Bridging contexts and interpretations: Mobile blogging on art museum field trips

In this study of art museum field trips by high school students, we investigate the ways in which features of different social and mobile technologies, specifically blogs and mobile phones, are able to bridge and support meaning making in young people’s encounters with contemporary art. Empirical material is presented from Gidder, a web-based learning environment with a mobile blogging feature. Through close examination of students’ use of contextual resources and the writing and editing of blog entries, this study contributes a deeper understanding of the ways in which digital technologies may be designed for pedagogical use on museum field trips

Pragmatic Podcasting: Facilitating Podcasting in developing Higher Education Institutions

MLCAT is a desktop content authoring application that is used to record lectures and presentations for educational purposes. It does not only record the audio of the speaker but also their Power Point presentation. It is able to record, encode and save the presentation in various formats. The result is one synchronized multimedia video that can be played back on a variety of feature phones. Apple has a big success with the release of podcasting solutions, iPod series and accessories. They enable the user to carry around music and videos, play them back while on a bus or even use it as a digital multimedia library. These products have been trialled and used in Higher Education Institutions (HEIs) in the developed world. Developing world HEIs such as those in Africa have limited diffusion of these technologies due to their relative high cost; infrastructural limitations, technical skills shortages; digital divides and cultural and socio-economic issues. This paper describes a pragmatic podcasting approach and how instructors can author and supply the learner with mobile-ready lecture recordings in order to enable mobile learning “anytime – anywhere”. Our solution has been implemented and is being made available for lecturers and students to examine and evaluate. The feedback will be analyzed and enhancements to the system proposed

Mobile Learning

Mobile learning has become one of the more influential aspects of the field of educational technology, given the ubiquity of modern mobile devices and proliferation of educational applications or ‘apps’. Within this volume, there are a range of studies and reviews which cover a breadth of current topics in the field, namely user motivations for using mobile learning, issues in evaluation, as well as domain-specific considerations (e.g., use within language learning or audio-based applications). Together, these studies represent the synthesis of a range of methods, approaches, and applications that highlight benefits and areas of future growth of mobile technologies and how they can be useful and most effective in education

Mobile learning: historical and technological dimension

В даному дослідженні зроблено загальний огляд технологій електронного навчання, визначено місце мобільного навчання в системі сучасних освітніх технологій. Розглянуто історичні процеси, що сприяли розвитку концепції мобільного навчання. Класифіковано засоби мобільного навчання. Подано характеристику дидактичних систем мобільного навчання студентів. Наведено приклади застосування мобільного навчання в системі професійної підготовки. Проаналізовано результати апробації елементів мобільного навчання студентів КПІ ДВНЗ «КНУ».In this study made an overview of e learning, mobile learning the place in the system of modern educational technologies. The historical processes that led to the concept of mobile learning. Classified mobile learning tools. Posted characteristics of mobile learning teaching students. Examples of the use of mobile learning in vocational training. The results of testing elements of mobile learning students KPI SHEE "KNU"

Context-Aware Mobile Augmented Reality Visualization in Construction Engineering Education

Recent studies suggest that the number of students pursuing science, technology, engineering, and mathematics (STEM) degrees has been generally decreasing. An extensive body of research cites the lack of motivation and engagement in the learning process as a major underlying reason of this decline. It has been discussed that if properly implemented, instructional technology can enhance student engagement and the quality of learning. Therefore, the main goal of this research is to implement and assess effectiveness of augmented reality (AR)-based pedagogical tools on student learning. For this purpose, two sets of experiments were designed and implemented in two different construction and civil engineering undergraduate level courses at the University of Central Florida (UCF). The first experiment was designed to systematically assess the effectiveness of a context-aware mobile AR tool (CAM-ART) in real classroom-scale environment. This tool was used to enhance traditional lecture-based instruction and information delivery by augmenting the contents of an ordinary textbook using computer-generated three-dimensional (3D) objects and other virtual multimedia (e.g. sound, video, graphs). The experiment conducted on two separate control and test groups and pre- and post- performance data as well as student perception of using CAM-ART was collected through several feedback questionnaires. In the second experiment, a building design and assembly task competition was designed and conducted using a mobile AR platform. The pedagogical value of mobile AR-based instruction and information delivery to student learning in a large-scale classroom setting was also assessed and investigated. Similar to the first experiment, students in this experiment were divided into two control and test groups. Students\u27 performance data as well as their feedback, suggestions, and workload were systematically collected and analyzed. Data analysis showed that the mobile AR framework had a measurable and positive impact on students\u27 learning. In particular, it was found that students in the test group (who used the AR tool) performed slightly better with respect to certain measures and spent more time on collaboration, communication, and exchanging ideas in both experiments. Overall, students ranked the effectiveness of the AR tool very high and stated that it has a good potential to reform traditional teaching methods

