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Mobile Learning Conference March 2009
New professional cultures : braided gatherings in The Third Space
Christina Preston
Year of posting: 2009
Abstract:
Cultures of learning are changing world-wide in this digital age. Conventional understanding of mobile learning, a useful term for digitally-mediated, multimodal learning, is usually framed in terms of devices that are not tied to specific physical locations: laptops; data loggers; PDAs, smart phones; netbooks and an increasing range of products that link learning to classrooms and curricula. Multimodality in this context means meaning-making through signs that include sound, gestures, animation, graphics, body language and so on.
Keywords:
mobile learning mirandamod PDA laptop datalogger smart phone netbook
Study
Mobile Learning Conference March 2009
New professional cultures : braided gatherings in The Third Space
Christina Preston, John Cuthell, Theo Keuchel, Leon Cych, Dai Thomas, Drew Buddie and Allison Allen, MirandaNet Fellowship
Cultures of learning are changing world-wide in this digital age. Conventional understanding of mobile learning, a useful term for digitally-mediated, multimodal learning, is usually framed in terms of devices that are not tied to specific physical locations: laptops; data loggers; PDAs, smart phones; netbooks and an increasing range of products that link learning to classrooms and curricula. Multimodality in this context means meaning-making through signs that include sound, gestures, animation, graphics, body language and so on.
Whilst learning remotely and informally is largely is what has been understood about mobile learning, we can now extend the concept to include the informal spaces in which learning takes place – the liminal spaces that those who push the boundaries of digital possibilities now inhabit intellectually. In discussing educators, Zeichner speaks of the Third Space to denote democratic sharing of professional resources and practices (Zeichner and Liston 2006; Zeichner 2008). This is a useful term to denote liminal spaces for educators.
The value of developing a web-based Third Space in a ‘community of practice’(Lave and Wenger 1991) is highlighted in by digitally experienced teachers and advisers who are members of the professional organisations: Naace, MirandaNet and ITTE. These teachers and advisers who responded to a study about Continuing Professional Development in digital technologies explained that in these communities of practice (CoPs) social networking cultures were already established, although the majority of the members still confined their activities to email list discussions (Preston and Cuthell 2007).
From observations of the online activities in the Third Space of these three CoPs, an emergent model called Braided Learning has been developed that highlights the ways in which members of professional CoPs are developing the affordances of mobile learning for themselves (Cuthell 2005; Haythornthwaite 2007; Preston 2008 ). The braided metaphor describes processes of building collaborative knowledge using Web 2.0. The framework reveals a three–dimensional process of learning and practice that entails coming to understand and participate in a creative, progressive ‘braiding’ of text, opinions, and ideas. These processes reveal how learning by professionals, for the purpose of strengthening both the profession and individual understanding, unfolds in the online context.
There are three identifiable stages in the process professionals adopt and practice in their professional, online, learning. In the first stage the CoP engages in creating a braided text online that supports diversity and change of opinions. Some members act as e–facilitators or braiders who help to shape the argument, provide interim summaries and change the direction of the discussion. In the second stage, braiders demonstrate meta–learning by constructing braided artefacts, which re–interpret the online debate in different styles for different audiences. In the third stage, accomplished fellows take the initiative to set up working parties to explore a subject in more depth. At this point the participants become active professionals, using collaborative knowledge to build new theories and policies. Collaborative publication is a key goal in order to impact on policy in the longer term.
Increasingly, these members of CoPs are shaping liminal spaces to fulfil their own professional needs. Most recently Braided Learning theory is being applied to emerging MirandaMod programme that is a modification of ‘unconferencing’. Wikipedia defines the term “unconference” as applied, or self-applied, to a wide range of gatherings that try to avoid one or more aspects of a conventional conference, such as high fees, travel costs, sponsored presentations.
