Even if the title is very similar to the one of my SoMoNet presentation (November 2011 in London) the content is quite different.

Slides

Judith Seipold
08 February 2012

Designing Mobile Learning in School Contexts – Considerations and Examples for Practice

By now, Mobile Learning has a more than ten-year long tradition within the field of educational practice. However, how teaching and learning with mobile technologies is realised diverges greatly. This article outlines which approaches of learning with mobile technologies seem to be the most popular, which aspects need to be considered in the course of planning mobile learning in curricular contexts, and that it is important to pay attention, among other things, to the knowledge and expertise learners bring with them from their everyday lives.
At a first glance, the use of mobile technologies for learning is not obvious. This is because mobile technologies are commodity items and originally not designed for learning but for entertainment, communication, networking and are sold as lifestyle and consumption items. At a second glance though, a manifold range of opportunities emerges also for school-based learning and for the use of mobile technologies for teaching. No standardised concepts exist yet for the systematic use of mobile technologies for teaching and learning. But some tendencies are obvious already: looking at the last ten years of mobile learning practice it is possible to categorise the use of mobile technologies in the classroom and to derive some pointers for lesson planning design from it (see e.g. Seipold 2011; Pachler et al. 2010; Bachmair et al. 2011).

Consideration 1: Build links to the everyday life of learners by referring to structures, agency and cultural practices

Mainly because mobile technologies and their functions are designed for communication, entertainment and consumption, they have first of all relations to aspects of the learners’ everyday lives outside of school. However, this doesn’t mean that the use of these devices, their functions and their contents in these contexts is un-reflected. Quite the contrary, everyday life use of technologies is intentional. The everyday use – e.g. making appointments with friends, using the calendar function of the mobile phone or accessing the internet with its social networks – indicates not only communication, entertainment and consumption. The users of these mobile technologies communicate, structure, organise and order, plan, network, furnish information, assess, evaluate and produce. In the process they are friends, managers, producers, journalists, reviewers, etc. The challenge is to acknowledge such activities taking place in everyday life as competences which have relevance for school learning and thus to relate school and everyday life meaningfully to each other. This can be realised e.g. by considering in which structures young people are acting, which structures they are constructing, which competences they are establishing in this process and which routines they are developing in the process (see the model of the socio-cultural ecology by Pachler et al. 2010):

• Structures are for example structures of mass communication and everyday-life, e.g. learning environment, home, school, peers, leisure time. Learners navigate within these structures and use them but they also produce structures, which is an important and emancipating aspect. Orientating oneself is as important as is to provide orientation.
• Agency means the ability to act in the world with all available structures and to appropriate these structures. Part of this is that each individual has a subjective perspective on the world. This indicates that agency is affected by subjectivity and that – as a consequence – appropriation and learning are first of all and always subjectively meaningful. The aim is for school learning to moderate between subjective perspectives of the learner and objective requirements of school.
• In some areas young people develop routines (so-called “cultural practices”). These routines enable young people to act confidently and safely in situations and within structures. Here it becomes necessary to acknowledge e.g. the organisation of everyday life, networking, media reception and production or investigation competences of the learners in relation to curricular requirements and to make them available for school learning.

The terms and concepts of structures, agency and cultural practices evidence the fact that engagement in media activity is an intentional activity, which is also dependent on the social and cultural situation of media use. These aspects are important for teaching because they help to consider that learners from different social milieus have different availability of technologies, attitudes towards learning, availability of information etc.

Consideration 2: Three common approaches to implementing mobile technologies into formal education

What can mobile learning look like in practice? Mobile learning practices are potentially  manifold and creative – even if there are also challenges such as the high cost of devices, difficulties in purchasing mobile devices, compatibility of devices, expensive internet connections, focus of learners on the devices rather than on the curricular content and so on.
In general it is possible to distinguish three main approaches of the implementation of mobile learning practice (see Seipold 2011):

• Top-down approach: often mobile devices are implemented into learning contexts from top to bottom which means they are set-up in relation to already existing teaching and learning structures. This happens often within big projects that have large budgets (see e.g. example 1). In such projects, whole grades, years or even schools are provided with mobile devices such as PDAs. A benefit of this approach is that learners who are structurally disadvantaged are not excluded because all learners own the same devices through which equal opportunities are ensured. Risks extend especially to two aspects: first, it may be possible that technologies now have to be used in situations that didn’t require the use of technologies before and that learners and teachers need to adjust their teaching and learning process to the requirements of technology and infrastructure. This can result in excessive demands. Second: because tools from everyday life can now be used in school contexts, conflicts might arise; this could happen because learners often are not allowed to use the mobile devices the way they are used to using them in their everyday lives and how the use corresponds to their patterns of use or usage preferences, their agency and their cultural practices.
• Bottom-up approach: the bottom-up approach takes account of available resources such as devices and knowhow of learners and teachers. This is cost-saving because no devices have to be supplied. Besides, learners are confident with their devices and can revert to their routines, competences and knowledge when using them. Such projects benefit also from a range of resources originating from the everyday life of learners. If they get the opportunity to work in a self-directed manner when using mobile technologies, contents and other resources supporting their creativity, learners often build exciting connections between school and everyday life (see e.g. example 2) – and at the same time the outcomes are still re-usable and assessable in school categories. However, one needs to take into consideration that some learners don’t own mobile devices, or that they have only old models at their disposal which don’t have all the features that new devices boast. In this case learning groups can be recommended. The cost question still exists in relation to the internet or connection cost. And finally, the diversity of devices and models can be a challenge, which, on the other hand, can be considered in advance when planning carefully.
• Affordance approach: the demand-orientated use of mobile technologies is certainly the use pattern that is closest to the everyday use of mobile technologies because the devices are used only when users consider them necessary/helpful or when teachers apply them selectively and explicitly as teaching and learning tools. Mobile use within this scenario is often related to the use of Interactive Whiteboards or platform solutions such as Moodle or Mahara (see e.g. example 3). Such arrangements are often very complex, and in order to guarantee the “seamless” use of these technologies in class it is necessary to guarantee stable and sustainable infrastructures – which are accessible for learners also from outside school (e.g. from home or on the go). But apart from that, the affordance strategy allows for the opening of the school to media use in everyday life as appropriate and to design lessons by referring to instructional or communicative and discursive learning – alone or in groups. Also, it provides the opportunity to choose learning materials and content provided by school or to refer to resources from everyday life etc.

Consideration 3: Creative and critical relationship between school and everyday life

To balance the tensions that arise from the use of mobile technologies between demands of the school and its curriculum on the one hand and informal competences, practices and resources from everyday life on the other is one of the biggest challenges with mobile learning. By referring to four parameters (see e.g. Bachmair et al. 2011) it should be feasible to sensitize teachers to such areas, to balance tensions and to bring together those aspects that seem to be contradictory. The four parameters each span two poles and focus on the creation of content and learning contexts (see e.g. Bachmair et al. 2011):

• Parameter A names the teaching setting (didactic setting), learning spaces and social form of learning and ranges between the practices of school and everyday life.
• Parameter B points to the relationship that the learner has to the object of learning and covers the range between mimetic reproduction and personal reconstruction.
• Parameter C covers the learners’ individual expertise and covers the area between the pole of school curriculum and personal expertise.
• Parameter D refers to the span between different modes of representation such as written text in a book and moving images in films. Here, we have the two poles discrete (i.e. mono media, mono modal) and convergent (i.e. e.g. mobile and web 2.0 technologies).

This approach mainly attempts to help to acknowledge learners‘ media use, content preferences, styles, expertise, competences, knowledge etc. which they bring to school from their everyday lives and to provide spaces and places to use these resources for learning in the classroom e.g. by bringing together formal and informal aspects.

Examples for the implementation of mobile learning practice in school

Example 1: The “Dudley Handhelds Initiative”
This initiative addresses learners in grade 5-10 in 3 different school types (6 primary schools; 1 secondary special school; 1 mainstream secondary school). About 300 devices were provided to some learners only. The initiative covered English as mother language, physical education, ICT, maths, art and humanities. Also, the devices were used in interdisciplinary programmes. The aims were, amongst others, to support learners and their families in their reading and numeracy skills, to identify most appropriate devices for mobile learning, to calculate project costs, to find options for financing learners’ devices, to explore the development of resources and learning scenarios and the installation of resources on the devices and to use learners’ expertise to support counselling of parents, to enhance collaborative learning and social interaction, and to provide access to underprivileged learners and  to increase their attendance rates. (see Seipold 2011; Faux et al. 2006, p. 7-12)

Example 2: Project “Handy”
Within the project “Handy” learners were encouraged to produce small learning units, referring to a subject of their choice and by using their mobile phones. This is how – by taking materials from text books as well as photos and films from their everyday life – learners produced small artefacts featuring text, photos, questions and solutions – even small teaching films and audio files for the language lessons. The final units were uploaded to a public weblog by the teachers so that others can use the episodes as learning resources. (see e.g. Seipold 2011; Deubelbeiss 2007)

Example 3: Project “eBag”
“eBag”, the “digital school bag”, is an approach to mobile learning which consists of the learners’ mobile phones, a computer hosting a learning platform and an interactive whiteboard. As soon as learners come close to a Bluetooth receiver the mobile phones log in and connect to the platform. In this way learners are connected to each other and have access to learning materials stored on the platform. This approach attempts to make access to learning materials easier for learners and allows for easy exchange of materials. Also, learners are supported in collecting, exchanging and accessing already available materials. Besides the infrastructural aspect, eBag aims to allow for collaborative learning and location independent learning because the platform can also be accessed via the Internet and wireless technologies. (see Seipold 2011; Brodersen et al. 2005)

Links

• Information about the London Mobile Learning Group (LMLG): www.londonmobilelearning.net
• Project „Handy”:metaportfolio-phsg.kaywa.ch

References
Bachmair, B.; Pachler, N.; Cook, J.: Parameters and focal points for planning and evaluation of mobile learning. 2011. URL: www.londonmobilelearning.net/downloads/Parameter_flyer.pdf.
Brodersen, C.; Christensen, B. G.; Grønbæk, K.; Dindler, C.; Sundararajah, B. : eBag. A Ubiquitous Web Infrastructure for Nomadic Learning. In: Association for Computing Machinery, Inc (ACM) (Hrsg.): Proceedings of the Fourteenth International World Wide Web Conference, Makuhari Messe, Chiba, Japan, May 10 – 14. ACM Press, New York 2005, S. 298 – 306.
Deubelbeiss, R.: Beispiel-Sammlung Projekt „Handy“. 2007. – metaportfolio-phsg.kaywa.ch.
Faux, F.; McFarlane, A.; Roche, N.; Facer, K.: Handhelds: Learning with handheld technologies: Futurelab Handbook. Futurelab, Bristol 2006.
Pachler, N.; Bachmair, B.; Cook, J.: Mobile learning: structures, agency, practices. Unter Mitarbeit von Gunther Kress, Judith Seipold, Elisabetta Adami und Klaus Rummler, Springer, New York 2010.
Seipold, J.: Mobiles Lernen. Theorien, Unterrichtspraxis und Analysemodelle der britischen und deutschsprachigen Mobile Learning-Diskussion. Dissertation zur Erlangung des akademischen Grades eines Doktors der Philosophie (Dr. phil.). Submitted April 2011.

