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Design principles for mobile learning
Abstract
This chapter lays out how design principles need to evolve to support educators to design content, activities, communications and spaces for learning. Designing for mobile learning provides a glimpse of what designing for the future could be - where education is no longer 'designed and delivered' to a group of learners in an expected, defined context, but where each individual engages in their own learning, through their own devices, from their own setting and on their own terms
... In the second stage, candidate heuristics began to be elaborated for the context of educational games aimed at language learning and, therefore, it was decided to also revisit the works in the literature on CALL and MALL in order to provide a greater basis for the heuristics that, at this point in the study, were beginning to be elaborated (e.g., (Ciampa, 2014;Kacetl and Klímová, 2019;Kukulska-Hulme and Traxler, 2013;Godwin-Jones, 2014;Traxler, 2009)). ...
... (Kukulska-Hulme and Traxler, 2013;Traxler, 2009;Xu et al., 2020) Teacher fit 18 ...
... Do not force a fixed schedule for studying the language, in order to introduce a "mandatory schedule" of studies. (Ciampa, 2014;Kukulska-Hulme and Traxler, 2013) Autotelic experience ...
The evaluation of Computer-Assisted Language Learning (CALL) tools can be carried out from the perspective of different aspects, and there’s still no proposal from the literature for the evaluation of CALL games from the perspective of an “optimal experience”. Therefore, this paper proposes a set of 32 heuristics for the evaluation of educational games for Japanese Language Learning (JCALL). Furthermore, the heuristics were applied in the evaluation of JCALL L2 (i.e., as a second language) games in order to verify their usefulness. Findings show the heuristics provide good support in the evaluation of language learning educational games, and can collaborate in the redesign of these games in order to improve the optimal player experience. Finally, results also indicate the feasibility of using these heuristics in the evaluation of other types of CALL tools other than games.
... (p. 1 ). Heick (2015) also had a similar idea when he introduced 12 principles of mobile learning which emphasize personalized learning. ...
... Given the inherent nature of mobility, busy students appreciate being able to learn anywhere and anytime. According to Heick (2015), mobile learning is essentially personalization. These principles provide a framework for the characteristics inherent in mobile learning. ...
... Among the UDL principle guidelines, highest rating guidelines reported by the participants were recruiting interest by optimizing relevance, value, and authenticity as well as sustaining effort and persistence by fostering collaboration and community. The participant responses suggesting the desire for learning that have both meaning and relevance aligns with the 12 principles of mobile learning (Heick, 2015). Heick (2015) explains that the central premise of mobile learning is that it is personalized. ...
This exploratory case study investigates student engagement and the affordances of Stanford Mobile Inquiry-based Learning Environment (SMILE). SMILE is an inquiry-based mobile learning framework designed to promote student-centered inquiry and reflection leveraging mobile media in the classroom setting. The participants were pre-service teachers enrolled in student teaching seminar that met once a week through web-conference. This study examined how students engaged with course contents, peers, and the instructor by constructing questions using SMILE. The data collection instruments included a survey, analysis of questions created by students in SMILE, observations made by the instructor during seminar class and focused group interview. Survey questions were developed from the Classroom Survey of Student Engagement (CLASSE) instrument with 15 SMILE related questions based on Universal Design for Learning (UDL) principle guidelines for engagement. The results indicate that using SMILE provides multiple means of engagement as described by UDL principle guidelines. Student engagement with the course content and peers increased when the inquiry topic was relevant and meaningful to the pre-service teachers. Engagement with the instructor was contingent on how the instructor facilitated the activity. The discussion explores the implications of the role of the teacher and possible considerations for promoting further student engagement.
... This is a move towards enlightened BYOD that we have yet to see this in most HE institutions in the UK as they generally lack a BYOD policy. Some individuals have developed use of iPads as a means of transforming education but these need to be encompass within good design principles (Beetham, 2013;Kukulska-Hulme and Traxler, 2013) within higher educational institutions. ...
... We found that students, once exposed to mobile technologies, were able to link their use of specific apps to the graduate attributes that are important for employability (Hill, Walkington and France, 2016). Institutional support, the greater availability of mobile devices together with the innovative ideas of practitioners, has led to a drive towards novel pedagogies, especially those involving 'active learning' (Kukulska-Hulme and Traxler, 2013). This activity can be deployed in the lecture theatre as much as in fieldwork (Whalley, 2016). ...
... The Canadian eLearning Network (CANeLearn) conducted research focused on quality assurance measures resulting in eight design principles for K-12 online learning. Design principles refer to the fundamental concepts and guidelines that inform the creation and implementation of educational programs, materials, and systems (Kukulska-Hulme & Traxler, 2013) and have been used to describe K-12 online learning in Canada (Crichton & Childs, 2022). This practitioner-based focus draws attention to program factors that support and promote quality online instruction (Phipps & Merisotis, 2000), while standards, which have been the predominant model for defining quality in online learning, often describe contextual policy and practices specific to local jurisdictions. ...
In 2023, researchers explored the relationship between Design Principles for K-12 Online Learning (Crichton & Childs, 2022) and quality standards for K-12 online learning, publishing a report on the intersection between design principles and standards (LaBonte et al., 2023). Design principles refer to the fundamental concepts and guidelines that inform the creation and implementation of educational programs, materials, and systems (Kukulska-Hulme & Traxler, 2013), while standards tend to be more discrete, flexible, and responsive to local conditions (Bell, 2003). Unlike standards, the design principles focus on institutional support of technology, infrastructure, students, and faculty, as well as program effectiveness and assessment which are not described in most standards. The Community of Inquiry (COI), a research-based model describing the three interdependent elements of social, cognitive, and teaching presence (Garrison et al., 2000), was used to explore the intersection points between the COI, design principles, and published standards for K-12 online learning. The analysis was used to revise the design principles further and support the ongoing development of quality standards. It is hoped that basing design principles and standards in the context of a research-based model will further develop an understanding of quality in K-12 online learning and inform practice.
... Arguably, it is a person's interaction in different time and space that shapes understanding of the world and defines identity (Dewey, 1916;Sharples, Taylor, & Vavoula, 2010). Mobile devices such as smartphones and tablets have hence become an important appendix to human anatomy in the modern era to the point where, the number of mobile internet enabled devices (smartphones, tablets and laptops) will outnumber people in the world before the end of 2013 (Arthur, 2013;Kukulska-Hulme & Traxler, 2013). ...
Heutagogy is a relatively new learning and teaching framework. Heutagogy advocates student centred learning and teaching strategies where the learning is directed and determined by the learner. At the time when heutagogy was conceptualised as a teaching framework (in 2000), the web was still in its infancy. More than a decade later, the web has evolved from being transmission focused (Web 1.0) to participatory in nature (Web 2.0). At the same time, mobile technologies such as smartphones and tablets have amplified the capabilities and ways Web 2.0 tools and technologies can be used. In this paper, we look at how mobile devices and social media can support and offer unique opportunities for using heutagogy as a pedagogical framework. A set of design principles is proposed resulting from a review of literature on heutagogy, social media and mLearning. The design principles provide educators with a guide on how to utilise the unique affordances of Web 2.0 tools and mobile devices in implementing learner directed and determined learning or life long learning.
... Rosnąca popularność aplikacji mobilnych widoczna jest szczególnie w dydaktyce językowej. Aplikacje mobilne łączą w sobie szereg unikatowych cech, które obejmują między innymi mobilność, personalizację, interaktywność, multimedialność, elastyczność, interaktywność i możliwość dostępu do zasobów online (Kukulska-Hulme, Traxler, 2013). Wspierają one zarówno indywidualną naukę języka, jak i tradycyjne metody nauczania, umożliwiając uczniom praktykę poza klasą. ...
