This series of Open University reports explores new forms of teaching, learning, and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This eleventh report (2023) proposes another ten... more
This series of Open University reports explores new forms of teaching, learning, and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This eleventh report (2023) proposes another ten innovations. To produce the report, a group of academics at the Institute of Educational Technology in The Open University, UK, collaborated with researchers from the University of Cape Town, South Africa. A long list of pedagogical innovations was proposed by the authors and then, through a process involving critique, research, and voting, pared down to ten that have the potential to provoke major shifts in educational practice. Finally, ten sketches of these innovative pedagogies were compiled, based on a review of published studies and other sources.
Research Interests: Educational Technology, Teacher Education, Learning and Teaching, Pedagogy, Teachers' professional development, and 10 moreMetaverse, Innovative approaches to education, Entrepreneurship Education, Future of Education, Innovative teaching and learning approach, Educational Podcasting, Challenge based learning, Future of higher education, Future of Education and Education in the Future, and Innovative Approaches In Teaching
MOBILE LEARNING REVOLUTION: IMPLICATIONS FOR LANGUAGE PEDAGOGY Agnes Kukulska-Hulme, Helen Lee and Lucy Norris Abstract Mobile technologies including cell phones and tablets are a pervasive feature of everyday life with potential impact... more
MOBILE LEARNING REVOLUTION: IMPLICATIONS FOR LANGUAGE PEDAGOGY
Agnes Kukulska-Hulme, Helen Lee and Lucy Norris
Abstract
Mobile technologies including cell phones and tablets are a pervasive feature of everyday life with potential impact on teaching and learning. “Mobile pedagogy” may seem like a contradiction in terms, since mobile learning often takes place physically beyond the teacher’s reach, outside the walls of the classroom. While pedagogy implies careful planning, mobility exposes learners to the unexpected. A thoughtful pedagogical response to this reality involves new conceptualizations of what is to be learnt and new activity designs. This approach recognizes that learners may act in more self-determined ways beyond the classroom walls, where online interactions and mobile encounters influence their target language communication needs and interests. The chapter sets out a range of opportunities for out-of-class mobile language learning that give learners an active role and promote communication. It then considers the implications of these developments for language content and curricula and the evolving roles and competences of teachers.
Keywords
Mobile language learning; mobile pedagogy; learner autonomy; smartphones; tablets
Agnes Kukulska-Hulme, Helen Lee and Lucy Norris
Abstract
Mobile technologies including cell phones and tablets are a pervasive feature of everyday life with potential impact on teaching and learning. “Mobile pedagogy” may seem like a contradiction in terms, since mobile learning often takes place physically beyond the teacher’s reach, outside the walls of the classroom. While pedagogy implies careful planning, mobility exposes learners to the unexpected. A thoughtful pedagogical response to this reality involves new conceptualizations of what is to be learnt and new activity designs. This approach recognizes that learners may act in more self-determined ways beyond the classroom walls, where online interactions and mobile encounters influence their target language communication needs and interests. The chapter sets out a range of opportunities for out-of-class mobile language learning that give learners an active role and promote communication. It then considers the implications of these developments for language content and curricula and the evolving roles and competences of teachers.
Keywords
Mobile language learning; mobile pedagogy; learner autonomy; smartphones; tablets
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The book documents the most innovative projects in context-aware mobile learning in order to develop a richer theoretical understanding of learning in mobile-connected societies. Context-aware mobile learning takes advantage of cell... more
The book documents the most innovative projects in context-aware mobile learning in order to develop a richer theoretical understanding of learning in mobile-connected societies. Context-aware mobile learning takes advantage of cell phone, mobile and pervasive personal technologies to design learning experiences that exploit the richness of both indoor and outdoor environments.
