132 research outputs found
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Are Language learning websites special? Towards a research agenda for discipline-specific usability
With the intention of defining an initial research agenda for discipline-specific factors in the usability of e-learning websites, this paper focuses on the example of foreign language learning. First, general notions and concepts of usability are analyzed, and the term 'pedagogical usability' is proposed as a means of focusing on the close relationship between usability and pedagogical design. Then, to address the key issue of whether there are aspects of pedagogical usability that are discipline-specific, the paper examines how language learning and teaching, in particular Technology Enhanced Language Learning (TELL), has approached usability when developing technology-enhanced learning materials. Three elements of a research agenda are identified: pedagogical usability, intercultural usability and website evaluation. In conclusion, it is suggested that just as language learning websites may require a discipline-specific approach, so in other disciplines pedagogical usability may also need to be considered in relation to the specific requirements of the discipline, and that a debate around these issues is timely
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An international survey of mature students' uses of mobile devices in life and learning
The paper presents research concerned with learner-driven innovative practice with mobile technologies and the interface between formal and informal learning. We build on our previous work investigating student use of personal devices for learning, work, social interaction and entertainment. A recent phase of the research included an international survey focusing on students registered on selected Masters and doctoral programmes in the UK, Sweden, Portugal, Hong Kong and Australia. The research gives an account of everyday uses and more unusual deployments of personal technologies by students from departments of education and technology. It illuminates learner choices and preferences, attitudes towards workâlife boundaries, evolving social and cultural practices, and the impacts of technological change
Smart devices or people? A mobile learning quandary
Mobile learning is an emerging paradigm in an unpredictable and shifting landscape of technological change. A technocentric focus is anathema to educators who prefer to believe that innovative pedagogy is the driving force behind educational developments. However, the proliferation of mobile devices may have an almost irresistible impact on teaching and learning. The focus of this article is on the concept of âsmartnessâ in relation to mobile devices and people. As devices become smarter, their users are in danger of becoming less smart, or their agency may be at risk. Yet the key value of smart devices may be in how they can help develop essential skills and competencies in 21st-century learnersâin particular, their self-directionâalthough this will not happen of its own accord
Investigating digital video applications in distance learning
The paper gives a brief overview of the use of digital video in distance education, the background to The Open University's Digital Video Applications (DiVA) Project, the contexts in which the Digital Video Library system is being used and some evaluation findings. Through DiVA, the university is investigating how it can use its video assets effectively, to support reuse of existing materials in course production. The project team is also evaluating student use of the system. The paper reports on an observation study which revealed several usability issues and stakeholders' opinions about potential uses of the DiVA system. This is followed by findings from an evaluation of student use of the system at a residential school and its use as part of an online learning activity undertaken by students accessing the system remotely. Evaluation findings to date indicate some quality and workload issues but they also show opportunities that come to light when using the DiVA system
Designs for Heritage Language Learning: A Photography project in the UK Supplementary Education
Supplementary Schools in the UK offer educational opportunities for children and young people outside mainstream school provision. The paper reports an enquiry undertaken by practitioners in Greek Supplementary Schools in the UK to explore how features of mobile technologies may be leveraged to foster heritage language learning. It draws on the view that mobile learning can be a way for learners to explore the language informally and direct their own development (Kukulska-Hulme, 2015) and may also shape the learnersâ âhabits of mindâ (Wong, 2012, p.22) in learningâand consequently their language competencies.
The project #ItsAllGreekToUS set to investigate how to create learning designs to incorporate effective use of mobile technologies within language learning and teaching. It draws on action research orientation and uses the idea of âBring Your Own Deviceâ (BYOD) (JISC, 2013) in educational settings. The study involved several sessions around the concept of âloanwordsâ and representations of this vocabulary in artefacts created with the use of mobile phones and a popular photography application (e.g. Pinterest).
The participants were fourteen students (12-13s) attending a pre-GCSE class in a Greek School in London and nine students (12-14s) attending a GCSE class in a Greek School in Leicester.
Evidence from user-generated content, the pupilsâ views around the project and the practitionersâ observations are considered. The paper will discuss how studentsâ practices associated with mobile technologies are integrated into teachersâ practice. Particular attention will be drawn to designing language learning by blending traditional language classroom practices along incorporating the practices of sharing and curating content, as well as allowing âvisibilityâ through artefacts created by the learners
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Tablet PCs in schools: Case study report: A report for Becta by the Open University
The publication provides an analysis of twelve case studies involving schools in England that were using Tablet PCs. The analysis is complemented by brief individual reports describing aspects of how each of these schools was using Tablet PCs
Management\u27s Perspective on Critical Success Factors Affecting Mobile Learning in Higher Education Institutions - An Empirical Study
Mobile learning (m-Learning) is considered to be one of the fastest growing learning platforms. The immense interest in m-Learning is attributed to the incredible rate of growth of mobile technology and its proliferation into every aspect of modern life. Despite this, m-Learning has not experienced a similar adoption rate in the education sector, chiefly higher education. Researchers have attempted to explain this anomaly by conducting several studies in the area. However, mostly the research in m-Learning is examined from the perspective of the students and educators. In this research, it is contended that there is a third important stakeholder group whose opinion is equally important in determining the success of m-Learning: the university management. Although diversified by nature, heads of departments, deans, and information technology system administrators are nevertheless considered members of any university management. The results of the research show that university commitment to m-Learning, university learning practices, and change management practices were the factors critical to the success of m-Learning, from the university management perspective
Mature students using mobile devices in life and learning
The paper reports on research concerned with learnersâ uses of mobile technologies based on an international survey that targeted students registered in selected masterâs and doctoral programmes in Australia, Hong Kong, Portugal, Sweden, and the United Kingdom. The survey findings were enriched by local knowledge, as the authors administered questionnaires in their own countries. The research gives an account of uses of handheld devices by students from departments of education, educational technology, engineering, and information technology in the domains of learning, work, social interaction and entertainment. The paper illuminates learnersâ choices in the midst of evolving social practices, and challenges the common preconception that mobile devices are not suitable for academic study. In todayâs global education marketplace, educators must know the technology habits and expectations of their students, including those from other countries. Knowing about studentsâ previous practices and the techno-cultural setting they come from can help institutions determine what mobile applications are most appropriate to support learning
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