Comparative Study of the Mobile Learning Architectures

International audienceWith the emergence of mobile devices (Smart Phone, PDA, UMPC, game consoles, etc.), learning is changing from electronic learning (e-Learning) to mobile learning (m-learning). In fact, due to the mobility feature, it seems that the m-learning have to be adapted with the change within the context. Several researches addressed this issue and implemented a mobile learning environment to prove its usefulness and feasibility in various domains. In this article, we conduct a comparative study between a list of mobile learning architectures and methods that are presented in the literature. The performance of these architectures is evaluated based on several criteria, such as the adaptation management, which is an important parameter for the management and customization of the learning resources for the learners, as well as the environment, which is a core part of mobile learning systems

Designing intelligent support for learning from and in everyday contexts

Motivation and engagement in learning benefit from a good match of learning settings and materials to individual learner contexts. This includes intrinsic context factors such as prior knowledge and personal interests but also extrinsic factors such as the current environment. Recent developments in adaptive and intelligent technology enable the personalisation of context-aware learning. For example, computer vision algorithms, machine translation, and Augmented Reality make it possible to support the creation of meaningful connections between learners and their context. However, for successful adoption in everyday life, these technologies also need to consider the learner experience. This thesis investigates the design of personalised context-aware learning experiences through the lens of ubiquitous and self-directed language learning as a multi-faceted learning domain. Specifically, it presents and discusses the design, implementation, and evaluation of technology support for learning in and from learners’ everyday contexts with a strong focus on the learner perspective and user experience. The work is guided by four different roles that technology can take on in context-aware ubiquitous learning: For enhancing learning situations, it can (1) sense and (2) trigger in learners’ everyday contexts. For enhancing learning contents, it can (3) augment activities and (4) generate learning material from learner everyday contexts. With regards to the sensing role, the thesis investigates how learners typically use mobile learning apps in everyday contexts. Activity and context logging, combined with experience sampling, confirm that mobile learning sessions spread across the day and occur in different settings. However, they are typically short and frequently interrupted. This indicates that learners may benefit from better integrating learning into everyday contexts, e.g. by supporting task resumption. Subsequently, we explore how this integration could be supported with intelligent triggers linked to opportune moments for learning. We conceptualise and evaluate different trigger types based on interaction patterns and context detection. Our findings show that simple interactions (e.g. plugging in headphones) are promising for capturing both availability and willingness to engage in a learning activity. We discuss how similar interaction triggers could be adapted to match individual habits. In the area of enhancing learning contents, we first investigate how enjoyable everyday activities could be augmented for learning without disrupting these activities. Specifically, we assess the learner experience with interactive grammar support in e-readers and adapted captions for audio-visual media. Participants in our studies felt that the learning augmentations successfully supported their learning process. The information load of the learning support should match the learners’ current needs to maintain the activity flow. Learners may need encouragement to opt for novel concepts optimised for learning (e.g. time-synchronised captions) rather than sticking to habits (e.g. standard captions). Next, the thesis explores learner needs and preferences in generating their own personalised learning material from their context. We design and evaluate automated content generation methods that generate learning opportunities from objects in the learner’s environment. The connection to the learner’s context is established with state-of-the-art technology, such as object detection and Augmented Reality. Through several user studies, we show that learning performance and engagement with auto-generated personalised learning material is comparable to predefined and manually generated content. Findings further indicate that the success of personalisation depends on the effort required to generate content and whether the generation results match the learner’s expectations. Through the different perspectives examined in this thesis, we provide new insights into challenges and opportunities that we synthesise in a framework for context-aware ubiquitous learning technology. The findings also have more general implications for the interaction design of personalised and context-aware intelligent systems. Notably, for