The Maseltov project (“Mobile Assistance for Social Inclusion and Empowerment of Immigrants with Persuasive Learning Technologies and Social Network Services”, http://www.maseltov.eu/ ) project recognises major risks for social exclusion of immigrants and identifies the potential of mobile services for promoting integration and cultural diversity in Europe.
The project intends to exploit the potential of mobile services for promoting integration and cultural diversity in Europe, and is focusing on support for immigrants with particular needs e.g. those who have not learned foreign languages, and who have a cultural background that contrasts with that of their host country.
We will present the first iteration of an incidental learning framework developed within the Maseltov project. This framework is intended to facilitate the coordination of existing technologies, content, pedagogies, processes and practices into learning services that can be used effectively by immigrants, their networks and mentors so as to increase immigrants’ ability to function in an unfamiliar society. When fully developed, the framework is intended to support the design of learning experiences which show
(i) how incremental, opportunistic, social and game-based learning can be applied to immigrants problems, (ii) which content areas can be offered and combined (from among language, culture, information access, mobility, health care, etc.), and (iii) which technologies are best suited for each type of content and interaction.
A full description of the Incidental Learning Framework is provided by Brasher et al (2012).
Brasher, Andrew; Dunwell, Ian; Akiki, Oula and Gaved, Mark (2012). MASELTOV Deliverable D7.1.1: Incidental Learning Framework. MASELTOV Consortium, Graz, Austria. http://oro.open.ac.uk/39524/1/MASELTOV_D7.1.1_2012-09-02_IncidentalLearningFramework_final.pdf
Designing and evaluating incidental learningAndrew Brasher
Presented at the CALRG Annual Conference, June 2015. http://www.open.ac.uk/research-groups/calrg/conferences/annual-conference
Abstract
Over the past three years we have been developing a framework intended to facilitate both the occurrence and evaluation of incidental learning. This work has been part of the MASELTOV project, supported by the European Commission, eInclusion programme FP7-ICT-7. The project intends to exploit the potential of mobile services for promoting integration and cultural diversity in Europe, and is focusing on support for immigrants with particular needs e.g. those who have not learned foreign languages, and who have a cultural background that contrasts with that of their host country.
The goal of the Incidental Learning Framework is to facilitate the creation of technology rich learning opportunities which emanate from incidental learning i.e. learning that is spontaneous and unplanned. As a design tool its use should encourage links and triggers to structured and reflective learning to back up and deepen learning that happens incidentally. The framework is a descriptive mechanism that enhances analysis and evaluation of incidental learning, and a generative tool to support discussions around software system design. It facilitates the communication of learning design ideas both visually and textually.
Initial work was presented at the CALRG conference in 2012, and the framework has been under development since that time (Brasher et al., 2012, Gaved et al., 2013, Kukulska-Hulme et al., in press). Development of the framework has included expert evaluation, and changes in response to data acquired from field trials of a mobile app intended to support language and cultural learning. In this paper we describe the development, use and evaluation of the framework to date, and reflect on lessons learnt.
Experiences of Collaborating and Learning through Collab3DWorld (iLRN 2015 Sh...Martha Kamvisi
iLRN 2015 Short Paper Presentation: Experiences of Collaborating and Learning through Collab3DWorld by Martha KAMVISI , Styliani KLEANTHOUS, and Louis NISIOTIS
Abstract:
Collaboration is an activity that is considered important during the learning process.
Good communication between group members is essential to achieve quality output.
Recently, virtual worlds gained excessive popularity in educational settings and more and more lecturers are incorporating live activity or lecturing sessions in environments like Second Life (SL).
In this work we are investigating how students of a conventional university perceive collaboration, communication and attending lectures in a 3D virtual environment. Initial results show high perception and students’ openness to the 3D world’s experiences.
Experiences of Collaborating and Learning through Collab3DWorld (iLRN 2015 Sh...Louis Nisiotis
iLRN 2015 Short Paper Presentation: Experiences of Collaborating and Learning through Collab3DWorld by Martha KAMVISI , Styliani KLEANTHOUS, and Louis NISIOTIS
Abstract:
Collaboration is an activity that is considered important during the learning process.
Good communication between group members is essential to achieve quality output.
Recently, virtual worlds gained excessive popularity in educational settings and more and more lecturers are incorporating live activity or lecturing sessions in environments like Second Life (SL).
