Mobile Technology
Laurent Antonczak2021
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The digital transformation of society is reaching a state of maturity, which provides people with new and exciting possibilities (NESTA, 2019) and implies a preponderant change in terms of inclusive collaboration, human-centred global economy and governance. Conjointly, ‘knowledge is the impetuous for communication’ (Carayannis & Clark, 2011, p. 203) with respect to foster ‘social capital’ and to thrive ‘cultural knowledge’ (Levallet & Chan, 2019, p. 182). Within this context, mobile technology, thanks to its affordance (Ahonen, 2011; Volkoff & Strong, 2013) and its contextuality (Cochrane et al., 2016), can enable creativity which supports the Cognitive Process Dimension (Anderson et al., 2001). Scilicet, mobile devices become the interface between people and processes (Morel et al., 2018; Dampérat et al., 2019) in relation to innovative practices (Makri et al., 2017) and real-world learning (Saleh et al., 2019) in formal and informal contexts. Moreover, it can enhance the developi...
Related papers
Mobile Learning: Perspectives on Practice and Policy. Digital Media and Learning
2018
Search for book at Amazon.com Making predictions about the role a given technology will play in our lives is difficult. Would it have been possible, for instance, to a prognosticator a hundred or so years ago, seeing the first automobile, to predict that this technology would one day provide employment to hundreds of thousands of people across the world while, at the same time, leading to urban sprawl, traffic jams, pollution, and wars in the Middle East? Clearly, our predictions need to be tinged with a touch of humility. This humility is as essential when we consider technologies that have been predicted to transform education and learning. One of the most significant technologies today is the mobile device, which has transformed many aspects of our lives. In fact, a recent UNESCO report suggests that more than six billion people have some form of access to a working mobile device-more, as it turns out, than have access to toilets and drinkable water. Mobile Learning: Perspectives on Practice and Policy is a collection of articles on research and practice around mobile technologies and their implications for education. In an attempt to process the rapid growth of mobile technologies, Herro, Arafeh, Ling, and Holden have garnered perspectives from a range of academics and practicing educators, addressing issues of access, professional development, digital citizenship, corporate involvement in education, and mobility. The book is divided into three parts, each consisting of four chapters, focusing on policy, community, and pre-K-12 contexts. The arguments for using the mobile device in the classroom come with a hint of optimism, as contributors note its potential to provide opportunities for students to explore, share, and learn. Additionally, the capacities of the mobile device to bring social change, to reach beyond local contexts, and to represent marginalized voices are highlighted as well. The use of a technology that allows exploration of a potentially infinite range of possibilities and opportunities is emphasized as a natural part of human discovery and expression.
Special Issue: Mobile Digital Practices @ Digital Culture & Society (DCS) Vol. 3, Issue 2/2017
Co-edited special issue, with a broad range of authors, incl. Geoffrey Hobbis, Anne Ganzert, Theresa Gielnik, Philip Hauser, Julia Ihls, Isabell Otto, Donald N. Anderson, Jamie Coates, Samuel Gerald Collins, Marion Schulze, Maria Schreiber, Elisa Serafinelli, Mikko Villi, Stefan Werning, Julia M. Hildebrand, Rashmi M., Cherry Baylosis, Nadia Hakim Fernandez and in Conversation with Roger Norum Heather Horst, David Morley, and Noel B. Salazar. The fifth issue of Digital Culture & Society addresses particular, situated forms of movement of people, things and data through the lens of practices. Practice-based approaches have concomitantly become pivotal for describing how people, things and data are interrelated in what can be called digital practices. While discussions surrounding the “practice turn” (Schatzki et al. 2006) in social theory have found their way into other disciplines including media studies, it has yet to be clearly identified how practices can be deciphered in terms of scale and order (Swidler 2010) and how the specifics of digital practices can be best spelled out (Couldry 2012). A number of scholars in media and anthropology have worked towards describing the various settings of “what people do with media” (Couldry 2004) in terms of media practices (Bräuchler/Postill 2010). Almost simultaneously, a mobilities turn has been identified, framing subjects of the social sciences through the lens of movement and networks (Sheller/Urry 2006). We aim to apply these approaches to a mobile digital realm; hence, we invite to discuss how particularly digital practices can be described, framed and researched and how they produce and are produced by the mobility of people, data and devices (Morley 2011).
Collaboration with Mobile Media: Shifting from'participation'to'co-creation
Digital social media is dramatically changing the social landscape and the ways in which we understand 'participation'. As youth embrace these dynamic yet highly scripted forms of mediated social interaction, educators have struggled to find ways to harness these new participatory forms to support learning. This article considers the interactive structures and frameworks that underlie much of 'Web 2.0' participatory media, and proposes that theories of social learning and action could greatly inform the design of participatory media applications to support learning. We propose engaging the potential of mediated social interaction to foster 'generative learning communities' and describe an informal learning social media application under development known as 'Mobltz'embracing concepts of 'mobile media blitz' with the intentional emphasis on the syllable 'mob'. The application is an attempt to bring guidance from what social science knows about learning and human development to craft interactional affordances based on sharing of meaning and experiences.
