Maria Ranieri (Theme Team Leader, Università degli Studi di Firenze)
PhD in “Telematics and Information Society”, she is a researcher at the Dipartimento di Scienze dell’Educazione e dei Processi culturali e formativi of the Università degli Studi di Firenze. Since 2001 she has been involved in the research activities of the Educational Technology Laboratory of the Università degli Studi di Firenze and in the post graduate Masters Programme in “Designing and Managing Online Education”. Her main research areas include theory and methodology relating to media and technology in education, as well as work around teachers’ practices and students’ learning. On these topics she published several papers and books, among which: E-learning: modelli e strategie didattiche, Erickson, Trento, 2005; E-tutor: identità e competenze, Erickson, Trento, 2005 (with M. Rotta); Formazione e cyberspazio. Divari e opportunità nel mondo della rete, ETS, Pisa, 2006; Fondamenti di didattica. Teoria e prassi dei dispositivi formativi, Carocci, 2007 (with G. Bonaiuti and A. Calvani); La competenza digitale nella scuola. Modelli per valutarla e svilupparla, Erickson, Trento, 2010 (with A. Calvani and A. Fini); Media Education in Action. A Research Study in Six European Countries, FUP, Firenze, 2010 (with A. Parola).
With regards to m-learning, she has coordinated (with G. Bonaiuti) the European Project “ENSEMBLE”, whose aim was to explore the pedagogical potential of m-learning to promote social inclusion of immigrant citizens in Italy and France (see: Ensemble. Mobile Learning to Promote Social Integration).
She is member of the panel of reviewers of the “British Journal of Educational Technology” and of the “Journal of ELearning and Knowledge Society”, the official review of the Italian e-Learning Society.
Maria is currently a partner in the EU-funded (Grundtvig) My Mobile project.
Norbert Pachler (Institute of Education, University of London)
Norbert Pachler (Mag.phil Dr.phil.) is Professor of Education and Pro-director: Professional Education at the Institute of Education, University of London. Between 2005 and 2010 he led the Centre for Excellence in Work-based Learning for Education Professionals (WLE Centre). He has a particular interest in technology-enhanced teaching and learning with a particular focus on mobile learning and e-learning. He has published widely and supervises in these fields. Since 2007 he is the convenor of the London Mobile Learning Group, which brings together an international, interdisciplinary group of researchers from the fields of cultural and media studies, sociology, (social) semiotics, pedagogy, educational technology, work-based learning and learning design. In the book Mobile Learning: Structures, Agency, Practices (Pachler, Bachmair and Cook, Springer: New York, 2010), the group developed a theoretical and conceptual framework for mobile learning around the notion of a socio-cultural ecology. Norbert has (co)organised a number of research symposia in the field of mobile learning and has (co)edited Mobile Learning: Towards a Research Agenda (Pachler, WLE Centre: London, 2007), Researching Mobile Learning: Frameworks, Tools and Research Designs (Vavoula, Pachler and Kukulska-Hulme, Peter Lang: Oxford, 2009) and Work-based Mobile Learning: Concepts and Cases (Pachler, Pimmer and Seipold, Peter Lang: Oxford, 2011). He has guest edited two special issues on mobile learning for the International Journal of Mobile and Blended Learning (2.3, 2010 and 2.4, 2010) and one (with Bachmair and Cook) for Medienpädagogik (2011).
Norbert is currently a partner in the EU-funded (Grundtvig) My Mobile project.
Stefania Manca (Consiglio Nazionale delle Ricerche)
Stefania Manca is a researcher at the Institute for Educational Technology of the National Research Council of Italy (CNR). She has been active in the field of educational technology, technology-based learning, distance education and e-learning since 1995. Her major interests include the analysis of social and cognitive processes in Computer Supported Collaborative learning environments and the analysis of specific linguistic features used to express and construct social dimension in asynchronous-based learning environments. She is currently investigating the value of social networking sites for formal and informal learning purposes. She is author of several papers in these fields and have co-edited some books on the topic of knowledge building supported by TELEs: Come costruire conoscenza in rete?, Menabò edizioni, Ortona (CH), 2005 (with M. Delfino, D. Persico and L. Sarti); Apprendimento online: proposte metodologiche, Guerini e Associati, Milano, 2006 (with M. Delfino and D. Persico); Formazione, innovazione e tecnologie, Scriptaweb, Napoli, 2010 (with D. Cesareni).