In the last decade, there has been a marked increase in interest in the use of mobile technologies in education, especially in language teaching. In the context of Mobile Assisted Language Learning (MALL), mobile applications offer unique features such as personalization, interactivity, and access to online resources, promoting individual language learning processes and supporting traditional teaching methods. This article focuses on the analysis of the effectiveness of the Duolingo application in teaching Russian at the University of Warsaw. The study was conducted in the summer semester of 2021/2022 with a group of 78 students. The results confirmed the positive impact of Duolingo on student engagement and the efficiency of material assimilation, while emphasizing the need for technical and educational support for the full use of the application. Study participants were keen on using Duolingo, particularly appreciating the reading lessons, although exercises aimed at developing speaking and writing skills were perceived as less effective. The conclusions of the study indicate the need for further research on the application of Duolingo in foreign language teaching and the analysis of its materials in the context of glottodidactics.
... The utilization of smartphones and other mobile technologies in language learning, especially in situations where portability and situated learning offer specific advantages, is referred to as mobile-assisted language learning ("MALL" hereafter) [3]. MALL is also known as mobile language learning. ...
With the high penetration of mobile devices and wide coverage of wireless networks, mobile-assisted language learning (MALL) has been widely utilized to enhance language teaching and learning. However, the integration of MALL into language pedagogy has been hampered by a lack of a cohesive and unified framework for MALL pedagogy. Most of the existing frameworks were not specifically designed for language pedagogy and failed to balance the technological and pedagogical dimensions of MALL pedagogy. This study sought to promote the incorporation of MALL and tertiary EFL pedagogy by designing a pedagogical framework for MALL (PF4M) using design-based research (DBR) as the overarching research methodology. The DBR investigation adopted a mixed research approach, incorporating systematic review, expert survey, thematic analysis, and expert review. The resulting PF4M is anticipated to aid in the integration of MALL into language pedagogy by offering practical and theoretical guidance for effective teaching and learning. The findings may also suggest future directions for pedagogical innovations in MALL.
... The next solution is Collaboration with parents, namely by involving parents in using m-Learning in a project-based learning model in elementary schools. Effective communication between teachers and parents can help understand and support the use of technology in education (Kukulska-Hulme, 2018). Providing information to parents about learning activities through platforms or mobile applications can increase their participation in the child's educational process. ...
Project-based education has become an increasingly popular approach in today's education system, especially at the primary school level. Project-based learning allows students to engage in real activities that involve exploring, collaborating, and applying the concepts they learn in real-life contexts. In the digital era that continues to grow, m-Learning (learning via mobile devices) has become an important instrument in helping educators implement project-based learning models in elementary schools. This study aims to investigate the role of m-Learning in a project-based learning model in elementary schools. This study will involve collecting qualitative and quantitative data through classroom observations, teacher interviews, and student surveys. The research focus will cover several important aspects, including (1) The use of m-Learning in providing relevant and varied learning resources to students, (2) The effectiveness of m-Learning in increasing student motivation and involvement in project-based learning models, ( 3) The impact of m-Learning on students' collaborative skills and creativity in developing their projects, (4) Teachers' perceptions of the use of m-Learning in project-based learning models. It is hoped that the results of this research will provide a better understanding of the role of m-Learning in the context of project-based learning in elementary schools. The findings of this study can provide insight to educators, teachers, and decision-makers in the field of education to optimize the use of technology in an effort to improve the quality of learning in elementary schools.
... The respondents demonstrated significant involvement with mobile learning, as evidenced by the mean score of 4.2 (on a 5-point scale) for the query "Mobile learning enhances engagement." The aforementioned deduction aligns with the outcomes of prior researches that have underscored the capability of mobile gadgets and software to enhance student engagement (Kukulska-Hulme and Traxler, 2013;Sharples et al., 2019). This discovery is in line with the outcomes of previous research. ...
The primary objective is to investigate the impact of mobile learning on students' academic achievement, motivation, and teachers' attitudes. This quantitative study involved the participation of students and faculty members from various educational institutions across Jordan. Various analytical techniques were employed to examine the data, such as correlation analysis, inferential statistics, and descriptive statistics. The findings indicate that the implementation of mobile learning activities has a positive influence on the academic achievement of students, specifically in the domain of Mathematics. The findings indicate that mobile learning can enhance student engagement, as evidenced by the observed high levels of student participation and collaboration. Mobile learning is generally well-regarded by educators, who appreciate its capacity to promote self-directed learning among students. The outcomes and attitudes towards mobile learning exhibit variability across different levels of education, underscoring the necessity of tailored approaches. The significance of students' attitudes in forecasting academic accomplishments was further emphasized by the positive correlation discovered between students' perspectives on mobile learning and their ensuing academic performance. The findings indicate that the utilization of mobile learning has a positive impact on the academic performance of students, their level of engagement, and the perceptions of educators.
... Integrating mobile learning technologies into the teaching and learning process also requires careful consideration of pedagogical approaches. While mobile devices can support active, collaborative, and personalized learning, educators must ensure that their use aligns with the learning objectives and enhances the learning experience rather than detracting from it [26]. ...
This study aimed to investigate the impact of mobile learning technologies on student engagement and learning outcomes in higher education. A pre-test/post-test control group design was employed to compare the engagement and learning outcomes of students who used a mobile learning platform with those who did not. The study was conducted with undergraduate students at a large public university. Results showed that the intervention group reported a more positive experience with the platform, used it more frequently, found it more useful, and were more satisfied with it than the control group. Additionally, the intervention group outperformed the control group in terms of both course grades and standardized test scores. The findings suggest that mobile learning technologies can positively impact student engagement and learning outcomes in higher education. Future research could explore ways to optimize the platform further and investigate the scalability and sustainability of implementing mobile learning technologies in higher education.
... The NMC Horizon Report [6] further highlights the importance of technology in higher education, stating that institutions must be proactive in integrating new technologies in order to remain competitive. Ref. [7] outline design principles for mobile learning, which can be particularly useful in today's world where many students use mobile devices for learning. Ref. [8] propose a theory of learning for the mobile age, emphasizing the importance of context and collaboration in mobile learning environments. ...
This study aims to develop an open-source and legal operating system for Quranic education that can be used for teaching the Quran to 4th-grade students using a computer. The operating system display is customized using code commands and Gnome Tweak Tool, and includes themes, shells, icons, fonts, OS logos, backgrounds, booting screens, and multimedia. The IQROS Linux distribution was designed to assist teachers in teaching Quranic lessons to elementary school students, and was evaluated using a questionnaire at a particular elementary school in Indonesia. The study found that the majority of respondents agreed that the color and background design were appropriate, and the use of IQROS Linux was suitable for facilitating religious learning. The software was found to help teachers with their work and increase student interest in learning the Quran, demonstrating the potential of IQROS Linux to enhance religious education in elementary schools. The relevant future resreach is to conduct a longitudinal study to assess the long-term impact of using IQROS Linux on students' Quranic learning outcomes. This could involve tracking students' progress over several years to measure their retention of Quranic knowledge and their ability to apply it in their daily lives.
... Several researchers have suggested that technology-supported PD offers vibrant professional development activities for teachers that are often inaccessible in traditional training settings (Dede, 2006;Hennessy et al., 2022;Richardson, 2001). Many researchers (Baumgartner & Bell, 2002;Kukulska-Hulme & Traxler, 2013) have also pointed out that teaching-learning innovations utilizing (mobile) technology can enhance learning experiences. Arguably, several pedagogical factors and design requirements are crucial for the mobile-enhanced learning environment to be effective. ...
This paper examines the design and development of a mobile-mediated professional development program for primary school teachers. It explores learning design frameworks and strategies to offer effective, 24/7, anywhere-anytime PD using mobile technology. The study highlights the significance of design requirements and best practices in mobile-mediated TPD, and presents a conceptual framework incorporating various pedagogical/andragogic approaches and instructional design possibilities enabled by mobile technology. The framework is based on the integrative learning design framework (ILDF), CSAM, RASE, Keller's ARCS, and TPACK framework. The resulting framework enacts evidence-informed and theory-led models, and best practices to cater to instructional design requirements for creating meaningful mobile-based learning experiences for teachers.
