The publication provides an analysis of twelve case studies involving schools in England that wer... more The publication provides an analysis of twelve case studies involving schools in England that were using Tablet PCs. The analysis is complemented by brief individual reports describing aspects of how each of these schools was using Tablet PCs.
This paper reviews work on using mobile devices in informal situations for collaborative learning... more This paper reviews work on using mobile devices in informal situations for collaborative learning in science. We review current work in the area, report on some preliminary observational studies and look at the implications of the appropriation of such mobile tools for future developments. We report on different scenarios of use.
... Introducing Tablet PCs in schools - a national study - some lessons learned. Ralston, J.; Coo... more ... Introducing Tablet PCs in schools - a national study - some lessons learned. Ralston, J.; Cooke, D.; Twining, P.; Dillon, G.; Evans, D.; Jones, A.; Kukulska-Hulme, A.; McAndrew, P.; Scanlon, E.; Selwood, I.; Sheehy, K. and Underwood, J. (2006). ... Depositing User: Wendy Hunt. ...
Supporting learning across different contexts can be challenging. Defining formal, informal and n... more Supporting learning across different contexts can be challenging. Defining formal, informal and nonformal learning is the subject of continuing debate as each can be difficult to describe. We report on a study that evaluated the effectiveness of a Personal Inquiry toolkit on supporting personal inquiries into the sustainability of the food cycle, carried out across the contexts of home and an after school club in a UK secondary school. The toolkit consisted of a web-based Sustainability Investigator that could be accessed from any ...
Most of the literature on mobile language learning is located in classroom contexts, and often co... more Most of the literature on mobile language learning is located in classroom contexts, and often concerns the use of resources developed by teachers or researchers. However, we also need to understand learner initiated practices, in informal as well as formal settings, where mobile language learners are increasingly using digital resources. In this paper, we focus on the emerging practices of students learning languages at a distance. Adult students of five languages at different levels were surveyed about using their mobile devices to support their learning as well as their motivations in doing so. We also draw on eight follow-up interviews. We discuss the learners’ preferred activities, the resources and apps that they use, and also their motivations for their mobile language practices. These distance learners are very aware of how their devices provide them with high exposure to their target language and the importance of such exposure. They also use their mobile devices to introdu...
This deliverable is the second of three reporting on the comparative evaluation of MAZI pilots (D... more This deliverable is the second of three reporting on the comparative evaluation of MAZI pilots (Deliverable 3.9). To date, the MAZI pilots have experimented with using various interventions for engaging their publics with DIY networking and the use of the MAZI toolkit. This has involved the interdisciplinary working of research and community partners who have made a sterling effort to find effective ways of engaging publics in meaningful ways. In this deliverable (D3.9) we define our analysis methodology. This builds on the logic set out in the previous version (Deliverable 3.8, delivered M14). A participatory action research approach helps ensure we recognise and value the impact of factors such as staggered timelines, diverse contexts and the rich variety of academic disciplines and practitioner fields. We provide an account of the analysis methodology, provide some examples of its use for evaluating the pilots’ design methodology. Completion of the analysis will be carried out in...
In line with many other institutions, the Open University is responding to the demands of new tec... more In line with many other institutions, the Open University is responding to the demands of new technologies by producing not only courses which teach about the use of microelectronics but also training courses aimed at teachers using micros in schools, both as tools to aid learning and to teach programming concepts. If we are going to make a reasonable job of teaching programming concepts, we must consider how programming is learnt; and, if a major audience is that of beginners, then we need to look at how novices learn their first programming language. This chapter discusses a study of how novices begin to learn programming in an environment which has been designed to tackle the thorny problem of teaching novices programming at a distance. It is concerned with the detailed investigation of students' learning, and producing models of that learning. The end point here is to use these models to improve instructional materials for teaching at a distance.
This paper is concerned with affective issues in learning technologies in a collaborative context... more This paper is concerned with affective issues in learning technologies in a collaborative context. Traditionally in learning there has been a division between cognition and affect: where cognition is concerned with skills and processes such as thinking and problem-solving and affect with emotional areas such as motivation, attitudes, feelings. Affective issues have been viewed as somewhat problematic in studying learning, so although it is well known that learner attitude, motivation, and emotional state are very important, they have often been excluded from the frame of research, or studied separately from cognitive learning. This position is gradually changing and this paper considers what previous research has been conducted in these areas. It discusses the role of affective factors in three main areas of collaboration: in settings where learners are co-located, in on-line communities and to support and develop socio-emotional skills. It considers relevant developments in these areas, what the outcomes have been and suggests important
Abstract 1. Explores the role of computers in children's emotional and socia... more Abstract 1. Explores the role of computers in children's emotional and social functioning, especially for those who have problems in these areas and for whom such difficulties may hinder their educational development and progress. Reported is a study investigating the ...
