Learning in the Open: Mobile Pedagogy and Open Spaces
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This document discusses research into mobile learning, multimodality, and informal/formal learning. It examines questions around teaching and learning with mobility, motion, and across different modes and media. Observations note an incomplete understanding of learning in open spaces and a need for balance when miniaturizing content. The document outlines decisions around subject focus, outputs, and process-oriented versus outcome-oriented approaches. It provides details on learning events and processes involving open workshops, data collection and composition. Themes, outputs, outcomes and potential for organizations and pedagogy are examined.
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Learning in the Open: Mobile Pedagogy and Open Spaces
- 3. Research • mLearning • Humanities • Multimodality • Field activity • Informal/formal learning • M4D
- 4. Questions 1. Mobility and motion in teaching and learning? 2. Deep learning? 3. Think and speak across modes, media, and spaces?
- 5. Observations • Incomplete understanding how learning works in open spaces (or how to define open at all) • Miniaturization of content/activities requires balance and contextualization (w/bigger picture thinking) • Process-oriented approach/pedagogy avoids technological determinism
- 6. Decisions • STEM or non-STEM? • Fuzzy ideas or discrete outputs? • Process over outcome? • Method or madness?
- 9. Open Space
- 10. Open: A definition Open= a state inclusivity objects, artifacts, places, people and events. It is also a mental state that acknowledges that meaning is gleaned from an alignment with what is available (Gallagher, Ihanaeinen, 2014).
- 11. Learning in the Open
- 12. Learning in the Open: Alignment
- 13. Learning in the Open: Alignment
- 14. Learning in the Open: Needs
- 15. Learning in the Open: Pedagogy
- 16. Learning in the Open: Events Formal • Helsinki (x2) • Seoul (x2) • Talinn Informal • Edinburgh • London • New York
- 17. Learning in the Open: Process 1. Open, informal workshop 2. Participant-driven 3. Objectives loosely defined 4. Data collected 5. Data reflected upon 6. Data composed 7. Scrutinized through dialogue/discussion
- 18. Learning in the Open: Process 1. Loosely negotiate a theme 2. Collect data 3. Identify themes emerging from data 4. Compose, present and share (OER)
- 19. Learning in the Open: Themes
- 20. Learning in the Open: Outputs * https://www.flickr.com/photos/peeii/14092475623/in/photostream
- 21. Learning in the Open: Outcomes
- 24. References 1. Gallagher, M. (2013). mLearning Workshop in Helsinki: Documenting the city through architecture, religion, sound, habitus. Retrieved May 8, 2014 from http://michaelseangallagher.org/mlearning-workshop-in-helsinki-documenting- the-city-through-architecture-religion-sound-habitus/ 2. Gallagher, M. S., & Ihanainen, P. Mobile Learning Field Activity: Pedagogy of Simultaneity to Support Learning in the Open. Retrieved May 8, 2014 from http://www.networkedlearningconference.org.uk/abstracts/pdf/gallagher.pdf. 3. Gallagher, M. (2013). mField Activities in the Humanities. Retrieved May 8, 2014 from http://michaelseangallagher.org/elearning/lessons-and-teaching/mfield- activities-in-the-humanities/. 4. Ross, J., Bayne, S., & Macleod, H. (2011). Manifesto for Teaching Online. Retrieved May 8, 2014 from http://onlineteachingmanifesto.wordpress.com 5. Pachler, N., Bachmair, B., Cook, J., & Kress, G. (2010). Mobile learning. Boston, MA: Springer. 6. Farman, J. (2012). Mobile interface theory. Embodies Space and Locative Media. New York and London: Routledge. 7. Knox, J. (2013) Five Critiques of the Open Educational Resources Movement. Teaching in Higher Education, DOI:10.1080/13562517.2013.774354
Editor's Notes
- Open learning Open Source Open Access Learning in the Open Refer to Jeremy Knox research
- Ubiquity Everything so there is nothing Begins with perception
- Mobile learning needs to operationalize, or make visible, this stage of alignment Reducing emphasis on output in favor of process Emphasizes critical, artistic, and multimodal thinking (creativity)
- Acknowledge the complexity (and potential) of the open world Identify methods for engaging with it (field activity) Identify and socially negotiate process Embed reflection early and often
- We are naturally multimodal (because our worlds are) Transduction is the grinder of meaning, moving between modes stimulates critical thought Reasons and understanding emerge
- Design/process orientation Active learning Critical thinking Manipulation of space Acceleration of lifelong learning Multimodality/media composition
- Broadens scope and impact Extends formal learning into field Generates aggressive critical thinkers Design-oriented learners Removes straightjackets of assessments and curricula Ultimate skunkworks
- Potential (for pedagogy) My conclusions: need for space manipulation, we have reached capacity in formal curricula, this approach releases pressure on formal learning, allows them to focus on content, practice, my learning emphasizes application, context, use of natural environments