Using Network and Mobile Technology to Bridge Formal and Informal Learning

An ever-widening gap exists between how students and schools use communication technology. Using Network and Mobile Technology to Bridge Formal and Informal Learning introduces new methods (inspired by ‘pedagogy 2.0’) of harnessing the potential of communication technologies for teaching and learning. This book considers how attitudes towards network and mobile technology (NMT) gained outside the school can be shunted into new educational paradigms combining formal and informal learning processes. It begins with an overview of these paradigms, and their sustainability. It then considers the pedagogical dimension of formal/informal integration through NMT, moving on to teachers’ professional development. Next, the organizational development of schools in the context of formal and informal learning is detailed. Finally, the book covers the role of technologies supporting formal/informal integration into subject-oriented education. Includes a framework for the sustainability of new educational paradigms based on the combination of formal and informal learning processes supported by network and mobile technology (NMT) Provides a series of recommendations on how to use attitudes towards NMT gained outside the school to integrate formal and informal learning Gives a teacher training approach on how to use network and mobile technology-based informal learning to enhance formal learning pathways

This book explores the latest trends and technologies in the field of mobile and ubiquitous learning. It highlights best practices in technology-enhanced learning, and explores how new technologies such as mobile, augmented and wearable technologies are shaping instructional design strategies and the content curriculum development process. The book consists of approximately 20 chapters, written by international experts in the field of mobile and ubiquitous learning. The authors hail from Austria, Brazil, Canada, China, Greece, India, Malaysia, Mauritius, Saudi Arabia, Spain, Sweden, and the United Kingdom. Topics covered include but are not limited to: Use of social media in mobile learning, Contexts of learning and challenges of mobility: Designing for formal, informal, and non-formal learning, Mobile virtual reality: a promising technology to change the way we learn and teach, Mobile applications for encyclopedias, Ethical considerations in the incorporation of mobile and ubiquitous technologies into teaching and learning, Use of augmented reality in mobile learning for students with disabilities, Using wearable technology to support transfer of expertise, and Core technologies in mobile learning. Providing valuable insights on the future of education and the upcoming pedagogies that will be applied in traditional, distance and blended learning, the book offers educators and stakeholders essential guidance in making innovations for the new generations of learners in the 21st century.

This edited book tells the story of the multifaceted efforts devoted by a “future school” in Singapore—The Nan Chiau Primary School—in shaping future learning. It documents the various measures implemented by one primary school to improve student learning outcomes in a technology-rich teaching and learning environment. With the current interest in Singapore’s “Masterplan for ICT (information and communication technology) in Education,” and the increasing focus on teaching and learning design by leading education researchers and professionals, this well-timed book will appeal to policy makers, educators and researchers.

This book introduces readers to the latest state of research and development in seamless learning. It consolidates various approaches to and practices in seamless learning from a range of techno-pedagogical, socio-situated and socio-cultural perspectives. Further, it details our current understanding of learning in both formal and informal settings, crossover learning, incidental learning, and context-based learning approaches, together with these aspects’ linkages to the notion of seamlessness. The book is divided into sections addressing the theorization of seamless learning, understanding informal learning, research methodological issues, technology-enabled seamless learning and real-world applications of seamless learning.

Today, the online sphere is no longer just an information repository or a place to search for resources. It has become instead a place supporting both intentional and non-intentional learning. Intentional, formal learning, often leads to certification, whereas informal learning is unstructured and takes place as part of daily work-related or leisure activities. Cases on Formal and Informal E-Learning Environments: Opportunities and Practices brings together cases outlining the practical aspect of formal, non-formal, and informal online learning. This book introduces conceptual aspects of these types of learning, knowledge-base, new learning paradigms, policy implications, evaluation and concerns, design, and development of online learning.

Winner of the AECT Division of Distance Learning (DDL) Distance Education Book Award! This handbook provides a comprehensive compendium of research in all aspects of mobile learning, one of the most significant ongoing global developments in the entire field of education. Rather than focus on specific technologies, expert authors discuss how best to utilize technology in the service of improving teaching and learning. For more than a decade, researchers and practitioners have been exploring this area of study as the growing popularity of smartphones, tablets, and other such devices, as well as the increasingly sophisticated applications for these devices, has allowed educators to accommodate and support an increasingly mobile society. This handbook provides the first authoritative account of the theory and research that underlies mobile learning, while also exemplifying models of current and future practice.

In today’s modernized world, digital technology has taken the forefront in all aspects of society, including education. Students have access to numerous electronic devices, which has made online learning materials highly accessible. These technological impacts have blurred the distinction between formal and informal language learning methods. Informally learned English has lost proficiency when assessing student performance. Sizable research is necessary to study and understand the informal methods of language learning using technology. Enhancements and Limitations to ICT-Based Informal Language Learning: Emerging Research and Opportunities is a pivotal reference source that provides vital research on the implementation of technological opportunities within informal language teaching methods along with the drawbacks that limit its efficiency. While highlighting topics such as acculturation, student perception, and autonomous applications, this publication explores how learners perform ICT-based activities beyond the classroom and assesses the linguistic gains generated by informal ICT uses. This book is ideally designed for teachers, IT consultants, educational software developers, researchers, policymakers, and academic professionals seeking current research on technological techniques within second language learning and teaching.

The increasing use of mobile devices in work contexts has the potential to alter our work and learning practices. This is particularly true for knowledge workers. In addressing the implications of this transformation the book offers a multi-faceted collection of different concepts and cases of mobile learning in work environments from international contexts. The contributions are centred on the question of how individual users and organisations can harness mobile devices for learning and education. The range of examples presented in this book demonstrates that mobile devices foster situated approaches to learning in and across work contexts. The book is targeted at both practitioners - trainers or managers in charge of in-company training - and researchers, who are interested in designing, implementing or evaluating work-based mobile learning.

