The presentation will be structured as follow. The talk will first provide an introduction to the theory behind the Socio-Cultural Ecology (Pachler, Bachmair and Cook, 2010) and the notion of User-generated contexts (Cook, Pachler and Bachmair, accepted), which Cook (2009) has refined into an analytical tool called a ‘typology-grid’ (see below). The talk will then demonstrate how the typology-grid has been successfully been used to analyse and learn from the ALPS and conclude by inviting a critique of the typology-grid.
This is the large version. A very cut down version was presented at my Inaugural Lecture on 5 March 2014, Bristol, UK which is now on YouTube: make some coffee and take a peek? https://www.youtube.com/watch?v=HWnyfqOxR6E
Introduction to ‘Socio-Cultural Ecology’ and User Generated Contexts. ALT-C Workshop: Navigating Through the Storm – Using Theory to Plan Mobile Learning Deployment. #altc2010
"Supporting different social structures in city-wide collaborative learning"
Presentation of the paper submitted at IADIS Mobile Learning conference 2009 that was held in Barcelona Spain, 26-28 February 2009
The aim of this project is to provide a contextualised, social and historical account of urban education, focusing on systems and beliefs that contribute to the construction of the surrounding discourses.
Another aim of this project is to scaffold the trainee teachers’ understanding of what is possible with mobile learning in terms of filed trips.
This is the large version. A very cut down version was presented at my Inaugural Lecture on 5 March 2014, Bristol, UK which is now on YouTube: make some coffee and take a peek? https://www.youtube.com/watch?v=HWnyfqOxR6E
Introduction to ‘Socio-Cultural Ecology’ and User Generated Contexts. ALT-C Workshop: Navigating Through the Storm – Using Theory to Plan Mobile Learning Deployment. #altc2010
"Supporting different social structures in city-wide collaborative learning"
Presentation of the paper submitted at IADIS Mobile Learning conference 2009 that was held in Barcelona Spain, 26-28 February 2009
The aim of this project is to provide a contextualised, social and historical account of urban education, focusing on systems and beliefs that contribute to the construction of the surrounding discourses.
Another aim of this project is to scaffold the trainee teachers’ understanding of what is possible with mobile learning in terms of filed trips.
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
Earning formal academic credit through a citizen’s viral and OER learning (Id...Merilyn Childs
Earning formal academic credit through a citizen’s viral and OER learning
What are the implications for mobile, hybrid and online learning? Ideas paper presented at: eLmL 2013, The Fifth International Conference on Mobile, Hybrid, and Online Learning, February 24th to March 1st, 2013, Nice, France.
Laru, J. & Järvelä, S. (2008). Social patterns in mobile technology mediated ...Jari Laru
The aim of this study was to identify social patterns in mobile technology mediated collaboration among distributed members of the professional distance education community. Ten participants worked for twelve weeks designing a master’s programme in Information Sciences. The participants’ mobile technology usage activity and interview data were first analyzed to get an overview of the density and distribution of collaboration at individual and community levels. Secondly, the results of the social network analyses were interpreted to explore how different social network patterns of relationships affect online and offline interactions. Thirdly, qualitative descriptions of participant teamwork were analyzed to provide practical examples and explanations. Overall, the analyses revealed nonparticipative behaviour within the online community. The social network analysis revealed structural holes and sparse collaboration among participants in the offline community. It was found that due to their separated practices in the offline community, they did not have a need for mobile collaboration tools in their practices
This presentation examines two articles related to topics on assistive technology and ethics, “Teaching Assistive Technology through Wikis and Embedded Video” by Oliver Dreon Jr. and Nanette I. Dietrich, and “When Dealing with Human Subjects: Balancing Ethical and Pratical Matters in the Field” by Michael A Evans and Liesl M. Combs. Topics covered in this presentation include defining/history of assistive technology, wikis & video, YouTube, and ethical issues surrounding assistive technologies.
This paper was published on pp 319-323 of
XXXIV FAAPI Conference Proceedings: teachers in action; making the latest trends work in the classroom. Bahía Blanca: Federación Argentina de Asociaciones de Profesores de Inglés, 2009. ISBN: 978-987-98045-1-3
Are Open Educational Resources the future of (e-)learning?KasiaKAka
Presentation of the paper 'Are Open Educational Resources the future of (e-)learning?' at the
3rd International Futur(e)-Learning Conference
10-14 May 2010, Istanbul, Turkey
Ubiquitous learning, ubiquitous computing, & lived experienceBertram (Chip) Bruce
Ubiquitous learning, ubiquitous computing, and lived experience
Presented at the Sixth International Conference on Networked Learning, 5 May, 2008, Halkidiki, Greece
Schome Park was an element of the Open University’s Schome research initiative, and was active from 2006-2008. It was established as a means of putting into practice some of the new learning theories and pedagogies proposed by Schome research staff at the Open University...