In this work we are investigating how students of a conventional university perceive collaboration, communication and attending lectures in a 3D virtual environment. Initial results show high perception and students’ openness to the 3D world’s experiences.
eTwinning as a support instrument for interactive teachingalexandra tosi
This presentation was delivered during the eTwinning Serbian national event in Nic, 23-11-2016. Why to choose interactive learning, the importance of group working, collaborating in eTwinning, good examples from Italian prices.
Designing and evaluating incidental learningAndrew Brasher
Presented at the CALRG Annual Conference, June 2015. http://www.open.ac.uk/research-groups/calrg/conferences/annual-conference
Abstract
Over the past three years we have been developing a framework intended to facilitate both the occurrence and evaluation of incidental learning. This work has been part of the MASELTOV project, supported by the European Commission, eInclusion programme FP7-ICT-7. The project intends to exploit the potential of mobile services for promoting integration and cultural diversity in Europe, and is focusing on support for immigrants with particular needs e.g. those who have not learned foreign languages, and who have a cultural background that contrasts with that of their host country.
The goal of the Incidental Learning Framework is to facilitate the creation of technology rich learning opportunities which emanate from incidental learning i.e. learning that is spontaneous and unplanned. As a design tool its use should encourage links and triggers to structured and reflective learning to back up and deepen learning that happens incidentally. The framework is a descriptive mechanism that enhances analysis and evaluation of incidental learning, and a generative tool to support discussions around software system design. It facilitates the communication of learning design ideas both visually and textually.
Initial work was presented at the CALRG conference in 2012, and the framework has been under development since that time (Brasher et al., 2012, Gaved et al., 2013, Kukulska-Hulme et al., in press). Development of the framework has included expert evaluation, and changes in response to data acquired from field trials of a mobile app intended to support language and cultural learning. In this paper we describe the development, use and evaluation of the framework to date, and reflect on lessons learnt.
Experiences of Collaborating and Learning through Collab3DWorld (iLRN 2015 Sh...Martha Kamvisi
iLRN 2015 Short Paper Presentation: Experiences of Collaborating and Learning through Collab3DWorld by Martha KAMVISI , Styliani KLEANTHOUS, and Louis NISIOTIS
Abstract:
Collaboration is an activity that is considered important during the learning process.
Good communication between group members is essential to achieve quality output.
Recently, virtual worlds gained excessive popularity in educational settings and more and more lecturers are incorporating live activity or lecturing sessions in environments like Second Life (SL).
In this work we are investigating how students of a conventional university perceive collaboration, communication and attending lectures in a 3D virtual environment. Initial results show high perception and students’ openness to the 3D world’s experiences.
Experiences of Collaborating and Learning through Collab3DWorld (iLRN 2015 Sh...Louis Nisiotis
iLRN 2015 Short Paper Presentation: Experiences of Collaborating and Learning through Collab3DWorld by Martha KAMVISI , Styliani KLEANTHOUS, and Louis NISIOTIS
Abstract:
Collaboration is an activity that is considered important during the learning process.
Good communication between group members is essential to achieve quality output.
Recently, virtual worlds gained excessive popularity in educational settings and more and more lecturers are incorporating live activity or lecturing sessions in environments like Second Life (SL).
In this work we are investigating how students of a conventional university perceive collaboration, communication and attending lectures in a 3D virtual environment. Initial results show high perception and students’ openness to the 3D world’s experiences.
eTwinning as a support instrument for interactive teachingalexandra tosi
This presentation was delivered during the eTwinning Serbian national event in Nic, 23-11-2016. Why to choose interactive learning, the importance of group working, collaborating in eTwinning, good examples from Italian prices.
PPT presentation on the ViTAAL project at the WorldCALL 2008 Conference at Fukuoka, Japan. Experiments with virtual worlds for promotion and assessment of oral skills in modern language education.
Expanding MALL outside the Classroom: Real-Life Context-Dependent and Context-Independent Language Activities. Agnieszka examined out-of-class language learning opportunities drawing on the learners' own context and personal experiences. She discussed a range of MALL activities, both individual and collaborative that take advantage of the affordances of mobile devices and the context affordances mediated by the mobiles.