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Mobile-assisted language learning (MALL) research includes examination and development of second language learners' cognitive and metacognitive self-regulated learning skills, but the affective learning component of self-regulation in... more
Mobile-assisted language learning (MALL) research includes examination and development of second language learners' cognitive and metacognitive self-regulated learning skills, but the affective learning component of self-regulation in this context remains largely unexplored. Support for affective learning, which is defined by learners' beliefs, attitudes, and emotions, has been shown to influence learners' cognitive processes, performance, and engagement considerably, and is therefore critical to promote and foster throughout the learning process. This paper defines the importance of supporting affect in MALL, sets out a theoretical perspective on supporting affective self-regulation in MALL, and elaborates on what designers and teachers can do to facilitate affective development through the use of mobile technology, learning analytics, and artificial intelligence. It examines and further delineates the role of affective computing and the role of the teacher in fully har...
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The authors have undertaken a combination of theoretical analysis together with reflection on a range of practical applications and explorations of mobile, social and open learning, over the years, leading them to the conclusion that a... more
The authors have undertaken a combination of theoretical analysis together with reflection on a range of practical applications and explorations of mobile, social and open learning, over the years, leading them to the conclusion that a new language learning paradigm, Mobile Open Social Language Learning (MOSLL), is required. MOSLL is based upon the following axiom: In most societies today, characterized by permanent, ubiquitous and pervasive connectedness and mobility, language and learning and digital technology are no longer separate or discrete; they are simply and merely manifestations and aspects of the way things are now. The consequences of articulating this paradigm should be the formulation of the associated research agenda, the scholarly community and the foundational texts that are part of it. The authors have already started this process in the SWITCHED-ON project and other related work and projects.
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This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This sixth report proposes ten innovations that are already in currency... more
This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This sixth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE). Themes: • Big-data inquiry: thinking with data • Learners making science • Navigating post-truth societies • Immersive learning • Learning with internal values • Student-led analytics • Intergroup empathy • Humanistic knowledge-building communities • Open Textbooks • Spaced Learning
Research Interests: Sociology and Excellence
The concept of paradigms gives us the capacity to look analytically at historical scientific and intellectual episodes in a broader framework. It does however potentially also give us the capacity to look more analytically at contemporary... more
The concept of paradigms gives us the capacity to look analytically at historical scientific and intellectual episodes in a broader framework. It does however potentially also give us the capacity to look more analytically at contemporary scientific and intellectual activity and make conjectures and predictions. This paper looks at various contemporary pedagogic paradigms, including language learning and mobile learning, and suggests both their failings and then their replacement by an over-arching pedagogic paradigm more suited to societies permeated by personal digital technologies. This might be called the mobility, learning and language paradigm. The paper uses these examples as a way of exploiting paradigmatic thinking in order to catalyse intellectual progress.
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Mobile learning, or m-learning, is a personal, unobtrusive, spontaneous,“anytime, anywhere” way to learn and to access educational tools and material that enlarges access to education for all. It reinforces learners' sense of... more
Mobile learning, or m-learning, is a personal, unobtrusive, spontaneous,“anytime, anywhere” way to learn and to access educational tools and material that enlarges access to education for all. It reinforces learners' sense of ownership of the learning experience, offering them flexibility in how, when and where they learn. In developing countries, mobile technologies potentially deliver education without dependence on an extensive traditional communications infrastructure, leapfrogging some of the intervening development phases ...
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Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online's data policy on reuse of materials please consult the... more
Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online's data policy on reuse of materials please consult the policies page.
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ABSTRACT
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The paper reports on research concerned with learners’ uses of mobile technologies based on an international survey that targeted students registered in selected master’s and doctoral programmes in Australia, Hong Kong, Portugal, Sweden,... more
The paper reports on research concerned with learners’ uses of mobile technologies based on an international survey that targeted students registered in selected master’s and doctoral programmes in Australia, Hong Kong, Portugal, Sweden, and the United Kingdom. The survey findings were enriched by local knowledge, as the authors administered questionnaires in their own countries. The research gives an account of uses of handheld devices by students from departments of education, educational technology, engineering, and information technology in the domains of learning, work, social interaction and entertainment. The paper illuminates learners’ choices in the midst of evolving social practices, and challenges the common preconception that mobile devices are not suitable for academic study. In today’s global education marketplace, educators must know the technology habits and expectations of their students, including those from other countries. Knowing about students’ previous practic...
