Searching for "industrial revolution"

learning and work future

From the LinkedIn “Technology Using Professors”

“scalable learning”, the ability to rapidly adapt to new information and quickly deploy new skills to act upon it.

https://www.linkedin.com/groups/934617/934617-6308656108315648004

Future of Work: Learning To Manage Uncertainty

Published on

https://www.linkedin.com/pulse/learning-uncertainty-imperative-heather-mcgowan

longevity + change rates

4th industrial revolution

We need to recognize that as we leave the third and enter the fourth industrial revolution our systems of learning — that is, codifying knowledge into a curriculum, then transferring that pre-determined knowledge to accepting students so that they can become productive workers – can’t support a rapidly changing world where new knowledge is continuously created and new skills are required to capture opportunity. Deloitte’s John Hagel argues, and we agree, that workers and organizations must now strive for “scalable learning”, the ability to rapidly adapt to new information and quickly deploy new skills to act upon it.

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more on learning and instructions in this IMS blog

http://blog.stcloudstate.edu/ims/2017/03/28/digital-learning/
http://blog.stcloudstate.edu/ims/2014/01/05/what-is-the-difference-between-education-and-training/

http://blog.stcloudstate.edu/ims?s=instruction

industry 4.0 and IOT

The Internet of Things will power the Fourth Industrial Revolution. Here’s how

https://medium.com/world-economic-forum/the-internet-of-things-will-power-the-fourth-industrial-revolution-heres-how-39932f03df1

By 2020 more than 50 billion things, ranging from cranes to coffee machines, will be connected to the internet. That means a lot of data will be created — too much data, in fact, to be manageable or to be kept forever affordably.

One by-product of more devices creating more data is that they are speaking lots of different programming languages. Machines are still using languages from the 1970s and 80s as well as the new languages of today. In short, applications need to have data translated for them — by an IoT babelfish, if you will — before they can make sense of the information.

Then there are analytics and data storage.

security becomes even more important as there is little human interaction in the flow of data from device to datacentre — so called machine-to-machine communication.

 

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more on IOT in this IMS blog
http://blog.stcloudstate.edu/ims?s=iot

more on industry 4.0 in this IMS blog
http://blog.stcloudstate.edu/ims?s=industrial+revolution

industry 4.0

A Strategist’s Guide to Industry 4.0. Global businesses are about to integrate their operations into a seamless digital whole, and thereby change the world.

https://www.strategy-business.com/article/A-Strategists-Guide-to-Industry-4.0
Industrial revolutions are momentous events. By most reckonings, there have been only three. The first was triggered in the 1700s by the commercial steam engine and the mechanical loom. The harnessing of electricity and mass production sparked the second, around the start of the 20th century. The computer set the third in motion after World War II.
Henning Kagermann, the head of the German National Academy of Science and Engineering (Acatech), did exactly that in 2011, when he used the term Industrie 4.0 to describe a proposed government-sponsored industrial initiative.
The term Industry 4.0 refers to the combination of several major innovations in digital technology
These technologies include advanced robotics and artificial intelligence; sophisticated sensors; cloud computing; the Internet of Things; data capture and analytics; digital fabrication (including 3D printing); software-as-a-service and other new marketing models; smartphones and other mobile devices; platforms that use algorithms to direct motor vehicles (including navigation tools, ride-sharing apps, delivery and ride services, and autonomous vehicles); and the embedding of all these elements in an interoperable global value chain, shared by many companies from many countries.
Companies that embrace Industry 4.0 are beginning to track everything they produce from cradle to grave, sending out upgrades for complex products after they are sold (in the same way that software has come to be updated). These companies are learning mass customization: the ability to make products in batches of one as inexpensively as they could make a mass-produced product in the 20th century, while fully tailoring the product to the specifications of the purchaser
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adoption industry 4.0 by sector

Three aspects of digitization form the heart of an Industry 4.0 approach.

• The full digitization of a company’s operations

•  The redesign of products and services

•  Closer interaction with customers

Making Industry 4.0 work requires major shifts in organizational practices and structures. These shifts include new forms of IT architecture and data management, new approaches to regulatory and tax compliance, new organizational structures, and — most importantly — a new digitally oriented culture, which must embrace data analytics as a core enterprise capability.

