Fitting in Versus Learning: A Challenge for Migrants Learning Languages Using Smartphones

Gaved, Mark; Peasgood, Alice

doi:10.5334/jime.436

Cited by 22 publications

(23 citation statements)

References 17 publications

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“…Context-aware systems that are triggered by place can provide location relevant learning resources (Kukulska-Hulme et al, 2015), enhancing the ecology of tools available for place-based learning. However, prompts to action from digital devices might also be seen as culturally inappropriate in informal, community based learning where educational activities and their deployment needs to be considered with sensitivity (Gaved and Peasgood, 2017).…”

Section: Research Evidence About the Effectiveness Of The Proposed Pementioning

confidence: 99%

Innovative Pedagogies of the Future: An Evidence-Based Selection

et al. 2019

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There is a widespread notion that educational systems should empower learners with skills and competences to cope with a constantly changing landscape. Reference is often made to skills such as critical thinking, problem solving, collaborative skills, innovation, digital literacy, and adaptability. What is negotiable is how best to achieve the development of those skills, in particular which teaching and learning approaches are suitable for facilitating or enabling complex skills development. In this paper, we build on our previous work of exploring new forms of pedagogy for an interactive world, as documented in our Innovating Pedagogy report series. We present a set of innovative pedagogical approaches that have the potential to guide teaching and transform learning. An integrated framework has been developed to select pedagogies for inclusion in this paper, consisting of the following five dimensions: (a) relevance to effective educational theories, (b) research evidence about the effectiveness of the proposed pedagogies, (c) relation to the development of twenty-first century skills, (d) innovative aspects of pedagogy, and (e) level of adoption in educational practice. The selected pedagogies, namely formative analytics, teachback, place-based learning, learning with drones, learning with robots, and citizen inquiry are either attached to specific technological developments, or they have emerged due to an advanced understanding of the science of learning. Each one is presented in terms of the five dimensions of the framework.

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Section: Research Evidence About the Effectiveness Of The Proposed Pementioning

confidence: 99%

Innovative Pedagogies of the Future: An Evidence-Based Selection

et al. 2019

Self Cite

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“…For example, internet coverage may be sporadic or unavailable (see, e.g. Gaved and Peasgood, 2017); • the communities involved in the TEL complex, including students, teachers, researchers and technical developers or supporters.…”

Section: The Beyond Prototypes Frameworkmentioning

confidence: 99%

Introduction

Jones¹,

Scanlon²,

Ferguson³

2019

Educational Visions: The Lessons From 40 Years of Innovation

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This chapter forms the introduction to the book, "Educational Visions" and describes the nature of the book. It presents the four principles or visions which inform the work of the Computers and Learning research group (CALRG) and are reflected in this book, and then provides the context with a discussion of the innovative nature of the early Open University. The CALRG is then described briefly before the introduction of a further framework used in the book to analyse the factors that make educational innovations successful, the Beyond Prototypes model. The last section describes the organisation and contents of the rest of the book. Chapter 3: Teaching and Learning at Scale: Futures Rebecca Ferguson Recent developments in this area, particularly massive open online courses (MOOCs.) This is the second chapter relating to Vision 1: Teams can successfully teach any number of students at a distance.

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“…A recent special collection, (Jones, Kukulska-Hulme and Brasher, 2017) focusses on how technology can support immigrants' learning in different ways. In this collection, Gaved and Peasgood (2017) investigate how mobile technologies can support immigrants without on-the-move internet access in their SALSA project. They focus on how location-triggered learning activities can enhance informal language and cultural learning in the migrants' new town of residence.…”

Section: Immigrants and Language Learningmentioning

confidence: 99%