Mobile Learning: Structures, Agency, Practices PDF
Preview Mobile Learning: Structures, Agency, Practices
Mobile Learning · · Norbert Pachler Ben Bachmair John Cook Mobile Learning Structures, Agency, Practices with contributions from Gunther Kress, Judith Seipold, Elisabetta Adami and Klaus Rummler 123 NorbertPachler BenBachmair UniversityofLondon UniversitätKassel InstituteofEducation FBErziehungswissenschaft/ 20BedfordWay Humanwissenschaften Nora-Platiel-Str.1–5 London 34127Kassel UnitedKingdomWC1H0AL Germany [email protected] [email protected] JohnCook LondonMetropolitanUniversity 166-220HollowayRoad London TowerBldg.NorthCampus UnitedKingdomN78DB [email protected] ISBN978-1-4419-0584-0 e-ISBN978-1-4419-0585-7 DOI10.1007/978-1-4419-0585-7 SpringerNewYorkDordrechtHeidelbergLondon LibraryofCongressControlNumber:2009938820 ©SpringerScience+BusinessMedia,LLC2010 Allrightsreserved.Thisworkmaynotbetranslatedorcopiedinwholeorinpartwithoutthewritten permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY10013,USA),exceptforbriefexcerptsinconnectionwithreviewsorscholarlyanalysis.Usein connectionwithanyformofinformationstorageandretrieval,electronicadaptation,computersoftware, orbysimilarordissimilarmethodologynowknownorhereafterdevelopedisforbidden. Theuseinthispublicationoftradenames,trademarks,servicemarks,andsimilarterms,eveniftheyare notidentifiedassuch,isnottobetakenasanexpressionofopinionastowhetherornottheyaresubject toproprietaryrights. Printedonacid-freepaper SpringerispartofSpringerScience+BusinessMedia(www.springer.com) Tothreespecial‘nativeexperts’:Benjamin, JamesandDaniel Acknowledgments Gunther Kress, Elisabetta Adami, Judith Seipold, and Klaus Rummler took part in regular meetings of the London Mobile Learning Group; they contributed to the development of the book overall. Specifically, Elisabetta Adami and Gunther Kress authored Chapter 7 against the background of the conceptual work of the LMLG.JudithSeipoldledonthewritingofChapter4.KlausRummlercontributed tothediscussionaboutat-risklearnersinChapters1and10;heledonpreparingthe artworkcontainedinthebookandonpermissions. vii Contents PartI BigpictureandExamples 1 ChartingtheConceptualSpace . . . . . . . . . . . . . . . . . . . 3 The‘MobileComplex’ . . . . . . . . . . . . . . . . . . . . . . . . . 3 Focus on Socio-cultural Conditions, Avoidance of TechnologicalFetishisation . . . . . . . . . . . . . . . . . . . . . 4 ‘Mobile’Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 DefinitionalBasesandKeyCharacteristics . . . . . . . . . . . . . 4 SomeImportantCharacteristicsofMobileDevices . . . . . . . . . 7 OpportunitiesandChallengesforMobileLearning . . . . . . . . . 9 The Need for a Coherent Theoretical/Conceptual FramefortheField. . . . . . . . . . . . . . . . . . . . . . . . . . 10 BuildingaLargerFrameforUnderstanding. . . . . . . . . . . . . 10 EducationintheContextofSocietalandCulturalTransformations . . 11 AWorldMarkedbyProvisionality . . . . . . . . . . . . . . . . . 11 ‘ParticipatoryCulture’:theSignificanceofMobileDevices intheLife-WorldsofUsers . . . . . . . . . . . . . . . . . . . . . 13 OutsideinandInsideOut . . . . . . . . . . . . . . . . . . . . . . 13 FromDistinctMediatoEnsemblesofCulturalResources . . . . . 14 TheSocialConstructionofCulture,ChildDevelopment andLearningasAppropriationin‘Responsive’Contexts . . . . . . 18 Life-Worlds, Social Fragmentation and the Habitus ofAt-RiskLearners . . . . . . . . . . . . . . . . . . . . . . . . . 20 KeyImplicationsofSocietalandCulturalTransformations forLearningwithMobileDevices . . . . . . . . . . . . . . . . . . 22 An Overview of the Socio-cultural Ecology: Agency–CulturalPractices–Structures . . . . . . . . . . . . . . . 25 OverviewoftheStructureoftheBook . . . . . . . . . . . . . . . . . 26 2 MobileLearning:ATopography . . . . . . . . . . . . . . . . . . . 29 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 ABrief‘History’ofMobileLearning . . . . . . . . . . . . . . . . . 30 TheFirstPhaseofMobileLearning:AFocusonDevices . . . . . 