scholarly journals Key themes in mobile learning: Prospects for learner-generated learning through AR and VR

2017 ◽  
Vol 33 (6) ◽  
Author(s):  
Claudio Aguayo ◽  
Thomas Cochrane ◽  
Vickel Narayan
Keyword(s):  
Virtual Reality ◽  
New Zealand ◽  
Literature Review ◽  
Mobile Learning ◽  
Content Delivery ◽  
Technology Enhanced Learning ◽  
Mobile Augmented Reality ◽  
Design Based Research ◽  
Research And Practice ◽  
Enhanced Learning

This paper summarises the findings from a literature review in mobile learning, developed as part of a 2-year six-institution project in New Zealand. Through the development of a key themes codebook, we address selected key themes with respect to their relevance to learner-generated learning through emerging technologies, with attention to mobile augmented reality and mobile virtual reality. We see that these two current mobile learning affordances, complemented though relevant approaches to research and practice in mobile learning such as design-based research and connected social learning, are critical to reconceptualise learning through mobile devices. We conclude that mobile learning still requires the theories, methodologies, and practices of its own as a field. We also see a need for mobile learning to be conceptualised around ever-changing learning affordances and educational settings, rather than focusing on static structures such as content-delivery approaches, while embedding it within the scholarship of technology enhanced learning.

scholarly journals Special Issue on Mobile AR & VR: Integrating SOTEL in Learning Design

2017 ◽  
Vol 33 (6) ◽  
Author(s):  
Thomas Cochrane ◽  
Helen Farley
Keyword(s):  
Virtual Reality ◽  
Technology Enhanced Learning ◽  
Learning Design ◽  
Mobile Augmented Reality ◽  
Special Issue ◽  
Educational Impact ◽  
Critical Issues ◽  
Solid Foundation ◽  
Mobile Ar ◽  
Enhanced Learning

This special issue of AJET explores the critical educational use of the recently popularized technologies of mobile augmented reality (AR) and mobile virtual reality (VR). The advent of Pokemon Go brought the world’s awareness of mobile AR to a brief climax, and the hype surrounding the rise of affordable virtual reality technologies has been driven by social media giants Google and Facebook, and subsequent uptake by the main smartphone manufacturers. With the ubiquity of smartphone ownership among our students this presents a unique opportunity to explore the educational impact of these symbiotic technologies and their emergent ecosystems. While it is early days for research in these domains, we were interested in exploring beyond the technological hype to finding examples of integrating these technologies within learning designs that scaffold learner-generated content and contexts based upon a solid foundation of the scholarship of technology enhanced learning. The six articles in this special issue give us insights into these critical issues.

scholarly journals Developing a competency taxonomy for teacher design knowledge in technology-enhanced learning environments: a literature review

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Mi Song Kim
Keyword(s):  
Literature Review ◽  
Learning Environments ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Design Knowledge ◽  
Technology Enhanced Learning ◽  
Design Data ◽  
Design Work ◽  
Teacher Design ◽  
Enhanced Learning

AbstractRecent research in technology-enhanced learning environments has indicated the need to redefine the role of teachers as designers. This supports successful learners better able to adapt to twenty-first century education, in particular STEM education. However, such a repositioning of teaching as a design science challenges teachers to reconceptualize educational practice as an act of design, not in the artistic meaning of the word. Our recent research finding also indicated that teacher design knowledge (TDK) processes are often invisible to both the teacher educators and the teachers. To respond to these challenges, this paper will define TDK for STEM teachers by making TDK visible in the form of a TDK competency taxonomy. A systematic literature review was conducted to identify the characteristics of teaching practices in technology-enhanced learning environments. This TDK competency taxonomy consists of four main categories drawing on existing literature on teacher design work and teacher instructional design: data practice, design practice, knowledge creation practice, and professional teaching practice. The implications of these findings were discussed.

scholarly journals A Responsive Paradigm for Technology Enhanced Learning (Tel) Integration Into Business Organizations

2014 ◽  
Vol 17 (2) ◽  
pp. 195-207
Author(s):  
Lina Kaminskienė ◽  
Elena Trepulė ◽  
Aušra Rutkienė ◽  
Gintaras Arbutavičius
Keyword(s):  
Qualitative Research ◽  
Literature Review ◽  
Point Of View ◽  
Technology Enhanced Learning ◽  
Business Organizations ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Enhanced Learning ◽  
A Current ◽  
Successful Technology

Abstract The purpose of this paper is to explore the main barriers and enablers for integrating technology enhanced learning (TEL) into a business organization based on a responsive paradigm. The study is based on a current literature review on challenges and learners’ needs for TEL and the preconditions for TEL curriculum integration into business organizations. The theoretical study is matched with a qualitative research on learners’ needs for TEL in two international business organizations from IT sector. Technology enhanced learning (TEL) is tackling different barriers for learning in organizations. However, to make it effective, specific technological and teaching solutions must be implemented. The research revealed that companies’ employees give preference to TEL than other forms of learning, and defined specific requirements for successful technology enhanced learning integration into business organisations. A theoretical literature review is followed by empirical findings of a qualitative research (focus group interviews) in two international IT companies. The findings of the research offer valuable insights for a responsive TEL integration into business organizations from the point of view of companies’ employees.

Orchestrating technology enhanced learning: a literature review and a conceptual framework

2011 ◽  
Vol 3 (6) ◽  
pp. 583 ◽  
Author(s):  
Luis P. Prieto ◽  
Martina Holenko Dlab ◽  
Israel Gutié ◽  
N.A. rrez ◽  
Mahmoud Abdulwahed ◽  
...  
Keyword(s):  
Literature Review ◽  
Conceptual Framework ◽  
Technology Enhanced Learning ◽  
Enhanced Learning

scholarly journals Technology Enhanced Learning, Research Impact and Open Scholarship

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Thomas Cochrane ◽  
Petrea Redmond ◽  
Linda Corrin
Keyword(s):  
Social Media ◽  
Guest Editorial ◽  
Social Research ◽  
Research Impact ◽  
Original Research ◽  
Technology Enhanced Learning ◽  
Impact Measurement ◽  
Research And Practice ◽  
Enhanced Learning ◽  
Alternative Metrics

This guest editorial explores the potential impact of alternative metrics and social research networks to enhance Technology Enhanced Learning (TEL) research and practice, particularly in the realm of open scholarship. Conventional measures of research impact are based upon a publications’ impact factor. Article or author-level metrics can provide a better view of the contribution to the field of research of a specific research project. However, metrics are based upon citation counts that can take years to accumulate.  This can result in a significant lag between the original research, communicating research outcomes to the wider research community, and research impact. TEL researchers are in a unique position to spearhead the growing movement towards open social scholarship and alternative metrics. Alternative metrics provide a powerful addition to conventional measures of research impact, facilitating a dynamic conversation around TEL research. Social media conversations provide the foundation for a collaborative open Scholarship of Technology Enhanced Learning as both an enhancement and alternative to conventional modes of research impact measurement. This guest editorial outlines key tools that are currently used to measure impact. We argue that a culture of open scholarship enhanced via social media and measured via alternative metrics creates an effective feedback loop between research and practice.

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