Presentation at MATURE Workshop on User Centred Requirements Processes for E-Learning and Knowledge Management – A European-Wide Perspective (#MUCRP09) July 2009 http://tinyurl.com/mod9l9
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
Marco mason @ smithsonian welcome wednesdays march 26th, 2014Marco Mason
In this presentation I give an overview of Dime4heritage research project and present early findings. Fo rumor info about the research: http://marcomason.mit.edu/pagina-portfolio
This slides were presented at Smithsonian Welcome Wednesdays http://www.youtube.com/watch?v=c4yIYOJSkWs
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
Earning formal academic credit through a citizen’s viral and OER learning (Id...Merilyn Childs
Earning formal academic credit through a citizen’s viral and OER learning
What are the implications for mobile, hybrid and online learning? Ideas paper presented at: eLmL 2013, The Fifth International Conference on Mobile, Hybrid, and Online Learning, February 24th to March 1st, 2013, Nice, France.
Laru, J. & Järvelä, S. (2008). Social patterns in mobile technology mediated ...Jari Laru
The aim of this study was to identify social patterns in mobile technology mediated collaboration among distributed members of the professional distance education community. Ten participants worked for twelve weeks designing a master’s programme in Information Sciences. The participants’ mobile technology usage activity and interview data were first analyzed to get an overview of the density and distribution of collaboration at individual and community levels. Secondly, the results of the social network analyses were interpreted to explore how different social network patterns of relationships affect online and offline interactions. Thirdly, qualitative descriptions of participant teamwork were analyzed to provide practical examples and explanations. Overall, the analyses revealed nonparticipative behaviour within the online community. The social network analysis revealed structural holes and sparse collaboration among participants in the offline community. It was found that due to their separated practices in the offline community, they did not have a need for mobile collaboration tools in their practices
This presentation examines two articles related to topics on assistive technology and ethics, “Teaching Assistive Technology through Wikis and Embedded Video” by Oliver Dreon Jr. and Nanette I. Dietrich, and “When Dealing with Human Subjects: Balancing Ethical and Pratical Matters in the Field” by Michael A Evans and Liesl M. Combs. Topics covered in this presentation include defining/history of assistive technology, wikis & video, YouTube, and ethical issues surrounding assistive technologies.
This paper was published on pp 319-323 of
XXXIV FAAPI Conference Proceedings: teachers in action; making the latest trends work in the classroom. Bahía Blanca: Federación Argentina de Asociaciones de Profesores de Inglés, 2009. ISBN: 978-987-98045-1-3
Are Open Educational Resources the future of (e-)learning?KasiaKAka
Presentation of the paper 'Are Open Educational Resources the future of (e-)learning?' at the
3rd International Futur(e)-Learning Conference
10-14 May 2010, Istanbul, Turkey
Ubiquitous learning, ubiquitous computing, & lived experienceBertram (Chip) Bruce
Ubiquitous learning, ubiquitous computing, and lived experience
Presented at the Sixth International Conference on Networked Learning, 5 May, 2008, Halkidiki, Greece
Schome Park was an element of the Open University’s Schome research initiative, and was active from 2006-2008. It was established as a means of putting into practice some of the new learning theories and pedagogies proposed by Schome research staff at the Open University...
Presentation at MATURE Workshop on User Centred Requirements Processes for E-Learning and Knowledge Management – A European-Wide Perspective (#MUCRP09) July 2009 http://tinyurl.com/mod9l9
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
Marco mason @ smithsonian welcome wednesdays march 26th, 2014Marco Mason
In this presentation I give an overview of Dime4heritage research project and present early findings. Fo rumor info about the research: http://marcomason.mit.edu/pagina-portfolio
This slides were presented at Smithsonian Welcome Wednesdays http://www.youtube.com/watch?v=c4yIYOJSkWs
The Cincinnati metro continued its steady expansion by recently adding 20,000 payrolls, year-over-year, bringing total non-farm employment to 1.06 million. Meanwhile, unemployment fell 80 basis points year-over-year to 4.1 percent.
