用移动设备学习：中国的可能性

Learning with Mobiles: the Possibilities in China

本文回顾了全球移动学习研究和实践社区的成就,对这些成就进行评论和分类,同时阐述这一社区的动机和发展。全球移动学习研究和实践社区的成就虽然源自某些特定的环境,但是却打开了诸多学习机会的大门,这些学习机会越来越不再局限于某些地区或国家,因此这个社区所取得的成就也不再只跟"新兴"或"成熟"市场或"发展中"或"发达"地区有关。如同其他地区一样,亚洲(包括中国)的发展也是如此。然而,移动学习研究和实践的成就是特定教育话语、技术创新和拨款机会的产物,因此,在社会、社区和个人处于移动和相互连接的背景下,这些成就备受挑战。现在,全球(包括亚洲)无论是个人、家庭还是社会的个人联网移动设备的使用急剧增长。这些设备的使用使社区和个人重新思考知识的本质和意义,从而改变了他们对学习的理解。有了移动设备,人们能随时随地便捷获取各种图像、观点和信息,也能够即时按需获取。移动设备还把彼此不分的知识消费者变成高度分化的知识生产者。它们重新界定了不同人对话语、身份和社区的看法,促使商业、就业、犯罪、艺术表现和政治组织等方面出现新形式,也带来了新的工件、商品、组织和经济资产。这些方面的发展对于移动学习社区而言是一个挑战,也是影响移动学习在亚洲(包括中国)发展前景的重要因素。

This paper reviews the work of the global mobile learning research and practitioner community. It critiques and classifies these achievements and it documents the motivations and the evolution of this community. It explores the case that these achievements, whilst growing out of specific contexts, open up learning opportunities that are progressively less and less constrained to particular regions or countries of the world, that they are no longer specific to either‘emerging'or 'mature'markets or to‘devel-oping'or‘developed'regions. This is true of the developments across Asia, including China, as much as elsewhere. These achievements are however the product of particular educational discourses, technological innovations and funding opportunities and they are now increasingly challenged by the mobility and connectedness of societies, communities and individuals. Now however, we see dramatic increases globally including Asia in the personal, domestic and social use of personal connected mobile devices.These devices redefine how communities and individuals understand learning by the way they redefine the nature and significance of knowledge. They provide increasing anywhere/anytime access to images,ideas and information; they also provide just-in-time/just-for-me access to them and they turn undifferentiated knowledge consumers into highly differentiated knowledge producers. They redefine how different people think about discourse, identity and community and this has led to new forms of commerce, employment, crime, artistic expression, political organisation and to new artefacts, commodities, organisations and economic assets. These developments are a challenge to the mobile learning community and significant factors in the possible development of mobile learning in Asia, including China.