the auto-generation of personalised content, it is essential to consider not only correctness from a technological perspective but also how users may perceive the results.Lernmotivation und Engagement profitieren davon, wenn Lernumgebungen und Lernmaterialien auf den individuellen Kontext der Lernenden abgestimmt sind. Dieser umfasst sowohl intrinsische Faktoren wie Vorkenntnisse und persönliche Interessen, aber auch extrinsische Faktoren wie die aktuelle Umgebung. Aktuelle Weiterentwicklungen im Bereich adaptiver und intelligenter Technologien ermöglichen es, Lernen kontextbewusst zu personalisieren. So können mithilfe von Computer-Vision-Algorithmen, maschineller Übersetzung und Augmented Reality sinnvolle Verknüpfungen zwischen Lernenden und ihrem Kontext geschaffen werden. Allerdings müssen diese Technologien für einen erfolgreichen Einsatz im Alltag auch die Lernerfahrung mit einbeziehen. Diese Arbeit untersucht die Gestaltung personalisierter kontextbewusster Lernerfahrungen aus der Perspektive des ubiquitären und self-directed Learning im Sprachenlernen, einem vielseitigen Lernbereich. Insbesondere wird die Konzeption, Implementierung und Evaluierung von Technologieunterstützung für das Sprachenlernen in und aus dem Alltagskontext der Lernenden vorgestellt und diskutiert, wobei der Schwerpunkt auf der Perspektive der Lernenden und der Nutzererfahrung liegt. Die Arbeit orientiert sich an vier verschiedenen Rollen, die Technologie im kontextbewussten Lernen einnehmen kann. Um Lernsituationen anzureichern, kann Technologie im Alltagskontext von Lernenden (1) erfassen und (2) auslösen. Um Lerninhalte anzureichern, kann Technologie aus dem Alltagskontext (3) Aktivitäten augmentieren und (4) Inhalte generieren. Im Hinblick auf die erfassende Rolle von Technologie wird in dieser Arbeit untersucht, wie die Lernenden mobile Lern-Apps in alltäglichen Kontexten nutzen. Die Aufzeichnung von Aktivitäten und Kontexten in Kombination mit Experience Sampling bestätigt, dass Lerneinheiten im mobilen Lernen über den Tag verteilt sind und in verschiedenen Umgebungen stattfinden. Allerdings sind sie in der Regel kurz und werden häufig unterbrochen. Dies deutet darauf hin, dass die Lernenden von einer besseren Integration des Lernens in ihren Alltagskontext profitieren könnten, z. B. durch Unterstützung des Wiedereinstiegs nach einer Unterbrechung. Anschließend untersuchen wir, wie diese Integration durch intelligente Trigger unterstützt werden könnte, die mit passenden Lernzeitpunkten verknüpft sind. Wir konzipieren und evaluieren verschiedene Arten von Triggern auf Basis von Interaktionsmustern und Kontexterkennung. Unsere Ergebnisse zeigen, dass einfache Interaktionen (z. B. das Einstecken von Kopfhörern) vielversprechend dafür sind, sowohl die Verfügbarkeit als auch die Bereitschaft für eine Lernaktivität zu erfassen. Wir diskutieren, wie ähnliche Interaktionstrigger an individuelle Gewohnheiten angepasst werden können. Im Bereich der Augmentierung von Lerninhalten untersuchen wir zunächst, wie unterhaltsame Alltagsaktivitäten für das Lernen aufbereitet werden können, ohne diese Aktivitäten zu beeinträchtigen. Konkret bewerten wir die Lernerfahrung mit interaktiver Grammatikunterstützung in E-Readern und angepassten Untertiteln für audiovisuelle Medien. Die Teilnehmer:innen unserer Studien fanden, dass die Lernunterstützung ihren Lernprozess erfolgreich förderte. Die Informationslast im Lernsystem sollte auf die aktuellen Bedürfnisse der Lernenden angepasst werden, damit das Flow-Erlebnis nicht beeinträchtigt wird. Die Lernenden brauchen möglicherweise Ermutigung dafür, sich für neuartige, lernoptimierte Konzepte zu entscheiden (z. B. zeitsynchrone Untertitel), anstatt an Gewohnheiten festzuhalten (z. B. Standarduntertitel). Als Nächstes werden in dieser Arbeit die Bedürfnisse und Präferenzen der Lernenden bei der Erstellung ihres eigenen personalisierten Lernmaterials aus ihrem Kontext untersucht. Insbesondere werden Methoden zur automatischen Generierung von Inhalten entwickelt und evaluiert, die Lernmöglichkeiten aus Objekten in der Umgebung des Lernenden generieren. Die Verbindung zum Kontext des Lernenden wird durch aktuelle Technologien wie Objekterkennung und Augmented Reality hergestellt. Wir zeigen anhand mehrerer Nutzerstudien, dass die Lernleistung und das Engagement bei automatisch personalisiertem Lernmaterial mit vordefinierten und manuell erstellten Inhalten vergleichbar sind. Die Ergebnisse zeigen außerdem, dass der Erfolg der Personalisierung vom Aufwand abhängt, der für die Erstellung der Inhalte erforderlich ist, und davon, ob die generierten Materialien den Erwartungen der Lernenden entsprechen. Die verschiedenen Perspektiven, die in dieser Arbeit untersucht werden, bieten neue Einblicke in Herausforderungen und Möglichkeiten, die wir in einem Framework für kontextbewusste ubiquitäre Lerntechnologie zusammenfassen. Die Ergebnisse haben auch allgemeinere Auswirkungen auf die Gestaltung der Interaktion mit personalisierten und kontextbewussten intelligenten Systemen. Beispielsweise ist es bei der automatischen Generierung personalisierter Inhalte wichtig, nicht nur die Korrektheit aus technologischer Sicht zu berücksichtigen, sondern auch, wie die Nutzer die Ergebnisse wahrnehmen

