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Articoli in novembre

INDEX
ISSN 2038-3002- Vol. 6, n. 2, anno 2015, pp. I-VI
Ben Bachmair, University of Kassel, UCL Institute of Education University of London - UK
Howard Scott MA, University of Hull - UK
The responses to the call under the headline Digital mobility - Media education quo vadis? concentrate on theory and practice over three topics.
These three topics reflect major tasks of education.
- Transformation of culture
- Mobility of learning
- Disparate identities and values.
Studies & Research
Elisabetta Adami, University of Leeds, UK, e.dami@leeds.ac.uk
Abstract
Adopting a social semiotic perspective onto digital mobility, i.e., reframing it in terms of socio-cultural changes in sign-making practices rather than defined by technological innovation, the paper identifies key features of the digital landscape, namely 1. user-generated contents and contexts, 2. multimodality, 3. mobility of media, modes, genres, participant roles,platforms and domains, 4. individualization and fragmentation, and 5. reuse. Analysis of their affordances and consequent sign-making practices enables the identification of today’s priorities in media education (conceived of as education to, through and with media). These deal with new/renewed foregrounded/backgrounded abilities when notions of competence and literacy seem hardly applicable to the current needs in the combined use of media, modes and genres. 
Helen Crompton, Department of Teaching & Learning Darden College of Education, Old Dominion University, Norfolk, crompton@odu.edu Diane Burke, Professor Emerita at Keuka College, USA, dburke@keuka.edu
Abstract
School culture is a nebulous blend of traditions, values, beliefs, and rituals built up over time. Recent mobile technologies are disrupting this culture in favor of learning that is personalized, on demand, ubiquitous knowledge. This paper provides a historical overview of the adoption of mobile technologies in school culture. An epistemological dissonance is uncovered regarding a slow rate of adoption and effective pedagogical practices. Finally, building from existing literature, a new framework is presented to elucidate a new school culture that involves students as curators of the web, creators of knowledge, and custodians of learning. 
Theo Hug, Institute of Psychosocial Intervention and Communication Studies University of Innsbruck, Austria, theo.hug@uibk.ac.at
Abstract
Mediated lifeworlds and mobilities involve new challenges and subject matters for education. In recent years, conceptualizations and methods have been deve¬loped in educational research and practice. The spectrum includes innovative perspectives for media education and mobile learning, technologically or economically driven approaches, concepts for education as hacking or media activism, and also sophisticated concepts of education essentially ignoring processes of digitization and mediatization. The paper starts with 1. reflections on some paradoxical aspects of contemporary education and quests for educational answers in view of media-cultural entanglements, followed by 2. a discussion of selected dimensions of mobile education and the concept of relevance formulas in education.
Thomas Cochrane, Centre for Learning and Teaching, Auckland University of Techonology. Auckland, New Zealand, thomas.cochrane@aut.ac.nz Laurent Antonczak, COLAB, Auckland University of Technology, Auckland, New Zealand, laurent.antonczak@aut.ac.nz
Abstract
Designing creative learning environments supported by new technologies involves the development of new literacies for both teachers and learners. One way to do this is to frame teaching and learning around building authentic learning communities. The role of the teacher then becomes creating ecologies where communities can interact, and seeding this interaction via triggering events, while the role of the learner becomes that of content creator and active participant. In this paper we propose and illustrate a framework that links the use of the Substitution-Augmentation-Modification-Redefinition framework (SAMR) framework and the conception of three levels of creativity to trigger transformative curriculum design using mobile social media as a catalyst. A case study provides a practical example of using our mobile social media framework to explore transformative curriculum design both from the perspective of teacher and learner.
Jocelyn Wishart, University of Bristol, UK, j.m.wishart@bristol.ac.uk
Abstract
Mobile devices are now ubiquitous in many areas of the globe and used for all kinds of communication modes in all walks of life, notably for learning as well as for entertainment. So what exactly do we understand by mobile learning? For a decade now, as mobile devices are found in an ever wider range of learning situations and contexts, mobile learning researchers have sought to define (Sharples, Taylor and Vavoula, 2007; Wexler et al., 2008) and redefine (Crompton, 2013) mobile learning in a way that is meaningful within this increasing range. However, the need to categorise educational applications of mobile technologies has become a progressively more complex challenge (Park, 2011), also including the classroom as a pedagogical context for mobile learning. 
Viviana de Angelis, Dipartimento di Scienze della Formazione, Psicologia, Comunicazione ForPsiCom, Università degli Studi di Bari Aldo Moro, viviana.deangelis@uniba.it
Abstract
Against the background of revolutionary digital technologies, mobile learning and the crisis of conventional paradigms in mass societies, the present study shows how innovative and multidisciplinary research – capable of both observing and interpreting reality as well as consolidating a pedagogical model open to inter-cultural dialogue with faith and ethics – will allow different cultures to re-appropriate the scientific, pedagogic, ethical and linguistic methodologies necessary for the formation of the ‘human being’. The post-modern condition of the ‘liquid society’, where only transient values are given, with the consequence of uncertainty and dissatisfaction, is the right time to return to the true moral values, i.e. those described by the classical philosophy and the Christian religion that fully realize the human being.
Good practices
Michael Sean Gallagher, Hankuk University of Foreign Studies, gallagher.michaelsean@gmail.com
Abstract
This paper outlines the creation of an urban mobile learning activity that attempts to engage literature spatially, collaboratively, and compositionally in an urban setting. The Korean novel Three Generations by Yom Sang-Seop (1931) is engaged through mobile learning. The reflective and analytical activities surrounding the novel are translated into field-based activities (Gallagher, 2013). Participants are assigned locations, or chapters that unfold in locations. They generate a reflective analysis of the assigned content, collect the field data, and compose that data collaboratively into compositional geocaches (see Farman, 2009). These compositions can be multimodal representations of literary activity, media collected and cohesively assembled into a composition, and/or an analysis of the chapter from the novel.
Simona Tirocchi, University of Turin, Turin, simona.tirocchi@unito.it
Abstract
This article seeks to contribute to the debate on the role of mobile phones in Italian schools. The first part describes the legal framework regulating the use of mobile phones in Italian schools, while the second part presents the results of a qualitative research project carried out in selected Piedmont schools. This study, which involved observing sessions and conducting in-depth interviews in five schools in the Piedmont region, led to wide ranging results. In particular, it revealed the differences between the most technologically advanced schools and the more traditional ones. In the former, mobile phones have become an integral tool for teaching, while in the latter, they tend to be seen as an alien instruments. These contrasting attitudes towards mobile phones can be explained by economic, geographical, and technological factors. This research is experimental and embryonic and should be integrated into other approaches in the future. Nevertheless, it has highlighted the need to promote a culture of media education in schools, while making adults aware of the educational and didactic uses of mobile technologies.