Looking to the future: M-learning with the iPad

Might Apple’s new iPad gain unprecedented traction in education, or is just another example of the over-hyping of new devices in a time of technological determinism (Postman, 2000)? This paper explores the potential affordances and limitations of the Apple iPad in the wider context of emergent mobile learning theory, and the social and economic drivers that fuel technology development. Against the background of effective teaching and learning, the functionality offered by the iPad, and its potential uses for learning, are discussed. A critical review of the way the iPad may support learning, that draws on learning theory, contemporary articles and e-learning literature, suggests that the device may offer an exciting platform for consuming and creating content in a collaborative, interactive way. However, of greater importance is that effective, evidence-driven, innovative practices, combined with a clear-sighted assessment of the advantages and limitations of any product, should take priority over the device itself

Metadata and ontologies for organizing students’ memories and learning: standards and convergence models for context awareness

Este artículo trata de las ontologías que sirven para la comprensión en contexto y la Gestión de la Información Personal (PIM)y su aplicabilidad al proyecto Memex Metadata(M2). M2 es un proyecto de investigación de la Universidad de Carolina del Norte en Chapel Hill para mejorar la memoria digital de los alumnos utilizando tablet PC, la tecnología SenseCam de Microsoft y otras tecnologías móviles(p.ej. un dispositivo de GPS) para capturar el contexto del aprendizaje. Este artículo presenta el proyecto M2, dicute el concepto de los portafolios digitales en las actuales tendencias educativas, relacionándolos con las tecnologías emergentes, revisa las ontologías relevantes y su relación con el proyecto CAF (Context Awareness Framework), y concluye identificando las líneas de investigación futuras.This paper focuses on ontologies supporting context awareness and Personal Information Management (PIM) and their applicability in Memex Metadata (M2) project. M2 is a research project of the University of North Carolina at Chapel Hill to improve student digital memories using the tablet PC, Microsoft’s SenseCam technology, and other mobile technologies (e.g., a GPS device) to capture context. The M2 project offers new opportunities studying students’ learning with digital technologies. This paper introduces the M2 project; discusses E-portfolios and current educational trends related to pervasive computing; reviews relevant ontologies and their relationship to the projects’ CAF (context awareness framework), and concludes by identifying future research directions

Federated Embedded Systems – a review of the literature in related fields

This report is concerned with the vision of smart interconnected objects, a vision that has attracted much attention lately. In this paper, embedded, interconnected, open, and heterogeneous control systems are in focus, formally referred to as Federated Embedded Systems. To place FES into a context, a review of some related research directions is presented. This review includes such concepts as systems of systems, cyber-physical systems, ubiquitous computing, internet of things, and multi-agent systems. Interestingly, the reviewed fields seem to overlap with each other in an increasing number of ways

Introduction to the new usability

This paper introduces the motivation for and concept of the "new usability" and positions it against existing approaches to usability. It is argued that the contexts of emerging products and systems mean that traditional approaches to usability engineering and evaluation are likely to prove inappropriate to the needs of "digital consumers." The paper briefly reviews the contributions to this special issue in terms of their relation to the idea of the "new usability" and their individual approaches to dealing with contemporary usability issues. This helps provide a background to the "new usability" research agenda, and the paper ends by posing what are argued to be the central challenges facing the area and those which lie at the heart of the proposed research agenda

mLearning, development and delivery : creating opportunity and enterprise within the HE in FE context

This research project was funded by ESCalate in 2006-7 to support Somerset College in developing the curriculum, as well as widening participation via the use of mobile communications technologies such as mp3 players and mobile phones. The Project represents a highly topical and timely engagement with the opportunities for learning provided by the burgeoning use of mobile computing/ communications devices. Activities bring together colleagues from Teacher Education and Multimedia Computing in an innovative approach to designing for and delivering the curriculum. The Project addresses pedagogic issues and also vitally involves current and future learners, providing them with a new context for skills development and entrepreneurship. Anticipated outcomes include informed development of new HE modules and professional CPD activities which address the skills and context of this emerging approach to delivering the curriculum. The Project also intends to trial and evaluate the use of mobile technologies to support a blended learning approach to programme delivery and the development of a FD module which could be delivered via a mobile computing device. An interim report and a final project report are available as Word and PDF file

Seamful interweaving: heterogeneity in the theory and design of interactive systems

Design experience and theoretical discussion suggest that a narrow design focus on one tool or medium as primary may clash with the way that everyday activity involves the interweaving and combination of many heterogeneous media. Interaction may become seamless and unproblematic, even if the differences, boundaries and 'seams' in media are objectively perceivable. People accommodate and take advantage of seams and heterogeneity, in and through the process of interaction. We use an experiment with a mixed reality system to ground and detail our discussion of seamful design, which takes account of this process, and theory that reflects and informs such design. We critique the 'disappearance' mentioned by Weiser as a goal for ubicomp, and Dourish's 'embodied interaction' approach to HCI, suggesting that these design ideals may be unachievable or incomplete because they underemphasise the interdependence of 'invisible' non-rationalising interaction and focused rationalising interaction within ongoing activity

A mobile learning journey: Or "A tale of two academics' pedagogical partnership"

Today, less than a billion people have access to computers, whereas around four billion people have access to mobile phones. At the same time, the nature of the Internet has been undergoing a revolution labelled ‘web 2.0’. Most web 2.0 tools are also designed to be mobile friendly, allowing reading and updating of web 2.0 content from mobile phones, and also featuring enhanced mobile affordances such as photo and video blogging (from cameraphones), and geotagging (from GPS equipped smartphones). Hence mobile web 2.0 provides a platform for wider access than traditional computing that is context independent, facilitating ‘authentic’ learning environments (A. Herrington & Herrington, 2007, 2006; Jan Herrington, Herrington, Mantei, Olney, & Ferry, 2009) beyond the boundaries of the traditional tertiary classroom. Thus mobile learning (mlearning) presents vast potential for appropriation within tertiary education. This paper presents an academics journey into the use and appropriation of mlearning within their teaching practice. This journey is based upon a four year research project into the potential of mobile web 2.0 (Cochrane, Flitta, & Bateman, 2009). Critical incidents along this journey are identified and examples given of how mobile web 2.0 has been integrated into the academics lifestyles and pedagogical toolkits. The paper outlines the significant events in the pedagogical development of two academics over this period of four years. Critical Incident Analysis is used to identify significant ‘eureka’ moments for the participants in their mlearning (mobile learning) journeys. Several ‘lenses’ are used to bring into focus themes that emerge upon reflection over this period, including: Communities Of Practice, the Social Construction of Technology, Actor Network Theory, Activity Theory, and Social Constructivism. The symbiotic relationship developed between the academic advisor (technology steward) and the academic teaching staff has proven a rich environment for harnessing educational technology to design social constructivist learning environments for different groups of tertiary students. It is hoped the insights gained will be useful for other academic staff wanting to implement pedagogical innovation, and for professional development staff seeking insights for facilitating academics to integrate educational technology into their pedagogies