Supporting integration through incidental learning

Open University Maseltov team Andrew Brasher, Agnes Kukulska-Hulme, Ann Jones, Jan

Jones, Eileen Scanlon, Mark Gaved

Contents

• Background• The incidental learning framework• Issues and conclusions

Maseltov project

“Mobile Assistance for Social Inclusion and Empowerment of Immigrants with Persuasive Learning Technologies and Social Network Services” www.maseltov.eu

Joanneum Research, AustriaCURE - Centre for Usability Research & Engineering, AustriaUniversity of Applied Sciences, FH Joanneum, AustriaAthens Information Technology, Greecebusuu.com -, Spain

Universitat Oberta de Catalunya, SpainOpen University, UKCoventry University, UK Czech Technical University, Czech RepublicTelecom Italia SpA, ItalyFluidtime Data Service GmbH, AustriaFundacian Desarrollo Sostenido, SpainVerein Danaida, AustriaMigrants Resource Centre, UK

Target groups• immigrants with specific problems & similar background:

– first year of stay in Europe– low level education, degree of illiteracy– never learned foreign languages– cultural background in contrast to host country– young immigrants (age < 25)– females or wives joining husband in host country

• native inhabitants– “integration is a two way process of mutual accommodation by all

immigrants and residents of EU countries” (cf. European Parliament, 2005)

Immigration to EU-27(a)

(b)

(c)

Research questions

Some starting points• Purposes of the framework

– shared integrated vision for adaptive learning services that take account of individual learner's characteristics and contexts.

• Why incidental learning?– ‘incidental’ highlights opportunistic elements of learning, when

compared with the learning opportunities that occur in structured programmes (Kerka, 2000)

• Combining structured and incidental learning– What structured learning will be offered?– When might other learning opportunities occur?

“Incidental learning occurs as the

byproduct of some other activity. It

occurs informally and is unplanned”.

(Silva, 2007)

Technology/services

Context awareness +

recommendationMobile text lens

Serious games

Volunteer radar

Social network

Language lesson service

Serious Games Institute, Coventry Uni. Center for Machine Perception,

Czech Technical Uni.IET, Open Uni.

Busuu.com

Partners for Incidental learning framework:

Existing learning frameworks

• Analytical frameworks• Design frameworks

Design framework

Analytical framework

Learning design tools

• Examples in the Learning design toolboxhttp://cloudworks.ac.uk/cloudscape/view/1882

Frameworks being reviewed• Ecology of Resources design framework (Luckin, 2010)• Theory of Learning for the Mobile Age (Sharples et al.,

2007)• Four dimensional framework

(de Freitas et al., 2010)• Language learning defined by time and place

(Kukulska-Hulme, 2012)• A Pedagogical Framework for Mobile Learning (Park,

2011)• Etc.

Ecology of ResourcesLuckin, R. et al. (2010)

MAP (More Able Partner); fading

ActivityChallenging or easy?

Suitable for multitasking?Receptive or productive?Involves speaking aloud?

Writing or gestures?Individual or social?

Time Specific time or anytime?Routine or spontaneous?

Instant access or leisurely?How much available time?

Dependent on sufficient time?Interruptible?

PlaceSpecific location or anywhere?

Private or public place?Relaxing, energising?Stationary or moving?

Walking, running?Driver or passenger?

next generation designs

(Kukulska-Hulme, 2012)

Time and place in mobile language learning

Four dimensional framework for games and simulation based education

(de Freitas & Oliver, 2006,)

Table 1 Checklist for evaluating the use of educational games and simulations

Context Learner specification Pedagogic considerations Mode of representation (tools for use)

What is the context for learning? (e.g., school, university, home, a

combination of several) Does the context affect learning?

(e.g., level of resources, accessibility, technical support) How can links be made between context and practice?

Who is the learner? What is their background and learning

history? What are the learning styles/preferences? Who is the learner group? How can the learner or learner group be

best supported? In what ways are the groups working

together (e.g., singly, partially in groups) and what collaborative approaches could support this?

