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Affect can significantly influence education/learning. Thus, understanding a learner's affect throughout the learning process is crucial for understanding motivation. In conventional education/learning research, learner motivation can be known through postevent self-reported questionnaires. With the advance of affective computing technology, researchers are able to objectively identify and measure a learner's affective status during the entire learning process in a real-time manner, and then they are able to understand the interrelationship between emotion, motivation and learning performance. There are over 100 papers in the ScienceDirect database with the keywords 'affective computing in education' or 'affective computing in learning,' which reveals that this emerging technology has been applied to education/learning. This study intends to categorize and summarize those measurements so as to realize their applicability, feasibility and trends. Finally, some challenges and suggestions are then raised for helping educational researchers when applying affective computing technology. [ABSTRACT FROM AUTHOR]

This paper explores a 'pedagogy first' approach to technology enhanced learning developed by Sheffield Hallam University (SHU) as a method to encourage use of, and experimentation with, technology within teaching practice and to promote the mainstreaming of innovative practice. Through a consultative approach where all staff members were invited to contribute, SHU has created a Teaching Approaches Menu that reflects practice at the institution and can be used to explore teaching practice and appropriate supporting technology either by individuals or as part of a facilitated discussion. Background to the project is provided, along with the design philosophy and approach, including a brief review of other frameworks. The Teaching Approaches Menu is introduced, its development outlined, and some initial feedback is presented. [ABSTRACT FROM AUTHOR]

The rapid global uptake of mobile technology is reflected in pioneering New Zealand schools. Teachers of classes where each student uses a mobile device were surveyed on how frequently they use various mobile learning activities and asked to describe the new pedagogical opportunities it offers. The teachers' m-learning pedagogical approaches and the extent of transformation were considered. This study finds the main use of mobile technology is to enhance learning with task activities and information access; however, innovative content production is also common. The opportunities for pedagogical transformation that collaborative learning offers appear to be partially realised, but the potential for situative learning using authentic contexts and experts seems to be largely unrealised. Presently, transformative pedagogical approaches are not prevalent despite collaborative inquiry and situative approaches with authentic contexts being linked to developing higher order thinking and fostering future focused skills, which are a key focus for educators. The use of one-to-one mobile technology in the classroom is a new educational practice with significant potential. This study provides a snapshot to contribute to building the necessary body of work on m-learning pedagogical transformation. [ABSTRACT FROM AUTHOR]