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John Cook Professor in Education Director of the Bristol Centre for Research in Lifelong Learning and Education (BRILLE) Research Profile For D4DL SIG visit to & talks with the DCRC/REACT hub @ Pervasive Media Studio, Watershed, May 22 nd 2013: http://cloudworks.ac.uk/cloud/view/8427

John cook research profile as of may 2013

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John Cook Research Profile For D4DL SIG visit to & talks with the DCRC/REACT hub @ Pervasive Media Studio, Watershed, May 22nd 2013: http://cloudworks.ac.uk/cloud/view/8427

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Page 1: John cook research profile as of may 2013

John Cook

Professor in Education

Director of the Bristol Centre for Research

in Lifelong Learning and Education (BRILLE)

Research Profile

For D4DL SIG visit to & talks with the DCRC/REACT hub @ Pervasive Media Studio,

Watershed, May 22nd 2013: http://cloudworks.ac.uk/cloud/view/8427

Page 2: John cook research profile as of may 2013

A cautionary tale!

Formal & informal learning

Health Warning

formal learning

did this to me

Page 3: John cook research profile as of may 2013

7 years later & informal learning

saves me!

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7 years later & informal learning! Formal learning strikes

back and did this to me

4 years ago!!

Page 5: John cook research profile as of may 2013

Reintegrated John? 2 years ago

Page 6: John cook research profile as of may 2013

Parent

Rugby union

fan

Partner/husband

Analyst/Programmer

Lecturer &

Researcher Self taught bass

player

PhD

students

John Formal learning plus

learning in informal

contexts

BSc/MSc/PhD

LIFE …

Music

Page 7: John cook research profile as of may 2013

Research Highlights

Concept of problem seeking in music (Cook, 2000), based on PhD work

Rather than mere problem solving

In the early creative/design process we can say that “knowledge is essentially

problematical: it is not just a question of solving a problem, it is more a question of

seeking out the nature of the problem and then devising an approach to solving it”

(Cook, 2000)

Brought in over £5 million external R&D funding

RAE 2008 I co-led on the submission of London Met UoA ‘Education’

Ranked upper quintile @ joint 16th with Bath and Newcastle

All old Universities submitted (including Oxbridge, Bristol & IoE)

If strip out environment our papers were in top 5!

My own publications were rated 3*/4* in a 2007 mock RAE (the external was the

former Chair of the 2000 RAE Education UoA, Prof. Sally Brown)

I note UWE submission for 2008 UoA ‘Communication, Cultural and Media Studies’ also

ranked joint 16th with Oxford & Leeds

Page 8: John cook research profile as of may 2013
Page 9: John cook research profile as of may 2013

22/05/2013

Page 10: John cook research profile as of may 2013

Socio-Cultural Ecology: The Triangle

(Pachler, Bachmair and Cook, 2010)

Structures (digital tools and media) Giddens, 1984, structuration theory

Structural properties are instantiated in practice (so links to cultural practices)

Educational institutions no longer define alone what learning and knowledge are and they are certainly no longer

the only, even the main location where learning and knowledge can be accessed and takes place

From push to pull, change of mass communication and media convergence

Individualised mobile mass communication and social fragmentation into different milieus

Milieus do have the function of individualised life-worlds, which are structured by the hierarchical variable of

differentials in income and formal education. This is the traditional social stratification.

Agency (capacity to act on the world) Hall, 1997, individualised agency practices of everyday life

Formation of identity and subjectivity

Environment a potential resource for learning

Different habitus of learning and media attitudes; a new habitus of learning is one of the characteristics of at risk-

learners

By ‘habitus’ we follow Bourdieu: dispositions and action patterns based on appropriated social structures within

typical cultural practices (the original purpose of that behaviour or belief can no longer be recalled and becomes

socialized into individuals of that culture).

Cultural practices (routines in stable situations, and beyond …)

Institutional settings, be they school, university, the work place etc.

