Tensions between personal space and social space in mobile learning

by Dr Agnes Kukulska-Hulme, Dr John Cook, Professor Tom Boyle, Mr John Traxler

Background and issues
It is claimed that learning with mobile devices is suited to both individualized and collaborative learning. Depending on context of use, researchers emphasize one aspect over the other. For example, Pehkonen and Turunen (2003) say that 'the obvious potential of mobile learning lies in supporting social contacts and collaborative learning', whilst Dan and XinMeng (2006) note that 'mobile learners, who are typically distance learners, usually work individually without external support'. As we move towards the 'third phase' in mobile learning evolution - contextual, ambient, mixed reality learning (Pearshouse, 2006), the design of learning spaces will increasingly need to take account of tensions between learning based on a personal device, and the social, contextual affordances of current technologies and software. Are learners finding themselves under constant pressure to share their learning with others? Are those who want to share being frustrated by the person who is only interested in protecting their personal space? Are current evaluation strategies up to the job of detecting these tensions and illuminating whether they are a hindrance, or a creative force?

Work in progress
Agnes Kukulska-Hulme and John Traxler have been challenging existing evaluation practices, examining their alignment with the aims of mobile learning. They have argued that personalized learning on mobile and wireless technologies differs dramatically from personalized learning on desktop computers; for example, mobile personalization can deliver on the basis of who else is learning nearby. Tom Boyle is working on transferring the design of learning resources from the desktop to mobile phones where the aim is to retain rich functionality, yet his work recognizes that episodes of m-learning are likely to be fragmented and open to disruption in the context of use. John Cook has argued that mobile devices are heralding a disruptive shift away form formal learning: tertiary education is slow to adopt ubiquitous technologies, which leads to 'hidden' disruption where some learners choose to use their mobile devices to develop informal learning networks.

Structure of the symposium
A scenario will be presented in which mobile technologies should be used to meet the objectives of a learning task involving an investigation in a city centre. The scenario will introduce the issue of tensions between private and social space. Participants will then be asked to join one of two sets - individualists, or social learners. The sets will consider: (a) how they will use mobile technologies to achieve the task objectives; (b) why their individualist or social approach is more advantageous in meeting the objectives of the task. An exchange of views from the two sets will fuel a debate exploring factors such as privacy, mobile etiquette and social capital. This will lead to consideration of how an evaluation could capture salient aspects of personal and social space, and any tensions between them.

Learning outcomes
Participants will gain a fuller understanding of personal and social space in mobile learning. They will be able to take a more active stance in defining requirements for an evaluation of a mobile learning task.

ID Number: 1216

Date: Tuesday, 4th September 2007

Time: 1130

Location: Law and Social Sciences Building, Room B63

Theme: Designing learning spaces