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This poster presents a cycle of a mobile learning design-based research (DBR) in Singapore schools. A smartphone application was evaluated in terms of how its features, including usage time, badge score, number of experience updates posted, number of answers given, comments given, likes given, comments received and likes received contributed to the student science summative assessment score. The analysis is then used to inform a new cycle of system redesign offering new and updated collaboration features.

Students use SamEx to capture media such as pictures, video clips and audio recordings and share them with their peers through discussions. In this paper we report on our experience using the application throughout a 1-year period with a special emphasis on self- directed learning and badges. We discuss the role of badges as an external motivational tool enhancing learning, rather than competition among students. Secondly, we examine how tools such as SamEx support self-directedness in one class and how it correlates with students’ exam results. The paper concludes that platforms such as SamEx have the potential to nurture self-directed learning and that badges can motivate students to learn meaningfully when the teachers provide the suitable learning contexts.

By examining technology as a nexus between informal and formal learning environments, we are interested in leveraging motivational aspects that could potentially be a driving force for more sustained learning. We would like to see our students spontaneously engage in informal learning which is either self-initiated or emerges indirectly inspired by the school based activities (Kupiainen, 2013). All this is built into a system named SamEx which includes digital virtual badges, which we designed, built, and used on a sample of 350 students over a 1-year period to conduct the experiments described in the paper.

In this chapter we present and discuss the results and reflections based on our recent developments and experiences in Europe and in Asia regarding how novel educational design patterns, mobile technologies and software tools can be combined to enhanced learning. We propose and recommend possible directions for the design of future educational activities and technological solutions that can support seamless learning. To the end, we discuss how the notion of seamless learning could be used to tackle some of the challenges our educational systems are facing in connection to the introduction of mobile technologies into classrooms settings, innovative educational practices and sustainability.

This report presents three cases of ICT-enabled innovation for learning from Europe (eTwinning, 1:1 Learning in Europe and Hellerup School in Denmark) and four cases from Asia (e-Learning Pilot Scheme in Hong Kong SAR, Knowledge Construction with Technology (CoREF) in Japan, Third Masterplan for ICT in Education (mp3) in Singapore and Digital Textbook project in South Korea), covering aspects such as the context, scale and nature of innovation; the intended learning outcomes; the role of technology; and implementation strategies. Based on desk research, case reports, consultation with education stakeholders from Europe and Asia, and in-depth expert interviews, the necessary conditions for sustainability, scalability and impact at system level are analysed. Thus, the report brings evidence to the debate about the mainstreaming of ICT-enabled innovation for learning in Europe and beyond, contributing to the Europe 2020 Strategy to modernize Education and Training across Europe., JRC.J.3-Information Society

Seamless learning refers to the seamless integration of the learning experiences across various dimensions including formal and informal learning contexts, individual and social learning, and physical world and cyberspace. Inspired by the exposition by Chan, Roschelle, Hsi, Kinshuk, Sharples, Brown, et al. (2006) on the seamless learning model supported by the setting of one or more mobile device per learner, this paper aims to further investigate the meaning of seamless learning and the potential ways to put it in practice. Through a thorough review of recent academic papers on mobile-assisted seamless learning (MSL), we identify ten dimensions that characterize MSL. We believe that such a framework allows us to identify research gaps in the stated area. A practitioner interested in adopting a MSL design or doing a new design can use our analysis to situate the dimensional space where the constraints or parameters of his or her design problem lie, and look at relevant design and research-based evidence of other related MSL systems to refine her own design. (http://www.sciencedirect.com/science/article/pii/S0360131511001369)

Appropriate design of collaborative learning activities for students using 1:1 handheld devices can lead to collaborative scaffolding, building up students‟ skills in negotiation. Building on such prior studies in mCSCL (mobile Computer Supported Collaborative Learning), we derived, Chinese-PP, a novel design of in-class mobile synchronous collaborative learning game on constructions of Chinese characters from components, with the unique characteristic of spontaneous small group formations. In this paper, we propose a framework, namely, “SCaffold Analysis and Provision Envisioning” (SCAPE) to guide us in examining and refining (or revising) the interplay among various forms of scaffolding in the learning model across various Design-Based Research (DBR) cycles of our study on Chinese-PP. We believe a generalized SCAPE framework has the potential to inform TEL research in a structure to embark on the iterative process of enacting and redesigning the socio- techno-pedagogical frameworks developed by individual research projects.

This paper presents a system for learning collaboration while doing a fractions activity using personal mobile devices. Equipped one-to-one with a smartphone, each primary school student is assigned a fraction and has the task of forming a whole unit of one out of single fractions from other students. Thus they leverage on their mathematical knowledge as well as social relationships to complete the task. They are required to work both on the technological and semiotic levels to form small groups of different sizes. The paper presents the design of the activity and some initial findings arising from a conducted trial involving 16 students.

This paper proposes and examines a design of technological scaffolding for cooperative learning. An application for learning fractions with handheld devices was designed and tested in a primary three classroom. The outcomes were interpreted according to a two-dimensional framework consisting of the cooperative learning principles (maximum peer interaction, equal opportunity to participate, individual accountability and positive interdependence) and the observed interplay of social, technological and teacher scaffolding which emerged throughout the activity. The focus of our analysis is the technological scaffolding and the support it can give to cooperative learning activities based on the feedback received from two sources: primary school children using the software and a group of teachers trying out and reflecting on our design.