Search results

1

PLAYPOSIT: USING INTERACTIVE VIDEOS IN LANGUAGE EDUCATION (App Review)

100%

Shahrokni S. A.

Teaching English with Technology

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2018

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vol. 18

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issue 1

105-115

2

TOUCH AND GESTURE-BASED LANGUAGE LEARNING SOME POSSIBLE AVENUES FOR RESEARCH AND CLASSROOM PRACTICE

100%

Reinders H.

Teaching English with Technology

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2014

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vol. 14

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issue 1

3-8

EN

Our interaction with digital resources is becoming increasingly based on touch, gestures, and now also eye movement. Many everyday consumer electronics products already include touch-based interfaces, from e-book readers to tablets, and from the last personal computers to the GPS system in your car. What implications do these new forms of interaction offer for language learning and teaching? In this short article, I will first consider some of the most recent technological developments for their pedagogic potential, and in particular for their support for embodied and extended cognition. Next, I will offer some suggestions for researching their impact on learning and teaching, as well as ways in which teachers and materials developers can capitalise on these advances in technology to support more interactive and dynamic forms of learning.

3

PROMOTING LEARNER AUTONOMY THROUGH SCHOOLOGY M-LEARNING PLATFORM IN AN EAP CLASS AT AN INDONESIAN UNIVERSITY

100%

Priyatno A.

Teaching English with Technology

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2017

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vol. 17

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issue 2

55-76

EN

The advent of mobile learning platforms and Web 2.0 technologies is believed to provide an autonomous learning space that minimizes the power structure between the teacher and students in Indonesian EFL classes, accommodating the students to display their capacity to navigate their own learning. Schoology m-learning platform, a social networking learning management system, is one of potential platforms facilitating the exercise of autonomy in English language learning. This paper aims to report how Schoology m-learning platform facilitated the exercise of learner autonomy in an EAP class at an Indonesian higher education. The qualitative case study involved twenty one-students enrolled in an EAP course that adopted a blended learning method. The findings suggested that Schoology m-learning platform helped the students to exercise autonomy in EAP learning. The students exercised their control over learning management, cognitive process, and selection of learning materials. The exercise of autonomy is due to the affordance of Schoology. First, Schoology’s social networking interface facilitated interaction and communication among the students. Second, its mobile application enabled the students to learn English at their pace, time, and place. Third, the media-rich materials encouraged the students to further explore other materials online.

4

50LANGUAGES: A MOBILE LANGUAGE LEARNING APPLICATION (App Review)

100%

Nushi M., Eqbali M. H.

Teaching English with Technology

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2018

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vol. 18

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issue 1

93-104

5

Building Tasks with Instant Messaging Apps

100%

Gasparini A.

e-mentor

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2018

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issue 5 (77)

24-29

EN

In this article the author tries to analyze the relationship between ‘task’ defined in specialized literature as an activity in which the language in question is used with a communicative purpose to achieve an outcome (Diadori, et al., 2008) and its implementation in virtual environments. In the first part of this paper author presents the ‘task’ and Task-based Language Teaching main features. The article describes the advantages of introducing technology-mediated tasks in a traditional classroom environment. This point of view is supported by the data collected during the case study performed at the Italian Institute of Culture in Moscow, Russian Federation. The second part focuses on the case study. The technology-mediated tasks supported by Whatsapp – an instant messaging app were used in the Italian as the foreign language course. The app allowed to create an informal learning path, parallel to formal learning. The chat rooms of the Instant messaging app were the space when students should to work. There they received task instructions and had to chat in Italian making decisions and solving the problems. The performance of the task also included preparing and presenting the report. The data collected from the tasks’ assessment and the overall experience suggests an increasing students’ motivation and interest to learn languages enhanced with technology.

6

Mobile-assisted ESP learning in technical education

88%

Šimonová I.

