Workshop 'Technology-enhanced learning in the context of technological, societal and cultural transformations' learning

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Workshop 'Technology-enhanced learning in the
context of technological, societal and cultural
transformations' learning
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Ben Bachmair University of Kassel
Maren Risch

• Operationalisation of
• a cultural ecology for mobile learning
• in the running German school project MyMobile
  Handy im Unterricht
• Steps of the validation of 4 didactic
  parameters for analysis and planning

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The main issues within two strands

• To represent the the mobile complex for didactic
  purposes. From the widened structuration model to
  the tool of the didactic parameters
• Tools and conversational elements of an
  hermeneutic approach for the development of
  theory and school learning
• Tools parameters, guidelines, focal points
• Conversational elements workshops for media
  educationalists / realisation of instructional
  units with weekly Skype conferences, assessment
  of learning outcomes and evaluation by teacher,
  parents, students / public presentation website,
  interviews, conferences, publications

The school project MyMobile Handy im
Unterricht
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1. The mobile complex with its visible mobile
devices and the schools options
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The general model for developing educational
reactions to socio-cultural changing

• Anthony Giddens(1984) Structuration the
  relation of social structures and agency
• Stuart Hall (1997) Media in the cultural
  circulation between cultural practices

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Structures

• The socio-cultural complex of individualisation
  within the society of individualised risks,
• socio-cultural milieus
• - Partial failing of the school for socially
  specific learners (PISA results at risk
  learners) and the increasing informal learning
  outside the school,
• - Individualised and mobile mass communication.

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The changing structures of mass communication
individualised, mobile

• Away from professionally edited and
  institutionally delivered content
• to Web 2.0 and the ubiquitous individualised
  mobile production of content and contexts by
  means of the convergent mobile phone
• which coins and challenges the agency of the
  people.
• This leads to cultural practices like to use
  media internet platforms e.g. YouTube for
  specific application like the video of the
  mobile.

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Agency

• - Learning as meaning making in a variety of
  situations which are not restricted to the
  school,
• - Habitus for individualized learning within
  divergent socio-cultural milieus, which leads to
  informal learning,
• - Naïve/ native expertise which is individually
  appropriated on personal definitions of
  relevance.
• - Personal definition of relevant contexts within
  media induced spaces, e.g. Web 2.0.

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Cultural practices of learning

• Increase of informal learning outside the
  school
• Curricular learning
• in traditional modes (driven by a teacher and
  learning subjects) and
• in flexible modes (situated, constructivist,
  collaborative)
• with at-risk learners as a feature of the
  individualisation of risks.

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Organisation in Phases Episodes
Streets with Places Lessons are divided by
learning standards
E 2)
E 4)
Getting to Know Practicing Getting
Deeper
Episodes can be used in each part of the lesson.
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Representation of the mobile complex in the
students perspective
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Schools option Banning of mobiles
or Assimilation of informal learning mobile
expertise habitus of learning By means of
taking up conversational threads of the
students docking to the students generated
contexts as zones of proximal development
The socio-cultural complex of mobile
devices Brought mobile devices into everyday
life within media convergence Reinforces
individualization by mobility Transforms
agency mobile expertise Transforms mass
communication mobile, individualized and
convergence contexts
Children and young people as students with their
agency and their resources within their cultural
practices informal learning mobile
expertise habitus of learning
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Didactic parameters for analysing and planning
within the mobile space of convergence and
learning

• The model of the didactic parameters
• represents
• structures, agency, practices of the mobile
  complex
• in the perspective of the school

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• (A) Learning set
• Practice of the school ---- practices of mobile
  media
• (B) Relation to the object of learning
• Mimetic reproduction ---- personal
  reconstruction
• (C) Basis of the institutional support for
  teaching and learning
• School curriculum ---- personal expertise
• (D) Media and Modes of representation
• Discrete (linear mono medial, mono modal)
  convergent