Media practices in everyday life (includes informal/non-formal)

Page 11: John cook research profile as of may 2013

Augmented Contexts for Development:

qualitative analysis of process and explanatory

perspective, looking at the inner features of the

situation (Cook, 2010)

Screen shot of Carl Smith’s

wire-frame movie

reconstruction of Nine Alters

(http://cistercians.shef.ac.uk/)

Students interacting @

Cistercian Chapel in

CONTSENS

Page 12: John cook research profile as of may 2013
Page 13: John cook research profile as of may 2013

“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.”

Page 14: John cook research profile as of may 2013

“The information given was underlined by the

'experience' of the area and therefore given context in

both past and present.”

Page 15: John cook research profile as of may 2013

Three Current Research Foci Research Focus 1: Reshaping workplace design to

facilitate better learning

(Cook & Pachler, 2010; Cook, 2013)

1

5

http://mashable.com/2011/08/08/mobile-workers-infographic/

Page 16: John cook research profile as of may 2013

BOYD: Bring Your Own Device

Smartphones, tablets, laptops ... Wearables …

6.8 billion phone subscriptions & 2.7 billion people are online (UN’s

International Telecommunication Union, 2013)

With our increasingly mobile workforce, consumerisation in IT has led

to staff demanding to use their own devices for work - or for distractions

during work breaks!

Citrix cites savings of up to 20% (FT Jan 4, 2012)

IBM claims 80,000 staff are now accessing its corporate network

using self-owned devices (Computerworld, March 2012)

Page 17: John cook research profile as of may 2013

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Layers Project: Consortium

Project Coordination

Technology Research

Regional Application Clusters

Scaling Partners

Technology Partners

Health Care – Leeds

Construction & Building – Bremen

http://learning-layers.eu/

Page 18: John cook research profile as of may 2013

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Clusters

the Layers scaling strategy

Research and develop solutions by working

with Excellence clusters and cluster policy

makers

Piloting in Healthcare and construction.

Involve new clusters in new countries

Build sustainability beyond project horizon

by promoting a network of Education

Innovation Clusters to serve other clusters

with services and technologies to speed

uptake of new learning methods and

technologies

Page 19: John cook research profile as of may 2013

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Timeline for our work

Page 20: John cook research profile as of may 2013

Semantic Searching

of textual-audio-visual archives

Semantic Tagging: add structure/meaning to tags by connecting

keyword tags to relational structures

Folksonomies: collaborative tagging, social classification, social

indexing, and social tagging

Taxonomies and/or ontologies: relational structures

People Tagging e.g. Collabio, a tagging game developed by Microsoft

Semantic annotation: or tagging, is about attaching names, attributes,

comments, descriptions, etc. to a document or to a selected part in a

text

Natural language processing

Social Semantic Networks: result of the application of Semantic Web

technologies to social networks and online social media

Page 21: John cook research profile as of may 2013

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1

Page 22: John cook research profile as of may 2013

Research Focus 2: Rethinking Design Research

Page 23: John cook research profile as of may 2013

Towards a Design Research Framework for Scaling the use of TEL to

Support Informal Work-Based Learning

(Cook, Bauters, et al., submitted)

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Cook, J., Bauters, M., Colley, J., Bannan, B., Schmidt, A. and Leinonen, T. (submitted). Towards a Design Research Framework for Scaling the use of

TEL to Support Informal Work-Based Learning, EC-TEL (European Conference on Technology Enhanced Learning), Cyprus, September 2013.

Page 24: John cook research profile as of may 2013

Design Seeking and Scaling (Cook and Bannan, in preparation)

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Research Focus 3: Using Social Network Sites and

Mobile Technology for Bridging Social Capital

(Cook, Pachler and Bachmair, 2012)

It is a democratic right for citizens to have ‘equity of access’ to cultural

resources (widely defined).

