Seamless Learning: A Scoping Systematic Review Study

In recent years, a new concept called seamless learning has appeared. This concept depends on the premise that learning should be maintained without interruption in different environments. Seamless learning is also important not only for meeting the expectations of the new generation whose life styles and learning needs are different but also for supporting the new paradigms in education. In this respect, the present study aimed to demonstrate the results of content analysis on the articles related to concept of Seamless Learning in Scopus database between 2009 and 2018. A total of 58 papers were examined to determine the concept list, top journal list, most cited papers, research methods and models, participants, data collection tools and variables in these articles. The study is considered to be important as no detailed content analysis has been conducted on the concept of seamless learning concept. The research results revealed a considerable increase in the number of studies on the concept of seamless learning by year. Singapore was the leading country in seamless learning research. It was seen in these studies that conceptual/descriptive methods were prominent as the research methods; that K-12 students were preferred more as participants; and that the most common data collection tools included interview and academic achievement tests. Lastly, in the studies examined, academic performance and perception were among the most popular dependent variables

Mobile collaborative language learning: State of the art

This paper presents a review of mobile collaborative language learning studies published in 2012–16 with the aim to improve understanding of how mobile technologies have been used to support collaborative learning among second and foreign language students. We identify affordances, general pedagogical approaches, second- and foreign-language pedagogical approaches, second language acquisition (SLA) principles and affective designs. The results indicate that affordances such as flexible use, continuity of use, timely feedback, personalisation, socialisation, self-evaluation, active participation, peer coaching, sources of inspiration outdoors and cultural authenticity have been emphasised. These affordances were found to be particularly suited to promote social constructivism, which is often sustained by game-based, task based and seamless learning. In terms of second and foreign language pedagogical approaches, the combination of individualised and collaborative learning prevails, along with task based, situated and communicative language learning, and raising orthographic awareness. Among SLA principles, negotiation of meaning and opportunities for feedback are highlighted. Affective aspects include increases in motivation, engagement and enjoyment, mutual encouragement, reduction in nervousness and embarrassment, and a few negative reports of risk of distraction, safety concerns, feelings of uncertainty and technical problems. The reviewed studies present a convincing case for the benefits of collaboration in mobile language learning

Designing Mobile Learning Interventions for Language Learners

Book chapter: full reference:Palalas, A., & Anderson, T. (2013). Designing Mobile Learning Interventions for Language Learners. In T. Plomp & N. Nieveen (Eds.), Educational design research). Enschede, NL: SLO. Retrieved from http://international.slo.nl/edr Book flyer at http://bit.ly/1d95a2fThis chapter presents a case of an EDR study completed at a Canadian community college and resulting in the development of an innovative educational intervention, Mobile–Enabled Language Learning Eco-System (MELLES), as well as corresponding MELLES design principles, which emerged from this interdisciplinary research experience. The first section of the chapter provides an overview of the educational problem targeted by the study, the purpose and outcomes of the research, as well as the overarching research question. The description of the EDR methodology then follows including its phases, cycles and micro-cycles. The MELLES study adopted the Integrative Learning Design Framework (IDLF) (Bannan, 2009) for design-based research and the corresponding nomenclature. Accordingly, we refer to the preliminary phase of conceptualization as Informed Exploration, followed by the design/development phase called Enactment, and the assessment phase referred to as Evaluation: Local Context. The Purpose and Outcomes and the Study Results sections of this chapter summarize the key outcomes of the study which included the development of a prototype MELLES educational intervention, replicable design principles guiding the creation of such an intervention, a refined theoretical framework of Ecological Constructivism and a comment on the professional development benefits reaped by the study participants and observers. With emphasis given to the praxis of the EDR approach, the Reflections section revisits the main features of the EDR method as distilled from our study, which demonstrates that EDR both enhanced the design and implementation of the study and was able to guide measurement of its efficacy in this context

Developing Global Collaboration Skills In the Era of Unlimited Learning

At this time, the world of education has entered an era of unlimited learning. In learning theory, the era of limitless learning is known as seamless learning. The era of limitless learning demands the renewal of strategies, methods, media, and learning models. The era of unlimited learning is a challenge for 21st-century education. This study aims to describe collaboration skills using a seamless learning model. The study method used was to collect, understand, analyze, then conclude as many as 28 international journal articles published from 2010 to 2021. The analysis used content analysis of journal articles and reference books. The data that has been collected is then searched for similarities and differences and then discussed to conclude. This study concludes that in an era of limitless learning, educators are not the only source of information, online learning resources greatly facilitate students and can be accessed quickly. The forms of learning resources vary from text-based ones packaged in e-journals, e-books to audio-visual-based ones such as YouTube and various other learning resources. In the "era of limitless learning," without being bound by sources, space, distance, and time which is different from the previous way of learning, which was limited by school or campus walls, using learning resources from books and educators. Educators are required to be able to adapt to technological advances and be able to provide innovations in the learning process. Learning in the era of borderless learning needs to apply learning technology innovations such as heutagogi, seamless learning, blended learning, online learning, and mobile learning

An investigation into the use of a microblogging technology in school trips to museums

