Purpose This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), “Designing and Evaluating Innovative Mobile Pedagogies” (DEIMP). DEIMP is undertaken by a transnational consortium comprising partner institutions and schools from the UK (coordinating), Australia, Belgium, Cyprus, Ireland and The Netherlands. As well as the enforced changes to the project, there have been major adjustments in how education is being provided in each of our countries, across all sectors: primary, secondary and tertiary. The purpose of this paper is to provide pragmatic guidelines that will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future. Design/methodology/approach The authors outline 21 design principles underpinning innovative mobile learning, which will be of pragmatic use to all using mobile learning in the COVID-19 pandemic. These principles have emerged in the context of the three-year European DEIMP Project (2017-2020). The authors also examine major educational changes that have recently been imposed upon teachers and educational researchers, and key aspects of the current emergency response in education internationally, and resultant implications for educational technology and mobile learning. Findings A living record highlighting what is currently happening in the educational systems of the DEIMP project’s respective partner countries. The paper outlines design concerns and issues, which will need to be addressed as the authors endeavour to bridge both the digital divide and digital use divide in remote education. Furthermore, the paper illustrates 21 pragmatic design principles underpinning innovative mobile pedagogies. Originality/value A comparative study of the effects of the pandemic across six countries, including The UK, Australia, Belgium, Cyprus, Ireland and The Netherlands. The authors outline 21 design principles for mobile learning, which is hoped will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future.

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Mobile learning and mobile pedagogies have recently enjoyed an increase in interest regarding their benefits and constraints for teaching and learning. This increased interest is due to the ubiquity of mobile devices, a term covering netbooks, laptops, smartphones, tablets and two-in-one devices. Mobile learning is the term applied to learning with such devices, and falls under the umbrella term of 'ubiquitous learning', a term that indicates the ability to learn with the device at a time, place and manner of individual choice: "Ubiquitous learning refers to the process in which learners can obtain the needed resources anytime and anywhere to carry out learning" (Chen, Yu, & Chiang, 2017, p. 127). Ubiquitous learning or u-learning emphasises the contextualised and situated learning that is provided by use of mobile devices (Pegrum, Oakley, & Faulkner, 2013).It is of interest to investigate how pedagogies might change as a result of using mobile devices for school learning. The term for pedagogies that use mobile devices as implicit parts of the learning design is 'mobile pedagogies'.The ability for learning to take place in a variety of places beyond the classroom and at a variety of times outside of the school timetable suggests a need to consider new teaching practices that embrace these opportunities (Authors, 2017Schuck, Kearney, & Burden, 2017Traxler, 2009). Mobile devices enable a whole suite of practices for school-aged students to engage with in out-of-school time. These practices include seamless interactions with people who may be geographically distant, sharing and creating of images and videos of common interest, and engaging in activities of interest to the user. The strong uptake of, and interest in, such practices by students indicates a gap between the way they are expected to operate in school and the way they engage out of school (Authors, 2018aSchuck, et al., 2017. In order to exploit student interest and capitalise on the characteristics and benefits of teaching and learning with mobile devices, teachers may need to review aspects of their current practices, schools may need to review their structures and policy makers may need to review the curriculum to be studied so that new ways of learning can be explored. At present, there is a general lack of understanding of how mobile devices are being used in education to develop new sorts of pedagogies that might enhance or disrupt the status quo. Given the opportunities to teach and Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review Kevin Burden a, *

In recent years, novel paradigms of computing have emerged, which enable computational power to be embedded in artefacts and in environments in novel ways. These developments may create new possibilities for using computing to enhance learning. This paper presents the results of a design process that set out to explore interactive techniques, which utilized ubiquitous computer technology, to stimulate active participation, involvement and learning by children visiting a museum. Key stakeholders, such as museum curators and docents, were involved throughout the process of creating the exhibition, Re-Tracing the Past, in the Hunt Museum, Limerick, Ireland. The paper describes aspects of the evaluation of the exhibition, which involved 326 schoolchildren (ages 9-12-year-old), and which exemplifies important features of the design and use of the novel technology in the museum. The paper concludes by articulating a series of design guidelines for developing ubiquitous computing to enhance children's learning in museums. These guidelines relate 12 experiential criteria to five supporting design informants and resources. The guidelines encompass important dimensions of children's educational experience in museums, including collaboration, engagement, active interpretation, and materiality. While developed in a museum context, these guidelines could be applied to the development of novel computing to enhance children's learning in other educational environments, both formal and informal.

