Ben BachmairUniversity of Kassel, Germany

M-Learning Symposium wle at the IoE

Development of Mass Communication and

Media Related Activity Patterns

Data and Patterns from German Empirical Research

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

3. Results from the research on activity patterns in relation to specific media: TV, internet, (digital games: for further investigation)

-”Children’s Worlds” 2002 by SuperRTL-Typology for TV and internet use

1. Example and possible Tasks

Example Podcast: Why does the soap clean?

Podcast: Why does the soap clean?didactic context: school TV and school radio

Weight control

A German taxonomy for didactic functions of media

(A) 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 systemExample: the podcast “Why the soap cleans?”

(C) Media provide learning situations: Example: composing and using ringtones for a classroom concert

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?

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

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)

Selected results:Mass communication research and media in everyday life

Longitudinal Study since 1964, study No 7 from 2005: without children, audience over 14

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 2000=74 min; in 2005=81 min: plus 7 min

Production: (e.g. working, driving to the office)Mo – Sunday = 31 %; Mo – Fr = 35 %Media use in 2000=140 min; in 2005=175 min: plus 35 min

Leisure time: Mo – Sunday = 39 %; Mo – Fr = 37 %Media use in 2000=258 min; in 2005=300 min: plus 42 min

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 %

Agenda setting: relevant issues of the society are in the foreground and not entertainment.

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

Medienpädagogischer Forschungsverbund Südwest (Hrsg.): JIM 2006. Jugend, Information, (Multi-)Media. Basisstudie zum Medienumgang 12- bis 19-Jähriger in Deutschland. 2006. http://www.mpfs.de

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.

Mobile phones:Genres„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

Construction of the world of living

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

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 25–27, 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

Experimentalists= 189 minutes TV per day

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 children’s 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

Provisional summary: Media in everyday life

TimeIncrease 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).

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 Children’s TV programme “Sendung mit der Maus” possibly will be a good introduction for the non-modern with lower social status.

GenresTend 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 peopleThe 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.

3. Activity patterns in relation to specific media: TV, internet

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

3.1Patterns of the children’s world, education,

media use and modes of activities

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

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.

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”.

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?

Patterns of the social and organised worlds of children

Relation between the activity patterns and the social, organised world

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. 425–433

Dehm, Ursula/Storll, Dieter/Beeske, Sigrid (2006): Das Internet: Erlebnisweisen und Erlebnistypen. Media Perspektiven Heft 2, 2006, S. 91- 101

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

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

involved enthusiastic, 11 % of the TV audience

-emotion-orientation-balance,

compen-sation

-leisure -social

experience

Habitualised seeking for orientation

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 %)

Hedonistic participation (18 %)

Habitualised surfer, who is searching for knowledge (31 %)