Pedagogical Issues and Mobile Learning

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Pedagogical Issues and Mobile Learning

• Ben Bachmair,
• University of Kassel, Germany
• AERA Symposium
• "Outside in and inside out interdisciplinarity
  and mobile learning research"

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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 at-risk learners).

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Topics of the presentation

1. A culture ecological view on the mobile complex,
   its structures, agency and practices
2. The schools 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.

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1A culture ecological view on the mobile
complex, its structures, agency and practices
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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 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 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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2. The mobile complex and the schools options
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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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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

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3.1The PISA deficit group in readingPROGRAMME
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
  

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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.

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4. The idea of assimilation Bringing outside in

• Cyrills 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.

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Assimilation of the school by

• Context options Docking at user generated
  contexts as zones of proximal development
  (Vygotsky 1930, 1934)
• Quelle http//www.sinus-sociovision.de/grafik/ev
  eryday-life-segmente.jpg, 4. September 2007

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

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The curricular task assimilation by
prolonging conversational threads docking user
generated contexts as zone of proximal
developmentinto / at to the school practice
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• Still Images from Cyrills mobile video which
  depicts and harasses homeless drunk

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Stills from Cyrills Video
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(No Transcript)
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4.1 Assimilative conversational options

• Conversational threads on regional cultural
  values
• taken by police, newspaper, law institutions,
  institutions of social care for homeless

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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

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A boy asks Cyrill as an expert for websites
CYRILL wie hasT du dich selber als hinTERgruND
gemaCHt? Sag mal bitte peace.
Conversational thread peers, software expertise
Cyrill how did you make yourself as
background? Say it please peace.
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Conversational thread verbal provocation

• http//www.linktakas.net/video/95654/Augsburg_-_C
  YRILL_-_Die_Legende_kehrt_zurFCck.html,
  9_Jan_2008
•  
• Ünlü Videolari
• 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 bikini msn webcam hack camera porn tape sex
  paris hilton in jail analita anal lover anal teen
  tryouts bangbros assparade blowjob for free eat
  nuts suck dick carmen electra jessica alba
  fantastic four uncensored tits nipple slip pussy
  vagina stick show tits ups upskirt
• Izlenme 161 Kere Izlendi

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4.2 Assimilative Context options for
developmentDocking 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.

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Further contextual options for development

• Socio-cultural milieu and habitus,
• Socio-cultural milieu and lifestyle,
• Identity, expertise, self images.

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Länderübergreifend Sinus-Meta-Milieus
                                                  
                                                  
                             
http//www.sinus-sociovision.de/grafik/everyday-li
fe-segmente.jpg, 4. Sept. 2007
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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

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• (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

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• - 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.

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The context / zone optionsin terms of lifestyle
and living room

• Reference
• Migranten-Milieus Qualitative Untersuchung der
  Lebenswelten von Menschen mit Migrationshintergrun
  d 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 MannheimGeschäftsführerDorothea
  Nowak, Berthold Flaig
• Telefon [phone] / Telefax 49 (0)
  6221-8089-25
• E-mail sinus_at_sociovision.de
• Web http//www.sinus-sociovision.de

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Developmental context/ zone options for
identity and expertise on myspace.com
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Developmental zone of self images and identity
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(No Transcript)
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The curricular task assimilation by
prolonging conversational threads docking user
generated contexts as zone of proximal
developmentinto / at to the school practice
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The planning model4 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