An overview of Augmented Reality (AR) and specific examples from some of my projects as well as work in this area by others. I show how Augmented Reality can and how YOU CAN enhance the learning experience. The theoretical framework builds on the work of Lave & Wenger "Situated Cognition" (http://tinyurl.com/ouh24mm) and Brown & Duguid <b>Tools demonstrated:</b> Microsoft Halolens (due out in 2016), Aurasma, Sketchup, Zooburst and more.
Analysing technology mediated learning in social context Michael Paskevicius
In this short presentation, I ground my area of research in relation to one of the seminal thinkers in education theory. Grounding my understanding of how we learn in the writings of Lev Vygotsky and the sociocultural school of thought, I will then look at how Vygotsky’s notion of tool mediation has been expanded through Activity Theory, by making explicit the social context in which tool appropriation takes place in education, the use of contradictions to expose tensions, with some examples from the literature.
Analyzing technology mediated learning in social context prepared for coursework module EDCI 614 at the University of Victoria.
Presentation for my PhD colleagues at the University of North Texas on Communities of Practice, Professional Learning Communities and Professional Learning Networks
John Cook Research Profile For D4DL SIG visit to & talks with the DCRC/REACT hub @ Pervasive Media Studio, Watershed, May 22nd 2013: http://cloudworks.ac.uk/cloud/view/8427
John Cook: Using Design Research to Explore the Use of Mobile Devices and Social Media to Mediate ‘Informal Learning’
http://www.ld-grid.org/workshops/ASLD11
Establishing Requirements for a Mobile Learning System HBetseyCalderon89
Establishing Requirements for a Mobile Learning System
Helen Sharp, Josie Taylor, Diane Evans and Debra Haley
The Open University
Walton Hall
Milton Keynes MK7 6AA, UK
1. Background
MOBIlearn was a large, multinational European-funded research and development
project that explored new ways to use mobile environments to meet the needs of
learners, working by themselves and with others. The aim of the project was to
develop a new m-learning architecture for a pedagogically-sound mobile learning
environment, and to evaluate an instantiation of that architecture using existing
technologies. A user-centred approach was taken to the project, based on socio-
cognitive engineering (Sharples et al, 2002) and embedded in ISO 13407. The project
team consisted of representatives from more than 15 organisations from seven
European countries plus one Middle Eastern country. Establishing the requirements
for such a project was a complex task, involving many methods and notations. The
project produced several documents and results; some of these are available at
http://www.mobilearn.org. Publications specifically related to mobile learning are
available at http://iet.open.ac.uk/pp/j.taylor/.
This case study draws only on work from the user requirements and evaluation
workpackage to explore the use of scenarios throughout the project and the use of the
Volere shell and template (Robertson and Robertson, 2006) to document the
requirements.
The next section introduces the three strands used as learning domains throughout the
project. Section 3 describes the use of scenarios throughout the project and Section 4
discusses the use of Volere shells and the technology to support them. In Section 5 we
conclude by making some observations about our experiences.
2. The three strands
The project chose three learning domains to drive the research, each of which
represents a distinct learning situation. These are: the Museum strand, the MBA
strand and the Health strand. Data gathering for establishing requirements was
conducted by a different project partner, each strand used different data gathering
techniques, and each produced its own set of requirements which needed to be
rationalised. The three strands and their respective data gathering techniques are
outlined below.
http://www.mobilearn.org/
https://oufe.open.ac.uk/exchweb/bin/redir.asp?URL=http://iet.open.ac.uk/pp/j.taylor/
Museum strand
This strand typifies informal learning and concerns visitors to a museum. Museums
are the mechanism through which we research, interpret and present our insights into
the natural and cultural worlds. They represent our belief systems concerning cultural
inter-relationships, our relationship with the environment and of our place in the
Universe.
Wireless technology is becoming a part of the museum experience. In an effort to
bring art and science to life for a new generation of technically sophisticated patrons,
an increas ...
Can social media and mobile devices be used to design transformative, augmented contexts for learning?#somobnet #lmlg(1 of 6 guiding principles http://slidesha.re/GYYP7X). One Day Seminar at CLTT
University of British Columbia – Vancouver (CA) – April 16, 2012
Wearable Technologies: Possibilities in Bringing Innovative Learning Experien...Amy Weiss
This study examines the use and perceptions of wearable technologies (e.g. smartwatches, fitness trackers, etc.) and their likelihood for adoption and/or rejection by students in higher education for educational purposes. Using the Diffusion of Innovations theoretical framework, this study surveyed students at a southwestern university about their adoption, use and perceptions of wearable technologies. The implications of this study can open new pathways to understanding new forms of learning in higher education, particularly in journalism education.
