Search results for author:"Mark Gaved"
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International Journal of Mobile and Blended Learning Vol. 5, No. 4 (October 2013) pp. 43–58
In this paper, the authors examine the state of the art in augmented reality (AR) for mobile learning. Previous work in the field of mobile learning has included AR as a component of a wider toolkit but little has been done to discuss the phenomenon ...
International Conference on Mobile Learning 2014 (2014)
This paper discusses how the particular features of mobile learning can be harnessed to provide new informal learning opportunities in relation to context aware and location based learning. The MASELTOV project is developing representations of an...
Mike Sharples; Anne Adams; Rebecca Ferguson; Mark Gaved; Patrick McAndrew; Bart Rienties; Martin Weller; Denise Whitelock
(2014) pp. 1–37
The third in a series of reports exploring new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This report proposes ten innovations that are already in currency but...
Studies in the Education of Adults Vol. 49, No. 2 (2017) pp. 228–252
The challenge of supporting immigrant language-learning and social integration has increased recently, leading to initiatives and projects that aim to provide assistance, including using smartphones in the course of daily activities. However, most...
Creating Coherent Incidental Learning Journeys on Smartphones Using Feedback and Progress Indicators: The SCAMP Framework
Ann Jones; Mark Gaved; Agnes Kukulska-Hulme; Eileen Scanlon; Charlie Pearson; Petros Lameras; Ian Dunwell; Jan Jones
International Journal of Mobile and Blended Learning Vol. 6, No. 4 (October 2014) pp. 75–92
Although the motivating role of feedback and progress indicators is understood in formal learning, their role in supporting incidental mobile learning is less well understood. In this paper we argue that well-designed feedback and progress...
Lucinda Kerawalla; Karen Littleton; Eileen Scanlon; Ann Jones; Mark Gaved; Trevor Collins; Paul Mulholland; Canan Blake; Gill Clough; Gráinne Conole; Marilena Petrou
Interactive Learning Environments Vol. 21, No. 6 (2013) pp. 497–515
Student engagement in the design and implementation of inquiries is an effective way for them to learn about the inquiry process and the domain being studied. However, inquiry learning in geography can be challenging for teachers and students due to ...
Mark Gaved; Trevor Collins; Paul Mulholland; Lucinda Kerawalla; Ann Jones; Eileen Scanlon; Karen Littleton; Canan Blake; Marilena Petrou; Gill Clough; Alison Twiner
Open Learning Vol. 25, No. 3 (November 2010) pp. 187–200
We explore how small-format laptops ("netbooks") have been used within evidence-based investigations undertaken by secondary school students, to what extent these are suitable for effectively supporting learners across different locations and...