Presentation by Judith Seipold London Mobile Learning Group (LMLG) at Educational Media Ecologies – International Perspectives March 27- 28, 2012 University of Paderborn (Germany)

1. Mobile Learning.
Potential and controversy embodied in a young
scientific field, and arising consequences for future
research and practice.
Judith Seipold
London Mobile Learning Group (LMLG)
Educational Media Ecologies – International Perspectives
March 27- 28, 2012
University of Paderborn (Germany)

2. Agenda
1. Taxonomy of the scientific process
3. Mobile learning practice
5. Consequences

3. Mobile learning is …
Figure 1: Mobile learning is … (Seipold, 21.03.2011).

4. Figure 1: Mobile learning is … (Seipold, 31.03.2011).

5. Definitions of mobile learning
Figure 2: Definitions of mobile learning (Seipold, 21.03.2011).

6. Figure 2: Definitions of mobile learning (Seipold, 31.03.2011).

7. taxonomy of the scientific process
contexts • practices • reference points

8. Contexts
Figure 3: Contexts of the scientific process of the mobile learning discussion (Seipold, 2011).

9. Figure 4: Contexts of the scientific process of the mobile learning discussion (reduced) (Seipold, 2011).

10. Practices
Figure 5: Practices constituting the scientific process of the mobile learning discussion (Seipold, 07.12.2011).

11. Figure 5: Practices constituting the scientific process of the mobile learning discussion (Seipold, 07.12.2011).

12. Reference points
Figure 6: Reference points of the mobile learning discussion (Seipold, 21.03.2011).

13. Figure 6: Reference points of the mobile learning discussion (own illustration).

14. Socio-cultural ecology of mobile learning
Figure 7: Key components of a socio-cultural ecology of mobile learning (Pachler et al., 2010).

15. User-generated contexts
• Learners are actively constructing their learning
• Operationalisation of contexts for (reproducible,
transferable and scalable) formalised learning
• Context discussion opens the door to the media
formation (Medienbildung) discussion

16. mobile learning practice
mobile classroom schooltest • handy • eBag

17. Project “Mobile Classroom Schooltest”
Figure 8 Figure 9
Figure 8: Learners are Filming an Physical Test (Nischelwitzer, 2007); Figure 9: Learners‘ Films of a Physical Test on
a Learning Platform (Schittelkopf, 2007)

18. Project “Mobile Classroom Schooltest”
Video 1: Glowing potato (Schittelkopf, 2007)

19. Project “Handy”
Figure 11 Figure 12
Figure 10
Figure 10: Syntax (Deubelbeiss, 2007b); Figure 11: Passé Composé (Deubelbeiss, 2007a); Figure 12: Objet (in)direct
(Deubelbeiss, 2007c)

20. Project “Handy”
Video 2: Passé Composé (Deubelbeiss, 2007)

21. Project “eBag”
Figure 13 Figure 14 Figure 15
Figure 22
Figure 22
Figure 16 Figure 17
Figure 13: Learning Group on a Learning Platform (Brodersen et al., 2005); Figure 14: Platform Used by Teacher in
Teacher-Centred lessons (Fritsch, 2007); Figure 15: Platform Used by Learners (Fritsch, 2007); Figure 16: Learners
are Voice-Recording interviews with citizens (Brodersen et al., 2005); Figure 17: A learner‘s eBag (Fritsch, 2007).

22. consequences
approaches • challenges • innovations

23. Implementation of mobile learning
Figure 18: Three approaches to implement mobile technologies into formalised learning contexts (Seipold,
07.12.2011).

24. Figure 19: Three approaches to implement mobile technologies into formalised learning contexts (reduced) (Seipold,
07.12.2011).

25. Opening school
Figure 20: Grades of opening school with view to didactic design/cultural practices and place (Seipold, 2011).

26. Figure 20: Grades of opening school with view to didactic design/cultural practices and place (Seipold, 2011).

27. Innovative multimodal context
generation
Figure 21 Figure 22 Figure 23
Figure 21: Elfchen (Deubelbeiss 2007d); Figure 22: Learners are Filming an Physical Test (Nischelwitzer, 2007);
Figure 23: A learner‘s eBag (Fritsch, 2007)

28. Contact
Judith Seipold
London Mobile Learning Group (LMLG)
Mail: judith.seipold@londonmobilelearning.net
Web: www.londonmobilelearning.net
Web: www.judith-seipold.de
Social: twitter.com/judithsei