Mar Camacho, Universitat Rovira i Virgili Faculty (Spain), Visiting scholar a...MobileCreation
Présentation de Mar Camacho, Universitat Rovira i Virgili Faculty (Spain), Visiting scholar at UNESCO HQ in Paris au colloque "Mobile Education Médiation" , 5-6 décembre 2013
Using the Participatory Patterns Design (PPD) Methodology to Co-Design Groupware: Confer a Tool for Workplace Informal Learning
Edmedia 2016, June, Vancouver, Canada: https://www.academicexperts.org/conf/edmedia/2016/papers/48568/
John Cook, CMIR, UWE Bristol & Learning Layers team
The Internet-mobile device enabled social networks of today stand accused of being so called 'weapons of mass distraction' or worse. However, we point out that modern fears about the dangers of social networking are overdone. The paper goes on to present three phases of mobile learning state-of-the-art that articulate what is possible now and in the near future for mobile learning. The Learning Layers project is used to provide a case of barriers and possibilities for mobile learning; we report on extensive initial co-design work and significant barriers with respect to the design of a mobile Help Seeking tool for the Healthcare sector (UK). We then provide an account of how the Help Seeking tool is being linked to a Social Semantic Server and report on a follow-up empirical co-design study.
In this paper we define the notion of the Hybrid Social Learning Network. We propose mechanisms for interlinking and enhancing both the practice of professional learning and theories on informal learning. Our approach shows how we employ empirical and design work and a participatory pattern workshop to move from (kernel) theories via Design Principles and prototypes to social machines articulating the notion of a HSLN. We illustrate this approach with the example of Help Seeking for healthcare professionals.
Cook & Santos. Using Hybrid Social Learning Networks in Work Place Learning and Plans to Roll-Out in HE. Institute for Learning Innovation and Development (ILIaD) Inaugural Conference, 3 November 2014, University of Southampton.
Giving talk Wednesday 10th Sept 2014 to visitors to UWE from Shenyang Aerospace University (China). Slides are up and includes ideas UWE-led ideas on Hybrid Social Learning Networks. Why? To meet the challenge of the ‘unfilled’ potential of the Internet. Provide equity of access to cultural resources (broadly defined) as a democratic right. #LearningLayers
Reconceptualising Design Research for Design Seeking and Scaling. Short position paper by Cook and Bannan, June 2013. **Critical comment and pointers to related literature invited** Contact: john2.cook@uwe.ac.uk
Ethical considerations emerging in the study of mobile learning
Corresponding Author: Jocelyn Wishart (j.m.wishart@bristol.ac.uk)
Wednesday 1 May 2013, 2pm
Invited talk: Using Social Media and Mobile Devices to Mediate Informal, Professional, Work-Based Learning
John Cook
Bristol Centre for Research
in Lifelong Learning and Education (BRILLE)
University of the West of England (UWE)
http://www.uwe.ac.uk/research/brille/
http://people.uwe.ac.uk/Pages/person.aspx?accountname=campus\jn-cook
Invited talk: Centre for Learning, Knowing and Interactive Technologies, Graduate School of Education, University of Bristol
26th February, 12.30 to 13.45
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Using theory to review and to plan the blending of mobile learning into practice
1. Using Theory to Review and to Plan the Blending of Mobile
Learning into Practice
Learning Technology Research Institute and HALE,
DLD Seminar: 18 November 2010, 11am, TMG-61, North
Campus
John Cook
Learning Technology Research Institute
London Metropolitan University
2. Email: john.cook@londonmet.ac.uk
Home page: http://staffweb.londonmet.ac.uk/~cookj1/
Twitter: http://twitter.com/johnnigelcook
Slideshare: http://www.slideshare.net/johnnigelcook
Music wiki: http://johnnigelcook.wetpaint.com/page/Music
Johnnigelcook
or Jonni Gel Cook!