She is also member of the Scientific Committee of “Journal of E-Learning and Knowledge Society”, the official review of the Italian e-Learning Society; member of the International Editorial Review Board of the journal “International Journal of Digital Literacy and Digital Competence”; and reviewer for the IADIS e-learning, CSCL and ICLS conferences.
John Cook (London Metropolitan University)
John Cook conducts theoretical and applied research into the application of technologies like mobile devices to augment, support and transform learning and teaching practice. Three longitudinal research ‘threads’ that have pervaded his work over the last two decades: (1) the powerful perspectives on learning and development put forward by Vygotsky, (2) an evolutionary educational design research approach, and (3) how media in its widest sense forms an ecology of cultural resources that we inhabit and that shapes and mediates our meaning-making. The Socio-Cultural Ecology (Pachler, Bachmair and Cook, 2010) views mobile phones as new cultural resources that operate within an individualized, mobile and convergent mass communication system. Essentially, Cook with colleagues argues for a Socio-Cultural Ecology (a macro view for ‘Orchestrating learning’) and user-generated contexts (a micro view for ‘Connecting learners’ & ‘Contextualizing learning’). At the micro-level, therefore, user-generated context is conceived (Cook, Pachler and Bachmair, accepted) in a way that users of mobile digital devices are being ‘afforded’ synergies of knowledge distributed across: people, communities, locations, time (life-course), social contexts and sites of practice (like socio-cultural milieus) and structures. Also at the micro-level, Cook follows a Design Research method to investigating mobile devices as mediating tools for learning in ‘Augmented Contexts’ (Cook, 2010). As a result of structural changes, there is a need to re-examine approaches to the design of and research into learning experiences that incorporate mobile phones; i.e. how do we ‘Orchestrating learning’?
Klaus Rummler & Karsten Wolf (University of Bremen)
User-generated video, especially explanatory video and its organisation within online communities of practice, is seen as one of the major means of self-expression and learning of the future. The group discusses processes of mobile learning with user-generated video within social communities and its implementation through the online video platform daufhaber.tv.
draufhaber.tv is an online video community for adolescents at the transition from school to vocational education, for apprentices, young professionals and job-seekers, where they can show which crafting skills and abilities they have. The platform allows young learners to share resources about their interests with other people and to present their skills and their expertise from their individual perspective via user-generated videos taken with small cameras or with their mobile phones. draufhaber.tv is designed as a community service which strives to create open exchange zones by enabling sharing of videos to emphasize participation (e.g. creating, re-mixing). From individual creation and construction to communication, cooperation and finally collaboration (or co-creation), the platform tries to engage young people in meaningful learning activities, constructive reflection and creative self-expression in formal, but especially in informal contexts.
The development of the platform focuses on the following central research issues and questions:
- Which design features enhance the building of and the participation in communities of practice?
- Which mobile scenarios support community building and learning with video?
- Which design features and supporting structures help to prevent cyberbullying?
Maria Perifanou (Attiko Vocational Training Center)
Maria Perifanou has been a researcher and lecturer in the field of Applied Linguistics since 2002. As a researcher she has collaborated with the University of Athens and with several research national and international institutions. Currently she collaborates with the European Research Institution of Education and Technology “Pontydysgu”, Wales (UK) and the Centre of Vocational Training “Attikon KEK”. Her main practice and research is around CALL, TELL, MLearning, Collaborative Learning, Web2Quests, PLE, Blended Learning. She has presented her research work (phd, projects) in many European research doctoral TEL summer/winter schools, workshops, seminars and international conferences and she has also published several papers. Regarding her recent work on Mobile Learning, she has lately organised the workshop “Design your favorite iphone/ipods applications for your mobile Language Learning PLE” and has also made a presentation entitled “Exploring my PL Mobile Language Learning Environment” at the international PLE 2010 conference. A publication on this topic is ready to be published at the “International Journal of Virtual and Personal Learning Environments” (IJVPLE). Furthermore she has collaborated also as a co-editor and a reviewer with 3 TEL journals and she has been a part of organising and academic committees of international TEL conferences and other international events such as the PLE conference, the JTEL Summer schools, and the MobileLearning 2011 conference. Additionally, she is a member of different European TEL research networks and communities. She has also been awarded with several international and national scholarships and fellowships for her research.