Ben Bachmair University of Kassel, Germany MLearning Symposium wle at the IoE

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Ben BachmairUniversity of Kassel,
GermanyM-Learning Symposium wle at the IoE

• Development of Mass Communication
• and
• Media Related Activity Patterns
• Data and Patterns from German Empirical Research

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Content

• 1. Examples and possible tasks, didactic frame,
  general trends in media technology and mass
  communication
• 2. Results from the mass communication research
  and media in everyday life
• Longitudinal Study since 1964, study No 7 from
  2005 without children, audience over 14
• JIM Youth and (Multi-)Media
• Construction of the world of living Bravo
  Factor Youth 6.
• Lifestyle and social milieus, Sinus-Milieus 2001
  2006
• Media literacy in everyday life, Typology of
  media activities of young people

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• 3. Results from the research on activity
  patterns in relation to specific media
• TV, internet, (digital games for further
  investigation)
• -Childrens Worlds 2002 by SuperRTL
• -Typology for TV and internet use

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1. Example and possible Tasks

• Example Podcast Why does the soap clean?

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Podcast Why does the soap clean?didactic
context school TV and school radio
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Weight control
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A German taxonomy for didactic functions of
media

• Media as teaching or learning devices in the hand
  of the teacher or student.
• Example a map for geography or a text book for
  language learning
• (B) Media as defined bricks within a teaching
  unit media as element in a scholastic system
• Example the podcast Why the soap cleans?
• (C) Media provide learning situations
• Example composing and using ringtones for a
  classroom concert

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My idea of everyday life literacy for the media
(Alltagsmedienkompetenz)

• Media for scholastic purposes follow the media
  development in everyday life
• Which structures of the everyday life with media
  form which didactic function of the media?
• What kind of structures and competencies are a
  prerequisite for successful media use in relation
  to the three didactic functions?

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The long ranging trend of the media technological

• (a) progress of individual disposal and
  usability individual mobility, minimal size
  within network structures like the internet
• (b) minimalized technological and functional
  changes just within the cultural streams, e.g. on
  the basis of type writer, television, telephone.
• (c) technological and cultural innovations has to
  be part of everyday life. The logic of everyday
  life moulds the scholastic functions of m-devices

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Conclusion and tasks

• Mobile phone, hand helds, iPods, mp3-player etc.
  and their related genres will develop within the
  already existing patterns of mass communication
  and society.
• Everyday life is the main sphere of media use. 
• Task Which date on media development, media use
  and everyday life are available and what
  development can be extracted from these data to
  forecast?
• Which development correlates with didactic
  functions (A) teaching and learning devices, (B)
  element with a defined function with a didactic,
  scholastic system, (C) providing learning
  situation?
• Task Action patterns for TV, Internet (digital
  games)

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Selected resultsMass communication research and
media in everyday lifeLongitudinal Study since
1964, study No 7 from 2005 without children,
audience over 14
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Basic time structure of everyday life media
time budget

• Regeneration (recovering) sleeping, eating,
  health care etc.
• Mo Sunday 30 Mo Fr 28
• Media use in 200074 min in 200581 min plus 7
  min
• Production (e.g. working, driving to the office)
• Mo Sunday 31 Mo Fr 35
• Media use in 2000140 min in 2005175 min plus
  35 min
• Leisure time
• Mo Sunday 39 Mo Fr 37
• Media use in 2000258 min in 2005300 min plus
  42 min

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Media trendsetter (2005)6 of the population
with the highest score in media use and media
equipment

• Trend to non-linear media use.
• Non-linear media use outside of the
  traditional broadcasting, which provides
  programme in a linear way.
• MP3-player, iPod
• average use 26,2
• media trendsetter 75,1

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Agenda setting relevant issues of the society
are in the foreground and not entertainment.
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Social and gender bias

• Children from non-trendsetters have less
  experiences in non-linear media
• Youth and (Multi)Media (JIM)
• Social bias There remains a remarkable portion
  of children with reduced access to the
  individually programmable and mobile media
  devices. Tendency to exclude children and young
  people from the social groups with low income and
  distance to scholastic education.
• Gender
• girls more CD-player, radio, audio cassette
  recorder, video recorder, digital cameras
• boys more computer/ laptop, devices for digital
  games, internet access

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Medienpädagogischer Forschungsverbund Südwest
(Hrsg.) JIM 2006. Jugend, Information,
(Multi-)Media. Basisstudie zum Medienumgang 12-
bis 19-Jähriger in Deutschland. 2006.
http//www.mpfs.de
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Genres mp3-player (non-linear medium) and radio
(linear medium)

• mp3-player 94 use mp3 just to listen music.
• Radio
• But the radio preferences include news, comedy,
  information on regional events, coverage of
  regional relevance, sport (gender differences !),
  concerts etc, information with relevance for
  Internet or computer games.

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Mobile phonesGenres
Branchenportrait Der Markt für Mobile
Entertainment in Berlin-Brandenburg. Erstellt
von Dr. Klaus Goldhammer, Michael Lessig, Anja
Martick. Goldmedia GmbH Media Consulting
Research. Oranienburger Str. 27, 10117 Berlin,
für die Medienboard Berlin-Brandenburg GmbH,
Koordination Neue Medien, August-Bebel-Str.
26-53, 14482 Potsdam-Babelsberg. Berlin, 06.
Februar 2006
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Construction of the world of living

• Bravo Faktor Jugend 6. Lebenswelten und Konsum.
• Bauer Media AG. Oktober 2002. www.bauermedia.com

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Construction of the life world by lifestyle as
milieus From class or other hierarchal vertical
stratification of society to a horizontal
segmentation of the society by means of milieus

