Mobility in context

Diana Laurillard has some interesting thoughts on pedagogical implications of mobile technologies. She lists the following intrinsic characteristics:

* Enable knowledge building by learners in different contexts
* Enable learners to construct understandings
* Mobile technology often changes the pattern of learning/work activity
* The context of mobile learning is about more than time and space

The first two characteristics of mobile learning are quite obvious and undisputed. The third and fourth are different and these are exactly the characteristics that relate to my study and the task-artefact cycle. The tool changes the pattern of learning, and ideally, the pattern of learning changes the tool in turn. Actually, the task-artefact cycle (negotiating in context) is the next step from the 'substitution-transition-transfer' threestep.

To see the context of mobile learning as merely a step forward in being able to learn anywhere, anyplace, is not going beyond that threestep (that suited 'regular' e-learning). Mobile learning is also about negotiating the tool used and the pattern of learning, both process and goal. This can go on and on because the possibilities of the tool will keep changing endlessly, adapting to the need of the learning intended. In return, the learning goal will keep changing because more has become possible through the tool used. Mobility in time, space and learning context.

Will discuss the notion of 'affordances' in connection to mobile learning next.

Ben dancing

What a strange night yesterday, Nordic Night in the Cultuurcentrum in Hasselt, Belgium. Have you ever attended a concert where the larger part of the audience didn't know the performers? It seemed that way yesterday.

Not the entire truth. I guess a big part of the audience came to see Jóhann Jóhannsson, who is quite well known outside of Iceland. I was there for Valgeir Sigurðsson & Ben Frost who did just what I expected them to do: make a lot of droning noise and weave in unexpected twisting & turning melodies and rhythms. Music to be felt in your stomach, which was a bit hard to stomach for most people present I guess... Four people in the first row left during their set. Applause was scarce and not very spontaneous. I don't know how these barefooted gentle men keep their concentration up. Because that's what they do, concentrate on the music, communicating through little nods and eye movements that the people right behind me (third row, "do you know any of the names on the bill?") will not even have noticed. I loved watching them.

And Jóhannsson, the top of the bill? It's not meant for me, too ambient, too slick. Not a single word to the audience, no introduction of the musicians, no communication. No respect for the obediently clapping masses. I know I would have preferred to watch Ben 'dancing' on tiptoes for another hour.

Find more pictures here! More info with links to audio and video here.

Edit: just found this on the wonderful blog 'Life's a Pitch':

I am pretty surprised how unaware audience members are of their own responsibility in preparing themselves to possibly have a special experience. (Or their own culpability in undermining it.) The process of opening one's self up to the experience...in my mind it is a kind of "unclenching"...is hard, and getting harder it seems. Helping audience members understand that they need to meet an artist half way is a start.

Yes, couldn't agree more. Source

Mobile Learning SIG

I'm starting to think I could spend the entire 120 hours for this particular master course on reading only - and then I still would have covered only a part of the available relevant literature. I bet the minute I'm typing this, somebody somewhere is submitting a report to a journal or uploading an article online that I cannot afford to omit in my study.

Last week I came across this SIG (Special Interest Group) on Mobile Learning, called Kaleidoscope. How come I didn't find out before? Anyway, they put out this 'Report on literature on mobile learning, science and collaborative activity' (main author Giasemi Vavoula), which means another 100 pages to read... Not to mention the 'CSCL Alpine Rendez-Vous' they organised, with (among other stuff) a 100 pages manual to a workshop called 'Beyond Mobile Learning'. All of these written by the best on mobile learning, I've come to recognise their names.

So I'm suffering from information overload and could do with a word from my coach. Christian, where are you? I need some guidance here to find a red thread, a theme to work on.

I am not being entirely honest here. I didn't just stumble upon the SIG. In my initial list of reports on mobile learning projects, there was one article about adult learners, dealing with 'intentional informal learning'. This means that the learning process and the learning goal are explicitly learner defined (within informal learning). A matrix to visualise a typology of learning as introduced by Vavoula was shown and this caught my attention.

Vavoula uses three types of learning:
intentional, formal learning - process and goal are explicitly teacher defined
intentional, informal learning - process and goal are explicitly learner defined
unintentional, informal learning - process is non-prescribed, goal is unspecified

I'm taking this a bit further next and hope to catch some important papers on this issue from the Kaleidscope SIG.

Transition or merely substitution - again

Upon reading through the various articles on mobile learning studies, it struck me how many still suffer from what I would call 'Ally-syndrome'. Mohamed Ally (Athabasca Uni, Canada) talks/writes about the benefits of transition when it comes to mobile learning but his many examples of accomplished projects show merely substitution of existing didactic materials onto a mobile medium.