Some research suggests that in HE Facebook, for example, provides

affordances that can help reduce barriers that students with lower self-

esteem might experience in forming the kinds of large, heterogeneous

networks that are sources of social capital.

‘Trust’ is a key issue in this respect.

Thus, there appears to be considerable potential for network and

mobile technology in terms of sustainability in the integration of informal

and formal institutional dimensions of learning.

However, although a new educational paradigm is emerging, there

exists a need for more debate and further research.

Page 26: John cook research profile as of may 2013

As it stands, there still appears to exist a small conceptual

gap around cultural resources.

Society and cultural forces help shape technology, and in

this sense it has been said that ‘we cannot jump over our

shadows’ (Kress, 2007).

Do such forces also set the limits of appropriation and

transformation of technology and indeed define the level of

access to cultural resources?

We cannot jump over our shadows (and hence

‘appropriate’ the shadow, i.e. make use of shadows in a

culturally novel way to meet a new purpose) – or can we?

Page 27: John cook research profile as of may 2013

Extending the shadow metaphor, the principles of sundials

can be understood better from the perspective of the sun’s

apparent motion across the sky.

In fact, a sundial is a latitude-specific technology to indicate

the time; it uses (or appropriates) the shadow created by

the sun’s light as the Earth spins on its axis around the sun.

The shadow-casting object is the sundial’s gnomon, which

is the triangular object (above right).

Maybe there are occasions when we can jump over our

shadows by appropriation, or when we need help to see

beyond?

Page 28: John cook research profile as of may 2013

In this sense, innovative and creative thinkers and groups

have always been able to jump over the shadow created by

society and culture. Is that not a paradigm shift?

Or is it a creative act a reaction propelling a concept

over the historical shadow of society?

On a more personal level, what if we want to provide equity

of access to cultural resources for individuals and groups?

What do we mean by this and how could we achieve it?

Page 29: John cook research profile as of may 2013

References

Cook, J. (2000). Cooperative Problem-Seeking Dialogues in Learning. In Gauthier, G., Frasson, C. and VanLehn, K.

(Eds.) Intelligent Tutoring Systems: 5th International Conference, ITS 2000 Montréal, Canada, June 2000 Proceedings,

p. 615–624. Berlin Heidelberg New York: Springer-Verlag. Available:

http://www.academia.edu/3002001/Cooperative_Problem-Seeking_Dialogues_in_Learning_615624

Cook, J. (2010). Mobile Phones as Mediating Tools Within Augmented Contexts for Development. International Journal

of Mobile and Blended Learning, 2(3), 1-12, July-September. Preprint:

http://www.academia.edu/357712/Mobile_Phones_as_Mediating_Tools_Within_Augmented_Contexts_for_Developmen

t

Cook, J. (2013). Reshaping Workplace Design to Facilitate Better Learning. Invited talk 24th April, Division of Learning

Technologies, George Mason University, USA. Slides: http://t.co/K1DkaEE2s1

Cook, J. and Bannan, B. (in preparation). Reconceptualising Design Research for Design Seeking and Scaling.

Workshop on Collaborative Technologies for Working and Learning (ECSCW meets EC-TEL), 21 September, Cyprus.

Cook, J., Bauters, M., Colley, J., Bannan, B., Schmidt, A. and Leinonen, T. (submitted). Towards a Design Research

Framework for Scaling the use of TEL to Support Informal Work-Based Learning, EC-TEL (European Conference on

Technology Enhanced Learning), 18-20 September, Cyprus.

Cook, J. and Pachler, N. (2012). Online People Tagging: Social (Mobile) Network(ing) Services and Work-based

Learning. British Journal of Education Technology, 43(5), 711–725.

http://www.academia.edu/1501290/Online_People_Tagging_Social_Mobile_Network_ing_Services_and_Work-

based_Learning

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, pp. 31-56. Chandos.

http://www.academia.edu/2365830/Using_social_network_sites_and_mobile_technology_to_scaffold_equity_of_access

_to_cultural_resources

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