Application of E-Learning As a Method In Educational Model to Increase The TOEFL Score In Higher Education

The study aims to determine the innovative learning influence based on Project Based Learning (PBL) towards the English learning outcomes of Brawijaya University Malang students. The research method using quasi-experimental design with the Times-Series Design with Control Group. The data analysis by using one way ANOVA test. The results showed that the TOEFL test treatment, namely the pre-test and post-test in the control class and the experimental class in the PBL model had differences. The average pre-test TOEFL score in the experimental class was 344.71 with score range from 300-397 and standard deviation of 29.386. The average post-test TOEFL score in the experimental class was 360.83 with score range from 303-400 and standard deviation of 24.146. Learning Based on PBL can improve student learning outcomes, the p-score at PBL was 0.026

Enabling Context Aware Applications in Learning Environments

Master'sMASTER OF SCIENC

Talking about International Student Mobility (ISM) through the Voices of Individual British Students in China and Chinese Students in the UK

In the context of globalization and internationalization of higher education, my research explores International Student Mobility (ISM) through the lens of the everyday life and study experiences of British students in China and Chinese students in the UK. Central to the discussion are the results of thematic analysis and associated semi-structured interviews conducted with 10 British students and 10 Chinese students. The results suggest that, first of all, education mobility should not be confined to a framework that considers it as a separate life episode. Partaking in international education is a life trajectory embedded in students’ past experiences and future expectations. Different students therefore make sense of their education mobility experiences based on their different features. In addition, even though individual students’ mobility experiences differ from each other, there also exists some shared experiences for the 10 British participants and 10 Chinese participants respectively. These shared experiences reveal how students use their affirmative agendas actively and creatively to expand life spaces and search for more possibilities in host countries. Furthermore, based on the identification of ISM associated policy and practice contexts in the UK and China, my research makes better sense of individual students’ experiences in these contexts by presenting the interminglements between individual experiences and ISM-associated policy and practice contexts. Apart from these, my research also explores new possibilities of researching ISM by combining some traditional qualitative research methods with Deleuze and Guattari’s philosophy, and Koro-Ljungberg’s new thinking of data