This collection is directed towards anyone interested in the use of mobile learning for various applications. Readers will discover how to design learning materials for delivery on mobile technology and become familiar with the best practices of other educators, trainers, and researchers in the field as well as the most recent research initiatives in mobile learning. Businesses and governments can find out how to deliver timely information to staff using mobile devices. Professors and trainers can use this book as a textbook in courses on distance education, mobile learning, and educational technology. In fact, the book can be used by anyone interested in delivering education and training at a distance, but especially by graduate students of emerging technology in learning.

As with television and computers before it, today’s mobile technology challenges educators to respond and ensure their work is relevant to students. What’s changed is that this portable, cross-contextual way of engaging with the world is driving a more proactive approach to learning on the part of young people. The first full-length authored treatment of the relationship between the centrality of technological development in daily life and its potential as a means of education, Mobile Learning charts the rapid emergence of new forms of mass communication and their potential for gathering, shaping, and analyzing information, studying their transformative capability and learning potential in the contexts of school and socio-cultural change. The focus is on mobile/cell phones, PDAs, and to a lesser extent gaming devices and music players, not as "the next new thing" but meaningfully integrated into education, without objectifying the devices or technology itself. And the book fully grounds readers by offering theoretical and conceptual models, an analytical framework for understanding the issues, recommendations for specialized resources, and practical examples of mobile learning in formal as well as informal educational settings, particularly with at-risk students. Among the topics covered: • Core issues in mobile learning • Mobile devices as educational resources • Socioeconomic approaches to mobile learning • Creating situations that promote mobile learning • Ubiquitous mobility and its implications for pedagogy • Bridging the digital divide at the policy level Mobile Learning is a groundbreaking volume, sure to stimulate both discussion and innovation among educational professionals interested in technology in the context of teaching and learning.

In this second edition the editors continue their efforts to synthesize research and practice and project future directions in the field of information and communication technology. The proliferation of mobile devices and applications have had major implications on how the nature of teaching and learning should be conceptualised, and what pedagogical practices should be used to support bridging formal and informal learning. The advent of social media also highlights the importance of gaining a deeper understanding of social learning theories and computer-supported collaborative learning theories and practices. The advancement of new technologies to support easy accessibility of educational resources such as OER and to a lesser extent MOOCs have led to the debate on how assessment should be conducted and how technologies could be used to support it. The demand of the knowledge society requires that researchers, policy makers, and educational practitioners be conversant with new research findings in order to understand the impact of ICT in teaching and learning, and how to support learners to use new technologies and applications creatively and effectively. New research paradigms have emerged to meet these challenges.

"This book provides perspectives on new approaches to learning theory and practice in increasingly mobile, immersive environments, offering both theory and practice"--Provided by publisher.

Designed to promote reflection, discussion, and action among the entire learning community, Educating Everybody's Children encapsulates what research has revealed about successfully addressing the needs of students from economically, ethnically, culturally, and linguistically diverse groups and identifies a wide range of effective principles and instructional strategies. Although good teaching works well with all students, educators must develop an extensive repertoire of instructional tools to meet the varying needs of students from diverse backgrounds. Those tools and the knowledge base behind them are the foundation of this expanded and revised second edition of Educating Everybody's Children. Each strategy discussed in the book includes classroom examples and a list of the research studies that support it. The most important thing we have learned as a result of the education reform movement is that student achievement stands or falls on the motivation and skills of teachers. We must ensure that all teachers are capable of delivering a standards‐based curriculum that describes what students should know and be able to do, and that these standards are delivered by means of a rich and engaging "pedagogy of plenty." By these two acts we can ensure that all schools will be ready and able to educate everybody's children.

​This edited volume with selected expanded papers from CELDA (Cognition and Exploratory Learning in the Digital Age) 2011 (http://www.celda-‐conf.org/) will focus on Ubiquitous and Mobile Informal and Formal Learning in the Digital Age, with sub-topics: Mobile and Ubiquitous Informal and Formal Learning Environments (Part I), Social Web Technologies for new knowledge representation, retrieval, creation and sharing in Informal and Formal Educational Settings (Part II), Virtual Worlds and Game-‐based Informal and Formal Learning (Part III), Location-‐based and Context-‐ Aware Environments for Formal and Informal Learning Integration (Part IV) There will be approximately twenty chapters selected for this edited volume from among peer-‐reviewed papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) 2011 Conference in Rio de Janeiro, Brazil in November, 2011.

Shifting the conversation about the "digital divide" from questions of technological access to questions about opportunities for being involved in participatory culture and acquiring the necessary skills.

The Handbook of Design in Educational Technology provides up-to-date, comprehensive summaries and syntheses of recent research pertinent to the design of information and communication technologies to support learning. Readers can turn to this handbook for expert advice about each stage in the process of designing systems for use in educational settings; from theoretical foundations to the challenges of implementation, the process of evaluating the impact of the design and the manner in which it might be further developed and disseminated. The volume is organized into the following four sections: Theory, Design, Implementation, and Evaluation. The more than forty chapters reflect the international and interdisciplinary nature of the educational technology design research field.

This book focuses on mobile learning design from both theoretical and practical perspectives. It introduces and discusses how mobile learning can be effectively integrated into curricula, highlighting the design of four key components of learning-centric pedagogy: Resource, Activity, Support and Evaluation in the context of mobile learning. It also investigates the learning theories underpinning mobile learning design, and includes case studies in different contexts. It provides practical insights that allow teachers to change and transform teaching practices using mobile technology. Anyone involved in mobile-technology enhanced learning and teaching will find this book both informative and useful.