3 R&D Timelines, 6 Principles and 1 SIG idea.

1. John Cook
Department of Education, UWE
john2.cook@uwe.ac.uk
http://westengland.academia.edu/JohnCook/About
3 R&D Timelines, 6 Principles
and 1 SIG idea
06/09/12, Frenchay, 12.45 – 1.45pm, in 2S704

2. Structure
Overview of my work
3 timelines
6 Principles
to feed into debate and thinking about research
strategy
1 SIG idea
What I can contribute

3. Overview of my work
 Conduct interdisciplinary research in Technology Enhanced Learning,
investigation of the mediating power of
 social media,
 mobile devices, and
 more generally Technology Enhanced Learning (TEL), for
 Learning, creativity and social justice.
 I was part of / helped co-ordinate the successful Education 2008
RAE submission
 Upper quintile of ranking
 Grade Point Average of 2.45
 £5 million external R&D funding

4.  In 2001 help set up Learning Technology Research
Institute (LTRI) – later Prof then Director
 Since 2005 led a major research theme called Designing
for Informal and Lifelong Learning (DILL)
 http://www.londonmet.ac.uk/ltri/research/informal.htm
 This has major overlap and synergies with UWE‟s
BRILLE and DCRC
 I am a founding member of The London Mobile Learning
Group (LMLG)
 http://www.londonmobilelearning.net/

5. 3 Timelines
#1. Main research & development timeline
#2. Bad press for „new‟ technology
#3. Learning in informal contexts & creativity
timeline

6. #1. Main R&D timeline …
FP7 & LLL
Blended
Projects
DILL Learning
ubiquitous
(2005-12) Consultants
learning
& LMLG (2007 - on)
(2006 - on)
Manager Institutional
OU PhD RLO CETL Impact:
TEL & (2005-08) ‘Evidence’ to BIS
Creativity
(1998)
2000 2005 2008 2010

7. #2. Bad press for ‘new’ technology
People thought the
first printing press was
an instrument of the
devil that would spawn
unauthorised versions
of the bible.
David Crystal (Guardian, 2008), author
of „Txtng: the gr8db8‟ (Crystal, 2008)
http://en.wikipedia.org/wiki/Printing_press

8. The telephone
created fears of a
breakdown in
family life, with
people no longer
speaking directly
to one another.
http://www.solarnavigator.net/inventors/inventor_images/alexander_graham_bell_1876_speaking_into_telephone.jpg

9. http://blog.lib.umn.edu/mors0106/architecture/Television.jpg
And radio and
television
raised
concerns about
brain-washing.
http://oak.cats.ohiou.edu/~postr/MRT/Tour1.htm

10. Mobile phones
can damage
your health?
txt spk is
responsible for
bad spelling and
moral decay?
As always there
is more to it
than meets the
eye …

11. #3. Learning in informal contexts &
creativity timeline
Dennis Stock USA. NYC. 1958. Bill CROW.

12. A cautionary tale!
Formal & informal learning
Health Warning
formal learning
did this to me


13. 7 years later & informal learning
saves me!

14. Formal learning strikes
7 years later & informal learning!
back and did this to me
4 years ago!!

15. Reintegrated John? 2 years ago

16. Play
5 aside
football
Rugby union
fan
LIFE Parent
Management
PhD
students
Kids
Self taught bass Research
player
Teaching
Formal learning and/or
learning in informal John
contexts

17. Research on learning in informal
contexts & creativity
Work on creativity and music in late 90s and
early 00s based on my PhD work: Cooperative
Problem-Seeking Dialogues in Learning:
http://www.springerlink.com/content/w9uhdnr3kd
7bmmh3/?MUD=MP
See key recent publications

18. 6 Principles to feed into debate and
thinking about research strategy

19. 6 Principles - Summary
(see http://slidesha.re/GYYP7X for details and related publications. This 2
pager has had 1,558 views, as of 05/09/2012, since April 2012)
1. It is a democratic right to have equity of access to cultural resources (widely
defined).
2. Mobile phones are new cultural resources that operate within an
individualised, mobile and convergent mass communication system.
3. Users are actively engaged in „generating‟ their own content and contexts for
learning. This principle is summarised as „user-generated contexts‟.
4. Appropriation is the key for the recognition of mobile devices (as well as the
artefacts accessed through and produced with them) as cultural resources in
and across different cultural practices of use, in particular everyday life and
formal education.
5. There is a significant potential for the use of social media and mobile devices
in informal, professional, work-based learning. Talk: http://tinyurl.com/ctns4l5.
6. Social media and mobile devices can be used to design transformative,
augmented contexts for learning. Talk: http://tinyurl.com/6lhlrwu.

