HSLIC Annual Report FY2007-08

https://digitalrepository.unm.edu/hslic-annual-reports/1002/thumbnail.jp

Innovation in Mobile Learning: A European Perspective

In the evolving landscape of mobile learning, European researchers have conducted significant mobile learning projects, representing a distinct perspective on mobile learning research and development. Our paper aims to explore how these projects have arisen, showing the driving forces of European innovation in mobile learning. We propose context as a central construct in mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. We also examine the impacts of mobile learning research on educational practices and the implications for policy. Throughout, we identify lessons learnt from European experiences to date

AFRICA BUILD Portal: developing a social network of African health researchers and educators

One of the main outputs of the project is a collaborative platform which integrates a myriad of research and learning resources. This article presents the first prototype of this platform: the AFRICA BUILD Portal (ABP 1.0). The ABP is a Web 2.0 platform which facilitates the access, in a collaborative manner, to these resources. Through a usable web interface, the ABP has been designed to avoid, as much as possible, the connectivity problems of African institutions. In this paper, we suggest that the access to complex systems does not imply slow response rates, and that their development model guides the project to a natural technological transfer, adaptation and user acceptance. Finally, this platform aims to motivate research attitudes during the learning process and stimulate user?s collaborations

Digital communities: context for leading learning into the future?

In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model

HSLIC Annual Report FY2008-09

https://digitalrepository.unm.edu/hslic-annual-reports/1003/thumbnail.jp

Advances in Teaching & Learning Day Abstracts 2005

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2005

The genesis and development of mobile learning in Europe

In the past two decades, European researchers have conducted many significant mobile learning projects. The chapter explores how these projects have arisen and what each one has contributed, so as to show the driving forces and outcomes of European innovation in mobile learning. The authors identify context as a central construct in European researchers’ conceptualizations of mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. The authors also examine the impacts of mobile learning research on educational practices and the implications for policy. Finally, they suggest future challenges for researchers, developers and policy makers in shaping the future of mobile learning

Towards Web 2.0 Schools: Rethinking the Teachers

This paper aims at analyzing the Web 2.0 based distance education in the K-12 schools as an emerging phenomenon that catalyzes a new educational reform all over the world. Some pre-Web 2.0 best practice examples are analyzed in order to draw the main findings in the paper. The teacher’s professional qualification designed to meet the new challenges is considered as a key problem for a successful penetration of this phenomenon in the schools. It is emphasized on the importance of designing a life-long teacher training strategy adapted to the new achievements in the technology enhanced learning research and the new learning theories. Building social skills and competencies appropriate to work in a Web 2.0 based learning environment and other global ‘social software’ is recommended to be included both in the school curricula and the corresponding teacher development curricula. Such skills and competencies should penetrate the curricula of any life-long learning initiative dedicated to the citizens of the information society

#any use? What do we know about how teachers and doctors learn through social media use?

This scoping literature review describes the landscape of recent publications (2007-2016) about how teachers and doctors learn through social media to identify whether learning was being considered and, if so, how evidence was collected (N=162). Sixty-seven percent (N=108) were teacher-related and thirty-three percent (N=54) doctor-related, covering empirical studies, literature reviews, position articles and letters to academic journals. Empirical studies were dominant – ninety-one percent (N=98) of teacher-related and sixty-one percent (N=33) of doctor-related – with both fields dominated by in-course evaluations and use/attitude studies. Although doctor-related articles focused on professional online behaviour, rather than professional learning, conference communication and information evaluation were interesting areas of enquiry. Despite professional interest in social media in these professions, there is a dearth of academic studies about their benefits for teacher and doctor learning