About the author
Judith Seipold is a professional in media education and member of the London Mobile Learning Group (LMLG). Further information is available at: www.judith-seipold.de. Contact: judith.seipold@londonmobilelearning.net

About the London Mobile Learning Group (LMLG)
The London Mobile Learning Group (LMLG) brings together an international, interdisciplinary group of researchers from the fields of cultural and media studies, sociology, (social) semiotics, pedagogy, educational technology, work-based learning and learning design. Members work on a theoretical and conceptual understanding of mobile learning and its application in practice. Further information is available at: www.londonmobilelearning.net

On Wednesday, January 11th, 2012, Klaus Rummler (Uni Bremen), Luise Ludwig (Uni Mainz) and me (LMLG) held a small workshop at the BETT 2012 show at Olympia, London. This is the description of the workshop, contents (links to resources and presentations) can be found below.

Workshop description

This workshop (II) will aim to introduce practical approaches and solutions to teaching and learning with mobile technologies. The focus of the three central case studies under discussion will be to make suggestion for Achievement for All practitioners who are supporting at-risk learners:

The short presentations will be followed by open discussions where participants are invited to provide their own experience and to raise questions which will be discussed with other on-site and on-line participants.

Invited experts who will introduce the themes are: Judith Seipold, MirandaNet Fellow (London Mobile Learning Group), Klaus Rummler (University of Bremen) and Luise Ludwig (Johannes Gutenberg-Universität Mainz).

Resources

Twitter hashtag #BETT_Show and #MMAFA

• Cloudscape for Workshop 1 (Pachler, Cook, Bachmair)
• Cloudscape for Workshop 2 (Seipold, Rummler, Ludwig)
• Collaborative Mindmap for both workshops

Common slides (Klaus Rummler, Judith Seipold, Luise Ludwig)

Slides (Judith Seipold)

Video (Judith Seipold)

Judith Seipold at MirandaMod BETT 2012 from Social Media for Schools on Vimeo.

Slides

Video

Seipold, Judith (2008): Mobile learning at the interface between formal and informal learning. Harnessing mobile phones and their modes of representation for curricular learning. Seminar Mobile Media, 10. März 2008, Aarhus Universitet, Centre for IT & Learning, Aarhus.

The article was written in English (not the best English) and translated into Danish. The Danish language version was published in 2010.

Seipold, Judith (2010): Kan brugen af mobiletelefoner i undervisningen styrke elev-centrerede læreprocesser? (Englischer Titel: Providing continuity for learner centred learning with mobile phones in schools). In: Bang, Joergen; Dalsgaard, Christian (Red.): Læring & Medier (LOM), Nr. 5: Læring i videnssamfundet. Om vidensformidling, videnskonstruktion og vidensdeling. ISSN 1903-248X. Online.

So this is the original version:

Judith Seipold
December 24th, 2008

Providing continuity for learner centred learning with mobile phones in schools

Mobile learning is an emerging issue. Not only is the constantly growing number of m-learning conferences evidence to this fact (Traxler 2007). Also the shift from considering gains and losses of the possibilities and options of m-learning in practice, to theory building marks the step towards the growing-up of this discipline. And last but not least are projects with mobile phones and relevance for learning which are realised inside and outside school, in work and leisure contexts implemented to an increasing degree. Such projects aim to enhance learning and teaching, reading, writing and learning skills, to support attendance, behaviour and social skills, and to counter the digital gap and social exclusion etc. – in general terms: “Research into mobile learning is the study of how the mobility of learners augmented by personal and public technology can contribute to the process of gaining new knowledge, skills and experience“ (Sharples et al. 2007). The aims in terms of research are as widespread as the ways of implementation of m-learning, the used mobile phone functions as comprehensive as the learners’ activities.
The pedagogic dimension behind the aim to provide continuity for learning with focus on the learners’ experiences, cultural practices, expertise etc. from everyday life are rising from at least two dimensions: One is the demand for lifelong learning, which has an education policy dimension (see e.g. COMM/EAC 2008). Lifelong learning considers not only formal and non-formal learning, but also informal learning which refers to areas and activities which are not explicitly settled in educational contexts, but mainly the learners’ everyday life. This position is sustaining the perspective of the integration of informal learning in its broadest sense into school, but with the need to moderate this informal learning and to bring the learners to the awareness of how to productively use their patterns for their learning. Another dimension refers to the school as place which is open for informal activity patterns and agentive media use in specific situations only, e.g. during project classes. During the remaining time, the rules of the school are dominating and the activity patterns from outside school might prompt regulations and limitations, which can be precarious for learners, as Herbert Schweizer (2007) outlines. But instead of cultivating such gaps, the school’s task is to support learners in their meaning making and learning, even if it is necessary to moderate between school’s and everyday life’s perspectives, and to re-contextualise information and knowledge. Yet, this task is realised just hesitantly.
In the following chapter, the question about continuity for learning is related to providing links between the learner’s cultural practices and informal learning from outside school and learning with mobile media inside school. As it will be shown, mobile phones in schools are used as tools, but their “original” use which is deriving from the pupils’ everyday life usage of mobile media is not considered very often. This depends, as it seems, on the didactic design, given by the teacher; the more education is opened towards the learners’ self-organisation and self-responsible learning, the more the usages seems to focus on situative value of the use of mobile media and the respective affordances. The mobile phones as tool for learning is, thus, sometimes used formalised and with view to a given line, sometimes it is used in rather informal terms and in accordance with situative affordances and the learner’s cultural practices. Personalised, communicative and collaborative learning as well as the learners’ expertise/practices are standing in the foreground then.

A glance at the enhancements for learning by using mobile phones – towards learner centred and self-regulated learning
As for the enhancement of learning and teaching, “attributes” describe mobile learning as “spontaneous, personal, informal, contextual, portable, ubiquitous (available everywhere) and pervasive (so integrated with daily activities that it is hardly noticed)” (Kukulska-Hulme 2005, p. 2). “Mobile learning can be […] situated; it can be […] unobtrusive […] and disruptive” (Kukulska-Hulme & Traxler 2005, p. 42), and “ambient” too (Kukulska-Hulme 2005, p. 2). It brings “advantages and drawbacks of more varied and changing locations, more immediate (‘anytime’) interaction, and smaller, often wireless devices” (Kukulska-Hulme 2005, p. 2). These attributes refer to technological characteristics of mobile devices, but they also mark a shift towards different locations for learning, as well as towards a perspective which considers the learner as being in the centre of teaching, learning and knowledge building activities. With mobile learning, which is described as “highly situated, personal, collaborative and long term; in other words, truly learner-centred learning” (Naismith et al. 2004), collaborative, personalised and learner centred learning is gaining increasingly more attention.

“Mobile technologies offer learning experiences which can effectively engage and educate contemporary learners and which are often markedly different from those afforded by conventional desktop computers. These devices are used dynamically, in many different settings, giving access to a broad range of uses and situated learning activities. The personal nature of these technologies means that they are well suited to engaging learners in individualised learning experiences, and to giving them increased ownership (and hence responsibility) over their own work.” (Naismith et al. 2004, p. 7)

The change in understanding learning as a communicative, interactive and meaningful activity of knowledge building (see Laurillard 2002, 2007) rather than a passive and receptive activity – from teaching to learning (Kukulska-Hulme & Traxler 2005, p. 25) – brings changes to the role of teachers and learners. Teachers are seen as providers of information and as moderators who give advice, guidance and support to pupils about how to organise learning (Kukulska-Hulme & Traxler 2005) rather than being “transmitters of knowledge” (Naismith et al. 2004, p. 36). As for learners, on whom this chapter focuses, this new gained responsibility includes opportunities as well as risks: The opportunities might refer to the integration of the learners’ agencies, their individual experiences, interests, competencies, abilities, expertise etc. in the process of knowledge building. The risk is to fail in this process – and to be responsible for the own failure.

