MOOCs in the Language Classroom: Using MOOCs as Complementary Materials to Support Self-Regulated Language Learning

In this chapter, the author discusses the role of Massive Open Online Courses (MOOCs) in the field of foreign language education. It examines the relationship between MOOCs and self-regulated learning, and goes on to explore the repurposing of content-based MOOCs as complementary materials to foster students' self-regulated behaviour and practice of the target language inside and out the language classroom. A research project that has explored self-regulated language learning in a blended context with content-based MOOCs is also discussed here, with particular reference to the self-regulatory strategies employed by a group of language students at University level. A series of recommendations that supports the use of content-based MOOCs as part of face-to-face language courses are provided at the end of this chapter

An Evaluation of Older Adults Use of iPads in Eleven UK Care-Homes

The introduction of the iPad and similar form-factor devices (e.g. Samsung Galaxy Tab, Asus Eee Pad and Motorola Xoom) has provided a unique opportunity for older adults to engage with mobile computing devices and platforms. Engagement with ‘traditional’ computing devices amongst older adults, including arguably mobile devices, such as laptop computers is low due to dexterity issues amongst this population (Hertzum & Hornbaek, 2010). Whilst the iPad removes some of the traditional barriers to computer engagement, new barriers including weight and screen reflection are evident to an older user group. This paper provides an exploratory evaluation of how older adults in 11 UK care-home settings and the staff engaged in their care are using iPads to help improve communication, build physical social networks amongst residents, staff and family members, and map the most frequently used applications by an older population during a six-month pilot period. Results suggest that applications involving information searching for personally related and historical information were most valued by older adults. Further, older adults and care staff alike report mainly positive experiences of iPad use in care settings including the increased opportunities for social interaction and the enhancement of intergenerational communication. Additionally, the barriers to use (e.g. device weight) are often overcome by low-tech adaptations and adjustment when using the device. This paper argues that the portability and adaptive nature of the iPad combined with the increased social interaction afforded by device could increase quality of life in care settings