Pedagogy skills in supporting language learningRobin Trangmar
The presentation explores the pedagogical skills used to support language learning. I'll revisit the way we teach by exploring how we learn; Investigate teaching as a “Design Science”, and explore pedagogical models of learning associated with practice. Finally I will question how we can promote non-formal learning through communities of practice
Automata Toys have much to offer education. Arts and game based activities around the construction and understanding of automata will provide pedagogical paths for teachers to enhance children's 'learning to learn' capabilities and reinforce key transversal competences and basic skills.
See more at: http://www.clohe-movingtoys.eu
Aga Palalas shares her perspective on the vital elements of the mobile learning ecosystem. See a corresponding video at https://www.youtube.com/watch?v=KnOecJu4BjQ&feature=player_detailpage
PPT presentation on the ViTAAL project at the WorldCALL 2008 Conference at Fukuoka, Japan. Experiments with virtual worlds for promotion and assessment of oral skills in modern language education.
Expanding MALL outside the Classroom: Real-Life Context-Dependent and Context-Independent Language Activities. Agnieszka examined out-of-class language learning opportunities drawing on the learners' own context and personal experiences. She discussed a range of MALL activities, both individual and collaborative that take advantage of the affordances of mobile devices and the context affordances mediated by the mobiles.
Pedagogy skills in supporting language learningRobin Trangmar
The presentation explores the pedagogical skills used to support language learning. I'll revisit the way we teach by exploring how we learn; Investigate teaching as a “Design Science”, and explore pedagogical models of learning associated with practice. Finally I will question how we can promote non-formal learning through communities of practice
Automata Toys have much to offer education. Arts and game based activities around the construction and understanding of automata will provide pedagogical paths for teachers to enhance children's 'learning to learn' capabilities and reinforce key transversal competences and basic skills.
See more at: http://www.clohe-movingtoys.eu
Aga Palalas shares her perspective on the vital elements of the mobile learning ecosystem. See a corresponding video at https://www.youtube.com/watch?v=KnOecJu4BjQ&feature=player_detailpage
Management- Personality and Advertising
Learning Objectives
Personality
Personality is consistent
Personality is prone to change
Theories of Personality
Freudian Theory
Neo-Freudian Personality Theory
Trait Theory
Soup and Soup Lover’s Traits
Historical Foundation of Philippine CurriculumSer Karl
Historical Foundation of Philippine Curriculum:the contribution of the Philippine Presidents to the curricular reforms.
It includes changes from 3rd Republic, New Society until the present times.
The presentation shows 5 main trends for e-learning - it is a starting point for discussions, slides can be re-used for workshops on trend identification and roadmapping
Activity level Learning Design representations to enhance curriculum designAndrew Brasher
This exploratory study builds on existing approaches in using Learning Design representations in order to enhance curriculum design processes. Our lightning presentation reports on the first stage of the project, which aims to develop and test paper and software-based tools. These tools are envisaged to enable teams to design students’ learning journeys in detail, at activity level, with clear links to assessment and learning outcomes. In the lightning presentation we will showcase a first draft of the prototype tools, and discuss the strategies developed in order to iteratively design and evaluate these tools.
How to design Collaborative Learning activitiesAndrew Brasher
A hands-on workshop exploring tools and techniques for designing successful online collaborative learning activities in higher education.
In this workshop you will work in a small team to design a collaborative online learning activity. You will have the opportunity learn about the principles involved, experiment with tools that can help you structure and analyse your ideas and learn from case studies of successful activities tried and tested on Open University modules. At the end of the workshop you will have produced an initial design which you can then develop further to be used in your online teaching activities.
This workshop has been created by the Metis Project, and it is one of three workshop structures that have been developed for different educational sectors across Europe. You will use several paper-prototyping tools and the Integrated Learning Design Environment (ILDE), a bespoke environment for the co-design of learning, developed by the Metis Project. The ILDE aims to support practitioners in completing the "learning design" lifecycle from conceptualising designs to deploying them in virtual learning environments (VLEs) for enactment and eventual redesign. In particular, you will use WebCollage, an online tool specifically designed to assist you in creating collaborative learning activities ready to run in a VLE. The overall design of this workshop is based on a meta-design template produced by the Metis project http://metis-project.org/.
