Mark Gaved

The Open University · Institute of Educational Technology

This twelfth report proposes ten innovations which have the potential to exert a greater influence on education. To produce the report, a group of academics at the Institute of Educational Technology at The Open University (UK) collaborated with researchers and practitioners from the LIVE Initiative at Vanderbilt University in the US. A wide range...

This report presents the results of a British Council funded research project which investigated the use of digital technology (such as smartphones) and the English language among schoolchildren in marginalised communities in Bangladesh, Nepal, Senegal and Sudan. It highlights the importance of equal access to technology and English learning opport...

Innovating Pedagogy 2024 Exploring new forms of teaching, learning and assessment, to guide educators and policy makers

Abstract: Teachers in marginalized communities are known to face numerous challenges that may impact their classroom practices. However, very little is known about their classroom practices in terms of their use of language and technology. Drawing on data collected in an international research project involving teachers and schoolchildren in sever...

Teachers in marginalised communities are known to face numerous challenges that may impact on their classroom practices. However, very little is known about their classroom practices in terms of their use of language and technology. Drawing on data collected in an international research project involving teachers and schoolchildren in several margi...

Disadvantaged young people in low-resource countries are less likely to complete their education or to progress to higher levels, which means that their upward mobility can be severely constrained. Versatile technologies such as smartphones, when combined with an ability to use the English language, can facilitate access to learning resources, ther...

This is the tenth report in a series of reports exploring new forms of teaching, learning and assessment. It proposes ten promising innovations for a post-pandemic world of education: hybrid models, dual learning scenarios, pedagogies of microcredentials, pedagogy of autonomy, watch parties, influencer-led education, pedagogies of the home, pedagog...

This review aims to collate and organize the current literature base on the use of participatory research methods within Covid-19 and pandemic contexts. Participatory approaches rely on establishing trust and rapport between researchers and participants and advocate actively involving participants in the planning, implementation and evaluation of a...

This series of reports explores new forms of teaching, learning and assessment for an interactive world to guide teachers and policy makers in productive innovation. This ninth report proposes ten innovations that are already in currency but have not yet had a widespread influence on education. To produce the report, a group of academics at the Ins...

In the last 20 years a range of approaches have been adopted to facilitate assessment of learning as well as assessment for learning. With the increased interest in measuring learning gains using assessment data, it is important to recognise the potential limitations of using grades as proxies for learning. If there is a lack of alignment in terms...

As higher education institutions increasingly teach online and offer greater levels of choice to students (over which modules to study, in which order to study, and how long to extend study before qualification) new challenges are introduced. One of these challenges is how to maintain an understanding of the student experience. This understanding i...

Exploring new forms of teaching, learning and assessment, to guide educators and policy makers

The three year EU-funded MAZI research project (www.mazizone.eu) brought together universities, civil society organizations, and neighbourhood groups to design, develop and trial a digital toolkit for supporting local sustainability in four European countries. Funder constraints, partner ambitions and community needs had to be balanced to both adhe...

There is a widespread notion that educational systems should empower learners with skills and competences to cope with a constantly changing landscape. Reference is often made to skills such as critical thinking, problem solving, collaborative skills, innovation, digital literacy, and adaptability. What is negotiable is how best to achieve the deve...

This series of reports explores new forms of teaching, learning, and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This seventh report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce the report, a group of academics at the I...

Falling costs and the wider availability of computational components, platforms and ecosystems have enabled the expansion of maker movements and DIY cultures. This can be considered as a form of democratization of technology systems design, in alignment with the aims of Participatory Design approaches. However, this landscape is constantly evolving...

This paper discusses a UK field trial of the European funded MASELTOV project, which developed a suite of smartphone tools and services (the ‘MApp’) to help immigrants’ language learning and social inclusion in four European cities. The paper reports on interview data and social forum use. Our findings suggest that the MApp helps immigrants with th...

We consider how smartphones can trigger location specific learning resources to support adults learning languages when out and about, with reference to two of our projects, MASELTOV and SALSA. There has been increased interest in exploring the potential of ‘smart cities’ – urban environments with high-tech infrastructures – to support learning. We...

There is renewed interest in community networks as a mechanism for local neighbourhoods to find their voice and maintain local ownership of knowledge. In a post-Snowden, big data, age of austerity there is both widespread questioning of what happens to public generated data shared over 'free' services such as Facebook, and also a renewed focus on s...

There is great interest in the potential of smartphones to enable language learning during daily activities. However, this overlooks the paradox faced by migrant learners that while they have the educational goal of seeking to improve their language skills, they also have the cultural goal of fitting into the host society. Inappropriate use of smar...

This paper summarises key findings from three recent research projects investigating how mobile technologies can support migrants in achieving greater language immersion through situated, informal and incidental language learning beyond the classroom. The research highlights the affordances and constraints of the city space as an emerging environme...

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fifth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of...

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The fourth in a series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation.

