The London Mobile Learning Group
London M-Learning Group - Mobile learning is an emerging, and rapidly expanding field of educational research and practice across schools, colleges and universities as well as in the work place. - The London M-learning Group brings together an international, interdisciplinary group of researchers from the fields of cultural studies, sociology, semiotics, pedagogy and educational technology from the Institute of Education, the University of Kassel, the London Metropolitan University and the University of Verona. - The group is working on a theoretical and conceptual framework for mobile learning around the notion of cultural ecology. The analytical engagement with mobile learning of the group takes the shape of a conceptual model in which educational uses of mobile technologies are viewed in ecological terms as part of a cultural and pedagogical context in transformation.

• Thu, 9 Oct 2008 12:00:00 +0200
  | John Cook, Norbert Pachler, Claire Bradley: Appropriation of mobile phones for learning
  

  Paper given at mLearn 2008, Telford, University of Wolverhampton, School of Computing and IT

  
  

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• Sat, 27 Sep 2008 10:00:00 +0200
  | Norbert Pachler, John Cook: Mobile, informal and lifelong learning: a UK policy perspective
  

  Conference on Mobile Communication and the Ethics of Social Networking, Budapest, September 25-27, 2008
  
  For the last 20 years or so the UK has been what one might call a hyperactive educational policy domain. The role of technology, in particular its harnessing for education, has been no exception. Unlike other European countries, the UK education sector benefits not just from professional associations providing self-help support for educational professionals, but also from a number of so-called ?quangos?, quasi non-governmental organisations at armslength of the government, yet tasked with the (support of the) implementation of government policy. In this paper, we will look analytically, and critically at central government policy and implementation in the UK with particular reference to mobile learning in the context of the wider e-learning strategy. In particular, we will look at the trajectories set up by policy documents as well as the work of the British Educational Technology Agency (BECTA) and the Joint Information Systems Committee (JISC) from formal education at primary, secondary, further and higher education into the use of digital technologies outside formal education and the world of work. We will examine the government?s conceptualisation of informal and mobile learning, assess its appropriacy and discuss the role, and potential of mobile devices for learning within it.

  
  

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• Wed, 3 Sep 2008 10:00:00 0200
  | Klaus Rummler: Soziale Segmentierung und die Mediennutzung jugendlicher 'Risikolerner'
  Pädagogische Hochschule Zürich

  Pädagogische Hochschule Zürich,
  
  Soziale Segmentierung und die Nutzung von Mobiltechnologie. Bildungsbeteiligung und Mediennutzung in der Perspektive jugendlicher 'Risikolerner' in Deutschland
  
  Klaus Rummler betrachtet verschiedene soziale Milieus in Bezug auf ihre sozio-ökonomische Lage und allgemeine Werthaltungen und analysiert ausgewählte Geschmackskulturen in Bezug auf ihr Medienhandeln und ihre Distinktionsbedürfnisse. Dabei geht er auch auf ein konkretes Fallbeispiel ein.

  
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• Wed, 3 Sep 2008 09:00:00 0200
  | Ben Bachmair: Bildung in der mobilen Kultur - Bildungstheoretische Antworten der Schule mit Blick auf das Handy (Part 2)
  

  Pädagogische Hochschule Zürich,
  
  In seinem zweiten Beitrag greift Ben Bachmair Aspekte aus dem ersten Referat auf und geht auf ein Projektbeispiel aus Indien ein.

  
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• Tue, 2 Sep 2008 17:00:00 0200
  | Ben Bachmair: Bildung in der mobilen Kultur - Bildungstheoretische Antworten der Schule mit Blick auf das Handy (Part 1)
  

  Pädagogische Hochschule Zürich,
  
  Ben Bachmair entwickelt einen kultur- und bildungstheoretischen Hintergrund für die Analyse von jugendkulturellen und schulbezogenen Handy- und YouTube-Aktivitäten. Dabei legt er besonderen Wert auf das Konzept «Aneignung» und verortet es im Spannungsfeld von vorgegebenen Strukturen und subjektiven Handlungsmöglichkeiten. Er plädiert dafür, dass Schule handy- und Internetbezogene Medienkompetenzen anerkennt, übersetzt und ? soweit möglich ? integriert.

