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Project produced teaching resources on corpus based CALL. Related App developed alas not updated after trials

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Using the IWB to Support Classroom Dialogue

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Using the IWB to Support Classroom Dialogue

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Particularly interesting in CLIL contexts.
Find its resources here:

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This site presents research outcomes and professional development materials from a collaborative project exploring how the interactive whiteboard can be used to encourage classroom dialogue

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European Project Partners

The MICOOL Project brings together seven institutions in six European countries to examine and research how innovative mobile devices change teaching and learning in the 21st Century classroom, and to devise and provide training for teachers working with this technology. The project comprises organisations from four Erasmus+ programme countries - Ireland, Germany, Poland and Portugal - and two partner countries - Switzerland and Montenegro. You can read more on the profiles of the institutions and individuals involved in the project, on the Partners section of the website.

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European Project Partners The MICOOL Project brings together seven institutions in six European countries to examine and research how innovative mobile devices change teaching and learning in the 21st Century classroom, and to devise and provide training for teachers working with this technology.

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Globinars: http://globinars.blogspot.nl/
ErasmusPlus courses: http://www.tellconsult.eu/current-courses/
Interested in getting occasional updates about TELLConsult's offer of professional development courses?
Then please subscribe to the TELLConsult Training News List using this MailChimp form with more information and an overview of your subscription options: http://eepurl.com/dvv5d9 to receive not more than 4 messages per year.

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Mobilising and Transforming Teacher Education Pedagogies
http://mttep.eu/
And its output website:
Mobile Learning Toolkit for Educators
http://www.mobilelearningtoolkit.com/

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​When appropriately utilised, mobile technologies have the potential to transform educational practices and are capable of making a significant contribution in engaging students and making learning...

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Interactive classroom technologies (IWB, smartphone, video communication etc)
iTILT1 & iTILT2 Projects
Interactive Teaching in Languages with Technology
1.     ITILT 2 Interactive Teaching in Languages with Technology
3 year project (2014-17)

a.      repository of language teaching tasks

b.      handbook on TBLT with technologies

c.       community of practice mini-guides on digital tools, resources, and networks

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Interactive Teaching in Languages with Technology

Welcome | Bienvenue | Hoşgeldin | Willkommen | Welkom

Interactive Whiteboards

View over two hundred examples of classroom practice using the interactive whiteboard in the communicative language classroom.

Mobile Devices

See how mobile technologies can be used inside and outside the classroom to encourage collaborative language learning.

Video Communication

See how video communication can be used in the language classroom to encourage authentic interaction between learners in different countries.

iTILT2 Training Handbook

This professional development resource is particularly aimed at teacher trainers preparing language teachers to use the IWB and other interactive technologies to implement TBLT and for teachers who are committed to self-sustained professional development in this area. The content of this resource places special focus on pedagogical concerns (interactive teaching rather than interactive technology) and is designed around the teaching and learning resources available on the iTILT website and other resources produced in the framework of iTILT2.

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Welcome | Bienvenue | Hoşgeldin | Willkommen | Welkom Interactive Whiteboards View over two hundred examples of classroom practice using the interactive whiteboard in the communicative language classroom. Mobile Devices See how mobile technologies can be used inside and outside the classroom to encourage collaborative language learning.

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In phase 3 (2019) we will disseminate the project results in six national Tablio-bootcamps and one international bootcamp. The national bootcamps will take three training days in total, spread over 4 months. We want participants to come out of primary schools, secondary schools and out of teacher training (both teacher trainers as preservice-teachers).

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'Mobile enhanced tools and approaches for innovative language learning and assessment'

and its sister project
iLIKE http://www.histproject.no/node/725

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Choose one or two of these options to explore the design principles (see list at:
https://drive.google.com/file/d/1-_n7vNbAFPOTnpHrbL5yZD-t0gtB4hZO/view?usp=sharing

1.       Which of these principles are most important in underpinning design of mobile learning activities for school-aged learners?

16 Role-play: Learners assemble tools and methods and enact roles e.g. citizen journalist
11 Artefact construction: Learners make digital object e.g. video, music, game
7 Authentic environment: Activity occurs in situ
19 Intergenerational learning: Learners across different generations work together e.g. capturing an oral history

2.       Which principles would you prioritise for language education (MALL)

3.       Which principles can you see applied in this activity description for HE students at:
https://www.facultyfocus.com/articles/course-design-ideas/real-world-writing-project-integrating-mobile-technology-team-based-learning/

4.       Can you come up with some first ideas for a MALL activity starting out with a random selection of 4 principles e.g. 1234 or 4,8,12,16.