The whole world in their hands:an investigation of the influence of mobile technologies on learner engagement of primary school children in outdoor settings

This thesis discusses a qualitative investigation into the impact of mobile learning interventions designed to promote learner engagement in primary-aged children working on science topics in outdoor settings, for three cohorts of pupils at a north-of-England primary school.   Adopting a design-based methodological approach and underpinned by a pragmatist epistemological position, the research responds to calls to address nature deficit disorder (Louv, 2009), drawing on a theoretical framework which combines contemporary learning theories including place-based learning (Zimmerman & Land, 2014), contextualised learning (Rikala & Kankaanranta , 2014), kinaesthetic learning (Pruet et al., 2016), constructionist learning (Papert, 1980; Zimmerman & Land, 2014), experiential learning (Lai, Yang, Chen, Ho & Chan, 2007), child-centred learning (Dewey, 1938) and cross-contextual learning (Nouri, Cerratto-Pargman, Rossitto & Ramberg, 2014), with theorisations around learner engagement (Fredricks, Blumenfeld & Paris, 2004), flow theory (Csikszentmihalyi, 1997), and Digital Capital (Park, 2017).   Drawing together two research activity streams, a series of mobile learning interventions designed for use in outdoor settings were developed, evaluated and refined over the course of eight research cycles. The discovery-based learning activity stream aimed to encourage learners to explore particular themes within an outdoor setting, while the production-focused learning stream saw learners generate video-clips and eBooks in response to a directed activity. Employing qualitative methods, data were collected from a variety of sources, including video-recorded observations, semi-structured interviews with teachers, focus groups with children and learner-generated digital artefacts, while analysis was conducted using thematic analysis and direct interpretation within a grounded theory approach (Glaser & Strauss, 1967).   The thesis concludes that appropriately-designed mobile learning interventions in outdoor settings can promote emotional, behavioural and cognitive engagement, leading to an immersive state of flow, and can act as a bridge between technology and the natural environment, while simultaneously addressing the digital disconnect between teachers and technology

Thriving in a colder and more challenging climate

Hawkridge, D., Ng, K., & Verjans, S. (Eds.) (2011). Thriving in a colder and more challenging climate. The 18th annual conference of the Association for Learning Technology (ALT-C 2011). September, 6-8, 2011, University of Leeds, England, UK. URI:http://repository.alt.ac.uk/2159Here are the proceedings of the 2011 ALT Conference ‘‘Thriving in a colder and more challenging climate’’. Proceedings papers report on a piece of research, possibly in its early stages, or they can be ‘‘thoughtpieces’’ which state a point of view or summarise an area of work, perhaps giving new insights. The conference has six themes: . Research and rigour: creating, marshalling and making effective use of evidence . Making things happen: systematic design, planning and implementation . Broad tents and strange bedfellows: collaborating, scavenging and sharing to increase value . At the sharp end: enabling organisations and their managers to solve business, pedagogic and technical challenges . Teachers of the future: understanding and influencing the future role and practices of teachers . Preparing for a thaw: looking ahead to a time beyond the disruptive discontinuities of the next few years. Interestingly, there were very few proposals for the conference as a whole against the sixth theme: and no proceedings papers. Perhaps the thaw is still perceived as being too far away to warrant any preparation yet!Association for learning technolog

Fort Vancouver Mobile

Mobile phones have become ubiquitous yet remain untapped as a storytelling medium. They offer the power of media, text, audio, video, animation, in a fully personalized format. Through GPS technology these devices even can locate a user and share, on the precise spot, data tailored just for that user's particular interest. Users then can add written responses, video or sound about a site or event. The implications for such authoring precision, audience awareness and interactivity pose exciting challenges to the team creating the Fort Vancouver Mobile project, a storytelling environment accessible via smart phones that tells the history of the Fort Vancouver National Historic Site. Phase I, just completed, comprises apps for the iPhone and Android and a story module focusing on Hawaiians who lived and worked at the site in the mid 1800s. Phase II, the focus on this proposal, seeks $50,000 to create modules focusing on gender issues at the site that have, heretofore, gone unexamined