Mobile Incidental Learning to Support the Inclusion of Recent Immigrants

Kukulska‐Hulme, Agnes; Gaved, Mark; Paletta, Lucas; Scanlon, Eileen; Jones, Ann; Brasher, Andrew

doi:10.18848/1835-9795/cgp/v07i02/58070

Cited by 40 publications

(25 citation statements)

References 12 publications

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“…The idea that informal learning should be subconscious and/or tacit and should happen by accident contradicts, in many cases, the very idea of attempting to design a learning setting and learning conditions for this purpose, despite that fact that some earlier attempts have been already made (see e.g. Kukulska-Hulme et al, 2015). In contrast to the previous findings that suggest that there is a need for a careful learning design (see e.g.…”

Section: Discussionmentioning

confidence: 96%

“…They found that socio-cultural factors that affect potential use of a system have to be considered when designing mobile assisted language learning, along with reflections on place, time and activity, suggested earlier by Kukulska-Hulme (2012). Furthermore, Kukulska-Hulme et al (2015) introduced an Incidental Learning Framework, which supports the design and evaluation of the "More Able Partner" application (MApp), a combination of smartphone tools and services for migrants. MApp support and trusted social networks were found to be essential components of the incidental approach to mLearning in the city.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Designing for sustainable mobile learning – re-evaluating the concepts “formal” and “informal”

Viberg

Andersson

Wiklund

2018

Interactive Learning Environments

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Practitioners designing for mobile learning (mLearning) and scholars exploring the same are faced with the challenge of planning for and understanding a variety of ways and places of learning. This study focuses on one crucial distinction concerning this; that of formal and informal learning. Through the analysis of contemporary research literature, we found that informal learning is represented as more enriching than formal learning. We also identified that some representations of informal learning, such as subconscious and tacit, actually gainsay the idea of designing the learning process. Based on these results we propose a number of implications to enhance pedagogical sustainability in mLearning design. We argue that in order to fuse informal and formal learning, mLearning designers need to offer more clear definitions of the concepts "formal" and "informal"; they need to omit some design aspects to the learners themselves, or to offer a design in form of a learning path that students themselves can customise according to their learning habits, routines, and preferences. ARTICLE HISTORY

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Section: Discussionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

Designing for sustainable mobile learning – re-evaluating the concepts “formal” and “informal”

Viberg

Andersson

Wiklund

2018

Interactive Learning Environments

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“…The ILocalApp project (incidentally learning other cultures and languages through an APP) is a 3-year Erasmus+ KA2 project, carried out by a transnational consortium (University of Bologna, Italy; the Adam Mickiewicz University, Poland; University of Lapland, Finland; Centre for Social Studies, Portugal). Its main goal is to design and develop a mobile application for incidental learning [13,14] of four cultures and languages: Finnish, Italian, Polish, and Portuguese [15]. ILocalApp aims to let its users acquire language and culture, thanks to learners' participation in an informal way [16].…”

Section: User-centered Design: the Ilocalapp Experiencementioning

confidence: 99%

Collaborative design of software applications: the role of users

Mirri

Roccetti

Salomoni

2018

Hum. Cent. Comput. Inf. Sci.

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Drawing on a 1-year application design, implementation and evaluation experience, this paper examines how engaging users in the early design phases of a software application is tightly bound to the success of that application in use. Through the comparison between two different approaches to collaborative application design (namely, user-centered vs participatory), we reveal how sensitivity to the role that users may play during that collaborative practice rebounds to a good level of user satisfaction during the evaluation process. Our paper also contributes to conversations and reflections on the differences between those two design approaches, while providing evidences that the participatory approach may better sensitize designers to issues of users' satisfaction. We finally offer our study as a resource and a methodology for recognizing and understanding the role of active users during a process of development of a software application.

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“…eu; Kukulska-Hulme et al, 2015) in which the project consortium developed a 'mobile assistant' in the form of a prototype suite of context-aware and integrated services and tools for recent immigrants in Europe that they could access via a single app on a smartphone. These learners from other continents appreciated the opportunity to engage in daily language practice and have access to various forms of assistance and support.…”

Section: Learning From Experiences Of Mobile Assistance For Migrantsmentioning

confidence: 99%

Mobile assistance for personal learning on a massive scale

Kukulska‐Hulme¹

2018

Flipping the Blend Through MOOCs, MALL and OIL – New Directions in CALL

Self Cite

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will encroach on the territory of the teacher. However, it is possible that intelligent assistants can be designed and used in such a way that they complement and enhance what human teachers are uniquely able to do. It is important to ask how less developed societies will be included in these advancements. The answer can emerge from greater clarity around the nature and capabilities of mobile and intelligent assistance.

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Mobile Incidental Learning to Support the Inclusion of Recent Immigrants

Cited by 40 publications

References 12 publications

Designing for sustainable mobile learning – re-evaluating the concepts “formal” and “informal”

Designing for sustainable mobile learning – re-evaluating the concepts “formal” and “informal”

Collaborative design of software applications: the role of users

Mobile assistance for personal learning on a massive scale

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