Learning design and learning analytics in mobile and ubiquitous learning: A systematic review

Mobile and Ubiquitous Learning (m/u-learning) are finding an increasing adoption in education. They are often distinguished by hybrid learning environments that encompass elements of formal and informal learning, in activities that happen in distributed settings (indoors and outdoors), across physical and virtual spaces. Despite their purported benefits, these environments imply additional complexity in the design, monitoring and evaluation of learning activities. The research literature on learning design (LD) and learning analytics (LA) has started to deal with these issues. This paper presents a systematic literature review of LD and LA, in m/u-learning. Apart from providing an overview of the current research in the field, this review elicits elements of common ground between both communities, as shown by the similar learning contexts and complementary research contributions, and based on the research gaps, proposes to: address m/u-learning beyond higher education settings, reinforce the connection between physical and virtual learning spaces, and more systematically align LD and LA processes.     

Tactual discrimination of size and shape by a California sea lion (Zalophus californianus)

We analyzed the capability of a blindfolded California sea lion to discriminate objects differing in size and/or shape by active touch with its mystacial vibrissae. In a two-alternative forced-choice procedure, equilateral triangles and disks with surface areas ranging from 60 to 0.5 cm² served as stimuli. The determination of size difference thresholds (ΔS) for the discrimination of triangles revealed that the animal was capable of discriminating size differences as low as 20%. Presented with triangles and disks having identical surface areas, the sea lions’ discriminations relied on the apparent size difference of ≥34% between the longest measurable lines of both shapes (side length & diameter). When this size difference was reduced to ≤5%, the sea lion needed visual information about the shapes before it was able to discriminate them tactually. When the size of these shapes was gradually reduced, the animal was able to make the discrimination down to a longest measurable line of both shapes of 1.70 cm. This tactual performance comes close to that achieved by mammals with prehensile tactile organs.     

Moving Fiercely Linear Preservice Teachers into the Joys of Integrating Art in the Classroom: An Artist Residency in a University Early Childhood and Special Education Program

How can artist residencies for preservice teachers plant seeds for future classrooms? Teacher educators and a teaching artist describe a two-tiered residency in an early childhood and special education program that transformed preservice teachers' attitudes toward visual art and arts integration. Findings are based on teaching artist and instructor reflections as well as a qualitative analysis of student journal entries. Preservice teachers who had no prior art training and were resistant toward abstract painting began to enjoy it and appreciate the value of art for children's learning. They came to recognize visual art as a tool to support social development and children with special needs, understood the importance of process in children's art experiences, and considered ways to integrate art throughout the curriculum. We urge teacher educators and teaching artists to incorporate artist residencies into teacher education programs to prepare future teachers to integrate the arts into the classrooms of tomorrow.     

Themenheft: Electronic Commerce

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