What do I need to learn? An exercise to prioritize learning goals

Stephanie Gauttier; Inmaculada Arnedillo-Sanchez

Global Learn 2016 (Apr 28, 2016) pp. 262–266

This paper describes an exercise for learners to identify what they should learn in order to meet their learning skills. Lifelong learners often undertake non-formal learning activities, when they try to gain knowledge outside of formal, structured, ...

Topics: Learner-centered, and self-directed learning

Mapping Distributed Cognition: A Collaborative Constructionist Approach

Inmaculada Arnedillo Sanchez; Ann FitzGibbon

Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 1100–1107

Abstract: Concept mapping is widely reported in the literature as a technique to capture and represent internal knowledge (Cañas et al., 2001; Jonassen, Carr, & Yueh, 1998; Mc Neil, 2004; Novak). Common uses of this tool in educational settings...

Topics: Educational Technology, Information Communication Technologies

Meta-Analyses from a Collaborative Project in Mobile Lifelong Learning

Marco Arrigo; Agnes Kukulska-Hulme; Inmaculada Arnedillo-Sanchez; Gabor Kismihok

British Educational Research Journal Vol. 39, No. 2 (April 2013) pp. 222–247

This paper focuses on the use of mobile technologies in relation to the aims of the European Union's Lifelong Learning programme. First, we explain the background to the notion of mobile lifelong learning. We then present a methodological framework...

Innovation in Mobile Learning: A European Perspective

Agnes Kukulska-Hulme; Mike Sharples; Marcelo Milrad; Inmaculada Arnedillo-Sanchez; Giasemi Vavoula

International Journal of Mobile and Blended Learning Vol. 1, No. 1 (January 2009) pp. 13–35

In the evolving landscape of mobile learning, European researchers have conducted significant mobile learning projects, representing a distinct perspective on mobile learning research and development. Our article aims to explore how these projects...