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2. The tools of an hermeneutic approach for the
empirical round through the schools dominant
practices
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2.1 My understand of an hermeneutic approach

• an institutionalized spiral of
• objectivations tools like parameters,
  guidelines, focal points
• and
• conversations workshop, Skype meetings,
  websites, formal presentation of results,
  evaluation etc
• within the tension of theoretical frames,
  empirical investigations and the development of
  practices

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• A German summary of an hermeneutic approach to
  theory and empirical investigation
• in the field of communication studies
• by Friedrich Krotz (2005)
• Neue Theorien entwickeln. Eine Einführung in
  die Grounded Theory, die Heuristische
  Sozialforschung und die Ethnographie anhand von
  Beispielen aus der Kommunikationsforschung.
• Köln, Herbert von Halem

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Krotz 2005, p. 70 3 types of theories

• Type 1 mathematically represented functional
  interrelations quantitative methods
• Type 2 complexes of statements and discourses,
  which described in a condensed way the structures
  and processes of phenomena qualitative research
• Type 3 Meta-theories

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Theory of type 2My access to describe in a
condensed way structures and processes

• A) Two levels obvious / veiled
• A1) What is obvious and can be taken for
  granted?
• A2) What is veiled under the surface?
• B) Two focuses centre and marginal
• B1) What is in the foreground and the centre?
• B2) What is at the edge?

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The objectified tools within a theory of type 2

• Didactic parameters for analysing and planning
  within the mobile space of convergence and
  learning
• Culture ecological guidelines for mobile learning
• Focal points of a didactic of mobile learning

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(1) The condensed model of structures, agency
and practices of the mobile complex with special
reference to the school and didactic

• (A) Learning set
• Practice of the school ---- practices of mobile
  media
• (B) Relation to the object of learning
• Mimetic reproduction ---- personal
  reconstruction
• (C) Basis of the institutional support for
  teaching and learning
• School curriculum ---- personal expertise
• (D) Media and Modes of representation
• Discrete (linear mono medial, mono modal)
  convergent

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At the first phase of planning and realising the
the school project My Mobile the model of the
didactic parameters did not correspond with the
theoretical frames of the media educational
project group.

• Therefore the cultural ecology for mobile
  learning was condensed to guidelines.
• The guidelines represent the development of
  socio-cultural and mass communicative structures,
  agency and media related practices in the mode of
  educational pursuits

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Evaluation of the didactic parameters was planned
but failed due to the lack of conversational
element

• Now, one part of the evaluation of the didactic
  parameters has to be done be the media
  educational project group. Its main mean is to
  consider the outcomes of the instructional units
  for the publication on the website

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(2) The Culture ecological guidelines for mobile
learning represent the educational pursuits for
the mobile complex

• A
• Mobile phones and other mobile devices function
  as global cultural resources within a mobile,
  individualized and convergent mass communication.
  
• This dramatically new mode of mass communication
  includes user generated contexts which serve
  among others as archives for media and knowledge.

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B.

• Mobile phones and other mobile devices function
  as resources for formal and informal learning.
• An educational task is to use mobile devices for
  the assimilation of the informal learning of the
  students, who act in everyday life as native and
  naïve experts.

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C.

• The context oriented mobile, individualized and
  convergent mass communication and society is a
  challenge for the so called situated learning
  (Lave, Wenger 1990).
• The situated learning is a way to the essentials
  of learning, which is hidden underneath the
  stiff, frozen practices of school learning. The
  focus of the concept of situated learning is
  based on learning as meaning making in a context.
  
• Learning as meaning making that brings into play
  the life world of the student, in my view,
  creates a context that contains the powerful
  option to replace the passive transfer of
  knowledge, which is still in the foreground of
  many schools.

