A presentation sharing some of my sabbatical work with the EU LearningLayers project, draws upon Cook (2013) Cook, J. (2010). Mobile Phones as Mediating Tools Within Augmented Contexts for Development. International Journal of Mobile and Blended Learning, 2(3), 1-12, July-September. Link to paper http://goo.gl/NFWnSZ

1. Background to talk: my sabbatical
with the EU LearningLayers Project
Prof. Dr. John Cook (PhD MSc BSc CEng MBCS CITP
FHEA) is Professor in Education at University of the
West of England and Director of BRILLE (Bristol Centre
for Research in Lifelong Learning and Education) of the
West of England.
Dr Patricia Santos
Area of expertise: Technology enhanced
learning, Human Computer Interaction,
Mobile learning, Computing-based testing
and Situated learning
Me! The ‘newby’ EU
researcher
John and
Patricia head up
‘WorkPackage 2’

2. Learning Layers:
Scaling informal learning
Project Coordination
Technology Research
Scaling Partners
Regional Application Clusters
Health Care – Leeds
Construction &
Building – Bremen
Technology Partners
http://learning-layers.eu/ 2

3. How we organize
http://learning-layers.eu/ 3

4. Vygotsky and the more capable peer:
theory and design in the EU Project
Contents:
Definitions
Schema: signs, tools, mediation
Case Study 1: Cistercian Abbey
Case Study 2: SSS
Case Study 3: Vygotsky & help
seeking
Readings
The EU reviewers at
the end of year 1
(Dec 2013) wanted
more theory
evidenced in the
work – the response
was to organise a
‘Theory camp’

5. Developing theory: Vygotsky on
Lev S Vygotsky (1896-1934) writing a period of social, cultural, historic
change in both his location and discipline – he was unique in seeking a
comprehensive approach that would make possible description and
explanation of the higher psychological functions in terms of acceptance to
natural science – did not achieve this objective, but did provide a critique of
theories which claim adult intellectual functions arise from maturation alone;
and suggested the mechanisms by which culture becomes a part of each
persons nature
And by claiming that all of the above should be understood in terms of a
Marxist theory of the history of human society and by this laid the
foundations for a unified behavioural science

6. Definition: Zone of Proximal
development
It is the distance between the actual developmental level as determined by independent
problem solving and the level of potential problem solving under adult guidance or in
collaboration with more capable peers (Vygotsky 1930/1978 p86)
It is a useful concept because the actual developmental level defines functions that
have already matured. The ZPD offer us a way exploring functions that will
mature ‘tomorrow’ – Vygotsky defines these as ‘buds or ‘flowers’ of development
rather than ‘fruits’ of development…the prospective mental development – and
this can offer us insights for education, as our learners are on a journey to
acquiring the knowledge of their discipline.
In terms of technology and scaffolding, Vygotskys idea on ‘imitation’ are relevant
(p88) as learners can only imitate what is within their developmental levels –
hence modern tools as the ability for us to ‘scaffold’ assists learners to assess the
knowledge and understanding

7. Definition: temporality
“… context as a core construct that enables
collaborative, location-based, mobile device
mediated problem solving where learners
generate their own ‘temporal context for
development’ within the wider frame of
Augmented Contexts for Development (ACD).”
In addition to reorganising the
visual-spatial field, the child,
with the help of speech, creates
a time field …he can act in the
present from the viewpoint of
the future (p36)
The ACD ..appears to
act as part of the
substitute for what
Vygotsky calls ‘the
more capable peer….’
Cook, J (2010). Mobile Phones as
Mediating Tools Within Augmented
Contexts for Development, IJMBL.
Link to paper http://goo.gl/NFWnSZ

8. Augmented Context of Development
• As Cook (2010) states, mobile devices can be used as
mediators in an ACD using them as the most capable
peer who has to guide and scaffold the learner to find
the adequate solutions.
• The main elements to develop the ACD are: (a) the
physical environment, (b) a pedagogical plan (e.g. an
assessment activity), (c) tools/devices for an
augmented oriented approach, (d) learner co-constructed
‘temporal context for development, and
(e) collaborative learners’ interpersonal interactions
using tools.