... Since we shall be considering research questions in MALL, which may be seen as a subfield of mobile learning, a necessary first step is to acknowledge that conceptions of mobile learning are not universal, its definitions have evolved over the years and it has a relationship with the fields of e-learning as well as computer assisted language learning (CALL). Mobile learning may be understood as "an extension of e-learning" (Nami, 2020), or the exact opposite, "not an extension of e-learning" (Hewagamage, Wickramasinghe, & Jayatilaka, 2012), and "not a new variant of e-learning" (Kukulska-Hulme & Traxler, 2013). MALL may be considered an extension of CALL (Chang, Warden, Liang, & Chou, 2018), or the distinction between MALL and CALL may be emphasized (Kukulska-Hulme & Shield, 2008). ...
Research questions are central to mobile assisted language learning (MALL) projects and studies, yet they have received little attention to date. Taking research questions as its central focus, this paper offers some reflections on the complexity of the broader field of mobile learning, on different kinds of research, on salient themes and challenges in mobile learning and MALL, and it suggests some research directions for the future. Since MALL research is interdisciplinary, and since research questions are an object of study in other fields of knowledge, the paper refers to sources from multiple disciplines to support a more comprehensive consideration of current and future research questions in MALL. The paper is fundamentally an invitation to a global conversation about research questions in MALL.
... Yet, this chapter does not only focus on the impact of MALL applications on CLIL. The main reason of this is that researchers in the field have a common belief that the effects of technology are more or less the same for different language teaching models (Loewen et al., 2019;Kukulska-Hulme & Traxler, 2013). Busy life courses that leave people with less time to spend in language classrooms and social aspects of language learning (i.e. ...
This chapter examines the effectiveness of mobile-assisted language learning (MALL) through investigating the evidence from the extant literature. MALL is widely used by teachers and institutions to support different models of language teaching such as content and language integrated learning (CLIL) and English as a medium instruction (EMI). In particular, the chapter focuses on the determinants of MALL through reviewing a number studies which show that the evidence points to a complex relationship rather than unidimensional one in terms of MALL's place in language learning and its effectiveness in reality. The study once more emphasises the complex nature of language learning and cautions about the promise and risks of adoption of MALL.
... The selection of tools for use in PoJ had to meet the pre-requisites of being able to deliver a seamless user experience over different learner-owned mobile devices and desktop platforms, and enabled sharing of data and information publicly and in private. Cook, 2010;Kukulska-Hulme & Traxler, 2013 DP3: Situate learning in authentic contexts decided by the learner to enable exploration and experimentation. ...
Mobile and social media over the last decade has created significant shifts in society: how we communicate and collaborate, and in learning and teaching. This paper discusses a study that investigated how mobile social media tools and affordances could be harnessed to facilitate a student-determined learning experience (heutagogy). A design-based research (DBR) approach was utilised to analyse and investigate a set of draft design principles that was established in collaboration with a group of teachers and literature. The draft design principles guided the design of a first year course that was iteratively implemented and evaluated over 2 years with two different cohorts of students. As a key outcome of the DBR, a set of refined design principles is presented. These principles are capable of guiding other practitioners in designing and facilitating student-determined learning in authentic contexts using mobile devices, and social media affordances.
... 10,12 Other positive features of mobile technologies, in general, include the following: opportunities to design learning for students with dyslexia, utilizing voice-based command interactions, and speech rendition of documents. 13 As shown with the Mobile Oxford project, the consistent format can be helpful for users with visual impairment. 14 Many, if not all, of these generic features of mobile learning are likely to facilitate and enhance education for undergraduate medical students, although not all of these features have yet been specifically investigated in this group of learners. ...
The deployment of mobile tablet computers in medical teaching and learning is viewed with mounting interest. Medical educators are embracing insights from technological advancements to ensure that students are equipped with the necessary tools to flourish as physicians. Here, we reflect on the benefits and challenges of the tablet learning experience within undergraduate medicine and how students may make the best use of it.
... Portable technology is used to support curriculum learning in the classroom and personal mobile devices are used for learning on the move. Some of the m-learning principles, according to Heick [10], are access (to content, peers, experts…), transparency (e.g. through social networking platforms), play (as an important characteristic of progressive learning), self-actuation, diversity and authenticity (that is impossible to reproduce in a classroom). ...
... Wong & Looi, 2011;Wong, Milrad, & Specht, (2015) have reported the benefits seamless learning has provided to facilitated formal and informal learning, individual and social, and physical and digital spaces, accessible using mobile technologies. Kukulska-Hulme & Traxler, (2013) argue mobile technologies can enhance digital literacy from real world interactions into the classroom. Pavlenko, (2009) also acknowledged the importance of grammatical vocabulary, such as verbs, nouns, and adjectives, taken from the real world does support critical thinking within the learning space. ...
Learning using 1:1 mobile devices is a partnership between the user and the curriculum, where learning interventions are strategically integrated to foster critical thinking skills for effective problem solving. The purpose of this research study is to explore the question. How can 1:1 mobile technology be used to develop critical thinking skills and support creativity? The skill of problem solving is evidence of applied critical thinking during targeted learning. The literature review and focus group results, contextualise and aim to demonstrate how learners are using 1:1 mobile devices to develop critical thinking skills to achieve problem solving outcomes. Engineering courses that are using problem orientated design-based learning and are allowing students to use 1:1 mobile devices, need to support students by including targeted learning interventions. Learning interventions using active learning (self-directed learning) principles that are designed to teach critical thinking skills to achieve higher order problem solving outcomes for ‘real world’ solutions. Focus group results are included in this research study to highlight students’ perceptions when using 1:1 mobile devices for learning as evidence of applied critical thinking skills.
... These adaptations need to address the consumption of rich media on diverse type of technological devices. In addition, such adaptations need to address the possible adoption of regular materials to be used on mobile platforms enabling a better exploitation of educational materials consumed ubiquitously (Kukulska-Hulme & Traxler, 2013). Specifically, these adaptations may provide students with a more meaningful learning process while they consume learning materials along a pedagogical process enacted across context. ...
In recent years, teachers have started to conduct pedagogical activities to promote different kinds of learning interactions supported by rich media. The deployment of such activities is rapidly increasing, as teachers and students own technological means that allow supporting them along such interactions. These activities can be carried out in traditional classroom settings while using regular computers. Additionally, they can also be conducted from anywhere at any time while using smartphones and tablets. In this paper, we describe a pedagogical activity requiring students to author and later peer- assess learning interactions incorporated to videos in YouTube. We describe EDU.Tube, an environment that enables them to create, share and consume such rich media learning activities across a variety of devices. We then detail a plan for the implementation of an activity that took place in 3 different classes dealing with diverse materials addressing computer science related topics. Finally, we also provide an evaluation presenting students' insights and feedbacks resulting from the experienced activity. We discuss and analyze these outcomes in order to elaborate on them as concerns that could be applied for the further deployment of the EDU.Tube environment.
In an era where English proficiency has become a crucial skill for personal, academic, and professional success, the ‘Cake’ application offers a unique blend of language learning and gamification. This study aimed to investigate the application’s contribution to improvements in the listening skills of English department students of STAIN Teungku Dirundeng Meulaboh, West Aceh, Indonesia, and their perceptions and attitudes towards using the ‘Cake’ application for improving their listening skills. The research design employed was a survey involving 20 students enrolled in the Intermediate Listening Class and Advanced Listening Class. The data collection was done by using an online questionnaire. The results indicate that the ‘Cake’ application successfully enhanced the listening skills of a significant number of participants, with most of the respondents reporting positive outcomes and improvements in their comprehension of spoken English. Students also perceived the ‘Cake’ application achieved a massive uptake by its users. The site is user-friendly, and interactive and discusses issues about EFL learners. In addition, users could use various English accents and dialects while listening. In essence, many users affirmed that they experienced great benefits by using the ‘Cake’ app to enhance their listening capabilities. However, the finding also indicated that some students perceived the ‘Cake’ application as boring and needed innovation and improvement in existing learning methods to address potential boredom among learners.