Beyond technologies – considering the learners’ agencies in school contexts in order to provide continuity for learning
As Herbert Schweizer (2007, p. 435), a German Professor for Sociology, points out the integration of agencies and activity patterns from outside school into school structures contains risks:  Spontaneous activity and interaction (informal and everyday-life related), which is raising in discursive and communicative processes of appropriation is not totally excluded from formalised organisations and institutions. However, they have to evade to informal contexts whose relation to the formal level is precarious. A consequence is a quasi-formalisation of informal activities and perspectives which has a niche character, and which will always remain in distance and discrepancy to the ‘main stage’, the formal level. (Schweizer 2007, p. 435) At this point – which marks a break between everyday life and school – the need for discursive and communicative moderation becomes relevant. It would be the teacher’s task to reduce risks for learners by acting as moderator, and to provide frames and spaces where pupils, in terms of learning, can act successfully and in the perspective of their agency, by reverting to discursive and communicative meaning making, to their experiences, preferences and strategies related to information handling and knowledge building.
Ben Bachmair in this book argues that school has options to consider pupils’ cultural practices – in a wider sense their agency, activities and expertise from everyday life – for school teaching and learning, as well as cultural resources such as the mobile phone. He leans on structural aspects of Piaget’s terms “accommodation” and “assimilation” to describe teachers’ and learners’ actual and potential “reactions” on the mobile phone which are seen as genuine part of everyday life and mass communication. Envisaged is “an assimilative or accommodative adjustment of cultural practices of meaning making in the modus of learning” (Bachmair 2008) instead of exploiting them for modernisation of school or for technological innovations in the society (see Bachmair in this book).[i] Such an “assimilative or accommodative adjustment” with the aim to provide continuity for learning across contexts and “seamless transitions within and across dimensions of mobility” (Arnedillo-Sánchez 2008, p. 77) can be achieved by reverting to structures which are gained through the agentive and meaningful use of media and their different modes in everyday life as well as school: the pupils’ preferred media, modes and technologies, their usage patterns, their interests, their expertise etc.[ii] In this context, the technological aspect is considered to support cultural practices, and mobile learning is seen as communicative and collaborative interaction (Pachler 2008). This implements that mobile phones are tools for situative meaning making rather than media, which transport content and pre-defined meanings.

Rules as stable and dynamic “learner generated” contexts – link between informal everyday life learning and formal school learning
As the technology is seen as helpful to provide continuity for learning by means of learning anytime and everywhere – in physical, conceptual, social space, “dispersed in time” (Sharples et al. 2007) – but which is first of all considered to be a tool to support cultural practices, it might be worth to have a look at how mobile phones are used in different contexts, i.e. in everyday life and in school, having in mind that continuity for learning must not only be related to dimensions such as time and space, but also to cultural practices of the people involved. To begin with and in order to introduce dynamic, ‘negotiatable’ and situative notions of the use of mobile phones definitions of context[iii] are introduced, which are crucial within the research on mobile learning and which provide useful notions for an analytical basis by referring not only to stable facts but also dynamic processes.

“Mobile learning is not just about learning using portable devices, but learning across contexts” (Walker 2006, p. 2). As for the definition of “context” there exist different notions which see context either as stable and predictable or as generative and dynamic – or as a combination of both (see Dourish 2004 for a detailed outline).

According to Luckin et al. (2005) context can be stable as well as dynamic. The stable elements are relevant in terms of categorisation of resources, the dynamic notion to understand the learners’ agencies and activities:

„[...] a set of inter-related resource elements, the interactions between which provide a particular context. In keeping with our previous discussions, both here and in Luckin (2005), this definition has both a static dimension, through which the resources can be identified and categorized, and a dynamic dimension that describes the organizing activities that activate the resources and form an Ecology that is centred on the learner. The categories in the static dimension are: what is to be learnt (Content), how it is to be learnt (Process) and where it is to be learnt (Place.)“

Cook et al., with reference to Bakardjieva (“technology-in-use-in-social-situations“; Bakardjieva 2005, p. 34), focus on the dynamic dimension, i.e. agentive and meaningful activities of learners with mobile devices in specific social situations (Cook et al. 2007).

“[…] technology extended to include the acts of use in social situations. This is where a user enacts or invents ‘use genres’, i.e. they mobilise available cultural tools to respond to a social situation.” (Bakardjieva 2005, p. 34; quoted from Cook et al. 2007)

In this understanding, the appropriate agentive use of tools in specific situations is basis for the construction of contexts.

“Provisionally, we define a ‘mobile learner generated context’ as being conducted by a learner or learners who:
-     are using mobile devices to communicate or individually reflect,
-     perform learning activities whenever it is appropriate and wherever it is appropriate to them, and
-     in the course of a dialogue with another person or interaction with multimedia resources, raise questions that create a context. When an answer to this context-based question is generated this can give rise to knowledge.” (Cook et al. 2007)

Related to the question of providing continuity for learning, a dynamic understanding of context might be seen as an obstacle in gaining stability and continuity for learning between and across contexts. However, the discussion about mobile learning in schools with view to continuity for learning gives evidence to the need to understand context partly as stable and predictable, and partly as dynamic and learner generated. The cultural resources, i.e. the mobile phones as stable contexts can provide continuity in terms of locations, time, technological connectivity, contents etc. The activities as dynamic dimension are seen as link between everyday life and school, by referring to structures within this dynamic process which both ‘spheres’ (school and everyday life) have in common, which are present within the learners’ cultural practices inside and outside school, and which allow stable frames as well as the option to be negotiated situatively and in social interaction. Such structures are for instance rules. In the following sections the pupils’ proximity to rules within school contexts is explained by using the example of ICT in schools. Beneath, three examples are given which aim to show that there – within mobile learning in schools – exist rules which are agreed upon or given in advance and handled as stable as well as rules in terms of dynamic and open settings which bring forward situative, negotiated and affordance-oriented use of mobile phones in school.

‘Learner’s voice’ – rules and regulations as obstacle or as challenge?
A project from the London Knowledge Lab at the Institute of Education, University of London (Cranmer et al. 2008) on the use of ICT by children in the classroom and in their leisure brought some interesting insights into the pupils’ understanding of learning with ICT in different contexts. Amongst other results, the pupils’ assumptions on affordances (Kress and van Leeuwen 1996, 2006) by using ICT inside or outside school were most evident, as well as their aim to meet specific structures by means of rules and regulations when proposing media from outside school which might be integrated into school, and for which purpose:

(a) Pupils attribute learning with ICT (in this case by referring to games) inside school as being serious and learning, their use outside school and during their leisure as being fun and play. However, pupils hardly see possibilities to bring these two spheres together.

“Boy     Like on the computer when you’re sometimes playing games you could do mathematical games or science questions and stuff like that so you can learn more when you come to school you know a little bit more about the subject.
Int.       So do you think that maybe there should be more games in school on the school computers?
Boy      Yeah.
Boy      I don’t think so because it might interfere with real learning.
Int.       So games is not real learning?
Boy      Well sometimes it is but other times it ain’t.” (Cranmer et al. 2008, p. 23)

(b) Further on, pupils apply the use of ICT from outside school inside the classroom to rules and regulations. The use of their preferred media inside school – which is considered by many of the pupils as making learning more fun (Cranmer et al. 2008, p. 28) is limited by themselves insofar as they would allow the regulated use in specific timeslots and situations only – whereas e.g. during the remaining time, the teacher should keep the devices to hold pupils off playing during the lessons. Such proposals might be related to the social desirability in school contexts and the pupils’ experiences with school as a culturally defined space with own rules and regulations – which include the regulation of the acceptance and use of media from outside school inside.

“It was notable that many of these suggestions for change adopted an almost pleading tone and were often qualified by an acknowledgement and (begrudging) acceptance of school restrictions and regulations. This was evident, for example, in the labels that children attached to their pictures outlining a range of conditions to their visions for future change, eg “games at playtime instead of going outside at playtime” [male, yr. 5, #269], “iPod then you give it to the teacher and she looks after it till spesail time [sic]” [female, yr. 6, #548], “play games if the whole class has had a stressful day” [female, yr. 6, #212] and “ten minutes of time on the computer to do whatever we want as long as its safe” [female, yr. 5, #269] (see also figure eleven’s provisos for use ‘if good’, ‘if you are star of the week’, and only during ‘freetime’).” (Cranmer et al. 2008, pp. 30f)

On the other hand, pupils might have made the experience that rules and regulations include not only limitations, but might rather provide negotiated spaces of relative freedom and range in terms of their agencies, cultural practices and cultural resources (Seipold 2005). However, the pupils’ focus on gaming and their knowledge about rules and regulations as one dominating structures within their school life might provide a link between “playful” activities outside and regulated learning inside school. In both, playful activities and school, rules are basis for cultural practices. As Martin Brynskov (2007) outlines, playful activities can be described as “unstructured (ludic activity), over somewhat structured (play) to highly structured (game)” (Brynskov 2007, p. 9). But rather than taking these different kinds of playful activity as stable, he refers to “transformative social play” (ibid.) as a dynamic and discursive process in which rules are negotiated within social interaction.

“Play in general can be seen as a fluid activity where children can move back and forth between unstructured playfulness and highly structured games with strict rules” (ibid., p. 8).

Rules in these two examples, the British and the Danish one, are considered to be essential for the implementation and use of technologies in school contexts. Also, it might be evident that rules can either be negotiated or set in advance or be dynamically negotiated and changed during use. Rules as structures which are orientational patterns in school as well as outside are seen as linking structures between everyday life and school. In order to gain an understanding for potential regulated or dynamically negotiated use of mobile phones, two questions are central for further considerations: (1) Where are differences in the use of mobile phones in different contexts – in school and outside? And (2) at which point continuity in the use of mobile phones gets notions of discontinuity, i.e. where happens a dynamic and ‘negotiative’ use of mobile phones in schools.

1. Mobile phones and the internet in young people’s everyday lives[iv] – tools for communication, participation and negotiation

The relevance of mobile phones in young people’s everyday lives, the social implementations of the uses of such technologies and impacts on identity construction, community building, privacy etc. is a matter of research in Sociology since some years already (see e.g. Ling 2008; Stald 2007; Glotz 2005). Instead of referring to this field, the following section focuses on data which allow statements about the use of mobile phones by young people and which have relevance for linking their everyday life practices with school learning.[v]
Since some years now, mobile media are ranging amongst the top 10 of young people’s most preferred media. Especially the mobile phone is playing a dominant role. In 2008, 96% females and 94% males between 12 and 19 years own at least one mobile phone. No other medium is owned as often as this device (figure 1), and only television and the computer are used more often in leisure (figure 2). Their favoured brands are Nokia, Siemens, Sony Ericsson, Motorola and Samsung (Bauer Media 2005, p. 16). The functionality of the mobile phones for young people ranges between entertainment (using the phone as mp3 player or playing games on the mobile phone) and regulation of emotions/interaction with others (contact to friends, expression of feelings by SMS). Also “inspiration” by means of using the mobile phone as style and prestige object or as trading platform for music, videos and pictures is an important issue for adolescents (Bauer Media 2007, p. 46).

