John cook uwe sept 2012

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 …

#3. Learning in informal contexts & creativity timeline

Dennis Stock USA. NYC. 1958. Bill CROW.

A cautionary tale!Formal & informal

learning

Health Warningformal learning did this to me

7 years later & informal learning saves me!

7 years later & informal learning!

Formal learning strikes back and did this to me 4 years ago!!

Reintegrated John? 2 years ago

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 to feed into debate and thinking about research

strategy

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.

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

Talk: http://tinyurl.com/ctns4l5

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

Urban planning

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.

Landscape architecture at Cistercian abbey (Fountains Yorkshire, North

England)

Link

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.”

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