A Citizen-Centred Approach to Education in the Smart City: Incidental Language Learning for Supporting the Inclusion of Recent Migrants
Abstract
Smart cities are often developed in a top-down approach and designers may see citizens as bits within data flows. A more human-centred perspective would be to consider what the smart city might afford its citizens. A high speed, pervasive network infrastructure offers the opportunity for ubiquitous mobile learning to become a reality. The MASELTOV project sees the smart city as enabling technology enhanced incidental learning: unplanned or unintentional learning that takes place in everyday life, in any place, at any time, with the city itself the context and the prompt for learning episodes. Migrants in particular will benefit: limited in their opportunity to attend formal education yet with a pressing need for language learning to support their integration. Incidental learning services, like smart city planning, need interdisciplinary communication for successful development. The authors describe the MASELTOV Incidental Learning Framework which will act as a boundary object to facilitate this process.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Gaved et al. (2012) note the struggle of immigrant language learners trying to acquire the common words and phrases that they need to communicate in their target language, as well as trying to express their personal selves and develop relationships with target language speakers.
“Gaved et al. (2012) note the struggle of immigrant language learners trying to acquire the common words and phrases that they need to communicate in their target language, as well as trying to express their personal selves and develop relationships with target language speakers.”
From Social Media for Informal Minority Language Learning: Exploring Welsh Learners’ Practices (2015) · cites this paper as Gaved et al. (2012)
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
No citation lists for this paper
No citation lists for this paper yet — checked again daily.
References 46 · Cited by 23
Research works printed but not linked: 32
- Alajärvi, K., & Anttila, S. (2012). Finnish of tourism for immigrants: integrating vocational contents and language studies in web-based learning environment. In Pixel (Ed.), ICT for Language Learning, Florence, Italy 2012 (pp. 61-64). Padova, Italy: liberiauniversitaria.it.
- E. Brown (Ed.). (2010). Education in the wild: contextual and location-based mobile learning in action: A report from the STELLAR Alpine Rendez-Vous Workshop Series . Nottingham, UK: Learning Sciences Research Institute, University of Nottingham.
- Bull, S., & Kay, J. (2007). Student models that invite the learner in: The SMILI:-) open learner modelling framework. International Journal of Artificial Intelligence in Education , 17 , 89-120.
- Dong, J. (2009). 'Isn't it enough to be a Chinese speaker': Language ideology and migrant identity construction in a public primary school in Beijing. Language & Communication , 29 (2), 115-126. doi:10.1016/j.langcom.2009.01.002. · DOI
- Farinati, L., Masseroni, M., & Vimercati, M. (2012). Parliamoci Chiaro: An online opportunity to learn Italian for immigrants. In Pixel (Ed.), ICT for Language Learning, Florence, Italy 2012: conference proceedings (pp. 65-68). Padova, Italy: liberiauniversitaria.it.
- Foth, M., Choi, J., & Satchell, C. (2011). Urban informatics. In Hinds, P., Tang, J., & Wang, J. (Eds.), Proceedings of the ACM 2011 Conference on Computer Supported Cooperative Work (pp.1-8). Hangzhou, China: ACM.
- Gaved, M., Mulholland, P., Kerawalla, L., Collins, T., & Scanlon, E. (2010, October 20-22). More notspots than hotspots: strategies for undertaking networked learning in the real world. In Montebello, M., Camilleri, V., & Dingli, A. (Eds.) Proceedings of the mLearn 2010 9th World Conference on Mobile and Contextual Learning , Valetta, Malta.
- Glahn, C., Börner, D., & Specht, M. (2010). Mobile informal learning. In E. Brown (Ed.), Education in the wild: contextual and location-based mobile learning in action: A report from the STELLAR Alpine RendezVous Workshop Series (pp. 27-31). Nottingham, UK: Learning Sciences Research Institute, University of Nottingham.
- Halegoua, G. (2011). The policy and export of ubiquitous place: investigating South Korean U-Cities. In Foth, M. Forlana, L., Satchell, C. & Gibbs, M.(Eds.), From social butterfly to engaged citizen: urban informatics, social media, ubiquitous computing, and mobile technology to support citizen engagement. (pp. 315-334).Cambridge, MA: MIT Press.
- Harder, P. (1980). Discourse as self-expression - on the reduced personality of the second-language learner. Applied Linguistics , 1 (3), 262-270. doi:10.1093/ applin/1.3.262.
- Ishida, T. (2002). Digital city Kyoto. Communications of the ACM , 45 (7), 76-81. doi:10.1145/514236.514238. · DOI
- Jones, A., Blake, C., & Petrou, M. (2011). Inquiry learning in semi-formal contexts. In K. Littleton, E. Scanlon, & M. Sharples (Eds.), Orchestrating inquiry learning (pp. 192-213). Abingdon, UK: Routledge.
- Jones, A., Issroff, K., Scanlon, E., Clough, G., & McAndrew, P. (2006). Using mobile devices for learning in informal settings: is it motivating? In Proceedings of IADIS International conference Mobile Learning , Dublin, Ireland.
- Klopfer, E., Squire, K., & Jenkins, H. (2002). Environmental detectives: PDAs as a window into a virtual simulated world In WMTE '02 Proceedings IEEE International Workshop on Wireless and Mobile Technologies in Education (pp.2-5).Washington, DC: IEEE Computer Society.
- Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development . Englewood Cliffs, NJ: Prentice Hall.
- Kukulska-Hulme, A. (2012). Language learning defined by time and place: A framework for next generation designs. In J. E. Díaz-Vera (Ed.), Left to my own devices: Learner autonomy and mobile assisted language learning. Innovation and leadership in English language teaching, 6 (pp. 1-13). Bingley, UK: Emerald Group Publishing Limited. doi:10.1108/S2041-272X(2012)0000006004. · DOI
- Kukulska-Hulme, A., & Bull, S. (2009). Theorybased support for mobile language learning: noticing and recording. International Journal of Interactive Mobile Technologies , 3 (2), 12-18.
- Le Clus, M. (2011). Informal learning in the workplace: a review of the literature. Australian Journal of Adult Learning , 51 (2), 355-373.
- Luckin, R. (2010). Re-designing learning contexts: Technology-rich, learner-centred ecologies . London, UK: Routledge.
- Ogata, H., & Yano, Y . (2004). Context-aware support for computer-supported ubiquitous learning In Roschelle, J., Chan, K., & Y ang, S. (Eds.), Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE '04) (pp. 27-34). Washington, DC: IEEE Computer Society.
- Ogata, H., Yin, C., El-Bishouty, M. M., & Yano, Y. (2010). Computer supported ubiquitous learning environment for vocabulary learning. International Journal of Learning Technology , 5 (1), 5-24. doi:10.1504/IJLT.2010.031613. · DOI
- Park, Y . (2011). A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types. International Review of Research in Open and Distance Learning , 12 , 78-102.
- Riley, P. (2006). Self-expression and the negotiation of identity in a foreign language. International Journal of Applied Linguistics , 16 (3), 295-318. doi:10.1111/j.1473-4192.2006.00120.x. · DOI
- Rojas, F. M., Kloeckl, K., & Ratti, C. (2008). Dynamic City: investigations into the sensing, analysis, and application of real-time, location-based data . Cambridge, MA: MIT.
- Ros i Solé, C., Calic, J., & Neijmann, D. (2010). A social and self-reflective approach to MALL. ReCALL , 22 , 39-52. doi:10.1017/S0958344009990188. · DOI
- Sharples, M., Taylor, J., & Vavoula, G. (2007). A theory of learning for the mobile age. In R. Andrews, & C. Haythornthwaite (Eds.), The Sage handbook of eLearning research (pp. 221-247). London, UK: Sage. doi:10.4135/9781848607859.n10. · DOI
- Silva, P. M. (2007). Epistemology of incidental learning . Unpublished doctoral dissertation, Virginia Polytechnic and State University.
- Song, Y., & Fox, R. (2008). Integrating incidental vocabulary learning using PDAs into academic studies: Undergraduate student experiences. In Fong, J., Kwan, R., & Wang, F. (Eds.), Proceedings of the 1st International Conference on Hybrid Learning and Education (ICHL '08) (pp. 238-249). Berlin, Germany: Springer-Verlag.
- Star, S. L. (1988). The structure of ill-structured solutions: Boundary objects and heterogeneous distributed problem solving. In M. Huhns, & L. Gasser (Eds.), Readings in distributed artificial intelligence . Menlo Park, CA: Kaufman.
- Taylor, F. (2011). A quadripolar model of identity in adolescent foreign language learners. Unpublished doctoral dissertation. University of Nottingham, Nottingham, UK.
- Traxler, J. (2009). Learning in a mobile age. International Journal of Mobile and Blended Learning , 1 (1), 1-12. doi:10.4018/jmbl.2009010101. · DOI
- Van Avermaet, P., & Gysen, S. (2009). Language policies for citizenship and integration: The Belgian case. In Extra, G. Spotti, M. & Van Avermaet, P. (Eds.), Language testing, migration and citizenship: Cross-national perspectives on integration regimes. London, UK: Continuum.
- Authors
- Gaved, M., Jones, A., Kukulska-Hulme, A., & Scanlon, E.
- Affiliations
- The Open University (GB)
- Institute of Educational Technology, The Open University, Milton Keynes, UK
- Venue
- International Journal of Digital Literacy and Digital Competence
- Publisher
- IGI Global Scientific Publishing
- Published
- 2012-10-01
- Volume
- 3
- Issue
- 4
- Pages
- 50-64
- ISSN
- 1947-3494 (ISSN-L)
- 1947-3508
- OpenAlex
- W2118515329
- Cited by
- 23
- References
- 46
- Citations by year
- 2025: 1 · 2022: 2 · 2021: 5 · 2020: 1 · 2018: 1 · 2017: 1 · 2016: 3 · 2015: 6 · 2014: 3
- FWCI
- 6.35
- Type
- journal article
- Language
- ng
- Open access
- closed
- Locations
- International Journal of Digital Literacy and Digital Competence (publishedVersion)
- Open Research Online - ORO (The Open University) (acceptedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Topics
- Physical Sciences › Engineering › Media Technology › Smart Cities and Technologies
- Physical Sciences › Computer Science › Information Systems › Mobile Learning in Education
- Physical Sciences › Computer Science › Information Systems › Education and Learning Interventions
- Keywords
- smart cities, incidental learning, migrants, language learning, integration, boundary objects, interdisciplinary communication, smart city planning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