In MirandaNet such an unconference is called MirandaMod, an informal, loosely structured unconference of like-minded educators to share ideas about the use of technology to inspire others. Historically; Mod comes from the Gaelic word for a gathering, assembly or parliament. MirandMod is usually (but not always) a fringe event following or attached to a formal MirandaNet seminar/workshop or meeting. The Wiki-based format, with streamed webcasts, chat facilities and linked Twitter streams, mean that there is an international dimension to these events. Like wikis, blogs, chat and email, this online multimodal communication is unlike previous modes of knowledge construction because remote participation reduces time and cost commitments. In these unstructured activities software such as Flash Meeting linked to microblogging and instant communication streams empowers digital visitors to engage remotely with those at the terrestrial meetings, even to the point of placing a convivial beer next to their terminal. Second Life is also being considered as a welcoming MirandaMod location. Pilot evaluation using the Daly and Pachler indicators is already suggesting evidence of a sense of community, meta-learning and knowledge construction. (Daly and Pachler 2007)
What is important about this knowledge creation activity, however, is that the technology is sufficiently transparent to empower all members to set agenda at the grassroots. This mirrors young peoples’ mobile learning activity outside school in easy to use virtual environments like ThinkQuest, Beebo and Facebook that allow them to follow their interests and exploits their existing talents. Significantly MirandaMods encourages democratic debate rather than promoting socialisation. These MirandaMods challenge the usual model of conferences for teachers where there is limited interaction, if any, between ‘experts’ on stage and the expert audience. In the MirandaMod professionals have equal input regardless of their differing status in the world of education. PowerPoint is discouraged, and each participant who has a seven minute spot is chosen on the night by software designed with a fruit machine interface that underpins the random selection. The iChat text, video stream and Twitter feed is then posted in the MirandaNet Third Space so that those who could not participate have a record of proceedings. Currently this material is also being used for research in order to develop the Braided Learning framework more comprehensively.
The MirandaMod is proving valuable in the creation of professional knowledge as opposed to socialising online. This instant communication between work-based experts is a valuable mode of professional learning, where all the participants define the agenda during the event. Unlike a more formal event, innovation can be reported as it happens even though it is not, perhaps, fully worked out. This gives a chance for other members of the CoP to comment whilst new developments are in progress. It also gives publication value to the kind of expert knowledge that teachers’ are unlikely to commit to a full academic paper.
MirandaMod pilots, held at an exhibition called BETT09, are now being analysed to see whether this emerging mode of communication might now offer innovative and engaging opportunities for professional knowledge creation in the areas of Visual Literacy, Communities of Practice and Mobile Learning. The hope is that these new modes of learning can be implemented explicitly within work-based Continuing Professional Development programmes for teachers. This will provide more professionals with access to processes of knowledge creation through the application of mobile learning affordances.
The latest MirandaMod multimodal texts can be found on www.mirandanet.ac.uk/mirandamod
Thanks to Norbert Pachler for permission to publish this article
co-director of the WLE centre
http://www.wlecentre.ac.uk
REFERENCES
Cuthell, J. P. (2005). Beyond Collaborative Learning: communal construction of knowledge in an online environment. INSTICC, Miami, Web Information Systems and Technologies.
Daly, C. and N. Pachler (2007). Learning with others in mind. New Designs for Teachers’ Professional Learning. J. Pickering, C. Daly and N. Pachler. London, Bedford Way Papers.
Haythornthwaite, C. (2007). New International Theories and Models Of and For Online Learning Chicago IL, USA, First Monday.
Lave, J. and J. Wenger (1991). Situated Learning:Legitimate Peripheral Participation (Learning in Doing: Social, cognitive and computational, Cambridge University Press.
Preston, C. (2008 ). “Braided Learning: an emerging practice observed in e-communities of practice. International Journal of Web Based Communities Inderscience Publishers www.inderscience.com Special Issue on Online Learning Communities in Context. Guest Editors: Dr. Ove Jobring and Associate Professor Piet Kommers (4. 2).
Preston, C. and J. Cuthell (2007). The Perspectives of Professional Educators’ on ICT CPD: Past, Present, Future. N. Pachler. London, NAACE, MirandaNet Fellowship, WLE, Institute of Education, University of London.
Zeichner, K. (2008). Keynote: The Third Space : where teachers and academics meet. British Education Research Association (BERA) Annual Conference, Edinburgh, BERA.
Zeichner, K. and D. P. Liston (2006). Teaching Students to Reflect. Teacher Education: Major Themes in Education. D. Hartley and M. Whitehead. London, Routledge.
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