Journal of Language and Cultural Education

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2015

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vol. 3

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issue 3

1-15

EN

This paper presents research results from the field of mobile-assisted instruction of English for specific purposes for technical and engineering students. The research was structured in three phases: (1) Questionnaire 1 was applied to detect what sources of information students use in higher education, what types of mobile devices they own, what purposes they use them for, (2) how the process of instruction, particularly students´ autonomous work supported by mobile devices ran, (3) students´ feedback was collected by Questionnaire 2 to evaluate the mobile-assisted learning and provide proposals for future exploitation of mobile devices in higher technical language education. The results show students are sufficiently equipped with mobile technologies and exploit them for various purposes, including education and ESP. At the end, examples of helpful mobile applications are presented.

7

Rethinking Learning Engagement with Gen Z Students

88%

Cook V. S.

e-mentor

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2019

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issue 3 (80)

67-70

EN

Hase and Kenyon (2001) explored the learning theory of heutagogy along the continuum of learning theories. Heutagogy provides a framework for self-determined learning and follows the continuum created through the theories of pedagogy and andragogy. However, the practice of heutagogy allows students to remain in control of their learning through the application of self-determined learning. This approach is significant when used in relation to mobile learning devices. This theory is highly relevant in considering how to best provide learning for Gen Z students, born between 1995 and 2012. This paper suggests there are benefits in exploring Gen Z student learning through a heutagogical application.

8

Aesthetic Literacy: Observable Phenomena And Pedagogical Applications For Mobile Lifelong Learning (MLLL)

75%

Gallagher M. S., Ihanainen P.

European Journal of Open, Distance and E-Learning

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2015

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vol. 18

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issue 1

15-33

EN

This paper proposed a method for developing capacity for lifelong learning in open spaces, defined here as places without predefined learning structures or objectives, through the cultivation of aesthetic literacy. This discussion will be situated within fieldwork performed by the authors in Helsinki, Finland, and Tallinn, Estonia, in 2013. Based on the researchers’ experience in the field of teacher education and workshops they have conducted on mobile learning, the empirical context for this discussion focuses on data generated from the research methods of participatory observation (ethnography), autoethnography, reflective concept analysis and artistic subjectivity. These methods and the data generated as a result collect to produce insight into how aesthetic literacy sits within the cross-section of open space, mobile learning, and lifelong learning, Aesthetic literacy, appropriated and broadened from its original focus as capacity for “reading” or making meaning from artistic material (discussed in Gale, 2005 as the “living of lyrical moments”), is positioned in this paper as a means of making meaning in open spaces through alignment and attunement. This paper presents pragmatic methods for pedagogically cultivating learning in open spaces through a focus on aesthetic literacy. The pedagogical advantages of such an approach and its applicability to lifelong learning, particularly lifelong learning activated through mobile technology (or mobile lifelong learning-mLLL), follows along with recommendations for further research. The applicability of such research is for teachers, learners, or researchers who are looking for methods for making use of open spaces for learning, or to cultivate learners who actively seek learning in the “rhythms of the everyday” (Lankshear & Knobel, 2011). The aim of the article is to produce fresh insights into the academic discussion about the nature of open space, mobile learning and lifelong learning as seem from the point of view of aesthetic literacy, insights we believe have distinct pedagogical advantages for mLLL. Focal Area: Informal arenas of learning – learning opportunities in daily life and the workplace; Learning process design, teaching methodologies

9

Coherence Model of Instruction

63%

Kapoun P.