How to design Collaborative learning activitiesAndrew Brasher
In this workshop you will work in a small team to design a collaborative online learning activity. You will have the opportunity learn about the principles involved, experiment with tools that can help you structure and analyse your ideas and learn from case studies of successful activities tried and tested on Open University modules. At the end of the workshop you will have produced an initial design which you can then develop further to be used in your online teaching activities.
The workshop is being offered as part of the Metis Project (http://www.metis-project.org/), and it is one of three pilot workshops being run across different educational sectors across Europe. You will use several paper-prototyping tools and the Integrated Learning Design Environment (ILDE), a bespoke environment for the co-design of learning, developed by the Metis Project. The ILDE aims to support practitioners in completing the "learning design" lifecycle from conceptualising designs to deploying them in virtual learning environments (VLEs) for enactment and eventual redesign. In particular, you will use WebCollage, an online tool specifically designed to assist you in creating collaborative learning activities ready to run in a VLE.
Please keep in mind that this is a pilot workshop and the ILDE is a prototype. We look forward to your critical feedback in assisting the project to further improve the production of this prototype into a working system.
Other resources used in this workshop are available from a pilot version of the ILDE: http://ilde.upf.edu/ou/v/b37 .
Learning lessons of innovation from MOOCs, OER and crowdsourcing environments.
A presentation from the Open Educational Innovation and Incubation project funded by the EU Lifelong Learning Programme.
Presented by Patrick McAndrew at OER13 http://www.medev.ac.uk/oer13/128/view/ and discussed by the Times Higher http://www.timeshighereducation.co.uk/news/us-mooc-platforms-openness-questioned/2002938.article
A few slides to prompt Open University staff to think about how to facilitate and exploit mobile learning within OU courses. This slideshow has been put together for the OU's 'Mobile Learning Winter Festival' http://cloudworks.ac.uk/cloud/view/4967.
Note that some of the links are accessible to Open University staff only.
Social Networking for Student and Staff LearningAndrew Brasher
This slideshow describes a project aimed at working out practical teaching and learning scenarios for social bookmarking and RSS feeds
in order to get OU teachers to use these tools in their courses and student support
Funded by
The Open University Practice Based Professional Learning Centre for Excellence in Teaching and Learning: http://www.open.ac.uk/pbpl
This slideshow describes some features of CompendiumLD which can help you lay out and manage your learning designs.
It shows how you can
- Add timing information
- Drag and drop files
- Lay out maps
- Save and share designs
- Hide/show menu options
- Manage maps & designs using workspaces and the outline view
Getting Started With CompendiumLD (version 1)Andrew Brasher
This slide show describes how to get started using CompendiumLD, a tool for creating visual representations of learning activities.
Teachers and media developers go through a complex decision making process when designing new learning experiences – working towards an effective pedagogical mix, combining resources, tools, student and tutor support.
For an individual media developer or teacher, the process of creating a visual map of a learning activity clarifies their own understanding of the mix. For teams comprised of individuals focused on different aspects, a visual representation supports communication about issues that need to be resolved before the activity is delivered to students.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Supporting integration through incidental learning
1. Supporting integration through
incidental learning
Open University Maseltov team
Andrew Brasher, Agnes Kukulska-Hulme, Ann Jones, Jan
Jones, Eileen Scanlon, Mark Gaved
3. Maseltov project
“Mobile Assistance for Social Inclusion and
Empowerment of Immigrants with Persuasive
Learning Technologies and Social Network
Services” www.maseltov.eu
Universitat Oberta de Catalunya, Spain
Joanneum Research, Austria
Open University, UK
CURE - Centre for Usability
Coventry University, UK
Research & Engineering, Austria
Czech Technical University, Czech Republic
University of Applied Sciences, FH
Telecom Italia SpA, Italy
Joanneum, Austria
Fluidtime Data Service GmbH, Austria
Athens Information Technology,
Fundacian Desarrollo Sostenido, Spain
Greece
Verein Danaida, Austria
busuu.com -, Spain
Migrants Resource Centre, UK
4. Target groups
• immigrants with specific problems & similar
background:
– first year of stay in Europe
– low level education, degree of illiteracy
– never learned foreign languages
– cultural background in contrast to host country
– young immigrants (age < 25)
– females or wives joining husband in host country
• native inhabitants
– “integration is a two way process of mutual
accommodation by all immigrants and residents of EU
countries” (cf. European Parliament, 2005)
7. Some starting points
• Purposes of the framework “Incidental learning
occurs as the
– shared integrated vision forbyproduct of some
adaptive
other activity. It
learning services that take account of individual and
occurs informally
learner's characteristics and contexts. is unplanned”.
