Innovating Pedagogy 2024 (open.ac.uk)
Mobile collaborative language learning: State of the art (wiley.com)
- Benefits of collaboration in mobilelanguage learning.
- But still know little about the processes and steps that are essential for mobile learning design. This should be examined further, especially in terms of collaborative mobile learning.
- Further research should also delve into how learners communicate and interact with each other through their everyday use of mobile technologies outside educational contexts and MALL (Mobile-assisted language learning) researchers and practitioners should take this understanding into account when designing mobile CL activities for second and foreign language learners.
- Recent developments in animated agentsand virtual tutors (eg, Mohamad Ali, Segaran, & Wee Hoe, 2015) point to a near future in which 3D talking heads or whole body avatars will join the ranks of participants available for assistance and collaboration. These developments will bring new challenges around the integration of technology to support learners and enhance collaborative learning which will need to be researched.
Affective Support for Self-Regulation in
Mobile-Assisted Language Learning
https://www.igi-global.com/viewtitle.aspx?TitleId=318226&isxn=9781668492062
- Highlights that there has been little research on supporting affect in MALL and identified why this topic is vitally important.
- Out-of-class learning contexts put the onus on MALL app users to self-regulate their learning. We argue that self-regulation is more effective when it is explicitly supported through MALL app/system designs that incorporate affective learning analytics and AI, and through appropriate support provided by teachers. This type of support includes teachers providing affective SRL training when necessary, as they can raise students’ awareness of the range of tactics, strategies and metastrategies they can employ in their learning trajectory. Facilitating collaborative dialogue among students, in which they can share experiences and voice their ideas, has also been identified as a valuable addition to the teacher’s role in MALL.
- In the future will require experts from different disciplines to work together more closely in order
to understand multiple perspectives on affect in mobile language learning and to develop innovative
learning spaces and designs
Affective Support for Self-Regulation in
Mobile-Assisted Language Learning
- In today’s ever-changing and complicated world, critical and evaluative thinking based on rational decision-making is essential. Conventional schooling does not adequately prepare students for this. Student questions, self-investigation, and open-ended inquiries have been found to considerably boost students’ CT skills and related capacities. This study indicated that CT requires cognitive, behavioral, affective, and social engagement activities applied in an intentional and inquiry-oriented manner to relevant information.
- Our findings can be used to improve teacher training programs that need more advanced thinking, technology engagement, and social-emotional engagement as innovation is increasing in CT. As shown by a wealth of research, students’ ability to develop higher-order thinking skills is highly likely to be fostered in the classroom. This discovery should be a central part of any effort to change teachers’ attitudes and practices in this field.
- We believe that professional development programs should be structured in a way that helps instructors better understand higher-order thinking. This study implies that teachers should be encouraged to use a variety of instructional strategies and increase human-computer interaction to help their students with tasks that require higher-order thinking in general and computer or ICT skills specifically to help them with those tasks.
- In hybrid classes, AI is used to build human-computer interaction, and the study suggests that CT has a specific effect.
- The development of RALL-AI (robot-assisted language learner) based has encouraged a new way of thinking about accelerated education in languages. RALL’s pedagogy offers tools for real-world education tailored to Gen Z’s needs to each student’s interest, skills, and background. The results showed that if students increase their interaction with RALL, their critical thinking skills will improve for the better. If English learners want to really show their CT, this is a great resource for them.
- This research contributes to informing educators about the utilization of AI to enhance CT with instruction enabling them to support their students better as they use RALL-based learning plans during the learning process. As a result, they can learn to fend for themselves and take responsibility for their education. In addition, these findings can be used by curriculum designers to incorporate RALL training in learning strategies into existing courses that can be applied to all disciplines. This allows them to make better use of learning strategies overall.
- Improving students’ cognitive and meta-cognitive-linguistic abilities in English as a foreign language is another area where this research can help. Educators can gain insight from findings that emphasize the importance of student center learning that can assist students in improving CT and monitoring RALL in modern learning.
Beyond Personalization: Embracing Democratic Learning Within Artificially Intelligent Systems (wiley.com)- Meta-analytical evidence shows that personalized education, which uses AI toadapt the content to the level of individual learners, is of greater learning value than simple technology-supported personalized learning. 79 However, if personalized education augmented by AI is to work in the long term and holistically, the question becomes when to apply and when to restrict personalization, and when to combine it with pluralization.
