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This article shows how a group of language teachers use Twitter as a tool for continuous professional development through the #MFLtwitterati hashtag. Based on data collected through a survey (n = 116) and interviews (n = 11), it describes how this collective of teachers use the hashtag and evaluates the impact of their Twitter network on their teaching practices. The results show that most users try the suggestions and ideas that they find on this network, which have a positive impact on their teaching. Finally, the article assesses whether the hashtag users can be described as a community of practice.

This paper presents both the pedagogical design principles and the challenges faced during the development of a mobile app, Chinese Characters First Steps, to support recognising, learning and practising writing Chinese characters at beginners' level, including the difficult balance between pedagogy and technical affordances. We also present the results of a research study which collected quantitative data from over 130 users of the app as well as qualitative data from interviews with four users. The results offer a profile of language learning app users and very positive attitudes towards learning with apps. They also reveal users' reasons for learning Chinese, patterns of learning, expectations of the app, and evaluation of the different features for their own personal learning. Finally, the paper concludes that the chosen design principles for the app were appropriate for its purpose.

Despite the fact that portability was perceived as one of the major benefits of podcasting as a teaching and learning tool, little evidence has been found of users taking advantage of this feature for academic use. This paper reports on a major study (1886 responses) of iTunes U users. The analysis compares the responses of those participants who use static devices to play the materials they download with those of users who utilise mobile devices. The results show that more users play iTunes U materials from mobile devices than static devices. Users share some similarities in their use of podcasts but some marked differences as well, in contrast with previous research. The author argues that different perceptions and practices are based on whether the users are formal or informal learners and discuss the implications for the use of podcasting as a mobile learning technology.

iTunes U has become the main worldwide provider of educational podcasts but, despite its popularity, little is known about the type of user who downloads iTunes U language resources, or how those resources are used. This paper presents the results of the first major survey (1891 responses) of users of one of the most successful iTunes U content providers in terms of downloads. It presents a profile of the iTunes U language learner, their listening habits, and their opinion of the resources they download. Comparisons are drawn between language learners and learners of other subjects. The results show that in contrast with profiles of learners in other contexts--such as virtual learning environment-delivered podcasts, identified in previous research (mostly carried out with young university students who download podcasts for instrumental reasons)--iTunes U language learners are different. Respondents in this study are mostly middle-aged and employed, and they download resources for personal interest. Users have a high opinion of the quality of the materials, and they believe the materials help them to learn. The results also show that users listen to language podcasts on mobile devices, in sharp contrast with previous research. Finally, the paper discusses implications for further research.

As far as the knowledge of the seabed is concerned, both for safe navigation and for scientific research, 3D models, particularly digital bathymetric models (DBMs), are nowadays of fundamental importance. This work aimed to evaluate the quality of DBMs according to the interpolation methods applied to obtain grid format 3D surfaces from scattered sample points. Other complementary factors affecting DBM vertical accuracy, such as seabed morphological complexity and surveyed points sampling density, were also analyzed by using a factorial ANOVA experimental design. The experiments were performed on a multibeam dataset provided by the Italian Navy Hydrographic Institute (IIM) with an original resolution of 1 m × 1 m grid spacing, covering a surface of 0.24 km2. Six different sectors comprising different seabed morphologies were investigated. Eight sampling densities were randomly extracted from every sector, each with four repetitions. Finally, four different interpolation methods were tested, including: radial basis multiquadric function (RBMF), ordinary kriging (OK), universal kriging (UK) and Gaussian Markov random fields (GMRF). The results demonstrated that both RBMF and OK produced very accurate DBM in areas characterized by low levels of seabed ruggedness at sampling densities of only 0.0128 points/m2 (equivalent grid spacing of 8.84 m). In contrast, a higher density of 0.1024 points/m2 (3.13 m grid spacing) was required to produce accurate DBM in areas with more complex seabed topography. On the other hand, UK and GMRF were strongly influenced by morphology and sampling density, yielding higher vertical random errors and more prone to slightly overestimate seabed depths. In addition, sampling density and morphology were the factors that most influenced the vertical accuracy of the interpolated DBM. In this sense, the highly statistically significant influence of the interaction between sampling density and morphology on the vertical accuracy of the interpolated DBM confirms the need to perform a preliminary analysis of seabed morphological complexity in order to increase, if necessary, the number of surveyed points in cases of complex morphologies. [ABSTRACT FROM AUTHOR]

Studies into the use of mobile applications (apps) for language learning have found positive results on language improvement and learner engagement, but they have mostly focused on small samples of learners using apps that were selected by a researcher/educator rather than on learners using apps of their own choice. This article presents the results of a large-scale survey (n = 4095) into the use of one of the most popular language learning apps in the market: the busuu mobile app (over 60 million registered users). Data were collected through an online questionnaire with 30 items. The survey was distributed both in English and in Spanish. The results provide a profile of busuu app users, show patterns of use, and what app features learners find most valuable for language learning. Most users are at beginner level and learn for personal interest. They find the app has helped them improve their knowledge of the language they are learning, with vocabulary as the main area of improvement. The high expectations from users and the fact that a third of respondents use busuu as their only language learning source suggest that a large proportion of users consider apps a reliable tool for language learning. [ABSTRACT FROM AUTHOR]