Technology-mediated teaching and learning

More than 300 million people use the gamified mobile-assisted language learning (MALL) application (app) Duolingo. The challenging tasks, reward incentives, systematic levels, and the ranking of users according to their achievements are just some of the elements that demonstrate strong gamifi- cation elements within this popular language learning appli- cation. This application’s pervasive reach, flexible functionality, and freemium business model has brought significant atten- tion to gamification in MALL. The present systematic review aims to summarize different methods, frameworks, settings, and research samples used to assess Duolingo’s design and impact on various learning outcomes. We carried out a com- plete database search for articles focused on the issues of design, application, and pedagogies in the use of Duolingo. Three hundred and sixty-seven records were initially found, and 35 of those were selected for final inclusion based on language choice, theoretical frameworks, design, sampling, data collection, and analyses (see Appendix 1 for full list). The results indicated that the majority of research from 2012-2020 was design-focused, quantitative in nature, and used non-probability sampling methods. The focus on app design marks an emphasis on the creation of tools rather than the process and outcomes of language learning from using these tools. Additional results revealed preferences for performance-based research questions, for English as lan- guage of choice in research, and for the USA as the most prominent context for Duolingo research studies. Furthermore, our review highlights research gaps specific to Duolingo, yet generalizable to other MALL applications. The results are useful to researchers seeking to assess, evaluate, and under- stand MALL, gamification, and Duolingo as well as to prac- titioners interested in utilizing MALL in formal and informal learning environments.

The present study was an attempt to explore the vocabulary learning strategy preferences among Iranian EFL learners. It also investigated the relationship between their vocabulary learning strategy use and vocabulary size. To this end, 90 Iranian EFL learners were selected as the participants of the study based on convenience sampling at Islamic Azad University, Kerman, Iran. The instrument used in the current study was Strategy Inventory for Language Learning (SILL) consisting of six different categories of vocabulary learning strategies. The other instrument was Nation's vocabulary size test which assessed the learners' lexical knowledge. In order to address the research questions, Freidman Test and Spearman Correlation were conducted. The results revealed that the most frequently used vocabulary learning strategy subgroup was metacognitive and the least frequent one was social strategy. Besides, no significant correlation was found between vocabulary size and vocabulary learning strategies except a small and reverse correlation between the vocabulary size and compensation strategy. The important implication of the study is that if students get aware of vocabulary learning strategies, they may develop their vocabulary size more easily and effectively.

Esports has generated an industry of increasing economic and cultural importance. In recent years, universities and other higher education institutions have responded to its growth by establishing programmes of study which aim to satisfy the needs of innovators operating in the area. However, there is not yet consensus on what an esports curriculum should include. Despite being a technology-driven sector with ethical and professional dimensions that intersect computing, current ACM and IEEE curricula do not mention esports. Furthermore, existing courses tend to provide teaching and training on a wide variety of topics aside from those traditionally in computer science. These include: live events management; psychological research; sports science; marketing; public relations; video (livestream) production; and community management; in addition to coaching and communication. This working group examined the requirements for developing esports studies at universities with a focus on understanding career prospects in esports and on the challenges presented by its interdisciplinary complexity. Thereby, paving the way for a framework to support the design of esports curricula in higher education.

As massive open online courses (MOOCs) increase, the large scale and heterogeneity of MOOC participants bring myriad significant design challenges. This exploratory mixed methods study explores 143 MOOC instructors’ considerations and challenges in designing MOOCs; 12 of whom were interviewed and had their courses analyzed. The survey, interview, and course review data revealed a variety of considerations and challenges in MOOC design in terms of pedagogy, resources, and logistics. Pedagogical considerations included learning objectives, assessment methods, course length, course content, flexibility, and collaborative learning support. Resource considerations included the affordance of MOOC platforms, support from the host institution and the platform, and the available intellectual and hardware resources. Logistical considerations included the amount of time instructors spent designing the MOOC. The obstacles included pedagogical challenges (e.g., engaging learners, increasing learner interaction, and limited assessment methods), resource challenges (e.g., limitations associated with the affordances of the platform), and logistical challenges (e.g., time limitations for designing and developing MOOCs). To address these challenges, the instructors often relied on reviewing other MOOCs. They also sought help from colleagues, their universities, and support personnel of the adopted platforms.

