Category Archives: Pedagogical practice

Case Study of Mobile Learning for Italian Media Education Association

Link to my article for the Mobile Learning journal I edited last year, for archive and CMALT accreditation purposes.


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Mythology as professional and sector development

Nice TES FE article Dan. Measured, clear, well written. Some comments that have evolved into a full post:

 Myth 1: not quite clear on why this is represented as a choice between types. I can only speak for my subject, but English GCSE teaches subject knowledge and generic skills – certainly critical analysis, which you say can’t be ‘taught’. What do you mean by ‘taught’ here? If I take it as ‘engaging in sustained and repeated conversation drawing on knowledge to review texts’, much as we did in revision classes just last night, then is a form of teaching not supporting the activity – via questions, by reference back to supportive reference materials containing knowledge? Well, if not teaching, isn’t a learning of how to analyse occurring – especially the more often we have that conversation? Similarly, ‘creativity can’t be taught’. Really? Oh no, I think you use the word ‘instruction’ – well, possibly then. Different to teaching, instruction, isn’t it, since the latter is an imperative verb – an instruction as a form of command. Did George Martin teach the Beatles how to work a studio? Yes and no. He may have instructed them on what to do with a mixing desk, which they may have been able to repeat on some dubious solo albums later down the line (as knowledge). Did he bring a certain skill in his methods as part of the studio conversation – something far more difficult to observe and measure but comparable to inspiration? Certainly. Just why is ‘inspiration’ so often cited as vital to teaching in those ads on TV? Is an Art teacher just an instructor or do they inspire and enable creativity? I’d call the latter ‘teaching’: measurable, transferable, replicable, generalised – mythic – or not.

Myth 2: in English GCSE there are units – separate, it seems, but the overlaps between them are routinely made clear, so there is a constant double-loop of knowledge ‘acquired’ or ‘transmitted’ between units – and how it is applied. Not sure if this equates to ‘blocks’ as you see it here, but your point is definitely sensible and looking back and forth in the present seems a better way to synthesize objectives.

Myth 3: I’m curious what defines personalised learning here? Own pace? Choice of subject or modules? Personalised feedback? Not sure I get it, ‘personally’ speaking. Secondly, are you drawing evidence results from schools? I would say that that’s an uneven and uneasy comparison – after all, pupils undertaking 8- 10 subjects in schools, say, is very different to college students undertaking 3 subjects, where more personalisation can be afforded – and is arguably more necessary and required (Leese, 2010, Bingham and O’Hara, 2007). Indeed, don’t OFSTED approve of mutliple activities taking place in classrooms, rather than one steamrollered practice?

Myth 4: As above, ‘student control over learning’ is ambiguous: do we mean the curriculum content and outcome, or the methods? And as above, it most certainly requires a degree of maturity, which perhaps Hattie has not accounted for when looking at schools studies. I would argue that to change any current paradigm of ‘submission to transmission’ to one more self-determined and Heutagogical in nature (I concede that this itself is arguably a myth and ‘buzz term’) there may need to be more onus placed on student control over learning – obviously not on a dramatic holistic scale, but it is already happening (See FELTAG or the Futurelearn Blended Learning course, for great examples utilising technology). It doesn’t mean students are left in a void; in fact, it’s often virtually the opposite. The methods may be less standardised and more innovative, so may not have an evidence base – yet. It doesn’t make them myths.

You quote the ETF at the end of your article, “Evaluate and challenge your practice, values and beliefs.” Lovely stuff.

Are we as professionals afforded some opportunity for innovation that allows that to happen – rather than subscribing to or being prescribed with what is tried and tested?

Yes, evidence informed practice, but within the syllabus and classrooms, intervention and agency helps to shape our professional identity, our own teaching autonomy and perhaps even the sector much more. That may certainly be better than FE trying to replicate effect sizes and methods from school contexts where the variables are far different.

Here’s a myth, but one I buy into: school-leaving FE students are at a threshold of adulthood (Salisbury, J., & Jephcote, M. (2008), whether university, apprenticeship or employment, and require a different form of teaching and learning than what operates in schools to make that transition more challenging and more easy (Kirkpatrick and Mulligan 2002; Lawrence (2005). Challenging, so that different educational experiences and expectations are grounded habitually and easier, so that the transition into those transcended ‘real-world’ domains (or university) has less abrasion (Askham, 2008). FE is the bridge and must look less and less like school-based institutional practice, otherwise (I propose) aspirations for those whom school has been an unpleasant journey will atrophy.