Mobile is Changing the World
In this paper the changing roles of teachers, learners, technology and context in mobile learning are being addressed. Learners and teachers experience mobile learning differently and for this reason the scale of learners’ independence in managing their own learning rely on the scale of teachers’ control. Mobile devices as everyday gadgets are smaller and more economical than before and can administer many of the potentials of the computers. Learners using many different technologies have the chance to decide what they learn and how quickly they go through learning materials. Mobile devices are able to engage learners in situated learning without constraints and empower learners to carry on learning activities outside the classroom. In addition they can assist on-demand connection with educational resources and give chance to new abilities or knowledge to be fast applied. Finally, mobile devices can boost common teacher-led classroom scenario with activities completed outside the classroom in an informal way. Even if through mobile devices learners have the potential to adopt and personalize their own learning experience, mobile devices cannot take the place of the knowledgeable pedagogy. Teachers must have the skills among others to orchestrate and expedite learning with the support of new technologies and mobile devices. Keywords: mobile learning, teachers, learners, technology, context
Introduction: Digital Revolution - Mobile Revolution?
Mobile World
This book is a sequel to Wireless World: Social and Interactional Aspects of the Mobile Age, by Brown, Green and Harper published in this CSCW series in 2002. This new volume is a collection of invited chapters, drawing heavily on an international conference held by the Digital World Research Centre (DWRC) at the University of Surrey in July 2003. The title of the conference was "The Mobile Revolution-A Retrospective": its theme, lessons on social shaping. The idea was to focus on what can be learnt from the adoption of mobile devices that could be applicable to other, new, digital technologies.
Palalas, A. (2017). Community and informal learning, and skills development. Capacity building in a changing ICT Environment, 17-26.
Capacity building in a Changing ICT Environment - ITU, 2017
The mobile learning community has the potential and responsibility to bring informal and community-based learning to the hard-to-reach and those experiencing socio-economic, cultural, and ecological uncertainty. The capabilities of mobile technologies, on their own or blended with other local and sustainable technologies, have opened up avenues for transformational change founded on personal, vocational, cultural, economic, social, and civic improvement of individuals and groups. The exponential growth in mobile penetration 1 and handset ownership across the globe coupled with expanding mobile network coverage, offered by competitive mobile network operators, creates an environment in which the immense potential of m-learning in overcoming the global learning challenges can be realized.
Mobile Media – Mobile Creativity?
Comunicação e Sociedade
Today’s society is characterized by a mobility shift in the usage of media, which influences the ways people communicate and express themselves. This paper explores the basic correlation between mobility and creative ways of mobile phone usage. The results of a study conducted among 597 students at the University of Paderborn show how mobile phone users adopt creative ways of communicating in their daily life. Furthermore, different special subgroups of mobile us- ers and their creative actions could be identified. The analysis also reveals a correlation between creative mobile usage and mobile gaming. All in all, this paper aims at highlighting the creative ways in which young adults use mobile technologies.
29
SoTEL Symposium 18-19 February 2021
Mobile Technology: innovative and creative practices
enabling learning environments in Higher Education &
Business
Laurent Antonczak
BETA, University of Strasbourg
[email protected]
Keywords: Community of Practice (CoP), Creativity, Information Ecology, Innovation,
Knowledge Management (KM), Mobile Technology.
Abstract:
The digital transformation of society is reaching a state of maturity, which provides people with new and
exciting possibilities (NESTA, 2019) and implies a preponderant change in terms of inclusive collaboration,
human-centred global economy and governance. Conjointly, ‘knowledge is the impetuous for communication’
(Carayannis & Clark, 2011, p. 203) with respect to foster ‘social capital’ and to thrive ‘cultural knowledge’
(Levallet & Chan, 2019, p. 182). Within this context, mobile technology, thanks to its affordance (Ahonen,
2011; Volkoff & Strong, 2013) and its contextuality (Cochrane et al., 2016), can enable creativity which
supports the Cognitive Process Dimension (Anderson et al., 2001). Scilicet, mobile devices become the interface
between people and processes (Morel et al., 2018; Dampérat et al., 2019) in relation to innovative practices
(Makri et al., 2017) and real-world learning (Saleh et al., 2019) in formal and informal contexts. Moreover, it
can enhance the developing of ideas inner/outer an organisation, or a classroom (Hall et al., 2020), and the
serendipity flow of learning experiences (Makri et al., 2015). To a certain extent, mobile technology can bolster
‘collective knowledge’ (Pont, 2013; Levallet & Chan, 2019) by enabling quick decision-making and by
connecting with a glocal network (Antonczak, 2021).
From a transdisciplinary approach, amidst learning sciences (Sommerhoff et al., 2018), management and
organisational research, this presentation canvasses mobile technology (Jones & Marsden, 2006; Ahonen, 2011)
as being a key apparatus and interface for collaborative innovation (Demil & Lecocq, 2012; Suire et al., 2018),
which allows organisations to develop their ‘information ecology’ (Nardi, 1999) through a dynamic sense of
what is inside and what is outside their boundaries. Said differently, it deciphers how mobile technology can
enable exchange information and co-creative practices beyond formal structures and systems across industries
and/or academia.
To start, the presentation quickly outlines some key concepts from an inter-disciplinary literature reviews
(Baumeister & Leary, 1997), including collaboration, creativity, knowledge dynamics such as knowledge
creation and/or conversion (Sawyer, 2008) as well as ‘knowledge retention and/or knowledge loss’ (Levallet &
Chan, 2019). Next, it epitomises a few technological enabling conditions (Makri, 2017; Levallet & Chan, 2018;
Cheng et al., 2019) such as autonomy, diversity, interactivity, contextuality through mobile social media and
mobile-first applications (Apps) in relation to collaboration and learning practices beyond the limits of a
physical environment. Then, it introduces the methodological and qualitative approach used for the analysis and
findings, as well as the interpretations of practices in Education and Business. Finally, this presentation
concludes with some features about how mobile technology practices support collaborative and innovative
learning environments, the co-creation of new frameworks, and it suggests further avenues for supplementary
research.
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