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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
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Supporting integration through incidental learning
Open University Maseltov team Andrew Brasher, Agnes Kukulska-Hulme, Ann Jones, Jan
Jones, Eileen Scanlon, Mark Gaved
Contents
• Background• The incidental learning framework• Issues and conclusions
Maseltov project
“Mobile Assistance for Social Inclusion and Empowerment of Immigrants with Persuasive Learning Technologies and Social Network Services” www.maseltov.eu
Joanneum Research, AustriaCURE - Centre for Usability Research & Engineering, AustriaUniversity of Applied Sciences, FH Joanneum, AustriaAthens Information Technology, Greecebusuu.com -, Spain
Universitat Oberta de Catalunya, SpainOpen University, UKCoventry University, UK Czech Technical University, Czech RepublicTelecom Italia SpA, ItalyFluidtime Data Service GmbH, AustriaFundacian Desarrollo Sostenido, SpainVerein Danaida, AustriaMigrants Resource Centre, UK
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)
Immigration to EU-27(a)
(b)
(c)
Research questions
Some starting points• Purposes of the framework
– shared integrated vision for adaptive learning services that take account of individual learner's characteristics and contexts.
• Why incidental learning?– ‘incidental’ highlights opportunistic elements of learning, when
compared with the learning opportunities that occur in structured programmes (Kerka, 2000)
• Combining structured and incidental learning– What structured learning will be offered?– When might other learning opportunities occur?
“Incidental learning occurs as the
byproduct of some other activity. It
occurs informally and is unplanned”.
(Silva, 2007)
Technology/services
Context awareness +
recommendationMobile text lens
Serious games
Volunteer radar
Social network
Language lesson service
Serious Games Institute, Coventry Uni. Center for Machine Perception,
Czech Technical Uni.IET, Open Uni.
Busuu.com
Partners for Incidental learning framework:
Existing learning frameworks
• Analytical frameworks• Design frameworks
Design framework
Analytical framework
Learning design tools
• Examples in the Learning design toolboxhttp://cloudworks.ac.uk/cloudscape/view/1882
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.
Ecology of ResourcesLuckin, R. et al. (2010)
MAP (More Able Partner); fading
ActivityChallenging or easy?
Suitable for multitasking?Receptive or productive?Involves speaking aloud?
Writing or gestures?Individual or social?
Time Specific time or anytime?Routine or spontaneous?
Instant access or leisurely?How much available time?
Dependent on sufficient time?Interruptible?
PlaceSpecific location or anywhere?
Private or public place?Relaxing, energising?Stationary or moving?
Walking, running?Driver or passenger?
next generation designs
(Kukulska-Hulme, 2012)
Time and place in mobile language learning
Four dimensional framework for games and simulation based education
(de Freitas & Oliver, 2006,)
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? (e.g., school, university, home, a
combination of several) Does the context affect learning?
(e.g., level of resources, accessibility, technical support) How can links be made between context and practice?
Who is the learner? What is their background and learning
history? What are the learning styles/preferences? Who is the learner group? How can the learner or learner group be
best supported? In what ways are the groups working
together (e.g., singly, partially in groups) and what collaborative approaches could support this?
Which pedagogic models and approaches are being used?
Which pedagogic models and approaches might be the most effective?
What are the curricula objectives? (list them) What are the learning outcomes? What are the learning activities? How can the learning activities and outcomes be
achieved through existing games or simulations?
How can the learning activities and outcomes be achieved through specially developed software (e.g., embedding into lesson plans)?
How can briefing/debriefing be used to reinforce learning outcomes?
Which software tools or content would best support the learning activities?
What level of fidelity needs to be used to support learning activities and outcomes?
What level of immersion is needed to support learning outcomes?
What level of realism is needed to achieve learning objectives?
How can links be made between the world of the game/simulation and reflection upon learning?
Kolb Learning Cycle
Kolb learning cycle image by Davies & Lowe
Outcomes
Social
Time
Time
Incident
Incident
Incident
Task
Tools
Place
Outcomes
Social
Time
Time
Incident
Incident
Incident
Task
Tools
PlaceMore Able
Partner
(Luckin, 2010)
Place ≠ Location(Gillies, S. 2011)
Outcomes
Social
Time
Time
Incident
Incident
Incident
Task
Tools
Place
Learner’s journey
Reflect/plan
Reflect/plan
Structured learning
Learner profile
(Bull & Kay (2007))Trigger
Trigger
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
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
ReferencesBull, 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-placesKerka, 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=ED446234Kukulska-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/041555442XMuyinda, 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.pdfPark, 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)32Sharples, 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.pdfde 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