3. Jargon Buster
• MOBILE LEARNING. “Mobile learning – as we
understand it – is not about delivering content to
mobile devices but, instead, about the processes of
coming to know and being able to operate successfully
in, and across, new and ever changing contexts and
learning spaces. And, it is about understanding and
knowing how to utilise our everyday life-worlds as
learning spaces. Therefore, in case it needs to be
stated explicitly, for us mobile learning is not primarily
about technology.” (Pachler, Bachmair and Cook,
2010, p. 6)
4. Structure
• The talk will first provide an introduction to
– the theory behind the Socio-Cultural Ecology (Pachler, Bachmair
and Cook, 2010)
– the notion of User-generated contexts (Cook, Pachler and
Bachmair, accepted)
– which Cook has refined into an analytical tool called a ‘typology-
grid’
• Demonstrate how the typology-grid has been
successfully used to analyse and learn from the ALPS
CETL (Assessment and Learning in Practice Settings)
• Conclude by inviting a critique of the typology-grid
5. Framework : “Socio-Cultural Ecology” (Pachler,
Bachmair and Cook, 2010)
• Grounds readers by offering
– theoretical and conceptual models
– analytical framework for understanding the issues
• Recommendations for specialised resources
• Practical examples of mobile learning
– in formal (school) as well as informal educational
settings
• Particularly with at-risk students
6.
7. Macro framework:
Socio-Cultural Ecology
• Structures (digital tools and media)
– educational institutions no longer define alone what learning and
knowledge are and they are certainly no longer the only, even the main
location where learning and knowledge can be accessed and takes
place.
– From push to pull, change of mass communication and media
convergence
– individualised mobile mass communication and social fragmentation into
different milieus.
• Agency (capacity to act on the world)
– formation of identity and subjectivity
– environment a potential resource for learning
– different habitus of learning and media attitudes; a new habitus of
learning is one of the characteristics of at risk-learners.
• Cultural practices (routines in stable situations)
– Institutional settings, be they school, university, the work place etc.
– Media use in everyday life (includes informal/non-formal)
8. • Although he does not use the term ‘context’ in
the way we envisage, we draw on Giddens’
(1984, p. 17) proposition that
• “social systems, as reproduced social practices,
do not have ‘structures’ but rather exhibit
‘structural properties’ and that structure exists …
only in its instantiations in such practices and as
memory traces orienting the conduct of
knowledgeable human agents”.
9. • Structure is, therefore, not simply external to human
context and action, a current context is: instantiated in
practice; is informed by experience, history, and
temporal patterns of behavior; and manifests itself in the
form of structural properties through multimodal
interaction with media.
• As a consequence of these structural changes, the
nature of learning is changing as mode of meaning
making and users are actively engage in generating their
own content and contexts for learning. We call this user-
generated contexts.
10. Micro framework: User-
Generated Contexts
• Cook et al (accepted) suggest we should
be looking at the student- or user-
generated contexts as
– Zones of Proximal Development or ZPD
(Vygotsky, 1978/1930)
– Situated Learning (Lave and Wenger (1990)
– Or conversational threads (Laurillard, 2002)
11. User-Generated Contexts
• The nature of learning is being
‘augmented’
– Citizens/users are now actively engaged in
generating their own content and contexts for
learning
– Calling this User Generated Contexts (UGC)
• UGC is a micro view of ‘context’
12. User-Generated Contexts
• Situated Learning
– learning that takes place in the same 'context' in which it is applied
– there is a link between meaning-making and situation/site of
practice
– (Lave and Wenger (1990); for discussion see Pachler, Bachmair
and Cook, 2010)
• But for me you can get
– contexts within contexts
– you can learn across contexts
– and this blurs things
• “Context” is a slippery notion
13. User-Generated Contexts
• Users of mobile digital devices are being
‘afforded’ synergies of knowledge distributed
across local, augmented and virtual:
– people
– communities
– location
– time (life-course)
– social contexts and sites of practice (like socio-
cultural milieus)
– systems, structures and media
14. User-Generated Contexts
• mobile digital devices are mediating access to
external representations of knowledge in a
manner that provides access to cultural
resources.
• This dynamic digital tool mediation of meaning-
making allows users to negotiate and construct
internal conceptualisations of knowledge and to
make social uses of knowledge in and across
specific sites or contexts of learning.
15. Typology-Grid
Intervention or
innovation using
networked handheld
device – the “who what
where when how”
- is it a radical (R) or
incremental (I)
Cultural
practices –
things
people do,
i.e. “stable
routines”
Structure
s – digital
media,
tech-
nologies,
and
systems
Agency
–
human
capacity
to act in
the
world
Micro
dimensi
ons
Key questions
•Which Cultural Practices does this intervention or innovations relate to, build upon,
challenge etc?
