Poster presentation about MoLeaP held at MLCB conference

Date: 2011.03.23 | Category: Uncategorized | Response: 0

Last Monday, I gave a poster presentation entitled “MoLeaP – the mobile learning project database” at the “Mobile learning: Crossing boundaries in convergent environments” conference in Bremen (conference website).

Poster

Video

Poster Presentation by Judith Seipold

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

MoLeaP – the mobile learning project database

Abstract
This poster aims to introduce ‘MoLeaP – the mobile learning project database’, a service provided by the London Mobile Learning Group (LMLG; www.londonmobilelearning.net) via www.moleap.net. MoLeaP is a public and free-of-charge online database for education professionals interested in mobile learning practice underpinned by theory. Projects, applications, and resources can be submitted by users in order to make materials and experiences available to a broad audience and to encourage the implementation of mobile learning projects in different learning contexts, such as school/college/university, family, workplace, and/or everyday life to enhance the replicability of mobile learning projects, and to contribute to sustainability in teaching, learning and research on mobile learning. The database categories are based on a conceptual framework of a socio-cultural ecology of mobile learning and are derived from a methodological framework for the description and analysis of mobile learning practice.

Keywords
mobile learning project database, replicability, transferability, socio-cultural ecology, methodology

1. Introduction
Research on mobile learning is essentially related to the implementation of mobile learning projects in different contexts such as education or everyday life. Projects are characterized by different approaches to teaching and learning, locations and a broad variety of technologies; also, they are dealing with mobile technologies as topic or they support their use as learning and teaching tools. As the rapidly emerging field of mobile learning originates a tremendous amount of mobile learning projects, ‘MoLeaP – the mobile learning projects database’ is conceptualized as a resource and tool for people who are interested in mobile learning, especially in sharing their experiences and projects with others, or in learning from already existing projects. The database – which is based on the idea of collaborative knowledge building – aims to provide opportunities for the systematic gathering of practice,

• to distribute knowledge which was gained within such projects in order to make practice less ephemeral,
• to enable synergies,
• to contribute to sustainability in teaching, learning and research, as well as
• to enhance replicability of mobile learning projects.

Also, MoLeaP aims to provide a rich resource for mobile learning experiences in order to allow researchers and practitioners from all over the world easy access to projects and relevant resources. The categories for project description might assist practitioners in planning mobile learning projects and enhance dissemination, replicability, and transferability of projects by providing a common basis. It is hoped that the database will be able to support educators in the implementation of mobile media and mobile learning projects in any educational context and that it contributes to sustainability in teaching, learning, and research.

2. Theoretical and Methodological Background
The project database combines theory, research and application and aims to provide straightforward functionality on the basis of design principles derived from principled conceptual work (Seipold, Pachler, & Cook, 2009; Seipold & Pachler, 2010; Pachler, Bachmair, & Cook, 2010) in an attempt to facilitate the sharing of pedagogical practice. The categories, which are used to describe and analyze mobile learning projects, are based on the theoretical background of a socio-cultural ecology of learning with mobile devices (Pachler et al., 2010; Pachler, 2010). The socio-cultural ecology consist of the three key components: structures, agency and cultural practices and aims to describe mobile learning as a process within changing mass communication and thus changing appropriation mechanisms attendant to engagement in masse communication. As a consequence, the database is open to any projects with mobile media, irrespective of the notion of learning underpinning it and irrespective of the setting.

2.1 Categories for Project Descriptions
The theoretical work of the LMLG has led to a set of categories, which are intended to be applicable to projects taking place inside and outside of educational institutions; they provide the basis for the categories of MoLeaP. The structure of the database has been designed to be helpful to colleagues planning mobile learning projects by flagging key considerations to be attended to during the planning and evaluation phases, in addition to fostering shareability by providing a common ‘language’ (soft ontology) to talk about practice:

1. General project data:
language of the project description; project name; URL; country; year; project owner and copyright holder; contact; partners; project workers; language in which the project was conducted; types of mobile devices; further media; age of participants; number of learners involved; number of teachers involved; number of supporting staff; role of supporting staff; duration; location; location latitude & longitude (of the location where the project was conducted; for further implication in location-aware contexts); type of educational establishment; phase of education; subject domain; teaching/ learning focus; tags/ keywords; optional text field.