  
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• Thu, 19 Jun 2008 15:00:00 +0200
  | Judith Seipold: Mobile learning at the interface between formal and informal learning - Discourses and didactic implementations of applications for mobile phones and their relevance for formal learning in school
  

  International Conference on multimodality and learning - New Perspectives on Knowledge, Representation and Communication, Institute of Education, University of London, June 19-20, 2008
  
  The focus of this paper is on discourses and structures of applications for mobile phones which allow harnessing informal learning contents and contexts into formalised learning settings such as schools. Mobile applications are e.g. ring tones, games and software, which are promoted in commercials on television or in magazines, or which are available as download from the internet.
  The basic assumption underlying this analysis is that mobile applications have specific ways to address users on a content related and discourse level, as well as on a didactic level.
  In order to allow an analysis which aims to show that school can adopt such ?extracurricular? elements on the basis of contents, structures and discourses without running the risk of loosing it?s ?authority?, the fact that each media content can also be used against its original intention (according to the user?s ?preferred reading patterns?) is not considered in this first approach; as well as that media content is ? in the light of societal fragmentation and individualization ? no more able to transport any universally valid author generated meaning.
  The analysis will proceed in three steps:
  1. Traditional media offer emerged in culturally stable contexts: children?s television programme offer stable structures, orientation and didactics.
  2. New media contents as equivalent to television programmes? Assumed discursive and didactic implementations of applications for mobile phones.
  3. Getting realistic: individualised use of applications tends to reject producer intended orientation purpose but can be implemented in school by identifying discourses and structures with relevance for school.
  Basis (step 1) for the analysis of applications for mobile phones is an analysis on television programmes for children. As one result, a categorisation was developed which considers orientation and reflexivity as basic implementations of TV programmes providing knowledge for (everyday) media literacy:
  1. ?Orientation in the media offer? works on a didactic level by instruction.
  2. ?Orientation in everyday media use? works on a didactic level with discussion.
  3. ?Orientation in the ?circus of signs?? works on a didactic level with destruction and construction.
  In step 2, and from the perspective of media producers and their intentions rather than from the users? perspective, some applications for mobile phones are analysed exemplarily to approach their potential didactic implementations according to the three categories instruction, discussion and de-construction derived from the programme analysis of children?s television.
  Step 3 aims to show practice of using applications for mobile phones in the light of individualised and personalised use of new media, which might most probably implement the rejection of step 2?s assumed orientation and didactic intentions for the actual use. Nevertheless, the attempt will be made to show discourses and structures which can be adopted by school, respecting the users? preferred reading patterns as well as curricular needs.

  
  

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• Sat, 14 Jun 2008 14:00:00 +0200
  | Klaus Rummler: 'At-risk learners' patterns of mobile media usage
  

  3rd Symposium "Cultural Transformation and Learning", University of Kassel, June 12-14, 2008.

  
  

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• Sat, 14 Jun 2008 13:00:00 +0200
  | Judith Seipold: Multimedia and multimodal convergence and consequences for transformative context generation with mobile phones
  

  3. Symposium "Cultural Transformation and Learning", University of Kassel, June 12-14, 2008.

  
  

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• Thu, 12 Jun 2008 18:00:00 +0200
  | Ben Bachmair: Mobility, education and m-learning
  

  3. Symposium "Cultural Transformation and Learning", University of Kassel, June 12-14, 2008

  
  

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• Tue, 18 Mar 2008 12:45:00 0200
  | Gunther Kress: Comment and Discussion
  

  TU Dresden
  Gunther Kress (Centre for Multimodal Research, Institute of Education, University of London): Comment and Discussion

  
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• Tue, 18 Mar 2008 11:45:00 0200
  | Klaus Rummler: 'At-risk learners' in a pedagogic perspective
  

  TU Dresden
  
  Workshop at the Symposium 'Kulturen der Bildung' - 21. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE), March 18th 2008.

  
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• Tue, 18 Mar 2008 11:00:00 0200
  | Ben Bachmair: Culture as frame for pedagogic answers to the mobile media
  

  TU Dresden
  
  Workshop at the Symposium 'Kulturen der Bildung' - 21. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE), March 18th 2008.

  
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• Tue, 18 Mar 2008 10:15:00 0200
  | Norbert Pachler: Mobile Learning: towards a cultural ecology
  

  TU Dresden
  
  Workshop at the Symposium 'Kulturen der Bildung' - 21. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE), March 18th 2008.

  
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• Mon, 10 Mar 2008 13:30:00 0200
  | Klaus Rummler: Social Segmentation and the use of mobile technology
  

  Seminar "Mobile Media", Aarhus Universitet, Centre for IT & Learning, March 10, 2008.
  The presentation uses the sociological approach of social segmentation as a means to analyse social structures. This approach is related to different styles of media use and especially the use of ICT and mobile technology. Further, the approach of social segmentation relates to learning inside and outside of schools and also to the access to schooling.