The anatomy of intercultural encounters : a sociolinguistic cross-cultural study

Książka zatytułowana Anatomia spotkań interkulturowych. Socjolingwistyczne studium porównawcze poświęcona została analizie spotkań interkulturowych (sytuacji, podczas których stykamy się z przedstawicielami innych kultur). W dobie globalizacji, zacierania się granic i wysokiej mobilności ludzi spotkanie z Obcym jest koniecznością i wyzwaniem (Bauman 2000; Heyworth et al. 2003; Dervin 2007a, 2007b; Kapuściński 2004). Spotkania interkulturowe są jednakże istotne także z innych względów. Stanowią lustro odbijające zachowanie innych osób, przez co pozwalają zrozumieć siebie samych i kulturę własnego kraju. Nieprzewidywalność oraz indywidualny charakter takich spotkań jest z kolei silnym czynnikiem sprzyjającym refleksji nad tym, co istotne w komunikacji interpersonalnej i interkulturowej. Część teoretyczna książki przedstawia charakterystykę spotkań interkulturowych oraz opisuje różne wymiary, m.in. językowy, afektywny czy komunikacyjny. W rozdziale tym omówiono również pojęcie kompetencji interkulturowej, jako kluczowej w kontakcie z przedstawicielami innych kultur, oraz zawarto opis barier, które utrudniają lub uniemożliwiają komunikację z Innym. Ze względu na fakt, iż badanie w dużej mierze opiera się na narracjach osobistych jego uczestników, część teoretyczna przedstawia najważniejsze założenia nurtu narracyjnego, skupiając się na cechach tzw. homo narrans (człowieka opowiadającego historie). Część empiryczna opisuje badanie przeprowadzone wśród trzech grup studentów (dwóch polskich - studenci studiów licencjackich i magisterskich filologii angielskiej Uniwerstytetu Śląskiego w Katowicach oraz grupy studentów tureckich filologii angielskiej na Uniwersytecie Çukurova w Adanie; każda z grup liczyła 50 osób). Badanie składało się z kilku etapów. Studenci najpierw uczestniczyli w krótkim treningu interkulturowym, a następnie poproszeni zostali o opisanie znaczącego w ich opinii spotkania z przedstawicielami innych kultur (narracja osobista opisująca zdarzenie krytyczne). Dodatkowo w badaniu zastosowano kwestionariusz oraz skalę wrażliwości interkulturowej. Wyniki badania wskazują, iż umiejętność radzenia sobie ze spotkaniami interkulturowymi, a co za tym idzie, kompetencją interkulturową, zależy od czynników indywidualnych, stopnia znajomości języka obcego oraz kontekstu socjokulturowego, z którego wywodzą się uczestnicy. Ten ostatni wpływa na charakter i rodzaj kontaktów z przedstawicielami innych kultur, sposób prowadzenia komunikacji czy podejście do kultury kraju języka ojczystego. Samo spotkanie interkulturowe traktowane było przezjego uczestników jako: - okazja do komunikowania się w języku docelowym (rozwijanie umiejętności komunikacji interpersonalnej) i jednocześnie sprawdzian własnych umiejętności; - źródło wiedzy, informacji i ciekawostek z zakresu wiedzy ogólnej na temat kultur innych krajów; źródło nabycia lub poszerzenia wiedzy ogólnej; - czynnik zwiększający świadomość językową (zwłaszcza na temat kontekstu i użycia języka w sytuacjach uwarunkowanych kulturowo); - katalizator przyspieszający autorefleksję, a tym samym zwiększający wiedzę uczestników o samych sobie; - możliwość uświadomienia sobie i weryfikacji stereotypów oraz własnych opinii na temat przedstawicieli różnych kultur

Culture and disaster risk management - stakeholder attitudes during Stakeholder Assembly in Rome, Italy

