The genesis and development of mobile learning in Europe

In the past two decades, European researchers have conducted many significant mobile learning projects. The chapter explores how these projects have arisen and what each one has contributed, so as to show the driving forces and outcomes of European innovation in mobile learning. The authors identify context as a central construct in European researchers’ conceptualizations of mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. The authors also examine the impacts of mobile learning research on educational practices and the implications for policy. Finally, they suggest future challenges for researchers, developers and policy makers in shaping the future of mobile learning

Innovation in Mobile Learning: A European Perspective

In the evolving landscape of mobile learning, European researchers have conducted significant mobile learning projects, representing a distinct perspective on mobile learning research and development. Our paper aims to explore how these projects have arisen, showing the driving forces of European innovation in mobile learning. We propose context as a central construct in mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. We also examine the impacts of mobile learning research on educational practices and the implications for policy. Throughout, we identify lessons learnt from European experiences to date

Digital humanities as a cross-sector and cross-discipline initiative: Prospects in the Linnaeus University region

This position paper presents and analyses thecross-sector and cross-disciplinary Digital Humanities Initiativeat Linnaeus University along the axes of its strengths,weaknesses, opportunities and threats. Our long-term vision is tocreate a leading education in this field and to establish a leadingresearch regional centre that combines in novel ways alreadyexisting expertise from different departments and facultiesworking in close collaboration and co-creation with people anddifferent organizations (both public and private sector) from thesurrounding society

Technologies and educational activities for supporting and implementing challenge- based learning

Our Challenge-Based Learning (CBL) method can be described as a special form of problem-based learning, in which the problems are of realistic, open-ended nature. Additionally, CBL contains features of experiential and project-based learning approaches. CBL is supported by the provision of Digital Experimentation Toolkits (DExTs) which comprise materials, initial instructions, references to web resources and specific software tools. Technological challenges lie in the ease of use in accessing these data and in communicating the learners' requests and specifications to the remote sites. Within this article we describe several classroom scenarios for the usage of DexTs in schools. Examples are the calculation of the epicenter of an earthquake, the calculation of lunar heights and the definition of strategies for navigation in a maze. The activities described in this paper were conducted within the framework of our COLDEX project (Collaborative Learning and Distributed Experimentation, http://www.coldex.info).Education for the 21 st century - impact of ICT and Digital Resources ConferenceRed de Universidades con Carreras en Informática (RedUNCI

Innovazione nel mobile learning

La proliferazione di telefoni cellulari e di altri dispositivi portatili ha trasformato il mobile learning da un’attività inscritta in ambiti di ricerca pilota a un’attività quotidiana dove i dispositivi mobili sono diventati strumenti personali che supportano gli individui ad apprendere ovunque essi si trovino, attraverso processi di educazione formale o support informale e conversazione

Guiding the design and implementation of interactive public displays in educational settings

Interactive Public Displays (IPD) enable new ways of interaction as well as communication channels, extending online communities into physical places and supporting a culture of participation. While educational environments have seen how new digital technologies can enhance learning activities beyond the traditional classroom context, the use of IPDs is still an area insufficiently explored. This paper proposes a set of design goals for the implementation and deployment of engaging interactive public display applications in educational settings. Based on findings from a series of design workshops and two deployment studies in authentic settings, seven design goals were identified and defined. The design goals provide clear guidelines for the design of IPDs for schools by making design teams and stakeholders focus on factors fostering user adoption, social interactions and collaboration. The design goals also opened up paths for further explorations regarding display awareness, level of commitment in interactions, the displays’ integration into structured activities, and display management at the educational institutions

Technologies and educational activities for supporting and implementing challenge- based learning