Article history: In Malaysia, there has been a substantial increase in the adoption of mobile learning (m-Learning) due to advancements in technology and the demand for flexible and inclusive education. The success of implementing m-Learning depends on educators' readiness and positive perceptions towards it. By employing educators who are prepared and proficient in implementing mobile learning, the learning experiences of students can be optimized and have a beneficial effect on attaining educational goals. This study is a quantitative study that seeks to assess the readiness of Biology educators at matriculation colleges, MOE, to utilise m-Learning in the instruction and learning of Biology. The focus of this study involves several variables such as knowledge, skills, and attitudes. This study involves a total of 164 Biology educators from matriculation colleges as respondents. A set of questionnaires has been used as an instrument to carry out this study and is distributed online. The data obtained were analyzed using the Statistical Package for the Social Sciences (SPSS) version 26. In summary, the findings revealed that educators in the matriculation program, MOE, shown a reasonably high degree of readiness in terms of their knowledge, skills, and attitudes towards the use of m-Learning. Studies of educators' readiness in m-Learning provide valuable insights that can be used to optimize learning experiences through technology and appropriate steps can be taken to support educators in implementing m-Learning successfully.
For EFL learners’ development of oral communication competence in English, computer-assisted instruction has become an indispensable model. In the face of the arrival of the information and intelligence era and the need for regular pandemic prevention and control, blended learning has become a normalized teaching approach. Although there have been some investigations of the effectiveness of blended learning in enhancing college EFL students’ English communication skills, a review article that synthesizes the findings of these studies deserves an urgent attention. Thus, the overall purpose of this research is to review previous studies that have examined the use of blended learning to improve college EFL students’ English communication skills. The anticipated outcomes of this research can uncover the potential benefits of utilizing blended learning for enhancing English oral communicative competence among college EFL students. This article can offer some critical perspectives, suggestions, and consequences concerning the integration of blended learning in the acquisition of English language communication competence among college EFL students.
Digital access and practices differ across students and school communities around the globe. Navigating educational landscapes can become complex, particularly in resource-limited settings where technology is not always available. This is the case for Peru’s rural communities, where scarce hardware, connectivity, and power issues often restrict digital practices. Yet, the sporadic availability of digital technologies exercises a pronounced influence, either when present, but also when not present. This chapter discusses the Especialización en Innovación Pedagógica, a teacher-training diploma delivered remotely to 355 primary and pre-primary rural teachers, supported by Alma Children’s Education Foundation. Using qualitative data generated in focus groups with course facilitators, the chapter explores how teachers navigated the diploma course. The argument presented here is that a postdigital perspective can help educators understand and develop strategies suited to these low-resource rural areas, with the aim of enhancing accessibility, offering equitable opportunities for learning, and coming up with solutions to overcome the challenges associated with digital practices in remote rural communities.
As mobile phone technology has evolved and features and hardware have been added and enhanced, users now have the opportunity to access their mobile devices anytime and anywhere for a wide range of purposes, from taking photos and recording or viewing audio and video files to editing and sharing these files privately or through social networking websites. This article reports on the use of mobile phones to produce videos for educational purposes. The connection between video production and mobile learning is presented first, followed by the benefits of using mobile phones for video production. This article closes by identifying some concerns and suggestions identified in the literature in order to establish a path for further research. With the increasing practice of video sharing for personal, work, or social networking purposes, it is likely that video production will receive further attention from researchers as they continue to assess the educational potential of the video recording feature available on mobile devices.
This paper explores the role of technology in enhancing EFL students' autonomy. The study aims to investigate how technology can be used to support EFL students in developing their language skills independently. This can lead to enhanced confidence and motivation on their learning journey. The paper provides a comprehensive review of the literature on autonomy in language learning, technology in language teaching, and their relationship. It presents findings from a qualitative research study conducted with EFL students. This involved surveys and interviews to gather data on their perceptions and experiences of using technology to enhance their autonomy. The results indicate that technology can positively impact EFL students' autonomy by providing them with opportunities for self-directed learning, accessing authentic materials, and receiving immediate feedback. The paper also highlights the challenges of using technology to promote autonomy and provides recommendations for how teachers can integrate technology into their teaching practice to support learner autonomy. The paper concludes with implications for language teachers and future research directions in this area.
This study designed and implemented a personal learning environment platform for spoken English teaching in a junior high school in China to improve students' spoken English narrative competence. Altogether, 83 junior high school year one students took part in this study. The participants were divided into experimental and control classes for the two-month-long experiment. The personal learning environment-based spoken English platform was implemented in the experimental class, while the control class used traditional face-to-face instruction. Pre- and post-spoken English tests and semistructured interviews were used in the study. The data analysis revealed that PLEs has the potential to boost students' learning motivation and enthusiasm and improve their spoken English narrative performance as well. This study advanced practical research of PLEs in junior high school and enhanced the theoretical research in spoken English teaching.
I dispositivi mobili hanno cambiato profondamente modi e tempi delle nostre attività quotidiane. Se da un lato la loro pervasività è considerata da alcuni un rischio di depauperamento in termini di abilità relazionali e cognitive, dall’altro, la multimedialità e la connettività che li caratterizzano possono essere sfruttate per arricchire l’esperienza individuale e sociale, anche in ambito didattico, come testimonia anche il Piano Nazionale Scuola Digitale (2015). In questo contributo si prova a riassumere e a descrivere la complessa e ampia riflessione sull’uso dei dispositivi elettronici ai fini dell’apprendimento che ha caratterizzato il campo di ricerca del Mobile Learning (ML), con particolare riferimento alla sua declinazione nell’ambito della didattica delle lingue, il Mobile Assisted Language Learning (MALL), alle sue diverse applicazioni e sperimentazioni. Sebbene siano stati individuati i tratti principali che delineano l’apprendimento mobile, la ricerca sul ML e sul MALL continua ad essere in una fase di elaborazione e sviluppo.
Mobile assisted language learning: development of formal learning
Mobile devices profoundly changed the ways and times of our daily activities. If, on the one hand, their pervasiveness is considered by some to be a risk of impoverishment for relational and cognitive skills, on the other hand, the multimedia and connectivity characterizing them can be exploited to empower the individual and social experience, even in the didactic field, as evidenced by the National Digital School Plan (2015). In this paper, we try to summarize and describe the complex and broad reflection on the use of electronic devices for learning purposes that has characterized the research field of Mobile Learning (ML), with particular reference to its decline in language learning, Mobile Assisted Language Learning (MALL) and its various applications and experiments. Although the main features that outline mobile learning have already been identified, research on ML and MALL continues to be in a phase of elaboration and development.
In many current discussions, digitalization functions as a dazzling leitmotif not only for technological, social and cultural transformation processes in general, but also for current social reproduction problems and upheavals in the field of education in particular. On the one hand, there is a widespread uneasiness in educational cultures of digitality; on the other hand, the promises of the future in learning technology are also promoting tendencies of ease for some groups. Based on a broader perspective that goes beyond a Freudian understanding of discomfort in culture, this article puts forward five trenchant theses for discussion, all of which mark fault lines of (dis)comfort in the educational cultures of digitality.
China's global influence has increased with its spectacular economic development. With the growing trade and cultural exchange between China and other countries, there is a rapid rising need for Chinese language learning. Although Chinese language is challenging to learn due to its different intonations, complicated shapes, and considerable significance, it still attracts more individuals, organizations, and companies. Advances in mobile technologies provide new opportunities for language learning anytime and anywhere. To meet the diverse demands of students of language learning, many scholars have studied Chinese mobile language learning and developed many mobile applications to improve language learners' skills in listening, speaking, reading, and writing by leveraging the emerging mobile technologies. This chapter reviews earlier studies on mobile technologies employed in Chinese language learning and provides recommendations for future research.
