Location-Based Learning Management System for Adaptive Mobile Learning

E-learning and distance learning are all forms of learning that take place outside of a traditional learning environment and can be alternatives for learners who are not able to study in a traditional environment for various reasons. With advancement in technologies and increased use of smart phone, mobile learning has gained popularity as another form of learning and has enabled learners to learn anywhere and anytime. Ubiquitous learning takes mobile learning to another level by providing contents that are context and location aware. There is therefore the need to provide mobile devices with the right learning contents for the right users. The right learning contents should be adaptive to the learner’s location, as well as learning style and device etc. To be able to implement the learning, learning management systems play the important role in creating, managing, and delivering the learning contents. In this paper, a location-based Learning Management System for adaptive and personalized mobile learning is presented. The systems makes use of 5R Adaptation Framework for Location based Mobile learning, the location-based dynamic grouping algorithm, and concepts of the IMS Learning Design model to produce a location-based adaptive mobile learning setting

Location-based language learning for migrants in a smart city

The SALSA (Sensors and Apps for Languages in Smart Areas) project, a winner of the Open University’s MK:Smart Open Challenge awards, is investigating how a smart city infrastructure can enable the provision of highly accurate, location-based learning activities for language learners, particularly recent migrants who have a real need to learn the language of their new home. Second language acquisition is perceived by adult migrants themselves, as well as host governments, “as a crucial factor for socio-economic and cultural integration” 1. The city is a rich environment for language learning, providing opportunities for learning through observation, conversation, and social interaction during daily activities 2. Providing learning activities accessed on smartphones, mobile ICT devices that are owned by and familiar to many migrants, enables the city to become an educational environment for an audience who may struggle to attend classroom based language courses at fixed times and places due to family and work related constraints1. Learning activities provided on smartphones enable personalised and flexible educational approach for a heterogenous group of learners, with differing needs and abilities 3. Language learning educators identify that location-based and context-sensitive resources and activities are a powerful resource for learners 4; and the mobility of smartphones makes them a particularly suitable platform for this mode of learning. SALSA (http://www.open.ac.uk/blogs/salsa/ ) is exploring the use of Bluetooth beacons placed around the city to trigger location-based learning resources in an app on learners’ smartphones. Once a learner has downloaded the app to their smartphone, they will be notified when they are near to a beacon and offered the opportunity to engage with a context-relevant learning activity stored in the app. Beacons are a low cost technology suitable for large scale deployment, transmitting a simple identifier that is interpreted by a smartphone app to trigger a predefined action, such as presenting the user with sample phrases suitable for the context, a listening exercise, or prompts for reflection. No network connection is required to engage with the learning activities, which enables the system to work indoors as well as outside, and at no network cost (a key consideration for low-income and internationally transient users). Beacons enable highly accurate identification of relative smartphone location, allowing for a density of different resources to be triggered in the same area, hence have been employed in scenarios such as providing information about exhibits in galleries, and guiding visually impaired customers through the London Underground (http://www.bbc.com/news/health-31754365 ). As a wireless technology they enable a discrete engagement with learning activities for situations where they may choose not to explicitly engage with a trigger such as a QR code printed on a poster: the user is prompted by a notification to their smartphone similar to an SMS, with an onscreen message and optional phone vibration. Because a beacon only broadcasts an identifier which is then interpreted by the app on the user’s phone, no data about who is receiving the signal and acting upon it is collected by default. This offers users an anonymous interaction, which may be valued by groups of users such as recent migrants who can be sensitive to perceived privacy issues. As part of the SALSA project we are exploring users’ perceptions of the privacy aspects of location-triggered technologies; investigating how we might both ensure user privacy, yet also consider potential methods of collecting usage data to improve user experience (e.g. by personalizing learning resources based on their previous activities) and optimisation of service provision (placing of beacons, revision of learning activities to reflect users’ needs). SALSA is a small scale pilot project currently in progress in Milton Keynes, and will report on theoretical work ,and initial findings from the field trials that are about to commence in Spring 2015. The trials will gather attitudinal, usability and learning-effectiveness data from a range of current adult English language learners who live or work in the town, and aim to inform educators, city planners, and policy makers about the benefits and challenges of implementing location-based language learning service utilizing smart city infrastructures. 1. Kluzer, S., Ferrari, A., and Centeno, C. Language learning by adult migrants: policy challenges and ICT responses. Joint Research Centre Institute for Prospective Technological Studies, Seville, Spain, 2011. 2. Kukulska-Hulme, A., & Bull, S. (2009). Theory-based support for mobile language learning: noticing and recording. International Journal of Interactive Mobile Technologies, 3(2), p. 12–18. 3. Gaved, M., Jones, A., Kukulska-Hulme, A. and Scanlon, E. A citizen-centred approach to education in the smart city: incidental language learning for supporting the inclusion of recent migrants. International Journal of Digital Literacy and Digital Competence 3, 4 (2012), p. 50–64. 4. Edge, D., Searle, E., Chiu, K., Zhao, J., & Landay, J. (2011). MicroMandarin: mobile language learning in context. Proc. CHI2011, ACM Press (2011), p. 3169-3178