Figure 1:   Device ownership of adolescents in 2008 (Gerätebesitz Jugendlicher 2008). MPFS 2008, p. 10. URL: www.mpfs.de/fileadmin/JIM-pdf08/JIM-Studie_2008.pdf

Figure 2:   Engaging in media during leisure in 2008 (Medienbeschäftigung in der Freizeit 2008). MPFS 2008, p. 12. URL: www.mpfs.de/fileadmin/JIM-pdf08/JIM-Studie_2008.pdf

Mobile phones – tools for conversation, production and distribution
According to the data given in figure 3 below, young people between 12 and 19 years are using mobile phones for conversation, entertainment, organisation and archiving:

• Text based conversation: SMS (text messaging); e-mail
• Voice based conversation: telephone
• Entertainment: listen to music; gaming; listen to radio; watch mobile TV
• Entertainment production/documentation: taking pictures; recording videos
• Information retrieval: news services; surf the web
• Archive/database: trade data via blue tooth and MMS (photos, films, music)

Figure 3:   Usage of different mobile phone functions (Nutzung verschiedener Handy-Funktionen). MPFS 2008, p. 63. URL: www.mpfs.de/fileadmin/JIM-pdf08/JIM-Studie_2008.pdf

Having a closer look at the categorisation of mobile phone functions, the following consequences for handling information or engaging in communication by using different functions and modes can be drawn:

• Conversation is done by synchronous voice communication as well as via asynchronous text based communication. Synchronous text based communication such as chat is not mentioned.
• As entertainment media, the audio and audio-visual media music and games are used, as well as mobile TV; watching films or videos on the other hand is not mentioned. The production of entertainment or documentary formats however refers to the visual dominated picture taking and video recording rather than sound recording or production.
• Data exchange is related to the distribution of contents and assumable to archiving. The mobile phone might then be used as (transit) data storage.
• The dimension of organisation which appeared yet in 2007 with reference to the clock function is not mentioned anymore in 2008.

Communication is for the 12-19 year olds central as is entertainment. Up- and download of data and P2P are practiced by engaging in communication, entertainment and information retrieval.

Internet – space for conversation, information retrieval and entertainment
The examples from m-learning practice which are described below include also the use of convergent media such as internet platforms or Weblogs. This technological convergence, which seems to be central and having an important symbiotic function in the field of mobile learning practice, leads to asking for the 12-19 year olds’ internet activities in everyday life. Like for the use of mobile phones conversation, entertainment and archiving are in the centre of young people’s internet activities. Additionally, information retrieval and production (participation) as well as commerce apply to the usage patterns of the 12-19 year olds:

• Text based conversation: instant messaging; e-mail; chat
• Voice based conversation: voice over IP
• Entertainment: listen to music and sounds; watch films and videos, web TV; gaming; listen to web radio
• Entertainment production/documentation: podcasting
• Information retrieval: general information (not for school); news; information for school and job; newsgroups; regional events; sports live ticker; read Weblogs; use search engines and Wikipedia
• Information production: write in newsgroups and Weblogs
• Social networking: online communities
• Commerce: buy online
• Archive/database: music, film and video download; upload videos and pictures; upload music/sounds

Figure 4:   Internet activities 2008 (Internet-Aktivitäten 2008). MPFS 2008, p. 49. URL: www.mpfs.de/fileadmin/JIM-pdf08/JIM-Studie_2008.pdf

Basing on these data, the following consequences for handling information or engaging in communication by using different functions and modes can be drawn:

• Conversation is text based by using different formats. Synchronous and asynchronous tools are used as well as formats which feature either short length and specified language (such as chat language) or the more formalised letter. Voice based communication as an equivalent to telephone conversation is not used very often.
• Entertainment ranges from listening to music, sounds and web radio over watching films, videos and web TV, to gaming. Young people are the receivers/consumers of these formats and rarely providers of e.g. podcasts.
• Young people retrieve information rather than produce information; information are either accessed via web pages, search engines, Wikipedia or received via news tickers and newsgroups; only a few make written contributions to newsgroups and Weblogs.
• Commerce is related to buying something on the internet.
• Music, film and video download is assumable done with the purpose of storing music, to build a repository, a data base or an archive.
• Social networking is practiced by more than 50% of the 12-19 year olds.

Related to the internet use, communication, participation and negotiation seem to be central activities for the 12-19 year olds – besides activities which can be characterised as entertainment.

2. Examples for mobile learning in schools and the context related shift of functionalities and affordances

As there is a broad range of the use of mobile phones and the internet in the lives of the 12-19 year olds, the question is if they are also used in school in the same way or if there might be differences. At a first glance, the following results can be drawn: The mobile phones’ functions which are related to conversation, and also negotiation and participation) – telephone, SMS, social networking – are, compared to other functions, used most often in everyday life. In schools, and related to mobile learning, the conversation functions often backs out. This applies to spoken as well as to written communication. Furthermore, tools for data collection and distribution are standing in the foreground, namely the camera (for taking pictures and videos) as well as functions which allow connectivity for distribution of contents. The convergent medium is the platform/Weblog which is used as place to store and archive information and material for documentary purposes or later recall.
The following examples are basing on different didactic[vi] concepts. They aim to show how the use of mobile phones for learning in schools ranges from their use for the purpose of information transport to their situative use and according to specific affordances, including practices from everyday life.

Project “momo – The mobile moodle experience: MobileClassRoom”[vii]
The mobile moodle experience[viii] is part of an m-learning project which was realised in an Austrian Hauptschule within Physics lesson. Pupils from a 4th grade (year 8, 14 year olds) participated in this project in the summer semester 2007. Aim of this part of the project was to test if the technology, which is used for mobile enhanced learning, is working properly, i.e. to evaluate the connectivity and upload between the mobile phones and a moodle platform. The 11 mobile devices (Nokia N71) which were used by the pupils were borrowed from Nokia for a limited period of time. They had to be returned at the end of the project.
The moodle platform and a Java software which was installed on the mobile phones allowed students to upload their data – images, videos and text messages – which they had taken from their experiments in Physics immediately, and without cost from the mobile phone to the platform. The teacher provided basic data and assignments on the moodle platform in advance. The added didactic value was in providing pupils a platform to store their observations, and thereby to make short but complex experiments available long term, i.e. to overcome ephemerality and make the material available for analysis and reflection. Thus pupils would be able to refer to and access their recordings and results again later for further discussion and descriptions (Schittelkopf & nischiTV 2007).

Figure 5:   Unit: Spannung und Stromstärke (amperage and voltage): Die leuchtende Kartoffel (the glowing potato). Schittelkopf 2007. URL: moodle.mobileclassroom.at/moodle18/course/view.php?id=5

Figure 6:   Unit: Spannung und Stromstärke (amperage and voltage): Pupils record an experiment with their mobile phones. URL: www.youtube.com/watch?v=zwgKnooEKlk

Figure 7:   Spannung und Stromstärke: Pupils’ postings of their results in a moodle forum. URL: www.mobileclassroom.at/moodle/course/view.php?id=23

The use of mobile phones within the “momo” project applies to functions for communication, production, distribution and archiving: text messages, images, videos and an upload possibility to a platform. The conversation function text message is in the context of the classroom used to specify the uploaded content (figure 7). The use of the record functions images and videos are used to provide objective and comparable evidences and material for later recall. The convergent medium, a forum on a moodle platform, is used to store material in a repository/archive for later recall. All media and functions are used for documentation and storage purposes. Other functions of the mobile phone as well as of the convergent medium platform are excluded, including their functionalities in everyday life which might be first of all conversation and information retrieval.

Project “Handy”[ix]
The “Handy” project was realised by a teacher in a Swiss private secondary school with a specialism in sports. The mobile phone was used as learning tool as well as a topic of inquiry. The aim of the project was to inform and to support pupils about and in the use of their mobile phones. This included not only to make students aware of the expenses or other risks they might incur by using their mobile phones[x]; the teacher also intended to show them how mobile phones can be used in school contexts and thus for learning, as well as for broaching the issue of formal aspects of telephone conversations (e.g. with view to applying for jobs or to communicate in formalised environments) (Deubelbeiss 2007).
For the practical part of this project the pupils used their own mobile phones. There was no external financial, technical or other infrastructural support – except for the engagement of the project coordinator. Pupils were asked to work on a topic in German, French or Mathematics with a view to producing ‘microcontents’[xi]. Pupils were free to choose the school subject, as well as the media format (film, picture, sound or text); for the project coordinator, it was more important that pupils solve a task and produce ‘microcontent’ in keeping with curricular aims and objectives.
According to the project coordinator, some of the pictures which were used by the pupils were already available on their phones, and thus not produced explicitly for the exercise (see e.g. the Syntax example below). Other pictures were taken from the text book (see e.g. the examples from Maths and French below). The ‘microcontent’ in the form of MMS (Multimedia Messaging Service) was saved as draft and distributed via Bluetooth to the project coordinator’s mobile phone. As for the text based pieces, he revised language and orthography, and uploaded the small units with his mobile phone to a public Weblog at his own expense.

Figure 8:   Maths: Path-time-diagram (Weg-Zeit-Diagramm). URL: metaportfolio-phsg.kaywa.ch/mathematik/index.html

Figure 9:   German: Syntax (Satzglieder). URL: metaportfolio-phsg.kaywa.ch/deutsch/index.html

Figure 10: French: “M. est plus grand que”. URL: metaportfolio-phsg.kaywa.ch/franzoesisch/index.html. The sound file “M. est plus grand que” can be accessed at metaportfolio-phsg.kaywa.ch/files/2007/3/Memo.mp3

The use of mobile phones also within the “Handy” project applies to functions for communication, production, distribution and archiving: text messages, images, videos and an upload possibility to a platform. The conversation function text message is used to produce text as integral part of a multimodal assignment (“Syntax”) and to write headlines (“M. est plus grand que”). The record functions images and sounds are also used either as an integral part of an assignment (“Path-time diagram”), to provide additional information (“M. est plus grand que”), or as reference to the original context of the assignment (“Syntax”). The convergent medium internet is used by means of a public Weblog, pushing the archiving function in the foreground by using the Weblog to store learning material.
In terms of the use of text, instruction and information are standing in the centre. Conversation in terms of a discursive and negotiating activity does not seem to be a central issue. According to the non-use of text as a respondent activity, but for his instructive character additional and framing information are in some of the examples provided by other modes, i.e. sound and images.