Mobile apps vary in functionalities. The more apps are developed, the process of determining whether an app is effective in an educational environment can become next to impossible. The purpose of this chapter is to propose a curation rubric with a specific focus on evaluating mobile apps by utilizing three pedagogical frameworks as guidelines. Existing pedagogical frameworks for categorizing apps have been proposed by Allan Carrington based on Bloom's taxonomy for learning and the SAMR model by Puentedura. In this study the researchers are widening the lens by proposing the inclusion of the levels of instruction by Gagne as a third pedagogical framework as part of a curation rubric for mobile apps. The rational for adding the third framework is supported by the notion that technology should be regarded as “mindtools” which do not only focus on learning with technology, but also rely on effective facilitation and implementation thereof in an educational context.
This study examined the level of parental resistance to the use of smartphones in schools, as well as the predictors and the factors underlying parental resistance. Data was collected from a sample of 220 parents of elementary and secondary school students who completed an online questionnaire. The participants ranked four different factors for resisting and rejecting the use of smartphones in schools: social, environmental, economic and pedagogical. Parents’ actual resistance level was also measured, from “no resistance”, through “passive resistance”, to “active resistance”. Furthermore, the study examined the association between parental resistance and four parenting styles: authoritarian, authoritative, permissive, and uninvolved, as well as associations with demographic and socioeconomic variables. About two-thirds of the parents expressed resistance toward the use of smartphones in school, and more than half of them expressed active resistance to such use. Social and economic factors were reported to underlie resistance to the use of smartphones in school to a great extent, whereas pedagogical resistance factor was reported to a low extent in all parental resistance levels Nevertheless, pedagogical and social resistance factors predicted a high level of parental resistance. Authoritative parenting style was found to be a negative predictor of parental resistance. Implications of the findings are discussed in relation to educational theory and the challenges of policy-makers who cope with parental resistance towards the integration of smartphones in school learning.
מהפכת המידע והתקשורת משפיעה על תחומים רבים וגם בחינוך, בהוראה-בלמידה. מרצים מהווים מודל לחיקוי לפרחי ההוראה ולכן כאשר הם משנים את דרכי ההוראה ומשלבים תקשוב הם תורמים בכך לתהליכי ההוראה-הלמידה של הסטודנטים וליישום בעבודה המעשית.
הטכנולוגיה הניידת מאפשרת תהליכי הוראה למידה פעילים יותר, קונסטרוקטיביסטיים, אותנטיים ורפלקטיביים לסטודנטים, ולמידה בכל מקום ובכל זמן הן בבתי הספר והן בחינוך הגבוה. תהליכי ההטמעה בכלל ובחינוך הגבוה בפרט הם מורכבים ומחייבים תהליך של שינוי.
במאמר זה נתאר תהליך של הטמעת הלמידה הניידת בחינוך הגבוה, במכללה האקדמית בית ברל. לאחר ניסוי של שנתיים בתהליך של עבודה עם קבוצות של מרצים, ניסינו בשנה השלישית דרך אחרת של הטמעה וליווי אישי של המרצים. במאמר נתאר שלושה תהליכים שבוצעו עם מרצים שונים ונציג את הדילמות בפניהן אנו עומדים לקראת המשך תהליך ההטמעה.
The article highlights the possibilities of mobile technologies in teaching a foreign language. The review of domestic and foreign scientific and methodical literature on the problem is carried out.
The content of the concept of «mobile learning» is disclosed, its most common interpretations are given. It is proved that mobile learning has a considerable advantage over the traditional one, since it provides a high informative capacity of the material, stimulates the cognitive activity of students, ensures the continuity of the learning process. The article describes the existing mobile software applications for teaching English, in particular for the formation and
development of lexical and grammatical language skills and speech skills in listening, reading and speaking.
Research shows a disconnection between creativity and education. In addition, studies rarely describe how instructors in higher education make use of mobile devices to foster student creativity. In order to obtain deeper knowledge of teaching practices, instructors in higher education were interviewed and 24 courses were analyzed using the constitutive elements of integrated course designs: teaching goals, learning activities, assessments, teacher-student interaction, and integration of mobile devices. The results show that instructors do not explicitly design for student creativity. However, an in-depth analysis that applied the Creativity Facets approach illustrates three types of implicitly integrated creativity that enhance meaningful learning with mobile technologies. The three design types are (a) Design of Interlinked Places, (b) Connected Communication Design, and (c) Process Design.
‘Tablets’ and other ‘smart’ devices (such as iPads and iPhones) have established themselves as a significant part of mobile technologies used in mobile (m-)learning. Smart devices such as iPads and the Apple Watch not only provide many apps that can be used for a variety of educational purposes; they also allow communication between students and tutors and with the world at large via social media. We argue that ‘smart’ mobile devices enable personalized learning by adjusting to the educational needs of individuals. We refer to Salmon’s quadrat diagram to suggest where using mobile technologies should be of benefit to revising our views of pedagogy, making it much more responsive to students’ needs in education as well as the world in general. Smart mobile devices now contain computing power to allow voice and face recognition, augmented reality and machine learning to make them intelligent enough to act as tutors for individual students and adjust and respond accordingly. To take advantage of these facilities on mobile devices, pedagogy must change from an institution-centered to a student-tutor-device focus. This is best done via ‘active learning’ and incorporating cognitive awareness into an educational operating system that can develop with the owner.
Virtual und Augmented Reality sind derzeit stark diskutierte Technologien. Insbesonde-re wird ihnen ein hohes Potential zur Verbesserung des Lehrens und Lernens und zur Realisierung neuartiger Lehr-/Lernszenarien zugesprochen. Doch welchen Mehrwert bieten diese Technologien tatsächlich für Bildungssettings? Im Rahmen eines kollaborativen Online-Brainstormings wurde diese Frage Fachexperten gestellt und vielfältige Chancen und Herausforderungen identifiziert. Das Ergebnis wurde für diesen Beitrag u.a. anhand einer Literaturrecherche untermauert und be-wertet.
As students bring their own devices, there is a growing demand to leverage the benefits of these devices and foster the use my own device attitude. The effective inclusion and the widespread use of mobile learning practices have not yet been realized. Educational institutions still find it difficult to shift their pedagogical culture to a mobile one. Few studies have clearly shown how they underpin their mobile learning app design with learning theories. This chapter aims to provide the details of the pedagogical aspects of designing a mobile learning environment, shifting the culture to a mobile format, through the design, development, and evaluation of MyFeedBack, a mobile app for enhancing formative and summative assessment feedback. It presents the interrelationship between pedagogy, learning theories, the objectives, and features of the mobile learning platform.
Kreativitätsförderung in Ausbildung, Lehre und Lernen ist unbestritten ein relevantes Thema. Jedoch sind sich Forschende und Didaktikerinnen wie Didaktiker uneins, wie Kreativität gefördert werden kann. Es gibt eine Vielfalt von Ansätzen. In diesem Beitrag wird sich dem Thema aus der Perspektive ‚Didaktik-Technologie-Kreativität‘ am Beispiel der Hochschule genähert. Der Einsatz mobiler Endgeräte hat das Potenzial, Kreativität zu fördern (Liebscher und Jahnke 2012). Dies hängt jedoch vom digitalen didaktischen Design ab, also davon, wie Technik (mobile Endgeräte) und Didaktik verbunden werden. Hierzu haben die Autorinnen Lehr-Lerndesigns an deutschen Hochschulen betrachtet. Es wird dargestellt, wie mobile Endgeräte den Lehr- und Lernprozess unterstützen können und inwiefern studentische Kreativität gefördert werden kann. Es wird deutlich, dass die Entwicklung eines didaktischen Designs für mobiles Lernen drei Faktoren erfordert: (a) das Aufeinanderabstimmen von mobilem Lernen mit der Lehrveranstaltung, (b) das Ausmachen des Mehrwertes, den mobiles Lernen für Lehren und Lernen bietet und den es ohne mobile Endgeräte in dieser Form und Qualität nicht gegeben hätte, sowie (c) das Berücksichtigen von acht Elementen in das mobile didaktische Design: Ziele, Lehr-/Lernaktivitäten, Technologien, Feedback/Feedforward und Betreuung, soziale Beziehungen, Prüfung und Kreativität. Aus den Erkenntnissen werden Eckpfeiler einer kreativitätsförderlichen Didaktik mobilen Lernens skizziert. Diese lassen sich in drei Designtypen zusammenfassen, die je nach Typ andere Facetten der Kreativitätsförderung durch mobile Endgeräte aufweisen: vernetztes Design mit Fokus auf Kommunikation, verzahntes Design mit Fokus auf Lernorte, gestaltendes Design mit Fokus auf Prozessorientierung.