5.       Do you know any descriptions, lesson plans, video clips of MALL activities that could be used for an analysis using iPAC or these principles?

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The International Mobile Learning Network for Teacher Educators

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The International Mobile Learning Network for Teacher Educators

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Developed as part of the Mobile Technologies for Teacher Education Project (www.mttep.eu) this network looks to link like minded professionals around the globe ... more on this

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Use the evaluation template and the placement grid to assess the analysis of an MFL case in the  current collection of good practices in EU classrooms http://tablio.eu/en/goodpractices

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Selection of Mobile Apps
Audioboom
Aurasma (create augmented reality ‘auras’, videos augmenting an image with another image,  video,  or audiofile.)
Book Creator (text images video drawings can be created and combined to create a digital book that can be shared)
EducaPlay
Educreations (describing pictures)
Evernote (record audio, images and notes, as well as web-pages, synchs across all devices, and can be used to collaborate with and share)
Explain everything (import Documents [PDF, DOC, PPT, Keynote], pictures, videos, sound files, active web browser windows, draw and annotate, zoom and pan, move and animate, export and share)
FlipBoard
HowSay
LearnEnglishGrammar
Lino (sticky notes and photo collage)
Padlet (upload video or images and text in a dedicated shared space)
Photobabble
Pinterest (online poster collage board)
Pocket (save ‘stuff’ on websites to read later offline) Podomatic
Popplet (mindmap images/words and collaborate online)
Quickvoicerecorder
Simple Mind Mindmapping (mind mapping for mobiles, tablets and laptops)
Skitch (annotate, mark  up websites, edit photos, label maps share and give feedback on ideas)  across devices
Sounds Right
StickyMoose
Storehouse
Subtext
Symbaloo webmix (collection of websites on same topic) maker (bookmarks favourite websites to share)
Tellagami (animated speaking tasks: create an animated avatar that can explain a photo or image to share)
Thing Link (adds video and text to images to share)
Touchcast
Tricider (Brainstorming, see this example on criteria for apps http://www.tricider.com/brainstorming/ntNY)
Videolicious (adds video or audio commentary to your own still images)
Voice Record Pro (records audio, can be  converted to MP3s and shared)
Vocaroo
Woices (location based listening)
Wrts

Apps Overview Joe Dale:
https://docs.google.com/spreadsheets/d/1Szf4ypbE4vOcM8VQ4WHMzxV5ulavDPjH55QjOTrE-6w/edit#gid=0

Further resources, apps and links
IOS and Android apps

Academic Writing in English (in depth self learning app covering the whole process)
Dragon Dictation (voice to text that can be exported,  edited and shared)
ipadio (phlogging, phonecasting [livestreaming],  data collection)
iPrompt (teleprompter-text scrolls across the screen  for speeches)
Nearpod
Penzu (mobile journal, diary, reflective log)
Snap Guide (create ‘HOW TO’ online tutorials with videos  or photos to share)
Storify (a curation app that combines links  from twitter and other sharing media to  enable a cohesive digital multimedia story, also  a web site)
http://appcrawlr.com/ipad/qr-reader-for-ipad

QR code Generator https://www.the-qrcode-generator.com/
What you can do withe QR codes in the classroom http://technogogy.org.uk/qr-codes.pdf
WhatsApp (send texts, images, audio, videos for free)
Mobile Mini Games http://www.gobl-project.eu/

Android Apps http://androidappsfsu.blogspot.nl/

Microblogging with Twitter using hashtags.
Microblogging through SMS and group texting services such as Cel.ly
Blogging and Media-Based Reflections via Posterous in the Field or Cinch
Phonecasting via ipadio or Google Voice or Cinch
Photo-Audio Sharing via Yodia: Yodia in the Classroom
Vodcasts/Video Reflections uploaded to Youtube (uploading from a mobile)
Texting summaries: e.g. Messaging Shakespeare