•What Structures does it utilise? Are these “standard” or “bespoke”?
•How does Agency (human capacities to act in the world) affect the intervention, or how is
the intervention dependent on Agency?
19. Using the framework for review / findings of lessons learnt (Group A)
Intervention or
innovation using
networked mobile device
– the “who what where
when how”
- is it a radical (R) or
incremental (I)
Cultural practices –
things people do, i.e.
“stable routines”
Structures – digital
media, technologies,
and systems
Agency – human
capacity to act in the
world
Micro
dimensions
e.g. User
Generated
Contexts:
active
learning,
reflection,
attention,
etc
Mobiles being taken by
students into Practice (to
use for assessment and
learning) (R)
- Project assumed
student
familiarity with
mobile
technology
(digital natives)
but students
didn’t have
experience of
Smart Phones
(in 2007).
Bodies: professional,
statutory and
regulatory bodies
(PSRBs) , Health
Trusts, Universities,
ALPS Partnerships.
Technologies:
encryption software,
mobile devices,
mobile networks,
email.
- Student experience
in using devices
(but text/calls were
normal use and
project showed that
many students were
not familiar with the
use of the smart phone
functions)
Facebook
was heavily
used but
not for
learning
(+MSN)
- BUT in
the early
mobile
pilots the
students
rejected the
use of
Facebook
for learning
20. Using the framework for planning (Group B)
Examples of issues highlighted
Intervention or innovation using networked mobile device
If intervention is radical, means more need to justify the
investment…ROI analysis of iphone project
Cultural practices
We need to bear in mind the difference between surgical and
medical wards as a barrier/factor in m-learning
Structures
*Interesting to see if there is an improvement in students search
terms over time?
Micro dimensions
Can we find out what form of conversational threads they have?
Can we find out what peer learning/ support/ evaluation of these
devices happens on facebook/ twitter/ Ning etc?
21. Explanation of why ALPS had to address
security and control issues (Group A)
Cultural practices –
things people do, i.e.
“stable routines”
- not allowing
student use of wi-fi
and PCs. Official
Trust policy.
- Official Health
Trust policy to ban
use of mobile
devices (in 2007
though this did
change over the
lifetime of the
project) BUT
(unofficially)
Consultants did use
them as did some
patients
Structures – digital
media, technologies,
and systems
Comment by team b
at plenary: are
structures seen to
only supportive or
can they be
barriers?
Bodies: PSRB,
Health Trusts,
Universities, ALPS
Partnerships.
Technologies:
encryption software,
mobile devices,
mobile networks,
email.
Agency – human
capacity to act in the
world
- Student
responsibility to
decide when and
how to use device
(appropriate use).
23. Group A feedback on use of
framework
• Difficult to use at first.
• Helped to be able to discuss in a group.
• Structures was hardest “maybe because least interesting?”
• Cultural Practice seemed to take on the role of the practices we want to
challenge.
• Agency ended up being what we want to achieve
• Micro column came last and tended to fall out
• It did help, got a lot out of the exercise
• Engaging in what we aare planning in a deep and structured way helps
• However, you do need to know about theory to get more out of it, e.g. ZPD.
And did need JC’s talk at the beginning.
• Provides a lens for us to look at our work.
• We didn’t allow phone calls and were not really sure where that fitted in the
structure.
24. Group B feedback on use of
framework
• May be useful for planning as it provides a way for you to way in which you
can step forward.
• Cultural Practices tended to be seen as barriers
• Micro dimensions of learning looked at towards end
• Helped to analyse what happened: “being forced to break things down can
help generate an explanation as to why you took a particular course of
action, for example because this Cultural Practice stood in the way”.
• Our analysis using the framework also highlighted that we used a lot of
Information Systems services and that we incremental in that we used
traditional approaches like assessment.
• The red text tend to show things we thought would work (but didn’t?) or is
something we missed, e.g. a Cultural Practice that stopped us.
25. Overall feedback on use of
framework
• Hard at first but things that were worthwhile came out of it
• May be worth for each part to have spate columns of enabling/disabling
factors.
• Did we follow the boxes in a linear fashion? No ...
• “Really enjoyed it”.