In this paper, the authors examine the state of the art in augmented reality (AR) for mobile learning. Previous work in the feld of mobile learning has included AR as a component of a wider toolkit but little has been done to discuss the phenomenon in detail or to examine in a balanced fashion its potential for learning, identifying both positive a...

Purpose: The development of a game based approach to improving the decision-making capabilities of financial traders through attention to improving the regulation of emotions during trading. Design/methodology/approach: The project used a design-based research approach to integrate the contributions of a highly inter-disciplinary team. The approac...

Social inclusion of recent immigrants is a challenge in many countries for both immigrants and the host communities. To harness the potential of social, situated and opportunistic mobile interactions for the social inclusion of immigrants in a host country, we have developed an Incidental Learning Framework. This supports the design and evaluation...

DIY networking is a technology with special characteristics compared to the public Internet, which holds a unique potential for empowering citizens to shape their hybrid urban space toward conviviality and collective awareness. It can also play the role of a " boundary object " for facilitating interdisciplinary interactions and participatory proce...

In this paper, experiences from different research groups illustrate the state-of-the-art of Mobile Assisted Language Learning (henceforth, MALL) in formal and non-formal education. These research samples represent recent and on-going progress made in the field of MALL at an international level and offer encouragement for practitioners who are tryi...

Although the motivating role of feedback and progress indicators is understood in formal learning, their role in supporting incidental mobile learning is less well understood. In this paper we argue that well-designed feedback and progress indicators (FPIs) offer guidance and structure that may encourage mobile app users to move from fragmented lea...

Education can be dramatically enhanced by social networks, a report from The Open University claims. The so-called ‘network effect’ comes from many thousands of people learning from each other, but it needs careful management to reach its full potential. The movement of education from the classroom and onto social networks is one of the key trends...

Smartphones, as highly portable networked computing devices with embedded sensors including GPS receivers, are ideal platforms to support context-aware language learning. They can enable learning when the user is en-gaged in everyday activities while out and about, complementing formal language classes. A significant challenge, however, has been th...

Although the motivating role of feedback and progress indicators is understood in formal learning, their role in supporting incidental mobile learning is less well understood. In this paper we argue that well-designed feedback and progress indicators (FPIs) offer guidance and structure that may encourage mobile app users to move from fragmented lea...

As digital games continue to be explored as solutions to educational and behavioural challenges, the need for evaluation methodologies which support both the unique nature of the format and the need for comparison with other approaches continues to increase. In this workshop paper, a range of challenges are described related specifically to the cas...

This paper discusses how the particular features of mobile learning can be harnessed to provide new informal learning opportunities in relation to context aware and location based learning. The MASELTOV project is developing representations of an incidental learning framework to enable software developers and researchers to both design and analyse...

In this paper, we examine the state of the art in augmented reality (AR) for mobile learning. Previous work in the field of mobile learning has included AR as a component of a wider toolkit but little has been done to discuss the phenomenon in detail or to examine in a balanced fashion its potential for learning, identifying both positive and negat...

Timely and appropriate feedback and indicators of progress can motivate learners. Mobile learning poses a challenge to established instructional strategies with respect to delivering feedback and monitoring learner progress, particularly in informal and incidental learning occurring outside of formal structured learning environments. We argue that...

The Open University has published the second in its influential series of Innovating Pedagogy reports that explore new forms of teaching, learning and assessment, to guide educators and policy makers. The 2013 report updates four previous areas of innovation and introduces six new ones: Crowd Learning, Learning from Gaming, Maker Culture, Geo-Learn...

Immigrants entering the European Community face a range of challenges in adapting to and understanding the culture of their host nation. Failure to address these challenges can lead to isolation and difficulties integrating into the society of the host country, leading to fragmented communities and a range of social issues. As part of a comprehensi...

Immigration imposes a range of challenges with the risk of social exclusion. As part of a comprehensive suite of services for immigrants, the MASELTOV game seeks to provide both practical tools and innovative learning services via mobile devices, providing a readily usable resource for recent immigrants. We introduce advanced results, such as the g...

In this paper, we examine the state of the art in augmented reality (AR) for mobile learning. Previous work in the field of mobile learning has included AR as a component of a wider toolkit for mobile learning but, to date, little has been done that discusses the phenomenon in detail or that examines its potential for learning, in a balanced fashio...

Smart cities are often developed in a top-down approach and designers may see citizens as bits within data flows. A more human-centred perspective would be to consider what the smart city might afford its citizens. A high speed, pervasive network infrastructure offers the opportunity for ubiquitous mobile learning to become a reality. The MASELTOV...

This new series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. The first report proposes ten innovations that are already in currency but have not yet had a profound influence on education. You can see a summary of each innovation at http://...

This paper describes the development of nQuire, a software application to guide personal inquiry learning. nQuire provides teacher support for authoring, orchestrating, and monitoring inquiries as well as student support for carrying out, configuring, and reviewing inquiries. nQuire allows inquiries to be scripted and configured in various ways, so...

