Three-minute video on place-based education, multicultural learning, and the mobile technology revolution.
Place-based education supported by mobile technologies offers an alternative to the classroom model, whether flipped, blended, or traditional. Connecting learners to their community and existing social networks offers opportunities to learn through expert and instructor facilitation in ways that support real-world problem solving of challenges that are consequential to our communities and global reality. Our globalized reality, in turn, suggests that we are all inter-connected and mutually dependent (Castells, 1996). Such a place-based strategy draws upon the learner’s funds of knowledge (González, et. al., 2006) in ways the empower scaffolding (Risko & Walker‐Dalhouse,2007) by bridging the learner’s knowledge gaps associated with Vygotsky’s Zone of Proximal Development (ZPD) (Chaiklin, 2006). It also beckons opportunities for an action-based research agenda or social design experiments (Gutiérrez, 2016) that render meaningful data for researchers focused on new models of learning — especially for marginalized learners for whom our current system is not succeeding as well as for the dominant culture (Hemphill, 2001).
Mobile technology and its powerful networking capacity combined with its (location-based) audio, image, video capture and numerous “apps” together with geo-location (GPS or Geographic Positioning System) is transforming the web and orienting search to place . Place-based learning as a form of experiential, collaborative, and problem-based learning can reap the benefits of mobile technology. Already we have seen the disruption of the entire taxi industry through locative media (primarily smartphones equipped with GPS) applied to the Uber mobile app model whereby consumers beckon a ride on demand, and suppliers (drivers) respond in real-time through the power of locative media (Gordon & e Silva, 2011).
We are witnessing the onset of a major disruption in education that challenges the notion of “place,” notably the classroom and institutional campus. Instead, we will see the rapid rise of learning as an “experience.” The big challenges to realizing this change are verifiable credentialing across education, or verifiable assessment and evaluation, and the will of education and educators and educational leaders to change.
But it will change.
Al Jazeera (Producer). (September, 29, 2016). Bill Nye’s Climate Call to Action [Video file]. Retrieved from https://www.youtube.com/watch?v=ZGI_ZyS7AcA
Castells, M. (1996). The network society (Vol. 469). Oxford: Blackwell.
Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s analysis of learning and instruction. Vygotsky’s educational theory in cultural context, 1, 39-64.
González, N., Moll, L. C., & Amanti, C. (Eds.). (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge.
Gordon, E., & e Silva, A. D. S. (2011). Net locality: Why location matters in a networked world. John Wiley & Sons.
Gutiérrez, K. D. (2016). 2011 AERA Presidential Address: Designing Resilient Ecologies Social Design Experiments and a New Social Imagination. Educational Researcher, 45(3), 187-196.
Hemphill, D. F. (2001). Incorporating postmodernist perspectives into adult education. Making space: Merging theory and practice in adult education, 15-28.
Poushter, J. (2016). Smartphone Ownership and Internet Usage Continues to Climb in Emerging Economies. Pew Research Center: Global Attitudes & Trends.
Risko, V. J., & Walker‐Dalhouse, D. (2007). Tapping students’ cultural funds of knowledge to address the achievement gap. The Reading Teacher, 61(1), 98-100.