• Why incidental learning?
– ‘incidental’ highlights opportunistic elements of learning, when
compared with the learning opportunities that occur in
structured programmes (Kerka, 2000) (Silva, 2007)
• Combining structured and incidental learning
– What structured learning will be offered?
– When might other learning opportunities occur?
8. Technology/services
Context
Mobile text lens awareness +
recommendatio
n
Social network
Serious games
Volunteer radar Language lesson service
Partners for Incidental learning framework:
Serious Games Institute, IET, Busuu.com
Center for Machine Perception,
Coventry Uni. Czech Technical Uni. Open Uni.
10. Learning design tools
• Examples in the Learning design toolbox
http://cloudworks.ac.uk/cloudscape/view/1882
11. Frameworks being reviewed
• Ecology of Resources design framework (Luckin,
2010)
• Theory of Learning for the Mobile Age (Sharples et
al., 2007)
• Four dimensional framework
(de Freitas et al., 2010)
• Language learning defined by time and place
(Kukulska-Hulme, 2012)
• A Pedagogical Framework for Mobile Learning (Park,
2011)
• Etc.
13. Time and place in mobile language learning
Time Place
Specific time or anytime? Specific location or anywhere?
Routine or spontaneous? Private or public place?
Instant access or leisurely? Relaxing, energising?
How much available time? Stationary or moving?
Dependent on sufficient time? Walking, running?
Interruptible? Driver or passenger?
next generation designs
Activity
Challenging or easy?
Suitable for multitasking?
Receptive or productive?
Involves speaking aloud?
Writing or gestures?
Individual or social?
(Kukulska-Hulme, 2012)
14. Four dimensional framework
for games and simulation based education
Table 1 Checklist for evaluating the use of educational games and simulations
Context Learner specification Pedagogic considerations Mode of representation (tools for use)
What is the context for learning? Who is the learner? Which pedagogic models and approaches are Which software tools or content would best
(e.g., school, university, home, a What is their background and learning being used? support the learning activities?
combination of several) Does history? Which pedagogic models and approaches might What level of fidelity needs to be used to
the context affect learning? What are the learning styles/preferences? be the most effective? support learning activities and
(e.g., level of resources, accessibility, Who is the learner group? What are the curricula objectives? outcomes?
technical support) How can How can the learner or learner group be (list them) What are the learning outcomes? What level of immersion is needed to
links be made between context best supported? What are the learning activities? support learning outcomes?
and practice? In what ways are the groups working How can the learning activities and outcomes be What level of realism is needed to achieve
together (e.g., singly, partially in achieved through existing games or learning objectives?
groups) and what collaborative simulations? How can links be made between the world
approaches could support this? How can the learning activities and outcomes be of the game/simulation and
achieved through specially developed reflection upon learning?
software (e.g., embedding into lesson
plans)?
How can briefing/debriefing be used to reinforce
learning outcomes?
(de Freitas & Oliver, 2006,)
16. Incident
Outcomes
Social
Tools
Task Time
Place
Incident
Time
Incident
17. Incident
Outcomes
Social
Tools
Task Time
Place
More
Able
Partner
Incident
Time Place ≠ Location
(Gillies, S. 2011)
(Luckin, 2010)
Incident
18. Learner’s journey
Incident
Outcomes
Structured
learning Social
Tools
Learner
profile Task Time
Trigger
Place
(Bull & Kay (2007))
Incident
Trigger
Reflect/plan
Time
Reflect/plan
Incident
19. Conclusions & issues
• Too generic?
– this is the first version
Some issues
• Level of abstraction
• Need to clarify what aspects of context will be
supported by the technology
– Role of the teacher?
• Privacy
20. Thanks
•To the Noun project http://thenounproject.com/ for these icons:
•To Oula Akiki (busuu.com) and Ian Dunwell (Serious Games Institute)
for valuable ideas and comments
•And to you for listening
21. References
Bull, S., & Kay, J. (2007). Student Models that Invite the Learner In : The SMILI :-) Open Learner Modelling Framework.
International Journal of Artificial Intelligence in Education, 17(2), 89-120.