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Disadvantaged young people in low-resource countries are less likely to complete their education or to progress to higher levels, which means that their upward mobility can be severely constrained. Versatile technologies such as... more
Disadvantaged young people in low-resource countries are less likely to complete their education or to progress to higher levels, which means that their upward mobility can be severely constrained. Versatile technologies such as smartphones, when combined with an ability to use the English language, can facilitate access to learning resources, thereby helping to support young people's education where the school facilities and local teaching resources are often insufficient and may reinforce existing inequalities. However, technology access and usage vary, and linguistic or other barriers to effective engagement are multifaceted. To gain a deeper understanding of the role of languages and technologies, our research project collected first-hand accounts of the educational experiences of marginalized young people aged 13–15, their parents and teachers in harder-to-reach urban and rural settings, in four low-income countries in Africa and Asia. The research investigated perspectives...
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Learning a second language is a challenging endeavour which requires various degrees of support. The proliferation of smart technologies includes chatbots and conversational agents which have the potential to ‘assist’ language learners... more
Learning a second language is a challenging endeavour which requires various degrees of support. The proliferation of smart technologies includes chatbots and conversational agents which have the potential to ‘assist’ language learners (Kukulska-Hulme, 2019). However, whilst a growing number of researchers and developers are working on such intelligent assistants across different disciplines, little is known about their application to language learning. The aim of this project was to review relevant research literature over a ten-year period (2010-2020) in order to uncover the capabilities and limitations of Intelligent Assistants (IAs) in relation to language learning. Results suggest that IAs can assist learners in a variety of ways, including provision for conversation and pronunciation practice. These tools can also fail to comprehend meaning or accented pronunciation. The analysis highlighted gaps in research around skills development, task design, pedagogy, and the use of chat...
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As in other areas of education where the possibilities offered by mobile learning are being increasingly investigated, there is a growing body of research in the field of Mobile Assisted Language Learning (MALL). The collection of papers... more
As in other areas of education where the possibilities offered by mobile learning are being increasingly investigated, there is a growing body of research in the field of Mobile Assisted Language Learning (MALL). The collection of papers in this volume addresses secondary and tertiary education, mobile devices and mobility of learners. The authors describe both the successes and challenges they faced, and consider some of the barriers to the adoption of MALL. Sufficient research has been carried out for MALL to have been identified as separate from computer assisted language learning (CALL). Within this special issue, Kukulska-Hulme and Shield provide an overview of studies that have been carried out in the last six years or so, and the move from content delivery to supported collaboration and interaction
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The previous chapters explored design in different disciplinary contexts. This chapter looks at how new technical opportunities can change what is considered effective in pedagogic design. There is much interest in the possibility that... more
The previous chapters explored design in different disciplinary contexts. This chapter looks at how new technical opportunities can change what is considered effective in pedagogic design. There is much interest in the possibility that mobile and wireless technologies can support greater choice in how learners engage with learning activities, and, from the educator's point of view, that this might enable more flexible approaches to learning design. Developments in mobile learning could therefore have a significant impact on learning ...
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The emerging paradigm of mobile open social learning for languages (MOSL4L) integrates the three elements of mobile, open and social, and in so doing it creates the idea of a conceptually different language learning space. It is a space... more
The emerging paradigm of mobile open social learning for languages (MOSL4L) integrates the three elements of mobile, open and social, and in so doing it creates the idea of a conceptually different language learning space. It is a space full of opportunity and challenge, relevant to a post-pandemic world in which we are looking for ways to build back better. The paper discusses tensions between formal and informal language learning and the nature of learning outcomes in MOSL4L. It focuses on the needs of individuals while also considering the characteristics of the virtual spaces in which they participate. It highlights the potential of micro experiences and learning moments as structures that are well aligned with MOSL4L. It suggests developments in language curricula to take account of communication challenges being identified in the contemporary world. Many more new learning designs and software architectures will have to be developed to match the possibilities generated by the M...