  
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• Mon, 10 Mar 2008 13:00:00 0200
  | Judith Seipold: Mobile learning at the interface between formal and informal learning
  

  Seminar "Mobile Media", Aarhus Universitet, Centre for IT & Learning, March 10, 2008.
  The presentation examines aspects of learning in the context of mobile enhanced environments, in particular features of mobile phones to produce multimedia contents and contexts. The focus is on contents and contexts by which students connect informal aspects and learning environments with affordances of the curriculum in a formalised learning environment. Using different examples of learning with mobile phones in school, the relative merits of the production and use of different features for multi-media production and genres and their integration into the curriculum will be discussed, as well as the relevance of this new type of literacy which is not only about reading and writing, but also about the ability to deal with media genres and structures in different contexts.

  
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• Fri, 14 Dec 2007 11:30:00 0200
  | John Cook, Norbert Pachler, Claire Bradley: Whither case-based approaches to understanding off-site and on-campus mobile learning?
  

  London
  This paper reports on the preliminary findings of a qualitative study of the use of high-end mobile phones for off-site and on-campus mobile learning. The aim of the study was to investigate how mobile devices are being integrated by learners in their informal/private ?space?and what use they make of mobile devices in formal learning contexts. The focus of this paper is the research methods used in the study, the preliminary case study results and a related discussion. The methodology of this study draws on a range of different approaches to qualitative data analysis focusing in the main on subjective and perceptual aspects of students? personal and studyrelated experiences in using mobile phones. This study, in our view, has demonstrated not only the appropriacy but also the efficacy of the use of narrative and case-based approaches to the study of mobile learning, with a focus here on data analysis, and we will endeavour to refine this methodology in further studies.

  
  

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• Tue, 16 Oct 2007 09:00:00 0200
  | Gunther Kress, Norbert Pachler: Thinking about the ?m-? in mobile learning
  

  Day 1, mlearn07, 6th international conference on mobile Learning 16?19 October 2007 Melbourne Australia. Melbourne Exhibition & Convention Centre Contemporary environments of learning There is, in educational contexts, a justified intensity of interest around the effects of digital, in particular portable technologies in all manner of ways. There is a promise of greater ?reach?, of more and easier access, of a kind of democratization of education, a sense not just of a transformation, but a revolution of wide- and far-reaching areas of the educational world. The emergence of these technologies is accompanied by economic, political and social changes, which are related and connected everywhere, and, if anything, more profound in their effects; this heightens both the effects and the expectations. At the same time, social, political and economic changes are coming together with pedagogic changes at a breathtaking pace, and so it is, maybe, little wonder that the responses are equally breathless.
  
  The social, political and economic effects are often gathered under the banner of ?globalization?; they are multiple, often contradictory or at least in tension with each other, difficult to untangle, and seemingly impossible to control. In this paper we want to show some of their effects on and in education in order to set the ground for a discussion around technologies and education. In any one locality ? and for the purposes of our discussion here ? we might say that together they amount to a transfer of power from state to market, so much so that in some places ? the UK being one such ? the state seems to have the role of being that of servant of the market. State and market once had quite different aims and goals, and as far as the education ?system? was concerned profoundly different effects therefore. The (19th century) nation-state, in Europe at least, needed the education system to produce ?citizens? for the purposes of the state and a labour-force for the national economy. We will not attempt to sketch the meanings and values promulgated in such education systems, nor their effects; suffice it to say that they aimed at a kind of homogeneity through the notion of the citizen, and in many ways similar to the values held as essential for the labour-force.
  
  The market differs profoundly in both respects; it has no interest in the production of a labour-force: it needs consumers; and where the state wanted ? for its reasons ? a high degree of homogeneity, the market in its contemporary form is interested in a high degree of differentiation. These differences have profound effects for education. Our case here is that any assessment of the effects of technologies on education have to be set in this frame, for they set the foundations of the environments of education in which technologies can become active, and in which their use is shaped. With the market as the ruling, dominant social model, identity is shaped through consumption, rather than through the achievement of a place in a social structure and a place in the labour-force. Agency is exercised as choice from commodities provided by the market. These factors become naturalized as the ruling social model and, once naturalized, become the dominant effects and forces in education, itself now experienced and lived in terms of the market.
  