Student engagement in the design and implementation of inquiries is an effective way for them to learn about the inquiry process and the domain being studied. However, inquiry learning in geography can be challenging for teachers and students due to the complexity of scientific inquiry and the diversity of pupils' and teachers' knowledge and abilit...

We describe nQuire, a constraint-based learning toolkit to support a continuity of inquiry based learning between classroom and non-formal settings. The paper proposes design requirements for personal inquiry learning environments that support learning of personally meaningful science topics with development of metacognitive understanding and self-...

We explore how small‐format laptops (‘netbooks’) have been used within evidence‐based investigations undertaken by secondary school students, to what extent these are suitable for effectively supporting learners across different locations and contexts, and their implications for open learning. Over the course of seven trials with 300 students and s...

Fieldwork is an important means of contextualising knowledge and developing subject-specific and generic transferable skills. However, field locations are not always accessible. To address this problem we present a remote fieldwork approach that makes use of a portable wireless network and other mobile technologies to support fieldwork at a distanc...

Achieving meaningful usage of the Internet is more than attaining access: multiple social and technological insufficiencies must be overcome and continually readdressed. A wide variety of approaches have been undertaken to address these issues, both to enable individuals to cross the 'digital divide' and also to enhance community interactions. In t...

Field-based activities are regarded as essential to the development of a range of professional and personal skills within the geosciences. Students enjoy field activities, preferring these to learning with simulations (Spicer and Stratford 2001), and these improve deeper learning and understanding (Kern and Carpenter, 1984; Elkins and Elkins, 2007)...

Much of the mobile learning literature implies that connectivity between devices can be taken for granted. This is not clearly not true with patchy network coverage and variable signal strength even in well developed urban areas. In this paper, we describe strategies devised for overcoming the challenges of variable connectivity quality to ensure m...

Here we explore how technology can be applied to support inquiry learning spanning a range of contexts. The development process of a location-based inquiry learning toolset is presented for a secondary school GCSE Geography project. The design framework used and the process of participatory development is discussed with regard to the co-development...

About the book: There have been numerous possible scenarios depicted on the impact of the internet on urban spaces. Considering ubiquitous/pervasive computing, mobile, wireless connectivity and the acceptance of the Internet as a non extraordinary part of our everyday lives mean that physical urban space is augmented, and digital in itself. This po...

Community informatics research has found that the provision of technical connectivity in local neighbourhoods alone does not ensure community interaction. Externally initiated projects applied to communities by government or commercial bodies have encountered difficulties where the project’s goals do not correspond to the host community’s. Differin...

In this paper we describe an emerging form of wikis - wikis of locality – that support physical rather than virtual communities. We draw on our experience as administrators of the Open Guide to Milton Keynes, one of the Open Guides family of community developed local information guides built using wiki software, and present observations of the pote...

About the book: This peer-reviewed collection represents some of the finest research presented at the 2004 Association of Internet Researchers Conference held in Sussex in 2004. Responding to the theme of ubiquity, papers collected here represent a diverse range of inquiries into the development, as well as perceived development, of the Internet. O...

Virtual communities have been the focus of research since the beginning of the Internet. A more recent phenomenon is the hybrid networked community: a physical community extended by a network infrastructure, seeking to enhance existing social interactions, storage and dissemination of knowledge using both online and offline channels of communicatio...

The Design Information Centre is a multimedia database which has been designed to support the activities of Industrial Product Designers throughout Europe. It is one component of the Multimedia Assets for Industrial Design (MAID) project, the other component being the Design Services Centre, which is not discussed here in detail. The work in progre...

Summary Virtual 3D worlds such as Second Life2 and online gaming environments are attracting educationalists' interest. This paper reports upon the first European Teen Second Life educational project for 13-17 year olds: the Schome Park NAGTY (National Association for Gifted and Talented Youth) Pilot. This project aimed to collect evidence about fr...

Information communication technologies (ICTs) enable the development of memories across a variety of communities. We identify a spectrum of deployment from private through to open public spaces. As we move along this spectrum key variables change including mechanisms of trust and accountability and the definition of ownership, authorship and reader...

This document pulls together all of the work conducted under WP3 (EU 6th Framework Programme - Work Programme 3). The document is split into a number of sections. The first section provides an introduction. We then provide an overview of the distribution of ICTs and indicators of social capital and quality of life across the European Union in 2002...

Recently, there has been a growing interest in Exploratory Learning Environments (ELEs) in which learning occurs through guided exploration and problem solving (1). The characteristics of learning with ELEs can be seen to share a number of common issues with inquiry learning, in which students design and carry out investigations in order to acquire...

The expression 'community network' has been used to describe a wide variety of networks with different aims and objectives, utilising diverse technologies, funding mechanisms, and existing for varying lifespans. This paper will focus on a specific form of community network - grassroots initiated networked communities. These are communities of local...

Supporting learning across different contexts can be challenging. Defining formal, informal and nonformal learning is the subject of continuing debate as each can be difficult to describe. We report on a study that evaluated the effectiveness of a Personal Inquiry toolkit on supporting personal inquiries into the sustainability of the food cycle, c...