Klaus Schwab put it in his recent book The Fourth Industrial Revolution (World Economic Forum, 2016), “Contrary to the previous industrial revolutions, this one is evolving at an exponential rather than linear pace.… It is not only changing the ‘what’ and the ‘how’ of doing things, but also ‘who’ we are.”

This great integrating force is gaining strength at a time of political fragmentation — when many governments are considering making international trade more difficult. It may indeed become harder to move people and products across some national borders. But Industry 4.0 could overcome those barriers by enabling companies to transfer just their intellectual property, including their software, while letting each nation maintain its own manufacturing networks.
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more on the Internet of Things in this IMS blog
http://blog.stcloudstate.edu/ims?s=internet+of+things

also Digital Learning

http://blog.stcloudstate.edu/ims/2017/03/28/digital-learning/

social media and democracy

The biggest threat to democracy? Your social media feed

Vyacheslav PolonskiNetwork Scientist, Oxford Internet Institute
Yochai Benkler explains: “The various formats of the networked public sphere provide anyone with an outlet to speak, to inquire, to investigate, without need to access the resources of a major media organization.”
Democratic bodies are typically elected in periods of three to five years, yet citizen opinions seem to fluctuate daily and sometimes these mood swings grow to enormous proportions. When thousands of people all start tweeting about the same subject on the same day, you know that something is up. With so much dynamic and salient political diversity in the electorate, how can policy-makers ever reach a consensus that could satisfy everyone?
At the same time, it would be a grave mistake to discount the voices of the internet as something that has no connection to real political situations.
What happened in the UK was not only a political disaster, but also a vivid example of what happens when you combine the uncontrollable power of the internet with a lingering visceral feeling that ordinary people have lost control of the politics that shape their lives.

social media and democracy

Polarization as a driver of populism

People who have long entertained right-wing populist ideas, but were never confident enough to voice them openly, are now in a position to connect to like-minded others online and use the internet as a megaphone for their opinions.

The resulting echo chambers tend to amplify and reinforce our existing opinions, which is dysfunctional for a healthy democratic discourse. And while social media platforms like Facebook and Twitter generally have the power to expose us to politically diverse opinions, research suggests that the filter bubbles they sometimes create are, in fact, exacerbated by the platforms’ personalization algorithms, which are based on our social networks and our previously expressed ideas. This means that instead of creating an ideal type of a digitally mediated “public agora”, which would allow citizens to voice their concerns and share their hopes, the internet has actually increased conflict and ideological segregation between opposing views, granting a disproportionate amount of clout to the most extreme opinions.

The disintegration of the general will

In political philosophy, the very idea of democracy is based on the principal of the general will, which was proposed by Jean-Jacques Rousseau in the 18th century. Rousseau envisioned that a society needs to be governed by a democratic body that acts according to the imperative will of the people as a whole.

There can be no doubt that a new form of digitally mediated politics is a crucial component of the Fourth Industrial Revolution: the internet is already used for bottom-up agenda-setting, empowering citizens to speak up in a networked public sphere, and pushing the boundaries of the size, sophistication and scope of collective action. In particular, social media has changed the nature of political campaigning and will continue to play an important role in future elections and political campaigns around the world.

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more on the impact of technology on democracy in this IMS blog:

http://blog.stcloudstate.edu/ims?s=democracy

 

globalization economy democracy

Caldwell, C. (April, 2017). Sending Jobs Overseas. CRB, 27(2).

http://www.claremont.org/crb/article/sending-jobs-overseas/ 

https://en.wikipedia.org/wiki/Claremont_Institute

Caldwell’s book review of
Baldwin, Richard E. The Great Convergence: Information Technology and the New Globalization. Cambridge, Massachusetts: The Belknap Press of Harvard University Press, 2016. not at SCSU library, available through ILL (https://mplus.mnpals.net/vufind/Record/008770850/Hold?item_id=MSU50008770850000010&id=008770850&hashKey=cff0a018a46178d4d3208ac449d86c4e#tabnav)

Globalization’s cheerleaders, from Columbia University economist Jagdish Bhagwati to New York Times columnist Thomas Friedman, made arguments from classical economics: by buying manufactured products from people overseas who made them cheaper than we did, the United States could get rich concentrating on product design, marketing, and other lucrative services. That turned out to be a mostly inaccurate description of how globalism would work in the developed world, as mainstream politicians everywhere are now discovering.

