Purpose – This study aims to present findings from an ongoing study in three rural schools in Denmark where videoconferences are used as part of the teaching at lower secondary level. The research focuses on how students learn from videoconferences that are both one-to-many and peer-to-peer. Videoconferencing, conceptualized by the schools in question as telepresence, is performed in a unique combination of desktop interaction through mobile devices (iPads) and studio-based large screen lectures and interaction. Design/methodology/approach – Data have been collected through multi-sited ethnography, which has contributed to mapping relationships between schools and studying their collaboration through telepresence. As collaboration between schools is built into the project, multi-sited ethnography has followed telepresence as a phenomenon that emerges within these collaborations, i.e. the idea is that looking at it from one locality is only seeing it partially. Findings – Preliminary results from the project suggest that schools need to work more on organizational frameworks for collaboration and that synchronous connections could be extended through asynchronous communication to support the potential of collaboration via telepresence with iPads. Research limitations/implications – The study has followed schools for two years in the initial development phase, but can be further qualified by following the next phase of the project, which will be initiated in the Autumn of 2015. Practical implications – The study has implications for the development of telepresence practices in which mobile devices are used in home classrooms and combined with stationary devices in auditoriums. In addition to this, the study provides examples of how schools can collaborate through telepresence activities in which both teacher-driven and student-driven activities are involved. Originality/value – The study fulfils a need for knowledge about ways in which telepresence and videoconferencing is used in elementary education and for different educational goals.
This chapter focuses on the relationship between remediation and educational innovation in Information and Communications Technology- (ICT) intensive learning environments, as exemplified by the language laboratory (language lab) and its digital descendants. Historically, the language laboratory has been affected by a number of technological and instructional changes, transforming the dead-end of behavioural methodology into the current socio-collaborative paradigms of language learning. The language laboratory has thus been transformed into a learning environment that incorporates and refers to several generations of technology-based language learning. The principles of Computer-Assisted Language Learning (CALL) will serve as this chapter’s theoretical framework. It will also deal with the issues of repurposing and remediation raised by Bolter & Grusin (1999). Remediation is defined as a process of transformation wherein older media are represented and refashioned in new media contexts. It will also be argued that there is a dialogical relationship between the processes of remediation inherent in the genealogy of the language laboratory, and the processes of educational innovation. In addition to this, the chapter will suggest ways of rethinking and reforming the language laboratory through Mobile-Assisted Language Learning (MALL).
This article takes as its point of departure a language project which is a subproject under the larger ongoing (2007)(2008)(2009)(2010)(2011) research project Serious Games on a Global Market Place. The language project follows how the virtual universe known as Mingoville (http://www.mingoville.com) becomes an actor in English education for beginners. The virtual universe provides an online environment for students beginning to learn English in schools and at home. This article will focus on the shifting ontologies of Mingoville and teaching and learning situations in beginners' English. It takes as its point of departure neither Mingoville as part of the media ecologies of the classroom, nor the epistemological ramifications of Mingoville. Instead, it suggests that opening up the shifting ontologies of Mingoville (i.e. what mediates Mingoville and its relationships with doing beginners' English) may offer a different and useful approach to understanding how Mingoville becomes a multiple actor. It reveals that such an actor both influences and is influenced by manifold constitutive entanglements involved in organizing English teaching and learning activities for beginners. Theoretically and methodologically, the article and the empirical gatherings and analysis are inspired by science and technology studies (STS) and Actor Network Theory (ANT). The arguments and descriptions provided throughout the article will focus on the shifting ontologies of Mingoville as it moves into, and out of, different teaching and learning situations of English for beginners.
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