A Learning Design Studio in Mobile Learning

Mobile learning is a young and vibrant field of research and practice. Teaching a university course on mobile learning is a challenge: how do you connect the theories and case studies to students’ experience, and make them relevant for their educational practice? This paper reports on one such course which was conducted using a Learning Design Studio format: working in groups, students identified an educational challenge, conducted independent search and analysis of the relevant literature, devised an innovative solution and evaluated it. The studio approach has been used successfully by several researchers in the past. The course described here was conducted at the University of Haifa in spring 2012. During the course, students engaged with core literature, reviewed case studies, and designed, implemented and evaluated six mobile learning projects. We argue that the Learning Design Studio format is particularly suitable for teaching about mobile learning, as it situates students learning in a genuine context and allows them to learn through conducting meaningful research

Transforming pedagogy using mobile Web 2.0

Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing on student-centred learning and end-user content creation and sharing. Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning tool, facilitating engaging learning environments that bridge multiple contexts. Today’s dual 3G and wifi-enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit, upload, and share user generated Web 2.0 content. This article outlines how a Product Design course has moved from a traditional face-to-face, studio-based learning environment to one using mobile Web 2.0 technologies to enhance and engage students in a social constructivist learning paradigm. Keywords: m-learning; Web 2.0; pedagogy 2.0; social constructivism; product desig

Using mobile device for learning: from students perspective

This study aims to examine students' acceptance of mobile technology usage for learning. A questionnaire designed with five open-ended questions was distributed to 20 students from the Faculty of Industrial Art and Design Technology of Unisel (Universiti Industri Selangor), Malaysia. Results construes that students were not keen on m-learning (mobile learning), as they did not rely greatly on the mobile phone in assessing their learning materials such as lectures and lab sessions. They were more familiar with studio-based and face-to-face learning approach instead of m-learning and were not receptive to this new idea of learning using mobile technology, even though they always used the mobile device features. The limitations in the mobile device feature, costs and its usability become the prominent factors that hinder the students from fully accomplishing their m-learning exercises. They were willing to explore the idea of using mobile technology for learning, especially in a studio-based setting. They did not see any improvement of knowledge from the perspective of the learning process know-how to the show-how on mobile technology usage for learning. They could not relate to any learning connection between mobile technology and studio-based learning, even though in the first part of the case study, the results have shown positive attitude and acceptance on the study made on a sample lesson of form, space and gestalt theory in the graphic design subject. Students also obtained analogous experiences on small size keypads, screen resolutions, and navigation which could be the major problematic factors to them and thus, affected their m-learning process as it was unfriendly to use and the device was prone to damage. They have yet to accept that the concept of mobility in learning is applicable to the learning process, apart from utilising a mobile device for casual usage. However, this limitation does not restrict the students from exploring this new learning environment in the future, since they were willing to increase their learning exposure using mobile device. (Contains 2 figures.

Integrating Mobile Web 2.0 within tertiary education

Based on three years of innovative pedagogical development and guided by a participatory action research methodology, this paper outlines an approach to integrating mobile web 2.0 within a tertiary education course, based on a social constructivist pedagogy. The goal is to facilitate a student-centred, collaborative, flexible, context-bridging learning environment that empowers students as content producers and learning context generators, guided by lecturers who effectively model the use of the technology. We illustrate how the introduction of mobile web 2.0 has disrupted the underlying pedagogy of the course from a traditional Attelier model (face-to-face apprenticeship model), and has been successfully transformed into a context independent social constructivist model. Two mobile web 2.0 learning scenarios are outlined, including; a sustainable house design project (involving the collaboration of four departments in three faculties and three diverse groups of students), and the implementation of a weekly ‘nomadic studio session'. Students and lecturers use the latest generation of smartphones to collaborate, communicate, capture and share critical and reflective learning events. Students and lecturers use mobile friendly web 2.0 tools to create this environment, including: blogs, social networks, location aware (geotagged) image and video sharing, instant messaging, microblogging etc… Feedback from students and lecturers has been extremely positive

Using mobile device for learning: Students' perspective

This study aims to examine students’ acceptance of mobile technology usage for learning. A questionnaire designed with five open-ended questions was distributed to 20 students from the Faculty of Industrial Art and Design Technology of Unisel (Universiti Industri Selangor), Malaysia. Results construes that students were not keen on m-learning (mobile learning), as they did not rely greatly on the mobile phone in assessing their learning materials such as lectures and lab sessions. They were more familiar with studio-based and face-to-face learning approach instead of m-learning and were not receptive to this new idea of learning using mobile technology, even though they always used the mobile device features. The limitations in the mobile device feature, costs and its usability become the prominent factors that hinder the students from fully accomplishing their m-learning exercises. They were willing to explore the idea of using mobile technology for learning, especially in a studio-based setting. They did not see any improvement of knowledge from the perspective of the learning process know-how to the show-how on mobile technology usage for learning. They could not relate to any learning connection between mobile technology and studio-based learning, even though in the first part of the case study, the results have shown positive attitude and acceptance on the study made on a sample lesson of form, space and gestalt theory in the graphic design subject. Students also obtained analogous experiences on small size keypads, screen resolutions, and navigation which could be the major problematic factors to them and thus, affected their m-learning process as it was unfriendly to use and the device was prone to damage. They have yet to accept that the concept of mobility in learning is applicable to the learning process, apart from utilising a mobile device for casual usage. However, this limitation does not restrict the students from exploring this new learning environment in the future, since they were willing to increase their learning exposure using mobile devic

Promoting a Pedagogical Shift from Didactic Teacher-Centered to Participatory Student-Centered Learning by Harnessing the Portability and Versatility of Mobile Technology