29. References
Figures • Videos • Literature

30. Figures
Figure 1, 2, 6: Seipold, J. (2011, March). A critical perspective on mobile learning: Results of a heuristic analysis of the
scientific process and a hermeneutic analysis of mobile learning practice. ‘Mobile learning: Crossing boundaries in
convergent environments’ Conference, Bremen. Retrieved from
https://prezi.com/secure/3c7a728da1334e1ba2f4bab556133077ff86a0f6/.
Figure 3, 4, 20: Seipold, J. (2011). Mobiles Lernen: Analyse des Wissenschaftsprozesses der britischen und
deutschsprachigen medienpädagogischen und erziehungswissenschaftlichen Mobile Learning-Diskussion.
Dissertation zur Erlangung des akademischen Grades eines Doktors der Philosophie (Dr. phil.). Eingereicht im
April 2011.
Figure 5, 18, 19: Seipold, J. (2011, December). Mobiles Lernen: Analyse des Wissenschaftsprozesses der britischen
und deutschsprachigen medienpädagogischen und erziehungswissenschaftlichen Mobile Learning-Diskussion.
Disputationsvortrag, Kassel.
Figure 7: Pachler, N., Bachmair, B., & Cook, J. (2010). Mobile learning: structures, agency, practices. New York:
Springer. Retrieved from http://www.springerlink.com/content/v65pt8/.
Figure 8, 22: Nischelwitzer, A. (2007). MobileClassRoom (MCR) - mobile online Learning (mLearning): Interview mit
Prof. Eduard Schittelkopf. Retrieved from http://www.youtube.com/watch?v=zwgKnooEKlk.
Figure 9: Schittelkopf, E. (2007). Volt und Ampere: Die leuchtende Kartoffel: Forum mit Ergebnissen. Retrieved from
http://moodle.mobileclassroom.at/moodle18/mod/forum/discuss.php?d=17.
Figure 10: Deubelbeiss, R. (2007b). Beispiel-Sammlung - Satzglieder (Marco, 3. Sek.). Retrieved from
http://metaportfolio-phsg.kaywa.ch/deutsch/satzglieder-marco-3-sek.html.
.

31. Figure 11: Deubelbeiss, R. (2007a). Beispiel-Sammlung - Handy-Video zu Passé composé (Yannick, 2. Real und
Marco, 2. Sek). Retrieved from http://metaportfolio-phsg.kaywa.ch/franzoesisch/passe-compose-yannick-2-
real.html.
Figure 12: Deubelbeiss, R. (2007c). Beispiel-Sammlung - Französisch: Objet (in)direct (von Ff, Praktikantin). Retrieved
from http://metaportfolio-phsg.kaywa.ch/franzoesisch/franzoesisch-objet-indirect-von-ff.html.
Figure 13, 16: Brodersen, C., Christensen, B. G., Grønbæk, K., Dindler, C., & Sundararajah, B. (2005). eBag A -
Ubiquitous Web Infrastructure for Nomadic Learning. In I. (. Association for Computing Machinery (Ed.),
Proceedings of the Fourteenth International World Wide Web Conference, Makuhari Messe, May 10-14, 2005,
Chiba, Japan (pp. 298–306). ACM Press. Retrieved from http://www2005.org/cdrom/docs/p298.pdf.
Figure 14, 15, 17, 23: Fritsch, J. (2007). eBag – the Digital Schoolbag. unveröffentlichter Foliensatz, Aarhus.
Figure 21: Deubelbeiss, R. (2007d). Beispiel-Sammlung - Elfchen (Thamara, 1. Sek.). Retrieved from
http://metaportfolio-phsg.kaywa.ch/deutsch/elfchen-thamara-1-sek.html

32. Videos
Video 1: Schittelkopf, E. (2007). Volt und Ampere: Die leuchtende Kartoffel: Forum mit Ergebnissen. Retrieved from
http://moodle.mobileclassroom.at/moodle18/mod/forum/discuss.php?d=17.
Video 2: Deubelbeiss, R. (2007). Beispiel-Sammlung - Handy-Video zu Passé composé (Yannick, 2. Real und Marco,
2. Sek). Retrieved from http://metaportfolio-phsg.kaywa.ch/franzoesisch/passe-compose-yannick-2-real.html.