20. Principle 1:
It is a democratic right to have equity of access
to cultural resources (widely defined).
Cook, J., Pachler, N. and Bachmair, B. (2012).
Using Social Networked Sites and Mobile
Technology for Bridging Social Capital. In
Guglielmo Trentin and Manuela Repetto (Eds.),
Using Network and Mobile Technology to Bridge
Formal and Informal Learning. Chandos.

21. Cultural resources for learning draws on
various traditions for its interpretation
Philosophical traditions of Idealism that take
account of cultural resources
Cultural resources in the sense of the Idealism
(Humboldt) or its materialist version (Leontjew)
developed their education function by being
appropriated.
Social capital (various) & cultural capital
(Bourdieu)
Social class differences in the relevance of
language to socialisation (Bernstein & Henderson,
1973; Bernstein, 1987).

22.  Cultural resources are images of the internet, written texts for a Rap
lyric or the mobile photo application for the teacher‟s portfolio.
 Images, text, photo application etc. are becoming personal
resources by being internalized and externalised (or represented)
within the school context.
 We combine the dynamic of internalization and externalization with the
term appropriation.
 Appropriation has three dynamic components:
 firstly, bringing cultural resources into a person‟s inner horizon of
preferences, values, arguments or feeling etc.,
 secondly, processing e.g. the images of the internet and,
 thirdly, bringing out the results by expressions within the context of
the school.

23. Your discipline: Education
How you would investigate the above principle:
Looking for collaborators!
Examples: Working with NEETs / ESRC / FP7 / Horizon
2020

24. Principle 2:
Mobile phones are new cultural
resources that operate within an
individualised, mobile and
convergent mass communication
system
Pachler, N., Bachmair, B. and Cook, J.
(2010). Mobile Learning:
Structures, Agency, Practices. New York:
Springer.

25. Google Scholar Cited by 91 – as of 05/09/12

26. 5. There is a significant potential for the use of
social media and mobile devices in informal,
professional, work-based learning.
FP7 IP Learning Layers (£10.5 million)
Top ranked on 14.5 out of 15
Scaling up Lifelong Learning using TEL
(Technology Enhanced Learning) in large clusters
of Small to Medium Enterprises in the Health
Professions and building industry
„Networked Scaffolding – Interacting with People‟
£0.5 million for UWE, others with own budget

27. Talk: http://tinyurl.com/ctns4l5

28. Your discipline: Education
How you would investigate the above principle:
“I would ask the participants (first ensuring I had
representation from newbies, yuppies, late
adopters, old lags, senior management etc) what
technologies and networking tools they have access
to, arrange some CPD opportunities around what I
learned from that first exploration and then follow up
the CPD 3 months and 12 months later.” Academic in
„old‟ University.

29. 6. Social media and mobile devices can
be used to design transformative,
augmented contexts for learning
Talk: http://tinyurl.com/6lh

30. Urban planning

31. Task
Some examples of the varied learning activities involved in the
application include a section where the user is asked to examine both the
physical architecture and the virtual architecture in the same physical
location. The virtual architecture in this instance includes areas which are
not available to view on the day of the tour and visualizations of the
building as it was in the late 19th century. The user is then asked to
examine what the building was originally used for when it was
established in 1870. The user also has the opportunity to listen to the
oral history of a former pupil at the school and adopt their point of view
whilst in the same physical space where the events took place. The user
can reinvest the insight gained back into the context and augment the
space.

33. “The information given was underlined by the
'experience' of the area and therefore given
context in both past and present.”

