Bridging adults cultural practices and their learning using mobile devices
Moorcroft (2013) examines the New Zealand Curriculum and interviews David Kinane, an education consultant and leader in e-learning at Dakinane.com (http://dakinane.com/). Kinane suggests that teachers need to be “brave and take a risk” (p.1) and warns against “digitizing existing practice” (p.1). Learning “should be collaborative, inspiring and interactive” (p.1) and Moorcroft (2013) purports that “students need to be free to build learning communities based on their own cultural beliefs and practices” (p.1).
Moorcroft (2013) examines the New Zealand Curriculum and interviews David Kinane, an education consultant and leader in e-learning at Dakinane.com (http://dakinane.com/). Kinane suggests that teachers need to be “brave and take a risk” (p.1) and warns against “digitizing existing practice” (p.1). Learning “should be collaborative, inspiring and interactive” (p.1) and Moorcroft (2013) purports that “students need to be free to build learning communities based on their own cultural beliefs and practices” (p.1).
With this in mind, and to support my own beliefs in
teaching, I investigate The European MyMobile Project website (http://www.mymobile-project.eu/). The MyMobile Project researches
and advises on the use of smartphones and e-learning for adult education, and
targets those working with “educationally marginalised groups”. This helpful website offers “The ‘My
Mobile’ Handbook” http://www.mymobile-project.eu/spip.php?rubrique12
which outlines adult learning based guidelines and scenarios for mobile
learning.
The “My Mobile” Handbook (n.d.) links the use of mobile
devices such as smart phones and tablets to learners everyday life and cultural
practices. Pachler, Seipold and Bachmair (n.d.) purport that users
of mobile technologies “communicate, structure, organise and order, plan,
network, furnish information, assess, evaluate and produce” (p.12). The everyday activities performed on
mobile devices therefore need to be acknowledged as competencies which “have
relevance for formal learning and thus to relate formal learning and everyday
life meaningfully to each other” (p.12).
One difficulty identified with the use of mobile devises for
learning is the tensions between “informal competences, practices and resources
from everyday life” (p.13) and the demands of the formal learning and its
curriculum. However, the use of
mobile devices offers flexibility and the ability to study anywhere, making it
a contemporary and relevant contender for adult learning.
 |
| Simpsons and mobile phone |
The MyMobile Project surveys seven training scenarios
using mobile phones with adults. The informative scenarios offer suggestions for
teaching practice and the results identify limiting factors as well as
successful outcomes.
Findings
Mobile devices, when viewed not just their technical function, can be seen as a cultural and learning tool for "identity formation, social interaction, the derivation of meaning, and entertainment" (Pachler, Cook, Bachmair, 2010 cited in Ranieri & Bruni, n.d.). Seen from this aspect, mobile devices offer disadvantaged people opportunities for "multiple learning opportunities" (Ranieri & Bruni, n.d., p.41). For example:
A major advantage to using mobile devices are their use across a wide range of cultural and socio-economic backgrounds, which enables access to social and cultural resources and supports independent and self-organised learning by peoples not normally able to participate in education. The use of mobile devices also breaches the age barriers "through a spontaneous process of mutual help and support between young adults and older people" (Ranieri & Bruin, n.d., p.41).
Findings
Mobile devices, when viewed not just their technical function, can be seen as a cultural and learning tool for "identity formation, social interaction, the derivation of meaning, and entertainment" (Pachler, Cook, Bachmair, 2010 cited in Ranieri & Bruni, n.d.). Seen from this aspect, mobile devices offer disadvantaged people opportunities for "multiple learning opportunities" (Ranieri & Bruni, n.d., p.41). For example:
- "supporting exploration and widening the learning context
- enhancing self-expression and self-representation
- enabling media production
- supporting social networking and connections" (Ranieri & Bruin, n.d., p.41).
A major advantage to using mobile devices are their use across a wide range of cultural and socio-economic backgrounds, which enables access to social and cultural resources and supports independent and self-organised learning by peoples not normally able to participate in education. The use of mobile devices also breaches the age barriers "through a spontaneous process of mutual help and support between young adults and older people" (Ranieri & Bruin, n.d., p.41).