2. Context/rationale:
background information, i.e. how many persons; type of educational establishment; duration; devices used; technical support etc.; learning and teaching aims; and envisioned role of mobile devices.

3. Approaches to teaching and learning:
how are the devices used; key activities, key tasks, and key pedagogical/‘didactic’ issues.

4. Technologies and requirements:
interoperability, storage, usability etc.

5. Project outcomes.

6. Lessons learned/ issues emerging.

7. Recommendations and future possibilities.

8. Replicability and transferability.

9. Recommended literature and references (optional).

10. Project analysis (optional).

2.2 Categories for Project Analyses
The analysis framework might best be described as heuristic and hermeneutic with relevance for mobile learning in the context of a socio-cultural ecology, covered under meta-categories rather than a rigid analysis scheme. The analysis framework is open to examples from school contexts as well as to examples from everyday life. We opened the analysis to aspects of identity construction, and social inclusion/exclusion in order to be able to access the most evident issues of cases of mobile use from everyday life. Also here, the criteria for the analysis relate to key concepts of the theoretical framework of the LMLG of a socio-cultural ecology. As this framework deals with a number of theoretical concepts, which are not self-explanatory, contributors to MoLeaP are free to provide a project analysis that refers to the following categories:

1. Agency, structure, cultural practice:
e.g. new habitus and social segmentation; ‘at-risk learners’; literacy, traditional vs. new; understanding media as cultural resources; participation in cultural practices.

2. Approaches to teaching and learning:
e.g. informal/situated/collaborative/problem-based learning; bricolage; knowledge building; meaning-making.

3. Notions of mobility:
e.g. mobile device used as tool; mobile devices used in relation to meanings; mobility in contexts (place, time, concepts, social constellations, activities, curriculum, cultural resources, and meanings).

4. User-generated contents and contexts:
e.g. transformation of mass communication; mobility; learning as meaning-making in context; ubiquity, choice, appropriation; context crossing.

5. Replicability and transferability:
e.g. replicability and transferability of the ‘didaktik’ script, using it in a new context; scalability.

2.3 Categories for applications and resources
In order to address not only practitioners through project concepts but also people who are only interested in the use of single applications, or in references to literature and project websites, MoLeaP covers these aspects as well. The option to systematically submit references, e.g. to project websites, to the database makes project websites quotable and allows researchers to refer to such projects in texts by means of references. The categories for the submission of applications and resources differ from the project categories in order to meet the requirements for providing information about applications and resources.

3. Poster
The poster will show a short abstract, followed by an overview on aims, theory, project categories and analysis categories. Also, it will provide a short introduction to the features of the website.

References
Pachler, N. (2010). The Socio-Cultural Ecological Approach to Mobile Learning: An Overview. In B. Bachmair (Ed.), Medienbildung in neuen Kulturräumen. Die deutschsprachige und britische Diskussion (pp. 153–167). Wiesbaden: VS Verlag für Sozialwissenschaften.

Pachler, N., Bachmair, B., & Cook, J. (2010). Mobile learning: structures, agency, practices. New York: Springer. Seipold, J., & Pachler, N. (2010). MoLeaP – The Mobile Learning Project Database: A Pool for Projects and Tool for Systematic Description and Analysis of Mobile Learning Practice. Journal of the Research Center for Educational Technology, 6(1), 157–171. Retrieved from www.rcetj.org/index.php/rcetj/article/view/87/192.

Seipold, J., Pachler, N., & Cook, J. (2009). Towards a methodology of researching mobile learning. In N. Pachler & J. Seipold (Eds.), Mobile learning cultures across education, work and leisure. Book of abstracts. Proceedings of the 3rd WLE Mobile Learning Symposium, 27 March 2009 (pp. 121–128). London. Retrieved from www.londonmobilelearning.net/symposium/downloads/3rd_wle_mlearning_symposium_-_book_of_abstracts_single_page_display.pdf.

Seipold, J. & The London Mobile Learning Group (LMLG) (2008-2011). MoLeaP – The mobile learning project database/ MoLeaP – Die m-learning Projektdatenbank. Retrieved from www.moleap.net.

