Ein kulturökologischer Rahmen für Mobilität und Lernen

Bachmair, Ben; Pachler, Norbert

doi:10.21240/mpaed/24/2014.09.04.x

Cited by 12 publications

(11 citation statements)

References 20 publications

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“…Mobile-assisted language learning is now a well-established field and one which has had an enormous impact on L2 teaching and learning (Pachler et al, 2010). The availability and functionality of mobile devices is leading to an increase in informal, self-directed, out-of-class mobile learning, where smartphones give learners the opportunity to create ‘impromptu sites of learning’ (Bachmair and Pachler, 2014; Kukulska-Hulme et al, 2017). A recent meta-analysis demonstrated that mobile learning was more effective in informal instructional settings than in formal settings (Sung et al, 2016).…”

Section: Future Directionsmentioning

confidence: 99%

Computer-Assisted Pronunciation Training (CAPT): Current Issues and Future Directions

Rogerson-Revell

2021

RELC Journal

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This viewpoint essay considers the current status of computer-assisted pronunciation training (CAPT) before examining some of the current issues and future directions in the field. The underlying premise is the pedagogic potential of CAPT systems and resources for teaching and learning, and the need for greater synergy between technological design and functionality on the one hand, and pedagogic purpose on the other. Some of the key issues examined include providing accurate and individualised automated feedback for pronunciation, for both learning and assessment, and evaluating the effectiveness of CAPT tools and systems. When considering future directions, the discussion focuses on what aspects of pedagogy are likely to be at the forefront of developments, including ubiquitous learning; intelligent tutoring and authentic interaction; and goal-oriented, task-based learning.

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Section: Future Directionsmentioning

confidence: 99%

Computer-Assisted Pronunciation Training (CAPT): Current Issues and Future Directions

Rogerson-Revell

2021

RELC Journal

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“…Mobile learning has been widely acclaimed for its revolutionary and liberating redefinition of learning in which, with the assistance of mobile devices, learners are given increased mobility to create “impromptu sites of learning” and personalized learning ecologies (Bachmair & Pachler, 2014; Kukulska-Hulme, Gaved, Jones, Norris & Peasgood, 2017; Kukulska-Hulme & Sharples, 2016; Wong, Milrad & Specht, 2015). The conceptualized mobile learning culture rests essentially on learner agency and ability to utilize the enhanced mobility to construct learning experiences across time and space (Burston, 2014a; Kukulska-Hulme, 2012; Underwood, Luckin & Winters, 2014).…”

Section: Introductionmentioning

confidence: 99%

Self-directed use of mobile devices for language learning beyond the classroom

Lai

Zheng

2017

ReCALL

160

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The essence of mobile learning is learners’ agentic use of mobile devices to create learning experiences across time and space. Thus, understanding learners’ perceptions and preferred use of mobile devices for learning are critical to realizing the educational potentials of mobile learning. This study explored language learners’ self-directed use of mobile devices beyond the classroom through a survey and interview study with foreign language learners at a university in Hong Kong. A total of 256 learners were surveyed and 18 were interviewed to understand the nature of mobile language learning experiences that these learners engaged in autonomously beyond the classroom. Exploratory factor analysis yielded three dimensions of self-directed out-of-class mobile learning experience. Among the three dimensions, learners were found to use mobile devices more for facilitating the personalization of learning than for enhancing the authenticity and social connection in learning. This study further revealed that selective use was an outcome of the interaction between learner-defined affordances of the devices, their culturally informed and habitual use of the devices, their perceptions of the nature of the learning tasks, and the tempo-spatial circumstances of task implementation. The findings suggest that these factors need to be considered when designing mobile learning activities and educational interventions that promote mobile learning beyond the classroom.

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“…Central to this argument is the fact that educational institutions no longer have control over this process-for a change, students do. The contexts where learning and teaching occurred changed overnight during the emergency remote online teaching phase-off-campus and into the informal spaces students dwell inincluding the cultural, social, digital and temporal spaces (Bachmair & Pachler, 2014). This change significantly impacts the type of content that is traditionally created by the teacher for the students, the learning tasks and activities, assessment and learning scaffolds.…”

Section: Literature Reviewmentioning

confidence: 99%

A mobile ecology of resources for Covid-19 learning

Narayan

Cochrane

Cowie

et al. 2020

ASCILITE’s First Virtual Conference. Proceedings ASCILITE 2020 in Armidale

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Mobile devices and a vast array of accompanying applications offer significant affordances to create, consume, share, collaborate and communicate—affordances that could be easily leveraged to facilitate meaningful learning. A positive disruption arising from COVID-19 that aligns with the affordances of mobile learning is the uncoupling of time and space in the learning process. Traditionally formal learning is a process that is predominately viewed as an experience that is ‘timetabled’— scheduled to eventuate at a ‘place’—lecture or a tutorial (or similar) in a room or lecture theatre. In this concise paper, an ecology of resources is discussed along with guiding principles for designing and facilitating uncoupled authentic and student-determined learning post the emergency remote teaching phase.

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Ein kulturökologischer Rahmen für Mobilität und Lernen

Cited by 12 publications

References 20 publications

Computer-Assisted Pronunciation Training (CAPT): Current Issues and Future Directions

Computer-Assisted Pronunciation Training (CAPT): Current Issues and Future Directions

Self-directed use of mobile devices for language learning beyond the classroom

A mobile ecology of resources for Covid-19 learning

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