Design principles for fostering pedagogical provenance through research in technology supported learning

This paper contributes new critical and theoretical approaches that build the capacity to link research and practice in the field of educational technology. Building on a recent meta-narrative review of the problematic concepts of impact and measurability of educational technologies, we explore the case for methodological design principles that could have the effect of increasing the pedagogical provenance of research into technology supported learning. We extend our previous review by exploring how the design principles we have delineated can contribute to evidence, that increases pedagogical provenance. We also extend this work through critical reflection on how meta-narrative approaches to reviews have the potential to contribute to increased pedagogical provenance in ways that systematic reviews often fall short

Narrative and learning with Web 2.0 technologies: towards a research agenda

This paper investigates the impact of Web. 2.0 technologies on the ways learning can be conceived of as a narrative process within contemporary contexts, using blogs as an illustrative example. It is premised on the concept of narrative as a way in which individuals re-present and organize experience in order to learn from it and make it sharable with others within social contexts. The first part of the paper offers a theoretical analysis of the role of narrative in the social construction of knowledge by the ways it enables users of Web 2.0 technologies to participate meaningfully in the exchange of experiences and ideas. The second part of the paper offers a ‘situated’ analysis of the narrative practices engaged with by users of blogs. A ‘narrative trail’ is used to provide a contextualized instance of the narrative practices which are involved. The paper concludes by examining the research issues which are raised and suggests a research agenda which is needed to explore Web 2.0 technologies as social utilities affecting knowledge production, in which the adaptation of narrative theory is a central feature

Language policy, evidence-informed practice, the role of regulatory bodies and teacher agency

This is a very unusual special issue. The articles we bring together present an expert response to recent UK government policy documents on the teaching and assessment of modern foreign languages in schools in England. Our focus, in particular, is on the Curriculum Research Review for Languages from Ofsted, the UK's school inspection service (Ofsted 2021b: henceforth, OCRR) and the related revised GCSE Subject Content for French, German and Spanish (DfE 2022) from the Department for Education (DfE)

Bringing languages to life: a longitudinal study of the development of creative practice in student teachers of modern languages

Hulse, B. (2017). Bringing languages to life: a longitudinal study of the development of creative practice in student teachers of modern languages. Power and Education, 10(1), 25-29. https://doi.org/10.1177/1757743817748664 Copyright © 2018 SAGE. Reprinted by permission of SAGE Publications.This article reports the findings of a longitudinal study exploring the process of learning to teach modern languages in the changing landscape of teacher education. It employs a postmodern critical ethnographic methodology to examine the experiences of a group of student teachers over the course of a one-year postgraduate teacher education programme in England. The focus is on how experiences in university and in school encourage or discourage the development of creativity. The schools inspectorate, Ofsted, is critical of lifeless teaching which fails to inspire young people to learn languages. However, the pressures of ‘performative’ requirements act as a discouragement to creativity. The data indicates that whilst student teachers express a desire to be more creative, they find it difficult to implement their ideas in school. A post-structuralist analysis of Marx’s theory of alienation is employed to argue that the early formation of professional identity is a process of acquiescence to oppressive external structures over which individuals have no control. The study concludes that it is possible to create spaces where the temporary suspension of alienation can allow individuals to put life back into language learning

Scoping a Vision for Formative E-Assessment (FEASST)

This research aimed to delineate a domain map for formative e-assessment. At a conceptual level this includes a description of key processes involved, and at a practical level this includes examples of existing practice as well as some technical system requirements. IOE Research Briefings are short descriptions of significant research findings, based on the wide range of projects carried out by IOE researchers

Structural analysis of three novel trisaccharides isolated from the fermented beverage of plant extracts

<p>Abstract</p> <p>Background</p> <p>A fermented beverage of plant extracts was prepared from about fifty kinds of vegetables and fruits. Natural fermentation was carried out mainly by lactic acid bacteria (<it>Leuconostoc </it>spp.) and yeast (<it>Zygosaccharomyces </it>spp. and <it>Pichia </it>spp.). We have previously examined the preparation of novel four trisaccharides from the beverage: <it>O</it>-β-D-fructopyranosyl-(2->6)-<it>O</it>-β-D-glucopyranosyl-(1->3)-D-glucopyranose, <it>O</it>-β-D-fructopyranosyl-(2->6)-<it>O</it>-[β-D-glucopyranosyl-(1->3)]-D-glucopyranose, <it>O</it>-β-D-glucopyranosyl-(1->1)-<it>O</it>-β-D-fructofuranosyl-(2<->1)-α-D-glucopyranoside and <it>O</it>-β-D-galactopyranosyl-(1->1)-<it>O</it>-β-D-fructofuranosyl-(2<->1)- α-D-glucopyranoside.</p> <p>Results</p> <p>Three further novel oligosaccharides have been found from this beverage and isolated from the beverage using carbon-Celite column chromatography and preparative high performance liquid chromatography. Structural confirmation of the saccharides was provided by methylation analysis, MALDI-TOF-MS and NMR measurements.</p> <p>Conclusion</p> <p>The following novel trisaccharides were identified: <it>O</it>-β-D-fructofuranosyl-(2->1)-<it>O</it>-[β-D-glucopyranosyl-(1->3)]-β-D-glucopyranoside (named "3^G-β-D-glucopyranosyl β, β-isosucrose"), <it>O</it>-β-D-glucopyranosyl-(1->2)-<it>O</it>-[β-D-glucopyranosyl-(1->4)]-D-glucopyranose (4¹-β-D-glucopyranosyl sophorose) and <it>O</it>-β-D-fructofuranosyl-(2->6)-<it>O</it>-β-D-glucopyranosyl-(1->3)-D-glucopyranose (6²-β-D-fructofuranosyl laminaribiose).</p

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 learners’ ‘habits of mind’ (Wong, 2012, p.22) in learning—and 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 ‘Bring Your Own Device’ (BYOD) (JISC, 2013) in educational settings. The study involved several sessions around the concept of ‘loanwords’ 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 pupils’ views around the project and the practitioners’ observations are considered. The paper will discuss how students’ practices associated with mobile technologies are integrated into teachers’ 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 ‘visibility’ through artefacts created by the learners