This chapter outlines the experiences of the authors when using video technologies in creating resources for teaching British Sign Language (BSL). The authors outline their own experiences of creating resources for teaching and how the increasing availability of video technology and video hosting websites has impacted on their teaching practice. The chapter outlines some practical stages in creating online video resources for the teaching of sign language, and also how to ensure that less computer literate students can engage with this new technology. The authors conclude with some suggestions about future research directions to measure the impact and effectiveness of such resources and technologies and call other teachers of sign languages to explore the potential of these approaches for themselves.
The purpose of this chapter is to identify, analyze, and present several learning methodologies and frameworks that are available to academics today. A framework is proposed to meet the challenges of enhancing and cultivating innovative mobile learning in the 21st century. Learning today has many forms, such as formal, informal, and non-normal, and it takes place anywhere and at any time. The chapter begins with the presentation and analysis of a range of learning methodologies, such as mobile learning, micro learning, personal learning, challenge-based learning, collaborative learning, and ubiquitous learning. In addition, the purpose of higher educational institutions and the use of emerging technologies are also discussed. The conducts a systematic literature review and draws upon a wide range of resources, such as journals, articles, books, and online repositories to analyze the contextual framework of each methodology. Based on the findings of this review, a theoretical framework and learning methodology for innovative mobile learning are proposed, and suggestions are provided regarding how they could be incorporated into the overall learning experience and the role of academics in it.
In this research, the design of teaching and learning with web-enabled technologies, such as iPads, in 64 one-to-one (1:1) Nordic classrooms was explored using the Digital Didactical Design (DDD) framework. DDD focuses on both teachers' activities and students’ learning activities in the classroom and how web-enabled technologies are integrated into teaching, learning, and assessment. Semi-structured classroom observations were conducted to investigate how teachers apply the elements of DDD in their classroom practice, and what kinds of learning they support. The analysis resulted in three clusters: Cluster A demonstrates integration and alignment toward meaningful learning; Cluster B shows the potential for deep learning but a semi-alignment of teaching, learning, assessment, roles, and technology; and Cluster C indicates non-integration of the five elements. The findings point out that tablet integration needs the alignment of all five DDD elements to achieve meaningful learning. Pedagogy has to evolve to include new uses of the technology: it is a co-evolutionary growth of the five DDD elements together. DDD can be used by teachers for planning, self-assessment or reflective collaboration with peers and by schools to plan, document, evaluate, and rethink the interwoven pedagogy-technology relationship in tablet classrooms.
Networked learning naturally focuses on learning, but learning is not thought of as an abstract phenomenon it involves real people and organisations. In this chapter, the focus is on the learner, but it is on real embodied students rather than broad generalisations. The learner is not something generic, the learner is always a substantial person, embodied and embedded in an assemblage of social and material relations. The early descriptions of the learner and students in networked learning assumed a person connected to others via a fixed computing device. Contrast that early setting with the situation in the contemporary period when students and learners have access to networked communication in most locations and at all times via a smartphone.
The purpose of this chapter is to introduce faculty and instructors, and those interested in using mobile technologies to support teaching and learning, to the Framework for the Rationale Analysis of Mobile Education (FRAME; Koole, 2009). This chapter discusses how mobile or handheld devices can be used to promote inquiry-based learning and constructivist and authentic pedagogies. Additionally, the chapter discusses Koole's (2009) FRAME model as a scaffold for guiding "the development of learning materials, and the design of teaching and learning strategies for mobile education" (p. 25). Lastly, the FRAME model is used to guide the implementation of an inquiry-based instructional unit incorporating mobile or handheld devices.
This content analysis study examined whether a disaster preparedness education smartphone application created by a New Zealand city matches what experts say are effective ways of teaching disaster preparedness and teaching via an app. The app was assessed to ascertain if it excelled as a platform for learning, communicated effectively, addressed factors that can hinder people from preparing, and provided information for special needs populations. Results show that the app addressed most factors that hinder preparedness, provided information for some special needs populations, excelled as a platform for learning, and communicated effectively. The app's weaknesses include the fact that it lacked targeted information for low-income residents. The findings provide insight on how organizations can effectively use apps to teach disaster preparedness. The author passed away before the publication of this discussion paper. Therefore, a final revised paper is not foreseen.
The launch of the International Journal of Mobile and Blended Learning is one of several indicators that mobile learning globally is reaching a critical and sustainable momentum and identity. The past six or seven years have seen a host of pilots and initiatives across sectors and across countries and these have established firstly that mobile learning takes learning to individuals, communities and countries where access to learning was challenging or problematic and secondly that mobile learning enhances, enriches and extends how learning is understood. Environmental factors have meant that this development has been haphazard. The mobile learning community is now faced with broader challenges of scale, durability, equity, embedding and blending in addition to the earlier and more specific challenges of pedagogy and technology, but these developments take place in the context of societies where mobile devices, systems and technologies have a far wider impact than just mobile learning as it is currently conceived. This paper looks at the definition and evolution of mobile learning as the starting point for a discussion of this wider impact.
There is a crisis looming and a paradox emerging. Many educators advocate, promote and encourage the dreams of agency, control, ownership and choice amongst students whilst educational institutions take the responsibility for provision, equity, access, participation and standards. The institutions traditionally procure, provide and control the technology for learning but now students are acquiring their own personal technologies for learning and institutions are challenged to keep pace. These allow students to produce, store, transmit and consume information, images and ideas; this potentially realises the educators’ dream but is for institutions potentially a nightmare, one of loss of control and loss of the quality, consistency, uniformity and stability that delivered the dreams of equity, access and participation. This paper traces the conflicting dreams and responsibilities.
In this article we share our experiences of a large‐scale five‐year innovative programme to introduce mobile learning into health and social care (H&SC) practice placement learning and assessment that bridges the divide between the university classroom and the practice setting in which these students learn. The outputs are from the Assessment & Learning in Practice Settings (ALPS) Centre for Excellence in Teaching & Learning (CETL), which is working towards a framework of interprofessional assessment of Common Competences in the H&SC professions. The mobile assessment process and tools that have been developed and implemented and the outcomes of the first‐stage evaluation of the mobile assessment tools are discussed from the student perspective.
Learners can command an increasing range of mobile technologies that have the potential to support learning anytime anywhere, but also to disrupt the carefully managed environment of the classroom. This paper outlines a theory of learning as conversation that can provide a framework for the design of mobile-networked technology for learning. It describes a prototype device based on a pen tablet computer with camera, phone and wireless LAN connection, combined with software to support learning actions, descriptions and conversations. Such devices raise both opportunities and challenges for classroom education.
This paper describes the development of Interactive Logbook, an application designed primarily for University students, to facilitate and enhance individual and collaborative learning in higher education. Interactive Logbook exploits the Tablet PC architecture to incorporate wireless communication, natural handwriting input, context awareness and provides a seamless integration of tools for learning, collaboration, and time management. The development follows closely the socio-cognitive engineering methodology (Sharples et al., 2002) for the human-centred design of educational learning technology. In addition, usability evaluation techniques such as card-sorting, heuristic evaluations and field studies have been used to ensure the system interface is intuitive, uncluttered and easy to use.
