Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

How to ... be a reflective practitioner.

What Video Games Have to Teach Us about Learning and Literacy

Organizational learning II: Theory, method and practice

Cultivating Communities of Practice: A Guide to Managing Knowledge

This paper was presented at the 6th Annual Conference on Mobile Learning, mLearn 2007, Melbourne, Australian, 16–19 October 2007
and is published in the conference proceedings.

An Evaluation of MyArtSpace: a Mobile Learning Service for School Museum Trips

Most adults and adolescents in developed countries now own mobile phones and media devices, and for many people in developing countries a mobile phone can offer the only means of sending long distance messages In a parallel development to the spread of personal technology, since the early 1980s schools, colleges and universities have experimented with handheld technology for learning, including classroom response systems, data probes, and handheld writing tools Universities allow students to bring laptop computers to lectures and some schools are now providing pupils with Personal Digital Assistants and tablet computers As personal mobile technologies for learning become more widespread, studies are starting to show evidence of the value of incorporating mobile devices in teaching and learning (McFarlane, Triggs and Yec 2008; p7) and also substantial issues, including conflicts between informal learning with personal devices and traditional classroom education (Sharples 2007) Children are developing new skills and literacies enabled by mobile devices, such as SMS texting, moblogging (writing diaries and weblogs on mobile devices) and mobile video creation A new generation of location-aware mobile phones will offer further possibilities, of education services and educational media matched to the learner's context and interests

A theory of learning for the mobile age: learning through conversation and exploration across contexts

We propose six challenges in evaluating mobile learning: capturing and analysing learning in context and across contexts, measuring mobile learning processes and outcomes, respecting learner/participant privacy, assessing mobile technology utility and usability, considering the wider organisational and socio-cultural context of learning, and assessing in/formality. A three-level framework for evaluating mobile learning is presented, comprising a micro level concerned with usability, a meso level concerned with the learning experience, and a macro level concerned with integration within existing educational and organisational contexts. The paper concludes with a discussion of how the framework meets the evaluation challenges and with suggestions for further extensions.

Challenges in Evaluating Mobile Learning

We review the research on mobile learning and theories of learning in order to produce a pedagogically sound set of guidelines for learners, teachers, and policy makers who are considering adopting m-learning technology. The guidelines are not primarily intended as requirements for systems design, but they will be of use to systems designers, in alerting them to the settings in which the technology will be used and issues arising from deployment with teachers and learners. The paper offers an interpretation of the nature and utility of the guidelines, and describes a process for producing new guidelines. We propose an initial set of guidelines for deploying, managing and teaching with mobile technology.

Producing guidelines for learning, teaching and tutoring in a mobile environment

A project called MyArtSpace, funded by the UK Department for Culture Media and Sport, is today exploring how children can engage in similar enquiry-led learning supported by mobile technology and how this can link to school and home learning. Using MyArtSpace as an example, we discuss the possibilities for mobile technology to form bridges between formal and informal learning. We also offer guidelines, drawn from our experience with MyArtSpace, for designing such bridges.

https://telearn.archives-ouvertes.fr/hal-00197204/document

Giasemi Vavoula

Papers

An Evaluation of MyArtSpace: a Mobile Learning Service for School Museum Trips

A theory of learning for the mobile age: learning through conversation and exploration across contexts

Challenges in Evaluating Mobile Learning

Producing guidelines for learning, teaching and tutoring in a mobile environment

Learning bridges: A role for mobile technologies in education