34. “it was triggering my own thoughts and I was
getting to think for myself about the area and
the buildings.”

35. Tutor comments
 The tutor, who was interviewed after the tours had taken place,
believes that there are lots of benefits to the Urban Education mobile
tour and that it can provide more effective learning experiences and
opportunities to utilise new and different pedagogies.
 Points made include that students move from being passive to active
learners, they can take more control over their learning, and they can
be engaged in more productive pedagogical approaches, such as small
group work and investigative problem-based learning.
 The mobile tour can be more focused, but at the same time provide a
multi-tasked and multimedia experience that allows students to get
below the surface of the tasks.
 He also feels that the mobile technologies employed excited and
intrigued the students, and helped them to become more engaged in
the tour.

36. Landscape architecture at Cistercian abbey
(Fountains Yorkshire, North England)

37. Link

38. Task

39. “The ability to be in a particular position but get a
variety of views/different visual perspective was a very
useful opportunity. The whole thing also got everyone
talking in a way I hadn't experienced on field trips to
Fountains before.”

40. Co-Editor & contributor BJET special
issue on ‘Social Networking and
Mobile Learning’ has now been
published
http://onlinelibrary.wiley.com/doi/10.11
11/bjet.2012.43.issue-5/issuetoc
ISI Journal Citation Reports © Ranking: 2011:
24/203 (Education & Educational Research)

41. 1 SIG idea:
Technology Enhanced Learning and
Creativity Special Interest Group
TELC SIG
Bringing the timelines together …

42. Ideas for discussion for those
interested in TELC SIG
I propose an initial meeting to scope out the potential interest
in setting up such a group. Potential activities could include
(thanks to Gráinne Conole for this list):
1. Reading groups
2. Away days on research interests and methodology
3. Sharing sessions on people's current research activities
4. Writing workshops
5. Writing proposals workshops
6. Mentoring
7. Your suggestions …

43. What I can contribute?
 Strong individual track record in TEL research into
learning, creativity, social justice and teaching
 Decade of success of building research groups and
maintaining research networks
 Clear vision of how I want to use 6 Principles build
research in area of DILL/BRILL/DCRC/TELC SIG
 Thank you … Discussion …

44. Key recent publications
* Cook, J. and Pachler, N. (2012). Online People Tagging: Social (Mobile) Network(ing) Services and
Work-based Learning. British Journal of Education Technology, 43(5), 711–725. Email John for a copy.
Cook, J., Pachler, N. and Bachmair, B. (2012). Using Social Networked Sites and Mobile Technology for
Bridging Social Capital. In Guglielmo Trentin and Manuela Repetto (Eds.), Using Network and Mobile
Technology to Bridge Formal and Informal Learning. Chandos. Email John for a copy.
* Cook, J., Pachler, N. and Bachmair, B. (2011). Ubiquitous Mobility with Mobile Phones: A Cultural
Ecology for Mobile Learning. E-Learning and Digital Media. Special Issue on Media: Digital, Ecological
and Epistemological. 8(3), 181-195. PDF pre-print:
http://www.mendeley.com/download/public/7293303/4169531203/47dad77911a51666a83af941c87d463
5e4ea9f11/dl.pdf
* Cook, J. (2010). Mobile Phones as Mediating Tools Within Augmented Contexts for Development.
International Journal of Mobile and Blended Learning, 2(3), 1-12, July-September. Preprint:
http://bit.ly/g5cODr
Pachler, N., Cook, J. and Bachmair, B. (2010). Appropriation of Mobile Phones and Learning.
International Journal of Mobile and Blended Learning. 2(1), 1-21.
Pachler, N., Bachmair, B. and Cook, J. (2010). Mobile Learning: Structures, Agency, Practices. New
York: Springer.
* Cook, J., Pachler, N. and Bradley, C. (2008). Bridging the Gap? Mobile Phones at the Interface
between Informal and Formal Learning. Journal of the Research Center for Educational Technology,
Spring. Available from: http://www.rcetj.org/index.php/rcetj/article/view/34
* = REF-able