The London Mobile Learning Group (LMLG) (2007-2011). The London Mobile Learning Group (LMLG). Retrieved from www.londonmobilelearning.net.

MLCB conference book of abstracts

Date: 2011.03.18 | Category: Forschung, mobile learning, Publikationen, Ressourcen, Tagungen | Response: 0

Today in the afternoon we published the book of abstracts of the ‘Mobile learning: Crossing boundaries in convergent environments’ Conference. The file is available as download from the LMLG website.

The BOA is edited by Klaus Rummler, Judith Seipold, Eileen Lübcke, Norbert Pachler and Graham Attwell and runs under the ISSN No. 1753-3385

Table of contents:
9 editorial 15 about the London Mobile Learning Group 19 section 1 – theoretical inputs on mobile learning 21 Providing scaffolding by using mobile applications in connectivist learning environment; 27 It’s not what you know but the device you know: The influence of ownership on appropriation of mobile devices for learning on field trips; 31 A critical perspective on mobile learning: Results of a heuristic analysis of the scientific process and a hermeneutic analysis of mobile learning practice; 35 Longitudinal, educational design research investigation of the temporal nature of learning: Taking a Vygotskian approach; 39 A design toolkit for next generation mobile learning; 43 “Recombinant Fiction” theoretical paper and manifesto; 51 Learning in liminal spaces; 53 Creation and curatorship in new media; 57 Using theory to drive the design and re-design of mixed reality visualisation systems 61 section 2 – practical issues to support mobile learning 63 ConEx – mobile collaborative learning environment for conferences; 69 L3T assists m-Learning; 73 Workshop: Mobile Learning in School; 77 Just because they own them, doesn’t mean they use them: Exploring the potential for mobile learning in Higher Education; 81 It’s not a netbook – it’s a lifestyle! How could mobile technologies be used didactically to bridge formal and informal learning?; 85 Lerninfrastrukturen für mobiles Lernen: Rahmenbedingungen bei der Einführung mobiler Lerntechnologien; 89 Using mobile 360 degree performance feedback tools in Health and Social Care practice placement settings: An evaluation from the students’ perspective.; 93 MoLeaP – the mobile learning project database; 97 mobileTUD – der lange Weg zum “mobilen Ruhm”; 103 Learning, mobiles & development; 107 Technology narratives and mobile spatial learning; 111 An invitation to a joint post-assignment reflection – using podcasts as media for offering reflective space within vocational teacher education; 115 Augmented reality as a tool for mobile learning and a method for scholarly dissemination; 119 How should mobile learning be evaluated?; ; 123 M-project: first Steps to applying action research in designing a mobile learning course in higher education; 133 Exploring the order of precedence when using contextual dimensions for mobile information delivery; 137 Mobile lerngemeinschaften: beispiele, erfolgsfaktoren und stolpersteine 143 section 3 – concrete pointers and examples on mobile learning 145 Towards contextualized annotations to improve learning in museum; 149 Use of mobile learning by physician trainees in Botswana; 151 The potential of smartphones to mediate intra-hospital communication and learning practices of doctors. Preliminary results from a scenario-based study.; 157 Supporting learning on building sites with mobile technologies; 161 otu.lea – potenziale einer online-testumgebung für funktionale analphabetInnen und mobile learning; 167 Mobile learning in der lehrveranstaltung “industrielles projektmanagement” – Unterstützung selbstorganisierter und kollaborativer lernprozesse durch iPods; 171 Personalized mobile learning for people with special needs; 175 The use of iPhones in medical education; 179 Near and far contemplating (NFC) the future trends in mobile and what’s happening right here right now; 183 Offline mobile learning with Copyleft hardware; 187 The case for audio in mobile learning; 191 Providing training handouts for corporate learning as ePUB files for mobile devices and e-reader; 195 Mobile learning isn’t one flavour or one approach it’s a whole grocery store; 199 Using mobile devices to support careers advice, information and guidance

And thanks a lot to Manos Agianniotakis for doing a great design work ;-)

Un-conferencing formats at MLCB conference

Date: 2011.03.17 | Category: mobile learning, Ressourcen, Tagungen | Response: 0

We now compiled a list with descriptions of the un-conferncing formats that we do at the MLCB conference in Bremen on Monday and Tuesday. They are available on the conference website at www.londonmobilelearning.net/bremen, and – for your convenience – here as well:

Radio Workshop
Graham Attwell will introduce in radio making and streaming. This small workshop is followed by a live radio session during lunch time.