The publication provides an analysis of twelve case studies involving schools in England that wer... more The publication provides an analysis of twelve case studies involving schools in England that were using Tablet PCs. The analysis is complemented by brief individual reports describing aspects of how each of these schools was using Tablet PCs.
This paper reviews work on using mobile devices in informal situations for collaborative learning... more This paper reviews work on using mobile devices in informal situations for collaborative learning in science. We review current work in the area, report on some preliminary observational studies and look at the implications of the appropriation of such mobile tools for future developments. We report on different scenarios of use.
... Introducing Tablet PCs in schools - a national study - some lessons learned. Ralston, J.; Coo... more ... Introducing Tablet PCs in schools - a national study - some lessons learned. Ralston, J.; Cooke, D.; Twining, P.; Dillon, G.; Evans, D.; Jones, A.; Kukulska-Hulme, A.; McAndrew, P.; Scanlon, E.; Selwood, I.; Sheehy, K. and Underwood, J. (2006). ... Depositing User: Wendy Hunt. ...
Supporting learning across different contexts can be challenging. Defining formal, informal and n... more Supporting learning across different contexts can be challenging. Defining formal, informal and nonformal learning is the subject of continuing debate as each can be difficult to describe. We report on a study that evaluated the effectiveness of a Personal Inquiry toolkit on supporting personal inquiries into the sustainability of the food cycle, carried out across the contexts of home and an after school club in a UK secondary school. The toolkit consisted of a web-based Sustainability Investigator that could be accessed from any ...
Most of the literature on mobile language learning is located in classroom contexts, and often co... more Most of the literature on mobile language learning is located in classroom contexts, and often concerns the use of resources developed by teachers or researchers. However, we also need to understand learner initiated practices, in informal as well as formal settings, where mobile language learners are increasingly using digital resources. In this paper, we focus on the emerging practices of students learning languages at a distance. Adult students of five languages at different levels were surveyed about using their mobile devices to support their learning as well as their motivations in doing so. We also draw on eight follow-up interviews. We discuss the learners’ preferred activities, the resources and apps that they use, and also their motivations for their mobile language practices. These distance learners are very aware of how their devices provide them with high exposure to their target language and the importance of such exposure. They also use their mobile devices to introdu...
This deliverable is the second of three reporting on the comparative evaluation of MAZI pilots (D... more This deliverable is the second of three reporting on the comparative evaluation of MAZI pilots (Deliverable 3.9). To date, the MAZI pilots have experimented with using various interventions for engaging their publics with DIY networking and the use of the MAZI toolkit. This has involved the interdisciplinary working of research and community partners who have made a sterling effort to find effective ways of engaging publics in meaningful ways. In this deliverable (D3.9) we define our analysis methodology. This builds on the logic set out in the previous version (Deliverable 3.8, delivered M14). A participatory action research approach helps ensure we recognise and value the impact of factors such as staggered timelines, diverse contexts and the rich variety of academic disciplines and practitioner fields. We provide an account of the analysis methodology, provide some examples of its use for evaluating the pilots’ design methodology. Completion of the analysis will be carried out in...
In line with many other institutions, the Open University is responding to the demands of new tec... more In line with many other institutions, the Open University is responding to the demands of new technologies by producing not only courses which teach about the use of microelectronics but also training courses aimed at teachers using micros in schools, both as tools to aid learning and to teach programming concepts. If we are going to make a reasonable job of teaching programming concepts, we must consider how programming is learnt; and, if a major audience is that of beginners, then we need to look at how novices learn their first programming language. This chapter discusses a study of how novices begin to learn programming in an environment which has been designed to tackle the thorny problem of teaching novices programming at a distance. It is concerned with the detailed investigation of students' learning, and producing models of that learning. The end point here is to use these models to improve instructional materials for teaching at a distance.
This paper is concerned with affective issues in learning technologies in a collaborative context... more This paper is concerned with affective issues in learning technologies in a collaborative context. Traditionally in learning there has been a division between cognition and affect: where cognition is concerned with skills and processes such as thinking and problem-solving and affect with emotional areas such as motivation, attitudes, feelings. Affective issues have been viewed as somewhat problematic in studying learning, so although it is well known that learner attitude, motivation, and emotional state are very important, they have often been excluded from the frame of research, or studied separately from cognitive learning. This position is gradually changing and this paper considers what previous research has been conducted in these areas. It discusses the role of affective factors in three main areas of collaboration: in settings where learners are co-located, in on-line communities and to support and develop socio-emotional skills. It considers relevant developments in these areas, what the outcomes have been and suggests important
Abstract 1. Explores the role of computers in children's emotional and socia... more Abstract 1. Explores the role of computers in children's emotional and social functioning, especially for those who have problems in these areas and for whom such difficulties may hinder their educational development and progress. Reported is a study investigating the ...
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