Which pedagogic models and approaches are being used?

Which pedagogic models and approaches might be the most effective?

What are the curricula objectives? (list them) What are the learning outcomes? What are the learning activities? How can the learning activities and outcomes be

achieved through existing games or simulations?

How can the learning activities and outcomes be achieved through specially developed software (e.g., embedding into lesson plans)?

How can briefing/debriefing be used to reinforce learning outcomes?

Which software tools or content would best support the learning activities?

What level of fidelity needs to be used to support learning activities and outcomes?

What level of immersion is needed to support learning outcomes?

What level of realism is needed to achieve learning objectives?

How can links be made between the world of the game/simulation and reflection upon learning?

Kolb Learning Cycle

Kolb learning cycle image by Davies & Lowe

Outcomes

Social

Time

Time

Incident

Incident

Incident

Task

Tools

Place

Outcomes

Social

Time

Time

Incident

Incident

Incident

Task

Tools

PlaceMore Able

Partner

(Luckin, 2010)

Place ≠ Location(Gillies, S. 2011)

Outcomes

Social

Time

Time

Incident

Incident

Incident

Task

Tools

Place

Learner’s journey

Reflect/plan

Reflect/plan

Structured learning

Learner profile

(Bull & Kay (2007))Trigger

Trigger

Conclusions & issues

• Too generic?– this is the first version

Some issues• Level of abstraction • Need to clarify what aspects of context will be

supported by the technology– Role of the teacher?

• Privacy

Thanks•To the Noun project http://thenounproject.com/ for these icons:

•To Oula Akiki (busuu.com) and Ian Dunwell (Serious Games Institute) for valuable ideas and comments

•And to you for listening

ReferencesBull, S., & Kay, J. (2007). Student Models that Invite the Learner In : The SMILI :-) Open Learner Modelling Framework. International Journal of Artificial Intelligence in Education, 17(2), 89-120.Gillies, S. (2011). Technical Introduction to Places. Retrieved March 30, 2012, from http://pleiades.stoa.org/docs/technical-intro-placesKerka, S. (2000). Incidental learning: trends and issues, Alert No. 18. Educational resources information center. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED446234Kukulska-Hulme, A. (2012). Language learning defined by time and place: A framework for next generation designs. In J. E. D´ıaz-Vera (Ed.), Left to My Own Devices: Learner Autonomy and Mobile Assisted Language Learning. (pp. 1-13).Luckin, R. (2010). Re-Designing Learning Contexts: Technology-Rich, Learner-Centred Ecologies (Foundations and Futures of Education) (p. 208). Routledge. Retrieved from http://www.amazon.co.uk/Re-Designing-Learning-Contexts-Technology-Rich-Learner-Centred/dp/041555442XMuyinda, P., Lubega, J., & Lynch, K. (2011). A framework for instantiating pedagogic mLearning objects applications. In A. Cerone & P. Pihlajasaari (Eds.), Theoretical Aspects of Computing – ICTAC 2011 (pp. 194-217). Springer Berlin / Heidelberg. Retrieved from http://www.springerlink.com/index/692325145Q23QT4J.pdfPark, Y. (2011). A Pedagogical Framework for Mobile Learning: Categorizing Educational Applications of Mobile Technologies into Four Types. International Review of Research in Open and Distance Learning, 12(2), 78-102. Elsevier. doi:10.3394/0380-1330(2006)32Sharples, M., Taylor, J., & Vavoula, G. (2007). A Theory of Learning for the Mobile Age ( pre-print ). In R. Andrews & C. Haythornthwaite (Eds.), The Sage Handbook of Elearning Research (pp. 221-247). London: Sage.Silva, P. M. (2007). Epistemology of Incidental Learning. Retrieved from http://scholar.lib.vt.edu/theses/available/etd-10162007-224008/unrestricted/silva.pdfde Freitas, S., & Oliver, M. (2006). How can exploratory learning with games and simulations within the curriculum be most effectively evaluated? Computers & Education, 46(3), 249-264. doi:10.1016/j.compedu.2005.11.007