International Journal of Research in E-learning IJREL

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2016

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vol. 2

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issue 2

81-91

EN

The article deals with three main issues: the understanding of curriculum in context, the ability of contextualisation, and retention of knowledge in long-term memory. The paper first suggests principles based on the coherence model of instruction, which aims to achieve coherence of knowledge of isolated facts through a network of semantic relationships. Then, the theoretical basis of the model is described, including spatial learning strategies, cooperative learning, and excursions in an authentic environment supported by mobile devices. A methodology of teaching was designed according to the principles of the coherence model, and a virtual guide through educational exhibitions was developed. The virtual guide was tested with students of a primary school during an experimental lecture in the Ostrava Zoo. An evaluation of the coherence model and the virtual guide was carried out using three methods: an observation of students’ behaviour and learning during the experimental lecture, a pedagogical experiment, and an evaluation of questionnaires. The results of the evaluation proved that the coherence model of instruction has a positive impact on understanding in context, ability of contextualisation, and retention of the curriculum in long-term memory.

10

Stosowanie kodów QR w stymulowaniu edukacji matematycznej i informatycznej

63%

Koreňová L., Hvorecký J.

International Journal of Research in E-learning IJREL

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2018

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vol. 4

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issue 2

33-44

EN

QR codes are usually discussed in the context of mobile learning. In our article, we show other opportunities of their use with special focus on mathematics and informatics education and its methodology. Appropriately placed QR codes can, for example, be applied to create a feedback for both students and teachers, as an additional source of problems in a problem solver or a worksheet, or as an input gate to a didactic game. The addressees use their smartphones to read their selected QR code. The code refers to a file containing the data files predesigned and stored by their educator or the author of learning materials. The data are then used in accordance with their educator’s instruction. Similarly, a QR code can link additional information sources in a worksheet or open the student’s gate to the course/instructor evaluation. In the paper, we portray such an approach using examples from various fields of mathematics, statistics, and databases. Finally, we discuss advantages and disadvantages of this approach.

PL

Temat kodów QR porusza się w kontekście uczenia się z wykorzystaniem aplikacji mobilnych. W artykule przedstawiono inne możliwości wykorzystania tych kodów z podkreśleniem edukacji matematycznej i informatycznej oraz ich metodologii. Kody QR, właściwie umiejscowione, mogąbyć na przykład użyte w tworzeniu informacji zwrotnej dla zarówno uczniów, jak i nauczycieli, jako dodatkowe źródło zadań problemowych w aplikacjach nauczających rozwiązywania problemów lub kartach zadań, lub też jako bramka informacji w grze dydaktycznej. Uczniowie używają smartfonów, by przeczytać wybrany kod QR. Kod odnosi się do katalogu zawierającego pliki z danymi wcześniej przygotowanymi oraz zapisanymi przez nauczyciela lub twórcę materiałów dydaktycznych. Dane te są następnie wykorzystywane zgodnie z instrukcją nauczyciela. Kod QR może również służyć do po-wiązania źródeł dodatkowej informacji na karcie pracy lub otworzyć uczniowi bramkę umożliwiającąewaluację kursu lub wydanie oceny przez instruktora. W artykule przedstawiono przykład takiego podejścia z różnych obszarów matematyki, statystyki oraz baz danych. Na zakończenie omówiono zalety i wady takiego podejścia.

11

Edukacja mobilna – czy jesteśmy na to gotowi?

63%

RATAJ M., WÓJCIK J.

Edukacja-Technika-Informatyka

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2018

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vol. 9

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issue 4

107-111

PL

Celem artykułu jest przedstawienie możliwości wsparcia nowoczesnymi narzędziami m-learningowymi kształcenia na uczelniach. W artykule zaprezentowano dynamikę rozwoju rynku aplikacji mobilnych. Zastosowane metody badawcze to analiza krytyczna źródeł literaturowych oraz studia przypadków wdrożenia m-learningu na uczelniach. Po przeanalizowaniu rozwoju rynku aplikacji edukacyjnych w świetle polskich realiów wydaje się, że rozsądną opcją jest wsparcie tradycyjnych metod nauczania przez iPady. Wyzwania, jakie z tym się wiążą, to konieczność opracowania aplikacji edukacyjnych skrojonych do potrzeb specyficznych kierunków studiów lub przetłumaczenia istniejących na język polski.