This is a much wider and more complex argument than I’ve summarised here, but we know that many FE students are disengaged, peripheral or at risk of becoming NEET. Many want to go beyond what the curriculum teaches them. In order to aspire to this as institutions and promote greater self-efficacy in students, I would argue that some self-determination is possible, negotiated as it is with a college department, but I don’t mean wholesale: just  more akin to coursework options. This can be enabled and fitted to curriculum objectives, so that, for example, a Horticulture or Motor Maintenance student is able to specialise more in an area of their greatest interest with stronger formative assessment and feedback throughout the process, rather than on the basis of summative assessment, which is often what this evidence approached research is based upon.

“To refer to some of these methods as myths may come as a surprise to some – but it shouldn’t. It is widely recognised that nothing is conclusive when it comes to education; something can work for everyone and everything can work for someone.” – Here, Here.


Askham, P. 2008. Context and identity: Exploring adult learners’ experiences of higher education. Journal of Further and Higher Education 32, no. 1: 85–97.

Bingham, R. and M. O’Hara. 2007. Widening participation in early years degrees: ‘I realised I could, and would, do this – and I have!’. Journal of Further and Higher Education 31, no. 4: 311–21.

Kirkpatrick, A., and D. Mulligan. 2002. Cultures of learning: Critical reading in the social and applied  sciences. Australian Review of Applied Linguistics 25, no. 2: 73–100.

Lawrence, J. 2005. Reconceptualising attrition and retention: Integrating theoretical, research and student perspectives. Studies in Learning, Evaluation and Development 2, no. 3: 16–33.

Leese, M. 2010. Bridging the gap: Supporting student transitions into higher education. Journal of Further and Higher Education 34, no. 2: 239–51.

Salisbury, J., & Jephcote, M. (2008). Initial encounters of an FE kind. Research in Post‐Compulsory Education, 13(2), 149-162.

Unicorn Rainbow Puke by fumalcon is licensed under the Creative Commons – Attribution – Share Alike license.








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Mobile learning for FE praxis

mol“We shall not cease from exploration, and the end of all our exploring will be to arrive where we started and know the place for the first time.” T.S.Eliot

(For case study, scroll to bottom of page. Theoretical preamble precedes…)

Mobile learning has become a vogue term, often misappropriated as the use of devices in classroom settings. This is the premise of Jocelyn Wishart’s article for the Mobile Learning journal I edited across the last year with Dr. Ben Bachmair of Kassel University. Jocelyn proposes mobility on the grounds of Sharples (2007), who conceived of it as closer to a verb – mobile, as in activities in the field.

I tend to agree. According to Ben’s 2010 forecast of its potential (written with Norbert Pachler and John Cook) mobile learning is the interrelationship of artefacts accessed and produced by mobile devices that is not necessarily derivative of formal education, but of cultural practice. This positions mobile learning in line with Sharples (2007) view: the assimilation of informal learning contexts negotiated through cultural reference points.

To my understanding and hopes, mobile learning is active and in the field; the classroom is a static residence where reflection can be constructed. The mobile device is a communication vehicle between and within sociocultural systems and structures.

All very high-falluting, but yielding greater potential to what can be done with devices when considering Situated Cognition (Seely Brown), which is based around real-world contexts as more authentic ways to learn than being stuck in a classroom – which is, I’d argue, really quite ‘ersatz’. I for one recall endlessly staring out of the window, distracted. This served to inform several years of travel in my twenties, in erudite hunger for meaningful experiences in the real world, rather than seeing it out in some office. I suspect many students want the same. Maybe mobile learning, in FE/HE, can support one’s assimilation to the world, after so many years of institutionalisation.

A firm understanding of pedagogical theory can support practice (as praxis).

Collaborating with Ben, we devised a template for presenting Mobile Learning scenarios based on Activity Theory, with a practical focus on purpose (object), ecology (real world context), agency and meaning-making (human capacity to act on the world) and technology needed to orchaestrate activity. In the counterpoints to culture, I consider the use of other figures, as relevant to learners recreational mobile uses: in short, ‘experts’ (not necessarily teachers) in the field.

I wonder about the final one: is there a gimmick-value to technology?  It should probably only be used when it allows for extra affordances, which can be numerous. Further, it may replicate real-world  use, particuarly for skills training, like in FE.