- The current AI models lack sympathy,empathy, and common sense, which are necessary for establishing trust. 80 While self-aware and conscious AI robots cannot be considered a real competitor to teachers’ guidance in classrooms, 81 the importance of human intelligence in optimally implementing personalization and pluralization cannot be denied in the age of AI.
- Inge Molenaar 82 specified six degrees of automation in personalized learning, ranging from teacher’s full control to AI’s full control (full automation). Students’ own choices could be conceptualized in a similar way. Although many current AI designs remove choice-making through automatic adaptations, AI could, instead, both personalize (adapt to the child) and pluralize (expand the child’s choices) the learning environment. The child’s agency and AI’s automation in the process are both represented in the PPAE framework, which we have described as a collaborative, dynamic process. In other words, we conceptualize the child’s agency as both shaping and being shaped by the AI automation process, yielding an inclusive participatory process that enhances both human and artificial intelligence. That is why we propose changing the language from AI-driven learning to AI-enhanced learning. Sophisticated personalized learning systems underpinned by artificial intelligence need to strike an optimal balance between the roles played by humans and AI in the learning process. They need to do more than deliver a canon of curriculum knowledge while assessing whether it has been suitably absorbed by the learner. They need to be flexible and responsive at a human level, respecting the differences between individuals, and this requires extensive engagement at the design
- Yet AI can also add value to learning, particularly for groups with limited access to teachers, mentors, and educational resources. We argue that if innovative AI education systems respect the principles embedded in the PPAE framework, then learning stands a better chance of maximizing civic participation and human flourishing.
Scaffolding and dialogic teaching in mathematics education: introduction and review (springer.com)
- Such narrower and more specific foci are important to make progress in research. However, teachers and researchers searching for pedagogical approaches that work in such a complex setting as the mathematics classroom also need concepts that help to structure teaching and learning in a coherent way and orient teachers on the bigger picture. Learning theory should offer such a coherent big-picture understanding (Shepard, 2005)
- Teacher awareness (Mason, 1998; Smit & Van Eerde, 2011) and teacher judgement accuracy (e.g., Krolak-Schwerdt et al., 2014) seem to be crucial as the basis for adaptive, contingent or responsive teacher action. More research on these topics is certainly welcome, because adaptivity requires accurate judgement.
- We hope that scholars who now concentrate on relatively isolated bodies of literature on the aforementioned or similar topics will collectively take the effort to engage in conversation. We expect that such endeavour, along the lines of networking theories (Bikner-Ahsbahs & Prediger, 2014), will prove productive for gaining precise understanding of the narrow foci as well as gaining a better understanding of the overall picture. We think that scaffolding, when enriched with ideas from dialogic teaching, would be a suitable candidate in providing such a picture to both researchers and teachers.
How to stay curious while avoiding distraction (ft.com)
One solution is defensive: avoid noisy TVs. Delete your social media account (or, at least, remove the app from your phone and install two-step verification to make it annoying to log in). Don’t sleep with your phone in the bedroom. Switch off all but essential notifications. We know all this, and if you can make yourself do it, it works. But a second approach focuses more on the positive. As well as trying to cut out mere novelty, we should seek out things worth being curious about. This is easier than one might think, because thoughtful curiosity builds knowledge, and knowledge builds thoughtful curiosity.
As Ian Leslie explains in his book Curious: The Desire To Know and Why Your Future Depends on It (2014), human curiosity usually requires a reasonable base of facts to underpin it. “The curiosity zone is next door to what you already know,” he writes. That seems right. I am vastly more curious about new ideas in fields about which I already know a bit, such as economics, table-top games or callisthenics, than I am about subjects in which I have no intellectual toehold, such as anthropology, knitting or hockey.
So the plan for both distractible members of the Harford household must be the same: keep learning. The more you know, the more you will prefer something in-depth, rather than the next thumbnail recommended by YouTube.
Dialogic: education for the Internet age - Open University
Wegerif, Rupert
Dialogic education and technology : expanding the space of learning - Open University
((Need to get access to these))
Mental Health, Academia, and the PhD journey | Graduate School Network (open.ac.uk)