Papers by Agnes Kukulska-Hulme
Prima Educatione, Nov 22, 2023
Teachers in marginalised communities are known to face numerous challenges that may impact on the... more Teachers in marginalised communities are known to face numerous challenges that may impact on their classroom practices. However, very little is known about their classroom practices in terms of their use of language and technology. Drawing on data collected in an international research project involving teachers and schoolchildren in several marginalised communities in Bangladesh, Nepal, Senegal and Sudan, the paper reports and reflects on the roles of languages and technology in education from the perspectives of teachers. The research data pertaining to teachers was collected through interviews and classroom observations and analysed through the lens of activity theory. Contradictions emerged between official languages used in class and the need to use local languages to support understanding, communication and discussion. Digital tools for teaching and learning were highly valued but scarce, consequently some teachers filled the gap by using their own digital and financial resources. Despite some challenges using English with students, teachers' attitudes towards English were positive due to the perceived value of English for employment, access to information and social status. The research contributes to renewed awareness of marginalization and inequity and to promoting inclusivity. It contributes insights directly from communities that have not been studied from the combined perspective of languages and technology use in education. We discuss the implications of the findings for the improvement of pedagogical practices in marginalised communities.
Frontiers in Communication
Disadvantaged young people in low-resource countries are less likely to complete their education ... more Disadvantaged young people in low-resource countries are less likely to complete their education or to progress to higher levels, which means that their upward mobility can be severely constrained. Versatile technologies such as smartphones, when combined with an ability to use the English language, can facilitate access to learning resources, thereby helping to support young people's education where the school facilities and local teaching resources are often insufficient and may reinforce existing inequalities. However, technology access and usage vary, and linguistic or other barriers to effective engagement are multifaceted. To gain a deeper understanding of the role of languages and technologies, our research project collected first-hand accounts of the educational experiences of marginalized young people aged 13–15, their parents and teachers in harder-to-reach urban and rural settings, in four low-income countries in Africa and Asia. The research investigated perspectives...
Society for Learning Analytics Research (SoLAR), 2021
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This series of reports explores new forms of teaching, learning, and assessment for an interactiv... more This series of reports explores new forms of teaching, learning, and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This eighth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce the report, a group of academics at The Open University's Institute of Educational Technology (UK) collaborated with researchers from the National Institute for Digital Learning at Dublin City University. We proposed a long list of new educational concepts, terms, theories, and practices and pared them down to ten that have the potential to provoke major shifts in educational practice. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in approximate order of immediacy and timescale to widespread implementation. Debates around AI increasingly focus on what is unique to humans that we need to preserve and perhaps amplify. It is often argued that critical thinking and creativity are uniquely human. Aspects of communication and collaboration are also (still) uniquely human, such as the ability to appreciate a humorous remark, or to work towards a solution to a problem by conducting several conversations across multiple media. Exploring new forms of teaching, learning and assessment, to guide educators and policy makers
The conceptual framework presented in this chapter describes the learning components influencing ... more The conceptual framework presented in this chapter describes the learning components influencing the learning experiences of adult informal learners engaged in MOOCs offered on the FutureLearn platform. It consists of five learning components: individual characteristics, technology, individual and social learning, organising learning and context. These five learning components are driven by two enablers or inhibitors of learning: motivation and learning goals. For adult informal learners, motivation is mostly intrinsic, and learning goals are mostly personal. This research investigated the informal learning of 56 adult learners with prior online experience, as they studied various subjects in MOOCs. Literature on MOOCs, mobile and informal learning provides scientific support, in addition to literature clarifying the rationale for self-directed learning as a focus of investigation. The participants of this study voluntarily followed one of three FutureLearn courses that were rolled ...
The concept of paradigms gives us the capacity to look analytically at historical scientific and ... more The concept of paradigms gives us the capacity to look analytically at historical scientific and intellectual episodes in a broader framework. It does however potentially also give us the capacity to look more analytically at contemporary scientific and intellectual activity and make conjectures and predictions. This paper looks at various contemporary pedagogic paradigms, including language learning and mobile learning, and suggests both their failings and then their replacement by an over-arching pedagogic paradigm more suited to societies permeated by personal digital technologies. This might be called the mobility, learning and language paradigm. The paper uses these examples as a way of exploiting paradigmatic thinking in order to catalyse intellectual progress.
Journal on Educational Technology, 2008
Description, from a European perspective, innovation in the field of mobile learning usability &#... more Description, from a European perspective, innovation in the field of mobile learning usability 'of mobile learning in educational contexts. Discusses the main European m-learning projects and examines the pedagogical and theoretical perspectives to the field.
