Inaugural Lecture John Cook Date: Tuesday 3rd of Feb, 2009 Time: 6pm Venue: Henry Thomas room, Holloway Road, London Metropolitan University Introduced by Brian Roper, Vice-Chancellor London Metropolitan University

1. The digitally literate learner and the appropriation of new technologies and media for education Inaugural Lecture by John Cook Learning Technology Research Institute, London Metropolitan University, 3 February 2009 Download slides: http://www.slideshare.net/johnnigelcook

6. On with the ‘serious’ lecture now!

9. The ‘magic’ triangle Cook, J. (2002). The Role of Dialogue in Computer-Based Learning and Observing Learning: An Evolutionary Approach to Theory. Journal of Interactive Media in Education, 2002 (5). ISSN:1365-893X [ www-jime.open.ac.uk/2002/5 ]

13. “ For example, in the case of Hanna, the learning objects are very helpful as they give guidance and provide extra help if she doesn’t understand something. She likes online, anytime access, as she can access them when she wants, and in the comfort and privacy of her own home. She likes reading from textbooks, but likes the animations in the learning objects, as they break up the learning material and keep you interested. ” “ the second cohort appeared to have a deeper and more coherent learning experience as a result of the introduction of the RLOs. ”

14. [Play clip]

16. Digitally literate learners “ … include the ability to understand the power of images and sounds, to recognize and use that power, to manipulate and transform digital media, to distribute them pervasively, and to easily adapt them to new forms.” (New Media Consortium, 2005, p. 2, original was in italics)

17. Digitally literate learners Kress (2003) has observed that young people use new forms of communication which appear to include layers of meaning not accessible by ‘traditional’ language skills alone.

20. Parent Rugby union fan Kids E-Learning project leader Research Self taught bass player PhD students John Play 5 aside football Formal and/or informal learning HE LIFE

21. Warning Formal learning did this to me!

22. 7 years later & informal learning!

23. 7 years later & informal learning! 2 years ago!!

24. 5 months ago

28. Children’s bedrooms become media labs UK children aged 12-15 have an average of six media devices in their bedrooms and children aged 8-11 have an average of four such devices (Ofcom 2008a, p. 6).

29. “ … students are driving the changes. Can UK institutions keep up? ” Harriet Swain : Dawn of the cyberstudent “ … research shows that two years ago, people aged 16-18 spent four to five hours a week on the net. Now it's the same amount each day." Victoria Neumark: Choose your weapon University Challenge in Guardian 20.01.01

30. “… a world without barriers. Where learners expect their own technology to interface with yours”.

31. The Google Generation provide a warning here “… young people demonstrate an ease and familiarity with computers, they rely on the most basic search tools and do not possess the critical and analytical skills to assess the information that they find on the web .”

32. Web 2.0 and learning? “ … only a few embryonic signs of criticality, self-management and meta-cognitive reflection … There is a disparity between home and school use of IT …) Becta (2008).

36. Cook, Pachler, Bachmair and Adami (2009) Cultural practices involving new digital media can be brought into the educational institutions feed back into the digital world at large

38. Health warnings! NOT talking about misappropriation

39. Can texting damage your health? As always there is more to it than meets the eye …

40. NOT about criminal appropriation, as in ‘you’re nicked’!

42. Key components of a socio-cultural ecological approach to mobile learning Patchler, N., Bachmair, B., Cook, J. and Kress, G. (in preparation). M-Learning . Springer. Due Autumn 2009.

45. ( Cook, J., Pachler, N. and Bachmair, B. (under review). Appropriation of Mobile Phones and Learning. )

49. [play Elli clip] (Cook, Pachler and Bradley, 2008)

50. CONTSENS

53. “ The information given was underlined by the 'experience' of the area and therefore given context in both past and present. ”

54. “ “ it was triggering my own thoughts and I was getting to think for myself about the area and the buildings. ”

55. A clear example of the interactive construction and maintenance of context in action was cited when one student in group 1 who felt that the tasks helped to encourage active learning, and also helped to give context to what they were learning, “there was the task, there was the whole going back to, oh you know take a picture, video that, try and get the whole area … you're actually physically getting into the whole context of what it is that you're learning, your mind is open to what it is you're supposed to be doing. ” One student said in the interview afterwards about using the Nokia phones for the tasks, “It was good because we were capturing the evidence that we needed when we could video and reflect on things that we'd done, so we were seeing things and reflecting straight away , so that if we came back to the classroom and we had to write up on it, write like a blog, we could easily relay what we've recorded already, so it saved a lot of time, and it captured the thought at the moment, there and then. ”

62. Thank you