learner from receiver of
knowledge to the active and appropriative
learner and constructor of contexts
34

35. Collaborative learning by using mobile
devices in formal contexts is …
• Related to the data collection, retrieval and
distribution: Provision, construction, distribution,
retrieval of data, information and knowledge
• Option to connect to other learners by using
mobile technologies: Dynamic establishing of
networks, groups, personal learning
environments
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36. Role of mobile devices, platforms and
learners for collaborative learning
Mobile device Platform
-snaps, stores, provides access- -stores-
[data] [data]
[information] [information]
Learner
-collects, distributes, generates-
[data]

[information]

[meaning and knowledge]
-by using-
Figure 6: Role of mobile devices, platforms and learners in the meaning making process (own illustration).
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37. Consequences
37

38. Didactic considerations
• Check results, suggestions and demands from theory
and how they are used in practice
• Make your reference frame as clear as possible
• Take practice from everyday life to inform theory and
formal learning
• Distinguish between roles of technologies of learners.
The latter are constructing learning, contents, contexts,
knowledge, networks; technology is only tool, resource
and platform
• Make infrastructure and resources available that allow
for dynamic, open and networked collaborative learning
• Allow for and enable innovation, emancipation and
democratisation
38

39. Contact
Judith Seipold
judith.seipold@londonmobilelearning.net
www.judith-seipold.de
www.londonmobilelearning.net
39

40. References
Figures • Images • Literature
40

41. Figures
Figure 1-7: 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/.
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42. Images
Image 1: Nischelwitzer, A. (2007). MobileClassRoom (MCR) - mobile online Learning (mLearning): Interview mit Prof. Eduard Schittelkopf.
Retrieved from http://www.youtube.com/watch?v=zwgKnooEKlk.
Image 2: Schittelkopf, E. (2008). I did IT-Videos 1. Retrieved from
http://moodle.mobileclassroom.at/moodle18/file.php/32/Videos/I%20did%20IT-Video%20(Schallkanone)%20320_240.wmv.
Image 3: 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.
Image 4: Fritsch, J. (2007). eBag – the Digital Schoolbag. unveröffentlichter Foliensatz, Aarhus.
Image 5: 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.
Image 6: Deubelbeiss, R. (2007). Beispiel-Sammlung - Elfchen (Thamara, 1. Sek.). Retrieved from http://metaportfolio-
phsg.kaywa.ch/deutsch/elfchen-thamara-1-sek.html.
Image 7: Deubelbeiss, R. (2007). Beispiel-Sammlung - Weg-Zeit-Diagramm (Fabian, 3. Sek.). Retrieved from http://metaportfolio-
phsg.kaywa.ch/mathematik/weg-zeit-diagramm-fabian-3-sek.html.
Image 8: Deubelbeiss, R. (2007). Beispiel-Sammlung - Satzglieder (Marco, 3. Sek.). Retrieved from http://metaportfolio-
phsg.kaywa.ch/deutsch/satzglieder-marco-3-sek.html.
Image 9: Fritsch, J. (2007). eBag – the Digital Schoolbag. unveröffentlichter Foliensatz, Aarhus.
Image 10: Fritsch, J. (2007). eBag – the Digital Schoolbag. unveröffentlichter Foliensatz, Aarhus.
Image 11: Unbekannt (2007). Ny eBag reklame video: MPEG2 format. Unveröffentlichtes Werbevideo. Aarhus.
Image 12: 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.
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43. Literature
Chan, Selena (2011): Becoming a baker: Using mobile phones to compile e-portfolios. In: Pachler, Norbert; Pimmer, Christoph; Seipold, Judith
(Hrsg.): Work-based mobile learning: concepts and cases. Oxford, Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Wien: Peter
Lang.
Coulby, Ceridwen; Laxton, Julie; Boomer, Stuart; Davies, Nancy (2011): Mobile technology and assessment: A case study from the ALPS
programme. In: Pachler, Norbert; Pimmer, Christoph; Seipold, Judith (Hrsg.): Work-based mobile learning: concepts and cases. Oxford,
Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Wien: Peter Lang.
de Witt, Claudia; Ganguin, Sonja; Kuszpa, Maciej; Mengel, Sandro (2011): Mobile learning in the process of work: participation, knowledge and
experience for professional development. In: Pachler, Norbert; Pimmer, Christoph; Seipold, Judith (Hrsg.): Work-based mobile learning:
concepts and cases. Oxford, Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Wien: Peter Lang.
Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualisation. Journal of Education and Work, 14(1),
133–156.
Engeström, Y. (2005). Knotworking to Create Collaborative Intentionality Capital in Fluid Organizational Fields. Advances in Interdisciplinary
Studies of Work Teams, (11), 307–336. Retrieved from http://dx.doi.org/10.1016/S1572-0977(05)11011-5.
Laurillard, D. (2002). Rethinking university teaching: A conversational framework for the effective use of learning technologies (2. Aufl.). London:
RoutledgeFalmer.
Laurillard, D. (2007). Pedagogical forms for mobile learning: framing research question. In N. Pachler (Ed.), Occasional Papers in Work-based
Learning: Vol. 1. Mobile learning - towards a research agenda (pp. 153–175). London: WLE Centre. Retrieved from
http://www.wlecentre.ac.uk/cms/files/occasionalpapers/mobilelearning_pachler_2007.pdf.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Learning in Doing: Social, Cognitive, and Computational
Perspect. Cambridge, UK: Cambridge University Press.
Pachler, N., Bachmair, B., & Cook, J. (2010). Mobile learning: structures, agency, practices. New York: Springer. Retrieved from
http://www.springerlink.com/content/v65pt8/.
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). 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-Diskussioneorien, Unterrichtspraxis und Analysemodelle der britischen und
deutschsprachigen Mobile Learning-Diskussion. Dissertation zur Erlangung des akademischen Grades eines Doktors der Philosophie
(Dr. phil.). Eingereicht im April 2011.
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