A Middleware for Mobile and Ubiquitous Learning Ecosystems Based on a Reconfigurable Plug-and-Play Architecture: Application to Mashups

This paper describes a middleware intended to support the development of mashup applications in mobile and ubiquitous learning environments. It is based on a framework that integrates different contextual information (e.g. geographic location, profile, history) and services from e-learning platforms or other learning tools. The integration of the services into the middleware is carried out through a reconfigurable plug and play architecture based on Web Services. It provides a better and more flexible management of the involved services in the system

Impact of E-Learning System: Google Classroom Interaction between E-Facilitators and E-Learners at the University of Ibadan Open Distance Learning Centre, Nigeria

Open Distance Education, an e-learning delivery system, is structured toward quality education for development and growth that meets the needs of the modern world. Its e-learning method is geared toward quality education that provokes critical thinking, scientific innovation, artistic revolution, and managerial skills. With all these qualities, criticizers still believe that the orthodox method of learning drills, as such face-to-face interaction, fixed location, and immediate feedback are still the best learning practice. Therefore, this article examines the impact of the e-learning system of Open Distance Education as a friendly learning flexibility and teaching mode that provokes mutual understanding, critical thinking, and immediate feedback between online facilitators and e-learners. Also, it investigates how its teaching approach stimulates innovative research, learning security, and interactive mutuality. Seven (7) excerpts are purposively selected from Google classroom interactions. The article uses Schechner's performance theory and the theories of Freud and Jung. Performance theory emphasizes human activities, while the theories of Freud and Jung talk about human interactive engagements. Theories are used to analyze interactive mutuality and knowledge based-performance between e-facilitators and e-learners. The data are subjected to content analyses

Architecture of a system for context-based adaptation in m-learning

Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works. E. Martin, N. Andueza, and R.M. Carro, “Architecture of a system for context-based adaptation in m-learning”, in Conference on Advanced Learning Technologies, 2006. Sixth International, Kerkrade, 2006, pp. 252-254In this paper, the architecture of a system that supports context-based adaptation for m-learning is presented. This system manages data about users and activities so that the most suitable activities to be accomplished at each time are proposed to each user. This decision is not only based on the user's personal features, preferences or previous actions but also on information about the specific user's context, including spare time, location and available devicesThis work has been funded by the Spanish Ministry of Science and Education, project TIN2004-0314

PENINGKATAN KOMPETENSI GURU DAERAH TERPENCIL MELALUI PELATIHAN PENGEMBANGAN KONTEN E-LEARNING

This Community Service activity was backgrounded by three things namely 1) obtained SPADA Grant for the development and impelementation of online learning in 2018; 2) the results of evaluation of devotion activities in 2018 and 2019 namely 80% of teachers understand mobile learning based on Augmented Reality; 3) the fact that there is a gap in the quality of education that occurs in remote areas with urban areas, so it is necessary to increase the competence of teachers in terms of learning innovation through the development of e-learning content for teachers in remote areas of Bawean Island located 80 miles or 135 km north of Java island. The geographical location and transport conditions connecting Bawean island with Gresik are the main obstacles for teachers on Bawean island to keep up with the development of science and technology.This Community Service Program  was implemented through the stage of Strengthening the concept of e-learning followed by needs analysis workshop, e-learning system design workshop, e-learning content development workshop, Upload development results to LMS system, then implementation with assistance from the service team and continued implementation independently by the school. The result of this activity were 1) increased teacher understanding of e-learning and examples of its implementation; 2) produced an e-learning design consisting of the design of the materials of each meeting, video tutorials, discussion activities for students, and evaluation tools; 3) teachers are able to implement e-learning independently