• Sinus-Milieus im Fernsehpanel, Das
  gesamtdeutsche Modell. AGF-Geschäftsstelle
  Eschersheimer Landstraße 2527, 60322
  Frankfurt/Main,http//www.agf.de Sinus
  Sociovision Ezanvillestraße 59, 69118
  Heidelberg, http//www.sociovision.com GfK
  Fernsehforschung Nordwestring 101, 90319
  Nürnberg, http//www.gfk.de

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Experimentalists 189 minutes TV per day
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Milieus and Genres preferences of children

• Children from the milieus with orientation to
  modernity and individuality
• - watch less TV (like their parents)
• - watch less small private TV channels
• - prefer traditional childrens TV formats like
  the Sendung mit der Maus
• - prefer fiction programmes like Akte x- die
  unheimlichen Fälle des FBI. 
• Children with a higher orientation to the
  traditional values prefer a bit more information
  programmes

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Provisional summary Media in everyday life

• Time
• Increase of daily media use of ca. 100 minutes
  leads to high competition between media within
  leisure time and production time. It is necessary
  to deliver genres for m-learning which are made
  for leisure time or regeneration time. Good
  chances for the weight control software on the
  mobile phone and the short podcast video Why
  does the soap clean. M-learning genres in the
  format of games should be used together with the
  mobile phone (see below genre).

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Social status and milieu, expected biases

• Trendsetter prefer non-linear media. One can
  expect a retardation of m-learning for children
  from traditional and lower milieus with lower
  status. 
• TV is going to be the leading medium, more or
  less, for social groups and milieus with less
  orientation to and flexibility for modernity and
  with lower social status. This will influence
  daily time structures and genre experiences. 
• In the future elements of the Childrens TV
  programme Sendung mit der Maus possibly will be
  a good introduction for the non-modern with lower
  social status.

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• Genres
• Tend setter prefer socially intelligent and valid
  genres.
• Recently preferred mobile devices (mp3-player,
  mobile phone) support music, mobile phone
  additionally short texts and games. Good chances
  for the classroom orchestra with ring tones.
• Consumers life world of young people
• The life world is an amalgamation of typical
  issues of the youth, peer groups and commodities.
  
• For the higher age group the mobile phone is more
  important, but the importance of TV and printed
  material like magazines decreases.

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3. Activity patterns in relation to specific
media TV, internet
3.1 Patterns of the childrens world, education,
media use and modes of activities

• Super RTL Medienforschung Kinderwelten 2002.
  Studienbericht Köln (RTL Disney Fernsehen GmbH
  Co. KG). Durchführung der Studie IJF Institut
  für Jugendforschung, München. Datenanalyse und
  Redaktion des Studienberichtes Transferzentrum
  Publizistik und Kommunikation, München

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• The research project was focus on four kinds of
  patterns
• (a) activity patterns in leisure time different
  levels of activity and external orientation
  level of activities low / high
• (b) patterns of emotions and feelings.
• (c ) patterns of social and self experiences
• (d) patterns of the social and organised worlds
  of children

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Activity patterns of children in leisure time
(SRTL Kinderwelten 2000, page 58)The two main
dimension of activities - Orientation to the
outer world / orientation to the inner world -
Level of activities.
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• The passives, with few of their own activities,
  however with a great deal of action-rich
  television consumption,
• The play-children with many toys and fairy
  tales,
• The intellectuals who concentrate on more
  knowledge, in order to receive an
  achievement-oriented advantage.
• The gamer with their plethora of games, fun,
  and excitement,
• The unnoticeable with their love of animals and
  openness to new things,
• Fun and Action Kids who are young, dynamic,
  and rarely alone,
• The All-rounder, who look for leadership and
  have corners and edges.

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An essential question for m-learning

• M-learning devices, genres and didactic methods
• Are they attractive for the all 7 activity
  patterns?
• Do they support all 7 activity patterns?

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Patterns of the social and organised worlds of
children
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Relation between the activity patterns and the
social, organised world
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3.2 Typology for TV and Internet Use

• Dehm, Ursula/Storll, Dieter (2003)
• TV-Erlebnisfaktoren. Ein ganzheitlicher Ansatz
  zur Rezeption unterhaltender und informierender
  Fernsehangebote. In Media Perspektiven Heft 9,
  2003, S. 425433
• Dehm, Ursula/Storll, Dieter/Beeske, Sigrid
  (2006) Das Internet Erlebnisweisen und
  Erlebnistypen. Media Perspektiven Heft 2, 2006,
  S. 91- 101

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• 5 dimensions of TV experiences
• -emotion
• -orientation
• -balance, compensation
• -leisure
• -social experience

• Profiles of TV users
• -involved enthusiastic
• -emotionally involved connoisseur
• -urge of knowlede with pleasure
• -habitualised seeking for orientation
• -habitualised participation
• -modest coping with stress
• - sceptical in distance

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Profiles of TV users

• -involved enthusiastic
• -emotionally involved connoisseur
• -urge of knowlede with pleasure
• -habitualised seeking for orientation
• -habitualised participation
• -modest coping with stress
• - sceptical in distance

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involved enthusiastic, 11 of the TV audience
-emotion -orientation -balance,
compen-sation -leisure -social experience
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Habitualised seeking for orientation
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Internet use typology on the basis of the 5
dimensions emotion/ orientation/ balance,
compensation/ leisure/ social experience

• Type 1 hedonistic participation (18 ),
• Type 2 habitualised surfer, who is searching for
  knowledge (31 ),
• Type 3 curious surfer, who looks for
  compensation (26 ),
• Type 4 surfer who is looking with distance for
  information (25 ) 

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Hedonistic participation (18 )
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Habitualised surfer, who is searching for
knowledge (31 )