MyMobile project/pedagogy

Questions and issues

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Graham Attwell
16 November 2009

Towards a validation of the “4 didactic parameters for analysis and planning” - Ben Bachmair

  • The leading question is a methodological one: how, in a hermeneutic approach, can the analytic tools for practical instructional innovation be validated in the context of cultural transformation and existing learning practices?
  • Is it possible to integrate a theoretical matrix and the didactic parameters as an interface for school practices, new cultural structures and innovative cultural theories of education?
  • What kind of discursive and sustainable strategies are helpful to implement, by means of situated learning, the ongoing developments in mass communication into the curricular practices of schools?
  • Is it possible to find examples of school practices which represent the flexible poles of Parameter B: Relationship to the object of learning: Personal reconstruction, and of Parameter C: Institutional emphasis on expertise: Pole: Personal expertise. Is the representational form of the web adequate for a conversational input from teachers?
  • Is it possible to integrate participating learners with their expertise of formal learning and instruction into the evaluation of instructional units? Which function does the official assessment of learning results have for the evaluation of instructional units?

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Exploring Mixed Reality Learning Scenarios

Exploring Mixed Reality Learning Scenarios

added by Mark A.M. Kramer


Graham Attwell
9:40am 30 November 2009

Going to try to live blog some highlights from Ben and Marin's presentation on the MyMobile project. Ben talking about the Mobile Complex - child at intersection of school and everyday life. Looking at agencuy of young people to deal with world and social stuctures and cultural practices..

School no longer has monopoly over learning in society.

Cultural practices based on curricula - in traditonal or flexible modes. Risk of failing at school individualised to learners.

Developing a hermeneutic approach to research into us eof mobile devices in schools. Examing both what is obvious and what is veiled and with two focal points - what is centre and what is marginal.

3 phases to Mobile Me project

- Development and review of school lessons for using mobile devices (in six schools in Germany)

- Evaluation and reporting - development web site etc

- Transfer

Working with maths and German subjects in school. Using users own phones plus have ten extra phones from project.

(Dosicssion over barriers to use of telephones in school Discusssion of continuity and disconinuity - and how research undertaken - is this a converational elelment? How do we combine such discourses into research?).

Attempted to add mobile episodes into lessons based on the idea teachers guiding a walk down a street! Pointed out cultural practice of school dominant and that learning is guided. However teachers willing to be flexible. Project offers opportunity to involve niaive experts and naive expertise in schools.

GA comment - they are very explicit that they are accepting the cultural proactices of the school and the teachers and just using technology to bring in experinces form outside teh school.I am unconvinced that such a project which replicates existing pedagogies will really lead to signigicant change in social and cultural practices.

Ben saying that that use of mobile phone with whiteboard opens the school to informal learning nd the outside wolrd. Using phones to take notes from whiteboard. Setting homework to take photos of objects with geometric shapes as part of maths lessons.

Extermely interesting discussion about pictures by student who did badly in assessment but who took excellent photographs of different matahmatical shapes. What is relation between aesthetics and maths, what happens to matchs when moved into multi modal world? Is this a way of being able to verbalise understandings in a new different way_Student is developing a personal reconstruction (rather than mere replication) of  formal learning in a different way and should this be recognised by the curriculum and assessemnt methods.

Use of video by students leads to exploration of ambiguity - not normally accepted at this level of mathematics.

Discussion about Pokemann and gender (although afraid I cannot quite follow this).

Interesting in terms fo project counterprising tradtional structures and modes of paper based instruction to informal out of school linked to mobile technology new form of learnrng mode.

Note alos some students who had already used these mobile technologies showed less motivation and interest. What is novel - context or technology?

Ben feels evaluation framework too formal and abstract. Need new guidelines fo evaluation of mobile learning. Has veloped gudielines based on cultural ecology.

(Coffeee break aproaching - but presentations available on this page soon).






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