Project “How mobile phones help learning in secondary school”[xii]
The project “How mobile phones help learning in secondary school” was realised by the Learning Sciences Research Institute at the University of Nottingham. It aimed to recommend “the need to shift the focus of policy away from the devices themselves to consider the frequently-reported reasons that mobile phones are banned: fear of distraction in class, cheating, inappropriate recording of students and teachers, and publication on sites like YouTube. Solutions must be found to each of these, in policies that address:

• ownership of computing equipment and access to network connections,
• tools to support curriculum and its personalisation,
• appropriate behaviour in school and other contexts,
• privacy and security of data, including photographs and video clips.” (Hartnell-Young & Heym 2008, p. 3)

331 pupils from 3 different schools and different levels of education (Level A, year 9, year 10-11 and year 11) participated in this project in 2006 and/or 2007. Pupils in school A used their own mobile phones, pupils in school B used their own sim cards in provided and ‘unlocked’ smart phones, and in cluster C pupils were lent unlocked smart phones and sim cards, had it available in groups of two pupils only, and only for less than a day (p.5).
The use of mobile phones covered different subjects as well as several mobile phone functions, presumable already before the project started (p.8). Although the project includes different approaches to mobile learning, a broad use of mobile phone functions as well as a huge range of activities by the pupils, the aspect of the pragmatic use (p.8; p.24) seems to be central for the teachers involved in this project (e.g. using the calculator in Maths or Physics, taking pictures to ensure ’scientific validity’, downloading podcasts to enhance foreign language skills, sending text messages with reminders for homework, accessing internet for gathering information etc. (pp.10f)).

Maths 27% Science 15% English 11% Geography 11% ICT 9% n = 331

Figure 11: Baseline use in school subjects across schools. Hartnell-Young & Heym 2008, p. 7. URL: schools.becta.org.uk/upload-dir/downloads/page_documents/research/lsri_report.pdf

Calculator 37% SMS 19% Camera 18% Stopwatch 16% MP3 14% WWW 11% Phone call 9%n = 331

Figure 12:  Phone functions reported as used in lessons. Hartnell-Young & Heym 2008, p. 8. URL: schools.becta.org.uk/upload-dir/downloads/page_documents/research/lsri_report.pdf

The use of mobile phones within the “How mobile phones help learning in secondary school” project applies to functions for communication, production, distribution and archiving – and is thus in one line with the other two projects “momo” and “Handy”: text messages, images, videos and upload possibilities to a convergent medium, a platform. But compared to the other two projects, here a wider range of functions is covered in situative and an assumed “appropriate” use in specific contexts. Text messages are used to send reminders to pupils, and to communicate with the teacher. Images, videos and sounds are used to record experiments for scientific validity and to store them for later recall. Capturing images is done by means of statements or comments, or to take visual notes instead of writing them down. Further on, the mobile device is used for the distribution and storage of learning material and to transport files for printing, as well as to store homework and download homework to the mobile phone, or to upload ideas, works or documentation of experiments to a web space. The PC as a further convergent medium was used for organisational/infrastructural purposes by means of producing time tables by using the alert function of the mobile phone in combination with the To Do list. Even if also here the documentation and storage affordances are covering a certain space, conversation and organisation are striking which are reaching into further dimensions of learning in terms of a discursive and conversational model of learning (see also Laurillard 2002, 2007), as well as the aspect of organisation and infrastructure as basic requirements for self-directed learning.

3. Mobile learning in schools ranges between the regulated use of mobile phones and the hesitant acceptance of the learners’ cultural practices and situative affordances

Mobile phones are used as topics and as tools for learning, and the functions of the devices are usually not limited to the use of one function only. Preferred are the text, image, video and audio recording function. However, even if there is continuity for learning related to resources such as time, place, space and content, continuity is often missing in terms of the pupils’ cultural practices. Also, there seems to be a lack in the integration of some of the most original affordances which are characterising mobile learning: collaborative, conversational and situated meaning making. To adjust them in school contexts for learning and to scaffold the pupils’ meaning making process, it might be worth to consider the learner’s experiences with rules and regulations, and their ability to adjust and refine such rules and regulations situative and in social interaction – also related to the use of the everyday life device mobile phone in school contexts.

Between narrow and led use and constructivist and open settings
Mobile learning in these three examples reverts to mobile phones as devices, and also the used functions and applications are similar. They are used with view to a specific curricular task, which is defined by the teacher in advance. And they often refer to a repository in form of a platform or a weblog in order to store material and have it available for later recall. With a view to the activities which are implemented in either the teacher’s instruction or the situation, the learners are either led, like in the MOMO example, or they are quite free to chose how to use the mobile devices like in the project by Hartnell-Young. One could also carefully assume that the didactic design is ranging between behaviourist learning on the one hand, and open education with elements of experimental and playful learning on the other. In more general terms, one could find mobile phones as considered to be either tools in a quite narrow sense, which is focusing on the transport of information, or that they are on the other hand focusing on the agencies and cultural practices of the learners as well as on situated learning and affordances.

Re-contextualisation and situated negotiation: determined use or free space?
A look at the functionalities (i.e. the affordances which are envisaged by using a specific function) within the three examples might give evidence to this “break” between the two contexts school and everyday life: the mobile phone tends to be a communicative device in terms of conversation in everyday life contexts of young people, whereas it is “re-contextualised” and becomes e.g. a device for documentation in school. One could say that such a shift might be negotiated in use (by means of Bakardjeva’s and Cook et al.’s notions of learner generated contexts). But one could also refer to the findings of the London Knowledge Lab and argue that the set of rules and regulations in school and for school learning might cause the children to act without allowing themselves to refer to notions of mobile phones which are related to fun and conversation. Conversation is indeed not as often used in m-learning settings as one would guess as the phone and text functions for the purpose of conversation are the most often used functions outside school. The exclusion of this typical everyday life use of the mobile phone marks not only a break between everyday life and school resp. a notion of “discontinuity”; it also points on the fact that communicative and discursive practices in the process of meaning making which are based on conversation are not the core issues in all m-learning projects.

Capturing situations or generating contexts? From ad-hoc usage to retarded use
According to the drop out of conversation to the favour of documentation in some cases, convergent media such as platforms and Weblogs are used as repositories or archives; their relevance for information retrieval – which is one of the activities in which young people engage most often outside school – is not the dominant functionality in school. Instead, they host documents which were produced with the mobile phone, e.g. pictures, films or audio recordings etc. for reliability, sustainability and later recall. Under the light of the tendentious omission of conversation and information retrieval, one might assume that the meaning making process, the building of common and negotiated meanings and knowledge, is “outsourced” to a further medium[xiii], and as a consequence one could say that the immediacy and “ad hoc” notions of mobile devices are retarded, as well as that mobile phones serve as tools to capture immediacy or situations rather than enabling pupils to immediately access and generate situations and contexts. Such specific uses – ad hoc or at a later stage in the learning process – might be intended by the teacher who is setting the didactic design (e.g. with focus on content, context or affordances; see 1.); or they might not be used by pupils because learners try to meet the requirements of school learning in terms of rules and regulations. However, an opportunity which is included is that all learners will have access to the learning material on a platform and are not depended on a situative success or failure of their current task.

Rules as scaffolding constructs can provide spaces for negotiated and agentive meaning making to learners
By referring to rules as linking structure between everyday life and school contexts, the focus is put on the dynamic dimension in the use of mobile phones in schools – which finally relativises the relevance of the question about a potential shift from ad-hoc to at a later stage. The underlying assumption is that rules are either set in advance and stable and predictable, or dynamically negotiated and changed according to a specific affordance. As the three examples aim to show, a regulated and pre-defined use of mobile phones and their functions is realised in m-learning projects as well as an open use which is based on situative negotiations and the use of the phone according to its situative affordance. The latter didactic design is the one which seems to be mostly open for a dynamic use of mobile phones by pupils, and which allows students to refer to their agentive and meaningful use of the tool, depending on the situation and on the assumed affordance. Further on, the examples might be able to show that the way how mobile phones are used in school are most often pre-defined by the teacher who is responsible for the didactic design of his classes, and thus an “open” and dynamic use might not always be possible – or even necessary. However, rules are considered to be constructs which are scaffolding a common context for learning and meaning making, which can also happen situated and spontaneous.
Maybe commonly negotiated rules are structures which may successfully link school with the pupils’ life worlds. They contain the different meanings, experiences, intentions etc. of their constructors and are related to the agents’/ learners’ cultural practices, as well as their situative assumed affordance. Therefore didactic designs which offer spaces for teachers and pupils in order to negotiate on rules for e.g. the use of mobile phones would not only be a way to approach discursively to common meanings or to unfold the learners’ expertise, but also to accept and integrate subjective meanings and cultural practices into objectified and common ones.

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Laurillard, Diana (2007): Pedagogical forms for mobile learning: framing research question. In: Pachler, Norbert (Ed.): Mobile learning – towards a research agenda. London: WLE Centre (Occasional Papers in Work-based Learning), pp. 153-175.

Ling, Richard (2008): New Tech, New Ties: How Mobile Communication Is Reshaping Social Cohesion?: MIT Press.

London M-Learning Group (2008): London M-Learning Network. Hosted by the WLE – Centre for Excellence. Online: www.london-mlearning.net, (Accessed: 10 August 2008).

Luckin, Rosemary; Du Boulay, Benedict; Smith, Hilary; Underwood, Joshua; Fitzpatrick, Geraldine; Holmberg, Joseph et al. (2005): Using Mobile Technology to Create Flexible Learning Contexts. In: Journal of Interactive Media in Education, Issue 22. Online: jime.open.ac.uk/2005/22/luckin-2005-22.pdf, (Accessed: 10 August 2008).