As schools and universities worldwide tentatively move beyond an initial emergency response to the Covid-19 pandemic, the prospect of socially-distanced learning spaces prompts us to ask how we can maintain good educational relationships. Supporting students in a time of far-reaching changes means acknowledging that certain normalised practices, and the conceptual frameworks embedded within them, have come under significant duress. Resisting the urge to rush to quick solutions and seeing our common vulnerability and uncertainty as an opportunity for growth, we, a multidisciplinary teacher education faculty, chose to pause and use this moment of recalibration to develop a new set of orienting priorities for teacher educators. We reflect on dynamics of care, control and power inherent in educational relationships and demonstrate how relatedness in education expands beyond the human and the local towards fostering a common sense of global and ecological responsibility.

BackgroundEach year, millions of older adults fall, with more than 1 out of 4 older people experiencing a fall annually, thereby causing a major social and economic impact. Falling once doubles one’s chances of falling again, making fall prediction an important aspect of preventative strategies. In this study, 22 older adults aged between 65 and 85 years were trained in the use of a smartphone-based fall prediction system. The system is designed to continuously assess fall risk by measuring various gait and balance parameters using a smart insole and smartphone, and is also designed to detect falls. The use case of the fall prediction system in question required the users to interact with the smartphone via an app for device syncing, data uploads, and checking system status.ObjectiveThe objective of this study was to observe the effect that basic smartphone training could have on the user experience of a group that is not technically proficient with smartphones when using a new connected health system. It was expected that even short rudimentary training could have a large effect on user experience and therefore increase the chances of the group accepting the new technology.MethodsAll participants received training on how to use the system smartphone app; half of the participants (training group) also received extra training on how to use basic functions of the smartphone, such as making calls and sending text messages, whereas the other half did not receive this extra training (no extra training group). Comparison of training group and no extra training group was carried out using metrics such as satisfaction rating, time taken to complete tasks, cues required to complete tasks, and errors made during tasks.ResultsThe training group fared better in the first 3 days of using the system. There were significant recorded differences in number of cues required and errors committed between the two groups. By the fourth and fifth day of use, both groups were performing at the same level when using the system.ConclusionsSupplementary basic smartphone training may be critical in trials where a smartphone app–based system for health intervention purposes is being introduced to a population that is not proficient with technology. This training could prevent early technology rejection and increase the engagement of older participants and their overall user experience with the system.

In recent years, novel paradigms of computing have emerged, which enable computational power to be embedded in artefacts and in environments in novel ways. These developments may create new possibilities for using computing to enhance learning. This paper presents the results of a design process that set out to explore interactive techniques, which utilized ubiquitous computer technology, to stimulate active participation, involvement and learning by children visiting a museum. Key stakeholders, such as museum curators and docents, were involved throughout the process of creating the exhibition, Re-Tracing the Past, in the Hunt Museum, Limerick, Ireland. The paper describes aspects of the evaluation of the exhibition, which involved 326 schoolchildren (ages 9-12-year-old), and which exemplifies important features of the design and use of the novel technology in the museum. The paper concludes by articulating a series of design guidelines for developing ubiquitous computing to enhance children's learning in museums. These guidelines relate 12 experiential criteria to five supporting design informants and resources. The guidelines encompass important dimensions of children's educational experience in museums, including collaboration, engagement, active interpretation, and materiality. While developed in a museum context, these guidelines could be applied to the development of novel computing to enhance children's learning in other educational environments, both formal and informal.

The photosynthetic pathway of plants is a fundamental trait that influences terrestrial environments from the local to global level. The abundance of different photosynthetic pathways in Australia is expected to undergo a substantial shift due to climate change and rising atmospheric CO2; however, tracking change is hindered by a lack of data on the pathways of species, as well as their distribution and relative cover within plant communities. Here we present the photosynthetic pathways for 2428 species recorded across 541 plots surveyed by Australia’s Terrestrial Ecosystem Research Network (TERN) between 2011 and 2017. This dataset was created to facilitate research exploring trends in vegetation change across Australia. Species were assigned a photosynthetic pathway using published literature and stable carbon isotope analysis of bulk tissue. The photosynthetic pathway of species can be extracted from the dataset individually, or used in conjunction with vegetation surveys to study the occurrence and abundance of pathways across the continent. This dataset will be updated as TERN’s plot network expands and new information becomes available. This manuscript is currently in review with the journal "Scientific Data" and was submitted on 17/11/2020