Using mobile learning in free-choice educational settings to enhance ecological literacy

Aguayo, Claudio; Eames, Chris

doi:10.15663/tandc.v17i2.159

Cited by 3 publications

(1 citation statement)

References 26 publications

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“…Based on the findings above, previous research into seamless learning in CFL education has thus far been more concerned with understanding respondents' perceptions or attitudes than articulating clear descriptions of learners' engagement. Impressively, this finding is consistent with the examination made by (Aguayo & Eames, 2017;Song & Hwang, 2020), into the status of using mobile technology in foreign language education, which also found that the majority of the literature reviewed had employed a qualitative method in generating their findings.…”

Section: Research Methods and Designssupporting

confidence: 84%

Seamless Learning from the Perspective of CFL Education: A Systematic Review

Zhou,

Low,

Goh

2023

IJARAFMS

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The main objective of this paper is to review and update our understanding of seamless learning from the perspective of Chinese as a Foreign Language (CFL) education and identify possible future research directions. The novelty of this study is that it is the first systematic review of seamless learning from the perspective of CFL education. Furthermore, this paper would be valuable to comprehend pedagogical best practices as well as future research challenges in CFL education. The findings of past research exclusively emphasized seamless learning in CFL education during the non-epidemic period. Moreover, the findings of this paper reveal that most of the reviewed studies used qualitative methods, which are the most popular research method to investigate the outcome of seamless CFL learning on formal learning in primary school settings; that many research interests were focused on the use of seamless learning in Chinese vocabulary study, motivation and learning strategies, Chinese language skills advancement, and the challenges of seamless learning in CFL education. Eventually, further research to support sustainable seamless learning in CFL education is recommended.

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Section: Research Methods and Designssupporting

confidence: 84%

Seamless Learning from the Perspective of CFL Education: A Systematic Review

Zhou,

Low,

Goh

2023

IJARAFMS

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The Conceptual Niche of Seamless Learning: An Invitation to Dialogue

Wong

Looi

2019

Lecture Notes in Educational Technology

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A Framework for Mixed Reality Free-Choice, Self-Determined Learning

Aguayo

Eames

Cochrane

2020

Research in Learning Technology

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In this article, we present a theoretical framework for mixed reality (MR/XR) self-determined learning to enhance ecological literacy in free-choice educational settings. The framework emerged from a research study in New Zealand which aimed to explore how learning experiences which incorporate mobile technologies within free-choice learning settings can be designed to enhance learner development of marine ecological literacy. An understanding of how mobile technology can be integrated into the teaching and learning of sustainability education that incorporates free-choice learning contexts, such as visitor centres, is of strategic importance to both education outside the classroom and adult learning. Following a design-based research methodology, the framework is presented in the form of a set of design principles and guidelines, informed by key theories in ecological literacy and free-choice learning, heutagogy, bring your own device and self-determined learning. We briefly describe how the framework provided the foundation for an educational intervention. This paper aims to assist researchers and developers of MR/XR immersive learning environments to consider design principles and processes that can enhance learning outcomes within free-choice settings, such as museums and visitor centres.(page number not for citation purpose) learning practically anywhere in collaboration with anyone Pachler, Bachmair, and Cook 2010). They also promote innovative (Parsons 2013), inclusive (Traxler 2010) and transformative (Lindsay 2016) types of learning that challenge traditional teaching and learning approaches (Cochrane 2014;Merchant 2012). The content can be shaped to fit individual characteristics and needs (Aguayo 2016) through self-determined and real-life learning, and within user/learner-generated content and contexts, an approach known as heutagogy (Hase and Kenyon 2013;Luckin et al. 2010;Narayan and Herrington 2014).Recent mobile learning research has emphasised new patterns of connected social learning, and research into the transformative possibilities of digital tools (Cook and Santos 2016). We recognise that learning in the 21st century can occur practically anywhere at any time, in school and out, between students, teachers, non-formal educators and parents/adult learners. Twenty-first century learning outcomes also focus on enhancing access to knowledge and promoting organic and distributed social learning throughout the community, with an awareness that learning can be influenced by technological innovations and affordances (learning possibilities offered by technological tools) (Aguayo and Eames 2017b; Bull, Petts, and Evans 2008; Pachler, Bachmair, and Cook 2010). We also recognise that the sociocultural context provided by educational settings and those within them can build on, disrupt and challenge the personal constructs learners bring to those settings (Aguayo 2016; Rennie and Johnston 2004). A heutagogical approach mediated by mobile technologies could then act to create connections and reinforce lea...

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Using mobile learning in free-choice educational settings to enhance ecological literacy

Cited by 3 publications

References 26 publications

Seamless Learning from the Perspective of CFL Education: A Systematic Review

Seamless Learning from the Perspective of CFL Education: A Systematic Review

The Conceptual Niche of Seamless Learning: An Invitation to Dialogue

A Framework for Mixed Reality Free-Choice, Self-Determined Learning

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