I do like Ally's 'aspects of mobile learning', that seem to hint in the direction of a separate mobile didactic. Those aspects in ascending order of complexity:
object (using buttons)
linearity (putting things in order)
support
update (keeping track)
construct
reflective
simulation
hyperlinked (synthesise information)
non-immersive contextual
immersive contextual (virtual)

And so again I found mentions like 'for courses that offer Web-based materials, redesigning is necessary if they are to be accessed by mobile devices' (Thornton & Houser, 2005). Redesigning is substitution, from Web-based materials to mobile devices as much as from books to Web-based materials. Mobile learning is about more than just changing the medium. It could provide a starting point for a different view on learning and teaching.

Oh, and by the way - the concert last Wednesday was absolutely brilliant! Loved that world premiere of 'Impossible Things', you could hear a pin drop through all the 30 minutes of it, mesmerising and powerful stuff.

Britten in America

A little diversion...

"A programme of music from both sides of the Atlantic that delves into the subtle and rich sonorities of strings and voice. This concert offers a rare opportunity to hear celebrated tenor, Mark Padmore paired with the exuberant and imaginative violinist Pekka Kuusisto in a new work by Nico Muhly. A protégé of Philip Glass, Nico Muhly is gaining a reputation as being one of the most impressive innovators of new music, effortlessly crossing the boundaries between classical and pop.(...)" Source

So looking forward to seeing Nico Muhly for the third time in just over two months! And in the beautiful Muziekcentrum in Eindhoven again (less than an hour's drive away), where Nico is composer-in-residence for a few years. More info here!

Struggling with the matrix of dependent/independent

Reading through reports of mobile learning projects, I find more questions than answers regarding my intended framework. To establish whether a setting is dependent or independent, one has to know what 'setting' stands for. Location can mean many things; it can have a geographical connotation or perhaps be more about demographics.

A mobile language learning project in Japan could only work there because of the very high percentage (99 percent) of students using their mobile phones for e-mailing (at very low costs, compared to the US & Europe). Does that make it setting dependent? The same project could be used anywhere but would require a lot more preparation and additional funds. What exactly is 'setting' when context is everything? (Sharples, 2008).

Same with devices. Is a mobile learning project considered 'device dependent' if it can be used on a mobile phone only? Or should this be narrowed down so that it's 'device dependent' if it can only be used on e.g. a Nokia n900?

Of course the element of didactic dependency/independency is even more complicated. How is didactics defined?

There's a contradiction in the notion of 'Ad Hoc & Mobile Classrooms'(Chang et al, 2003). 'Ad Hoc and mobile' points to setting independency, while 'classrooms' indicates didactic dependency, purely from its terminology. The teacher and pupils are provided with all learning aids they have in a normal classroom setting. It's like a snake biting its own tail because if the setting is the same in both mobile and normal classroom, then the project is setting dependent.

Looking into different ways of categorizing next, very interesting insights there.

A different framework

About this different framework, used by Frohberg, Goeth and Schwabe (Journal of Computer Assisted Learning, 2009), to categorise Mobile Learning projects. First they claim to have searched every relevant project to date, where I will only review a limited number of projects (due to limited time for the module). Then they start from the Task Model for Mobile Learners (Taylor, 2006 and Sharples 2007), designed to structure and analyse Mobile Learning. What the model does (more so than the activity theory it was rooted in), is taking into consideration the complex interdepencies and dialectic of learning and technology. Which is exactly what I aim to do when using either didactic & setting or didactic & device together with dependent/independent in my framework (which looks quite simplified compared to the framework Frohberg et al. use).

Can't seem to be able to copy the model here but it comprises of a triangle with 'Tool' at the top corner and 'Control' & 'Communication' at the base corners. There are lines from each corner to the middle of the opposite triangle side and on these 3 new points are placed 'Subject' (between Tool & Control), 'Context' (between Control & Communication) and 'Object' (between Communication & Tool). That way, all 6 factors are connected. All items are viewed from a technological as well as a semiotic angle. Hope you get an idea from this description (draw it!).

Frohberg et al. then move on to make tables for all 6 factors, arranging the reviewed projects on Mobile Learning on a scale from 1 to 5. For example, for the factor 'Control'(regarded as responsibility for learning process and goal), the scale ranges from 'Full teacher control' to 'Full learner control', while for the factor 'Tool', the scale ranges from 'Content delivery' tot 'Content construction'.

The number of projects is mentioned for each category of the scale accordingly. It comes as no surprise that most projects are to be found in the lower categories but Frohberg doesn't leave it at that. He argues why and how a lot could be gained by having more projects in the higher categories (apart from the factor 'Control' which would have its optimal level in between both extremes), and goes on to give examples of projects for each category.

I hope I will be able to use some of this in my own framework. Some more reading to do...