9. Schema: signs, tools, mediated activity
Mediated activity
Sign Tool
(Diagram Vygotsky 1978 p54 Fig 4)
using words to create a
specific plan, the child
achieves a broader range of
activity. Searching for and
preparing...can be useful in
the solution of the task and
planning future actions p26
Signs can be categorised into
mediating activity..sign use
consists in man’s affecting
behaviour through signs p54
The unity of perception, speech and
action, ultimately produce
internalization of the visual field
p26
The tools function is to
serve as the conductor of
human influence on the
object of activity; it is
externally orientated; it
must lead to change in
objects p55
The sign, on the other hand,
changes nothing of the
object…it is a means of
internal activity aimed at
mastering oneself; the sign is
internally orientated p55
The internalization of cultural
forms of behaviours involves
the reconstruction of
psychological activity on the
basis of sign operations
p57

10. Case 1: Cistercian Abbey
learners generate their own ‘temporal context
for development’ mediated by scaffolding*
through the m-system
Design-based Research
“… a genre of research in which the iterative development of
solutions to practical and complex educational problems
also provides the context for empirical investigation, which
yields theoretical understanding that can inform the work of
others … [although potentially powerful] the simultaneous
pursuit of theory building and practical innovation is
extremely ambitious”
McKenney, S. & Reeves, T. (2012). Conducting Educational
Design Research. New York: Routledge.
NOT Same as Research-based design …
*Wood, D., Bruner, J. S., & Ross, G. (1976). The
role of tutoring in problem solving*. Journal of
child psychology and psychiatry, 17(2), 89-100.

11. Explicit links to theory
Cook (2010) three phases of mobile learning
(1) Mobile devices and what they can achieve in an educational setting; (2)learning outside the
classroom; (3) focus on mobility of learning, design/appropriation of learning spaces in
informal/lifelong learning context
It is (3) we are concerned with in terms of Vygotsky – and phase three has three affordances
mixed reality learning, context sensitive learning and ambient learning (includes AR)
Cook argues that:
The context for learning in the 21st Century is being augmented and accelerated by new digital
tools and media particularly by mobile devices and networks and structures to which they
connect people
In the case study, the technology is used to recreate Fountains abbey, and the students then
create their own shared representation – in effect, the technology has acted as a part of a
substitute for the Vygotskyian ‘more capable peer’ and also enabled the students to create their
own time field and acted to scaffold attention /perception

12. Case study 2: Social semantic server
• SSS can generate meta-data to relate people and data, people and people, data
and data
Goal of the following exercise is to explore integration of Help Seeking tool’s socio-cultural-
historical approach (Vygotsky) with SSS (Vygotsky – how as human beings
we actively realize and change ourselves in the varied context of culture and history
(afterword p 131)
In Vygotskian terms we have in play two key concepts:
• More Capable Peer
• Temporal Context for Development
• … and there is lots of mediation going with signs and tools

13. 13
Now the SSS pushes a service called “Recommendation Service” (Linking to
good stuff, which is part of the guidance service group), because it has seen
that Patricia and Mark both are in this discussion
Natasha
Mark
tools
Registration
guidelines on
diabetes
Patricia
Booking
interpreters
for a patient
Mediated Activity
‘Social Context’
it assumes that Natasha probably would like to be in the discussion too
(because of the similarity of the three persons)! So SSS suggests to Natasha that
she joins the discussion (red line), the SSS is therefore scaffolding a
collaborative ‘temporal context for development’.

