Cognition and Instruction Proposals are invited for papers for a special issue

Learning on-the-Move: A New Genre of Learning and Teaching with/in Communities

Cognition and Instruction

Guest editors: Katie Headrick Taylor, Ananda Marin, & Rogers Hall

This special issue will present current research and inspire new work within an emerging genre of learning and teaching called “learning on-the-move”. The collection of papers will showcase a coalescing network of researchers and designers studying how corporeal mobility, mobile technologies, mapping tools, and/or smart and connected communities are constitutive of learning and teaching processes and support new types of learning designs.

As the guest editors, we are particularly mindful of the importance of mobility -- both the movement of (non-human and human) bodies and the representation of that movement -- in everyday life and across scales of interaction (e.g., Creswell, 2006; Ingold, 2011; Sheller & Urry, 2006). We are also aware that mobility is rarely considered a part of learning and is almost never used as relevant, experiential content in teaching (Leander, Phillips, & Taylor, 2010; Taylor & Hall, 2013; Hall & Taylor, 2016; Taylor, 2017). Likewise, the role of “place,” whether physically/naturally designed, experienced or “made” by people through their interaction and mobility, is central to these conversations. For example, people’s physical mobility (and immobility) within and across urban environments has important consequences with respect to spatial justice and community well being. Mobility can be educative, emancipatory, and/or oppressive in ways that open or foreclose learning opportunities. Therefore, a question that we would like contributors to take up in this issue is how education researchers, youth, and community partners, incorporate mobility within new types of teaching and learning activities.

With the increasing availability and use of location-aware technologies and dynamic mapping tools, new opportunities for place and land-based learning and teaching strategies have arisen. For some, these strategies have, necessitated new forms of analysis and design to address specific methodological challenges such as how to organize, visualize and interpret complex, multi-perspective audio and video records of teaching and learning activities in formal and informal settings (e.g., Marin, 2013; Taylor, 2013; Shapiro & Hall, 2017). For others, these strategies have inspired efforts to link data on mobility at a personal scale with large-scale data sets as a way of teaching and co-constructing public history (Kahn & Hall, 2016). For others still, these strategies include using Mobile Augmented Reality (MAR) tools or mobile mapping platforms to support young people to see community spaces through the lens of scientific experts (Ryokai & Agogino, 2013) or to crowd-source and author new data (text, photos, tracks) within already familiar community spaces (Shapiro & Hall, 2017; Taylor & Silvis, 2017).

These examples move us to consider the possibilities for mobility as both the content and process of learning. Likewise, they also draw our attention to how representations of mobility can influence the conceptual practices of researchers and research partners (Hall & Stevens, 2016). In other words, the tools we use to capture, edit, and represent mobility are themselves socio-historic artifacts that provide a grounding for interpretation and future research activities (Goodwin, 1994, 2013). These artifacts, in combination with cultural frameworks (Medin & Bang, 2014), influence professional vision, or how we see and understand the role of mobility in varied cultural activities. Moreover, capturing and representing mobility can also play a significant role in the design of spaces for creating or imagining valued social futures.

We invite papers for this special issue of Cognition & Instruction that come from a variety of theoretical orientations, methodological approaches, and research settings. As our previous discussion highlights, we are particularly interested in papers that advance new forms of visualization and analysis that help to define the relations between learning and mobility at or across different scales. As such, we hope to support interactive, dynamic representations of data and analyses within manuscripts. Papers might explore questions including:

  • What are generative arrangements of new and “forgotten” technologies for promoting and capturing mobility in learning and teaching designs?
  • How is mobility, as a cultural construct, taken up differently by cooperating stakeholders (including researchers)? What influence do these different stances have on intersubjectivity and the greater implications for (researching) teaching and learning?
  • How has the militarization of mobilities constrained and supported possible uses of mobile technologies in learning and teaching designs?
  • How do different scales of mobility (i.e., embodied to global) inform (or contradict) perspectives on “teachable” phenomena? What are the perspectival shifts in one’s learning experience by using mobility as educational content?
  • How do people benefit from and inform the development of “smart and connected” communities and cities through studying and sharing their personal mobility through the city?
  • What is the relationship between (forms of) mobility and identity in learning and teaching arrangements? How is the identity trajectory of the “researcher” in studying learning on-the-move?

Submission Instructions

We are currently soliciting abstracts for proposed papers for the special issue. Abstracts should be no longer than 500 words and be accompanied by up to six keywords.

Timeline:
Announcement of Special Issue: October 1, 2017
Deadline for submission of Abstract: November 1, 2017
Invited authors informed: December 1, 2017
Full paper deadlines: May 15, 2018
Request revisions: August 15, 2018
Final manuscripts: October 30, 2018

Please send abstracts and keywords to guest editors by November 1, 2017:
Email Katie Headrick Taylor, Ananda Marin, and Rogers Hall

Please put “abstract Cognition & Instruction” in the subject field.

REFERENCES

Cresswell, T. (2006). On the move: Mobility in the modern western world. New York, NY: Taylor & Francis.

Goodwin, Charles. "Professional vision." American anthropologist 96, no. 3 (1994): 606-633.

Goodwin, C. (2013). The co-operative, transformative organization of human action and knowledge. Journal of pragmatics, 46(1), 8-23.

Hall, R., & Stevens, R. (2016). Interaction analysis approaches to knowledge in use. In A. A. diSessa, M.Levin, & N. J. S. Brown (Eds.), Knowledge and Interaction: A Synthetic Agenda for the Learning Sciences (pp. 72–108). New York, NY: Routledge.

Ingold, T. (2011). Being alive: Essays on movement, knowledge and description. New York, NY: Taylor & Francis.

Kahn, J. & Hall, R. (2016). Getting personal with big data: Stories with multivariable models about global health and wealth︎. Best Student Paper, SIG Learning Sciences, American Educational Research Association.

Leander, K. M., Phillips, N. C., & Taylor, K. H. (2010). The changing social spaces of learning: Mapping new mobilities. Review of Research in Education, 34(1),329–394.

Marin, A. M. (2013). Learning to attend and observe: Parent-child meaning making in the natural world. (Dissertation). Northwestern University, Evanston, IL.

Medin, D. L., & Bang, M. (2014). Who's asking?: Native science, western science, and science education. MIT Press.

Ryokai, K., & Agogino, A. (2013). Off the paved paths: Exploring nature with a mobile augmented reality learning tool. International Journal of Mobile Human Computer Interaction, 5(2), 21–49. doi:10.4018/IJMHCI

Shapiro, B.R., and Hall, R. (2017). Making Engagement Visible: The Use of Mondrian Transcripts in a Museum. In CSCL’17: Proceedings of the 12th International Conference for Computer Supported Collaborative Learning, (Vol. 1, pp. 33-40). Philadelphia, PA: International Society of the Learning Sciences.

Sheller, M., & Urry, J. (2006). The new mobilities paradigm. Environment and planning A, 38(2), 207-226.

Taylor, K. H. (2013). Counter-mapping the neighborhood: A social design experiment for spatial justice (Doctoral dissertation). Vanderbilt University, Nashville, TN.

Taylor, K.H. (2017). Learning along lines: Locative literacies for reading and writing the city.

Taylor, K. H., & Hall, R. (2013). Counter-mapping the neighborhood on bicycles: Mobilizing youth to reimagine the city. Technology, Knowledge and Learning, 18(1–2), 65–93. doi:10.1007/s10758-013-9201-5

Taylor, K. H., & Silvis, D. (2017). Mobile City Science: Technology-Supported Collaborative Learning at Community Scale. Philadelphia, PA: International Society of the Learning Sciences.