This paper reports on the findings of a case study set up to explore the possible benefits that dyslexic learners might have when engaging in the creation of their own multimedia project. Two children with specific learning difficulties worked with the author to develop a multimedia presentation. The children developed authoring skills (such as planning and drafting, composition, revision and reflection, proof reading and presentation) and became active, motivated learners. It is believed that the open-ended character of a multimedia authoring package can encourage creative thinking and interest for content and style of presentation.

This paper presents study investigating the extent to which Saudi students understand and are familiar with mobile learning. It investigates students' use of handheld devices and considers the daily activities for which they could be used while also evaluating m-learning in Saudi Arabia-a topic that has not yet received adequate attention from researchers. Initial data was acquired through a questionnaire carried out among 131 Saudi students at UK universities in July 2013. The study confirmed that students' are confident using mobile devices in their daily lives and that they would welcome more opportunities of mobile learning. The findings reinforce the fact that higher education policy makers in Saudi Arabia need to consider the possibility of creating mobile learning environments at academic institutions.

<p class="3">In Saudi Arabia, gender-segregation is a known issue within higher education that often deprives female tutors from providing online learning and Massive Open Online Courses (MOOCs). As well, students may not be getting the benefit of their experience and teaching. The purpose of this study is to develop an Avatar tool to represent a female tutor in a MOOC course with the aim of alleviating the issues of a gender-segregated society in online learning. This project will undertake and analyse a case study concerning the experience of females teaching a MOOC course on “Rwaq” the first Saudi Arabian platform, which was launched in September 2013. The literature on gender-segregation and education technology is reviewed. As an example, gender-segregated in higher education and online learning in Saudi Arabia, Virtual Learning Environments (VLE), Avatar technology in higher education, and finally the adoption of an Avatar tool in MOOCs platforms in SA are examined. One of the objectives of the study is to develop a social interaction environment with learners in online learning within MOOCs. The ultimate objective of this study is to examine if this Avatar tool could alleviate issues of gender-segregation for female lecturers in online learning courses within MOOCs in higher education in Saudi Arabia.</p>

This paper presents study investigating the extent to which Saudi students understand and are familiar with mobile learning. It investigates students’ use of handheld devices and considers the daily activities for which they could be used while also evaluating m-learning in Saudi Arabia - a topic that has not yet received adequate attention from researchers. Initial data was acquired through a questionnaire carried out among 131 Saudi students at UK universities in July 2013. The study confirmed that students’ are confident using mobile devices in their daily lives and that they would welcome more opportunities of mobile learning. The findings reinforce the fact that higher education policy makers in Saudi Arabia need to consider the possibility of creating mobile learning environments at academic institutions.

In our hyper-connected digitised educational world, university tutors are interested in capitalising on affordances of digital trends in teaching and learning. Students, under the alias of preservice- teachers, walk among them equipped with digital skills in areas of their interest. How can we encourage collaboration between tutors and students that can promote the use of the digital force wisely, support the development of students’ professional identities further and extend tutors’ digital competences? The story of nine tutors and eleven undergraduate pre-service-teachers working together on digital partnerships is set against discussions around digital leadership and citizenship. This case study aims to highlight how universities can respond to technology-driven change by engaging students further and support their awareness of digital citizenship. The overall results showed that the informal learning that students have capitalised outside the classroom can be used to scaffold their development of digital citizenship through offline community engagement. It demonstrates the advantage of using such opportunities as a means to encourage citizenship practices among university student communities and the positive impact that such synergies can have on all the participants.

Mobile learning research has been flourishing to keep pace with the rapid technological advancement that has been invading all parts of modern life. There is a shortage of such research in Oman, especially in schools. The aim of this study is to uncover mLearning employment in schools in Oman by exploring two cases. The study investigates the perceptions of headteachers, teachers, technicians and students about the opportunities and challenges of mLearning. It involved two headteachers, 16 teachers, two technicians and 237 students in the questionnaires, and involved two headteachers, seven teachers in the interviews and 13 students in three focus groups. The results revealed that mobile learning enhances students' learning and engagement, enhances communication between participants, and provides authentic and situated learning. The results also revealed that teachers and students are faced with four challenges. These challenges include cognitively demanding environment, technical problems, disruption and distraction, and teachers' confidence.

Recent changes to the teaching of Computing in all schools in England have been profound and wide-ranging, changing the subject from one focussed on the use of ICT products to one focussed on the understanding and creation of computing systems. This change in the curriculum has created a strong demand for professional development of in-service teachers, to develop their skills and expertise to deliver this new curriculum.One approach to developing in-service teachers to deliver the new computing curriculum has been through the Computing At School Master Teacher programme, appointing and training experienced in-service teachers to deliver continual professional development (CPD) peer-to-peer. However, many potential Master Teachers require additional training before they can take up this role.In this paper, we describe how we have trained two cohorts of Master Teachers in two successive years. Evaluation of the first cohort informed revisions to the second cohort's training. The diverse needs of the individual trainees, identified through semi-structured interviews and analysis of completed tasks, led to a variety of CPD being delivered, but almost all required training and practice with programming.Before and during the programme, the trainers shared resources and had online meetings to discuss their work.This was useful in terms of establishing and maintaining consistency between different providers. The use of many teaching strategies that provided collaborative working and discussion opportunities were highly rated by the trainees.The first cohort of teachers has already delivered a significant amount of CPD in their first year after training. The second cohort are well placed to start their CPD delivery,

No abstract