A critical perspective on mobile learningResults of a heuristic analysis of the scientific process and a hermeneutic analysis of mobile learning practice
Zu finden in: Mobile learning: Crossing boundaries in convergent environments (Seite 31 bis 34), 2011
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Zusammenfassungen
Educational and pedagogic research on mobile learning is about ten years old. Over this time the scientific process can be split into three phases, which reach from (1) research on practice via (2) the application of existing learning theories to (3) the generation of new theoretical and conceptual frameworks for mobile learning. With a view to the different lines of development within these phases it becomes evident that there are e.g. attempts not only to understand what mobile learning is, but also to demand changes in the educational system. The latter refers not least to a process of democratisation of learners and learning that is about to take place.
Focussing on mobile learning practice, ambiguities and contradictions in the use of mobile devices in learning contexts appear. They stand in contrast to what research on mobile learning suggests, e.g. ad-hoc use of mobile devices, collaborative learning, the crossing of conceptual and local contexts etc. On the other hand, practice also suggests the power of learners being able to create new learning spaces and concepts as well as implementing multimedia and multiple modes into school learning that replace the written text as dominant mode for learning.
The paper will outline the scientific processes of the mobile learning field with a focus on the educational and pedagogic developments in mobile learning taking place in the UK and in Germany. The results deriving from this heuristic and hermeneutic analysis will be reflected critically in order to reveal ‘pseudo’ changes and ‘success stories’ in the use of mobile devices for learning, as well as the potential of such a discussion.
Von Judith Seipold im Konferenz-Band Mobile learning: Crossing boundaries in convergent environments (2011) im Text A critical perspective on mobile learning Focussing on mobile learning practice, ambiguities and contradictions in the use of mobile devices in learning contexts appear. They stand in contrast to what research on mobile learning suggests, e.g. ad-hoc use of mobile devices, collaborative learning, the crossing of conceptual and local contexts etc. On the other hand, practice also suggests the power of learners being able to create new learning spaces and concepts as well as implementing multimedia and multiple modes into school learning that replace the written text as dominant mode for learning.
The paper will outline the scientific processes of the mobile learning field with a focus on the educational and pedagogic developments in mobile learning taking place in the UK and in Germany. The results deriving from this heuristic and hermeneutic analysis will be reflected critically in order to reveal ‘pseudo’ changes and ‘success stories’ in the use of mobile devices for learning, as well as the potential of such a discussion.
Dieses Konferenz-Paper erwähnt ...
Personen KB IB clear | Ben Bachmair , John Cook , Jean Lave , Norbert Pachler , Mike Sharples , Josie Taylor , Giasemi Vavoula , Etienne Wenger | ||||||||||||||||||||||||||||||||||||
Begriffe KB IB clear | Kontextcontext , Lernenlearning , mobile learningmobile learning , Multimediamultimedia , Theorietheory | ||||||||||||||||||||||||||||||||||||
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Zitationsgraph
2 Erwähnungen
- Mobiles Lernen - Analyse des Wissenschaftsprozesses der britischen und deutschsprachigen medienpädagogischen und erziehungswissenschaftlichen Mobile Learning-Diskussion (Judith Seipold) (2011)
- Mobile Learning - Potenziale, Einsatzszenarien und Perspektiven des Lernens mit mobilen Endgeräten (Claudia de Witt, Almut Sieber) (2013)
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Beat und dieses Konferenz-Paper
Beat hat Dieses Konferenz-Paper während seiner Zeit am Institut für Medien und Schule (IMS) ins Biblionetz aufgenommen. Beat besitzt kein physisches, aber ein digitales Exemplar. (das er aber aus Urheberrechtsgründen nicht einfach weitergeben darf). Es gibt bisher nur wenige Objekte im Biblionetz, die dieses Werk zitieren.