Our response is to emphasize the human in all of this. We emphasize trust, discussion, collage. Trust is critical. Trust in ourselves as learners and teachers that we will find significance in our daily lives. Trust fuels discussion, a search for feedback and negotiated meaning. Discussion leads or is supported by collage, stitching meaning over the environment and media. A simple, human approach to build learning activities from.
The basic sequence is the elements of open learning (time, place, social presence), the continuum of activities through them (important step), and pedagogical approaches to making use of that environment. The big takeaways from this (which several of the questions at the conference reinforced or alerted us to) are that
From our evidence and experience, mobile learning seems to emerge primarily from informal spaces
Hence, pedagogical approaches to mobile learning in the open should embrace that emergence and model activity based on that.
However, this does not mean that there is some grand chasm between informal and formal learning in mobile. We haven’t found any evidence for that in our work. Our participants (in workshops or in observations) have routinely moved between informal and formal spaces without any conscious sense of impediment.
In keeping with the approaches of the Manifesto for Teaching Online and extending them into mobile spaces, we believe that the pedagogy most appropriate for this environment is the one that emerges from it. In short, the best mobile learning is born mobile. We can find connections on the peripheries to formal instruction, but it shouldn’t start there. Even in field sciences, the rigidity is in the process, not the pedagogy. Scientists are comfortable with the serendipity of just finding something. We should all begin from a place where we are open to the sheer possibility of finding something and working from there.
The Elements of Open Learning: Time, Place, Social Presence
Continuum #1: Intentionality & Serendipity
Continuum #2: Informal and Formal
Continuum #3: Initiative, Seduction, and Sense of Intervals
Please note that several of these slides are from Pekka’s own hand-drawn images and several more are from my sister, Jennifer Gallagher, from a project we did earlier. The rest are my own manipulated images.
Tweets as Feedback
Mobile pedagogies need to make learning visible in daily environments and design reflective engagements into that landscape. #NLC2014
My name is Michael Sean Gallagher. I am a Lecturer in Digital Education at the Centre for Research in Digital Education at the University of Edinburgh. I am Co-Founder and Director of Panoply Digital, a consultancy dedicated to ICT and mobile for development (M4D); we have worked with USAID, GSMA, UN Habitat, Cambridge University and more on education and development projects. I was a researcher on the Near Futures Teaching project, a project that explores how teaching at The University of Edinburgh unfold over the coming decades, as technology, social trends, patterns of mobility, new methods and new media continue to shift what it means to be at university. Previously, I was the Research Associate on the NERC, ESRC, and AHRC Global Challenges Research Fund sponsored GCRF Research for Emergency Aftershock Forecasting (REAR) project. I was an Assistant Professor at Hankuk University of Foreign Studies (한국외국어대학교) in Seoul, Korea. I have also completed a doctorate at University College London (formerly the independent Institute of Education, University of London) on mobile learning in the humanities in Korea.