Paper jam
Participants get together in small groups and choose a topic on which they are then going to work during the following hour. Aim is to produce a 1 to 2 pages paper that has to me made public on the internet by the single groups.

Poster session
Poster are exhibited on walls or displayed through video projectors positioned in the foyer of the venue. A guide guides the audience from poster to poster. At each of the stations, the poster’s author gives a short presentation. The audience is invited to ask questions and to step into a dialogue with the presenter. The group will afterwards rotate to another poster. Poster session will be held in English and German. Duration of the individual presentations is chaired by the guide and depends on the number of posters.

Speed debate (Monday’s closing session by using speed debate format, enhanced by wiffiti)
Participants post provocative statements on wiffiti (wiffiti.com/). Participants then choose issues by voting which will be discussed within 5-10 minutes by this day’s session chairs. Audience will vote the winning side.

Speed dating & shared experience session
Participants will line up in pairs. Each pair gets 5 minutes to present themselves to each other. After 5 minutes, the participants will look for another unknown person. After 30 minutes, you will have met 6 new people from the field. Aim is to learn about people around you which might be helpful to address specific issues in the second half of this un-conferencing session.
In ther second half-hour-slot, after this speed dating session and when people are familiar with each other and learned a bit about peoples’ research focus, participants get together – either in small groups or as plenum – and present their own work by making short statements (1 minute). By doing so, they point on areas that worked well and that can be adopted by others. Also, they point on specific issues that caused problems during the work and which need to be resolved. Participants answer and provide support by giving input in form of their experiences. This should not take more than 4 minutes so that, by the end of the un-conferencing session, 6 projects were discussed. One of the aim of this un-conerencing session is collaborative problem solving.

Media production
Participants will produce small 3-minutes how-to videos with their mobile phone cameras. To plan this video, people meet in small groups and write a story board (within 5-10 minutes). Further 5-10 minutes are dedicated to recording the video. Cutting is not allowed (one take, one shot).

Autonomous unconferencing
Slots free for un-conferencing filled and chaired by participants.

We can take it for granted: It will be about mobile learning

Date: 2011.03.04 | Category: mobile learning, Tagungen | Response: 0

The Book of Abstracts of the MLCB conference is in production now and will be published the week before the conference takes place. However, just to be sure that the conference will be what we promised it to be, I made a quick wordle by using the draft of the BOA.

Registration for the conference, the MirandaMod and the get-together is still open:
www.londonmobilelearning.net/registration_bremen.php

The conference website can be accessed via:
www.londonmobilelearning.net/bremen

Interviews from OnlineEduca 2010

Date: 2011.02.20 | Category: Ressourcen, Tagungen | Response: 0

Last year, we attended the Online Educa in Berlin and met several interesting people who we interviewed for the “Radio Live at OEB” internet radio show, realised by Pontydysgu.
Doing this was a new experience and great fun. Hope to be involved in one of the shows sometime in the future again, e.g.  the one live from MLCB in Bremen.
The interviews listed below were done during the 2 days of OEB10. They are available on the Ponty website.

Day 1
On day 1 of OEB10, Graham Attwell and Eileen Lübcke did the floor-management, Jenny Hughes, Klaus Rummler and myself, Judith Seipold, made the interviews.
The about 40 min. stream from day 1 includes interviews with

• Josie Fraser (digital literacies)
• Larry Johnson (New Media Consortium and “Horizon Report”)
• John Traxler (mobile learning)
• Steve Wheeler (Web X and Web 3.0)
• Tabea Schlimbach and Erik Wallin (G8WAY project)
• Helen Keegan (guided digital identity development)

Day 2
The second day was even busier. Floor management by Jenny Hughes and Klaus Rummler, interviews by Judith Seipold, Klaus Rummler and Jenny Hughes. The second day brought us

• Geoff Stead (Informal ethics)
• Heike Philps (Video conferencing in classroom)
• Fred de Vries (Audio augmented learning)
• Jay Cross (Internet Time Alliance and current issues)
• Linda Castaneda (Madhouse of ideas)
• Andy Black (Innovation and implementation of mobile learning)
• Ilona Buchem (E-portfolios)
• Gráinne Conole & Jan Marković (Open Educational Ressources)
• Karl Royle (Game-based learning)
• Magda Balika (Teacher training)
• Mor Seck (African Distance Learning Centre (AADLC))
• Russell Stannard (Teacher training with video)

Off-the-show interviews and vox pops
After the live shows, we met several people and recorded the conversations and interviews. They were not aired during OEB10, but are available now on the Pontydysgu website.

