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3 R&D Timelines, 6 Principles and 1 SIG idea.
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John CookDepartment of Education, UWE
[email protected] http://westengland.academia.edu/JohnCook/About
3 R&D Timelines, 6 Principles
and 1 SIG idea
06/09/12, Frenchay, 12.45 – 1.45pm, in 2S704
Structure
Overview of my work
3 timelines
6 Principles
to feed into debate and thinking about research strategy
1 SIG idea
What I can contribute
Overview of my work
Conduct interdisciplinary research in Technology Enhanced Learning, investigation of the mediating power of
social media,
mobile devices, and
more generally Technology Enhanced Learning (TEL), for
Learning, creativity and social justice.
I was part of / helped co-ordinate the successful Education 2008 RAE submission
Upper quintile of ranking
Grade Point Average of 2.45
£5 million external R&D funding
In 2001 help set up Learning Technology Research Institute (LTRI) – later Prof then Director
Since 2005 led a major research theme called Designing for Informal and Lifelong Learning (DILL) http://www.londonmet.ac.uk/ltri/research/informal.htm
This has major overlap and synergies with UWE’s BRILLE and DCRC
I am a founding member of The London Mobile Learning Group (LMLG) http://www.londonmobilelearning.net/
3 Timelines
#1. Main research & development timeline
#2. Bad press for ‘new’ technology
#3. Learning in informal contexts & creativity timeline
#1. Main R&D timeline …
2000 2005 2008 2010
OU PhD TEL &
Creativity(1998)
DILL (2005-12) & LMLG (2006 - on)
FP7 & LLL Projects
ubiquitous learning
(2007 - on)
Manager RLO CETL (2005-
08)
Blended Learning
Consultants
Institutional Impact:
‘Evidence’ to BIS
#2. 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 …
Parent
Rugby union fan
Kids
Teaching
ResearchSelf taught bassplayer
PhD students
John
Play5 aside football
Formal learning and/or learning in informal contexts
ManagementLIFE
Research on learning in informal contexts & creativity
Work on creativity and music in late 90s and early 00s based on my PhD work: Cooperative Problem-Seeking Dialogues in Learning: http://www.springerlink.com/content/w9uhdnr3kd7bmmh3/?MUD=MP
See key recent publications
6 Principles - Summary(see http://slidesha.re/GYYP7X for details and related publications. This 2 pager has had 1,558 views, as of
05/09/2012, since April 2012)1. 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. Talk: http://tinyurl.com/ctns4l5.
6. Social media and mobile devices can be used to design transformative, augmented contexts for learning. Talk: http://tinyurl.com/6lhlrwu.
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.
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 (Leontjew) 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).
Cultural resources are images of the internet, written texts for a Rap lyric or the mobile photo application for the teacher’s portfolio.
Images, text, photo application etc. are becoming personal resources by being internalized and externalised (or represented) within the school context.
We combine the dynamic of internalization and externalization with the term appropriation.
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.
Your discipline: Education
How you would investigate the above principle: Looking for collaborators!Examples: Working with NEETs / ESRC / FP7 / Horizon 2020
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.
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
Your discipline: Education
How you would investigate the above principle: “I would ask the participants (first ensuring I had representation from newbies, yuppies, late adopters, old lags, senior management etc) what technologies and networking tools they have access to, arrange some CPD opportunities around what I learned from that first exploration and then follow up the CPD 3 months and 12 months later.” Academic in ‘old’ University.
6. Social media and mobile devices can be used to design
transformative, augmented contexts for learning
Talk: http://tinyurl.com/6lh
Task
Some examples of the varied learning activities involved in the application include a section where the user is asked to examine both the physical architecture and the virtual architecture in the same physical location. The virtual architecture in this instance includes areas which are not available to view on the day of the tour and visualizations of the building as it was in the late 19th century. The user is then asked to examine what the building was originally used for when it was established in 1870. The user also has the opportunity to listen to the oral history of a former pupil at the school and adopt their point of view whilst in the same physical space where the events took place. The user can reinvest the insight gained back into the context and augment the space.
“The information given was underlined by the 'experience' of the area and therefore given context in both past and present.”
“it was triggering my own thoughts and I was getting to think for myself about the area and the buildings.”
Tutor comments
The tutor, who was interviewed after the tours had taken place, believes that there are lots of benefits to the Urban Education mobile tour and that it can provide more effective learning experiences and opportunities to utilise new and different pedagogies.
Points made include that students move from being passive to active learners, they can take more control over their learning, and they can be engaged in more productive pedagogical approaches, such as small group work and investigative problem-based learning.
The mobile tour can be more focused, but at the same time provide a multi-tasked and multimedia experience that allows students to get below the surface of the tasks.
He also feels that the mobile technologies employed excited and intrigued the students, and helped them to become more engaged in the tour.
“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.”
Co-Editor & contributor BJET special issue on ‘Social Networking and Mobile Learning’ has now been
published http://onlinelibrary.wiley.com/doi/10.1111/bjet.2012.43.issue-5/issuetoc
ISI Journal Citation Reports © Ranking: 2011: 24/203 (Education & Educational Research)
1 SIG idea:
Technology Enhanced Learning and Creativity Special Interest Group
TELC SIG
Bringing the timelines together …
Ideas for discussion for those interested in TELC SIG
I propose an initial meeting to scope out the potential interest in setting up such a group. Potential activities could include (thanks to Gráinne Conole for this list):
1. Reading groups
2. Away days on research interests and methodology
3. Sharing sessions on people's current research activities
4. Writing workshops
5. Writing proposals workshops
6. Mentoring
7. Your suggestions …
What I can contribute?
Strong individual track record in TEL research into learning, creativity, social justice and teaching
Decade of success of building research groups and maintaining research networks
Clear vision of how I want to use 6 Principles build research in area of DILL/BRILL/DCRC/TELC SIG
Thank you … Discussion …
Key recent publications* 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. Email John for a copy.
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. Email John for a copy.
* Cook, J., Pachler, N. and Bachmair, B. (2011). Ubiquitous Mobility with Mobile Phones: A Cultural Ecology for Mobile Learning. E-Learning and Digital Media. Special Issue on Media: Digital, Ecological and Epistemological. 8(3), 181-195. PDF pre-print: http://www.mendeley.com/download/public/7293303/4169531203/47dad77911a51666a83af941c87d4635e4ea9f11/dl.pdf
* 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://bit.ly/g5cODr
Pachler, N., Cook, J. and Bachmair, B. (2010). Appropriation of Mobile Phones and Learning. International Journal of Mobile and Blended Learning. 2(1), 1-21.
Pachler, N., Bachmair, B. and Cook, J. (2010). Mobile Learning: Structures, Agency, Practices. New York: Springer.
* Cook, J., Pachler, N. and Bradley, C. (2008). Bridging the Gap? Mobile Phones at the Interface between Informal and Formal Learning. Journal of the Research Center for Educational Technology, Spring. Available from: http://www.rcetj.org/index.php/rcetj/article/view/34
* = REF-able