Mobile learning promotes a pedagogical shift from didactic teacher-centered to participatory student-centered learning. The aim of this study was to examine how physical settings and human behaviour within an environment affect user productivity in a designed environment. A case study that emphasized social interactions and comprised a design interaction module was developed. Students evaluated a designed place using mobile technology alongside traditional teaching resources through lectures and design studio sessions. The research methodology comprised a case study that emphasized social interaction using five intended learning outcomes. The case was assessed using tools that measured its congruency with overall as well as specific learning outcomes. The design interaction module was developed and implemented through mobile and face-to-face deliveries. Over a one-week block, five mobile lectures, the minimum required for impacting students’ learning experience, were delivered. Mobile learning was the most suitable approach for teaching the design interaction module. By combining the experiential and instructional learning modes that provided students with more opportunities for understanding the impact of design on the users of an environment, the goal of encouraging students to develop a critical understanding of industrial design was achieved

PERANCANGAN MEDIA PEMBELAJARAN MOBILE LEARNING BERBASIS ANDROID PADA MATA KULIAH ELEKTRONIKA I

ABSTRAK Nabil Driantama, Rancangan Media Pembelajaran Mobile Learning Berbasis Android Pada Mata Kuliah Elektronika 1. Skripsi. Jakarta. Program Studi Pendidikan Teknik Elektronika, Fakultas Teknik, Universitas Negeri Jakarta, 2020. Dosen Pembimbing: Dr. Moch. Sukardjo, M.Pd dan Dr. Arum Setyowati, M.T. Penelitian ini bertujuan untuk merancang Mobile Learning berbasis android pada Mata Kuliah Elektronika 1. Penelitian ini menggunakan metode pengembangan Research and Development dengan menggunakan 9 tahap sesuai kebutuhan, yaitu: Potensi dan Masalah, Pengumpulan Data, Desain Produk, Validasi Desain, Revisi Desain, Pengembangan Produk, Ujicoba Produk, Revisi Produk, dan Uji Coba Pemakaian. Pembuatan aplikasi menggunakan software Android Studio, dan tahap validasi menggunakan kuisioner. Hasil penelitian menunjukkan bahwa tingkat kelayakan Mobile Learning berbasis android pada Mata Kuliah Elektronika berdasarkan: (1) Ahli Materi diperoleh persentase 86,3% yang termasuk kategori sangat layak, (2) Ahli Media diperoleh persentase 91.67% yang termasuk kategori sangat layak, dan (3) Mahasiswa diperoleh persentase 86.93% yang termasuk kategori sangat layak, sehingga dapat disimpulkan bahwa rancangan Mobile Learning Berbasis Android Pada Mata Kuliah Elektronika 1 yang dibuat sangat layak. Kata kunci: Mobile Learning, android, Elektronika 1 ABSTRACT Nabil Driantama, Android-Based Mobile Learning Media Design on Electronics 1 Courses. Essay. Jakarta. Electronic Engineering Education Department, Faculty of Engineering, State University of Jakarta, 2020. Supervisor: Dr. Moch. Sukardjo, M.Pd and Dr. Arum Setyowati, M.T. This research aims to design an Android-based Mobile Learning on Electronics 1 Courses. This research uses the Research and Development method of development using 9 stages as needed, namely: Potential and Problems, Data Collection, Product Design, Design Validation, Design Revision, Product Development , Product Testing, Product Revision, and Usage Trials. Making an application using Android Studio software, and the validation stage uses a questionnaire. The results showed that the feasibility level of Android-based Mobile Learning in Electronics Subjects was based on: (1) Material Expert obtained a percentage of 86.11% which was categorized as very feasible, (2) Media Expert obtained a percentage of 91.67% which was included in the very feasible category, and (3) the percentage of students is obtained 86.93% which is included in the category very feasible, so it can be concluded that the design of Android-Based Mobile Learning in Electronics 1 is made very feasible. Keywords: Mobile Learning, android, and Electronics

eLearning and eMaking: 3D Printing Blurring the Digital and the Physical

This article considers the potential of 3D printing as an eLearning tool for design education and the role of eMaking in bringing together the virtual and the physical in the design studio. eLearning has matured from the basics of lecture capture into sophisticated, interactive learning activities for students. At the same time, laptops and internet enabled phones have made computer-based learning mobile, invading classroom learning, changing communication between students, enabling on the spot research, and making the recording of ideas and activities easier. The barriers between online and offline are becoming blurred in a combined digital and physical learning environment. Three-dimensional printing is part of this unification and can be an empowering learning tool for students, changing their relationship with the virtual and the physical, allowing them to take ideas and thinking from screen to reality and back again in an iterative, connected process, however, from an eLearning point of view it is, more importantly, a transformative technology with the potential to change the relationship of the learner to their learning and the scope and nature of their work. Examples from Griffith Product Design student learning illustrate the potential of eMaking to enhance combined learning in a digital ag

Mobile application learning programme to learn fundamental of data structure using Gagne's learning style / Muhammad Syafiq Izzuddin Bahrin

Nowadays, the need to implement multimedia in education is becoming more important. It is also seen as an effective way for learning and teaching. Besides, most of the studies declared that a major drawback for beginner programmer is having weak skills on planning and outline This android-based mobile application is design for learners who want to learn about fundamental ofdata structure especially for Computer Science students. Topics covered in this mobile apps are Array list, Linked List, Queue and Stack. This development creates On-The- Go learning. It is also can be use as lecture note since the contents in this mobile app follows syllabus in CSC438. To develop this mobile apps, a research methodology is being applied which consists of analysis phase, design phase, develop phase, implement phase and evaluate phase. During design, Gagne's learning theory was implemented to enhanced the effectiveness of learning. As for development of this application, Android Studio tool has been used while the programming language involved will be JAVA