Merging MOOC and mLearning for Increased Learner Interactions

Waard, Inge de; Koutropoulos, Apostolos; Hogue, Rebecca J.; Abajian, Sean C.; Keskin, Nilgun Ozdamar; Rodriguez, C. Osvaldo; Gallagher, Michael

doi:10.4018/jmbl.2012100103

Cited by 53 publications

(52 citation statements)

References 17 publications

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“…The results of the interviews with representatives from the initiatives and the focus groups with migrants and refugees confirm the results from previous literature (De Waard et al, 2014;Lewis & Thacker, 2016;Mason & Buchmann, 2016): the use of a personalized and guided pedagogical approach is one of the main success factors. FDL as teaching material for migrant or refugee education can be an adequate tool, if a context and culturally-sensitive approach is used.…”

Section: Transversal Conclusion and Recommendationssupporting

confidence: 73%

Free Digital Learning for Inclusion of Migrants and Refugees in Europe: A Qualitative Analysis of Three Types of Learning Purposes

Castaño-Muñoz

Colucci

Smidt³

2018

IRRODL

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The increasing number of migrants and refugees arriving in Europe places new demands on European education systems. In this context, the role that free digital learning (FDL) could play in fostering inclusion has attracted renewed interest. While the existing literature highlights some general design principles for developing FDL for migrants and refugees, there is little information on the use of FDL at specific education levels, or for specific learning purposes. This paper presents the results of a qualitative study that was carried out as part of the Moocs4Inclusion project of the Joint Research Centre (JRC) between July and December 2016. The study, which has a European focus, disaggregates the analysis of FDL initiatives by what were identified as its three most common purposes: a) language learning, b) civic integration and employment, and c) higher education. For each of these topics, the study sheds light on the approaches used by a wide sample of initiatives, users' levels of awareness of what is available and take up, and migrants' and refugees' perceptions of the current offer. In order to collect the information needed to cover different approaches and perspectives, semistructured interviews with 24 representatives of 10 FDL initiatives and four focus groups with 39 migrants and refugees were carried out. The results show that there are indeed overlaps between the purposes of FDL initiatives and their design principles. Specific recommendations on how to better design FDL initiatives for migrants and refugees, taking into account their specific purposes, have also been identified.

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Section: Transversal Conclusion and Recommendationssupporting

confidence: 73%

Free Digital Learning for Inclusion of Migrants and Refugees in Europe: A Qualitative Analysis of Three Types of Learning Purposes

Castaño-Muñoz

Colucci

Smidt³

2018

IRRODL

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“…A typical example of a studied area is a social networking site (usually Facebook) used as a platform for communication between faculty and students as well as between students only. The latter includes the exchange of learning material (de Waard et al 2012) and the facilitation of group work (Bradley and Holley 2011). This in some respects replicates the functionality of a learning management system (LMS).…”

Section: Social Networkingmentioning

confidence: 91%

“…The dominant platform is Twitter and that is also the only microblogging platform examined in the reviewed articles. Academic applications of Twitter range from use as a channel for administrative announcements in a library context (Cassidy et al 2014), as a virtual community building tool (Cochrane et al 2013), for sharing content between students (de Waard et al 2012;Rambe 2013), to gain access to an extended community and interact directly with subject matter experts (Gikas and Grant 2013), and as a communication platform (Rambe 2012). Tweeting is furthermore, under the right circumstances, assumed to help improve social presence and to stimulate the students' desire to learn (Menkhoff et al 2015).…”

Section: Microbloggingmentioning

confidence: 99%

Blurring time and place in higher education with bring your own device applications: a literature review