  In an educational context, the model of choice in the market makes learners into consumers, and all that pertains to the structures and experiences of consumption now becomes a feature of educational processes. The move from teaching to learning, from the authority of the teacher to the agency of the learner, is the effect of the naturalization of the market model in the domain of education. Teachers held scarce resources, and had the authority to dispense them. The contemporary form of the market does not know scarcity, whatever the commodity; rather it poses the problem of choice. In marketized education learning is consumption. Now all the emphasis is on the agency that attaches to choice, on the agency of the learner as consumer rather than the authority of the teacher.
  
  In this context, digital technologies hold out the promise of unlimited access to educational commodities and of the consumer-learner?s sovereignty of choice. But of course, the perspective of the learner / chooser is not the only one. The state as the servant of the market is highly interested in speeding a development which seems to hold the promise of significant saving in resources. That phenomenon, too, is not limited to education: in all social domains, the neo-liberal state attempts to reduce its commitments: whether in social services, pensions, health, whatever, increasingly the requirement on individuals is that they should assume responsibility for their own affairs.

  
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• Sat, 22 Sep 2007 11:00:00 +0200
  | Klaus Rummler, Judith Seipold: "And don't forget to bring your mobile" - At risk groups, mobile learning projects and opportunities for learners
  

  CoMundus Induction Days, Université Stendhal Grenoble 3, September 21-22, 2007

  
  

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• Tue, 26 Jun 2007 11:00:00 +0200
  | Judith Seipold: Unterrichtsbeispiele zum m-learning aus Großbritannien und dem deutschsprachigen Raum. Rechercheergebnisse, Alltagsmedienkompetenz, Praxisbeispiel
  

  International Conference "Media, Knowledge & Education. Exploring new Spaces, Relations and Dynamics in Digital Media Ecologies", University of Innsbruck, June 25-26, 2007.

  
  

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• Mon, 25 Jun 2007 15:00:00 +0200
  | Ben Bachmair: Guidelines from Mass Communication for the Development of MLearning ? Analysis of German Data on media use and media connected activity patterns
  

  International Conference "Media, Knowledge & Education. Exploring new Spaces, Relations and Dynamics in Digital Media Ecologies", University of Innsbruck, June 25-26, 2007.

  
  

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• Fri, 9 Feb 2007 13:00:00 +0200
  | Gunther Kress: Learning and environments of learning: plus ca change ...?
  

  1st WLE m-Learning Symposium. London, February 9, 2007

  
  

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• Wed, 7 Feb 2007 12:00:00 0200
  | John Cook: Configuring learning contexts with mobile devices
  

  The M-Learning Symposium
  9 February 2007
  WLE Centre, Institute of Education, University of London.
  
  
  
  http://www.wlecentre.ac.uk/cms/index.php?option=com_content&task=view&id=105&Itemid=39
  
  

  
  

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• Wed, 7 Feb 2007 11:00:00 0200
  | Ben Bachmair: Development of Mass Communication and Media Related Activity Patterns
  

  The M-Learning Symposium
  9 February 2007
  WLE Centre, Institute of Education, University of London.
  
  
  http://www.wlecentre.ac.uk/cms/index.php?option=com_content&task=view&id=105&Itemid=39
  
  Development of Mass Communication and Media Related Activity Patterns. Data and Patterns from German Empirical Research

  
  

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• Wed, 7 Feb 2007 10:00:00 0200
  | Gunther Kress: Learning and environments of learning: what might be constant?
  

  The M-Learning Symposium
  9 February 2007
  WLE Centre, Institute of Education, University of London.
  
  http://www.wlecentre.ac.uk/cms/index.php?option=com_content&task=view&id=105&Itemid=39

  
  

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• Mon, 23 Oct 2006 10:15:00 0200
  | John Cook, Claire Bradley, Richard Haynes: Introducing blended mLearning solutions for higher education students
  

  John Cook, Claire Bradley, Richard Haynes: Introducing blended mLearning solutions for higher education students
  
  mLearn2006: 22.-25. Oct 2006, Banff, Alberta, Canada
  
  Our ongoing work at London Metropolitan University investigates effective ways to design learning environments that add mobile learning into blended higher education modules. Our approach is one of evolutionary, iterative refinement of the learning environment based on student feedback. Blended learning effectiveness can be viewed as a function of effective pedagogical practices. Accordingly, a key question is: What combination of instructional strategies and delivery media will best produce the desired learning outcome for the intended audience? The paper will (i) outline the background issues that led to the development of the blended mLearning approach (ii) describe the initial survey that informed our design, (iii) outline the blended mLearning design, (iv) present our evaluation findings with students, and (v) conclude by commenting on the wider applicability of our approach.