Ubiquitous Learning: An International Journal, 2015
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Journal of Interactive Media in Education, 2017
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. Mobile, wearable, companionable: emerging technological challenges and incentives for learning.... more . Mobile, wearable, companionable: emerging technological challenges and incentives for learning. In: Atas do 2. o Encontro sobre Jogos e Mobile Learning, Centro de Investigação em Educação (CIEd), pp. 12-15. For guidance on citations see FAQs.
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This exploratory paper picks up elements from the European Commission's educational vision and ph... more This exploratory paper picks up elements from the European Commission's educational vision and philosophy behind Opening up Education, the resulting initiative of the OpenupEd.eu MOOC platform and takes this as a starting point to look at potential challenges for developing MOOCs that include vulnerable learner groups. In order to align the future conceptualization of MOOCs with the vision and philosophy of Europe, potential tensions of contemporary and future education are listed. The current dichotomy of xMOOC and cMOOC are used to mark some of the unexplored MOOC territory. Practical answers to contemporary, ICT supported educational challenges are provided as options to fuel the debate. The challenges and options for future online education initiatives are based on insights and ideas of international scholars and researchers reflecting on potential barriers for learners and online education. This paper aims to stimulate discussion of the potential for new educational technologies to ensure social inclusion for virtual and physical vulnerable learner groups.
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The MASELTOV project is developing a framework for facilitating the creation of technology rich a... more The MASELTOV project is developing a framework for facilitating the creation of technology rich and socially inclusive learning opportunities for immigrants within cities. The framework has been developed in the FP7-supported MASELTOV project ("Mobile Assistance for Social Inclusion and Empowerment of Immigrants with Persuasive Learning Technologies and Social Network Services") in response to the project's recognition of lack of language skills as a major contributory factor to the social exclusion of many immigrants. The project intends to exploit the potential of mobile services for promoting integration and cultural diversity in Europe. The framework is intended to facilitate the coordination of existing and innovative technologies, content, pedagogies, game designs, learning processes and practices, into learning services that can be used effectively by immigrants, their networks and mentors, so as to increase immigrants' ability to function in an unfamiliar society. The pedagogical key to this framework is incidental learning, an emerging paradigm in mobile language learning. We present the first iteration of the incidental learning framework, and show an example of its use as a design tool. We discuss issues that have arisen and describe our plans for future development of the framework.
… commissioned by the Commonwealth of Learning, 2005
Mobile learning, or m-learning, is a personal, unobtrusive, spontaneous,“anytime, anywhere” way t... more Mobile learning, or m-learning, is a personal, unobtrusive, spontaneous,“anytime, anywhere” way to learn and to access educational tools and material that enlarges access to education for all. It reinforces learners' sense of ownership of the learning experience, offering them flexibility in how, when and where they learn. In developing countries, mobile technologies potentially deliver education without dependence on an extensive traditional communications infrastructure, leapfrogging some of the intervening development phases ...
Advances in higher education and professional development book series, Oct 4, 2011
Copyright and Moral Rights for the articles on this site are retained by the individual authors a... more Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online's data policy on reuse of materials please consult the policies page.
This report is in the public domain and may be used and reprinted without permission, provided th... more This report is in the public domain and may be used and reprinted without permission, provided that the source is acknowledged. The European Union is not responsible for any use that may be made of the information contained herein. The sole responsibility of the views, opinions, and findings expressed in this publication lies with the author. MASELTOV -DELIVERABLE D7.1.2 "Incidental Learning Framework" by MASELTOV is licensed under a Creative Commons Attribution-ShareAlike 3.
Terms of Use and Disclaimer: TIRF is providing this information as a service to our constituents,... more Terms of Use and Disclaimer: TIRF is providing this information as a service to our constituents, and no endorsement by TIRF of the ideas presented in this paper is intended or implied. The information is made available free of charge and may be shared, with proper attribution. However, the papers may not be reprinted without express written permission from TIRF. This paper was commissioned by TIRF -The International Research Foundation for English Language Education -as one of a series of papers to promote discussion about mobileassisted language learning. This paper and the others in that series are posted on TIRF's website along with comments from invited discussants and other people. To access the complete set of papers and the discussants' comments, please click here or copy and paste this URL into your browser:
Studies in the Education of Adults, 2017
Supporting immigrant language learning on smartphones: A field trial. Studies in the Education of... more Supporting immigrant language learning on smartphones: A field trial. Studies in the Education of Adults, 49(2) pp. 228-252. For guidance on citations see FAQs.
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Papers by Agnes Kukulska-Hulme