1 Department for the Study of Culture, Faculty of Humanities, SDU2 Faculty of Humanities, SDU3 Medier, Department for the Study of Culture, Faculty of Humanities, SDU4 Media, Department for the Study of Culture, Faculty of Humanities, SDU5 Media, Department for the Study of Culture, Faculty of Humanities, SDU
This paper proposes that SMS (Short Message Service) or text-messaging on mobile devices can serve as an extension or possible create another way of learning traditional scholastic content normally associated with the school system. The potential of the SMS is still very much untapped and largely unexplored as a pedagogical tool within teaching and learning domains. This paper is inspired by locative arts and ongoing experiments regarding not only SMS based pervasive systems, but also the more complex usage of mobile devices in investigating urban living conditions and experiences both existentially and as an exploring mechanism of the cityscape. This paper aims at discussing the potentials and outlining the possibilities for mobile learning in the traditional school setting. The complexity of these issues derives not only from the traditions of the school system, but also from diverging perspectives or different views on learning and knowledge and lastly from the widely discussed role of mobile technologies within this context – the school. The SMS is uniquely positioned to not only combine these areas, but also to merge or bring together the pupils everyday living experience with learning scholastic content in school. Explicitly this paper will use the SMS-based locative art “Surrender Control” (2001) and Knifeandforks “The Wrench” (2008) as cases for discussing possibilities and perspectives in learning with text-messaging. It will draw upon knowledge systemization as a tool to understand delivered content and it will argue how learning can be understood as asynchronous when focusing on a division between content and place of delivered, managed or developed content Rephrased: learning scholastic content in a situated practice e.g. the lives of pupils both in and outside school.