Resources to help you find out more about specific apps

http://www.eduapp.nl
http://www.scoop.it/t/android-apps-for-language-teachers
http://catherine-ousselin.org/apps.html
http://technogogy.org.uk/top-apps.pdf (Nick Peachey's comments)
http://www.scoop.it/t/tools-for-learners
http://catherine-ousselin.org/technology.html
http://www.scoop.it/t/ipads-and-tablets-in-education
http://www.freetech4teachers.com/
http://www.scoop.it/t/mobiel-leren-1
http://mttep.weebly.com/programme-and-presenters.html

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Activity types for the Video Clips Collections

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Activity types for the Video Clips Collections

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iTITL 1
http://www.itilt.eu/advanced-search

•       Free exploration of specific feature use for specific curriculum components (technical training, didactic inspiration).
Supporting development of observation skills & professional dialogue, e,g, by using a Flipped Discussion Task:
https://nl.padlet.com/ton_koenraad/2ok8kvosilcq

•        Awareness raising for quality criteria for materials design and teacher behavior e.g. by analyzing interaction during IWB-mediated classroom activities (with specific Foci, e.g):

- Activity characteristics: drill, display, simulation, communication
- authenticity of tasks
- teacher/learner control

Present ITLT criteria and have students look examples pre-selected by you or the iTILT team that share a specific quality.
For an overview of these use the TAG 'iTILT Partner Clip Selection' in the Library

You could follow this up with asking the students to rank a pre-selected set of say 3 videoclips e.g.
Exchange  opinions (after each round) on what you appreciate or not like professionally about the clips as far as design and use of the materials and teacher behaviour.

Selection 1. http://www.itilt.eu/de/node/642

Selection 2. http://www.itilt.eu/node/649

NB For sharing views later  in the plenary please note the timer positions of moments in the clip that support your observation / opinion (alternatively add your comments at the relevant points in the videoclip using H5P.

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See the iTILT2 Training Handbook for more ideas

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All contents can be downloaded from this page
http://tablio.eu/en/downloads

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Multiplier events & Resources:
1. in NICE: https://sites.google.com/site/itiltnice2015/talks-and-workshops
Workshop Padlet page: https://padlet.com/ton_koenraad/MALL

2. in Antwerp:
https://www.uantwerpen.be/en/centres/linguapolis/research-projects/national-international-projects/international-projects/itilt2/itilt2-workshop-2016/
Workshop Padlet page: https://padlet.com/ton_koenraad/Student_Response_Systems

3. in Schwäbisch Gmünd: https://sites.google.com/view/itilt-multiplier-event-germany/home
Workshop Padlet page: https://nl.padlet.com/ton_koenraad/Gmuend

Workshop Social voting tool: Tricider http://tinyurl.com/
Workshop voting tool: SRS session: http://app.one2act.no

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Papers and Books

Cutrim Schmid, E., & Whyte, S. (Eds.) (2014) Teaching languages with technology: �communicative approaches to interactive whiteboard use.
A resource book for teacher development. Bloomsbury.

Koenraad, A.L.M. (2016) iTILT 2nd Edition: Interactive Teaching in Languages with Technology. Collaborative action research to develop materials and methodologies for using interactive technologies in the language classroom. In ICMAL proceedings book of THE 3rd INTERNATIONAL CONFERENCE of MODERN APPLIED LANGUAGES, 131 – 152 http://icmal.lumina.org/en/

Cutrim Schmid, E. and Whyte, S. (2012) ‘Interactive whiteboards in state school settings: teacher responses to socio-constructivist hegemonies.’ Language Learning  and Technology,  16(2), pp. 65 – 86.
Whyte, S. (2014) EuroCALL paper on pedagogical interactivity at the IWB
https://shonawhyte.wordpress.com/2014/08/12/eurocall-paper-on-pedagogical-interactivity-at-the-iwb/
Whyte, S., Beauchamp, G., & Hillier, E. (2012). Perceptions of the IWB for second language teaching and learning: the iTILT project. In L. Bradley & S.Thoue¨sny (Eds.), CALL: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings (pp. 320-6).

Whyte, S., Beauchamp, G., & Alexander, J. (2014). Researching interactive whiteboard use from primary school to university settings across Europe: an analytical framework for foreign language teaching. University of Wales Journal of Education, 17, 30-52.