Sundgren

2017

Educ Inf Technol

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The use of mobile devices is increasing rapidly in society, and student device ownership is becoming more or less ubiquitous in many parts of the world. This might be an under-utilised resource that could benefit the educational practices of institutions of higher education. This review examines 91 journal articles from 28 countries published in the years of 2009-2015 with regards to the applications of Bring Your Own Device (BYOD) in higher education to take inventory of how it is applied where blurring of boundaries of time and place can be observed, and to observe problems or obstacles regarding these applications. Research interests do not seem to shift, as much as they are becoming more diverse. The five applications that were identified in 2009 were in discussion during all of the examined years, whereas the total number of applications in discussion increased to 12 in 2015. A methodological concern with regard to trend analysis is that more than half of the articles lack a stated year of data collection. As this can differ greatly from the year of publication, any trend analysis will be burdened with uncertainty. That said, a pattern that emerges is a shift away from distribution of content towards social networking applications. Much less focus has been placed on obstacles and problems in later years, but some areas that have been addressed are usability problems due to small screens and keyboards, with costs of devices and data plans making ownership unfeasible for certain activity types or groups of students.

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“…By consolidating these individual aspects within a broader and critical historical framework, we see education and technology as the instruments of the historical hegemony of the global North reinforcing its values and world view, and conclude that the local, contemporary, concrete and specific are always taking place within contexts that are more abstract, historical and problematic. We have outlined some principles and methods, coyly entitled mobile_learning2.0, that promise mechanisms for people, organisations and communities to build their own learning, and could develop these further, borrowing from ideas about community MOOCs (de Waard et al 2012), culturally specific notions of digital literacy (Traxler 2018b), learnergenerated content (Lee & McLoughlin, 2007), curation of digital content and communities (Porcello, & Hsi, 2013;Flintoff et al 2014), self-determined learning (Blaschke, 2012) and participative user design and development, working with pedagogies and technologies aligned to local sensibilities and local resources, rooted in the certainty of local language, culture, traditions and heritage, and underwritten by the Capability Approach.…”

Section: So Far…mentioning

confidence: 99%

Learning with mobiles: The Global South

Traxler

2018

Research in Comparative and International Education

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IntroductionOver the last twenty years, the author has worked as a researcher, developer and consultant in Africa and elsewhere in the developing contexts of the global South (all problematic terms to which we return later). In this time, he has written extensively but haphazardly as the opportunities, the perspectives, the stimuli and the thoughts have occurred. The current paper is an attempt to integrate and organise this body of work and provide a more secure and coherent platform for subsequent thinking, in particular, a secure and coherent platform for subsequent thinking in an open, inclusive and rigorous way about the potential for mobile technologies to improve the lives of people and communities outside currently privileged domains, outside the established hegemony of the mainstream. In working on this paper, it quickly became clear that the issues that seemed relevant to the global South were, perhaps unsurprisingly, recognisable in the global North and likewise, with different terminology and emphasis, the concerns of the global North resonated in the global South. We return to this later.In this time, various clusters of ideas have appeared and reappeared, including the impact, nature, practice and limitations of research, especially in relation to official policy and programmes; language, literacy, culture, epistemology and pedagogy; mobile and social digital technologies; inclusion, opportunity, empowerment and education; development, modernity, anecdote and crisis. These in effect form the headings of the current paper but an underlying challenge is their permeability, connectivity and interaction.The principal focus will be sub Saharan Africa (SSA) as this creates a clearer focus for the discussion (and incidentally creates a more direct point of contact with some fellow contributors). It also omits some confounding variables and the mess of contingent transient reality.We explore communities and conditions in the global South, mainly in sub Saharan Africa and those of marginal, nomadic or indigenous peoples elsewhere and we see education systems and educational technology being used, currently and historically, to co-opt and exploit them by a process of acculturation and identity transformation in the interests of the mainstream, the established and the powerful, and see this as the ongoing expression of historical forces of industrialisation, capitalism, modernity and the European Enlightenment.In a different work, we have argued that such forces also operate on non-traditional students in domestic English higher education and this has been part of a recent European political agenda (Traxler 2016a).

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Merging MOOC and mLearning for Increased Learner Interactions

Cited by 53 publications

References 17 publications

Free Digital Learning for Inclusion of Migrants and Refugees in Europe: A Qualitative Analysis of Three Types of Learning Purposes

Free Digital Learning for Inclusion of Migrants and Refugees in Europe: A Qualitative Analysis of Three Types of Learning Purposes

Blurring time and place in higher education with bring your own device applications: a literature review

Learning with mobiles: The Global South

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