· who bildung.com+medien (de), department of education & psychology, university of florence...
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Norbert PachlerInstitute of EducationUniversity of LondonMailto [email protected] www.londonmobilelearning.netProfile www.norbertpachler.net
Maria RanieriDep. of Education & Psychology
University of FlorenceMailto [email protected]
Website www.lte.unifi.itProfile unifi.academia.edu/mariaranieri
learners are making technology their own (appropriation) for andthrough
identity formationsocial interactionmeaning-makingentertainmentlearning in informal contexts
agency: appropriation,meaning-making, habitusof learning, naïve nativeexpertisepractices: normalization,self-expression,communication, user-generated content andcontextsstructures: convergence,milieus, fragmentation,provisionality,discontinuity
learning as purposive work with cultural resourcesseeing ones life-world framed both as a challenge and as anenvironment and a potential resource for learningexpertise is individually appropriated in relation to personaldefinitions of relevancethe world has become the curriculum populated by mobile deviceusers in a constant state of expectancy and contingencyinterrelationship between
target-orientation,self-representation andplay
the processes by which users of mobile digital devices, which -through convergence (and increasingly also location and contextawareness) - afford synergies of knowledge distributed acrosspeople, communities, location, time (life-course), social contexts,sites of practice, networks and systems etc, engage in the constant negotiation of a mutual understanding of their learningsituations with others affiliated in increasingly loose configurationsmobile digital devices enable external representations ofknowledge beyond the 'here and now' to be drawn on andconstructed to augment individual learners' internalconceptualisations of knowledge and the social uses that are madeof knowledge in specific sites (of learning)(mobile) contexts as responsive zones of human development andlearning in terms of life-course and life-worlds
Who bildung.com+medien (DE), Department of Education& Psychology, University of Florence (IT), Institute ofEducation (UK), Media Animation (BE)
When 2010-2012
What Defining instructional strategies and guidelines formobile learning in adult education
How Through a series of national workshops aimed attesting the use of mobile devices as cultural and learningresources for adults’ identity (trans)formation and socialempowerment
An example: “Mobile 2.0 to support visibility and jobsearch”
Target n. 1 – Disadvantaged adultsPeople in search of a first job or people with difficulties in finding new
jobs requiring media skills and competences and of immigrantslooking for new opportunities in the Italian marketplace. About 15persons from Italy, Romania, South America
Objectives – ‘Re-inventing’ themselvesTo help adult disadvantaged learners develop digital skills to promote
self-representation and increase personal visibility for job searchingand placement. The focus was on how to design, implement anddisseminate a multimedia CV through mobile phones and web 2.0tools.
An example: “Mobile 2.0 to support visibility and jobsearch”
Target n. 2 – Young adultsGraduate students, between 20 and 30 years old, in search
of a first job after completing their academic career.About 10 students mainly from Italy
Objectives – ‘Inventing’ themselves
To support young adults’ identity formation and to developtheir capacity to express and represent themselves byusing digital media.
Activation ofpre-existingknowledge
Gettingstarted with
personaldigital
storytelling
Brainstormingon self-
presentation
Designing amultimedia
self-presentation
Implementingand
disseminatingmobile self-presentation
Technologicalfamiliarization
Gettingstarted withmultimedia
CV
Brainstormingon personal
CV
Designing amultimedia
CV
Implementingand
disseminatingmultimedia
CV
Gettingstarted with
personaldigital
storytelling
Young adultsFull immersion workshop during a weekend, with 8 hours of sessions per dayfor an overall amount of 16 hours. Use of digital storytelling Apps such as
Disadvantaged adultsWorkshop of two months, with one 2-hour session per week for an overallamount of 16 hours. Use of Photo Story 3
An example: “Mobile 2.0 to support visibility and jobsearch”
• From the user’s perspective: different motivations andexpectations according to the age entail balancing gapsbetween skills and expectations and help young adults totake a distance.
• From the designers’ perspective: to balance gaps inadults and promote self-reflection in young adultspromote in one case gradual appropriation and individualwork, in the other case full immersion and then transferand reflection.
• From the stakeholders’ perspective: need to providemore (technological/social/cultural) support to adultlearners to involve them in mobile lifelong learningdeveloping appropriate lifelong learning Apps andsupporting research in the field.
MyMobile – Results & Recommendations
Norbert PachlerInstitute of EducationUniversity of LondonMailto [email protected] www.londonmobilelearning.netProfile www.norbertpachler.net
Maria RanieriDep. of Education & Psychology
University of FlorenceMailto [email protected]
Website www.lte.unifi.itProfile unifi.academia.edu/mariaranieri