• Ilona Buchem and colleagues (E-portfolios in Germany)
• Eileen Lübcke & Klaus Rummler (draufhaber.tv)
• Russell Stannard (Teacher training videos)
• Blackboard
• Charles Sancondo (E-learning Africa)
• Geoff Stead (Mobile learning applications)
• Grainne Conole (Cloudworks and OER)
• Sugata Mitra (Self-organized learning)
• Sigi Jakob-Kühn (teachers and technology)
• Inmaculada Arnedillo-Sánchez (Collaborative movie making) – first interview covered under the stream called “Sounds of the Bazaar at some exhibition stands”
• … and some more …

Format mash-ups – Konferenz zwischen Präsentation und Kollaboration

Date: 2011.02.16 | Category: mobile learning, Ressourcen, Tagungen | Response: 0

Wie die ‘Mobile learning: crossing boundaries in convergent environments’ Konferenz inhaltlich strukturiert sein sollte, stand ebenso schnell fest wie Größe – wir erwarten zwischen 70 und 100 Teilnehmer – und Veranstaltungsort – die Jugendherberge Bremen bietet schöne Konferenzräume und Rundumverpflegung. Nun gehen auch einen Monat nach der deadline zur Einreichung von Beiträgen noch Anfragen zur aktiven Teilnahme ein. Aktuell umfasst das Programm mehr als 50 Beiträge, darunter 6 Workshops und hands-on sessions.

Von Beginn an war der Plan, neben den traditionellen Beiträgen wie Vorträge und Workshops auch un-conferencing Formate anzubieten. Dies stellt sich in Anbetracht der Menge an Anfragen mittlerweile sogar als Notwendigkeit heraus. Un-conferencing Formate bieten eben Vielen die Möglichkeit, Input einzubringen.

Zunächst haben wir uns dazu entschieden, einige der als 20-minütige Vorträge geplanten Beiträge mit den Workshops zu verbinden. Dadurch sollen Diskussionen gefördert und Blickwinkel erweitert werden. Auch werden durch die Zusammenlegung slots und Räume frei, die mit diskursiven Formaten gefüllt werden. Weiterhin ist angedacht, die traditionellen Formate Vorträge und Arbeitsgruppen – sofern die Referenten und Workshopleiter das möchten – aufzubrechen und durch un-conferencing Formate zu bereichern. Wie genau das funktionieren wird, muss sich erst noch zeigen.

Als un-conferencing/ alternative Formate haben wir folgende geplant (Änderungen vorbehalten!):

Poster session:
Poster werden im Foyer ausgehängt. Ein guide führt das Publikum von Poster zu Poster, wobei an jeder Station die Autoren in fünfminütigen Präsentationen ihre Werke vorstellen un im Anschluss daran Fragen des Publikums beantworten.

Radio workshop:
Der radio workshop steht unter den Mottos “present yourself” und “ask your colleagues”. Eine Stunde vor der Mittagspause wird an beiden Tagen kurz in Interviewführung und Konzeption und Durchführung einer halb- bis einstündigen live internet radio show eingeführt. In diesem Zeitraum werden auch kurze statements entworfen und Fragen an Konferenzteilnehmer formuliert. In der darauf folgenden Mittagspause findet die radio show statt.

Speed debate:
Über ein online-tool werden provokative Thesen gesammelt, die die Teilnehmer der speed debate vor Ort formulieren. Durch voting wählen die Teilnehmer die Themen, die dann innerhalb von jeweils 15 Minuten diskutiert werden.