Medienpädagogischer Forschungsverbund Südwest (mpfs) (Ed.) (2008): JIM 2008. Jugend, Information, (Multi-)Media. Basisstudie zum Medienumgang 12- bis 19-Jähriger. Online: mpfs.de/fileadmin/JIM-pdf08/JIM-Studie_2008.pdf, (Accessed: 21 December 2008).

Naismith, Laura; Lonsdale, Peter; Vavoula, Giasemi; Sharples, Mike (2004): Literature Review in Mobile Technologies and Learning: Report 11. Bristol: Futurelab.

Pachler, Norbert (2008): Mobiles Lernen: Spleen oder Paradigmenwechsel? In: E-Learning Dossier, Issue 3. Mobile Learning – eine neue Erfolgsstory. Online: www.elearning.zfh.ch/upload/Artikel_Pachler.pdf, (Accessed: 10 August 2008).

Rummler, Klaus (2005): Realitätsnähe von Kinderfernsehprogrammen und geschlechterspezifische Fernsehnutzungspräferenzen. Magisterarbeit. Betreut von Ben Bachmair. Kassel. Universität Kassel. Online: kobra.bibliothek.uni-kassel.de/handle/urn:nbn:de:hebis:34-2007111519619, (Accessed: 31 August 2008).

Schittelkopf, Eduard (2007): MobileClassRoom (MCR) – mobile online Learning (mLearning). Interview with Prof. Eduard Schittelkopf. Edited by nischiTV. Online: www.youtube.com/watch?v=zwgKnooEKlk, (Accessed: 31 August 2008).

Schweizer, Herbert (2007): Soziologie der Kindheit. Verletzlicher Eigen-Sinn. Wiesbaden: VS Verlag für Sozialwissenschaften.

Seipold, Judith (2005): Beobachtungen zur Dokugruppe „die rasenden Reporter“. In: Textor, Frauke (Ed.): Schulmedientauschbörse – ein Projekt zur Nutzung des Internets in der Grundschule. Wissenschaftliche Hausarbeit zur Ersten Staatsprüfung für das Lehramt an Grundschulen.

Seipold, Judith (2005): Fördert Fernsehen Medienkompetenz? Eine empirische Fernsehprogrammanalyse zum Angebot an Sendungen zur Medien- und Genrekompetenz. Supervised by Ben Bachmair. Kassel. Universität Kassel, Medienpädagogik Uni Kassel. Online: kobra.bibliothek.uni-kassel.de/handle/urn:nbn:de:hebis:34-2007111419602, (Accessed: 31 August 2008).

Seipold, Judith (2008): Mobile phones in school. Selected m-learning projects from Great Britain and the German speaking countries. In: Hug, Theo (Ed.): Media, Knowledge & Education. Exploring new Spaces, Relations and Dynamics in Digital Media Ecologies. Innsbruck: Innsbruck University Press – iup .

Shao, Yinjuan; Crook, Charles; Koleva, Boriana (2007): Designing a Mobile Group Blog to Support Cultural Learning. In: Norman, Austin; Pearce, Jon (Eds.): Conference Proceedings. Long and Short Papers. mlearn 2007. 6th Annual International Conference on Mobile Learning. 16–19 October 2007. Melbourne: University of Melbourne .

Sharples, Mike; Milrad, Marcelo; Arnedillo-Sánchez, Inmaculada; Vavoula, Giasemi (2007): Mobile Learning: Small devices, Big Issues: Technology Enhanced Learning: Principles and Products .

Stald, Gitte (2007): Mobile identity: youth, identity, and mobile communication media. In: Buckingham, David (Ed.): Youth, Identity, and Digital Media. Cambridge, MA: MIT Press .

The Learner Generated Contexts Group (hosted by The London Knowledge Lab): Learner Generated Contexts. Online: learnergeneratedcontexts.pbwiki.com/, (Accessed: 15 September 2008).

Traxler, John (2007): Defining, Discussing and Evaluating Mobile Learning: The moving finger writes and having writ… In: The International Review of Research in Open and Distance Learning, Vol. 8, Issue 2. Online: www.irrodl.org/index.php/irrodl/article/view/346/882, (Accessed: 03 September 2008).

Walker, Kevin (2006): Mapping the Landscape of Mobile Learning. In: Sharples, Mike (Ed.): Big issues in mobile learning .

Die London Mobile Learning Group (LMLG)

Mobiles Lernen – der theoretischen und praktischen Auseinandersetzung mit diesem Thema aus erziehungswissenschaftlicher, medienpädagogischer und mediendidaktischer Sicht widmet sich die London Mobile Learning Group (LMLG). Ihre Aktivitäten und Ziele finden sich im Folgenden knapp dargestellt.
Lernen mit mobilen und digitalen Technologien – mobile learning, m-learning oder Mobiles Lernen genannt – ist in Deutschland noch nicht sehr populär. In beispielsweise Großbritannien hingegen etabliert sich Mobiles Lernen zunehmend. Auf den ersten Blick liegt die Verwendung von Mobiltechnologien zum Lernen nicht offensichtlich auf der Hand, denn Handy und Co. sind Ressourcen aus dem Alltag und ursprünglich nicht zum Lernen sondern zur Unterhaltung, Kommunikation, Vernetzung und als Lifestyle- und Konsumobjekt konzipiert. Auf den zweiten Blick allerdings eröffnen sich mit der Verwendung von Mobiltechnologien zum Lernen vielfältige didaktische und inhaltliche Möglichkeiten.
Auf die Potenziale, die in der alltäglichen Nutzung von Mobiltechnologien für (schulisches) Lernen liegen, hinzuweisen, hat sich die London Mobile Learning Group (LMLG; www.londonmobilelearning.net (The London Mobile Learning Group (LMLG) 2007-2011)) zum Ziel gesetzt. Sie fokussiert die Handlungskompetenzen und kulturellen Praktiken der Lernenden beim Umgang mit Mobiltechnologien. Denn die Nutzung von Mobiltechnologien dient den Lernenden zu Zwecken der Kommunikation, Unterhaltung oder der Strukturierung des Alltags und geschieht nicht ausnahmslos unreflektiert sondern – wenn oft auch niederschwellig, so dennoch – zielführend und sinnstiftend. Hier liegen nicht nur Chancen für Lernen in informellen Kontexten wie Alltag und Freizeit sondern auch für Lernen in formellen Kontexten wie Schule, Hochschule und beruflicher Aus- und Weiterbildung. Möglich ist dies durch beispielsweise die Überführung von informeller, unreflektierter, affektiver Aneignung in formelles, reflektiertes und objektiv nachvollziehbares Lernen (siehe beispielsweise Bachmair 2009 sowie Beiträge in Bachmair 2010).

1. Die LMLG und ihre Ziele
Die London Mobile Learning Group hat sich 2007 am Institute of Education, University of London, formiert. Ihr gehören zurzeit dreizehn WissenschaftlerInnen aus Großbritannien, Deutschland, Österreich, Schweiz, Schweden und Italien an, die die Disziplinen Erziehungswissenschaft, (Medien-)Didaktik, Medienpädagogik, Kulturwissenschaft, Sozialsemiotik und Bildungstechnologie vertreten.
Generell liegt der Fokus der Aktivitäten der LMLG sowohl auf der theoretischen Weiterentwicklung des Feldes „Mobiles Lernen“ als auch auf der praktischen Implementierung von Mobilem Lernen in unterschiedliche Lehr-Lernkontexte (siehe beispielsweise Pachler/Pimmer/Seipold 2011). Eine der grundlegenden Annahmen, die für die Arbeit der LMLG leitend ist, ist die aktive und gestaltende Rolle der Lernenden an ihrem eigenen Lernprozess. In der Mobile Learning-Diskussion läuft dies unter „personalisiertem“ und „Lerner zentriertem“ Lernen (siehe beispielsweise Seipold 2011). Das Potenzial der einzelnen Lernenden soll gefördert werden. Die Risiken, die in dieser neu gewonnenen Verantwortung der Lernenden angelegt sind, sind aufzufangen. Dies ist besonders deshalb wichtig, da Eigenverantwortung im Lernprozess in der Konsequenz auf alle Entscheidungen der Lernenden zu beziehen wäre – seien es Lernerfolge oder sei es das Scheitern.

2. Aktivitäten der LMLG
Aufgrund ihrer interdisziplinären Ausrichtung ist es der LMLG möglich, innerhalb der Mobile Learning-Forschung ein breites Feld abzustecken. Momentan liegen die Schwerpunkte auf der Unterrichtsplanung, auf innovativen Ansätzen beim schulischen Lernen, Communitybildung, der Unterstützung von Arbeitsabläufen und dem Lernen im medizinischen Umfeld und auf der Unterstützung von sogenannten Risikolernern. Praxisforschung und Theoriebildung stehen dabei nicht isoliert nebeneinander. Vielmehr informiert die Praxis die Theoriebildung, und Theorie hilft, Praxis zu verstehen und zu begleiten. In der Zwischenzeit sind zahlreiche – deutsch- und englischsprachige – Publikationen dazu entstanden, und einzelne Mitglieder der LMLG engagieren sich in national und international ausgerichteten Kooperationsprojekten, sind auf Konferenzen präsent und veranstalten selbst Tagungen und Symposien mit interdisziplinärem Charakter. Zudem wurden zur Anzeige von angrenzenden Themengebieten und Ressourcen Literatur- und Projektdatenbanken zum Mobilen Lernen entwickelt und mit Inhalten bestückt (zu Details siehe www.londonmobilelearning.net).