Fourteen initial teacher training students studying to become science teachers have been given internet enabled PDAs in a pilot study to assess whether PDAs have the potential to support them in their own teaching and learning, and in their role as trainee teachers. Initial use of the devices was high, we recorded many positive impressions and the devices were well used. Several applications, in particular the use of the calendar, task list, email and internet search facilities were found to be supportive by the teacher trainees to both their teaching and learning. Other successes were bespoke software programs to record attendance, grades and behaviour, to perform scientific calculations and to provide information from the periodic table of elements. At this point in the course the trainees were moving regularly between school -for observation and teaching practice and university -for subject teaching and reflective discussion sessions. However, for nearly all the teacher trainees, use of their PDAs dropped during the main 12 week block of teaching practice when they are placed in schools full-time. Some trainees reported that under pressure of time and workload they reverted to use of paper and pen to organise themselves and plan their teaching. Also some schools are unsupportive of the need to synchronize PDAs with a desktop PC to copy trainees' presentations and worksheets to the school network. In this paper the authors will highlight sociocultural issues arising from the role of the initial teacher trainee and their school context and discuss how their situation impacts upon their freedom to explore how a PDA can support them as they develop as a teacher.
This paper presents a description and evaluation of Myartspace, a service on mobile phones for inquiry-led learning that allows students to gather information during a school field trip which is automatically sent to a website where they can view, share and present it, back in the classroom or at home.The evaluation focused on three levels: a micro level, concerned with issues of usability; a meso level, which examined educational effectiveness in terms of learning breakthroughs and breakdowns; and a macro level, which looked at the impact of the new technology on school museum visits practice. Issues of implementing mobile learning across school and museum settings are identified and cross-level influences are discussed.The study showed that the service was effective in enabling students to gather information in a museum and this provided resources for effective construction and reflection in the classroom. Minor usability problems did not detract from the learning, however there are significant issues concerning how to structure the visit and on the viability of Myartspace as a regular service.
Purpose
– The purpose of this paper is to compile and explain the mobile services developed by the Rector Gabriel Ferraté Library (BRGF) of the Technical University of Catalonia (UPC), in Barcelona, Spain. From a larger amount of technological features that distinguish the BRGF, only those with a main mobile component are grouped here.
Design/methodology/approach
– A case study perspective is used to give a detailed picture of the mobile services and features offered by the library in both the university and the Spanish technological contexts. The paper aims to show the effectiveness and potential to deliver library services through the preferred tools of a new generation of students.
Findings
– Offering mobile services has amplified the use of the library in different ways and has improved the image of the library as a technological reference for users and librarians. From a general point of view, being ahead of the game has been revealed to be an appropriate strategy for the library when implementing new technological services.
Originality/value
– The paper will be useful for libraries searching new and innovative technological channels to communicate and deliver their services. So far, there have been very few papers about mobile services in European libraries and very few Spanish libraries with a significant number of these services for their users.
The effective design of learning spaces—whether a classroom, a laboratory, a library, or an informal space—can enhance learning. As educators have integrated communication, collaboration, and computing technologies, learning spaces have morphed. The design of learning spaces goes beyond the physical to include the virtual. Educators, technologists, and space planners are combining technology, pedagogy, learning science, and physical space. What types of activities lead to learning? How can innovative uses of space and technology enable these activities, leading to more effective learning?
This review highlights key findings from a literature search and review of projects using Tablet PCs in English schools. Many of the findings for Tablet PCs apply equally to other mobile devices such as laptops.
A number of technologies have been developed to support the museum visitor, with the aim of making their visit more educationally rewarding and/or entertaining. Examples include PDA-based personalized tour guides and virtual reality representations of cultural objects or scenes. Rather than supporting the actual visit, we decided to employ technology to support the post-visitor, that is, encourage follow-up activities among recent visitors to a museum. This allowed us to use the technology in a way that would not detract from the existing curated experience and allow the museum to provide access to additional heritage resources that cannot be presented during the physical visit.
Within our application, called '"Bletchley Park Text"', visitors express their interests by sending text (SMS) messages containing suggested keywords using their own mobile phone. The semantic description of the archive of resources is then used to retrieve and organize a collection of content into a personalized web site for use when they get home.
In designing the interface we aimed to support exploration across the content archive rather than just the search and retrieval of specific resources. The service was developed for the Bletchley Park museum and has since been launched for use by all visitors.
Editors: Ann Jones, Agnes Kukulska-Hulme and Daisy Mwanza.
Reviewers: Kevin Walker (Institute of Education), Peter Lonsdale (Birmingham), Jenny Waycott (Australia).
Interactive demonstrations: Figures 8, 9 and 10 in section 3.3 are available as interactive demos of Bletchley Park Text.
The development of online and virtual teaching and learning environments to augment formal face-to-face environments raises questions about the way the new communication and information technologies (CITs) are being incorporated into the on-campus environment. More importantly, this development challenges the meaning of the on-campus student learning experience. The new CITs require institutions, teachers and researchers to reconsider the relationship of the physical setting to the student learning experience. This paper highlights examples of recent developments of new learning environments which have been enhanced by the contribution of educational developers at several Australian universities. It also proposes a set of pedagogically informed principles to guide the development of on-campus teaching and learning environments which may feature the use of CITs.
Mobile learning applications can be categorized into four generations: non-adaptive, learning-preferences based adaptive, learning-contexts-based adaptive and learning-contexts-aware adaptive. The research on our learning schedule framework is motivated by some of the challenges within the context-aware mobile learning field. These include being able to create and enhance students’ learning opportunities in different locations by considering different learning contexts and using them as the basis for selecting appropriate learning materials. We have adopted a pedagogical approach for evaluating this framework, an exploratory interview study with potential users consisting of 37 university students. The observed interview feedback gives us insights into the use of a pedagogical m-learning suggestion framework deploying a learning schedule subject to the five proposed learning contexts. Our data analysis is described and interpreted leading to a personalized suggestion mechanism for each learner and each scenario and a proposed taxonomy for describing mobile learner preferences.
This chapter reviews the research literature pertaining to the use of mobile devices in nursing education and assess the potential of mobile learning (m- learning) for nursing practice education experiences in rural higher education settings. While there are a number of defi nitions of m-learning, we adopted Koole's (2005) FRAME model, which describes it as a process resulting from the convergence of mobile technologies, human learning capacities, and social interaction, and use it as a framework to assess this literature. Second, we report on the results of one-on-one trials conducted during the fi rst stage of a two stage, exploratory evaluation study of a project to integrate mobile
Where have been the main policy drivers for the development of British higher education over the last 50 years? This article argues that while higher education policy was once driven from the inside outwards, from the late 1970s it has been driven exclusively from the outside inwards. Policy decisions under either regime were rarely driven by research findings especially from within the higher education community. The current imbalance between ‘inside-out’ and ‘outside-in’ policy formation is paradoxically most apparent when the higher education system has a more widely diversified funding base than at any time since the 1930s. The key policy challenge is now not what new policies are needed but what new framework should be developed for policy making.
Abstract Despite huge efforts to position information and communication technology (ICT) as a central tenet of university teaching and learning, the fact remains that many university students and faculty make only limited formal academic use of computer technology. Whilst this is usually attributed to a variety of operational deficits on the part of students, faculty, and universities, this paper considers the wider social relations underpinning the relatively modest use of technology in higher education. The paper explores how university use of computer technology is shaped into marginalized and curtailed positions by a variety of actors. From the ‘writing’ of ICT at a national policy level through to the marginalization of ICT within the lived ‘student experience’, a consistent theme emerges where computer technology use is constructed in limited, linear, and rigid terms far removed from the creative, productive, and empowering uses which are often celebrated by educational technologists. In the light of such constraints, the paper considers how these dominant constructions of a peripheral and limited use of ICT may be challenged by the higher education community. In particular, it concludes by reflecting on current critical thinking about how educational technologists can foster a more expansive and empowered use of computer technology within university settings.