School trips to museums are an important means of introducing young people to museum collections and may have a long-term learning impact (Falk & Dierking, 1997). At the same time, activities in museum spaces can be challenging for students who are engaged in complex learning processes. The thesis considers the use of a microblogging technology (Twitter) by a Year 9 History class (13-14s) from a secondary school in Milton Keynes during a trip to the Museum of London (http://www.museumoflondon.org.uk/). It draws on the view that mobile technologies can create a continuity of the learning experience despite changes in the physical and social context (Sharples, 2015) and contributes to the body of research on how such technologies can best support young people’s visit experience and extend it beyond the museum. The thesis is informed by sociocultural perspectives of learning with a focus on mediating artefacts in the development of understanding in situated learning activities. It draws on the Contextual Model of Learning which views the visit experience in relation to meaning making and situates this in visitors' personal, physical and sociocultural contexts (Falk & Dierking, 2000). This research employs a case-study methodology and adopts a research design that involved a pre- and post-visit approach. Evidence of students’ activity in the museum and the classroom while using Twitter is considered. The findings are based on video analysis (Ash, 2007), analysis of questionnaires, interviews and personal meaning maps (Falk et al., 1998). Evidence reveals that the use of microblogging reconfigures the museum space by creating an ‘interconnected space’. Evidence also shows that the content generated by the students was ‘designed’ for an audience and offered opportunities for new ways of engagement with objects within the context of a semi-formal visit. The analysis illustrates that prominent practices in the museum were ‘live’ communication, documentation and sharing, while in the classroom the microblogging supported the students to connect to meanings made in the museum by providing prompts for reflection and recollection. Learners were able to weave everyday informal practices related to the use of Web 2.0 technologies with formal museum visiting practices. However, the analysis also points out that learners faced some threats in the continuity of their experience and the development of their trajectories of meaning making as reflected in the three types of visit experience: the ‘focused’, the ‘hybrid’ and the ‘floating’. Drawing on this evidence, the thesis makes a distinction between ‘microblogging as a tool’, ‘microblogging as a space to create, review and share content’ and ‘microblogging as a practice’. The thesis also points to three intertwined areas of consideration for designing learning activities across contexts. These areas include: the technological properties of the tools in use, the types of activity the tools support and specific practices associated with the tools and the contexts. This work essentially contributes to the contemporary discourse around studying ‘seamless learning spaces’ (Chan et al., 2006) and has implications in designing approaches for technology-enhanced learning in museums

Gesture in speaking tasks beyond the classroom: An exploration of the multimodal negotiation of meaning via Skype videoconferencing on mobile devices

This qualitative study attempts to explicate the role of gestures formed with learners’ hands and technology during second language speaking tasks via Skype videoconferencing tools, accessed on mobile devices. The theory of negotiation of meaning according to the Varonis and Gass model of non-understandings (1985) underpins the study. Data was collected from ten intermediate English language learners via recordings of their task-based interactions and stimulated recall interviews. The study found that gestures support forms of negotiation through affording participants a range of visual and embodied clues which operate in close conjunction with their language use. Findings suggest that gestures play a role in the establishment of joint attention and negotiation of vocabulary; and they are exploited to appeal for assistance and scaffold interlocutors. In some instances, gestures also potentially confuse learners. The deployment of mobile technologies was found to transform and mediate gestures in complex ways. Learners also experience challenges in their co-ordination of multimodal talk from beyond the classroom

Mobile Learning: location, collaboration and scaffolding inquiry

Critiques of mobile learning pedagogy are concerned with whether such approaches are technology led. This chapter discusses how the particular features of mobile learning can be harnessed to provide new learning opportunities in relation to collaboration, inquiry and location-based learning. Technology supported inquiry learning is a situation rich with possibilities for collaboration. In particular, mobile learning offers new possibilities for scaffolding collaboration together with its other better-known features such as scaffolding the transfer between settings and making learning relevant by making use of the possibilities of location-based learning. These features are considered as part of mobile learning models, in particular mobile collaborative learning models

Analysing mobile learning designs: A framework for transforming learning post-COVID

Mobile learning is well established in literature and practice, but under-evolved from a rigorous learning design perspective. Activity theory presents a sophisticated way of mapping and understanding learning design, but for mobile learning this does not always translate into change in practice. The reported research addresses this by coupling a mobile learning specific approach to activity theory with a practice-based framework: the design for transformative mobile learning framework mapped to the pedagogy-andragogy-heutagogy continuum matrix (the DTML-PAH Matrix). Seven case studies are analysed using this approach and presented narratively along with framework informed analysis. Findings include that the DTML-PAH Matrix can be used to provide clearer implications and guidance for mobile learning practice, and that the DTML-PAH Matrix can also be guided by the practice over time. Implications for further research and practice are discussed. Implications for practice or policy: Provide technological and pedagogical scaffolds to students. Learning designs should focus upon enabling elements of learner agency and creativity. To develop learning solutions to real world problems utilise a design-based research approach. Create authentic collaborative learning activities and tasks. Integrate mobile learning affordances in the design of the course and curriculum

Home-Based Activities for Children with Speech Sound Disorders:Requirements for a Tangible User Interface for Internet of Things Artefacts

This paper presents the state of the art regarding the use of tangible user interfaces for internet of artefacts (IoA) targeting health applications, with a focus on speech and language therapy and related areas, targeting home-based interventions, including data security and privacy issues. Results from a systematic literature review, focus group, and a nationwide questionnaire have been used to determine the system requirements for an artefact prototype to be developed. The aim of this study was to understand what is the usual practice of clinicians and to contribute to a better intervention or post-intervention approach for children with Speech Sound Disorders (SSD). The literature review revealed that some studies proposed technological solutions while others used a social approach and/or gamified activities. We could conclude that more research is needed and that a unified method or framework to address SSD intervention or post-intervention tools is lacking. Clinicians need more and better tools to be able to quantify and qualitatively assess the activities developed at home