Cochrane  has critiqued the straight transference of classroom learning pedagogies to  mobile devices, which seems a little harsh. Keith Turvey presents a new paper exploring some of the emergent difficulties and questions regarding the Mobile Complex. Importantly, he draws on research from the Higher Education Academy and how schools negotiate the ever-changing world around us. The problems (opportunities) are:

  • learner empowerment;
  • future-facing education;
  • decolonizing education;
  • transformative capabilities;
  • crossing boundaries; and
  • social learning.

It will be of importance that new teacher training fits or reflects the possibilities afforded by mobility as the most ubiquitous tool of this era. Some evidence tells us that we teach others in similar ways to the way we learned to teach ourselves, so it is no bad thing, surely, to train others (as FurtherEdagogy has recently done, among others) to become au fait with mobility. Whatever the definition, mobility is here.

I think FE is strengthened in the UK by some freedom afforded it to embrace more innovation, which is encouraging as a sector. All of the above may seem quite high-minded (and just skims the surface of my research) acadamese, but these ideas are ripe for simple translation.

I finish by presenting a short description of my own mobile learning scenario with AS English FE students, using the template Ben and I designed:

(1) Headline and date –

Global influences on evolution of English Language mobile investigation, 17th June, 2014

 (2) Keywords

Cultural agency, Smart Phone Data collection, (digital) literacy

 (3) Author/s, copyright holder, facilitators (e.g. ‘teacher’), participating institutions (school, university, company etc)

(Left intentionally blank here)

(4) Time and place of realisation

 Liverpool docklands and Museums

(5) Leading education ideas and plot of scenario

 Inquiry-based approach with a talk (conducted as filmed interview following prepared questions by students) with museum curator discussing the changing regional accent.

Students then explored the museums recording photographs of curious language use throughout from the archives in the exhibitions and around the ports and docks. As records these artfacts were brought back to the institution later and uploaded to the class social network for discussion and further exploration in subsequent lessons and in discussion threads online.

(6) Learning aims and objectives achieved

This was a two-fold approach, consisting of preparation for A2 English language coursework choices, so was preliminary information-gathering. Content deriving from the trip (interview segments with the curator; photographic evidence from the museum) could be incoroprated into the subsequent research projects of the unit, which may explore Language Change or Regional Divergence.

It gave the students an insight into practical research methods and tools that can be used for these (phones as dictaphones, video cameras, cameras embedded into them, as memo-recording devices), as well as user-generated content they could drill further into, regarding etymology of the words and the influence of the docks on the English language.

(7) Target group and its views regarding the scenario

AS English group – all keen, naturally, having a sparkling, inspirational teacher! Lost notes from the day now, but their input was impressive, working without direction and stimulated by the visit (as many had never visited the city – despite its proximity).

(8) Institution of learning and curricular context

FE tertiary English

(9) Mobile devices or other technology deployed


(10) Cost and men/ women power, steps and necessary time for realisation

No cost for the museums, small costs for the travel, 1-day for the trip – extra time needed to disseminate results and construct further activity.

(11) Main results of realisation with main positives and negatives

Collaborative problem-solving between members over uses of equipment, curatorship of knowledge and communicating ideas, details of the talk and recollected vignettes of things they saw to the social network; project-based ideas stemmed from it in terms of research ideas for the coursework. An interesting result was the increased activity within the social network we use, as domain of activity. Beforehand, students waited for the teacher to post first, but this lead to some ownership and responsibility on their behalf and an increased sense of engagement and community of practice through the group. This was a shy group and they became emancipated and enagaging on the trip, asking the curator questions confidently and trying Sushi for the first time.

There may be some doubt regarding the ‘real-world context’ and ‘meaning-making’, but if compared to textbooks, videos in the classroom of guest speakers (at best), then I think this form was preferable to the students. Is a museum a more authentic representation of the real-world than a classroom? Regardless of obsessions with history and tacky souvenirs, I would have to say ‘yes.’

As Kierkegaard said: Life can only be understood backwards; but it must be lived forwards.” A conscious action necessary to learning is reflection; not best activated in the same environment day -after-day. Wherein the physical trip, situated in the memory and online in the network via their mobile artefcats, helps to contextualise the experience and stimulate reflection to events and conversations, beginning on the bus home and stretching to classroom-based discourse, if you like, or don’t bother if you didnae.

(12) Available report and artefacts (photos, videos, texts, images)

Not available here. Somewhere in the (mobile) cloud…!

“All that is mobile, melts into ether.” – Me.








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