Shared experience session:
In kurzen statements stellen die Teilnehmer dieser session eigenen Arbeiten und Projekte vor. Dabei weisen die Teilnehmer auf Bereiche hin, die gut gelungen sind und von anderen adaptiert werden können, und auf die Bereiche, in denen Probleme auftreten, so dass gemeinsam Lösungen gefunden werden können.

Paper jam:
Teilnehmer finden sich in beliebig großen Gruppen zusammen, um innerhab einer Stunde gemeinsam ein 1-2seitiges Statement, These, Positionspapier, Konzept o.ä. schriftlich zu erstellen. Die Papiere werden am Ende der Session knapp vorgestellt und öffentlich verfügbar gemacht.

Media production:
Medienproduktion mit kleinen Geräten in formellen und informell pädagogisch gerahmten Zusammenhängen. Der Vorschlag ist hier mit den eigenen Handys innerhalb von 20 Minuten ein Erklär-Video zu produzieren. Konkret bedeutet das, in einer kleinen Gruppe innerhalb von 5-10 Minuten ein kurzes Storyboard auszuhandeln. In weiteren 10 bis 15 Minuten zeichnet die Gruppe ein Video von max. 3 Minuten auf, in dem ein Zusammenhang aus dem Alltag erklärt wird. Ein Schneiden des Videos ist nicht erlaubt (one take, one shot).

MLCB conference in Bremen: two proposals accepted

Date: 2011.02.14 | Category: mobile learning, Praxis, Ressourcen, Tagungen, Theorie | Response: 0

I submitted two proposals for the ‘Mobile Learning:  crossing boundaries in convergent environments’ Conference, taking place in Bremen on March 21 and 22, 2011 (see website and post): A poster to present the MoLeaP database, and a research paper for the theory strand. Both proposals have been accepted (see short abstracts below). Extended abstracts will be available in the book of abstracts before the conference.

The MoLeaP database is part of a project which I held from 2008-2010 at the WLE Centre, IoE, University of London, entitled ”And don’t forget to bring your mobile’. Informing educational target groups
about mobile learning opportunities.’ The research paper covers some of the results deriving from my PhD research; I’ll submit the thesis within the next few weeks.

MoLeaP – the mobile learning project database

This poster aims to introduce ‘MoLeaP – the mobile learning project database’, a service provided by the London Mobile Learning Group (LMLG; www.londonmobilelearning.net) via www.moleap.net. MoLeaP is a public and free-of-charge online database for education professionals interested in mobile learning practice underpinned by theory. Projects, applications, and resources can be submitted by users in order to make materials and experiences available to a broad audience and to encourage the implementation of mobile learning projects in different learning contexts, such as school/college/university, family, workplace, and/or everyday life to enhance the replicability of mobile learning projects, and to contribute to sustainability in teaching, learning and research on mobile learning. The database categories are basing on a conceptual framework of a socio-cultural ecology of mobile learning, and are deriving from a methodological framework for the description and analysis of mobile learning practice.

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

The 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 over (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 to not only 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 are standing 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 are replacing the written text as dominant mode for learning.
The paper will outline the scientific process of the mobile learning field, with 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 to ‘pseudo’ changes and to ‘success stories’ in the use of mobile devices for learning, as well as to the potential of the discussion.

Mobile learning: Crossing boundaries in convergent environments

Date: 2011.01.24 | Category: mobile learning, Tagungen | Response: 0

‘Mobile learning: Crossing boundaries in convergent environments’ Conference

Bremen (Germany) from Monday to Tuesday, March 21st to 22nd, 2011.

Conference Website: www.londonmobilelearning.net/bremen

The ‘Mobile learning: Crossing boundaries in convergent environments’ Conference, taking place in Bremen (Germany) from Monday to Tuesday, March 21st to 22nd, 2011, builds on a series of mobile learning research symposia hosted by the WLE Centre for Excellence at the Institute of Education, University of London between 2007 and 2009. It will focus on the challenges of developing new pedagogic approaches and on the potential of mobile devices for learning in formal and informal contexts. As mobile learning is not only about learning with mobile technologies, but also considered to be “new” learning, the conference will look at challenges for research and practice in understanding the changing social and technological structures allowing the use of technology for learning that are present in our personal lives, in school and in work places. Thus mobile learning crosses the boundary of institutional learning and looks at practical fields like research and medicine, too. Also, the conference will look at the latest developments in hardware and software which can support personalised learning.