Whyte, S., Cutrim Schmid, E., van Hazebrouck, S., & Oberhofer, M. (2014). Open educational resources for CALL teacher education: the iTILT interactive whiteboard project. Computer Assisted Language Learning, 27 (2), 122-148 doi: 10.1080/09588221.2013.818558

Diana Bannister on Tablets in (MFL) Education
http://apple.co/1QXXMsd

Kukulska et al
Mobile pedagogy for English language teaching: A guide for..
http://englishagenda.britishcouncil.org/sites/default/files/attachments/e485_mobile_pedagogy_for_elt_final_v2.pdf
More References: http://wp.me/p28EmH-46

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Viewing Task:
Consider the relevance and applicability of this model in your own context.

Intro to iPAC
https://www.youtube.com/watch?v=WXxp3saPeXQ

Summary
Based upon an exhaustive review of the existing literature on mobile learning undertaken in 2011-2012 three broad clusters of mobile learning activity were defined that seemed to be distinctive or unique. We refer to these three clusters as CONSTRUCTS and they include Personalisation, Authenticity and Collaboration.  You can see these set out in the diagram (see left). Each of the principal constructs was made up of sub-constructs of which there are 7 (see left). Together these are described as the 'signature pedagogies' of mobile learning because they offer opportunities for learning that exploit the particular affordances of mobile technologies.

The main constructs and their sub-constructs include:

Personalisation, which includes (a) learner choice (Agency) and (b) Customisation

Authenticity - which includes (a) Setting - where the learning is situated); (b) Task: how realistic the task is and (c) Tools: to what extent learners use mobile to replicate the kind of tools professionals might use

Collaboration - which includes the ability to (a) conversation and (b) the ability to generate and construct artefacts and to share them through digital networks

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Examining the iPAC sub-constructs:

View an introductory video on subconstructs or select one or two videos of a specific sub-construct  from the iPAC Mobile Learning Toolkit resources (see below) and consider how this sub construct applies to language learning. Suggest enhancement with related concepts relevant in MFL pedagogy and/or share a related MFL task example or rubric.

Intro to iPAC Sub Constructs
https://www.youtube.com/watch?v=WXxp3saPeXQ

Subconstructs explained
https://www.youtube.com/watch?v=YttmX1ZRbsk

Personalisation
Subconstruct agency
https://www.youtube.com/watch?v=tYz0iyJZ4UE&t=363s
Subconstruct Customisation
https://www.youtube.com/watch?v=T70L6VBmvtY

Authenticity
Setting
https://www.youtube.com/watch?v=mkpY2Bo-nNI
Task and Tool
https://www.youtube.com/watch?v=dsBVp0z71Kc

Collaboration
Conversation
https://www.youtube.com/watch?v=P-DmP4_4gII
Data sharing
https://www.youtube.com/watch?v=-OZqVUsyu4A

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Suggestion for further activities & explorations of MTTEP results (assess usability, suggest use with student teachers)

Start at: http://www.mobilelearningtoolkit.com/

1.        ePub: The Mobile Learning Toolkit Manual

1.1 - eBooks illustrating the use of mobile technologies in teacher education

1.2. How to apply and use the iPAC framework in teacher education

1.3. How to use the The iPAC survey tool to inform local practice

2.       Trial the rubric for evaluating the value and use of Apps in different educational contexts.

3.       Skim the structure and contents of the online course for teacher educators
https://docs.google.com/forms/d/e/1FAIpQLSfkIMw9E-Vi1UHabF7UzAOg4p7aJ2v3kMoGR_BIgfmYG79gug/viewform?c=0&w=1

4.       Inform yourself about (join?) The International Mobile Learning Network for Teacher Educators : IMOLENTE

5.       Familiarize yourself with the concept MESH guide

http://www.meshguides.org/

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See if this infographic helps to get an overview of the project, to access further information about the elements of the toolkit and supports understanding how the various tools are (inter) related.

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Burden, Kevin & Kearney, Matthew & Schuck, Sandra & Aubusson, Peter. (2012). Viewing Mobile Learning from a Pedagogical Perspective.. ALT-J Association for Learning Technology journal. 20. 1-17.. 10.3402/rlt.v20i0.14406.