In spite of the increasing popularity of handheld touchscreen devices, little research has been conducted on how to evaluate and design one handed thumb tapping interactions. In this paper, we present a study that researched three issues related to these interactions: 1) whether it is necessary to evaluate these interactions with the preferred and the non-preferred hand; 2) whether participants evaluating these interactions should be asked to stand and walk during evaluations; 3) whether targets on the edge of the screen enable participants to be more accurate in selection than targets not on the edge. Half of the forty participants in the study used their non-preferred hand and half used their preferred hand. Each participant conducted half of the tasks while walking and half while standing. We used 25 different target positions (16 on the edge of the screen) and five different target sizes. The participants who used their preferred hand completed tasks more quickly and accurately than the participants who used their non-preferred hand, with the differences being large enough to suggest it is necessary to evaluate this type of interactions with both hands. We did not find differences in the performance of participants when they walked versus when they stood, suggesting it is not necessary to include this as a variable in evaluations. In terms of target location, participants rated targets near the center of the screen as easier and more comfortable to tap, but the highest accuracy rates were for targets on the edge of the screen.
This is a pre-publication version of the paper.
The effect of key size on text entry on a handheld device while walking and standing was examined in order to answer the following questions: 1) Will the additional workload of walking amplify the effect of input difficulty? and 2) Can walking speed be used as a secondary task measure of mental workload during mobile text entry? 13 participants (7 males and 6 females) input well known sayings (sentences) in English into a handheld device in each of four size conditions, with the text input box ranging in width between 2 and 5 millimetres (mm). Text input speed increased with larger size of text box up to a size of 3mm, and text input speed was faster when standing (vs. walking). The effect of size did not depend on whether participants were walking or standing. Errors were significantly higher for the 2mm size condition but did not vary for the wider sizes, while subjective ease of input increased with increasing input box width, only crossing the midpoint of the rating scale (i.e., more easy than difficult) at an input box width of 3mm. Based on these results it is recommended that a minimum text input box width of 3mm be used for handheld text input. Walking speed during text entry in this study was relatively low (with a mean of 1.77 km/h) but width of text input box had no additional effect on walking speed over and above the general slowing caused by text entry. Thus the answers to both of the main questions posed in this study were in the negative, although the fact that people had to enter text slowed walking speed by a fixed amount (independent of level of input difficulty) that varied between individuals. Implications for measuring workload in mobile text entry tasks are discussed.
This paper describes a mobile learning project, where mobile devices are used for educational activities. The main focus of this paper is teacher training. Experiences on the use of mobile technology and how it was used in teacher training, especially how trainees and supervising teachers felt about it, are presented. The pilot study was carried out at the Department of Home Economics and Craft Science in University of Helsinki. The idea of the pilot was that the supervising teacher and trainee students could discus and share their ideas about teaching methods through the mobile device and use of a short message service (SMS) and digital pictures as a part of the supervising process. The use of digital pictures which were delivered via the mobile device proved to be surprisingly successful. The goal of these innovative pilot projects is to create flexible teaching solutions, which will enable access to information using different devices, and support learning in a variety of situations.
“Using while moving” is the basic ability fieldwork users require of a mobile computer system. These users come from a wide range of backgrounds but have in common an extremely mobile and dynamic workplace. We identify four specific characteristics of this class of users: dynamic user configuration, limited attention capacity, high-speed interaction, and context dependency. A prototype is then presented that was designed to assist fieldworkers in data collection tasks and to explore the HCI design issues involved. The prototype was used in an extensive field trial by a group of ecologists observing giraffe behavior in Kenya. Following this trial, improvements were made to the prototype interface which in turn was tested in a subsequent field trial with another group of ecologists. From this experience, we have formulated our resulting ideas about interface design for fieldworkers into two general principles: Minimal Attention User Interfaces (MAUIs) and context awareness. The MAUI seeks to minimize the attention, though not necessarily the number of interactions, required from the user in operating a device. Context awareness enables the mobile device to provide assistance based on a knowledge of its environment.
Purpose
The purpose of this paper is to provide a review of literature on the role of Web 2.0 or social software tools in education.
Design/methodology/approach
This paper is a critical and comprehensive review of a range of literature sources (until January 2009) addressing the various issues related to the educator's perspective of pedagogical effectiveness of social software tools.
Findings
The paper provides insights about the: educational goals of using social software tools; benefits to the students, educators and institutions; challenges that may influence a social software initiative; and issues that need to be considered in a social software initiative.
Research limitations/implications
It is hoped that the analysis, as captured in this paper, will highlight the different pedagogical roles of social software: communication, nurturing creativity and innovation, and collaborative learning. The paper will be of interest to researchers in the areas of social software and technology‐enabled learning environments, in general. Further, this paper demonstrates how the analysis of academic literature sources has been combined with commentaries and opinions on the web to develop this literature review.
Practical implications
The review has been written from an educator's perspective: the questions and challenges that an educator encounters when considering the use of social software tools for learning and teaching. The analysis of the literature review in this paper is presented as answers to questions, which educators may have about social software initiatives. The findings in this paper may influence learning and teaching strategies in higher and further education – specifically institutions that are considering the use of social software.
Originality/value
The paper presents theoretical underpinnings related to pedagogical role of social software tools. In this paper, the practical issues and challenges for educators and policy makers who are considering the adoption of social software tools in learning and teaching are analysed. The paper consolidates a variety of literature sources from academic publications, recent reports on social software (2007‐2009), and commentaries and views on social software within the social media itself (blogs, wikis, YouTube).
Today’s learners are the owners of multifunctional phones and other lightweight portable devices that many of them carry around wherever they go. Equipped with connected digital devices that make learning readily accessible ‘anytime, anywhere’, learners appear to be moving to a position of power with regard to their ability to influence how and where learning happens and even its content and form. The technologies are precipitating a shift from teacher-centred towards learner-centred education. However, the majority of teachers and learners are unprepared. There is anticipation of exciting opportunities, but also fear of what might happen. It is also becoming obvious that established methods of researching technology-enhanced learning do not transfer readily to mobile learning research. Projects report that learners behave in unexpected ways; context of use, mode of use, and learning process have all been described as ‘unpredictable’. Our aim is to examine the implications of new manifestations of mobile learning for both teaching and research. Drawing on teaching experiences and research projects at The Open University and elsewhere, the paper identifies and illustrates the ‘surprise’ elements of mobile learning. The image of a ‘Jack-in-the-box’ toy is used here to symbolise both the playful and potentially unsettling aspects of mobile learning. Anticipating surprises means expecting and welcoming them, being happy when they occur, and being able to accommodate them in our plans.
An edited book with a dozen international case studies, exploring the field of mobile learning, i.e. the use of portable devices such as cellphones for learning in a range of contexts. The book includes chapters on pedagogy, technology, usability and accessibility. The Conclusions point to new research directions in this field.
Advances in handheld computing technology have meant that Personal Digital Assistants (PDAs) are no longer simply electronic replacements for paper diaries, with current models capable of performing a wide range of functions. Such increased functionality has seen the rapid adoption of handhelds in the corporate sector, but it is perhaps in education that this technology may have the greatest impact. Our paper explored the use of handheld computers in a variety of educational contexts. The first part of the paper provides an overview of some of the recent research that has been done in this area, and identifies several key projects. The second section looks at the educational issues raised by these projects, and argues that, as with any educational technology, careful consideration must be given to student needs before any hardware or software can be introduced. The paper concludes with a brief discussion of potential future uses of handhelds in the classroom, focusing particularly on the possibilities created by new wireless standards.
In this study, an English contest event with across-classroom mode was held in the connected classroom equipped with wireless remote controller (EduClick). The learning scenario of contest event embedded into event-driven learning model is designed by integrating activity-centered design and learner-centered design to conduct students to learn individually before event and collaboratively participate with classmates during the event stage. The contest event is held by the activity-centered design. A Web site with Web-based content and online testing system is built by learner-centered design. We desire the students to learn for participating in the event. Connected classroom is an environment constructed by connecting classrooms located in the same or different schools, or schools of different countries. More various learning activities could be held in the environment. Here, we built a prototype of connected classroom using the simplest wireless and mobile technologies and held contest event.
Evaluation of CAERUS: a Context Aware Mobile Guide, paper presented at mLearn 2005 -The future of learning in your hands
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Bossing adults and finding spotty bras: Learners as producers within mobile learning contexts
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Take a bite: producing accessible learning materials for mobile devices
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