Certain skeptics, including polymath author Edward Luttwak and Harvard economist Dani Rodrik, put forward a better account. In his 1998 book Turbo-Capitalism, Luttwak gave what is still the most succinct and accurate reading of the new system’s economic consequences. “It enriches industrializing poor countries, impoverishes the semi-affluent majority in rich countries, and greatly adds to the incomes of the top 1 percent on both sides who are managing the arbitrage.”

In The Great Convergence, Richard Baldwin, an economist at the Graduate Institute in Geneva, gives us an idea why, over the past generation, globalization’s benefits have been so hard to explain and its damage so hard to diagnose.

We have had “globalization,” in the sense of far-flung trade, for centuries now.

ut around 1990, the cost of sharing information at a distance fell dramatically. Workers on complex projects no longer had to cluster in the same factory, mill town, or even country. Other factors entered in. Tariffs fell. The rise of “Global English” as a common language of business reduced the cost of moving information (albeit at an exorbitant cost in culture). “Containerization” (the use of standard-sized shipping containers across road, rail, and sea transport) made packing and shipping predictable and helped break the world’s powerful longshoremen’s unions. Active “pro-business” political reforms did the rest.

Far-flung “global value chains” replaced assembly lines. Corporations came to do some of the work of governments, because in the free-trade climate imposed by the U.S., they could play governments off against one another. Globalization is not about nations anymore. It is not about products. And the most recent elections showed that it has not been about people for a long time. No, it is about tasks.

his means a windfall for what used to be called the Third World. More than 600 million people have been pulled out of dire poverty. They can get richer by building parts of things.

The competition that globalization has created for manufacturing has driven the value-added in manufacturing down close to what we would think of as zilch. The lucrative work is in the design and the P.R.—the brainy, high-paying stuff that we still get to do.

But only a tiny fraction of people in any society is equipped to do lucrative brainwork. In all Western societies, the new formula for prosperity is inconsistent with the old formula for democracy.

One of these platitudes is that all nations gain from trade. Baldwin singles out Harvard professor and former George W. Bush Administration economic adviser Gregory Mankiw, who urged passage of the Obama Administration mega-trade deals TPP and Transatlantic Trade and Investment Partnership (TTIP) on the grounds that America should “work in those industries in which we have an advantage compared with other nations, and we should import from abroad those goods that can be produced more cheaply there.”

That was a solid argument 200 years ago, when the British economist David Ricardo developed modern doctrines of trade. In practical terms, it is not always solid today. What has changed is the new mobility of knowledge. But knowledge is a special commodity. It can be reused. Several people can use it at the same time. It causes people to cluster in groups, and tends to grow where those groups have already clustered.

When surgeries involved opening the patient up like a lobster or a peapod, the doctor had to be in physical contact with a patient. New arthroscopic processes require the surgeon to guide cutting and cauterizing tools by computer. That computer did not have to be in the same room. And if it did not, why did it have to be in the same country? In 2001, a doctor in New York performed surgery on a patient in Strasbourg. In a similar way, the foreman on the American factory floor could now coordinate production processes in Mexico. Each step of the production process could now be isolated, and then offshored. This process, Baldwin writes, “broke up Team America by eroding American labor’s quasi-monopoly on using American firms’ know-how.”

To explain why the idea that all nations win from trade isn’t true any longer, Baldwin returns to his teamwork metaphor. In the old Ricardian world that most policymakers still inhabit, the international economy could be thought of as a professional sports league. Trading goods and services resembled trading players from one team to another. Neither team would carry out the deal unless it believed it to be in its own interests. Nowadays, trade is more like an arrangement by which the manager of the better team is allowed to coach the lousier one in his spare time.

Vietnam, which does low-level assembly of wire harnesses for Honda. This does not mean Vietnam has industrialized, but nations like it no longer have to.

