4 research outputs found
Designing personalised, authentic and collaborative learning with mobile devices: Confronting the challenges of remote teaching during a pandemic.
This article offers teachers a digital pedagogical framework, research-inspired and underpinned by socio-cultural theory, to guide the design of personalised, authentic and collaborative learning scenarios for students using mobile devices in remote learning settings during this pandemic. It provides a series of freely available online resources underpinned by our framework, including a mobile learning toolkit, a professional learning app, and robust, validated surveys for evaluating tasks. Finally, it presents a set of evidence-based principles for effective innovative teaching with mobile devices
Research-Informed Teaching in a Global Pandemic: "Opening up" Schools to Research
The teacher-research agenda has become a significant consideration for policy and professional development in a number of countries. Encouraging research-based teacher education programmes remains an important goal, where teachers are able to effectively utilize educational research as part of their work in school settings and to reflect on and enhance their professional development. In the last decade, teacher research has grown in importance across the three i’s of the teacher learning continuum: initial, induction and in-service teacher education. This has been brought into even starker relief with the global spread of COVID-19, and the enforced and emergency, wholesale move to digital education. Now, perhaps more than ever, teachers need the perspective and support of research-led practice, particularly in how to effectively use Internet technologies to mediate and enhance learning, teaching and assessment online, and new blended modalities for education that must be physically distant. The aim of this paper is to present a number of professional development open educational systems which exist or are currently being developed to support teachers internationally, to engage with, use and do research. Exemplification of the opening up of research to schools and teachers is provided in the chapter through reference to the European Union-funded Erasmus + project, BRIST: Building Research Infrastructures for School Teachers. BRIST is developing technology to coordinate and support teacher-research at a European level
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The impact of emotions on student participation in an assessed, online, collaborative activity
There is growing recognition of the importance of emotions in academic online learning contexts. However, there is still little known about the role of emotions in social and collaborative online learning settings, especially the relationship between emotions and student participation. To explore this relationship, this study used a prospective longitudinal research design to follow 46 distance learning students throughout a 3-week assessed, online, collaborative activity. This approach allowed the fluctuating and dynamic aspects of emotions to be explored as well as the relationship between emotions and student participation in the collaborative activity. Self-report data were gathered using a semistructured online diary at five time points throughout the task (once at the start of the collaborative activity, three times during the activity, and the final entry after the activity had finished). Findings revealed that learners generally perceived pleasant emotions (such as relief, satisfaction and enjoyment) to have positive impacts, or no impact, on participation, whereas unpleasant emotions (such as anxiety, frustration, and disappointment) were generally perceived to have negative impacts, or no impact, on participation. Interestingly, however, anxiety, and to a smaller extent frustration, were perceived by a number of students to have positive impacts during the activity. To conclude this paper, implications for educators are highlighted