14. Case study 3: Vygotsky underpinning a
cross-case analysis
‘Sonia’ a dedicated and
target driven practice
managers – already has
an effective ‘online
network’ and thinks this
would benefit her
nursing/ healthcare
colleagues
Elizabeth
An experienced nurse
concerned about her
patients – recognises
the power of learning
through conversation
with peer, her space to
do this is being
marginalised
‘Tanya’ a new nurse
who is keen to do her
best at a new job but
not getting the support
she anticipated, she
articulates clearly her
desire for informal
leaning from her peers
External Drivers:
UK NHS systematic and
rapid change
Process:
Analysis of individual case
Cross case analysis
Through the theoretical
lens of Vygotsky – looking
for the informal
Framework offers insights
into needs and wants of
practioners

15. Cross case analysis summary
The NHS and its programmes of changes is having a significant impact on the operation of GP Practices
and their patient clinics. University of Leeds, Leeds Institute of Medical Education, is partner to the EU
LearningLayers Project, which is seeking to develop technologies that support informal learning in the
workplace, through scaffolding informal learning. In interviews with medical practioners, insights into
learning in the workplace are portrayed.
In this analysis, we meet Sonia* (a practice manager) tasked with making her practice financially viable
in a period of rapid change; Tania*, a new member of staff running a diabetic clinic and Elizabeth*, an
experience nurse trying to ensure her patients are at the forefront of her attention.
Drawing upon the work of Vygotsky, in particular his work on ‘tools’ and ‘signs’ we explore the three
‘cases’ and following Wengraf (2001) interpret the interview transcripts through a narrative lens, and
then undertake a cross-case analysis to offer a framework developing for informal learning in the
workplace. Findings suggest that staff working with patients value space for reflection; they want time
to consider and discuss their approaches to a range of patient issues and this space is being
marginalised; and there is a need for alternative ways to consult what Vygotsky calls ‘the more capable
peer’.
 Findings have been used to propose a set of requirements for the Help Seeking tool
*all names are pseudonyms
Key words: NHS, GP Practice, Nursing, Learning Layers; Informal learning, Vygotsky
Include hyperlink to table in googledocs here

16. Explicit links to theory
The cross case analysis:
Gives insights into the actual and desired relationships with the ‘more capable peer’
A doctor would be presumed to be the most capable peer – not so. The doctor seems to be isolated from the nursing
professionals by status, gender or ?
The new nurse wants to talk to a more capable peer – but is very selective and would prefer to talk to an ‘insider peer’ even
electronically, than say, an ‘external peer’ health visitor or doctor. These conversations may contain some direct knowledge
seeking aspects, but appears more about space for reflection and discussions about developing practice/professional
development (possible link to lifelong learning?) Opportunities for informal learning like this pushed to margins in modern clinic
setting – ‘talk passing when going on/off shift’
She wants to reflect and discuss her clinic experiences:
‘ at the end when somebody [ie patients] gone and you think , hmm should I have done…oh this happened, what do you think…[in
the ideal world] we’ll go over things ..reflection’.
The experienced nurse puts a high value on conversations to the extent that she will ‘so I’ve come back to the clinic and I’m going
to have a word with somebody and go out and do it’.
‘it would be quite nice at the end of each clinic, for all the clinicians who’ve been in that clinic, to sit down and go through the
patients and what’s happened with them.’
Sonia and Elizabeth perceive a need to move from ‘tools’ to ‘signs’ as a symbol of acknowledgement of change being
‘understood’ by others.
Possibilities for Help Seeking?
A system that enables its users to co-construct knowledge themes we have identified as ‘Static’ ‘Interactive Peer tools ’ and
‘Scaffolded Sign based’

17. Mapping of Help Seeking
17

18. References:
• Cook, J. (2010). Mobile Phones as Mediating Tools Within Augmented Contexts for Development.
International Journal of Mobile and Blended Learning, 2(3), 1-12, July-September. Link to paper
http://goo.gl/NFWnSZ
• McKenney, S. & Reeves, T. (2012). Conducting Educational Design Research. New York: Routledge.
• Vygotsky, L.S.(1978) Mind in Society. The development of higher psychological processes (Cole, M., Eds).
Cambridge MA: Harvard University Press (Original work published 1930)
• Wengraf, T. (2001) Qualitative Research Interviewing: biographic narrative and semi-structured method,
Sage Publications, London.
• Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving*. Journal of child
psychology and psychiatry, 17(2), 89-100.