In the work of Thomas Friedman and other boosters you find value chains described as kaleidoscopic, complex, operating in a dozen different countries. Those are rare. There is less to “global value chains” than meets the eye. Most of them, Baldwin shows, are actually regional value chains. As noted, they exist on the periphery of the United States, Europe, or Japan. In this, offshoring resembles the elaborate international transactions that Florentine bankers under the Medicis engaged in for the sole purpose of avoiding church strictures on moneylending.

One way of describing outsourcing is as a verdict on the pay structure that had arisen in the West by the 1970s: on trade unions, prevailing-wage laws, defined-benefit pension plans, long vacations, and, more generally, the power workers had accumulated against their bosses.

In 1993, during the first month of his presidency, Bill Clinton outlined some of the promise of a world in which “the average 18-year-old today will change jobs seven times in a lifetime.” How could anyone ever have believed in, tolerated, or even wished for such a thing? A person cannot productively invest the resources of his only life if he’s going to be told every five years that everything he once thought solid has melted into ait.

The more so since globalization undermines democracy, in the ways we have noted. Global value chains are extraordinarily delicate. They are vulnerable to shocks. Terrorists have discovered this. In order to work, free-trade systems must be frictionless and immune to interruption, forever. This means a program of intellectual property protection, zero tariffs, and cross-border traffic in everything, including migrants. This can be assured only in a system that is veto-proof and non-consultative—in short, undemocratic.

Sheltered from democracy, the economy of the free trade system becomes more and more a private space.

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Caldwell, C. (2014, November). Twilight of Democracy. CRB, 14(4).

Caldwell’s book review of
Fukuyama, Francis. The Origins of Political Order: From Prehuman Times to the French Revolution. New York: Farrar, Straus and Giroux, 2011. SCSU Library: https://mplus.mnpals.net/vufind/Record/007359076  Call Number: JC11 .F85 2011

http://www.claremont.org/crb/article/twilight-of-democracy/

Fukuyama’s first volume opened with China’s mandarin bureaucracy rather than the democracy of ancient Athens, shifting the methods of political science away from specifically Western intellectual genealogies and towards anthropology. Nepotism and favor-swapping are man’s basic political motivations, as Fukuyama sees it. Disciplining those impulses leads to effective government, but “repatrimonialization”—the capture of government by private interests—threatens whenever vigilance is relaxed. Fukuyama’s new volume, which describes political order since the French Revolution, extends his thinking on repatrimonialization, from the undermining of meritocratic bureaucracy in Han China through the sale of offices under France’s Henri IV to the looting of foreign aid in post-colonial Zaire. Fukuyama is convinced that the United States is on a similar path of institutional decay.

Political philosophy asks which government is best for man. Political science asks which government is best for government. Political decline, Fukuyama insists, is not the same thing as civilizational collapse.

Fukuyama is not the first to remark that wars can spur government efficiency—even if front-line soldiers are the last to benefit from it.

Relative to the smooth-running systems of northwestern Europe, American bureaucracy has been a dud, riddled with corruption from the start and resistant to reform. Patronage—favors for individual cronies and supporters—has thrived.

Clientelism is an ambiguous phenomenon: it is bread and circuses, it is race politics, it is doing favors for special classes of people. Clientelism is both more democratic and more systemically corrupting than the occasional nepotistic appointment.

why modern mass liberal democracy has developed on clientelistic lines in the U.S. and meritocratic ones in Europe. In Europe, democracy, when it came, had to adapt itself to longstanding pre-democratic institutions, and to governing elites that insisted on established codes and habits. Where strong states precede democracy (as in Germany), bureaucracies are efficient and uncorrupt. Where democracy precedes strong states (as in the United States but also Greece and Italy), government can be viewed by the public as a piñata.

Fukuyama contrasts the painstaking Japanese development of Taiwan a century ago with the mess that the U.S. Congress, “eager to impose American models of government on a society they only dimly understood,” was then making of the Philippines. It is not surprising that Fukuyama was one of the most eloquent conservative critics of the U.S. invasion of Iraq from the very beginning.

What distinguishes once-colonized Vietnam and China and uncolonized Japan and Korea from these Third World basket cases is that the East Asian lands “all possess competent, high-capacity states,” in contrast to sub-Saharan Africa, which “did not possess strong state-level institutions.”