30 ix x Contents The Second Phase of Mobile Learning: A Focus on LearningOutsidetheClassroom. . . . . . . . . . . . . . . . . . . 34 ThirdPhase:AFocusontheMobilityoftheLearner . . . . . . . . 41 InterimSummary . . . . . . . . . . . . . . . . . . . . . . . . . . 50 SpecialistConferencesandEvents . . . . . . . . . . . . . . . . . . . 50 mLearn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 IADISMobileLearning . . . . . . . . . . . . . . . . . . . . . . . 52 HandheldLearning. . . . . . . . . . . . . . . . . . . . . . . . . . 52 BudapestMobileLearningConferenceSeries . . . . . . . . . . . 53 WMTE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 ProfessionalAssociation . . . . . . . . . . . . . . . . . . . . . . . . 53 InternationalAssociationforMobileLearning(IAMLearn) . . . . 53 OrganisationswithaParticularInterestinMobileLearning . . . . . . 54 WLECentre:MobileLearningSymposiaandtheLondon MobileLearningGroup(LMLG) . . . . . . . . . . . . . . . . . . 54 Futurelab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Becta . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Kaleidoscope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 G1:1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 SpecialistJournals . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 IJMBL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 IJMLO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 IJIM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 SpecialIssuesonMobileLearning . . . . . . . . . . . . . . . . . . . 57 KeyIssuesinMobileLearning . . . . . . . . . . . . . . . . . . . . . 58 DevelopmentforEducationalProfessionalsandMobileLearning . 58 Public,PersonalandIntimateSpacesandEthicalConsiderations . 60 Learner-GeneratedContexts . . . . . . . . . . . . . . . . . . . . . 62 AugmentedReality . . . . . . . . . . . . . . . . . . . . . . . . . 65 AffectiveandMotivationalFactors . . . . . . . . . . . . . . . . . 66 InterfaceBetweenLearninginInformalandFormalSettings. . . . 67 MobileLearningandDesignIssues . . . . . . . . . . . . . . . . . 68 ResearchingMobileLearning . . . . . . . . . . . . . . . . . . . . 71 3 Mobile Devices as Resources for Learning: Adoption Trends,Characteristics,ConstraintsandChallenges. . . . . . . . 73 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 AdoptionTrendsofMobileDevicesandServices . . . . . . . . . . . 74 TheGlobalandNationalFiguresandPotentialforLearning . . . . . 74 MobileAccessTrendsandPatternsofUsage . . . . . . . . . . . . . 75 TrendsinAnyWhere,AnyTime,AnyDeviceLearning . . . . . . . 77 CharacteristicsandFunctionsofMobileDevices . . . . . . . . . . . 77 ConstraintsandChallenges . . . . . . . . . . . . . . . . . . . . . . . 79 ChildrenandMobile/CellPhones . . . . . . . . . . . . . . . . . . 79 OpportunitiestousePublicServices . . . . . . . . . . . . . . . . . . 81 Contents xi DemocraticOpportunities . . . . . . . . . . . . . . . . . . . . . . . 82 AmbientWirelessDevicesandHealthandLearningNeeds, OpportunitiesandIssues . . . . . . . . . . . . . . . . . . . . . . . . 83 SocialOpportunities . . . . . . . . . . . . . . . . . . . . . . . . . . 84 DigitalDivideAmongCitizens . . . . . . . . . . . . . . . . . . . . 87 SecurityandPrivacyConcernsareGrowing . . . . . . . . . . . . . . 88 TxtSpkandNewLiteracies . . . . . . . . . . . . . . . . . . . . . . 89 Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 4 CasesofMobileLearning. . . . . . . . . . . . . . . . . . . . . . . 95 MethodologyoftheProjectAnalysis . . . . . . . . . . . . . . . . . 95 SelectionandDescriptionofCaseStudiesandFramework forComparativeAnalysis . . . . . . . . . . . . . . . . . . . . . . 95 How,andontheBasisofWhatDatatheCaseswereCompiled . . 97 How,andontheBasisofWhatDatatheStructurewasCompiled . 99 AnalysisFramework . . . . . . . . . . . . . . . . . . . . . . . . . 100 DiscussionoftheProcessofProjectSelectionandthe CriteriaforProjectAnalysis . . . . . . . . . . . . . . . . . . . . . 102 Cases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Project‘Handy’ . