The document discusses designing mobile technologies to help learners enact vocabulary learning trajectories. It describes a study where participants used an Android app called MiLexicon to capture and manage new vocabulary words. The learners then provided designs for improving the app, such as including checklists of learning strategies and adaptive prompting to complete strategies. Their designs suggested making the strategies editable and shareable among users to link to additional learning resources.

1. MALL 'in the wild': learners' designs for
scaffolding vocabulary learning trajectories
Joshua Underwood, Rosemary Luckin, Niall Winters

2. Riemann (2013) learning trajectories
Lantolf (2011) connect experienced senses with concept/meaning
Wong (2013) design instruction across settings - seamless learning
Benford et al (2009) canonical, participant, and historic trajectories
http://www.trajectorize.com
Gaved et al (2013) learning journeys
Experience & recount
an awkward situation
Why learning trajectories? learning doesn't happen all at once

3. Design Challenge?
How can mobile technology help learners enact vocabulary learning
trajectories?

4. Design Method
• Ecological (Luckin, 2010)
• Participatory
• Design 'in the wild' (Rogers, 2011)
• Technology Probe (Balaam, 2013)
• 6 participants
• 6 weeks to 6 months
• Usage logs, vocabulary records,
interviews, questionnaire
• Design workshop

5. MiLexicon Android app: The probe...

6. Usage varied...

7. Learners' Designs Help: capture | manage | learn

8. Developing a design
idea...
• Checklist of things to do with a
word to help understand, use, and
retain (strategies)
• Adaptable adaptive prompting to
enact strategies if not checked
• Strategies end-user editable
• And Shareable amongst users
• Strategies can link to resources

9. Summary
Why don't you look up 'awkward'
Provide adaptable adaptive
prompting for enactment of
'designed' learning trajectory
in www.wordreference.com
Design for end user re-design
(Fischer, 2013) - editable activity
suggestions
Make activity suggestions/learning
trajectory designs shareable
*once a day?
Why don't you...
My favourite is... Why
don't you imagine a
situation with awkward &
pink elephant?

10. ?
Thanks
twitter: @joshuau | josh.underwood@gmail.com |
www.linkedin.com/in/joshuaunderwood

11. References
• Balaam, M. (2013). Using Technology Probes to Understand the Educational Design Space. In Luckin, R., Puntambekar, S.,
Goodyear, P., Grabowski, B., Underwood, J., & Winters, N. (Eds.), Handbook of Design in Educational Technology (pp. 71-79). New
York: Routledge
• Benford, S., Giannachi, G., Koleva, B., & Rodden, T. (2009). From interaction to trajectories. In Proceedings of CHI 09 (pp. 709-718).
New York: ACM Press. doi:10.1145/1518701.1518812
• Fischer, G. (2013). Meta-Design: Empowering All Stakeholders as Co-Designers. In Luckin, R., Puntambekar, S., Goodyear, P.,
Grabowski, B., Underwood, J., & Winters, N. (Eds.), Handbook of Design in Educational Technology (pp.135-145). NY: Routledge
• Gaved, M., Kukulska-Hulme, A., Jones, A., Scanlon, E., Dunwell, I.,Lameras, P., & Akiki, O. (2013). Creating coherent incidental
learning journeys on mobile devices through feedback and progress indicators. In QScience Proceedings mLearn2013, 13–16
• Lantolf, J. P. (2011). Integrating sociocultural theory and cognitive linguistics in the second language classroom. Handbook of research
in second language teaching and learning, 2, 303-318.
• Luckin, R. (2010). Re-Designing Learning Contexts. London: Routledge.
• Reimann, P. (2013). Design-Based Research – Designing as Research. In Luckin, R., Puntambekar, S., Goodyear, P., Grabowski, B.,
Underwood, J., & Winters, N. (Eds.), Handbook of Design in Educational Technology (pp.135-145). New York: Routledge
• Rogers, Y. (2011). Interaction design gone wild: striving for wild theory. Interactions, 18(4), 58-62.
• Underwood, J., Luckin, R., Winters, N. (2012). Managing resource ecologies for mobile, personal and collaborative self-directed
language learning. Procedia - Social and Behavioral Sciences, 34, 226-229.
• Underwood, J. (2014). Seven Challenges for Open Mobile Vocabulary Learning. Proceedings Ikasnabar 2014.
http://www.researchgate.net/publication/263239027
• Wong, L. (2013). Analysis of students’ after-school mobile-assisted artifact creation processes in a seamless language learning
environment. Educational Technology & Society, 16(2), 198–211.