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This concise collection critically reflects on mobile assisted language learning research across educational stages, from early childhood through to university settings. // The volume traces the development of MALL practices through... more
This concise collection critically reflects on mobile assisted language learning research across educational stages, from early childhood through to university settings. // The volume traces the development of MALL practices through researchers' and teachers\u2019 efforts to make sense of the impact of mobile technologies on formal and informal second language learning and development. The chapters explore a range of topics around mobile learning design, implementation, and affordances across different educational and geographic contexts, drawing on both qualitative and quantitative perspectives. In so doing, the book creates a broader conversation around the importance of continuity in the successful integration of MALL practices into L2 learning curricula across the educational lifespan. // This book will appeal to students and scholars in applied linguistics and language teaching and learning, especially to those with a specific interest in mobile technologies
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Growing numbers of newcomers arrive in cities across the globe as temporary visitors or for longer periods of time. They often face communication challenges and need to learn a new language or improve their knowledge quickly. The article... more
Growing numbers of newcomers arrive in cities across the globe as temporary visitors or for longer periods of time. They often face communication challenges and need to learn a new language or improve their knowledge quickly. The article considers the domain of language learning for social integration and inclusion, what it means to be a newcomer to a city, and the role of mobile technologies in advancing a more personal approach to language learning. Mobile learning research explores innovative and practical solutions to the specific challenges faced by newcomers, and it revives, develops or reinterprets pedagogical methods and underlying learning theories. To illustrate this, three research projects conducted at The Open University, UK, focusing on migrants’ learning with mobile apps, are presented and reflected upon. Mobile learning experiences deliberately designed for newcomers to a city can support them in everyday language learning and in their efforts to explore their new en...
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This paper aims to help education stakeholders consider how mobile learning can contribute to improving language teaching and learning by facilitating personalized learning. A high-level overview of mobile learning is presented and the... more
This paper aims to help education stakeholders consider how mobile learning can contribute to improving language teaching and learning by facilitating personalized learning. A high-level overview of mobile learning is presented and the role of personalization in mobile learning is explained. A number of case studies illustrate salient aspects of mobile personalized learning from research and practice. In the final section, considerations for policy and practice are discussed.
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An interview article with Agnes Kukulska-Hulme, covering the meaning of mobile learning, its relationship to other types of technology-supported learning, the role of students and the impact on teachers. A section of the interview deals... more
An interview article with Agnes Kukulska-Hulme, covering the meaning of mobile learning, its relationship to other types of technology-supported learning, the role of students and the impact on teachers. A section of the interview deals with applications in foreign language acquisition and other disciplines. Finally there are reflections on successful implementations, institutional issues, and the role of research in informing practice and policy development.
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A lack of familiarity with task design for Mobile Assisted Language Learning (MALL) on the part of pre-service English teachers contrasts with the substantial body of research exploring its potential benefits. The Mobile Pedagogy for... more
A lack of familiarity with task design for Mobile Assisted Language Learning (MALL) on the part of pre-service English teachers contrasts with the substantial body of research exploring its potential benefits. The Mobile Pedagogy for English Language Teaching project, funded by a grant from the British Council Research Partnership scheme in 2014-15, sought to address this issue by providing a pedagogical framework for the design of MALL that is in tune with the wider world of informal learning outside the classroom. The first author has also worked with European language and subject teachers on EU-funded CPD. This chapter draws upon insights gained from the project and from working with the teachers. We provide examples of adaptable tasks for collaborative, collegiate action research and planning, and guidelines for CPD and training. Finally we suggest areas and directions for future work.
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Reflections on the relationship between mobile technologies and education, with particular attention to the results obtained by some experimental studies on mobile learning. Is analyzed Usability 'mobile devices in distance education.
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Mobile Assisted Language Learning (MALL) literature tends to focus on formal learning contexts, but in so doing, the research may overlook some of the rich variety of mobile language learning and rehearsal taking place in informal... more
Mobile Assisted Language Learning (MALL) literature tends to focus on formal learning contexts, but in so doing, the research may overlook some of the rich variety of mobile language learning and rehearsal taking place in informal settings. Informal uses of personal technologies call for a deeper examination of the notion of assistance, which may be built into mobile systems, environments and application designs and also provided by many different people. The chapter reviews relevant literature relating to mobile assistance with special consideration of individual learner requirements and the important challenge of supporting informal learning among migrants. The author considers how the notion of assistance may be extended so that learners not only benefit from assistance but they are also empowered to help themselves and others. A classification of assistance for mobile language learning and communication support is proposed. The idea that a handheld device can offer ‘personal ass...