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(3) The Focal points of a didactic of mobile
learning represent the educational and didactic
options within the 4 parameter under the heading
of the guidelines and combine them with the width
of mobile applications

• 1. Why?
• Mobile learning is the didactic answer to the
  already changed culture of media and learning of
  the children and young people
• 1.1 The new and dominant media culture of
  everyday life individualized, mobile and
  convergent.
• 1.2 Increasing relevance of the informal learning
  and decreasing reach of scholastic learning

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2. How?The feature elements of the mobile
learning

• 2. 1 To integrate informal learning by means of
  the mobile
• 2.2 To set up episodes of situated learning by
  means of the mobile
• 2.3 To generate learning and media contexts by
  means of the mobile
• 2.4 To set up conversational bridges by means of
  the mobile
• 2.5 To support students as experts of their
  everyday life within the school by means of the
  mobile
• 2.6 To set up responsive contexts of development
  and learning by means of the mobile

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3. By which applications?The mobiles multimedia
variety of applications as a mobile miniaturized
computer and interface within media convergence

• 3.1 Ubiquity and mobile multimedia computer
• 3.2 Personal disposition at any time
• 3.3 Several active media applications for taking
  videos, photos, music
• 3.4 Applications for everyday life management
  like calendar, alarm, spatial navigation
• 3.5 High capacities as repositories for a variety
  of representational modes
• 3.6 Access to a diverse personal communication
• 3.7 Access to the Internet with its specific mode
  of communication and with its knowledge and media
  archives (can be expensive for the moment).

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Discursive elements and objectified tools in the
time order of appearance in the project

• Didactic parameters for analysing and planning
  within the mobile space of convergence and
  learning
• Workshops on the Parameters and the culture
  ecological approach to mobile learning
• Culture ecological guidelines for mobile learning
  for the website and for planning the
  instructional units
• First instructional unit in a school mobile
  between globe and Google evaluation by teacher,
  students, parents assessment of the learning
  results
• Public presentation for media education (paper
  PPT)
• Second instructional unit in a school What is
  Enlightenment?
• Website with the report on the first
  instructional unit
• Focal points of a didactic for mobile learning
• Book publication

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2. Strand Report from a German school projectof
mobile learning
MyMobile Handy im Unterricht (Mobile within
school instruction) is run by the public
association medienbildung.com gGmbH
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Handy zwischen Kugel und Google Mobile between
globe and Googel

• Konstruktion und Vermessen von Kreisen und Kugel
  im lehrergeleiteten Unterricht mit
  mediengeleiteten Episoden von Schüleraktivitäten
• Construction and measuring of circles and globes
• in a teacher guided instruction
• with media based episodes of students activities

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Mobile video in Math on the investigation of
angles

• At home a 12 year old boy investigated angles.
• He took pictures of differently obvious and
  clear angles
• and framed it with a soundtrack of a Pokémon
  song and a poster.

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Learner generated contextby means of a video
homework on investigating angles

• At home and in everyday
• Life ambiguity is normal.
• Now, the Math teacher
• can deal with ambiguity.
• - The boy frames his
• investigation of angles
• with the Pokémon
• sound track and
• the poster of a pop song.

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Assimilation of learner generated contexts into
the school

• By means of the mobile homework
• the 12 year old boy widens the optional learning
  context into his fields of entertainment.
• Pokémon is also a strategy game with levels,
  calculable results, comparing success, etc. These
  issues of the strategy game and the entertainment
  context are rather close to Math.

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Assimilation of the school by

• Responsive Contexts Docking at user generated
  contexts as zones of proximal development
  (Vygotsky 1930, 1934)

• Conversational options (Laurillard 2007, p. 160)
  knotting conversational threads

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The curricular task assimilation by
prolonging conversational threads docking at
user generated contexts as zone of proximal
developmentinto / at to the school practice
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Context options by combining white board and
mobile
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• The context of the white board is regulated by
  teacher and inherits the structure of the teacher
  guided instruction.
• The context of the mobile phone incorporates
  everyday life and entertainment and is the domain
  of the students.
• Both contexts are assimilated into one formal and
  informal learning context by the teacher white
  board and student mobile phone.