This paper presents a review of mobile collaborative language learning studies published in 2012–16 with the aim to improve understanding of how mobile technologies have been used to support collaborative learning among second and foreign language students. We identify affordances, general pedagogical approaches, second- and foreign-language pedagogical approaches, second language acquisition (SLA) principles and affective designs. The results indicate that affordances such as flexible use, continuity of use, timely feedback, personalisation, socialisation, self-evaluation, active participation, peer coaching, sources of inspiration outdoors and cultural authenticity have been emphasised. These affordances were found to be particularly suited to promote social constructivism, which is often sustained by game-based, task based and seamless learning. In terms of second and foreign language pedagogical approaches, the combination of individualised and collaborative learning prevails, along with task based, situated and communicative language learning, and raising orthographic awareness. Among SLA principles, negotiation of meaning and opportunities for feedback are highlighted. Affective aspects include increases in motivation, engagement and enjoyment, mutual encouragement, reduction in nervousness and embarrassment, and a few negative reports of risk of distraction, safety concerns, feelings of uncertainty and technical problems. The reviewed studies present a convincing case for the benefits of collaboration in mobile language learning.
Kukulska-Hulme, A., & Viberg, O.(2017). Mobile collaborative language learning: State of the art. British Journal of Educational Technology, DOI: 10.1111/bjet.12580
In this study, a phenomenographic research approached is used to categorize and capture students’ experience of assessment in an online introductory programming course. The results showed five different levels in which the assessment was experienced, ordered in a hierarchy, where a lower level is part of the higher ones. The two lower levels, 1. Grading is important to the teacher and 2. Grading is important to the student, had a summative focus (focus on the grade), while the three higher levels, 3. Assessment as guidance, 4. Assessment as an opportunity to learn and 5. Assessment as a way to communicate had a formative focus. The formative levels are viewed as more desirable since the assessment is of more use for the students and the value of the assessment goes beyond the grade. The paper was presented at the 2017 International Conference on Learning and Teaching in Computing and Engineering in Hong Kong and is available in the proceedings at http://ieeexplore.ieee.org/document/8064428/?reload=true.
På svenska: I denna studie används en fenomenografisk forskningsansats för att kategorisera och fånga elevernas upplevelser av bedömningsstuationerna i en online introduktionskurs i programmering. Resultaten visade fem olika nivåer som bedömningen upplevdes på, ordnade i en hierarki, där en lägre nivå är en del av de högre. De två lägre nivåerna, 1. Betygsättningen är viktigt för läraren och 2. Betygsättningen är viktigt för studenten, hade ett summativt fokus (fokus på betyget), medan de tre högre nivåerna, 3. Bedömning som vägledning, 4. Bedömning som en möjlighet att lära sig och 5. Bedömning som ett sätt att kommunicera hade ett formativt fokus. De formativa nivåerna ses som mer önskvärda eftersom bedömningen då är mer användbar för studenterna och värdet av bedömningen går utöver betyget. Artikeln presenterades i Hongkong på 2017 International Conference on Learning and Teaching in Computing and Engineering och finns tillgängligt på http://ieeexplore.ieee.org/document/8064428/?reload=true.
Abstract: Personal learning environments (PLEs) evolved as a response to the limitations on self-regulated learning posed by institutional control of learning environments, such as Learning Management Systems. Smart learning environments (SLEs) have more recently come to refer to various technological enhancements of learning environments. However, there is a tension between ‘personal’ and ‘smart’, which this paper investigates through the experiences of the TELL ME project. The project focused on the learning of blue-collar workers in Europe’s manufacturing sector. The resulting aim was to support the awareness of ‘intentions’ and ‘realizations’ and the reciprocities between these across five phases, collectively referred to as MEMO-E: mix, enquire, match, optimize, and experience. Perspectives of the project on the themes, interactions, and philosophy of SLEs and PLEs are explained, a framework for intentions and realizations is introduced, and the characteristics of an evolvable reference architecture for smart and personal learning environments are presented.
The paper was coauthored with Ambjörn Naeve (co-supervisor in my PhD studies and now retired from KTH), Paul Lefrère of CCA Research, UK, and Fridolin Wild of Oxford Brookes University, also in the UK, in the context of the TELL ME project (Technology Enhanced Learning Livinglab for Manufacturing Environments).
On the 18-19 of October the conference Next Generation Learning (NGL2017) will take place in Falun. The conference aims at researchers, teachers or developer in the education sector. The topics of interests are design for learning, collaborative learning and teaching, and Internet of things.
Den 18-19 oktober så hålls konferensen Next Generation Learning (NGL2017) i Falun, vilken vänder sig till dig som är forskare, lärare eller utvecklare inom utbildningssektorn. Konferensen fokuserar på tre teman: design för lärande, kollaborativt lärande och undervisning, och sakernas internet.
En av huvudtalarna vid konferensen är Pernilla Josefsson (KTH/MID/TEL-team), som kommer tala om sociala medier och dess användning i högre utbildning. För mer information om huvudtalarna och program se http://www-old.du.se/sv/Frilagt/NGL-2017/Program/
This study investigated if we could improve retention by redesigning an online programming course from a gender perspective, while maintaining the focus on preferable and sustainable learning approaches. Three principles for course material design were identified; gender neutral and non–biased messages, emphasize the interdisciplinary approach and link to everyday examples. The probability to complete the course increased from 77% to 84% for all students. No changes were made to the assessments.
Our interpretation is that the refurbished course material made more students feel included which increased their motivation to finish.
Den här studien har redan beskrivits på flera ställen på svenska både som text och i pod-format.