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The SWITCHED-ON project (FFI2011-29829) focusses on the boundaries between mobile, open and social learning as a framework for acquiring languages (Read et al., 2017). Of all the areas of knowledge that could be developed using these... more
The SWITCHED-ON project (FFI2011-29829) focusses on the boundaries between mobile, open and social learning as a framework for acquiring languages (Read et al., 2017). Of all the areas of knowledge that could be developed using these approaches, it is argued that language learning is particularly appropriate because the target language in question is both the object of study and the communicative vehicle used for the learning process. For open social language learning to be effective, it is argued by the authors that it should mobilise the student population in such a way that they not only modify and generate content relevant to their own learning activities but also contribute to the refinement of that developed by their peers and harness such work as part of their overall communicative process in the target language. While this “pedagogic generosity” may appear to be a natural part of the learning process for those who have tried it, the authors’ experience is that it is not natu...
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This qualitative research study focuses on how experienced online learners self-direct their learning while engaging in a MOOC delivered on the FutureLearn platform. Self-directed learning is an important concept within informal learning... more
This qualitative research study focuses on how experienced online learners self-direct their learning while engaging in a MOOC delivered on the FutureLearn platform. Self-directed learning is an important concept within informal learning and online learning. This study distinguishes itself from previous MOOC learner studies, by reporting the self-directed learning using a bottom-up approach. By looking at self-reported learning logs and interview transcripts an in-depth analysis of the self-directed learning is achieved. The data analysis used constructed grounded theory [1], which aligns with the bottom-up approach where the learner data is coded and investigated in an open, yet evidence-based way, leaving room for insights to emerge from the learner data. The data corpus is based on 56 participants following three FutureLearn MOOCs, providing 147 learning logs and 19 semi-structured one-on-one interviews with a selection of participants. The results show five specific areas in whi...
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Many adult second and foreign language learners have insufficient opportunities to engage in language learning. However, their successful acquisition of a target language is critical for various reasons, including their fast integration... more
Many adult second and foreign language learners have insufficient opportunities to engage in language learning. However, their successful acquisition of a target language is critical for various reasons, including their fast integration in a host country and their smooth adaptation to new work or educational settings. This suggests that they need additional support to succeed in their second language acquisition. We argue that such support would benefit from recent advances in the fields of mobile-assisted language learning, self-regulated language learning, and learning analytics. In particular, this paper offers a conceptual framework, mobile-assisted language learning through learning analytics for self-regulated learning (MALLAS), to help learning designers support second language learners through the use of learning analytics to enable self-regulated learning. Although the MALLAS framework is presented here as an analytical tool that can be used to operationalise the support of...
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This article reports on the implementation of online project-based language learning in a non-formal educational context. Project-based learning may enable additional out-of-class language practice and digital technologies can support... more
This article reports on the implementation of online project-based language learning in a non-formal educational context. Project-based learning may enable additional out-of-class language practice and digital technologies can support this activity, but little is known about whether learners will participate. Twenty-one tertiary learners from across Indonesia used multiple Web 2.0 tools to collaboratively create English learning materials for children as a project over the course of four weeks. Online data, learners' reflections, and interviews were analysed using content analysis. The study explores participation levels among learners and their teacher. Findings suggest that while learners' participation varied considerably, the teacher's participation was consistently the highest in all platforms except Google Docs. Learners had different attitudes towards their own and their peers' contribution, but generally valued the teacher's participation.
