John CookUWE Bristol

Designing for Digital Learners

(D4DL) Research GroupD4DL: http://cloudworks.ac.uk/cloudscape/view/2435

Slides: http://www.slideshare.net/johnnigelcook

Overview D4DL

Conduct interdisciplinary research in Technology Enhanced Learning (TEL), investigation of the mediating power of

social media,

mobile devices, and

more generally TEL, for

Learning, innovation, creativity and social justice

Educational Design Research approach

Bad press for ‘new’ technology

People thought the first printing press was an instrument of the devil that would spawn unauthorised versions of the bible.David Crystal (Guardian, 2008), author of ‘Txtng: the gr8db8’ (Crystal, 2008)

http://en.wikipedia.org/wiki/Printing_press

The telephone created fears of a breakdown in family life, with people no longer speaking directly to one another.

http://www.solarnavigator.net/inventors/inventor_images/alexander_graham_bell_1876_speaking_into_telephone.jpg

And radio and television raised concerns about brain-washing.

http://oak.cats.ohiou.edu/~postr/MRT/Tour1.htm

http://blog.lib.umn.edu/mors0106/architecture/Television.jpg

Mobile phones can damage your health?

txt spk is responsible for bad spelling and moral decay?

As always there is more to it than meets the eye …

Six Principles that guide D4DL

6 Principles - Summary1. It is a democratic right to have equity of access to cultural resources (widely

defined).

2. Mobile phones are new cultural resources that operate within an individualised, mobile and convergent mass communication system.

3. Users are actively engaged in ‘generating’ their own content and contexts for learning. This principle is summarised as ‘user-generated contexts’.

4. Appropriation is the key for the recognition of mobile devices (as well as the artefacts accessed through and produced with them) as cultural resources in and across different cultural practices of use, in particular everyday life and formal education.

5. There is a significant potential for the use of social media and mobile devices in informal, professional, work-based learning.

6. Social media and mobile devices can be used to design transformative, augmented contexts for learning.

Principle 1: It is a democratic right to have equity of

access to cultural resources (widely defined).

Cook, J., Pachler, N. and Bachmair, B. (2012). Using Social Networked Sites and Mobile Technology for Bridging Social Capital. In Guglielmo Trentin and Manuela Repetto (Eds.), Using Network and Mobile Technology to Bridge Formal and Informal Learning. Chandos. http://tinyurl.com/ovpe6jy

Cultural resources for learning draws on various traditions for its

interpretationPhilosophical traditions of Idealism that take account of

cultural resources Cultural resources in the sense of the Idealism (Humboldt)

or its materialist version (Leont'ev) developed their education function by being appropriated.

Social capital (various) & cultural capital (Bourdieu) Social class differences in the relevance of language to

socialisation (Bernstein & Henderson, 1973; Bernstein, 1987).

Appropriation has three dynamic components:

firstly, bringing cultural resources into a person’s inner horizon of preferences, values, arguments or feeling etc.,

secondly, processing e.g. the images of the internet and,

thirdly, bringing out the results by expressions within the context of the school, FE. HE or workplace.

Principle 2:Mobile phones are new cultural resources that operate within an individualised, mobile and

convergent mass communication system

Pachler, N., Bachmair, B. and Cook, J. (2010). Mobile Learning: Structures, Agency, Practices. New York: Springer.

Google Scholar Cited by 91 – as of 05/09/12

5. There is a significant potential for the use of social media and mobile devices in informal, professional, work-based

learning.FP7 IP Learning Layers (£10.5 million)

Top ranked on 14.5 out of 15

Scaling up Lifelong Learning using TEL (Technology Enhanced Learning) in large clusters of Small to Medium Enterprises in the Health Professions and building industry

‘Networked Scaffolding – Interacting with People’

£0.5 million for UWE, others with own budget

Online People Tagging: Social (Mobile) Network(ing) Services and Work-based Learning, Cook & Pachler, BJET, 2012, http://tinyurl.com/o45j5pm

6. Social media and mobile devices can be used to design

transformative, augmented contexts for learning

Mobile Phones as Mediating Tools Within Augmented Contexts for Development, Cook, 2010, IJMBLhttp://tinyurl.com/oc2wre9

Urban planning

Carl Smith

“The information given was underlined by the 'experience' of the area and therefore given context in both past and present.”

Landscape architecture at Cistercian abbey (Fountains Yorkshire, North

England)

Carl Smith

Task

“The ability to be in a particular position but get a variety of views/different visual perspective was a very useful opportunity. The whole thing also got everyone talking in a way I hadn't experienced on field trips to Fountains before.”

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Realistic scenarios various experiments in diverse subject matters and educational levels

Patricia Santos

Barca BarcaDiscovering Barcelona!

Bachelor students

explored the city observing

and interacting with the

architecture and the street

furniture with the aim of

putting in practice

urbanism and history

skills.

Assessing Botany in situ

The professor created a

route where the university

students had to answer

questions in situ observing

the Barcelona botany

garden, and finding,

touching and measuring

specific plants.

A literature adventure

A group of senior

learners (~70 years old),

members of a literature

group, created two routes

with the aim of proposing

questions about facts of

a literature novel set in a

district of Barcelona.