Mobile Learning-Theorie
Zu den aktuell zentralen Arbeiten der LMLG im Bereich der Theoriebildung gehört die Entwicklung des Modells der „sozio-kulturellen Ökologie Mobilen Lernens“ (siehe beispielsweise Pachler/Bachmair/Cook 2010). Dahinter stehen komplexe theoretische Konzepte und Modelle, die – vereinfacht ausgedrückt – gesellschaftliche und kulturelle Rahmenbedingungen beim Lernen mitbedenken. Dabei wird das Hauptaugenmerk auf die Handlungskompetenzen und kulturellen Praktiken der Lernenden gelegt und auch die Strukturen mitbedacht, in denen die Lernenden handeln und die sie aktiv mitgestalten. Die Mobiltechnologien sind ebenso wie Schule und schulisches Lernen Teil dieser Strukturen.

Mobile Learning-Praxis
Diese Überlegungen leiten sich von der Praxis ab, mit der sich die LMLG im Rahmen ihrer Arbeit auseinandersetzt. Gleichzeitig versuchen die Mitglieder der LMLG, ihre Theorie für die Planung und Analyse von Lehr-Lernpraxis in unterschiedlichen Bildungskontexten aufzubereiten. Aktuell steht dazu das Modell der „vier Parameter“ (siehe beispielsweise Bachmair/Pachler/Cook 2011) zur Verfügung. Mit ihm soll es Lehrkräften möglich sein, Unterricht und Lernpraxis zwischen den formellen Anforderungen der Schule und des Curriculums und informellen Kompetenzen, Praktiken und Ressourcen auszutarieren und diese beiden Bereiche miteinander in Verbindung zu setzen. Diese vier Parameter sind dabei sowohl Planungs- als auch Analysewerkzeug.
Wie die Umsetzung in der Praxis funktioniert, hat Ben Bachmair, Gründungsmitglieder der LMLG, im Projekt „MyMobile“ (medien+bildung.com 2011) der medienpädagogischen Einrichtung „medien+bildung.com“ erprobt. Ein Teil dieses umfangreichen Projekts ist die Nutzung von Handys im Mathematikunterricht. Hier schafften die Schüler eine Verbindung aus curricularem Lernen und ihrer alltäglichen Handypraxis, dem Filmen. Ausdruck des Erfolgs sind nicht nur die Lernleistungen der Schüler, sondern auch Auszeichnungen bei Handyclip-Wettbewerben.

3. Anknüpfungspunkte für Lehrende
Die Arbeiten der LMLG erscheinen häufig als sehr theorielastig. Das liegt vor allem daran, dass Mobiles Lernen eine noch junge Disziplin ist, die konzeptuell und methodologisch erst noch fundiert werden muss. Für Lehr-, Aus- und Weiterbildungspersonal bieten die Ansätze der LMLG dennoch viele konzeptionelle Anknüpfungspunkte für die Lehr-Lernpraxis – sei es bezogen auf den Ansatz, Lernende mit ihren Handlungskompetenzen und kulturell geprägten Praktiken in das Zentrum ihres Lernprozesses zu stellen, oder seien es Praxisprojekte, die durch Interessierte für die eigene Lehre übernommen werden können. So sind mit den Parametern und den einzelnen Praxisprojekten Texte und Konzepte zur Planung und zur Analyse von Lehr-Lernpraxis verfügbar. Im Rahmen des „MyMobile“ Projekts beispielsweise sind umfangreiche Lernmaterialien zum situierten Lernen mit Erzählungen und didaktische Konzepte entwickelt worden, die Lehrenden selbst in ihre Unterrichtspraxis integrieren können. Und als Sammelstelle für Mobile Learning-Projekte haben Mitglieder der LMLG „MoLeaP – Die Mobile Learning Projektdatenbank“ (www.moleap.net (Seipold/The London Mobile Learning Group 2008-2011)) entwickelt. In ihr finden sich weitere Ressourcen, die zum Nachmachen und Weiterentwickeln Mobilen Lernens einladen.

Weiterführendes und Kontakt

Weitere Informationen über die LMLG sind unter www.londonmobilelearning.net verfügbar. Für Kooperationen, Vorträge oder Schulungen in deutscher und englischer Sprache stehen die Mitglieder der LMLG gerne zur Verfügung.

Referenzen und vertiefende Literatur

Bachmair, Ben: Medienwissen für Pädagogen. Medienbildung in riskanten Erlebniswelten, VS Verlag für Sozialwissenschaften 2009.

Bachmair, Ben (Hrsg.): Medienbildung in neuen Kulturräumen. Die deutschsprachige und britische Diskussion, VS Verlag für Sozialwissenschaften, Wiesbaden 2010.

Bachmair, Ben; Pachler, Norbert; Cook, John: Parameters and focal points for planning and evaluation of mobile learning, 2011. Online: www.londonmobilelearning.net/downloads/Parameter_flyer.pdf. (Zuletzt geprüft: 30.03.2011).

medien+bildung.com. medien+bildung.com: MyMobile. 2011. Online: medienundbildung.com/mymobile.

Pachler, Norbert; Bachmair, Ben; Cook, John: Mobile learning: structures, agency, practices. Unter Mitarbeit von Gunther Kress, Judith Seipold, Elisabetta Adami und Klaus Rummler, Springer, New York 2010.

Pachler, Norbert; Pimmer, Christoph; Seipold, Judith (Hrsg.): Work-based mobile learning: concepts and cases, Peter Lang, Oxford, Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Wien 2011.

Seipold, Judith; The London Mobile Learning Group (LMLG): MoLeaP – The mobile learning project database/ MoLeaP – Die m-learning Projektdatenbank. Unter Mitarbeit von Klaus Rummler, 2008-2011. Online: www.moleap.net. (Zuletzt geprüft: 05.01.2011).

Seipold, Judith: Mobiles Lernen. Theorien, Unterrichtspraxis und Analysemodelle der britischen und deutschsprachigen Mobile Learning-Diskussion. Dissertation zur Erlangung des akademischen Grades eines Doktors der Philosophie (Dr. phil.). Eingereicht im April 2011. 2011.

The London Mobile Learning Group (LMLG): The London Mobile Learning Group (LMLG), 2007-2011. Online: www.londonmobilelearning.net. (Zuletzt geprüft: 05.01.2011).

Graham commented on organisational aspects such as

• theme
• venue
• costs
• formats
• online-tools
• organising committee.

Especially good to see that Graham picked up the idea we discussed last week about having another conference, maybe next year, which could be covered under the “crossing boundaries” theme. Now that he announced it …

But to start with, our sincerest thanks goes to all those who contributed to the conference – participants, reviewers, media people, assistants, organisers … We think that the conference was a success – which is a result of the engagement of the participants who made the conference to what it turned out to be. We have seen ourselves as providers of spaces and places only and hoped that people would accept our offer ;-) However, from our point of view the atmosphere was very constructive, friendly and relaxed, and it was great to see so many dear friends and colleagues attending one of the first mobile learning conferences in Germany.

So, as for the reflection part, the following might assist for the moment:

Stats
After two conference days not only the stats tell the organisers that they dealt with lots of input and output: We had about 100 participants from 19 countries (Austria, Botswana, Canada, Catalonia, Denmark, Germany, Finland, France, Indonesia, Italy, Japan, Kazakhstan, Latvia, Nigeria, Sweden, Sitzerland, Turkey, England/UK, USA). They contributed with 50 papers, workshops and video presentations to about 40 hours programme.
Our team of 7 organising committee members of which 4 did the executive organisation was supported by 7 assistants, 1 videographer, 1 radio producer, 1 photographer and 1 designer. 30 reviewers supported us in selecting proposals, and 5 members of the organising committee edited the book of abstracts.
Finally, we have several hundrets of GB of data – video, audio, photo – which gives impressions only of what people quantitatively gained from the conference.

Resources for subsequent use
During the 2 conference days we collected so much data that we are not able any longer to host them on our own servers. The videos and photos that were made during the conference are/will be available on Vimeo, Youtube, Flickr and the Pontydysgu website accordingly. Some are abvailable yet, others will be available soon.

• Podacsts from the Sounds of the Bazaar live radio shows can be streamed from the Pontydysgu website. Day 1 and Day 2.
• MirandaMod Mindmeister Map.
• Book of abstracts from the LMLG website is available here for download.
• Photos are collected on the LMLG flickr page.
• Videos from the presentations and Interveiws are available via the LMLG website.
• Presentations are collected on the MLCB Cloudworks cloudscape. If you haven’t done so yet, please share your presentation via Cloudworks, too.

Bring people together in advance
The ‘Mobile Learning: Crossing Boundaries in Convergent Environments’ (#MLCB) Conference was opened by the get-together on the event ship Treue on Sunday evening. Meeting people before the conference begins turned out to be a quite smooth start into scientific exchange. And it provided additional time to get familiar with interesting people, projects and ideas which is often missing during the conferences – at last for the organisers.

Provide spaces and places
In order to allow for discussions and self-organised activites during the conference, it is helpful to have rooms available – such as lobby, café, terrace – which people can use to meet, talk and exchange their ideas. Such spaces are framed by the “formality” of the conference and conference activies, but helps networking in an informal ambience.

Keep the setting open for people from different fields and disciplines
Even if organisers and participants agreed on mobile learning as topic of the MLCB conference people bring different discussions and discourses to a conference. Especially appreciated is interdisciplinarity – we learnt this from feedback that we received during and after the conference. Interdisciplinarity was perceived as being a fruitful basis to widen the own perspective and to gain insights into disciplines that are dealing with the same topic but that refer to different theories, models, aims and goals.

Be open for different contents to track trending topics
Also at this conference practice seemed to be basis for considerations about implementation of mobile technologies and usability in different settings. Theoretical approaches were presented, too, but related to the ratio theory : practice, theory was underrepresented. However, the MLCB conference was thematically dominated by Higher Education and Health Care / Medical Education – two issues that seem to be trending topics in the near future. Learning in schools by using mobile devices seems to be the basis of the mobile learning research that is taken for granted; now it could be time to discover new areas and places to explore mobile learning opportunities and constraints.