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A keynote delivered at the 1st mInclusion conference held in Gothenburg, Sweden, 12-13 June 2017. The key concern is supporting newly arrived migrants through smartphone services for everyday language learning to encourage social... more
A keynote delivered at the 1st mInclusion conference held in Gothenburg, Sweden, 12-13 June 2017. The key concern is supporting newly arrived migrants through smartphone services for everyday language learning to encourage social inclusion. It includes overviews of the MASELTOV and SALSA projects which focused on informal language learning in city environments, supported by smartphones and beacons. There are also recommendations for designs to support migrants' language learning.
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Keynote delivered at ICOFE 2015 in Hong Kong. The title refers to informal language learning enabled by mobile technologies across the city and also to the idea that immigrants learning a new language should not be seen as merely in need... more
Keynote delivered at ICOFE 2015 in Hong Kong. The title refers to informal language learning enabled by mobile technologies across the city and also to the idea that immigrants learning a new language should not be seen as merely in need of assistance (learning how to ask for help) but also as people who are potentially able to offer help to established citizens and to one another (learning how to become a helpful citizen).
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We have come a long way since mobile phones and other portable devices were first used in education. Mobile learning is still controversial yet its growth is seemingly unstoppable, exploiting powerful combinations of small devices, ready... more
We have come a long way since mobile phones and other portable devices were first used in education. Mobile learning is still controversial yet its growth is seemingly unstoppable, exploiting powerful combinations of small devices, ready access, learner generated content and always-on connectivity. It holds the promise of a more compassionate world where learning differently can be directly for the benefit of others. The talk makes special reference to mobile language learning, a land of opportunity where human ingenuity prevails and where you can witness all the joys and perils of learning on the move.
This chapter examines the contemporary landscape of linguistic and cultural superdiversity in relation to online, and especially mobile, learning. Current institutional educational practices are largely predicated on students’ induction... more
This chapter examines the contemporary landscape of linguistic and cultural superdiversity in relation to online, and especially mobile, learning. Current institutional educational practices are largely predicated on students’ induction into standard national languages, but this is at odds with sociocultural trends towards superdiversity, sociolinguistic trends towards translanguaging, and socio-technological trends towards the integration of contextual mobile technologies into everyday communication. We consider the opportunities and challenges inherent in the use of online and mobile technologies to support culturally and linguistically diverse educational experiences, and to prepare students for effective communication in a world increasingly oriented towards superdiversity and translanguaging.
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We consider how smartphones can trigger location specific learning resources to support adults learning languages when out and about, with reference to two of our projects, MASELTOV and SALSA. There has been increased interest in... more
We consider how smartphones can trigger location specific learning resources to support adults learning languages when out and about, with reference to two of our projects, MASELTOV and SALSA.
There has been increased interest in exploring the potential of ‘smart cities’ – urban environments with high-tech infrastructures – to support learning. We look at an example, the SALSA project, where a combination of smartphones, location-based technologies and learning resources has been used to prompt language learners, and to understand whether this motivates them to extend their learning.
There has been increased interest in exploring the potential of ‘smart cities’ – urban environments with high-tech infrastructures – to support learning. We look at an example, the SALSA project, where a combination of smartphones, location-based technologies and learning resources has been used to prompt language learners, and to understand whether this motivates them to extend their learning.
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A lack of familiarity with task design for Mobile Assisted Language Learning (MALL) on the part of pre-service English teachers contrasts with the substantial body of research exploring its potential benefits. The Mobile Pedagogy for... more
A lack of familiarity with task design for Mobile Assisted Language Learning (MALL) on the part of pre-service English teachers contrasts with the substantial body of research exploring its potential benefits. The Mobile Pedagogy for English Language Teaching project, funded by a grant from the British Council Research Partnership scheme in 2014-15, sought to address this issue by providing a pedagogical framework for the design of MALL that is in tune with the wider world of informal learning outside the classroom. The first author has also worked with European language and subject teachers on EU-funded CPD. This chapter draws upon insights gained from the project and from working with the teachers. We provide examples of adaptable tasks for collaborative, collegiate action research and planning, and guidelines for CPD and training. Finally we suggest areas and directions for future work.