And next day by email from Project Manager:
• “Hi John, Thank you very much indeed for the workshop yesterday. I found it
really interesting and the model was a very useful tool to use to help us to
analyse our past work and plan our future work. It was also fun! I've already
had a lot of feedback from the others saying the same thing. Viktoria (who is
moving on from ALPS to manage projects in sociology) has said that she is
interested in looking at using the model in other areas as well as she found
it very helpful.”
26. Discussion
• When using the framework for planning it
seemed that the most useful outcome was a set
of questions or issues raised by the analysis
which could then be used to help to plan the
work.
• The issues either highlighted possible barriers
that would need to be overcome (usually in the
cultural practices or structures area) or new
ways in which structures or agency (human
behaviour) could be used to help the project
itself.
27. Summary Examples of issues
highlighted
Intervention or innovation using networked mobile device
• If intervention is radical, means more need to justify the
investment…ROI analysis of iPhone project
Cultural practices
• We need to bear in mind the difference between surgical and
medical wards as a barrier/factor in m-learning
Structures
• Interesting to see if there is an improvement in students search
terms over time?
Micro dimensions
• Can we find out what form of conversational threads they have?
• Can we find out what peer learning/ support/ evaluation of these
devices happens on facebook/ twitter/ Ning etc?
28. Questions that could be used to
guide debate
• Did you discover anything new using the
typology?
• Did you find the typology easy to use and/or
helpful?
• How does it compare to any other
models/theories you have used to help analyse
or plan mobile learning?
• Have you got any questions or comments about
the typology?
• Have you got any suggestions for changes to
the typology or to the way that it is used?
29. References
Cook, J., Pachler, N. and Bachmair, B. (accepted).
Ubiquitous Mobility with Mobile Phones: A Cultural
Ecology for Mobile Learning. E-Learning and Digital
Media. Special Issue on Media: Digital, Ecological and
Epistemological.
Giddens, A. (1984). The Constitution of Society: Outline of
the Theory of Structuration, University of California
Press. 1984. Reprint edition 1986
Laurillard, D.(2002). Rethinking University Teaching: A
Framework for the Effective Use of Learning
Technologies, 2nd ed. London: Routledge Falmer
Lave, J. and Wenger, E. (1990). Situated learning:
Legitimate peripheral participation. Cambridge:
Cambridge University Press
30. References
Pachler, N., Bachmair, B. and Cook, J. (2010). Mobile Learning:
Structures, Agency, Practices. New York: Springer.
Schütz, A. (1932) Der sinnhafte Aufbau der sozialen Welt. Eine
Einleitung in die verstehende Soziologie.Wien, Verlag Julius
Springer. English translation: The phenomenology of the social
world. Northwestern University Press. Evanstone 1967
Schütz, A. and Luckmann, T. (1984) ‘Strukturen der Lebenswelt’. Band
2. 3. Auflage. Frankfurt a. M.: Suhrkamp
Vygotsky, L. (1978 / 1930). Mind in society. The development of higher
psychological processes. Edited by M. Cole et al., Cambridge, MA.
Harvard University Press.
Editor's Notes
Notion of ‘life-worlds’ recognises the clustering of different factors such as socio-economic background, gender, age/generation, ethnicity, regional background, profession etc. Traditional boundaries of various kinds are being blurred, abolished and they dissolve and disappear. Also, these trends have a lasting effect on meaning-making and learning. In the first third of the last century, individualisation and fragmentation were an emerging dynamic, which led to a discourse around life-worlds (see Schütz 1932; Schütz and Luckmann 1984). Life-worlds have to be constructed by the people themselves and are their own responsibility. A life-world comprises more than just the environment in which people live.
Life-world stands for lifestyle and habitus, which depend on people’s individual way of living, which frames their life-course. Life-worlds result from individualization, which has led to fragmented worlds; they have to be configured personally. The responsibility for one’s own lifeworld is to be carried by people individually.
People in European countries organise their life-worlds within and by way of stable socio-cultural milieus. Milieus do have the function of individualised life-worlds, which are structured by the hierarchical variable of differentials in income and formal education. This is the traditional social stratification. But there are also other important variables which combines people’s value orientation with the process of modernization of society. Pachler, Bachmair and Cook (2010) recognise seven milieus : established, intellectual, modern performing, traditional, modern mainstream, consumer materialistic, sensation orientated.