Fukuyama does not think ethnic homogeneity is a prerequisite for successful politics

the United States “suffers from the problem of political decay in a more acute form than other democratic political systems.” It has kept the peace in a stagnant economy only by dragooning women into the workplace and showering the working and middle classes with credit.

public-sector unions have colluded with the Democratic Party to make government employment more rewarding for those who do it and less responsive to the public at large. In this sense, government is too big. But he also believes that cutting taxes on the rich in hopes of spurring economic growth has been a fool’s errand, and that the beneficiaries of deregulation, financial and otherwise, have grown to the point where they have escaped bureaucratic control altogether. In this sense, government is not big enough.

Washington, as Fukuyama sees it, is a patchwork of impotence and omnipotence—effective where it insists on its prerogatives, ineffective where it has been bought out. The unpredictable results of democratic oversight have led Americans to seek guidance in exactly the wrong place: the courts, which have both exceeded and misinterpreted their constitutional responsibilities.  the almost daily insistence of courts that they are liberating people by removing discretion from them gives American society a Soviet cast.

“Effective modern states,” he writes, “are built around technical expertise, competence, and autonomy.”

http://librev.com/index.php/2013-03-30-08-56-39/discussion/culture/3234-gartziya-i-problemite-na-klientelistkata-darzhava

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Williams, J. (2017, May). The Dumb Politics of Elite Condescension. NYT

https://mobile.nytimes.com/2017/05/27/opinion/sunday/the-dumb-politics-of-elite-condescension.html

the sociologists Richard Sennett and Jonathan Cobb call the “hidden injuries of class.” These are dramatized by a recent employment study, in which the sociologists Lauren A. Rivera and Andras Tilcsik sent 316 law firms résumés with identical and impressive work and academic credentials, but different cues about social class. The study found that men who listed hobbies like sailing and listening to classical music had a callback rate 12 times higher than those of men who signaled working-class origins, by mentioning country music, for example.

Politically, the biggest “hidden injury” is the hollowing out of the middle class in advanced industrialized countries. For two generations after World War II, working-class whites in the United States enjoyed a middle-class standard of living, only to lose it in recent decades.

The college-for-all experiment did not work. Two-thirds of Americans are not college graduates. We need to continue to make college more accessible, but we also need to improve the economic prospects of Americans without college degrees.

the United States has a well-documented dearth of workers qualified for middle-skill jobs that pay $40,000 or more a year and require some postsecondary education but not a college degree. A 2014 report by Accenture, Burning Glass Technologies and Harvard Business School found that a lack of adequate middle-skills talent affects the productivity of “47 percent of manufacturing companies, 35 percent of health care and social assistance companies, and 21 percent of retail companies.”

Skillful, a partnership among the Markle Foundation, LinkedIn and Colorado, is one initiative pointing the way. Skillful helps provide marketable skills for job seekers without college degrees and connects them with employers in need of middle-skilled workers in information technology, advanced manufacturing and health care. For more information, see my other IMS blog entries, such ashttp://blog.stcloudstate.edu/ims/2017/01/11/credly-badges-on-canvas/

handbook of mobile learning

Routledge. (n.d.). Handbook of Mobile Learning (Hardback) – Routledge [Text]. Retrieved May 27, 2015, from http://www.routledge.com/books/details/9780415503693/

Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. Retrieved June 2, 2015, from https://www.academia.edu/5601076/A_historical_overview_of_mobile_learning_Toward_learner-centered_education

Crompton, Muilenburg and Berge’s definition for m-learning is “learning across multiple contexts, through social and content interactions, using personal electronic devices.”
The “context”in this definition encompasses m-learnng that is formalself-directed, and spontaneous learning, as well as learning that is context aware and context neutral.
therefore, m-learning can occur inside or outside the classroom, participating in a formal lesson on a mobile device; it can be self-directed, as a person determines his or her own approach to satisfy a learning goal; or spontaneous learning, as a person can use the devices to look up something that has just prompted an interest (Crompton, 2013, p. 83). (Gaming article Tallinn)Constructivist Learnings in the 1980s – Following Piage’s (1929), Brunner’s (1996) and Jonassen’s (1999) educational philosophies, constructivists proffer that knowledge acquisition develops through interactions with the environment. (p. 85). The computer was no longer a conduit for the presentation of information: it was a tool for the active manipulation of that information” (Naismith, Lonsdale, Vavoula, & Sharples, 2004, p. 12)Constructionist Learning in the 1980s – Constructionism differed from constructivism as Papert (1980) posited an additional component to constructivism: students learned best when they were actively involved in constructing social objects. The tutee position. Teaching the computer to perform tasks.Problem-Based learning in the 1990s – In the PBL, students often worked in small groups of five or six to pool knowledge and resources to solve problems. Launched the sociocultural revolution, focusing on learning in out of school contexts and the acquisition of knowledge through social interaction