Faktor yang Mempengaruhi Pembelajaran Daring Melalui LMS pada Masa Covid 19

Online (e-learning) during the Covid-19 pandemic has become a trend in education that causes significant changes in learning, forcing universities to adapt to learning conditions during Covid 19. The purpose of this study was to determine the factors that influence online learning through the use of the Learning Management System (LMS) during the Covid 19 pandemic at Universitas Gunung Rinjani. Differences in LMS use based on some demographic information such as gender, location (place of residence), and age are also discussed to gain an in-depth understanding of the use of LMS during online learning. There are two research methods used in this study, namely quantitative and qualitative. The data collection process was carried out through an online survey instrument distributed to 6 Faculties 7 Study Programs at Universitas Gunung Rinjani. In addition, interviews with students will be conducted to gain an in-depth understanding of LMS use in their learning. The findings of this study indicate that LMS use during Covid 19 learning can run well; this can be seen from the participants' perceptions of usefulness, ease of use, subjective norms and attitudes of self-efficacy and support from lecturers and colleagues.The purpose of this study was to determine the factors that influence online learning through the use of the Learning Management System (LMS) during the Covid 19 pandemic at Gunung Rinjani University. Differences in LMS use based on some demographic information such as gender, location (place of residence), and age are also discussed to gain an in-depth understanding of the use of LMS during online learning. There are two research methods used in this study, namely quantitative and qualitative. First, develop and distribute survey instruments to students based on the technology acceptance model. In addition, interviews with students will be conducted to gain an in-depth understanding of LMS use in their learning. The findings of this study indicate that LMS use is associated with perceived usefulness and ease of use, subjective norms, and attitudes of self-efficacy and support from lecturers and peers.

A VOICE-BASED e-EXAMINATION EXPERT SYSTEM FOR THE VISUALLY IMPAIRED IN OPEN AND DISTANCE LEARNING

Open and Distance learning (ODL) is a means of acquiring knowledge without necessarily being in normal direct communication with the instructor. The aim of ODL is to increase access to education and by extension online examination for those who have difficulty accessing education such as the poor, illiterate, less privileged, and those with location and financial constraints. Most electronic examination (e-examination) systems are web-based, and studies on the accessibility level of distance education show that webbased form of examination does not fully meet the needs of visually impaired persons. Voice-based systems allow users access to information on the internet over a phone interface. Prior studies on ODL e-examination systems that make use of voice user interface do not sufficiently exhibit intelligent form of assessment, which diminishes the rigour of examination. The objective of this project is to improve on the achievements of previous studies by providing a voice-based e-examination expert system for ODL that demonstrates shuffling of examination questions to learners. The study employs a combination of technologies such as system design and modeling using Unified Modeling Language (UML), server side scripting, voice-based system development, data management and rule-based reasoning in order to develop a prototype voice-based eexamination expert system for ODL. The developed system was evaluated to determine the level of performance and usability. The result of the usability evaluation showed that the developed application has an ‘average usability’ rating of 3.48 out of 5 scales. The performance evaluation of the system using Paradigm for Dialogue System Evaluation (PARADISE) gave a score of 4.78 on a scale of 5 as the maximum. This shows that the voice-based e-examination system will not only complement the existing web-base

A bluetooth-based Interactive system to improve relationships between actors in educational environments

Nowadays there are a vast number of devices and technologies available for the common citizen to improve their communication with others. This fosters the design and implementation of systems that explore the available features of these devices. In this paper, we propose a Bluetooth-based interactive system for delivering personalized information in high education institutions. The system allows informing, on a personalized way, the actors of an education institution on a free way using popular communication standards. The scenario we promote in the paper is mainly focused on learning environments, however the framework is also applicable in other shared public and semi-public spaces such as offices, homes, companies and many others. One of the most important contributions of this work is to combine public displays and personal mobile devices for delivering personalized information according to the students’ location. A prototype has been built and discussed with demonstrative user scenarios. Early results show that teachers and students found some advantages in this system comparing to traditional approaches. This system can effectively support a wide range of activities for students. It provides to each student the possibility to have a personal interaction with the technology in an authentic and appropriate use context. Features like the system’s architecture, prototype and system’s evaluation are explained in the paper. Results show that this system can be an important complement to other popular systems in education environment (e.g. e-mail, chats, Wikis, forums, e-learning platforms etc.)