The work is framed by a socio-cultural ecology approach developed by Patchler, Bachmair and Cook (2010); this outlines the triangular inter-relationships between structure, agency and cultural practice (see diagram). Specifically, the socio-cultural triangle draws on media and cultural studies and is being used to guide our investigation of the outside-in/inside-out challenge. The main theories are: Giddens’ (1984) structuration theory; cultural studies and media (Hall, 1997) regarding individualised agency within the practices of everyday life.
By ‘habitus’ we mean dispositions and action patterns based on
appropriated social structures within typical cultural practices. In particular, we are interested in the potential of mobile devices not just to provide, but also to enable the shaping of highly individualised, yet socially and physically connected, culturally differentiated and semiotically rich contexts for learning.
Although he does not use the term ‘context’ in the way we envisage, we draw on Giddens’ (1984, p. 17) proposition that “social systems, as reproduced social practices, do not have ‘structures’ but rather exhibit ‘structural properties’ and that structure exists … only in its instantiations in such practices and as memory traces orienting the conduct of knowledgeable human agents”. Structure is, therefore, not simply external to human context and action, a current context is: instantiated in practice; is informed by experience, history, and temporal patterns of behavior (see also; and manifests itself in the form of structural properties through multimodal interaction with media. As a consequence of these structural changes, the nature of learning is changing as mode of meaning making and users are actively engage in generating their own content and contexts for learning. We call this user-generated contexts.
user-generated context for us is conceived in a way that users of mobile digital devices are being ‘afforded’ synergies of knowledge distributed across: people, communities, locations, time (life-course), social contexts and sites of practice (like socio-cultural milieus) and structures. Of particular significance for us is the way in which mobile digital devices are mediating access to external representations of knowledge in a manner that provides access to cultural resources. This dynamic digital tool mediation of meaning-making allows users to negotiate and construct internal conceptualisations of knowledge and to make social uses of knowledge in and across specific sites or contexts of learning.
ALPS is a HEFCE funded centre for excellence in teaching and learning focussing on assessment and learning in practice settings. 5 Universities (Leeds, Leeds Metropolitan, Bradford, Huddersfield and York St John) crossing 16 health and social care professions
Strongly supported by the NHS Strategic Health Authority and with three commercial partners
Text in blue is possible story of a lesson learned (or an opportunity/question identified) by the ALPS Mobile Technologies project and which has perhaps become a little clearer through use of this typology. The ALPS project showed that one of our assumptions (students being familiar and comfortable with using mobile technology) was not accurate (there was a reasonably large group in 2007 who did not find the technology we were presenting them with easy to use). On reflection it can be seen that this was because students familiarity was with the basic use of mobile devices (texting and phone calls) and not with the more complex smart phone functionality (setting up devices to receive email, installing software, device security, synchronising etc). It was observed that Facebook was heavily used and it is possible that linking the ALPS Suite into a familiar (and heavily used) system such as this may have made it easier for students to accept. However, it should be noted that in earlier pilots students had not been receptive to using Facebook for learning. This leaves open the question of how best to build on students’ familiarity with certain systems/technology whilst not being seen to intrude on their private/personal spaces.
When using the framework for planning it seemed that the most useful outcome was a set of quesitons or issues raised by the analysis which could then be used to help to plan the work. The issues either highlighted possible barriers that would need to be overcome (usually in the cultural practices or structures area) or new ways in which structures or agency (human behaviour) could be used to help the project itself.
We met with John Cook and ran a workshop at which we used the framework for both analysis of work that had been undertaken (ALPS) and to help think about and plan future work (the iPhone rollout and Sable).
Here is an example of a page from the analysis of the ALPS work. We produced about 6 pages of analysis.
Having done the analysis we then looked for patterns or stories in the analysis that helped to explain decisions that were taken by the project (such as why security was approached in the way we did – hightlighted in green) or lessons learned (places where things did not work as we had expected – example highlighted in blue).
At the same workshop we also used the framework to think about and plan a current project (iPhone project in school of medicine). Again several pages of analysis were produced and the participants reported finding the framework a useful way of looking at the issue.
Intervention or innovation using networked mobile device
If intervention is radical, means more need to justify the investment…ROI analysis of iphone project
Cultural practices
We need to bear in mind the difference between surgical and medical wards as a barrier/factor in m-learning
Structures
*Interesting to see if there is an improvement in students search terms over time?
Can we capture some evaluation data straight from the device- census days?
Micro dimensions
Can we find out what form of conversational threads they have?
Can we find out what peer learning/ support/ evaluation of these devices happens on facebook/ twitter/ Ning etc?