Gillies, S. (2011). Technical Introduction to Places. Retrieved March 30, 2012, from http://pleiades.stoa.org/docs/technical-
intro-places
Kerka, S. (2000). Incidental learning: trends and issues, Alert No. 18. Educational resources information center. Retrieved from
http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED446234
Kukulska-Hulme, A. (2012). Language learning defined by time and place: A framework for next generation designs. In J. E. D
´ıaz-Vera (Ed.), Left to My Own Devices: Learner Autonomy and Mobile Assisted Language Learning. (pp. 1-13).
Luckin, R. (2010). Re-Designing Learning Contexts: Technology-Rich, Learner-Centred Ecologies (Foundations and Futures of
Education) (p. 208). Routledge. Retrieved from http://www.amazon.co.uk/Re-Designing-Learning-Contexts-Technology-Rich-
Learner-Centred/dp/041555442X
Muyinda, P., Lubega, J., & Lynch, K. (2011). A framework for instantiating pedagogic mLearning objects applications. In A.
Cerone & P. Pihlajasaari (Eds.), Theoretical Aspects of Computing – ICTAC 2011 (pp. 194-217). Springer Berlin / Heidelberg.
Retrieved from http://www.springerlink.com/index/692325145Q23QT4J.pdf
Park, Y. (2011). A Pedagogical Framework for Mobile Learning: Categorizing Educational Applications of Mobile Technologies
into Four Types. International Review of Research in Open and Distance Learning, 12(2), 78-102. Elsevier.
doi:10.3394/0380-1330(2006)32
Sharples, M., Taylor, J., & Vavoula, G. (2007). A Theory of Learning for the Mobile Age ( pre-print ). In R. Andrews & C.
Haythornthwaite (Eds.), The Sage Handbook of Elearning Research (pp. 221-247). London: Sage.
Silva, P. M. (2007). Epistemology of Incidental Learning. Retrieved from
http://scholar.lib.vt.edu/theses/available/etd-10162007-224008/unrestricted/silva.pdf
de Freitas, S., & Oliver, M. (2006). How can exploratory learning with games and simulations within the curriculum be most
effectively evaluated? Computers & Education, 46(3), 249-264. doi:10.1016/j.compedu.2005.11.007
Editor's Notes
Abstract The Maseltov project (“Mobile Assistance for Social Inclusion and Empowerment of Immigrants with Persuasive Learning Technologies and Social Network Services”, http:// www.maseltov.eu / ) project recognises major risks for social exclusion of immigrants and identifies the potential of mobile services for promoting integration and cultural diversity in Europe. The project intends to exploit the potential of mobile services for promoting integration and cultural diversity in Europe, and is focusing on support for immigrants with particular needs e.g. those who have not learned foreign languages, and who have a cultural background that contrasts with that of their host country. We will present the first iteration of an incidental learning framework developed within the Maseltov project. This framework is intended to facilitate the coordination of existing technologies, content, pedagogies, processes and practices into learning services that can be used effectively by immigrants, their networks and mentors so as to increase immigrants’ ability to function in an unfamiliar society. When fully developed, the framework is intended to support the design of learning experiences which show (i) how incremental, opportunistic, social and game-based learning can be applied to immigrants problems, (ii) which content areas can be offered and combined (from among language, culture, information access, mobility, health care, etc.), and (iii) which technologies are best suited for each type of content and interaction.
(Background)
(Background)
(Background) Percentage of (im)migrants with respect to country population (2010). Number of EU citizens from non-EU countries (2010). (c) Percentage share of continents on European immigrants (2010). 20 million 3rd country nationals in EU, i.e 4% of population by 2014 the eu workforce will start declining (10-25% by 2050). Labour market shift towards higher qualifications. Employment gap increases with educational level (!!!!) EU Actions – European agenda for integration (2011): promotes integration as a shared responsibility, 2 way between migrants and new home). Barcelona workshop - When the NGOs were asked what should be the general themes that Maseltov should focus on, RL (Migrants Resource Centre) said there are two: Language People understanding their rights. The people from the other NGOs agreed. (Background)
(Incidental learning framework)
(Incidental learning framework) The framework is intended to help users of the framework produce adaptive services that take account of individual learner 's characteristics and contexts. “ Incidental learning is unintentional or unplanned learning that results from other activities. It occurs often in the workplace, during the use of computers, and in the process of completing tasks. Incidental learning occurs in many ways, including the following: through observation, repetition, social interaction, and problem solving; from implicit meanings in the classroom or workplace policies or expectations; by watching or talking to colleagues or experts about tasks; and from being forced to accept or adapt to situations. Incidental learning is situated, contextual, and social. It is thus characterized by those features that are considered most effective in formal learning situations. Incidental learning can result in improved competence, changed attitudes, and growth in interpersonal skills, self-confidence, and self-awareness. Not all unplanned learning is effective, however. Because incidental learning is often not recognized or labeled as learning by learners or others, it is difficult to measure and harness for use. Adult learners often do not distinguish between formally and incidentally acquired learning or prefer incidental learning opportunities to formal ones. Several researchers have examined the issue of how educators can help learners make incidental learning outcomes explicit” (Kerka, 200). (How) can we prompt (incidental) learning? (How) Can we motivate people to learn (incidentally)?