EN

The goal of this article is to show the possibilities of supporting the educational system at Universities by modern m-learning tools. This article presents dynamic development of mobile applications. Implemented research methods: critical analysis of literature sources and case studies of implementation of m-learning at Universities.It seems, after the analysis development of the educational app market in the light of polish reality, that a reasonable option is supporting traditional methods of teaching by iPads. The challenges are: necessity to create educational apps tailored to the needs of particular field of study or translating already existing into polish language.

12

Training of higher education applicants through internet usage with the specialization in “Christian Pedagogy”

51%

Ryabova Z., Sidanich T.

Kultura – Przemiany – Edukacja

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2018

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vol. 6

256-267

EN

The article foreground the problem of the Internet usage for information exchange, the search for new knowledge and free access to educational services in the process of obtaining higher education in order to ensure lifelong learning of the individual. The names of domestic scholars having developed the issues of specialists training in higher educational institutions are given as well as the usage of computer technologies in the educational process and the content of training within the educational and professional program “Christian Pedagogy in Higher Education”. The content of the article analyzes the level of elaboration and feasibility of the united system of computer networks for theinformation exchange between scientific and pedagogical workers involved in the educational process and applicants for higher education; research methodology and its objectis determined. The results of given scientific work contain task assignment for future teachers training in Christian pedagogy, the general content of the relevant educational and professional program, the existing informational and educational environment, Internet communication channels. The article represents the essence and gives examples of mobile learning of students using the communication channel- Viber.

PL

W artykule przedstawiono problematykę użytkowania Internetu w celu wymiany informacji, poszukiwania wiedzy i wolnego dostępu do usług edukacyjnych w procesie zdobywania wyższego wykształcenia w ramach realizacji nauki przez całe życie. Podano nazwiska krajowych naukowców, którzy rozwinęli problematykę szkoleń specjalistów w instytucjach edukacji wyższej. Zaprezentowano także sposób użytkowania technologii komputerowych w procesie edukacyjnym i opisano przebieg szkolenia w ramach edukacyjno-zawodowego programu Pedagogika chrześcijańska w edukacji wyższej. W artykule przeanalizowano stopień opracowania i zastosowania zintegrowanego systemu sieci komputerowej do wymiany informacji pomiędzy naukowcami i pracownikami naukowymi zaangażowanymi w proces edukacyjny oraz kandydatami na studia wyższe; określono metodologię badań i jej przedmiot. Wyniki przedstawionej pracy naukowej zawierają listę zadań dla przyszłych nauczycieli szkolących w zakresie pedagogiki chrześcijańskiej, zasadniczą treść programu edukacyjno-zawodowego, opis istniejącego środowiska informacyjnego i edukacyjnego oraz programów komunikacji internetowej. Artykuł przedstawia istotę i podaje przykłady mobilnej nauki studentów z użyciem komunikatora Viber.

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PLAYPOSIT: USING INTERACTIVE VIDEOS IN LANGUAGE EDUCATION (App Review)

TOUCH AND GESTURE-BASED LANGUAGE LEARNING SOME POSSIBLE AVENUES FOR RESEARCH AND CLASSROOM PRACTICE

PROMOTING LEARNER AUTONOMY THROUGH SCHOOLOGY M-LEARNING PLATFORM IN AN EAP CLASS AT AN INDONESIAN UNIVERSITY

50LANGUAGES: A MOBILE LANGUAGE LEARNING APPLICATION (App Review)

Building Tasks with Instant Messaging Apps

Mobile-assisted ESP learning in technical education

Rethinking Learning Engagement with Gen Z Students

Aesthetic Literacy: Observable Phenomena And Pedagogical Applications For Mobile Lifelong Learning (MLLL)

Coherence Model of Instruction

Stosowanie kodów QR w stymulowaniu edukacji matematycznej i informatycznej

Edukacja mobilna – czy jesteśmy na to gotowi?

Training of higher education applicants through internet usage with the specialization in “Christian Pedagogy”