Burden, K. & Kearney, M. (2017). Investigating and critiquing teacher educators’ mobile learning practices. Interactive Technology and Smart Education 14(2), 110-125  https://doi.org/10.1108/ITSE-05-2017-0027

Schuck, S., Kearney, M., & Burden, K. (2017). Exploring mobile learning in the Third Space. Technology, Pedagogy and Education, 26(2), 121-137

Burden, K., & Kearney, M. (2016). A snapshot of teacher educators’ mobile learning practices. Proceedings of the
International  Mobile Learning Festival 2016 (pp. 59-77), May 27-28, 2016, Bangkok, Thailand.
View  proceedings.(http://imlf.mobi/publications/proceedings2016.pdf)

Hopkins, Paul. (2016). The nature of the eBook on the mobile device as a tool for developing and promoting interactive learning. 10.13140/RG.2.1.1741.4000.

Burden, Kevin & Paul Hopkins (2016) Barriers and Challenges Facing Pre-Service Teachers use of Mobile Technologies for Teaching and Learning in International Journal of Mobile and Blended Learning (IJMBL) 8(2)

Kearney, M., & Burden, K. (2014). Investigating distinctive pedagogies in mobile learning.
In M.Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher
Education International Conference 2014 (pp. 1673–1680). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Amanda Naylor & Janet Gibbs (2015): Using iPads as a learning tool in cross-curricular collaborative initial teacher education, Journal of Education for Teaching: International Research and pedagogy,
DOI:10.1080/02607476.2015.1081718

e-Pubs
The Mobile Learning Toolkit Manual
Kevin Burden & Matthew Kearney
https://itunes.apple.com/gb/book/the-toolkit/id1236064983?mt=11

Preparing Teachers for the Digital Age
Frank Thissen
https://itunes.apple.com/gb/book/preparing-teachers-for-the-digital-age/id1206436349?mt=11

Baran, E (2014) A review of research on Mobile Learning in Teacher Eduction,
Education, Technology and Society 17(4)

The future of eBooks (Part 2): eBooks in teacher education
https://www.youtube.com/watch?v=xt2zZXbwANM&list=PL1xnDjh8qI1Uh6vyjWEhPpVIjqNdKfok4

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Aim: To improve the impact, sustainability and utilization in language education and training by deploying new evaluation and assessment methods, including services and mobile learning supported training solutions at national level in each partner country. Promote further transfer of projects products, across several tangents to ensure maximization of multiplier effects, including promotion of project results as a facilitator of European-wide harmonization of skills.

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D 3_2 - Cases and instructor training pilots for Acquiring Language Skills through Logic Language Software, and Diagnostic Language Training_

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Cutrim Schmid, Euline (2008). Using a Voting System in Conjunction with Interactive Whiteboard Technology to Enhance Learning in the English Language Classroom. In Computers and Education, Vol. 50, pp. 338-356. Elsevier.

E.Einum-New Conclusions in Assessment, Revision and Consolidation of Eng...

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E.Einum-New Conclusions in Assessment, Revision and Consolidation of Eng...

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Burden, Kevin & Kearney, Matthew. (2018). Designing an Educator Toolkit for the Mobile Learning Age. International Journal of Mobile and Blended Learning. 10. 10.4018/IJMBL.2018040108.
•Burden, K., Kearney, M., Schuck, S., & Hall, T. 2019. Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review. Computers & Education, doi.org/10.1016/j.compedu.2019.04.008 (available for download further down in this collumn)

de Groot, C & Fogleman, Jay & Kern, D. (2018). Using mobile technologies to co-construct TPACK in teacher education. Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications. 889-913. 10.4018/978-1-5225-5631-2.ch039.

Jocelyn Wishart (2018) Mobile Learning in Schools. Key Issues, Opportunities and Ideas for Practice. Routledge

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Supporting listening skills devopment

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Mobile pedagogy for  English language teaching:  a guide for teachers Agnes Kukulska-Hulme, Lucy Norris and Jim Donohue

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Classroom-based (action) reseach on use of Vocab App

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BERA Bites, issue 3: Innovative methods for educational research

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The BERA Bites series presents selected articles from the BERA Blog on key topics in education, presented in an easily printable and digestible format to serve as teaching and learning resources for students and professionals in education. Each collection features an introduction by editors with expertise in the field, and each article includes questions for discussion, composed by the authors, prompting readers to further explore the ideas and arguments put forward in the original articles.