By focusing on theory and practice, development and use, teaching and learning, formal and informal contexts, the ‘Mobile learning: Crossing boundaries in convergent environments’ Conference intends to offer spaces for researchers, practitioners, developers, the industry and policy makers to exchange ideas, experiences and research around issues and approaches to mobile learning, including sociological and educational issues and their effectiveness and desirability as learning spaces as well as the design of environments.

Whilst the conference includes a traditional research paper strand, we also encourage proposals for sessions in different formats including workshops, posters, cafe and debate sessions, videos, slideshows, podcasts, cartoons and hands on sessions. There will be a German language strand, so contributions in German are also welcome!
We will also provide opportunities for ‘unconference’ events, including the provision of spaces for informal meetings and discussions.

The number of participants is limited to 150. However, video contributions for loop-presentations during the conference from people who are not able to attend in person are welcome.

The ‘Mobile learning: Crossing boundaries in convergent environments’ Conference is preceded by the EduCamp, a specialised BarCamp for people interested in media and learning, which will take place in Bremen from March 19 to 20, 2011.
Pontydysgu will broadcast their show “Sounds of the Bazaar LIVE Radio Programme” live via internet.

Umfangreiche Literaturdatenbank zum mobilen Lernen

Date: 2010.09.23 | Category: mobile learning, Ressourcen | Response: 0

Die London Mobile Learning Group (LMLG; www.londonmobilelearning.net) stellt auf ihrer Website eine umfangreiche Datenbank mit Literatur zum mobilen Lernen frei zur Verfügung. Die Datenbank ist Ergänzung zum Buch “Mobile Learning: Structures, Agency, Practices” (Norbert Pachler, Ben Bachmair and John Cook, mit Beiträgen von Gunther Kress, Judith Seipold, Elisabetta Adami and Klaus Rummler. Springer, 2010. ISBN: 978-1-4419-0584-0) und beinhaltet Referenzen auch zu angrenzenden Disziplinen und Themenbereichen.

“The literature database of the London Mobile Learning Group (LMLG) contains a vast range of references with a wider relevance to mobile learning. Besides the almost 400 references that were cited in the book ‘Mobile Learning: Structures, Agency, Practices’ (Springer, 2010) this resource contains approximately 1400 additional references.”

Die Datenbank kann aufgerufen werden unter: www.londonmobilelearning.net/aigaion2/

Dossier “Handy im Schulfeld”: Vorschläge und Materialien für Eltern und Lehrer

Date: 2010.03.05 | Category: Uncategorized | Response: 0

Rolf Deubelbeiss und Peter Holzwarth, Mitarbeiter an der Pädagogischen Hochschule Zürich, haben im Rahmen der Reihe “Medien im Kontext” eine 19-seitige Broschüre gestaltet, die Lehrern und Eltern einen schnellen Überblick über den Umgang mit dem Handy in der Unterrichtspraxis geben möchte und über die Relevanz des Handys im Alltag von Kindern und Jugendlichen informiert.

“In der modernen Mediengesellschaft sollte das Handy mit seinen Chancen und Risiken auch in der Schule zum Thema gemacht werden. Eltern und Erziehungsberechtigte können dies oft nicht in adäquater und systematischer Form leisten. Das Dossier «Handy im Schulfeld» enthält Vorschläge für den Unterricht und weist auf verschiedene Materialien und Hintergrundinformationen zum Thema Handy in der Schule hin: praxisbezogene Literatur, Handreichungen, Hintergrundliteratur und Links.”

Das Dossier umfasst die folgenden Bereiche

• Sieben Aspekte zum Handy, die Sie als Erziehende kennen müssen
• Unterrichten und Lernen mit dem Handy – Lernen über das Handy; Warum sollte das Handy zum Thema gemacht werden?
• Chancen und Risiken der Handynutzung
• Wie komme ich mit Kindern und Jugendlichen zu Handyregeln? Beispiele aus der Praxis
• Handy als Lern- und Arbeitswerkzeug
• Literatur und Links

und steht als kostenloser Download unter www.medienbildung.ch/webautor-data/61/dossier_handy_10-2.pdf zur Verfügung.