  
  

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	Internationale Ringvorlesung "Medienforschung und Medienkultur"
Die Erziehungswissenschaft und die Medienpädagogik der Universität Kassel veranstalten im Sommersemester 2007 die "Internationale Ringvorlesung Medienforschung und Medienkultur" mit Blick auf die documenta 12. Als Referenten sind Hochschulprofessoren aus Brasilien, Dänemark, Deutschland, England, Frankreich und der Schweiz geladen, die zu ihren aktuellen Arbeits- und Forschungsschwerpunkten vortragen und dabei den Brückenschlag zwischen Medienforschung, Medienkultur und zeitgenössischer Kunst machen werden.

• Wed, 25 Apr 2007 18:00:00 +0200
  Kim Schrøder (Department of Communication, Roskilde University, Denmark): Media as a democratic resource
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• Wed, 2 May 2007 18:00:00 +0200
  Wolfgang Thaenert (Hessische Landesanstalt für Privaten Rundfunk, Kassel): Zwischen Rechtstradition und Globalisierung der Medien
  | 45:54


• Wed, 9 May 2007 18:00:00 +0200
  Luiz Alves (São Paulo University and Methodist University of São Paulo): Images of Children´s Education in Brazilian Press under the Perspective of Paulo Freire´s Education Theory.
  | 56:10


• Wed, 16 May 2007 18:00:00 +0200
  Gert K. Müntefering (Universität Kassel): Vom Verschwinden des Kinderfernsehens
  | 39:10


• Wed, 30 May 2007 18:00:00 +0200
  Gunther Kress (Institute of Education, University of London): Media semiotics - Representation, meaning, learning in an age of provisionality.
  | 55:54


• Wed, 13 Jun 2007 18:00:00 +0200
  Per Jauert (University of Aarhus): Radio in the Digital Era
  | 1:03:02


• Wed, 20 Jun 2007 16:00:00 +0200
  Ben Bachmair (Universität Kassel): Medienrezeption, Kultur und neue Erlebnisweisen.
  | 1:09:51


• Wed, 27 Jun 2007 18:00:00 +0200
  Laurent Gautier (Université de Bourgogne (Dijon) & Centre Interlangue "Texte Image Langage" [EA 4182]): Erzähltheorie in der Medienkommunikation (am Beispiel von Fernseh-Talkshows)
  | 1:08:34


• Wed, 4 Jul 2007 18:00:00 +0200
  Heinz Moser (Pädagogische Hochschule Zürich): Das Lernen der Netgeneration
  | 55:31

Dr. Norbert Pachler (Institute of Education, Universität London)
Teachers TV: Fernsehen für Lehrerinnen und Lehrer – ein Fort- und Weiterbildungskonzept der Universität London
(Gastvortrag in deutscher Sprache)

Dienstag, 11. Juli 2006, 16.15-18.00 Uhr
Universität Kassel
Nora-Platiel-Str. 1, Raum 1305

Dr. Rebekah Willett (Institute of Education, University of London)
'What you wear tells a lot about you': Girls dress up online.
(Gastvortrag in englischer Sprache)

Montag, 13. Juni 2005, 18.00-20.00 Uhr
Universität Kassel
Diagonale 9, Raum 0422

Prof. Wolfgang Thaenert (Universität Kassel)
Die Finanzierung des Rundfunks aus Gebühren, Werbung und anderen Quellen. Oder: Unabhängigkeit hat ihren Preis
(Antrittsvorlesung als Honorarprofessor)

Mittwoch, 09. Februar 2005, 18.00-20.00 Uhr
Universität Kassel
Diagonale 9, Raum 0422

Prof. Dr. Winfried Marotzki (Otto-von-Guericke Universität Magdeburg)
Internet als Kulturraum
(Gastvortrag in deutscher Sprache)

Donnerstag, 15. Juli 2004, 19.00-21.00 Uhr,
Universität Kassel
Diagonale 9, Raum 0422

Materialien zum Download:
Videoaufzeichnung
Folien mit Video (Lecturnity)

Prof. Dr. Heinz Moser (Universität Kassel, Pädagogische Hochschule Zürich)
Globalisierung als Problem des Medienzeitalters
(Antrittsvorlesung als Honorarprofessor)

Mittwoch, 11. Februar 2004, 18.00-20.00 Uhr
Universität Kassel
Nora-Platiel-Str. 1, Raum 1311

Materialien zum Download:
pdf-Ankündigung
Videoaufzeichnung
Folien mit Video (Lecturnity)

letzte Aktualisierung: 19. Juni 2007