In this collection in the BERA Bites series - edited by Alison Fox and Carmel Capewell, co-convenors of BERA's Research Methodology in Education special interest group - brings together articles from the BERA Blog to offer contemporary insights into educational research, focussed on the topic of 'innovative methods for educational research' and presenting a range of approaches and techniques that can be of great use to both teaching and research.

Several pieces in the collection consider the use of participatory methods with young children, with several authors discussing Clark and Moss's Mosaic approach. Also covered are different narrative approaches, the use of visual methods, rethinking observation as a method and approaches to network mapping, and the collection concludes with a reflection on the power of metaphor for analysis and reporting of research.

The articles focus on the following issues.

Which research methods to use - and potentially combine - when planning child-friendly research in the early years; the difficulties in defining 'play' given the differences between child and adult perceptions and the implications of this for researchers; and the value of putting the child at the centre of data-collection in a respectful and ethical way.

Using non-text picture books or graphic novels as means for children to explore and explain their experiences.

How the use of storytelling - something with which young children are familiar - as a method may ensure that the perceptions of children participating in research are less influenced by adults' voices.

The use of walking interviews as a participatory means of investigating how both research participants, both adult and child, interact with the space around them, and the ethical concerns that may arise from using such methods.

A theoretical underpinning for what happens when individuals tell stories - specifically the extent to which stories allow an individual to explore their own subjective experience both to better understand it and to gain 'objective' insights.

The power of systematic, structured observation to provide a robust evidence base with which to challenge, in this example, normative views of classroom activity.

How using the Tavistock method of observation, originally used to train psychotherapists, can give practitioners and researchers 'new eyes' with which to observe their own practice, and to see experience from a young child's perspective.

The potential of social network analysis as a means of gathering evidence about the structures of relationships within a setting, which is otherwise difficult to capture.

How netnography, a method of entering online settings and undertaking participant observation, offers a parallel approach to more established ethnographic methods of studying culture and community.

The power of metaphors to rethink educational practice, and the need to consider how they can best be used to aid students' learning.

Contents

Editorial / Alison Fox & Carmel Capewell

1. Child-friendly research in the early years / Karen McInnes

2. Researchers drawing on teachers' tools: Picturebooks with migrant learners / Helen Hanna

3. What younger children really think and understand about internet safety: The value of storytelling as a research method / Lindsey Watson

4. Walking interviews: A participatory research tool with legs? / Kathryn Spicksley

5. Telling stories: How can narrative practices better support education professionals during times of transition? / Penny Amott

6. Group work in primary classrooms: No longer a waste of time / Christine Howe

7. Observing to understand: Using a Tavistock style of observation to support reflective practice / Kelly Brooker

8. Understanding social transformation and school environments through social network analysis / Marc Sarazin

9. Netnography: Exploring 'innovative' approaches to research / Diana Tremayne

10. Metaphorically speaking... / Alke Gröppel-Wegener

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BERA Bites, issue 3: Innovative methods for educational research

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The BERA Bites series presents selected articles from the BERA Blog on key topics in education, presented in an easily printable and digestible format to serve as teaching and learning resources for students and professionals in education.

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Teaching the Last Backpack Generation: A Mobile Technology Handbook for Secondary Educators

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Teaching the Last Backpack Generation: A Mobile Technology Handbook for Secondary Educators

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Book online Resources

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Classroom Management Strategies | SAGE Companion

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Models, Resources & more

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Intellectual Outputs | Student Voice - the BRIDGE to Learning

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EU project 'Student Voice

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You have done your research, you have structured your essay, written it and referenced it.* You are ready to submit, right?

Wrong! Don't submit before you have had a chance to re-read, revise and proofread your essay.
DOWNLOAD RESOURCE

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You have done your research, you have structured your essay, written it and referenced it.* You are ready to submit, right? Wrong! Don't submit before you have had a chance to re-read, revise and proofread your essay. DOWNLOAD RESOURCE

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http://www.tellconsult.eu/current-courses/

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Burden, K., Kearney, M., Schuck, S., & Hall, T. 2019. Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review. Computers & Education, doi.org/10.1016/j.compedu.2019.04.008

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Burden, K., Kearney, M., Schuck, S., & Hall, T. 2019. Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review. Computers & Education, doi.org/10.1016/j.compedu.2019.04.008

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DEIMP: Introducing iPAC, Design principles for innovative MALL

TABLIO: Concept Map, Practice Analysis

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by Anna Donadell