(Incidental learning framework)
This incidental learning framework builds on Kolb’s theory of experiental learning (Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. M. (2000). Kolb’s learning cycle consists of four steps--concrete experience, reflective observation, abstract conceptualization, and active experimentation
Introduction The Incidental Learning Framework shown is intended to support the design of technology to support incidental learning. The spatial and social context of learning in formal settings can often be assumed e.g. a particular class in a particular classroom. Learning activities in formal education have been characterised as a specific interaction of learner(s) with zero or more other(s) using specific tools and resources, orientated towards specific outcomes (Beetham, 2007). but we can not make those assumptions for learning in incidental, mobile and informal settings. The framework is intended to depict interactions from the point of view of a learner. It can show the learners journey from one incident to another, over time. Each incident comprises the place the incident occurs the task the learner is attempting to carry out the tools the leaner can or does use to complete the task the social support that the learner can or does make use of the outcomes that the learner wants to achieve, and those that the learner does achieve.
The role of tools and people In any incident, the learner may receive support from a ‘More Able Partner’ (MAP) to reach their learning outcomes (Luckin, R. (2010)). This MAP may be a person, a tool, or a combination of one or more of either of these. The MAP should support the learner during any incidental learning activities that occur, and also prompt both reflection after an incident and planning of subsequent learning practice.
The learning journey This diagram shows a learning journey through 3 incidents, which occur at different times and places. In between each incident there should be opportunities for the learner to reflect on their previous learning, and adjust their learning plans if necessary. The Maseltov system should support this reflection and planning. Context Aspects of context included in this framework include place, time, the learner profile, social aspects and the tools and resources available. Tool and service design The design of the way the tools and services should support the learner will need a more fine grained approach to the type of possible incidents, and opportunities for reflection and planning. Design at this level should be informed by practices suggested by e.g. de Freitas, S., & Oliver, M. (2006)., Luckin, R. (2010), Kukulska-Hulme, A. (2012), Muyinda, P., Lubega, J., & Lynch, K. (2011) etc. The servicemay include triggers to motivate learners to undertake structured learning related to the incidents thy have recently paarticipated in. E.g. practice vocaculary related to shopping.
Conclusions and issues This first version of the incidental learning framework has been drawn from existing frameworks. Although we have included frameworks for language leaning and educational games, there is a danger that it is too close to the needs of the learners that these frameworks were designed for, and not close enough t o the needs of Maseltov’s target population. Level of abstraction Most frameworks (including this one) can be presented at a level of abstraction that is shareable, but this level of abstraction hides details that are required to use a framework to design, analyse and evaluate. How close are we to the right level of abstraction? Context and role of the teacher Most of the frameworks analysed so far (including EoR, Language Learning and ) implicitly assume detailed knowledge of learners. It is not clear if and how Maseltov can and will deal with gaps in knowledge about learners (see also privacy). Privacy Finding from MRC focus groups with North African and Latin American immigrants: n one of the participants wanted their location tracked all the time . Participants thought having a profile was a good idea. They only wanted to put information up that they chose to and not be required to add anything in particular. Some people would be happy to put information about their education but they were concerned that some people wouldn’t want to put information about where they studied, for example, for fear of being traceable. Generally they would be happy to add their learning goals and to add comments about their learning. They would want the option, like on Facebook, to decide who they share their information with and not automatically share it with everyone who is signed up to the app.