Low-budget event moves attendees from being audience only to being engaged participants in discussions
As highlighted by Graham Attwell several times already the MLCB conference run low-budget. We decided to keep fees low in order to allow also people with no or low refund opportunities to attend (undergraduate students and unemployed were free). To run such cost-saving event was possible only because the Bremen Youth Hostel provided first class service for small budgets: with the conference fees we did not only rent 5 rooms in the premises of the YH but it also included 2 coffee breaks and lunch at each of the two days. One side effect was that people seemed to expect to entertain themselves instead being entertained. Not sure if there is any relation, but the atmosphere was very constructive and full of discussion.

Lessons learnt and issues emerging
On our latest post-conference meeting we made a small and very informal review of the conference and discussed about what we consider as being necessary to be improved and what was resolved successfully. A more detailed version of our lessons learnt will be available soon on the Pontydysgu weblog and here, on Media Education Culture. To start with, here are some issues that came to my mind during the last couple of days.

• poster sessions are under-valued but great opportunity to demonstrate work-in-progress
• keep conference small and allow for a good number of breaks and rooms in order to provide space for exchange and networking
• refer to web 2.0 tools that people are using also outside conferences instead of introducing new tools
• for small organising teams: avoid to organise hotels but provide lists instead

Day 1
URL day 1: www.pontydysgu.org/2011/03/sounds-of-the-bazaar-at-the-mlcb-in-bremen/

The live internet radio programmes from The Mobile Learning Conference Bremen this week were a real gas. We are pretty confident with our sound set up these days which leaves us free to focus on content. And I think we did a pretty good job in catching the debates and ideas of the conference. If you are interested in the theory and practice of mobile learning, then I’d recommend you to listen to the two programmes. Each lasts about half an hour.

The first programme features Daniela Reimann talking about her keynote presentation on art and mobile devices. Andy Black preveiws his popular workshop on future trends in the use of mobiles for learning. Klaus Rummler, one of the conference commitee, tells us why and how the conference was organised. Julia Laxton, from Leeds University Medical School, talks about the use of mobiles in medical education and issues for institutions. Anke Königschulte from Bremen talks about using audio technologies in museums. And last but not least, John Traxler looks at the international dimension of the use of mobile devices for learning.

Day 2
URL to the podcast: www.pontydysgu.org/2011/03/second-radio-programme-from-the-mlcb-2011/

Here is the recording of the Sounds of the Bazaar live internet radio programme broadcast from the MLCB-Conference 2011 in Bremen.just as in the first day, we focused on encouraging participants to tell their own stories about the use of mobile devices for learning in different contexts.

First up on this programme was Helen Keegan who has earlier wowed the conference with her presentation on mobiles and film (more to come on this). Jenny Hughes went on to interview Ceridwen Coulby, Alice Huskinson, Prabhjoyt Kler, Catherine MacMillan and  Helen Macrorie, students at Leeds Univeristy Medical School, about their perspective on use of mobile devices in medicine and health care. Antje Breitkopf talks about the One Laptop Per Child project, based on her experience of working with the project in Peru. And in a series of vox-pops Jenny Hughes talks to John Potter and Ludger Deitmer amongst others about their impressions of the main issues arsing from the conference.

Slides

Video

A Critical Perspective on Mobile Learning: Results…

Abstract

The following abstract was published in
Rummler, Klaus; Seipold, Judith; Lübcke, Eileen; Pachler, Norbert; Attwell, Graham (eds.): Mobile learning:
Crossing boundaries in convergent environments. Book of abstracts. 21-22 March 2011, Bremen, Germany. ISSN 1753-3385
which is available for download at www.londonmobilelearning.net/downloads/MLCB_BOA_Bremen-2011_Crossing-Boundaries-full_2011-03-18.pdf.

Judith Seipold

A critical perspective on mobile learning: Results of a heuristic analysis of the scientific process and a hermeneutic analysis of mobile learning practice

Abstract
Educational and pedagogic research on mobile learning is about ten years old. Over this time the scientific process can be split into three phases, which reach from (1) research on practice via (2) the application of existing learning theories to (3) the generation of new theoretical and conceptual frameworks for mobile learning. With a view to the different lines of development within these phases it becomes evident that there are e.g. attempts not only to understand what mobile learning is, but also to demand changes in the educational system. The latter refers not least to a process of democratisation of learners and learning that is about to take place.
Focussing on mobile learning practice, ambiguities and contradictions in the use of mobile devices in learning contexts appear. They stand in contrast to what research on mobile learning suggests, e.g. ad-hoc use of mobile devices, collaborative learning, the crossing of conceptual and local contexts etc. On the other hand, practice also suggests the power of learners being able to create new learning spaces and concepts as well as implementing multimedia and multiple modes into school learning that replace the written text as dominant mode for learning.
The paper will outline the scientific processes of the mobile learning field with a focus on the educational and pedagogic developments in mobile learning taking place in the UK and in Germany. The results deriving from this heuristic and hermeneutic analysis will be reflected critically in order to reveal ‘pseudo’ changes and ‘success stories’ in the use of mobile devices for learning, as well as the potential of such a discussion.

Keywords
mobile learning, theory, practice, scientific process, analysis, qualitative heuristics, objective hermeneutic, dialectics of practice

1. Structure of the scientific process of the educational and pedagogic research on mobile learning
The development of the scientific mobile learning discussion in the UK over the recent years resulted in the autonomy of the discipline in the educational and pedagogic field.
Referring to categories of a qualitative heuristic method, the process can be described in terms of social and cultural contexts of the mobile learning discussion (i.e. related disciplines such as sociology and e-learning), the social practices constituting the mobile learning discussion (i.e. lines of argumentation, concepts, definitions), and the developing process characterising the mobile learning discussion. The latter consists of three phases each of which is characterised by lines of development. Whilst the phases are structured by time, the lines of development can be seen as characterising the respective chronological phases. In addition, the lines of development are describable as approaches and fields of research that are persisting independent of time.
Phase 1: Explorative, technology-centred and practical implementation: Phase one can be described as explorative. Mobile devices were installed in educational settings in order to see how mobile technologies allow for changes in teaching and learning processes. The discussion was very much technology driven.
Phase 2: Application of existing theories and conceptual frameworks: The second phase focuses on the application of existing theories and conceptual frameworks such as Activity Theory (Engeström, 2001, 2005) and the Conversational Framework (Laurillard, 2007), as well as on personal (Green, Facer, Rudd, Dillon, & Humphreys, 2005), collaborative and situated learning (Lave & Wenger, 1991) with the aim to explore dynamic processes around formal and informal learning and knowledge building.
Phase 3: Building of theories and conceptual frameworks: The third and most recent phase is structured by attempts to build theories and conceptual frameworks, e.g. the socio-cultural ecology of mobile learning (Pachler, Bachmair, & Cook, 2010) or the “Theory of mobile learning” (Sharples, Taylor & Vavoula, 2010). Now, the learner is seen as standing at the centre of his/her learning processes. Against the background of the construction of theoretical and conceptual frameworks, the role of the devices is becoming less important. Instead, the social/societal framework and the learners’ expertise, agency and cultural practices are gaining importance. Mobility is no longer defined through the devices, but through the learners’ abilities to act flexible in ever changing and self-constructed learning contexts.

2. The dialectics of mobile learning practice
The analysis of mobile learning practices in school contexts was realised according to categories that were developed against the background of the socio-cultural ecology of mobile learning (Pachler, Bachmair & Cook, 2010). Focusing on the actual use of mobile technologies and convergent media it became evident that learning with mobile devices does not necessarily foster ad-hoc, collaborative, personalised, self-directed and innovative learning. In most cases, the teaching design is pre-structuring the use of the devices and thus limits in consequence the potentials inherent in the use of mobile technologies for learning. Here, mobile learning appears as old wine in new bottles. In case teachers are providing spaces to learners to act according to their expertises, interests, agency and cultural practices, innovative use of the devices and the generation of contexts by learners can be discovered. Here, user-generated contexts are a fruitful concept to frame mobile learning and to approach the design, the use and the analysis of mobile learning.

3. Methodology: qualitative heuristics and objective hermeneutic
The scientific process of the mobile learning discussion was carried out by using a qualitative heuristic method (see e.g. Kleining & Witt, 2000; Krotz, 2005). This ‘discovering’ method means that the analysis intends to bring aspects to the foreground that are inherent in the discussion. By referring to key components of this method, the following aspects were considered in order to allow for the caption of this phenomenon: the development process, social practices relevant for establishing the discussion, the contexts in which the field was raising and the meanings deriving from the development process.
As for the analysis of mobile learning practices, a hermeneutic analysis was undertaken. Hermeneutics is an interpretative method, which means that the scientist interprets phenomena according to his or her research questions, the theoretical background he or she is using and his or her ‘preferred reading patterns’.
Together, the heuristic and the hermeneutic analysis of the mobile learning field allow for conclusions that are able to describe and understand the field according to its structure, elements, development lines and their relation to each other as well as for tendencies and contradictions. The aim is to not only to be able to characterise the field, but also to point to discrepancies and thus aspects that need to be considered for further research and the development of the mobile learning field.

4. Results: Mobile Learning is governed by political demands, contradictions in practices and innovative potentials
From this perspective mobile learning is not only about learning but also – and more generally – about politics and the need to understand the school system, learning and the roles of teachers and learners in the context of current changes of mass communication and society. However, having a look at the mobile learning practice, there are several issues that are standing in contradiction with what research and theory development suggest. In fact, a lot of ‘pseudo’-opening is taking place which makes mobile learning often appear as old wine in new bottles. This applies for example to features of mobile devices such as the ad-hoc access to and distribution of information, to the teaching design that can reduce learners’ activities with mobile devices to behaviouristic learning instead of supporting constructivist learning, or to situated learning that can become gathering of information through the use of convergent media such as platforms. Besides, and this is part of the dialectics of mobile learning, there are real enhancements and innovations taking place in the use of mobile devices which are on the one hand achievements of the learners themselves, and which might on the other hand result from what is described as “pseudo-opening” above. Former are related to the use of modes of representation as well as the learners’ creativity. Also, learners revise existing structures, connect them and established new ones in order to create their own convergent learning spaces and “learner-generated contexts” (see e.g. Cook, 2010). Latter provide structures for equal access of information and discursive engagement in learning materials.

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