The document discusses ideas from a roundtable on mobile learning. It focuses on concepts of learning and teaching in contexts of transition, including the roles of learners, technologies, and pedagogical frameworks. It notes ideas that are underrepresented in mobile learning discussions, such as longitudinal studies and widespread adoption. The document calls for support of teachers, learners, and parents through legal, ethical and professional frameworks. It suggests school development should be driven by learners' practices and needs.

1. What can be learned from the Mobile Learning discussion?
Ideas on learning, teaching and policy development.
RoundTable "Mobile Learning:LearningAcross Contexts – LearningIn Transition"
Dr. Judith Seipold
London Mobile Learning Group (LMLG)
ECER 2015 "Education and Transition – Contributions from Educational Research"
September 9th, 2015, Budapest, Hungary

2. AGENDA
focus ∙ transition ∙ development

3. Research focus
use of mobile technologies in learning contexts;deliveryof contents;potentialof current
technologies;cost-effectiveimplementationstrategies; people in distance to formal education;
students with disabilities; learners' personalvulnerabilities;cultural differences
Hot topics
personalisation;context;connectivity;learning dispersed in time
Under-represented
longitudinalstudies; learner generatedcontent and contexts;widespreadadoptionand
pedagogicaltransformation;ontologicalshifts; new learning and teaching;studentand lecturer
support and scaffolding
ML DISCUSSION
STILL A CLOZE:
THE STORY OF MOBILE LEARNING

4. Concepts of learning, missing ideas concerning teaching
activity theory,conversationtheory,social constructivisttheories and concepts
Transition
roles of learners, technologies,pedagogicalframeworks; key variables time, place and contexts;
forms of learning; concepts of learning and teaching; resources for learning,
school, classroom and the curriculum; teacher training
New learning, new teaching
learner-generatedcontent and contexts;informal learning, sharing of knowledge; engage
students; blendedlearning; times and locations;efficiency; technology rich environments;
resources; personalizedlearning; learners’ everyday-life goals, situations and circumstances
TEACHING AND LEARNING
EXISTING, MISSING, FADING, NEW:
IDEAS, CONCEPTS, THEORIES, PRACTICES

5. School development as a factor in (economic) competition
learners’ practices and needs;administration,teachingand learning
Support teachers, learners and parents
legal, ethical, professionalframeworks;training, feedback,support; CoPs
Find yourself challenged
financial support; awareness for needs of learners and teachers; value for the potentialof new
technologies in learning processes;revise old theories, concepts and practices connctedto new
learning;skip myths such as the one of the digital natives; re-thinkpedagogy
SCHOOL DEVELOPMENT
DRIVEN BY LEARNERS’ PRACTICES:
SCHOOL DEVELOPMENT

6. Where – other than in the ubiquity of mobile technologies, i.e.
access to learning anytime, at any place – lies the real potential
of mobile learning as key driver in “new” and “future” learning?
TRANSITION AND CHANGE
INPUT FOR DISCUSSION

7. Kontakt
Dr. Judith Seipold
Mail: judith.seipold@londonmobilelearning.net
Web: www.judith-seipold.de
Web: www.londonmobilelearning.net
Social: twitter.com/judithsei
Foliensatz verfügbar via:
http://de.slideshare.net/judiths

8. REFERENCES
literature

9. Literature
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mobile learning (pp. 187–195). Routledge.
Cochrane, T. (2013). M-learning as a catalyst for pedagogical change. In Z. L. Berge, L. Y. Muilenburg, & H. Crompton (Eds.), Handbook of mobile learning (pp. 247–258). Routledge.
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