Socio-Constructivist Learning in the 1990s. SCL believe that social and individual processes are independent in the co-construction of knowledge (Sullivan-Palinscar, 1998; Vygotsky, 1978).

96-97). Keegan (2002) believed that e-learning was distance learning, which has been converted to e-learning through the use of technologies such as the WWW. Which electronic media and tools constituted e-learning: e.g., did it matter if the learning took place through a networked technology, or was it simply learning with an electronic device?

99-100. Traxler (2011) described five ways in which m-learning offers new learning opportunities: 1. Contingent learning, allowing learners to respond and react to the environment and changing experiences; 2. Situated learning, in which learning takes place in the surroundings applicable to the learning; 3. Authentic learning;

Diel, W. (2013). M-Learning as a subfield of open and distance education. In: Berge and Muilenburg (Eds.). Handbook of Mobile Learning.

  1. 15) Historical context in relation to the field of distance education (embedded librarian)
  2. 16 definition of independent study (workshop on mlearning and distance education
  3. 17. Theory of transactional distance (Moore)

Cochrane, T. (2013). A Summary and Critique of M-Learning Research and Practice. In: Berge and Muilenburg (Eds.). Handbook of Mobile Learning.
( Galin class, workshop)

P 24

According to Cook and Sharples (2010) the development of M learning research has been characterized by three general faces a focus upon Devices Focus on learning outside the classroom He focus on the mobility of the learner

  1. 25

Baby I am learning studies focus upon content delivery for small screen devices and the PDA capabilities of mobile devices rather than leveraging the potential of mobile devices for collaborative learning as recommended by hope Joyner Mill Road and sharp P. 26 Large scale am learning project Several larger am learning projects have tended to focus on specific groups of learners rather than developing pedagogical strategies for the integration of am mlearning with him tertiary education in general

27

m learning research funding

In comparison am learning research projects in countries with smaller population sizes such as Australia and New Zealand are typiclly funded on a shoe string budget

28

M-learning research methodologies

I am learning research has been predominantly characterized by short term case studies focused upon The implementation of rapidly changing technologies with early adopters but with little evaluation reflection or emphasis on mainstream tertiary-education integration

 

p. 29 identifying the gaps in M learning research

 

lack of explicit underlying pedagogical theory Lack of transferable design frameworks

 

Cochrane, T. (2011).Proceedings ascilite 2011 Hobart:Full Paper 250 mLearning: Why? What? Where? How? http://www.ascilite.org/conferences/hobart11/downloads/papers/Cochrane-full.pdf
(Exploring mobile learning success factors http://files.eric.ed.gov/fulltext/EJ893351.pdf
https://prezi.com/kr94rajmvk9u/mlearning/
https://thomcochrane.wikispaces.com/MLearning+Praxis

Pachler, N., Bachmair, B., and Cook, J. (2013). A Sociocultural Ecological Frame for Mobile Learning. In: Berge and Muilenburg (Eds.). Handbook of Mobile Learning.
(Tom video studio)

35 a line of argumentation that defines mobile devices such as mobile phones as cultural resources. Mobile cultural resources emerge within what we call a “bile complex‘, which consist of specifics structures, agency and cultural practices.