Our Challenge-Based Learning (CBL) method can be described as a special form of problem-based learning, in which the problems are of realistic, open-ended nature. Additionally, CBL contains features of experiential and project-based learning approaches. CBL is supported by the provision of Digital Experimentation Toolkits (DExTs) which comprise materials, initial instructions, references to web resources and specific software tools. Technological challenges lie in the ease of use in accessing these data and in communicating the learners' requests and specifications to the remote sites. Within this article we describe several classroom scenarios for the usage of DexTs in schools. Examples are the calculation of the epicenter of an earthquake, the calculation of lunar heights and the definition of strategies for navigation in a maze. The activities described in this paper were conducted within the framework of our COLDEX project (Collaborative Learning and Distributed Experimentation, http://www.coldex.info).Education for the 21 st century - impact of ICT and Digital Resources ConferenceRed de Universidades con Carreras en Informática (RedUNCI

A complementary view for better understanding the term computational thinking

The term Computational Thinking is closely related to efforts connected to teach a systematic and well-structured way of problem solving that includes a set of tools and techniques used in Computer Science. While substantial research in this field has shown promising outcomes concerning distinct intervention programs and teaching initiatives, the term Computational Thinking itself requires to be revised in order to get a wider consensus about its meaning and purpose. This paper contributes to the ongoing quest concerning the definition of the term by starting with a fundamental perspective on computational theory and corresponding concepts in order to describe the theoretical building blocks of a systematic view to further elaborate on an approach for teaching and learning about Computational Thinking. Additionally, based on this foundational effort, more advanced concepts are presented and discussed in order to better understand this domain. Finally, the paper identifies and discusses a set of relevant challenges taking a cognitive psychology perspective on Computational Thinking

Promoting secondary school learners' curiosity towards science through digital public displays

This paper contributes to the understanding of how digital public displays can be utilized in schools taking into consideration educational goals. This work is part of a currently on-going research project that aims to promote students' curiosity in science and technology through creative film-making, collaborative editing activities, and content sharing. In order to explore the design space concerning digital public displays for schools' contexts, six workshops with secondary school teachers in two different countries were conducted to elicit sensitivities towards possible features and interaction techniques as well as inquire about expectations and technology adoption. Our findings suggest that teachers are receptive to the technology and were able to generate scenarios that take advantage of the possibilities offered by digital public displays to stimulate learning processes.However, there are several crucial elements regarding management and control of content that need to be carefully crafted/designed in order to accommodate each schools' organizational issues

Artificial Intelligence in K-12 education: eliciting and reflecting on Swedish teachers' understanding of AI and its implications for teaching and learning

Uncovering patterns and trends in vast, ever-increasing quantities of data has been enabled by different machine learning methods and techniques used in Artificial Intelligence (AI) systems. Permeating many aspects of our lives and influencing our choices, development in this field continues to advance and increasingly impacts us as individuals and our society. The risks and unintended effects such as bias from input data or algorithm design have recently stirred discourse about how to inform and teach AI in K-12 education. As AI is a new topic not only for pupils in K-12 but also for teachers, new skill sets are required that enable critical engagement with AI. AI literacy is trying to close the gap between research and practical knowledge transfer of AI-related skills. Teachers' AI-related technological, pedagogical and content knowledge (TPACK) are important factors for AI literacy. However, as teachers' perspectives, beliefs and views impact both the interpretation and operationalisation of curriculum. this study explores teachers' and teacher educators' understanding and preconceptions of AI to inform teacher education and professional development. To gain a comprehensive understanding of teachers’ conceptualisations regarding AI an anonymous questionnaire together with focus group discussions were employed. The qualitative content analysis underpinned by the theoretical framework Intelligent TPACK reveals that teachers' AI-related content knowledge is generally gained through incidental learning and often results in pre- and misconceptions of AI. Our analysis also revealed several potential challenges for teachers in achieving core constructs of Intelligent TPACK, examples of such challenges are vague and unclear guidelines in both policy and curriculum, a lack of understanding of AI and its limitations, as well as emotional responses related to participants' preconceptions. These insights are important to consider in designing teacher education and professional development related to AI literacy