Innovating Pedagogy 2017: Exploring new forms of teaching, learning and assessment, to guide educators and policy makers. Open University Innovation Report 6

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This sixth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE). Themes: • Big-data inquiry: thinking with data • Learners making science • Navigating post-truth societies • Immersive learning • Learning with internal values • Student-led analytics • Intergroup empathy • Humanistic knowledge-building communities • Open Textbooks • Spaced Learnin

Chinese university students' academic vocabulary learning using mobile technology in English medium instruction settings

The advent of mobile technology has ushered in transformative changes across various domains, including the educational landscape. Within this context, the present study embarks on an in-depth exploration of the utilization and effectiveness of mobile technology for vocabulary learning in English Medium Instruction (EMI) settings in Chinese higher education institutions. Employing a robust mixed-methods research design, the study meticulously examines multiple facets of mobile vocabulary learning, including the efficacy of specialized mobile applications, the pedagogical strategies they employ, and the socio-cultural factors that influence their adoption and implementation. One of the pivotal findings of this research is that mobile applications serve as potent tools for enhancing academic vocabulary acquisition. They do so by fostering learner engagement, facilitating personalized learning experiences, and implementing pedagogical strategies grounded in established learning theories. However, the study also uncovers a set of challenges that learners encounter, such as issues related to time management and the lack of structured pedagogical guidance, which can impede the effective utilization of these applications. To provide a holistic understanding of these complex dynamics, the study introduces an innovative conceptual framework. This framework not only synthesizes the empirical data but also situates it within the broader academic discourse, thereby offering a comprehensive lens through which the challenges and advantages of mobile-assisted vocabulary learning can be viewed. The contributions of this research are manifold. It offers groundbreaking insights that have the potential to shape pedagogical practices in the fields of Teaching English to Speakers of Other Languages (TESOL) and mobile learning. Furthermore, it provides actionable recommendations for educational stakeholders, ranging from instructors to policymakers, who are involved in the integration of mobile technology in EMI settings. Lastly, by identifying areas that warrant further investigation, the study lays a robust foundation for subsequent research endeavors, thereby enriching the academic dialogue surrounding mobile-assisted vocabulary learning in EMI contexts

Anki: aplicativo de sistema de repetição espaçada na educação

TCC (graduação) - Universidade Federal de Santa Catarina, Campus Araranguá, Tecnologias da Informação e Comunicação.O aprendizado é recorrente na vida inteira das pessoas, começando quando crianças na educação básica e progredindo para níveis de ensino maiores com a idade e experiência. Dentre as muitas técnicas de estudo, o Sistema de Repetição Espaçada tem chamado atenção nos últimos anos como eficaz para revisão e retenção de memória. Porém, o modelo tradicional do Sistema de Repetição Espaçada não é tão simples de se utilizar por conta das etapas manuais e a necessidade do próprio aluno definir as metas e pontos de revisão, por isso este trabalho teve como objetivo avaliar inclusive o Anki, aplicativo que usa o método. Este Trabalho de Conclusão de Curso buscou trazer o Sistema de Repetição Espaçada na literatura científica, uma Revisão Sistemática de Literatura para o aplicativo Anki e o método, e apresentar as recomendações de uso do aplicativo. Este Trabalho de Conclusão de Curso é descritivo e bibliográfico, as informações apresentadas são para apontar as características do Sistema de Repetição Espaçada e do Anki em conjunto com argumentos de pesquisadores que já estudaram o tema. Uma Revisão Sistemática de Literatura foi feita para este trabalho, onde teve seu levantamento de dados realizado entre julho de 2022 a março de 2023 e identificou 147 documentos, na qual 85 passaram todos os critérios de seleção, e então categorizados em um score de 0 a 5, posteriormente listados em uma bibliometria contendo título, nome dos autores, score, país de origem, área de interesse e número de citações. Nos resultados da Revisão Sistemática de Literatura, foi notado que o método de Repetição Espaçada é mais utilizado no ensino superior, e recebe mais interesse das áreas da medicina e aprendizagem de idiomas. Pesquisas passadas detalharam que o Anki e o método de Repetição Espaçada tem potencial de aumentar os resultados nos estudos durante as revisões, porém para isso é indicado que a ferramenta seja utilizada de maneira adequada e contínua.Learning is recurrent throughout people's lives, starting as children in basic education and progressing to higher levels of education with age and experience. Among the many study techniques, the Spaced Repetition System has drawn attention in recent years as effective for review and memory retention. However, the traditional model of the Spaced Repetition System is not so simple to use due to the manual steps and the need for the student to define goals and review points, so this work aimed to evaluate Anki, an application that use method. This Course Completion Work sought to bring the Spaced Repetition System in the scientific literature, a Systematic Literature Review for the Anki application and the method, and to present the application's use recommendations. This Course Completion Work is descriptive and bibliographical, the information presented is to point out the characteristics of the Spaced Repetition System and Anki together with arguments from researchers who have already studied the subject. A Systematic Literature Review was carried out for this work, which had its data collection carried out between July 2022 and March 2023 and identified 147 documents, in which 85 passed all selection criteria, and then categorized in a score from 0 to 5, later listed in a bibliometrics containing title, authors' names, score, country of origin, area of interest and number of citations. In the results of the Systematic Literature Review, it was noticed that the Spaced Repetition method is more used in higher education, and receives more interest from the areas of medicine and language learning. Past research has detailed that Anki and the Spaced Repetition method have the potential to increase study results during reviews, but for that it is recommended that the tool be used properly and continuously