36 pedagogy looks for learning in the context of identify formation of learners within a wider societal context However at the beginning of the twentieth first century and economy oriented service function of learning driven by targets and international comparisons has started to occupy education systems and schools within them Dunning 2000 describes the lengthy transformation process from natural assets Land unskilled labor to tangible assets machinery to intangible created assets such as knowledge and information of all kinds Araya and Peters 2010 describe the development of the last 20 years in terms of faces from the post industrial economy to d information economy to the digital economy to the knowledge economy to the creative economy Cultural ecology can refer to the debate about natural resources we argue for a critical debate about the new cultural resources namely mobile devices and the services for us the focus must not be on the exploitation of mobile devices and services for learning but instead on the assimilation of learning with mobiles in informal contacts of everyday life into formal education

37

Ecology comes into being is there exists a reciprocity between perceiver and environment translated to M learning processes this means that there is a reciprocity between the mobile devices in the activity context of everyday life and the formal learning

45

Rather than focusing on the acquisition of knowledge in relation to externally defined notions of relevance increasingly in a market-oriented system individual faces the challenge of shape his/her knowledge out of his/her own sense of his/her world information is material which is selected by individuals to be transformed by them into knowledge to solve a problem in the life world

Crompton, H. (2013). A Sociocultural Ecological Frame for Mobile Learning. In: Berge and Muilenburg (Eds.). Handbook of Mobile Learning.

p. 47 As philosophies and practice move toward learner-centered pedagogies, technology in a parallel move, is now able to provide new affordances to the learner, such as learning that is personalized, contextualized, and unrestricted by temporal and spatial constrains.

The necessity for m-learning to have a theory of its own, describing exactly what makes m-learning unique from conventional, tethered electronic learning and traditional learning.

48 . Definition and devices. Four central constructs. Learning pedagogies, technological devices, context and social interactions.

“learning across multiple contexts, through social and content interactions, using personal electronic devices.”

It is difficult, and ill advisable, to determine specifically which devices should be included in a definition of m-learning, as technologies are constantly being invented or redesigned. (my note against the notion that since D2L is a MnSCU mandated tool, it must be the one and only). One should consider m-learning as the utilization of electronic devices that are easily transported and used anytime and anywhere.

49 e-learning does not have to be networked learning: therefore, e-learnng activities could be used in the classroom setting, as the often are.

Why m-learning needs a different theory beyond e-learning. Conventional e-learning is tethered, in that students are anchored to one place while learning. What sets m-learning apart from conventional e-learning is the very lack of those special and temporal constrains; learning has portability, ubiquitous access and social connectivity.

50 dominant terms for m-learning should include spontaneous, intimate, situated, connected, informal, and personal, whereas conventional e-learning should include the terms computer, multimedia, interactive, hyperlinked, and media-rich environment.

51 Criteria for M-Learning
second consideration is that one must be cognizant of the substantial amount of learning taking place beyond the academic and workplace setting.

52 proposed theories

Activity theory: Vygotsky and Engestroem

Conversation theory: Pask 1975, cybernetic and dialectic framework for how knowledge is constructed. Laurillard (2007) although conversation is common for all forms of learning, m-learning can build in more opportunities for students to have ownership and control over what they are learning through digitally facilitated, location-specific activities.

53 multiple theories;

54 Context is central construct of mobile learning. Traxler (2011) described the role of context in m-learning as “context in the wider context”, as the notion of context becomes progressively richer. This theme fits with Nasimith et al situated theory, which describes the m-learning activities promoting authentic context and culture.

55. Connectivity
unlike e-learning, the learner is not anchored to a set place. it links to Vygotsky’s sociocultural approach.
Learning happens within various social groups and locations, providing a diverse range of connected  learning experiences. furthermore, connectivity is without temporal restraints, such as the schedules of educators.

55. Time
m-larning as “learning dispersed in time”

55. personalization
my note student-centered learning

Moura, A., Carvalho, A. (2013). Framework For Mobile Learning Integration Into Educational Contexts. In: Berge and Muilenburg (Eds.). Handbook of Mobile Learning.

p. 58 framework is based on constructivist approach, Activity theory, and the attention, relevance and confidence satisfaction (ARCS) model http://www.arcsmodel.com/#!
http://torreytrust.com/images/ITH_Trust.pdf

to set a didacticmodel that can be applied to m-learning requires looking at the characteristics of specific devi

https://www.researchgate.net/profile/Nadire_Cavus/publication/235912545_Basic_elements_and_characteristics_of_mobile_learning/links/02e7e526c1c0647142000000.pdf
https://eleed.campussource.de/archive/9/3704