In the final analysis, Jane Hart’s (see www.c4lpt.co.uk/blog/2012/06/04/supporting-the-social-workplace-learningcontinuum/
) learning continuum is used to “explain and support informal and social
learning” (Pachler, Seipold & Bachmair, n.d., p.14). Following is a brief explanation about using mobile devices along
with suggestions for teachers: A
brief explanation follows:
“Think ‘learning spaces/place’, not ‘learning rooms’.” (Ranieri & Bruin, n.d., p.43)
A learning room is a fixed place with finite resources as
apposed to a learning space which is an open context where the learner
generates their own learning through access to infinite resources. Teachers scaffold and support the
learner to “enable them to manage their ‘learning space’” (p.43).
“Think ‘activities’ not ‘courses’” (p.43).
Mobile devices are viewed by users as informal tools for
daily life, but can teach us about the world while experiencing it “in a
completely contextual manner” (p.43).
Rather than planning formal courses on mobile devices, activities
devised to stimulate input and offer “unexpected practices … to generate
learners’ transformation and change” (p.43) is recommended.
“Think ‘continuous flow of activities’ not just ‘response to
need’” (p.44).
Learning for adults is an ongoing process. Activities on mobile phones should be
planned as a “‘continuous flow’ rather than ‘discrete experiences’” (p.44) to
support the idea of continuity in learning.
Conclusion
I believe mobile devices offer an affordable and flexible
tool for adult literacy and numeracy learners. They fit
in with ethnographical and constructivist learning by bridging the gap between
an adult learners’ cultural practices and their learning. They make possible the exchange between formal and informal learning and the exchange of learning between young and old adult learners from all socio-economic groups. Possibilities exist for adults to critically examine their world through the medium of mobile devices which will ultimately, lead to independent thinking and learning.
European MyMobile Project (n.d.). Retrieved from http://www.mymobile-project.eu/
Morecroft, M. (2013). The e in e-learning: What it really
means for 21st century education. Education Review series. Retrieved from
MyMobile [painting].
(n.d.). Retrieved April 20, 2013, from http://www.mymobile-project.eu/IMG/siteon0.png?1304322474
Pachler, N., Seipold, J., & Bachmair, B. (n.d.). The “My Mobile” Handbook: Guidelines and scenarios for mobile learning in adult education. European MyMobile Project. Retrieved 2013, April 20, from
Ranieri, M. & Bruni, I. (n.d.). The “My Mobile” Handbook: Guidelines and scenarios for mobile learning in adult education. European MyMobile Project. Retrieved 2013, April 20, from
Simpsons and mobile phone [painting] (n.d.). Retrieved April 20,
2013, from http://civicalearningblog.files.wordpress.com/2012/11/simpsons-and-mobile-phone4.jpg
The “My Mobile” Handbook: Guidelines and scenarios for
mobile learning in adult education. (n.d.). European
MyMobile Project. Retrieved 2013, April 20, from
http://www.mymobile-project.eu/IMG/pdf/Handbook_web.pdf
Hi Karen, It also is useful for capturing information for student assessments. Students can capture natural occurring incidents, whether that's buying clothes on sale and working out the cost of the sale item, using strategies they have learnt in numeracy (percentages, partitioning, tidy numbers etc..) Smart phones also, have calculators to check their mental calculations. I am fully supportive of using this technology. Sad, to say though some educators hold onto outdated approaches to learning, and it is common to see/hear teachers telling their students to turn their phones off in class, as well as having posters on the wall sending out the same message. understandably, some students will be distracted by texting, and accessing other less relevant material but it also, prohibits the use of a valuable tool to access information.
ReplyDeleteYes, mobiles and smartphones definitely have a place in learning. As a time-saving device, I've noticed learners with smartphones are often those who use planners, arrive on time and have information at their fingertips. Learning to use m new smartphone over the past few weeks has been a big learning curve for me along with the blogging. A great time-saving device once one gets used to it and learns to resist the unlimited supply of sudoku...
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