Keywords: massive open online courses (MOOCs), instructional design, design considerations, design challenges, MOOC instructors

Der Sammelband „Medien machen Geschichte. Neue Anforderungen an den geschichtsdidaktischen Medienbegriff im digitalen Wandel“ beinhaltet acht Beiträge der Tagung „Geschichtsdidaktische Medienverständnisse“, die im April 2014 an der Universität zu Köln stattfand. Mit seinem Beitrag „Medien machen Geschichte. Überlegungen zu Medienbegriffen des Geschichtslernens“ führt Christoph Pallaske in die Thematik des Mediums als Leitkategorie bei der Planung von Geschichtsunterricht ein. Er betont, wie wichtig die Reflektion über Medien und Medienbegriffe für das historische Denken und Lernen ist. Der digitale Wandel erfordere eine erneute Diskussion über die Begrifflichkeit „Medium“, seine Funktion für den Unterricht und seine Auswirkungen auf das Geschichtslernen.

In his article „Media make history. Thoughts on definitions of media when learning history“ Christoph Pallaske introduces the topic of the medium being the main category when planning history lessons. He emphasizes the importance of reflecting on media and definitions of media for historical thinking and learning. In his view, the digital change needs a new discussion of the term „medium“, its function for education and its effects on teaching history.

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The onset of the COVID-19 pandemic and the eventual closing of schools in March 2020 throughout the world caused major disruptions to the educational experience of all learners. Teaching and learning began to be organised and delivered from within the homes of educators. With little time to prepare and make the necessary arrangements to transfer devices from schools to teachers' homes, technological investment financed over several years remained largely idle behind the closed doors of school buildings. This paper looks at the experiences of teachers in primary and secondary schools in Malta as they rapidly shifted their work to online modes of teaching and learning during the first wave of COVID-19 pandemic. Data gathered through an online questionnaire captured the views of 407 Maltese educators, working with learners aged five to sixteen years. Through a series of open and closed-ended questions, interesting data was yielded on the approaches they were adopting to deliver learning. Findings indicate teachers used both real time and asynchronous approaches. Benefits and disadvantages of both systems emerged from their responses. Rich insights into the challenges educators faced with both modes of remote online instruction are outlined. Maltese teachers' voices on the support they received from their leaders and school authorities, and the ways they kept track of learning and learners during the times of COVID-19 are presented. The implications of how teachers and schools responded to the emergency shift to technology-mediated schooling, the influence of previous investment and training in the use of digital technologies and the impact on learners and learning are also explored.

Using digital technology to deliver content, connect learners, and enable anytime, anywhere learning is increasing, but keeping students engaged in technology-mediated learning is challenging.  Instructional practices that encourage greater engagement are essential if we are to effectively use digital instructional technologies.  To determine the impact of innovative instructional practices on learning, we need useful measures of student engagement.  These measures should be adaptable to the unique challenges to studying technology-mediated learning, such as when students learn at a distance or in a blended learning course.  In this review, we examine existing approaches to measure engagement in technology-mediated learning.  We identify strengths and limitations of existing measures and outline potential approaches to improve the measurement of student engagement.  Our intent is to assist researchers, instructors, designers, and others in identifying effective methods to conceptualize and measure student engagement in technology-mediated learning.

This study aims to seek the students' soft and hard skills practices through online learning activities. It also compares the practices among students residing in the city and rural areas. The online learning methods included group discussions, wall post discussions, video presentations, sharing resources, individual assignments, watching and commenting videos. In this study, a self-evaluation questionnaire on soft skills was distributed to 29 students in class language assessment. The findings revealed that students practiced overall soft skills and hard skills at a high level. Soft skills related to communication, numeracy, and teamwork were practiced at a medium level while students practicing IT, learning skills, and problem-solving were at a high level. None of the skills were practiced at a very high level. Meanwhile, students in the city practiced soft and hard skills significantly higher than those in rural areas. This study implied that full online learning could not give a vast opportunity for students to enhance their 21 st century skills, particularly for rural area students.