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Project‘LearningLabInitiative’. . . . . . . . . . . . . . . . . . . 117 Cyrill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 SynopticAnalysis . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 TwoDidacticApproachesandWaysofIntegratingMobile MediainSchools. . . . . . . . . . . . . . . . . . . . . . . . . . . 149 ProtectingLearnersvs.ChallengingLearners . . . . . . . . . . . . 149 MobileLearningBetweenNarrowandTeacher-LedUse andConstructivistandOpenSettings . . . . . . . . . . . . . . . . 150 The Didactic Design is Determining the Way Mobile LearningisRealised . . . . . . . . . . . . . . . . . . . . . . . . . 151 Capturing Situations or Generating Contexts? FromAd-hocUsageto‘Delayed’Use. . . . . . . . . . . . . . . . 151 Re-contextualisation and Situated Negotiation: DeterminedUseorFreeSpace? . . . . . . . . . . . . . . . . . . . 152 Mobile Devices and Convergent Media Allow for LearnerstoExamineandEstablishStructurestoConstruct TheirOwnandIndividualisedLearningSpaces . . . . . . . . . . . 152 5 Whither a Socio-Cultural Ecology of Learning withMobileDevices . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 ActivityTheory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 ConversationandDiscursiveAppropriationasContextual andReflexiveActivity . . . . . . . . . . . . . . . . . . . . . . . . . 160 ContinuityofLearningActivitiesBetweenandAcrossContexts . . . 163 ActivityTheory:ACriticalPerspective . . . . . . . . . . . . . . . . 164 xii Contents Learning and Meaning-Making as Subject-Centred and Context-RelatedCulturalPractice . . . . . . . . . . . . . . . . . . . 166 EcologicalApproachesto(Mobile)Learning . . . . . . . . . . . . . 167 Participative,Interactive,SituatedandContextualLearning . . . . . . 169 SummaryandOutlook . . . . . . . . . . . . . . . . . . . . . . . . . 171 PartII Mobile Devices as Resources for Learning: A Socio-Cultural Ecological Analysis oftheMobileComplex 6 AnalysingtheMobileComplexforEducation:KeyConcepts . . . 175 Appropriation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 LearningResources. . . . . . . . . . . . . . . . . . . . . . . . . . . 180 RedefinitionandRecognitionofLearning . . . . . . . . . . . . . . . 181 ConversationalIntegrationandContextualZonesofDevelopment . . 182 Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 TheCultureEcologicalFramework . . . . . . . . . . . . . . . . . . 184 7 A Social Semiotic Analysis of Mobile Devices: InterrelationsofTechnologyandSocialHabitus . . . . . . . . . . 185 ASocialSemiotic‘Take’onTechnology . . . . . . . . . . . . . . . 185 TheAffordancesofSmartphones:ASocialSemioticAnalysis . . . . 187 AffordancesoftheHardware . . . . . . . . . . . . . . . . . . . . 188 TheSoftwareAffordances . . . . . . . . . . . . . . . . . . . . . . 191 TheFunctionalities. . . . . . . . . . . . . . . . . . . . . . . . . . 193 Implications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 ForegroundedandBackgroundedCapacities . . . . . . . . . . . . 200 AffordancesforaChangedSocialHabitus . . . . . . . . . . . . . 201 OpenQuestions:GainsandLosses . . . . . . . . . . . . . . . . . . . 202 8 The Mobile Complex, Socialization andLearningResources . . . . . . . . . . . . . . . . . . . . . . . 205 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Everyday Life with Mobile Devices, Socialization and CriticalMobileLiteracy . . . . . . . . . . . . . . . . . . . . . . . . 205 NormalisationinEverydayLife . . . . . . . . . . . . . . . . . . . 206 SocialisationEffectsofMultimediaandMultimodal Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . 207 SocialisationEffectsofUbiquityandMobileIdentity . . . . . . . 210 EducationalResponsesandAnswers . . . . . . . . . . . . . . . . 212 TheMobileComplexWithinSocio-CulturalDevelopments. . . . . . 214 TheTriangleModelofSocio-CulturalDevelopment . . . . . . . . 215 EducationallyRelevantFeaturesWithintheMobileComplex . . . 216
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