Effectiveness of STEM courseware based on edugame and assistive approach

Implementing Science, Technology, Engineering and Mathematics (STEM) education in curriculum has become an ultimate target for many nations around the world. The implementation of STEM education also has been focused among Malaysian preschoolers. However, majority of preschoolers STEM education throughout the world still rely upon a traditional teaching format that reaches only a subset of student. Many preschoolers are lack of interest and engagement to learn STEM Education due to limited availability of interactive teaching method and tools. Research indicates that, there is limited high-quality assistive technology to drive effective practice for early preschool STEM education. On the other hand, playing games to acquire basic educational skills especially in preschools has been one of the most effective ways of learning. Although the discussion between these two technologies has been gaining strength in recent years, there are limited studies that cover the integrating features between them, especially for STEM education. The purpose of this study is to identify those elements of between the assistive technology and edugames and propose courseware design model for preschoolers STEM education. The study used a systematic literature review (SLR) as a method to identify the courseware component and element of assistive technology and edugames. Hence, the proposed courseware design model consists of four courseware components which are structural component, content composition component, learning approach and technology component. A prototype known as Bridge Master has been developed based on the proposed courseware model. Overall, the result showed a very high score obtained by the preschoolers has utilizing the courseware. This indicates, the Bridge Master courseware design model has been proven as effective for the preschoolers STEM education

Learner Modelling for Individualised Reading in a Second Language

Extensive reading is an effective language learning technique that involves fast reading of large quantities of easy and interesting second language (L2) text. However, graded readers used by beginner learners are expensive and often dull. The alternative is text written for native speakers (authentic text), which is generally too difficult for beginners. The aim of this research is to overcome this problem by developing a computer-assisted approach that enables learners of all abilities to perform effective extensive reading using freely-available text on the web. This thesis describes the research, development and evaluation of a complex software system called FERN that combines learner modelling and iCALL with narrow reading of electronic text. The system incorporates four key components: (1) automatic glossing of difficult words in texts, (2) individualised search engine for locating interesting texts of appropriate difficulty, (3) supplementary exercises for introducing key vocabulary and reviewing difficult words and (4) reliably monitoring reading and reporting progress. FERN was optimised for English speakers learning Spanish, but is easily adapted for learners of others languages. The suitability of the FERN system was evaluated through corpus analysis, machine translation analysis and a year-long study with second year university Spanish class. The machine translation analysis combined with the classroom study demonstrated that the word and phrase error rate generated in FERN is low enough to validate the use of machine translation to automatically generate glosses, but is high enough that a translation dictionary is required as a backup. The classroom study demonstrated that when aided by glosses students can read at over 100 words per minute if they know 95% of the words, whereas compared to the 98% word knowledge required for effective unaided extensive reading. A corpus analysis demonstrated that beginner learners of Spanish can do effective narrow reading of news articles using FERN after learning only 200–300 high-frequency word families, in addition to familiarity with English-Spanish cognates and proper nouns. FERN also reliably monitors reading speeds and word counts, and provides motivating progress reports, which enable teachers to set concrete reading goals that dramatically increase the quantity that students read, as demonstrated in the user study