Theoretical perspectives on mobile language learning diaries and noticing for learners,teachers and researchers

This paper considers the issue of 'noticing' in second language acquisition, and argues for the potential of handheld devices to: (i) support language learners in noticing and recording noticed features 'on the spot', to help them develop their second language system; (ii) help language teachers better understand the specific difficulties of individuals or those from a particular language background; and (iii) facilitate data collection by applied linguistics researchers, which can be fed back into educational applications for language learning. We consider: theoretical perspectives drawn from the second language acquisition literature, relating these to the practice of writing language learning diaries; and the potential for learner modelling to facilitate recording and prompting noticing in mobile assisted language learning contexts. We then offer guidelines for developers of mobile language learning solutions to support the development of language awareness in learners

Learning through play: an educational computer game to introduce radar fundamentals

The information exchange has evolved from traditional books to computers and Internet in a few years' time. Our current university students were born in this age: they learn and have fun with different methods as previous generations did. These digital natives enjoy computer games. Thus, designing games for learning some selected topics could be a good teaching strategy for such collective and also for undergraduate university students. This paper describes the development and test of an educational computer game revolving around radar. The objective of the game RADAR Technology is to teach students about the fundamentals of radar, while having fun during the learning experience. Based on the principle that you learn better what you practice, the authors want to induce students to discover a difficult to understand topic by proposing them a different experience, in a format better adapted to their generation skills. The computer game has been tested with actual students and the obtained results seem to be very promising

Zeitgeist: information literacy and educational change

Information literacy is a mosaic of attitudes, understandings, capabilities and knowledge about which there are three myths. The first myth is that it is about the ability to use ICTs to access a wealth of information. The second is that students entering higher education are information literate because student centred, resource based, and ICT focused learning are now pervasive in secondary education. The third myth is that information literacy development can be addressed by library-centric generic approaches. This paper addresses those myths and emphasises the need for information literacy to be recognised as the critical whole of education and societal issue, fundamental to an information-enabled and better world. In formal education, information literacy can only be developed by infusion into curriculum design, pedagogies, and assessment

Powering the Academic Web

Context: Locating resources on the Web has become increasingly difficult for users and poses a number of issues. The sheer size of the Web means that despite what appears to be an increase in the amount of quality material available, the effort involved in locating that material is also increasing; in effect, the higher quality material is being diluted by the lesser quality. One such group affected by this problem is post-graduate students. Having only a finite amount of time to devote to research, this reduces their overall quality study time. Aim: This research investigates how post-graduate students use the Web as a learning resource and identifies a number of areas of concern with its use. It considers the potential for improvement in this matter by using a number of concepts such as: collaboration; peer reviewing and document classification and comparison techniques. This research also investigates whether by combining several of the identified technologies and concepts, student research on the Web can be improved. Method: Using some of the identified concepts as components, this research proposes a model to address the highlighted areas of concern. The proposed model, named the Durham Browsing Assistant (DurBA) is defined, and a number of key concepts which show potential within it are uncovered. One of the key concepts is chosen, that of document comparison. Given a source document, can a computer system reliably identify other documents which most closely match it from other on the Web? A software tool was created which allowed the testing of document comparison techniques, this was called the Durham Textual Comparison system (DurTeC) and it had two key concepts. The first was that it would allow various algorithms to be applied to the comparison process. The second concept was that it could simulate collaboration by allowing data to be altered, added and removed as if by multiple users. A set of experiments were created to test these algorithms and identify those which gave the best results. Results: The results from the experiments identified a number of the most promising relationships between comparison and collaboration processes. It also highlighted those which had a negative effect on the process, and those which produced variable results. Amongst the results, it was found that: 1. By providing DurTeC with additional source documents to the original, as if through a recommendation process, it was able to increase its accuracy substantially. 2. By allowing DurTeC to use synonym lists to expand its vocabulary, in many cases, it was found to have reduced its accuracy. 3. By restricting those words which DurTeC considered in its comparison process, based upon their value in the source document, accuracy could be increased. This could be considered as a form of collaborative keyword selection. Conclusion: This research shows that improvements can be made in the accuracy of identifying similar resources by using a combination of comparison and collaboration processes. The proposed model, DurBA would be an ideal host for such a system

Library as Agent of [Re]Contextualization

Paper presented at the Digital Humanities 2009 conference in College Park, Maryland

Library as Agent of [Re]Contextualization

Paper presented at the Digital Humanities 2009 conference in College Park, Maryland

A community of teachers: Using Activity Theory to investigate the implementation of ICTE in a remote Indigenous school

In 2001-2002, an innovative project entitled Reach In-Reach Out has been conducted in Far North Queensland. Its aim was to use telecommunications and Internet tools to facilitate communication between the children of Lockhart River who attend secondary school in such centres as Cairns, Townsville and Herberton and their families. This study was the first (of three) to investigate the impact of this project. Its focus is on the teachers of Lockart River State School and the changes made to their practice by the implementation of the project. The study described in this paper was conducted in Lockhart River which is situated on Kanthanumpu (Southern Kuuku Ya'u) land in Far North Queensland. The current population is estimated between 650 (Education Queensland, 2001a) and 800 (Lockhart River Land and Sea Management Agency, 2001) residents. The student population of Lockhart River State School in 2001was 26 (Kindy), 105 (Primary) and 30 (Alternate secondary/VET) programs) (Education Queensland, 2001a). At the end of 1999, the secondary school of Lockhart River was closed following a community decision to do so. This necessitated the majority of post-primary students having to leave Lockhart River to continue their education at boarding school. At the beginning of 2002, 38 students left the Lockhart River Community to attend boarding schools (and 8 remained to take part in the Alternate Secondary/VET program offered at the school). Table 1 details the secondary enrolments of Lockhart River students from 1998 to 2001, including the period covered by this study (2001)

D-STEM: a Design led approach to STEM innovation

Advances in the Science, Technology, Engineering and Maths (STEM) disciplines offer opportunities for designers to propose and make products with advanced, enhanced and engineered properties and functionalities. In turn, these advanced characteristics are becoming increasingly necessary as resources become ever more strained through 21st century demands, such as ageing populations, connected communities, depleting raw materials, waste management and energy supply. We need to make things that are smarter, make our lives easier, better and simpler. The products of tomorrow need to do more with less. The issue is how to maximize the potential for exploiting opportunities offered by STEM developments and how best to enable designers to strengthen their position within the innovation ecosystem. As a society, we need designers able to navigate emerging developments from the STEM community to a level that enables understanding and knowledge of the new material properties, the skill set to facilitate absorption into the design ‘toolbox’ and the agility to identify, manage and contextualise innovation opportunities emerging from STEM developments. This paper proposes the blueprint for a new design led approach to STEM innovation that begins to redefine studio culture for the 21st Century