Transcript 'Pedagogical Issues and Mobile Learning',

Pedagogical Issues and Mobile Learning
Ben Bachmair,
University of Kassel, Germany
AERA Symposium
"Outside in and inside out:
interdisciplinarity and mobile
learning research"
The feature of
a culture ecologic approach to mobile learning
Mobile devices /media and mobile learning are
- cultural resources among others
- within a mobile complex of
socio-cultural structures (mobile, individualised mass
communication, socio-cultural milieus), agency (habitus) and
cultural practices (media use, informal + learning in the school).
- They can be assimilated by the school by
conversational and contextual options (e.g. naïve
expertise)
- with the intention to support participation (focus on atrisk learners).
Topics of the presentation
1. A culture ecological view on the mobile
complex, its structures, agency and practices
2. The school’s challenges towards socio-cultural
changing and its mobile complex
3. At-risk learners and their cultural participation
4. Assimilation of (4.1) conversational and (4.2)
contextual options of students practices into
the school.
1
A culture ecological view on
the mobile complex,
its structures, agency and practices
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
circulation between
cultural practices
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.
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.
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 expertise which is individually
appropriated on personal definitions of
relevance.
- Personal definition of relevant contexts within
media induced spaces, e.g. Web 2.0.
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,
2. The mobile complex and the school’s
options
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
School’s 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
3.
At-risk learners and
their cultural participation
3.1 PISA –Results
The school lost its defining power on what is
learning. The school necessary U-turn on
new cultural resources and the new social
inequality.
3.2 New habitus of learning in socio-cultural
milieus
3.1
The PISA deficit group in reading
PROGRAMME FOR INTERNATIONAL STUDENT
ASSESSMENT
Result of the PISA Study:
There are risk groups
* Boys
* from migrant families,
* from low levelled school
* lower layer of social stratification and income
3.2 Habitus of a migrant male students
The case of Cyril,
a 18 year old boy with a migrant background
within the socio-cultural milieu of a hedonistic
subculture (Sinus Sociovision):
Self idealisation as an underdog,
but better than the silly Germans;
To investigate the real German underdogs and
to have fun by risks;
Conflict with the police.
4. The idea of assimilation:
Bringing outside in
Cyrill’s cultural practice outside
Cyrill uploaded mobile videos.
Cyrill is brought to court because of a video
which shows - among other - the harassment
of homeless men and
of a video with Nazi symbols.
Assimilation of the school by
Conversational options
(Laurillard 2007, p.
160) = knotting
conversational threads
Context options =
Docking at user
generated contexts as
zones of proximal
development (Vygotsky
1930, 1934)
Quelle: http://www.sinussociovision.de/grafik/everyday-lifesegmente.jpg, 4. September 2007
The curricular task = assimilation by
* prolonging conversational threads
* docking user generated contexts as
zone of proximal development
into / at to the school practice
Still Images from Cyrill’s mobile video which
‘depicts’ and ‘harasses’ homeless drunk
Stills from Cyrill’s Video
4.1 Assimilative
conversational options
Conversational threads on regional
cultural values
taken by police, newspaper, law
institutions, institutions of social care for
homeless
Further conversational threads
- ‘Investigation’ of social situations at the edge of
the main stream society =
can lead to investigative learning activities.
- ‘Professional expertise ’ indicated by the logo in
English “Cyril pictures”.
- Peers and software expertise.
- Lifestyle and hair designer.
- ‘Empathy’ between the unsavoury old drunk and
Cyrill.
- Verbal provocation on the web
Conversational thread: peers, software
expertise
“Cyrill how
did you make
yourself as
background?
Say it please
peace.”
A boy asks Cyrill as an expert for websites:
„CYRILL wie hasT du dich selber als
hinTERgruND gemaCHt? Sag mal bitte peace.“
Conversational thread: verbal provocation
http://www.linktakas.net/video/95654/Augsburg_-_CYRILL__Die_Legende_kehrt_zur%FCck.html, 9_Jan_2008
„Ünlü Videoları
Taglar : Augsburg - - - CYRILL - - - Die - Legende - kehrt - zurück –
A?iklamasi : Nachdem alle meine Videos aus YouTube gelöscht worden sind, hab ich
einen neuen C.Y.R.I.L.L TRAILER erstellt peace xxx porn slut Jenny McCarthy Jim
Carrey Playboy MTV uncensored Carmen Electra bunny Brad Pitt tits til death cock
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Izlenme : 161 Kere Izlendi“
4.2 Assimilative Context options for
development
Docking at user generated contexts as
proximal zones of development (Vygotsky
1930, 1934)
Context of the peer group of boys in late
puberty, during the night, flaneurs looking
for cool fun;
Occasional contact(s) to a young right
wing German male adult; Nazi symbols.
Further contextual options for
development
- Socio-cultural milieu and habitus,
- Socio-cultural milieu and lifestyle,
- Identity, expertise, self images.
Länderübergreifend:
Sinus-Meta-Milieus®
http://www.sinus-sociovision.de/grafik/everyday-lifesegmente.jpg, 4. Sept. 2007
Basic milieu (= context) orientation
in habitus and developmental terms
of the ‘hedonistic-subcultural milieu’ (BC3,
escapists) in the migration context
(Sinus Sociovision 2007, p. 65)
-“on the basis of the experienced social exclusion
(self image of being a ‘Kanak’),
on the one hand the dream of a rich life in
Germany with easy money making, luxury,
prestige (‘Kohle scheffeln und Spaß haben’);
on the other hand resignation and a defiant
(trotzig) ‘underdog’ mentality: being unemployed,
without chances, discouraged;
- (partly aggressive) distance to the mainstream
of society together with not being adjusted – for
example, in the outfit, in behaviour and
language –,
conflicts with authority and authorities (parents,
teachers, supervisor, police);
on one hand disapproval of demands for
integration and achievement,
and on the other hand the desire for success,
appreciation, a higher income and a better job;
- orientation towards the ‘here and now’,
hardly any long term and future planning,
uncontrolled spending of money, financial
problems, often no perspective for the future
(‘Null Bock’), insecurity, being passive.”
The context / zone options
in terms of lifestyle and living room
Reference:
„Migranten-Milieus Qualitative Untersuchung der
Lebenswelten von Menschen mit Migrationshintergrund in
Deutschland. Eine Multi-Client-Studie von Sinus
Sociovision. Basisbericht. Heidelberg, Oktober 2007“
Sinus Sociovision GmbH
Ezanvillestraße 59 / D-69118 Heidelberg
Postfach 251265 / D-69080 Heidelberg
HRB 332922 Mannheim
Geschäftsführer:
Dorothea Nowak, Berthold Flaig
Telefon: +49 (0) 6221-8089-0 / Telefax: +49 (0) 6221-8089-25
E-mail: [email protected]
Web: http://www.sinus-sociovision.de
Developmental context/ zone options
for identity and expertise
on myspace.com
Developmental zone
of self images and identity
The curricular task = assimilation by
* prolonging conversational threads
* docking user generated contexts as
zone of proximal development
into / at to the school practice
The planning model
4 parameters for analysis and planning
(needs empirical evaluation)
(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