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Mobile technologies including cell phones and tablets are a pervasive feature of everyday life with potential impact on teaching and learning. “Mobile pedagogy” may seem like a contradiction in terms, since mobile learning often takes... more
Mobile technologies including cell phones and tablets are a pervasive feature of everyday life with potential impact on teaching and learning. “Mobile pedagogy” may seem like a contradiction in terms, since mobile learning often takes place physically beyond the teacher's reach, outside the walls of the classroom. While pedagogy implies careful planning, mobility exposes learners to the unexpected. A thoughtful pedagogical response to this reality involves new conceptualizations of what is to be learned and new activity designs. This approach recognizes that learners may act in more self-determined ways beyond the classroom walls, where online interactions and mobile encounters influence their target language communication needs and interests. The chapter sets out a range of opportunities for out-of-class mobile language learning that give learners an active role and promote communication. It then considers the implications of these developments for language content and curricula and the evolving roles and competences of teachers.
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This exploratory paper picks up elements from the European Commission’s educational vision and philosophy behind Opening up Education, the resulting initiative of the OpenupEd.eu MOOC platform and takes this as a starting point... more
This exploratory paper picks up elements from the European Commission’s educational vision and philosophy behind Opening up Education, the resulting initiative of the OpenupEd.eu MOOC platform and takes this as a starting point to look at potential challenges for developing MOOCs that include vulnerable learner groups. In order to align the future conceptualization of MOOCs with the vision and philosophy of Europe, potential tensions of contemporary and future education are listed. The current dichotomy of xMOOC and cMOOC are used to mark some of the unexplored MOOC territory. Practical answers to contemporary, ICT supported educational challenges are provided as options to fuel the debate. The challenges and options for future online education initiatives are based on insights and ideas of international scholars and researchers reflecting on potential barriers for learners and online education. This paper aims to stimulate discussion of the potential for new educational technologies to ensure social inclusion for virtual and physical vulnerable learner groups.
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'Critical questions for open educational practices' is a special issue of the journal Distance Education (41/2, 2020, https://www.tandfonline.com/toc/cdie20/41/2). On 16 June 2020 an 'issue launch webinar' was hosted by ODLAA featuring... more
'Critical questions for open educational practices' is a special issue of the journal Distance Education (41/2, 2020, https://www.tandfonline.com/toc/cdie20/41/2).
On 16 June 2020 an 'issue launch webinar' was hosted by ODLAA featuring the special issue editors and authors. The recording is available here: https://youtu.be/32O9eTRfRW4
The slides also contain the links the published versions and the open access accepted versions of each paper.
Moderator: Som Naidu
Guest editors: Suzan Koseoglu, Aras Bozkurt and Leo Havemann
Contributing authors: Taskeen Adam / Shironica Karunanayaka & Som Naidu / Evrim Baran & Dana AlZoubi / Marcelo Maina, Gema Santos, Federica Mancini & Lourdes Guàrdia / Kyungmee Lee / Remi Kalir / Helene Pulker & Agnes Kukulska-Hulme / Conchúr MacLochlainn, Mairéad Nic Giolla Mhichíl, Elaine Beirne & Mark Brown / Beck Pitt, Katy Jordan, Beatriz de los Arcos, Robert Farrow & Martin Weller / Benjamin Croft & Monica Brown
On 16 June 2020 an 'issue launch webinar' was hosted by ODLAA featuring the special issue editors and authors. The recording is available here: https://youtu.be/32O9eTRfRW4
The slides also contain the links the published versions and the open access accepted versions of each paper.
Moderator: Som Naidu
Guest editors: Suzan Koseoglu, Aras Bozkurt and Leo Havemann
Contributing authors: Taskeen Adam / Shironica Karunanayaka & Som Naidu / Evrim Baran & Dana AlZoubi / Marcelo Maina, Gema Santos, Federica Mancini & Lourdes Guàrdia / Kyungmee Lee / Remi Kalir / Helene Pulker & Agnes Kukulska-Hulme / Conchúr MacLochlainn, Mairéad Nic Giolla Mhichíl, Elaine Beirne & Mark Brown / Beck Pitt, Katy Jordan, Beatriz de los Arcos, Robert Farrow & Martin Weller / Benjamin Croft & Monica Brown