Mobile learning in formal education or: How to train a trojan horse

Mobile learning in formal education

or: How to train a trojan horse

Comenius-Regio-TagNürnberg, 12.3.2013

Dr. Benjamin Jörissenhttp://joerissen.name

[email protected]

http://joerissen.name


mailto:[email protected]


learning is always mobile

sometimes learning gets

de-mobilised

(for good reasons)

good reasons:

shelter (safe environment)

focusing and synchronising attention

enabling various forms of communication

achieving a learning community and culture

(Jahrbuch des Kaiserlich Archäologischen Instituts, Berlin 1892, Taf. 2)http://archive.org/stream/jahrbuchdeskaise07kaisrich#page/n431/mode/2up

http://bit.ly/trojanhorseride


promise of power

seemingly serving traditional purposes

carrying forces that disrupt the traditional order

„Smartpads are more powerful/ versatile than paper books and exercise books.“

„Smartboards are more powerful/ versatile than chalkboards.“

„Beamers are more powerful/versatile than overhead projectors.“

etc. …

But in fact, digital, networked media are not merely powerful new tools.

They demand and enforce a change in the way that schools organise …

learning,

learning

school‘s organisational culture.

learning cultureschool culture

and, particularly,

Why so?

Böhme, Jeanette: Schule am Ende der Buchkultur. Bad Heilbrunn 2006.

School as a „typographic educational culture“,

normatively bound to literality,thus structurally excluding

non-linear media.

Linearisation is a main property of text

Linearisation is a main property of text

letter after letterword after word

sentence after sentenceparagraph after paragraph

chapter after chapterbook after book

Linearisation is also a main pattern of complexity reduction in literal

educational institutions

Linearisation is a main pattern of complexity reduction in literal


fileslists

reportsprotocolls

documented processes (i.e. scripts for routines and

decision making)…



organisation of space

differentiation of school classes

differentiation of school subjects

organisation of time

governance of the order of communication

governance of the order of knowledge




hierarchically divided




hierarchically divided

demand for a complete spatial separation

(i.e., walls)



divided and normalised




divided and normalised


demand for a synchronised time

management



spatial separation +age separation

differentiation of school classes



differentiation of school subjects

temporal separation



pre-defined types of social settings




pre-defined types of social settings


demand for social boundaries



preselection/hierarchisation of fields of knowledge/competencies





preselection/hierarchisation of fields of knowledge/competencies

demand for controllable media




(i.e., walls)


management






(i.e., walls)


management



naturalisation of linearisation

linearisationof learning

new media challenge the

(And here is where our trojan horse trots in.)

spatial separation synchronisation

social boundariescontrol of sources and content



asynchronous &polychronous structures




no control (but individual

filters)




networks without defined

boundaries


filters)




unified spaces,ubiquity, mobility


boundaries


filters)

deliberate spatial separation

deliberate synchronisation

deliberate social boundaries

deliberate control of sources

and content




boundaries


filters)




boundaries


filters)




boundaries


filters)

need for cultivation

So, how do you train a trojan horse?

So, how do you train a trojan horse?

(You don‘t.)

(Scottish writer Marty Ross mounted on a Trojan Rocking Horse, London Architecture Biennial 2004)http://bit.ly/trojanhorseride

(But you‘ll probably learn how to ride it.)



Mobile learning in formal education

or: How to train a trojan horse

Slides are online via slideshare.com

(or ask me for the keynote file)

Dr. Benjamin Jörissenhttp://joerissen.name

[email protected]





Mobile learning in formal education or: How to train a trojan horse

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