designing for digital learners (d4dl) research group overview
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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.