33. Literature
Pachler, N., Bachmair, B., & Cook, J. (2010). Mobile learning: structures, agency, practices. New York: Springer.
Retrieved from http://www.springerlink.com/content/v65pt8/.
Rummler, K., & Seipold, J. (2011). “Nicht ohne mein Handy!”: Alltagsnutzung, Risiken und Bildungschancen. Schüler.
Wissen für Lehrer, (Online_Offline. Aufwachsen mit virtuellen Welten (Schüler 2011). Herausgegeben von:
Burkhardt, Sara; Hugger, Kai-Uwe; Neuß, Norbert; Seifried, Klaus; Tillmann, Klaus-Jürgen), 24–27.
Seipold, J. (2011, December). Mobiles Lernen: Analyse des Wissenschaftsprozesses der britischen und
deutschsprachigen medienpädagogischen und erziehungswissenschaftlichen Mobile Learning-Diskussion.
Disputationsvortrag, Kassel.
Seipold, J. (2012, January). Learning with mobile technologies: Teaching approaches and systematic change
management issues. BETT2012 conference, London. Retrieved from
http://www.slideshare.net/KlausR/presenation-bett2012-judith-seipold.
Seipold, J. (2011). A critical perspective on mobile learning: Results of a heuristic analysis of the scientific process and
a hermeneutic analysis of mobile learning practice. In K. Rummler, J. Seipold, E. Lübcke, N. Pachler, & G. Attwell
(Eds.), Occasional Papers in Work-based Learning. Mobile learning: Crossing boundaries in convergent
environments. 21-22 March 2011, Bremen. Book of abstracts (pp. 31–34). Retrieved from
http://www.londonmobilelearning.net/downloads/MLCB_BOA_Bremen-2011_Crossing-Boundaries-
full_2011-03-18.pdf.
Seipold, J. (2011). Mobiles Lernen: Analyse des Wissenschaftsprozesses der britischen und deutschsprachigen
medienpädagogischen und erziehungswissenschaftlichen Mobile Learning-Diskussion. Dissertation zur
Erlangung des akademischen Grades eines Doktors der Philosophie (Dr. phil.). Eingereicht im April 2011.
Seipold, J. (2011). Planung von Mobilem Lernen im Unterricht: Hinweise und Beispiele für die Praxis. Computer +
Unterricht - Lernen und lehren mit digitalen Medien, (84. Spezial Lernen. Themenschwerpunkt betreut von:
Fromme, Johannes; Biermann, Ralf; Unger, Alexander), 49–51.

34. Seipold, J. (2011, March). A critical perspective on mobile learning: Results of a heuristic analysis of the scientific
process and a hermeneutic analysis of mobile learning practice. ‘Mobile learning: Crossing boundaries in
convergent environments’ Conference, Bremen. Retrieved from
https://prezi.com/secure/3c7a728da1334e1ba2f4bab556133077ff86a0f6/.
Seipold, J. (2011, November). Mobile Learning: Potential and controversies embodied in a young scientific field and
arising consequences for future research and practice with view to social, networked and (informal) learning.
SoMobNet Roundtable, London. Retrieved from http://www.slideshare.net/KlausR/judith-seipold-
somobnet20111121areduced.
Seipold, J., & Pachler, N. (2011). Evaluating Mobile Learning Practice: Towards a framework for analysis of user-
generated contexts with reference to the socio-cultural ecology of mobile learning. MedienPädagogik, Zeitschrift
für Theorie und Praxis der Medienbildung, (19 (21.4.2011): Widening learning contexts with mobile devices:
concepts and cases; Edited by Ben Bachmair, Norbert Pachler and John Cook). Retrieved from
http://www.medienpaed.com/19/seipold1104.pdf.
Seipold, J., Rummler, K., & Rasche, J. (2010). Medienbildung im Spannungsfeld alltäglicher Handlungsmuster und
Unterrichtsstrukturen. In B. Bachmair (Ed.), Medienbildung in neuen Kulturräumen. Die deutschsprachige und
britische Diskussion (pp. 227–241). Wiesbaden: VS Verlag für Sozialwissenschaften. Retrieved from
http://springerlink.com/content/h56426/.
Sharples, M. (2010). Foreword. In E. Brown (Ed.), Education in the wild. contextual and location-based mobile learning
in action. A report from the STELLAR Alpine Rendez-Vous workshop series (pp. 4–6). Nottingham. Retrieved
from http://mlearning.noe-kaleidoscope.org/resources/ARV_Education_in_the_wild.pdf.
The Learner Generated Contexts Group (2008). Learner Generated Contexts - Working Definition. Retrieved from
http://learnergeneratedcontexts.pbworks.com/Working+Definition.