This report provides a summary of the topics discussed and the results of the CARISMAND Second Stakeholder Assembly conducted in Rome, Italy on 27-28 February 2017. In order to promote cross-sectional knowledge transfer, as in the CARISMAND First Stakeholder Assembly held in Romania in the previous year, the audience consisted of a wide range of practitioners that are typically involved in disaster management, e.g., civil protection, the emergency services, paramedics, nurses, environmental protection, Red Cross, fire-fighters, military, the police, and other non-governmental organisations. Further, these practitioners were from several regions in Italy, e.g., Rome and Lazio, Toscana, Emilia-Romagna, and Valle D’Aosta. The participants, who varied between 40 and 60, were recruited via invitations sent to various Italian organisations and institutions (at the national, regional and local levels), and via direct contacts of the Protezione Civile Comune di Firenze who are one of the Italian partners in the CARISMAND Consortium. The event consisted of a mix of presentations, working groups, and panel discussions for these participating practitioners, in order to combine dissemination with information gathering (for the detailed schedule/programme please see Appendix 1). After an initial general assembly where the CARISMAND project and its main goals were presented, the participants of the Stakeholder Assembly were split into small groups in separate breakout rooms, where over the course of the two days they discussed the following topics: 1) Working Group 1. “Culture & Risk”: Practical Experience of Cultural Aspects Disaster Communication between Practitioners and Citizens; 2) Working Group 2. “Media Culture & Disasters”: The Use of Social Media and Mobile Phone Applications in Disasters; 3) Working Groups 3. “Social Cohesion & Social Corrosion”: Cultures, Communities, and Trust. After each working group session, panel discussions allowed the participants to present the results of their working group to the rest of the audience. After each panel discussion, keynote speakers gave presentations related to the respective working group’s topic. This time schedule was designed to ensure that participants are provided with detailed information about recent developments in disaster management, e.g. related to the use of mobile phone apps and social media, but without influencing their attitudes and perceptions expressed in the working groups. The main focus of the working groups was the relationships between culture and risk/disaster communication, the role of social media and smartphone apps, and trust between citizens and disaster managers and/or authorities. These topics, and the questions discussed within each working group, were chosen: following the findings of the CARISMAND First Stakeholder Assembly held in Bucharest, in particular regarding the disconnection between citizens’ risk perception and cultural factors in disasters; 1) the results of the CARISMAND First and Second Citizen Summits held in Bucharest and Malta respectively, specifically taking up the participants’ suggestions regarding vulnerable groups and groups that are seen to be potentially helpful in disaster situations; 2) the results of Work Package 3 ‘Cultural Factors and Technologies’, in particular regarding the increasing interest in mobile phone apps compared to social media usage; 3) the literature review provided in Work Package 4 ‘Risk Perception and Risk Cultures’, particularly regarding the ambivalent of role of trust in disaster preparedness, response and recovery; 4) the preliminary findings of Work Package 7 ‘Citizens Empowerment’, in respect to community cohesion and specific opportunities for citizen empowerment; and 5) topics highlighted in Work Package 8 ‘Risk Communication and the Role of the Media in Risk Communication’ regarding disaster communication practices (particularly in connection with social media/apps usage as identified in Work Package 3 ‘Cultural Factors and Technologies’). These topics were also chosen in order to provide a sound basis for the next round of CARISMAND events (Third and Fourth CARISMAND Citizen Summits held, later, in Rome and Frankfurt in June 2017), i.e. exploring issues of risk perception and culture in the context of disasters at the very point, where practitioners and citizens interact. The location of the Second Stakeholder Assembly was selected to make use of the extensive local professional network of the Protezione Civile, but also due to Italy being a location where various “types” of hazards are prevalent, and disasters were occurred in the very recent past. All documents related to the Working Groups, i.e. discussion guidelines and consent forms, were translated into Italian. Accordingly, all presentations as well as the group discussions were held in Italian, aiming to avoid any language/education-related access restrictions, and allowing participating practitioners to respond intuitively and discuss freely in their native language. For this purpose, researchers from the Laboratory of Sciences Citizenship in Rome, one of the CARISMAND Consortium members, were used as Working Group moderators, alongside simultaneous interpreters and professional local moderators contracted via a local market research agency (RFR International), who also provided the transcripts and translations into English for all Working Group discussions. It is important to note that the discussions within these working groups reflect the participants’ perceptions and may or may not reflect the realities of how communication actually occurs in disaster situations.The project was co-funded by the European Commission within the Horizon2020 Programme (2014-2020).peer-reviewe